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\n\"Medical\n\n
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\nBeyond Benign\n
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\nMedical Ethics\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nJust because we have the ability to determine an organism's traits through genetic testing, should we do it? Middle-school medical experts examine the ethical dilemmas in biotechnology in the 18th and final installment in a series of...\n
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\n\"Ethics\n\n
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\nCurated OER\n
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\nEthics and the World of Medicine\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine ethical issues in the field of medicine. In this ethics lesson, students explore primary and secondary sources regarding the discernment that medical professionals are presented with as they treat illnesses. Students...\n
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\n\"Genome\n\n
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\nPersonal Genetics Education Project\n
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\nGenome Editing and CRISPR\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nExplore the excitement and ethical challenges of CRISPR and genetic-editing technology. Participants engage in do-nows, view a slideshow, and collaborate on scenarios about genetic editing. Group members analyze scenarios to generate...\n
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\n\"The\n\n
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\nThe Right to Die - A Role Playing Activity\n

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\n\nFor Teachers\n\n12th - Higher Ed\n
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\nLearners are assigned various roles to play in simulation intended to demonstrate the difficult choices involved in keeping relative on a life support system. They research a case, prepare their roles, and present their positions to the...\n
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching Bioethics\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUse this guide for incorporating bioethics into your biology curriculum or for teaching a unit on the topic. A syllabus for an entire year is also available. The resource provides lists of online, video, and printed resources; however,...\n
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\n\"Should\n\n
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\nCurated OER\n
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\nShould US Officials & Health Professionals be Investigated for War Crimes?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore ethical issues. In this human rights lesson, students read articles and documents related to torture used in government investigations and if medical ethical guidelines were adhered to. Students respond to discussion...\n
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\n\"Who\n\n
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\nCurated OER\n
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\nWho Owns Rights to Pharmacogenetic Information?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils develop an understanding of the rationale of ownership over scientific information. They research commercial applications of DNA sequences. They analyze how to evaluate medical ethics issues.\n
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\n\"Bioethical\n\n
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\nCurated OER\n
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\nBioethical Issues\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze and evaluate the implications of medical ethics by investigating internet resources and current bioethical issues. This lesson requires computers and internet access.\n
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\n\"An\n\n
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\nPenguin Books\n
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\nAn Educator’s Guide to Chraisma by Jeanne Ryan\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nOften, science fiction makes a lot of connections to real life. An educator's guide for the novel Charisma by Jeanne Ryan, has readers discuss many of the real-life issues that come in the text. A brief summary helps garner interest...\n
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\n\"Politics\n\n
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\nCurated OER\n
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\nPolitics of Death\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the topic of euthanasia. For this religion and ethics lesson, students investigate the cases of Terri Schiavo and Hugh Finn in order to gain an understanding of the euthanasia controversy.\n \n
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\n\"The\n\n
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\nThe Gift That Keeps on Giving\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents reflect on the role of DNA in society since its discovery in 1953 by creating works of art and poetry that metaphorically illustrate the importance, influence and concerns of DNA research.\n
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Audio
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\n\"Science\n\n
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\nScience Friday Initiative\n
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\nScience Friday: The Immortal Life of Henrietta Lacks\n

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\n\nFor Students\n\n9th - 10th\n
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\nIra talks with author Rebecca Skloot about 'The Immortal Life of Henrietta Lacks,' a tale of biology and medical ethics.\n
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\n\"Serc:\n\n
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\nScience Education Resource Center at Carleton College\n
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\nSerc: Who Owns Rights to Pharmacogenetic Information?\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nThis lesson plan explores ethical issues around ownership of scientific and human DNA information. Students learn about the benefits and risks of new drugs, and related ethical matters, and what the concerns are about sharing of genetic...\n
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Website
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\n\"Academy\n\n
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\nAmerican Academy of Achievement\n
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\nAcademy of Achievement: Shinya Yamanaka, m.d., ph.d.\n

