Subject Area
Social Studies

Activity Overview
This activity is a role-play of a Senate debate on bills suggested to remedy a problem dealing with genetic engineering. As a result of this lesson, students will understand the role of a Senator in writing laws to deal with problems and suggest remedies for a problem related to a genetic engineering issue. Working in a group, the students will prepare a proposed Senate bill to remedy the problem, and debate and compromise to reach a consensus on a bill that will best remedy the problem they choose.

Materials
paper
pencils/pens

Activity Outline
Research information about genetic engineering and any potential problems related to this issue (e.g., labeling of genetically engineered foods). Have the class research how a bill becomes a law.
Have students:
1. Look at laws already in place that are related to genetic engineering and use them as a springboard for creating new bills.
2. Divide equally into three groups. Each group (senate committee) will draft their own bill that is designed to correct a problem they choose from the issues of genetic engineering, supporting their position on the issue.
3. As a group, prepare a speech to convince "legislators" of the need for the law.
4. As a class (entire senate), listen to a debate on the bill presented by each group.
5. Present the bill as is or with amendments to the entire senate (all class) for a vote.
If a majority approves the bill, it will be presented to and signed (or vetoed) by the President (teacher). If not approved it goes back to the committee.
6. Submit letters to legislators supporting the positions as represented by their legislative bills.

Assessment
Assess comprehension through discussion, speeches, and the bills presented.

Standards and Benchmarks
Civics
What is Government and What Should it Do?
Standard 1: Understands ideas about civic life, politics, and government
1. Distinguishes between private life and civic life (e.g., private life concerns the personal life of the individual such as being with family and friends or practicing one's religious beliefs, civic life concerns taking part in government such as helping to find solutions to problems or helping to make rules and laws)
2. Understands how politics enables people with differing ideas to reach binding agreements (e.g., presenting information and evidence, stating arguments, negotiating, compromising, voting)
3. Knows institutions that have the authority to direct or control the behavior of members of a society (e.g., a school board, state legislature, courts, Congress)
4. Understands major ideas about why government is necessary (e.g., people's lives, liberty, and property would be insecure without government; individuals by themselves cannot do many of the things they can do collectively such as create a highway system, provide armed forces for the security of the nation, or make and enforce laws)
5. Understands competing ideas about the purposes government should serve (e.g., whether government should protect individual rights, promote the common good, provide economic security, mold the character of citizens, promote a particular religion)