Module IV – Table of Contents · Bt crops such as cotton, corn, and potatoes were not developed...

iIowa State University Extension and ISU Office of Biotechnology

Module IV – Table of Contents

IV. Ethical, Social, and Legal Issues of Bt Crops Page

BACKGROUND INFORMATION FOR EDUCATORS

The Bt issues ............................................................................................225

Some questions ........................................................................................226

TEACHING RESOURCES

Lesson plan: The Customer Is Always Right ...............................................227

Internet ideas............................................................................................230

Student handout: Learning More About Ethical, Social, and Legal

Bt Issues .......................................................................................................237

Student handout: See For Yourself – The Customer Is Always Right: Who

Will Buy This Grain? ....................................................................................241

Overhead transparency masters ................................................................249

Lesson plan: Building and Evaluating Ethical Arguments ............................271

Internet ideas............................................................................................274

Student handout: Learning More About Ethics .............................................275

Student handout: See For Yourself – Ethical Arguments: Building and

Evaluating Ethical Arguments .......................................................................279

Student handout: See For Yourself – A Matter of Ethics: To Plant

or Not to Plant .............................................................................................. 281

Overhead transparency masters ................................................................285

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225Iowa State University Extension and ISU Office of Biotechnology

EducatorsLesson Module IV – Ethical, Social, and Legal Issues of Bt Crops

Ethical, Social,

and Legal Issues

of Bt Crops

BACKGROUND INFORMATION

Producing genetically engineered crops, including cropsthat incorporate a gene from Bacillus thuringiensis (Btgene) to protect against insects, involves ethical, legal,and social issues. It is beyond the scope of this curricu-lum to provide a complete examination of all of theseissues. Instead, this curriculum module introducesstudents to a few of the issues associated with Bt cropsand provides a model for decision making that studentscan use to carefully examine and develop their ownpositions on these issues. Students also can apply thedecision making model provided in this module toother controversial topics.

The Bt Issues

Some of the issues surrounding the production of Btcrops result from the inability of traditional grainproduction and handling systems used in the U.S. andother countries to easily handle identity preservedcrops. In traditional grain commodity systems,different varieties of the same crop from many differentfarms and farmers can be grown near each other andoften are mixed together before they are sold to foodprocessors and other industries in this countryor abroad.

Identity preserved crop varieties have a genetic trait orwere produced in such a way that gives them value for aspecialized use. These crop varieties cannot be mixedwith other varieties that do not have the same charac-teristics or their identity and value are lost. Forexample, some food processors want special highprotein soybeans and do not want them mixed withtraditional soybeans. Other food processors want cropsthat were grown according to state or federal guidelinesfor organic production.

Bt crops such as cotton, corn, and potatoes were notdeveloped to be identity preserved. Bt crops do nothave a characteristic that makes them more valuablethan traditional crops for a specialized end use. In-stead, Bt crops are intended to have a value for thefarmer by resisting certain insect pests and reducing theuse of insecticides.

IVGrain from Bt crops is not acceptable to consumers whodo not want to eat genetically engineered food or tocountries that do not want to import geneticallyengineered food crops. Some U.S. farmers are trying tofind ways to keep non-Bt varieties separate from Btvarieties throughout the production and handlingsystems.

Consumer Choice

The consumer is the ultimate customer for any Bt crop,so consumer attitudes toward genetic engineering arevery important. This was clearly shown in September2000 when traces of Bt protein in StarLink™ corn weredetected in taco shells and some other food products.The problem was that StarLink corn was not approvedfor human consumption. In response to concerns thatthe Bt protein in StarLink might trigger allergic reac-tions in some sensitive individuals, companies recalledproducts that may have contained traces of the protein.The StarLink experience heightened interest in testingfood products for genetically engineered proteins.

For a complete analysis of the StarLink experience, seethe online paper The StarLink™ Situation by Neil E.Harl, Roger G. Ginder, Charles R. Hurburgh, and SteveMoline at http://www.extension.iastate.edu/Pages/grain/gmo/gmo.html.

Pre- or Post-Harvest Contamination1

After genetically engineered varieties were sold tofarmers beginning in 1996, three types of crop produc-tion emerged in the United States – GMO (geneticallymodified organism), non-GMO, and organic. “Geneticcontamination” is a phrase used to describe thepresence of unwanted GMO seed in a non-GMO variety.

Genetic contamination can happen at any point in theproduction and marketing of Bt crops. When seedcompanies, research institutions, or private plantbreeders are breeding new crop varieties, geneticcontamination can occur if Bt pollen is accidentallytransferred to a non-Bt flower or Bt seed is unintention-ally mixed with non-Bt seed.

Genetic contamination can occur in several ways on thefarm if farmers plant impure non-Bt seed. If they planttheir variety in a field where a Bt variety was grown theyear before, volunteer Bt plants from last year couldgrow and contaminate this year’s non-Bt crop. Insects,the wind, birds, or animals can transfer pollen or seedsfrom a Bt field to a non-Bt field. For more information,

226 Iowa State University Extension and ISU Office of Biotechnology

Educators Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops

see the resources listed in the Internet Ideas section onp. 230.

To minimize the chances of genetic contamination,producers of non-Bt organic crops often have their seedtested to ensure its purity and document every step ofthe production process on paper. Authorized organiza-tions or government agricultural agencies review afarmer’s production records and, if acceptable, certifythat the crop can be marketed as organic.

The Grain Inspection, Packers, and Stockyard Adminis-tration (GIPSA) is a division of the U.S. Department ofAgriculture. Within GIPSA, the Federal Grain Inspec-tion Service (FGIS) establishes the Official Standards forGrain. These standards are used by sellers and buyersto define the type and quality of the grain bought andsold. The FGIS establishes standard testing methodolo-gies to measure grain quality accurately and consis-tently. The FGIS also ensures that the grades andstandards used in grain measurement are appliedimpartially throughout a national inspection systemmade up of federal, state, and private inspectionagencies. For an explanation of the factors involved insampling and testing genetically engineered grains andoilseeds, see the information on the GIPSA Internet siteat http://www.usda.gov/gipsa/biotech/biotech.htm.

