- Students will be divided into groups, and each will be assigned one side of the debate topic.
- Students will perform research and become knowledgeable about the debate topic.
- Each student will be expected to participate in the debate in some capacity and contribute to the development of a “key point” related to their group’s side.
Debate Topic: "Should gene editing technologies, such as CRISPR, be used by healthcare professionals to alter DNA for minor or major medical purposes?"
(Question Form)
“Gene editing technologies, such as CRISPR, should be used by healthcare professionals to alter DNA for minor or major medical purposes”
(Statement Form) Limitations
- The discussion does not need to be limited to human beings, but any research related to the gene editing of food and animals should be presented in the context of human medical purposes and not aesthetics.
- Consider the ambiguity surrounding what constitutes a genetic problem that needs to be "fixed" and who makes that decision.
- Be sure to begin by clarifying current guidelines, what procedures have been successful, what procedures may be planned for the future, etc.
Debate Parameters:
Students will be split into two teams based on their current writing instructor (McCall v. Wynter) -
- Each team will have multiple ways to contribute: Verbal Presenters, Visual Presenters, Researchers, and Writers
- Students may still participate in the creation or preparation of material outside of their assigned role (ex. a verbal presenter can still conduct preliminary research, writers should work with researchers to produce viable material)
- Each student must keep a written journal/log of the work contributed to the project, citing specific details which contributed to the debate's ultimate success