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\n\nFor Students\n\n9th - 10th\n
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\nA biography of Japanese stem cell researcher Shinya Yamanaka. Few medical discoveries have had the immediate impact that his did. He was able to transform normal human cells into stem cells. This extinguished the raging debate over the...\n
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Website
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\n\"Pbs\n\n
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\nPBS\n
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\nPbs Bloodlines: Technology Hits Home\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis site is a must see for any lesson or unit on biotechnology! It is a companion to the PBS video \"Bloodlines: Technology Hits Home,\" although it can certainly be used without the video. It's a fantastic site that will challenge...\n
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\n\"Scitable:\n\n
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\nNature Research\n
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\nScitable: Genetics and Society\n

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\n\nFor Students\n\n9th - 10th\n
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\nGet an in-depth look at the ethical, legal, and social implications genetic technologies have on society. Explore the ethical considerations that genetics has on our society with the advances in genetically-tailored treatments, genetic...\n
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\n\"Ncbi:\n\n
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\nNational Institutes of Health\n
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\nNcbi: What Does Cruzan Mean to the Practicing Physician?\n

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\n\nFor Students\n\n9th - 10th\n
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\nDiscusses patient rights in regards to refusing treatment that may save their lives. The Supreme court held that patients have a constitutional right to refuse treatment.\n
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Unit Plan
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\n\"Pbs\n\n
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\nPBS\n
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\nPbs Bloodlines: Making Precedent\n

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\n\nFor Students\n\n9th - 10th\n
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\nExcellent site where students are challenged to read several case studies and make choices about what they would do in the situation. After they choose they are presented with some of the consequences that their decision may produce in...\n
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Article
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\n\"Pbs\n\n
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\nPBS\n
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\nPbs Learning Media: Religion and Ethics Weekly: Dr. Ben Carson Extended Interview\n

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\n\nFor Students\n\n9th - 10th\n
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\nDr. Ben Carson is a renown neurosurgeon who was involved with the attempted separation of the conjoined Bijani twins. He recounts dealing with that loss and how his faith has helped him cope with a life full of risk. Dr. Carson also...\n
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Article
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\n\"Action\n\n
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\nAmerican Institute of Biological Sciences\n
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\nAction Bioscience: For Sale: Iceland's Genetic History\n

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\n\nFor Students\n\n9th - 10th\n
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\nIcelandic biomedical company, deCODE, owns exclusive rights to a genetic database of all Icelanders. Studying the genome of the entire population could reveal trends because Iceland is such an isolated and hardly migratory nation. As...\n
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\n\"Black\n\n
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\nBlack Past\n
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\nBlack Past: Tuskegee Syphilis Experiment (1932 1972)\n

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\n\nFor Students\n\n9th - 10th\n
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\nIn this encyclopedia entry you'll learn about the Tuskegee Syphilis Experiment, in which scientists infected blacks with syphilis to gather scientific data. There is a link to a website to gain more information about this grave ethical...\n
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\n\"U\n\n
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\nUniversity of Virginia\n
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\nU of Virginia: Bad Blood: The Tuskegee Syphilis Study\n

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\n\nFor Students\n\n9th - 10th\n
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\nParticipants in the Tuskegee Syphilis Study were never told that they had syphilis. Instead, the doctors and scientists said they had \"bad blood.\" Find out what took place during this study, and the social and political consequences...\n
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\n\"Pbs:\n\n
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\nPbs: An Apology 65 Years Late\n

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\n\nFor Students\n\n9th - 10th\n
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\nAn article covering former President Clinton's apology to the survivors and family members of the Tuskegee Syphilis Study. Dated May 16, 2007.\n
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\n\"Centers\n\n
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\nCenters for Disease Control and Prevention\n
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\nCenters for Disease Control: The Tuskegee Timeline\n

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\n\nFor Students\n\n9th - 10th\n
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\nWhat was the Tuskegee Syphilis Study? Find out more about this experimental study when you visit this site. The CDC compiled a timeline outlining the events of this tragedy.\n
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