Tolerances and Food Labeling

In genetically engineered crops, the maximum GMOcontent that a buyer will accept is called a tolerance.

There are efforts under way to establish a standardizedworldwide set of tolerances for GMO technologies andcrops. Until worldwide tolerances are agreed on,individual countries will continue to determine whichGMO crops they will approve for importation and whatlabeling requirements will be used for foods made fromthose crops. For example, Japan is a major tradingpartner of the U.S. In Japan, the official toleranceestablished by the Japanese government is 5%. Thismeans that non-GMO crops and foods made from themcan contain up to 5% genetically engineered materialand not be labeled as GMO.

To date, the United States has not required labeling offood products that contain GMO ingredients if the foodproduct has the same characteristics as its non-GMOcounterpart.

For more information about the GMO food labelingpolicies of various countries, see the Internet Ideassection on p. 230.

Some Questions

The focus of this module is the ethical, social, and legalissues associated with Bt crops. This is not to implythat there are not scientific issues, as well. The Envi-ronmental Protection Agency’s science assessment of Btcrops and requirements for ongoing scientific researchare contained in the biopesticides registration documentavailable on the Internet at http://www.epa.gov/pesticides/biopesticides/pips/bt_brad.htm. Somestudents may be interested in the scientific controversyabout the effect of Bt corn pollen on the larvae ofmonarch butterflies. Some Internet sites about thattopic are in the Internet Ideas section on p. 232.

The questions below can be used to provide studentswith additional experience in constructing ethicalarguments, as explained in Internet Ideas on p. 274.

Examples of Ethical Questions2

Ethical questions about genetic engineering focus onhow it will impact things that we value. Here are someexamples of ethical questions:

1. Is the genetic engineering of a plant consistent withrespect for nature?

2. Will Bt crops produce more good consequencesthan bad ones? Will the distribution of good andbad consequences be fair, or will some personsbenefit at the expense of others?

3. How should we weigh the value of Bt crops tofarmers against unknown risks of releasing Btcrops into the environment?

4. Do consumers have the right to know whethertheir food has Bt crops in it? Should food productlabels indicate whether foods contain ingredientsfrom Bt crops?

Examples of Social/Economic Questions

Social questions are concerned with people’s attitudesand behaviors. Economic questions deal with thefinancial (money) aspects.

1. What factors influence consumer attitudes andpurchasing patterns concerning geneticallyengineered foods, including Bt crops?

2. What factors influence farmers’ attitudes about Btcrops and their use?



3. What are the social and economic consequencesof patenting and licensing genetic engineeringdevelopments like Bt crops?

4. How can inexpensive, fast, and reliable detectiontests for genetically engineered crops be developed,standardized, and implemented around the world?

Examples of Legal Questions

Legal questions ask who will be responsible for doingcertain actions and who will pay if damage is caused.

1. Are seed companies or individual farmers respon-sible if the EPA guidelines for growing Bt crops(such as refuges) are violated and what should thepenalties be?

2. Who is legally responsible and liable for damagesfrom genetic contamination of non-Bt varietieswith Bt varieties?

3. What is legally acceptable wording for voluntary orrequired labels on products containing ingredientsfrom Bt crops?

4. Should farmers’ legal liability for genetic contami-nation be lessened if they can document that theyactively tried to prevent contamination?

Credit Notes1Adapted from Strategies for the Coexistence of GMO,Non-GMO, and Organic Crop Production. Walter R. Fehr,Office of Biotechnology, Iowa State University,September 2001.

2Kristen Hessler, Office of Biotechnology, Iowa StateUniversity.

StarLink™ is a trademark of AgrEvo GmbH.

TEACHING RESOURCES

Lesson Plan: The Customer Is

Always Right

Science Content

Students will be able to identify and explain the social,economic, and legal issues surrounding the productionof a genetically engineered crop

Science Education Standards

Life Science, Content Standard A– Abilities necessary to do scientific inquiry

(p. 175)– Understandings about scientific inquiry (p. 176)

Life Science, Content Standard F– Personal and community health (p. 197)– Natural resources (p. 198)– Natural and human-induced hazards (p. 198)– Science and technology in local, national, and

global challenges (p. 199)

Source: National Science Education Standards, ©National Academy ofSciences, 1996. Used with permission. Page numbers refer to theseventh printing, November 1999 – also available on the Internet athttp://books.nap.edu/html/nses/pdf/index.html.

Science Process Skills

• Observing• Comparing and measuring• Relating• Applying• Categorizing

Life Skills

• Learning• Making decisions• Communicating

TimeCopying optional handouts: 10 minutesPreparing corn samples: VariableDoing activity: 40 minutes each of two days

MaterialsIf using the handouts, make enough copies of studenthandout IV-a, Learning More About Ethical, Social, andLegal Bt Issues on p. 237, and IV-b, See For Yourself: TheCustomer Is Always Right on p. 241 for the entire class.Optional overhead transparency masters start on p. 249.

Because of the math involved in this activity, teachersmay want to ask students to bring calculators for theday of the activity or provide at least one calculator foreach of four student groups.

For the class you will need:

• 4 containers that will hold up to 100 kernels ofcorn each. Peanut butter jars work well, but anycontainer of sufficient size will do.



• 1 plastic cup or petri dish• 1 oz blue cake dye• Wax paper• Plastic lab gloves or other disposable gloves• 480 kernels of field corn or popcorn• 4 index cards, either lined or unlined• Masking tape or transparent tape for each group• 4 marking pens

Note: Field corn is available at most pet stores and naturestores year-round. Popcorn can be obtained from a grocerystore if field corn is unavailable.

