You are so stressed out at work. If you knew that working for the Federal Genetic Research and Technology Division (FGRTD) of the US State Department was going to be so hectic you probably would have reconsidered. In addition to entering DNA sequences from new born babies into the international database, you have to compare DNA samples from crime scenes, run paternity tests and answer the unending phone calls. Each DNA test you do takes about 3 hours of complicated, precise and meticulous procedures to complete from start to finish. But it is the calls that really get to you. You get calls from the FBI and INTERPOL asking for samples to solve crimes and identify suspects, from insurance companies asking for genetic information that can be used to grant or deny insurance claims based on genetic predispositions and calls from everyday citizens distraught over the fact that they have lost jobs, been denied insurance and have been harassed by government agencies because of DNA database mistakes.

You are stuck in the middle. You see how the DNA database, started in 2003 has been a great benefit but you also see how it is an invasion of the public’s privacy. The DNA database stores DNA sequences for every person born after January 1, 2003 and you have been quite busy trying to collect samples form the rest of the population to store on the database in addition to running tests and answering calls.

On top of everything you are busy with at work, your department has made you spokesperson for the (FGRTD) you have to take a stand. You are to educate the general public on the advantages OR disadvantages of an international DNA database. You will research as to whether or not the benefit of facilitated identification through DNA sequences out weigh the feeling of invasion of privacy.

You will work in groups according to the 6 steps of the Public Policy Analyst

www.maxwell.syr.edu/plegal/TIPS/welcome.html

1. Define and describe the problem:

2. Gather evidence related to this problem

3. Identify the causes for the problem.

4. Describe the current policies for this problem

5. Develop your own solutions or policies for this problem (Find convincing information that could educate and motivate the public to recycle.)

6. Decide on the best policy for this problem

Make sure you understand how to accomplish each step. The PPA program will give you a step by step guide as to how to accomplish this task.

Students will work in groups of four. The class will work on this project for several class sessions.

The groups will:

1. Complete the Public Policy worksheets from the TIPS website.

2. Use some of the websites provided in resources and are greatly encouraged to find their own websites that will be helpful in their decision making process.

3. Gather information that will help to complete the assignment.

4. Organize and prepare a 15 minute Power Point presentation for the class.

The FBI

http://www.fbi.gov/

Information on Cloning

http://www.maxwell.syr.edu/plegal/tips/clone.html

Google (a great search engine)

https://www.google.com

Encyclopedia Britannica

http://www.britannica.com/

Internet Public Library

http://www.ipl.org/youth/

Bridging the future of medicine: UCSF DNA Bank http://www.som.ucsf.edu/departments/dnabank/

DNA Identity Laboratory at the University of North Texas Health Science Center

http://www.hsc.unt.edu/patientcare/dna/dnabank.html

After you have completed the six step public policy program you are to construct a 15 minute power point presentation describing your view point (either pro or con) The presentation should be interesting and understandable by your classmates. The students should be able to figure out exactly where you stand… whether you are in favor of an international DNA database or if you are against the database (invasion of privacy).

A--Excellent	B--Good	C--Satisfactory	D--unsatisfactory	F—completely unsatisfactory
· Presentation is well organized · Logical sequence to ideas and presentation · Group member participation by all highly evident · No grammatical or spelling errors · Presentation clearly and definitively defends issues	· Presentation organized and clear · Presentation demonstrates knowledge of subject · Logical sequence to ideas · Few spelling or grammatical errors · Group member participation evident · Presentation defends issues	· Presentation is organized and somewhat clear · Presentation demonstrates some knowledge of subject · Grammatical and/or spelling errors · Some group member participation · Presentation is vague on support of issues	· Presentation is not well thought out or presented · Presentation does not demonstrate knowledge of subject · Many grammatical and/or spelling errors · Evidence that not all group members participated · Presentation is unclear as to support on issues	Absolutely nothing done!

Performance Standards in this Web Quest:

E1c Reads, understands and produces written and oral work.

E3b The student participates in group meetings.

E3c The student prepares and delivers an individual presentation.

E4b The student analyzes and revises the work to make it suitable for the audience.

S3e The student practices natural resource management.

S5f Students work individually and in teams to collect and share information and ideas.

S7b The student argues from evidence.

S7e Students communicates in a form suited for the audience.

A2a Student makes an oral presentation of project plan.

A2c Student develops a multi-media presentation.

By completing this activity, students will learn how to use the Internet to gather information and do research. They will use critical thinking skills to make decisions on what policies would be most effective.