Lesson Plan

Two Days Before the Activity

1. Place eight kernels of corn or popcorn in theplastic cup or petri dish.

2. Pour blue cake dye over the kernels until they aresubmerged. Let the kernels soak overnight.

Note: An alternative to dyeing the corn kernels is touse kernels from multi-colored ears of corn that oftenare available during the fall season.

One Day Before the Activity

1. Put on the plastic gloves to avoid staining yourhands with the dye. Remove the kernels from thecake dye.

2. Spread out the kernels on the wax paper to dry.

3. Count out the following piles of un-dyed corn:

99 kernels97 kernels76 kernels50 kernels

4. When the dyed corn kernels are dry, assemble fourcontainers of corn as follows and label eachcontainer with the number 1, 2, 3, or 4. Teachersmay wish to change the labels on the containersbetween class sections.

Container 1 – 1 dyed kernel and 99 regular kernelsContainer 2 – 3 dyed kernels with 97 regular

kernelsContainer 3 – 4 dyed kernels with 76 regular

kernelsContainer 4 – 50 regular kernels of corn

Doing the Activity

Day 1

1. Use the optional student handout IV-a on p. 237 orthe overhead transparency masters IV-a through IV-k that begin on p. 249 to provide students withbackground infomation on genetic contamination,tolerances, and export markets.

2. Divide the class into four groups. Give each groupone of the containers of corn, an index card, tape,and a marking pen. Tell the class:“Testing grain for the presence of genetically engi-neered proteins or DNA can be done by severallaboratory methods, such as enzyme-linkedimmunosorbent assays (ELISA) and immunochro-matography for proteins or polymerase chain reaction(PCR) for DNA. The grain samples to be analyzedare collected by following specific procedures thatincrease the chances that the samples are trulyrandom. Laboratory analysis is necessary becauseGMO grain usually looks exactly the same as non-GMO grain. However, for the purposes of thisdemonstration activity, kernels of corn that representgenetically engineered corn have been dyed blue.

The grain sample containers represent grain samplestaken from 1,000 bushels (bu) of corn grown on eachof four different farms. Your first job as sellers of thisgrain is to determine the percentage of GMO grain inthe 1,000 bu from your farm. Your second job is towork with the other members of your group todetermine which country will pay the most for yourcorn and whether it is most profitable to (1) sell it inone 1,000 bu lot to one country or (2) divide it intotwo 500 bu lots that can be combined with 500 bu lotsfrom other groups.”

Procedure1. Direct students to count the kernels of corn in their

group’s sample container and calculate the percent-age of GMO in their lot of grain. Have students usethe marking pens and index card to make a labelwith the GMO percentage and tape it to theircontainer.

2 Check each group’s calculated GMO percentageand, if correct, issue the group a Sellers’ StrategyWorksheet for their review. If the GMO percentageis not correct, have the group conduct a recount.The correct percentages are:

Container 1 – 1%Container 2 – 3%


EducatorsLesson Module VI – Regulatory Approval Process for Bt Crops

Container 3 – 5%Container 4 – 0%

3. Tell each group to use the Sellers’ StrategyWorksheet to determine which country listed on theworksheet will pay the highest price for their grainif all 1,000 bu are sold to one country.

4. Students will need to determine if it is moreprofitable to partner with other groups to sell 500bu each in a combined lot of 1,000 bu. Teachersmay want to require students to show their workon the worksheet or a separate sheet of paper.

As an example of a calculation that the groups willdo, suppose that the group with 1% GMO grain(1% group) is combining 500 bu with 500 bu fromthe group that has 0% GMO grain (0% group).

If the 1% group sold its 500 bu alone, it wouldreceive 500 bu x $2.75 = $1,375. If the 1% groupcombines its 500 bu with the 0% group, the 1%group can sell its grain to Rockland for $3.00because the combined 1,000 bu has 0.5% GMOcontent. If the 1% group sells its grain for $3.00per bu, it will receive 500 bu x $3.00 = $1,500.

The $125 in extra profit ($1,500 - $1,375) wouldbe shared equally with the 0% group. Each of thetwo groups would receive $62.50 more than if theysold their grain alone. The 0% group wouldreceive $1,500 + $62.50 = $1,562.50. The 1%group would receive $1,375 + $62.50 = $1,437.50.

5. At the end of Day 1, teachers should collect fromeach group the Sellers’ Strategy Worksheet and thesheet on which they did their calculations (ifrequired). Teachers should check each group’sSellers’ Strategy Worksheet for accuracy using theanswer keys that begin on p. 233.

Day 2

1. Return the Sellers’ StrategyWorksheets to eachgroup. Groups that correctly determined the mostprofitable way of selling their corn can proceed tostep 2 below. Groups that did not correctlydetermine the most profitable deal can be requiredto re-check their calculations.

2. Student groups should discuss the reflect and applyquestions.

Reflect and Apply

These questions are on handout IV-b , p. 242.

1. How did the percentage of genetic contaminationin your group’s grain affect the price you were ableto get for it? How did partnering with anothergroup to sell your grain affect the price youobtained?

In general, the lower the GMO content of the grain,the higher the price. Groups that agreed to bepartners probably lowered the average GMO contentand were able to sell to more countries at ahigher price.

2. Some people today think that zero tolerance forGMO contamination in crops is a reasonablecontract condition for a buying country to enforceand some people do not. Considering what youhave learned about genetic contamination, what doyou think and why?

Students who think zero tolerance is a reasonable goalmay point out that growing and handling systems canbe modified to accomplish the goal. Students whothink zero tolerance is not a reasonable goal maypoint to pollen drift possibilities and the opportunitiesfor genetic contamination when grain is harvestedand transported.

3. What factor(s) do you think could account for thefact that grain tested for GMO contaminationbefore it leaves a selling country can test at adifferent percentage when it arrives at the buyingcountry?

Students may mention differences in samplingprocedures, analytical laboratory tests, or thepossibility that it was mixed with other grain in thehold of the transporting ship.

Enrichment: The Customer Is Always

Right

Teachers may want to complete the following enrich-ment activity at the conclusion of the regular activity.

Materials

Make enough copies of student handout IV-c, See forYourself: Grain Contracts, on p. 245-248 so that eachgroup can have one copy of the directions and twocopies of the grain contract.



Teacher/Educator Directions

1. After the math on each group’s Sellers’ StrategyWorksheet has been checked for errors and cor-rected, each group can begin to negotiate graincontracts with other groups.

2. Each group will negotiate a maximum of two graincontracts for their two, 500-bu-lots of grain. Allcontracts must be for 1,000 bu and only lots of 500bu can be combined.

3. With a limit of two contracts, each group shouldnegotiate the best deal(s) they can make with othergroups using their Sellers’ Strategy Worksheet as aguide. A group is not required to make a deal withanother group.

4. Individual groups may have to offer an incentive toconvince another group to contract with them. Forexample, instead of a 50-50 division of the in-creased revenue obtained by combining lots ofgrain as originally calculated on the Sellers’ StrategyWorksheet, the group with the highest GMO% mayoffer a 40-60, 30-70, or other division with theirpartnering group that has the lower GMO%. Tocalculate each group’s share of the increasedrevenue, multiply the total increased revenueobtained by the group with the highest GMO%times the percentage the group will receive. Forexample, if the contract has a total increasedrevenue for the group with the highest GMO% of$320 and the group’s share is 30%, multiply $320by 0.30 = $96. The group with the lowest GMO%in the partnership would receive $320 - $96 = $224of the increased revenue.

5. Once two groups have agreed to a deal, have themget from you a grain contract to complete (p. 247-248 of student handout IV-c, See For Yourself:Grain Contracts). A representative from each groupshould sign the contract. You can sign the buyerpart of the Grain Contracts handout.

6. After you have reviewed the completed graincontracts, the reflect and apply questions below canbe discussed as a class or students can be asked towrite their answers, either on a separate sheet ofpaper or on the student directions page (p. 245) ofthe Grain Contracts handout.

Reflect and Apply Questions

These questions are on handout IV-c, p. 245.

1. Describe how the incentive of higher profitsinfluenced your group’s decision to combine ornot combine your grain with another group.Each group could make more money if they combinedtheir grain with other groups. However, some groupsmay not have been able to negotiate their mostfavorable contracts because other groups contractedwith their preferred partners or offered higherincentives. Groups can negotiate with groups otherthan the ones that give them the most favorablecontracts and still profit.

2. Which group seemed to have the most demand fortheir grain? Explain why you think their grain wasof greater value?

The group that had 0% GMO content in their grainshould have been most in demand. The 0% GMOgrain was of greater value because when it wascombined with other grain, it could lower the averageGMO content the most. Next in demand for loweringGMO content would be the group with 1% GMOgrain. After the 0% GMO group has committed to itsmaximum of two contract deals, other groups shouldseek out the 1% GMO group for their next best deals.

Internet Ideas

CONSUMER ATTITUDES TOWARDS GENETICALLYMODIFIED FOODS

The Value of Verifiable Information in a ControversialMarket: Evidence from Lab Auctions of GeneticallyModified Foodhttp://www.biotech.iastate.edu/publications/IFAFS/HuffmanRevised.pdfMatthew Rousu, Iowa State University; Wallace E.Huffman, Iowa State University; Jason F. Shogren,University of Wyoming; and Abebayehu Tegene, U.S.Department of Agriculture. February 25, 2002. ©2001by M. Rousu, W. E. Huffman, J. F. Shogren, and A.Tegene. All rights reserved. This paper examines theeffects of information on consumers’ demand forgenetically modified foods in an environment whereinformation from one or more interested parties isprovided. Revised November 15, 2002.

GM Food Papershttp://www.biotech.iastate.edu/publications/IFAFS/PapersbyHuffman.htmlA list of available papers written by Wallace E.Huffman, Iowa State University; Jason F. Shogren,University of Wyoming; and Abebayehu Tegene, U.S.Department of Agriculture. March 2002.



GENETIC CONTAMINATION

The GMO Controversy and Grain Handling for 2000http://www.extension.iastate.edu/Pages/grain/gmo/99gmoy2k.pdfCharles R. Hurburgh, Jr., Iowa State University,November 1999. ©1996-2000, Iowa Grain QualityInitiative, Iowa State University, Ames, Iowa. Thispaper contains information on consumer acceptance ofGMOs, the marketing situation, methods of analyzingcrops for GMO content, and handling considerationsfor identity preservation.

The StarLink™ Situationhttp://www.extension.iastate.edu/Pages/grain/gmo/gmo.htmlNeil E. Harl, Roger G. Ginder, and Charles R.Hurburgh, Jr., Iowa State University, and Steve Moline,Assistant Iowa Attorney General. Revised 3/19/2002with ongoing updates. ©1996-2000, Iowa GrainQuality Initiative, Iowa State University, Ames, Iowa.

GMO LABELING

GM Food Labeling Policies of the U.S. and Its TradingPartnershttp://www.biotech.iastate.edu/publications/IFAFS/gmtrade.pdfMatthew Rousu and Wallace Huffman, Iowa StateUniversity. ISU, Dept. of Economics, Staff Paper #344,September 30, 2001.

GMO Labeling: Effects on Core Business Objectives inthe Grains Value Chainhttp://www.extension.iastate.edu/Pages/grain/gmo/99valuec.pdfRoger Ginder, Iowa State University, November 1999.©1996-2000, Iowa Grain Quality Initiative, Iowa StateUniversity, Ames, Iowa.

The Value to Consumers of Genetically Modified FoodLabels in a Market with Diverse Information: Evidencefrom Experimental Auctionshttp://www.biotech.iastate.edu/publications/IFAFS/revisedhuffmanpaper.pdfWallace E. Huffman, Iowa State University; Jason F.Shogren, University of Wyoming; Matthew Rousu, IowaState University, and Abe Tegene, U.S. Department ofAgriculture. ISU, Dept. of Economics, Staff Paper #345,Revised December 2001.

IDENTITY PRESERVED CROP PRODUCTION

Channeling, Identity Preservation and the ValueChain: Lessons from the Recent Problems withStarLink Corn.http://www.extension.iastate.edu/Pages/grain/publica-tions/buspub/0103channel.pdfRoger Ginder, Iowa State University. March 2001.©1996-2000, Iowa Grain Quality Initiative, Iowa StateUniversity, Ames, Iowa.

Genetically Modified Organisms: How They AffectOrganic Agriculture in North Dakotahttp://www.biotech.iastate.edu/publications/IFAFS/Brummond.pdfBrad Brummond, North Dakota State University,Extension Agent/Walsh County, Park River, NorthDakota, July 2001.

Marketing of Grains in Today’s Evolving Marketshttp://www.biotech.iastate.edu/publications/IFAFS/MPLS_112801.pptDavid R. Shipman, USDA-Grain Inspection, Packersand Stockyards Administration. PowerPoint® Presenta-tion given at meeting “Strategies for Coexistence ofGMO, Non-GMO, and Organic Crop Production,”Minneapolis, Minnesota, November 28, 2001.

National Organic Program Pagehttp://www.ams.usda.gov/nop/This site contains information and resources about theNational Organic Program of the U.S. Departmentof Agriculture.

Strategies for the Coexistence of GMO, Non-GMO,and Organic Crop Productionhttp://www.biotech.iastate.edu/publications/IFAFS/Walt_coexistence.htmlWalter R. Fehr, Iowa State University, September 2001.Office of Biotechnology, ISU, Ames, Iowa.

Strategies for Coexistence of GMO, Non-GMO andOrganic Crop Production.http://www.biotech.iastate.edu/publications/IFAFS/coexistence.htmlhttp://www.biotech.iastate.edu/publications/IFAFS/coexistence.pdfSummary of a meeting held in Minneapolis inNovember 2001. Office of Biotechnology, Iowa StateUniversity, Ames, Iowa.

Planter Clean-out Tips When Changing Seed Varietieshttp://www.extension.iastate.edu/Publications/PM1847.pdf



Mark Hanna and Wally Greenlees, Iowa State Univer-sity, PM 1847, Revised December 2000. ISU Extension.

LEGAL ISSUES IN GENETICALLY MODIFIED CROPPRODUCTION

Genetically Modified Crops: Guidelines for Producershttp://www.extension.iastate.edu/Pages/grain/publica-tions/buspub/0010harl1.pdfNeil Harl, Iowa State University, October 2000. ©1996-2000, Iowa Grain Quality Initiative, Iowa StateUniversity, Ames, Iowa.

Governing GMOs: Developing Policy in the Face ofScientific and Public Debatehttp://www.lifesci.consortium.umn.edu/conferences/gmosconf.php#watchonlineConference co-sponsored by the University ofMinnesota’s Consortium on Law and Values in Health,Environment, and the Life Sciences; Joint DegreeProgram in Law, Health, and the Life Sciences; andCollege of Agricultural, Food, and EnvironmentalSciences, February 1, 2001. This site contains lecturesfrom the conference that can be viewed online at eitherlow bandwidth or high bandwidth.

Opportunities and Problems in AgriculturalBiotechnologyhttp://www.biotech.iastate.edu/publications/IFAFS/NeilHarlpaper.pdfPresented at Third International Value-EnhancedGrains Conference and Trade Show, Portland, Oregon,July 23, 2001, by Neil E. Harl, Charles F. CurtissDistinguished Professor in Agriculture and Professor ofEconomics, Iowa State University, Ames, Iowa, andMember of the Iowa Bar. This paper has informationon consumer resistance and trade implications, as wellas legal issues.

MONARCH BUTTERFLIES AND BT CORN POLLEN

Monarchs and Bt Corn: Questions and Answershttp://www.ent.iastate.edu/ipm/icm/1999/6-14-1999/monarchbt.htmlThis Iowa State University site provides answers tosome common questions about the effect of Bt pollenon monarch butterflies.

Research Q&A: Bt Corn and Monarch Butterflieshttp://www.ars.usda.gov/is/br/btcorn/The Agricultural Research Service of the U.S.Department of Agriculture provides questions, answers,and links to current research findings about Bt corn andits effect on monarch butterflies.

Transgenic Pollen Harms Monarch Larvaehttp://www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/v399/n6733/full/399214a0_fs.html

http://www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/v399/n6733/full/399214a0_fs.html&content_filetype=PDFThese sites contain the full text of the letter to thescientific journal Nature from Cornell Universityresearcher John E. Losey and others that drew mediaand public attention in May 1999.

Monarchs Safe From Bthttp://www.nature.com/nsu/010913/010913-12.htmlThis Nature site provides a follow-up on the findings offield and lab studies concerning the effect of Bt pollenand monarch butterfly larvae.

TESTING AND TOLERANCES FOR GMO CROPS

Economic Strategies for Coexistence: Testing,Tolerances and Segregations in GM Cropshttp://www.biotech.iastate.edu/publications/IFAFS/EconomicStratforCoexistence.pdfBill Wilson, North Dakota State University. Presenta-tion given at meeting “Strategies for Coexistence ofGMO, Non-GMO, and Organic Crop Production,”Minneapolis, Minnesota, November 28, 2001.

GIPSAhttp://www.usda.gov/gipsa/biotech/biotech.htmThis site by the Grain Inspection, Packers, and Stock-yard Administration (GIPSA) of the U.S. Department ofAgriculture contains resources on sampling proceduresfor biotechnology-derived grains and oilseeds.

GMO Grain Testing Directoryhttp://www.extension.iastate.edu/Pages/grain/publica-tions/testing/testingcos.htmlIssued October 3, 2000, with more recent updates.©1996-2000, Iowa Grain Quality Initiative, Iowa StateUniversity, Ames, Iowa.

Testing for Genetically Modified Grainshttp://www.extension.iastate.edu/Pages/grain/publica-tions/testing/0001hurb.pdfCharles Hurburgh, Jr., Darren Jarboe, and GeorgeCummins, September 2000. ©1996-2000, Iowa GrainQuality Initiative, Iowa State University, Ames, Iowa.

Credit NotesPowerPoint® is a registered trademark of Microsoft. StarLink™ is atrademark of AgrEvo GmbH.



Sellers’ Strategy Worksheet Answer Key – Group with 0% GMO Content

Option 1: Rockland would pay the most, $3,000. Option 2: See last row of chart. Best deal: option 2

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Option 1: All other countries would pay the most, $1,500. Option 2: See last row of chart. Best deal: option 2

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237

Learning more about . . .

Iowa State University Extension and ISU Office of Biotechnology

Student Handout

Bt Issues

Producing genetically engineered crops, including cropsthat incorporate a gene from Bacillus thuringiensis (Bt)to protect against insects, involves ethical, legal, andsocial issues. Bt crops are commonly referred to asGMO or GM. The abbreviations “GMO” or “GM”stand for “genetically modified organism” or just“genetically modified.” In commerce, GMO or GMrefer only to varieties that contain a genetically engi-neered trait, like Bt, and not to varieties developed bytraditional plant breeding. In this handout, you willlearn more about some issues concerning Bt crops.

Identity Preservation

Identity preserved crop varieties have a genetic trait orwere produced in such a way that gives them value for aspecialized use. These crop varieties cannot be mixedwith other varieties that do not have the same charac-teristics or their identity and value are lost. Forexample, some food processors want special highprotein soybeans and do not want them mixed withtraditional soybeans. Other food processors want cropsthat were grown according to state or federal guidelinesfor organic production.

Bt crops such as cotton, corn, and potatoes were notdeveloped to be identity preserved. Bt crops do nothave a characteristic that makes them more valuablethan traditional crops for a specialized end use. In-stead, Bt crops have a value for the farmer. Bt cropswere genetically engineered to resist certain insect pestswithout the use of insecticides.

Grain from Btcrops is notacceptable toconsumers whodo not want toeat geneticallyengineered foodor to countriesthat do not wantto import

Ethical, Social, and Legal Bt Issues

Lesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-a

genetically engineered food crops. Some U.S. farmersare trying to find ways to keep non-Bt varieties separatefrom Bt varieties throughout the production andhandling systems.

Consumer Choice

The consumeris the ultimatecustomer forany Bt crop, soconsumerattitudestoward geneticengineering arevery important.This was clearlyshown inSeptember 2000 when traces of Bt protein in StarLink™

corn were detected in taco shells and some other foodproducts. The problem was that StarLink corn was notapproved for human consumption. In response toconcerns that the Bt protein in StarLink might triggerallergic reactions in some sensitive individuals, compa-nies recalled products that may have contained traces ofthe protein. The StarLink experience heightenedinterest in testing food products for genetically engi-neered proteins.

Genetic Contamination1

After genetically engineered varieties were sold tofarmers beginning in 1996, three types of crop produc-tion emerged in the United States – GMO (geneticallymodified organism), non-GMO, and organic. “Geneticcontamination” is a phrase used to describe thepresence of unwanted GMO seed in a non-GMO variety.

Genetic contamination can happen at any point in theproduction and marketing of Bt crops. When seedcompanies, research institutions, or private plantbreeders are breeding new crop varieties, geneticcontamination can occur if Bt pollen is accidentallytransferred to a non-Bt flower or Bt seed is unintention-ally mixed with non-Bt seed.

Ken Hammond, USDA

Ken Hammond, USDA

238

Student Handout


Lesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-a

Genetic contamination can occur in several ways on thefarm if farmers plant impure non-Bt seed. If they planttheir variety in a field where a Bt variety was grown theyear before, volunteer Bt plants from last year couldgrow and contaminate this year’s non-Bt crop. Insects,the wind, birds, or animals can transfer pollen or seedsfrom a Bt field to a non-Bt field. Overlooked Bt seedsleft in field equipment, transportation vehicles, orstorage bins can cause contamination of non-Bt grainon the farm or throughout the grain marketing system.

To minimize the chances of genetic contamination,producers of non-Bt organic crops often have their seedtested to ensure its purity and document every step ofthe production process on paper. Authorized organiza-tions or government agricultural agencies review afarmer’s production records and, if acceptable, certifythat the crop can be marketed as organic.

The Grain Inspection, Packers, and Stockyard Adminis-tration (GIPSA) is a division of the U.S. Department ofAgriculture. Within GIPSA, the Federal Grain Inspec-tion Service (FGIS) establishes the Official Standards forGrain. These standards are used by sellers and buyersto define the type and quality of the grain bought andsold. The FGIS establishes standard testing methodolo-gies to measure grain quality accurately and consis-tently. The FGIS also ensures that the grades andstandards used in grain measurement are appliedimpartially throughout a national inspection systemmade up of federal, state, and private inspectionagencies.

Tolerances and Food Labeling

In genetically engineered crops, the maximum GMOcontent that a buyer will accept is called a tolerance.

There are efforts under way to establish a standardizedworldwide set of tolerances for GMO technologies andcrops. Until worldwide tolerances are agreed on,individual countries will continue to determine whichGMO crops they will approve for importation and whatlabelingrequirementswill be usedfor foodsmade fromthose crops.For example,Japan is amajor tradingpartner of the

U.S. In Japan, the official tolerance established by theJapanese government is 5%. This means that non-GMOcrops and foods made from them can contain up to 5%genetically engineered material and not be labeled asGMO.

To date, the United States has not required labeling offood products that contain GMO ingredients if the foodproduct has the same characteristics as its non-GMOcounterpart.

Some Questions

The focus of this module is the ethical, legal, and socialissues associated with Bt crops. This is not to implythat there are not scientific issues, as well. TheEnvironmental Protection Agency (EPA) is responsiblefor continuing to assess the scientific issues associatedwith Bt crops.

One of the scientific questions that received a lot ofpublicity in the spring of 1999 concerned how Bt cornpollen affects the larvae of monarch butterflies. Yourteacher can give you some Internet sites where you canread more about that issue.

Examples of Ethical Questions2

Ethical questions about genetic engineering focus onhow it will impact things that we value. Here are someexamples of ethical questions:

1. Is the genetic engineering of a plant consistent withrespect for nature?

2. Will Bt crops produce more good consequencesthan bad ones? Will the distribution of good andbad consequences be fair, or will some personsbenefit at the expense of others?

3. How should we weigh the value of Bt crops tofarmers against unknown risks of releasing Bt cropsinto the environment?

4. Do consumers have the right to know whethertheir food has Bt crops in it? Should food productlabels indicate whether foods contain ingredientsfrom Bt crops?

Examples of Social/Economic Questions

Social questions are concerned with people’s attitudesand behaviors. Economic questions deal with theUSDA


Student HandoutLesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-a

financial (money) aspects.

1. What factors influence consumer attitudes andpurchasing patterns concerning geneticallyengineered foods, including Bt crops?

2. What factors influence farmers’ attitudes about Btcrops and their use?

3. What are the social and economic consequencesof patenting and licensing genetic engineeringdevelopments like Bt crops?

4. How can inexpensive, fast, and reliable detectiontests for genetically engineered crops be developed,standardized, and implemented around the world?

Examples of Legal Questions

Legal questions ask who will be responsible for doingcertain actions and who will pay if damage is caused.

1. Are seed companies or individual farmers respon-sible if the EPA guidelines for growing Bt crops(such as refuges) are violated and what should thepenalties be?

2. Who is legally responsible and liable for damagesfrom genetic contamination of non-Bt varietieswith Bt varieties?

3. What is legally acceptable wording for voluntary orrequired labels on products containing ingredientsfrom Bt crops?

4. Should farmers’ legal liability for genetic contami-nation be lessened if they can document that theyactively tried to prevent contamination?

Learn the Language

Genetic contamination

The unwanted presence of Bt grain in non-Bt grain

Grades

Ratings of grain quality

Identity preserved

Separate, not mixed with other varieties of thesame crop that have a different genetic makeup

Organic

Crops grown without the use of syntheticpesticides or herbicides, petroleum- or sewagesludge-based fertilizers, genetically engineeredvarieties, or other restricted products

Tolerance

The maximum content of GMO grain that a buyerof non-GMO grain will accept

Credit Notes1Adapted from Strategies for the Coexistence of GMO,Non-GMO, and Organic Crop Production. Walter R. Fehr,ISU Office of Biotechnology, September 2001.

2Kristen Hessler, ISU Office of Biotechnology


… and justice for allThe U.S. Department of Agriculture (USDA) prohibits discrimination in allits programs and activities on the basis of race, color, national origin,gender, religion, age, disability, political beliefs, sexual orientation, andmarital or family status. (Not all prohibited bases apply to all programs.)Many materials can be made available in alternative formats for ADAclients. To file a complaint of discrimination, write USDA, Office of CivilRights, Room 326-W, Whitten Building, 14th and Independence Avenue,SW, Washington, DC 20250-9410 or call 202-720-5964.

Issued in furtherance of Cooperative Extension work, Acts of May 8 andJune 30, 1914 in cooperation with the U.S. Department of Agriculture.Stanley R. Johnson, director, Cooperative Extension

Iowa State University Extension and ISU Office of Biotechnology 241

See for yourself . . .

Student Handout

The Customer Is Always Right

Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops IV-b

Who Will Buy This Grain?

Countries that have established tolerances want toknow the GMO content of grain before they decidewhether to buy it and import it into their countries.Testing grain for the presence of genetically engineeredproteins or DNA can be done by several laboratorymethods, such as enzyme-linked immunosorbent assays(ELISA) and immunochromatography for proteins orpolymerase chain reaction (PCR) for DNA. The grainsamples to be analyzed are collected by followingspecific procedures that increase the chances that thesamples are truly random. Samples collected at randomlocations throughout the truckload, bin, or shipload ofgrain are most likely to accurately represent theentire lot.

Laboratory analysis is necessary because GMO grainusually looks exactly the same as non-GMO grain.However, for the purposes of this demonstrationactivity, kernels of corn that represent geneticallyengineered corn have been dyed blue. The samplecontainer that you will be given represents a grainsample taken from 1,000 bushels (bu) of corn grown ona farm.

Your group has three determinations to make as sellersof your 1,000 bu of grain:

1. Determine the percentage of GMO grain in your1,000 bu.

2. Determine which country would pay the highestprice for your 1,000 bu of corn if you sold it all in

one lot and what price you would receive.

3. Determine if it would be more profitable to sellyour grain in 500 bu lots by partnering with othergroups.

Procedure

Day 1

1. Count the total number of kernels of corn in yoursample container. Any blue kernels that you findrepresent GMO corn.

2. Calculate the percentage of GMO grain in your lotof corn by dividing the number of blue kernels bythe total number of kernels in your sample.Multiply your answer by 100 to get the percentage.For example, 8 blue kernels and 92 regular kernelswould be 8 divided by a total of 100 kernels = 0.08or 8%.

3. Use the marking pen and index card to make alabel with the GMO percentage and tape it to yoursample container so other groups can see thepercentage of GMO contamination in the corn youwill be selling.

4. Have your teacher check your GMO percentage. Ifit is correct, you will receive a Sellers’ StrategyWorksheet. Use the “Offers to Buy” table todetermine which country would pay the highestprice for your corn if you sold it in one lot.

5. Fill out the worksheet to determine if you wouldmake more money by selling your grain in two500-bu-lots combined with other groups. Yourteacher may ask you to show your work on theworksheet or a separate sheet of paper. Give yourcompleted worksheet and calculations to yourteacher.

Day 2

1. Make corrections on your Sellers’ StrategyWorksheet as directed by your teacher.

Contract

Contract

242

Student Handout


IV-b

Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops

2. Work with your group to answer the Reflect andApply questions below.

Reflect and Apply

1. How did the percentage of genetic contaminationin your group’s grain affect the price you were ableto get for it? How did partnering with anothergroup to sell your grain affect the price youobtained?

2. Some people today think that zero tolerance forGMO contamination in crops is a reasonablecontract condition for a buying country to enforceand some people do not. Considering what youhave learned about genetic contamination, what doyou think and why?



3. What factor(s) do you think could account for thefact that grain tested for GMO contaminationbefore it leaves a selling country can test at adifferent percentage when it arrives at the buyingcountry?


Student Handout

Sellers’ Strategy Worksheet

Group No. _______ Group Members’ Names ___________________________________________________

The GMO percentage of our group’s 1,000 bushels of corn is: __________%

Directions: Use the chart above and on the next page to answer the following questions. Your teacher may askyou to show your calculations on a separate sheet of paper and hand it in with this worksheet.

Option 1If your group sold all 1,000 bu of your corn to one country, which country would pay you the most? How muchmoney would you receive for your 1,000 bu?

Country that would pay the most: Payment we would receive:

____________________________ ____________________________

Option 2Suppose your group divided your corn into two lots of 500 bu each and combined your lots with those from othergroups. Fill in the chart on the next page to determine (1) what the GMO percentage would be if you mixed 500 buof your group’s corn with 500 bu of corn from each of the other groups, (2) which country would buy the combinedgrain, and (3) your group’s share of the price paid. To determine the share for each group, calculate how much morethe group with the highest GMO percentage will receive for the 500 bu of grain compared with what they wouldhave received if they sold the 500 bu alone. Share this benefit equally between partners.

The Best DealUsing your answers for option 1 and the chart you filled out for option 2, determine your best deal. You will bedeciding if it is more profitable for your group to select option 1 and sell all your corn to one country or to selectoption 2 and combine it with 500 bu lots from other groups.

The best deal for our group is to select option _____.

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IV-bLesson Module IV – Ethical, Social, and Legal Issues of Bt Crops

Iowa State University Extension and ISU Office of Biotechnology244

Student Handout

IV-b


Sellers’ Strategy Worksheet – Option 2

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Student Handout

Grain Contracts

Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops IV-c

Negotiating the Best Deal

Directions for Students:

1. After your teacher has returned the Sellers’ StrategyWorksheet to your group and you have made anynecessary corrections, you can begin negotiatinggrain contracts with other groups. Your teacherwill provide you with Grain Contract forms whenyour group is ready.

2. Your group can have up to two grain contracts.Each contract must be for 1,000 bushels (bu) andonly lots of 500 bu can be combined.

3. Using your Sellers’ Strategy Worksheet as a guide,try to negotiate the best deals for your grain withother groups in the class. As a group, you candecide not to combine your grain with anothergroup and sell your 1,000 bushels in one lot.

4. If your group decides to combine your grain, youmay have to offer or ask for an incentive toconvince another group to partner with you.

5. Once your group has reached an agreement abouthow to sell your grain, you must complete a GrainContract form. Ask your teacher for the contract(s)that you will need.

If your group is selling your grain as one lot of1,000 bu, complete the appropriate sections of onegrain contract, have your group representative signthe contract, and give it to your teacher.

If your group is combining two lots of 500 bu eachof your grain with other groups, you will need tocomplete the appropriate sections of two graincontracts, have a representative from each of thepartnering groups sign the contracts, and give themto your teacher.

6. Then consider the Reflect and Apply questions inthe next column, as your teacher directs.

Reflect and Apply

1. Describe how the incentive of higher profitsinfluenced your group’s decision to combine or notcombine your grain with another group.

2. Which group seemed to have the most demand fortheir grain? Explain why you think their grain wasof greater value?


Student Handout Lesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-c

… and justice for allThe U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender,religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materialscan be made available in alternative formats for ADA clients. To file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, WhittenBuilding, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964.

Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914 in cooperation with the U.S. Department of Agriculture. Stanley R.Johnson, director, Cooperative Extension


Student Handout IV-c


Grain ContractWith the country of ______________

The country of _______________ hereby offers this buy order for one thousand (1,000) bushels(bu) of corn with a total average GMO content of not more than ________%.

_______________ (country – hereafter referred to as “the buyer”) is willing to accept delivery ofthe 1,000 bu of corn in one lot of 1,000 bu from one selling group or two lots of 500 bu each fromtwo separate selling groups. The total number of bushels must equal 1,000 and the total GMOcontent must average no more than ________%.

The buyer agrees to pay a total of $ _________________ for the 1,000 bu of corn.

Signed: ____________________________________________ Date: ________________________

(Official Grain Buyer for the country of ____________________)

To be completed by the sellers:

The undersigned seller(s) agree to deliver one thousand (1,000) bushels of corn with a total GMOcontent of no more than ________% to the country of _______________in the following lots:

If this contract is for a single lot from one selling group, complete section A:

A. 1,000 bu of corn with a _____% GMO content from group _____ for $___________________

If this contract is for combined lots from two selling groups, complete section B:

B. 500 bushels of corn with a _____% GMO content from group _____ for $________________500 bushels of corn with a _____% GMO content from group _____ for $________________For a total of 1,000 bu of corn with average GMO content of not more than _____% for a totalpayment of $_________________.

Proceeds from the sale will be divided, with Group ____ receiving a total of $__________ andGroup ______ receiving a total of $____________.

Dated this ______ day of __________ (month) in the year 20____ and signed by seller(s)

______________________________ ______________________________ Group ____ representative Group ____ representative

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


Student Handout Lesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-c





Ethical, Social, and Legal

Issues of Bt Crops

Many issues are associated with geneticallyengineered (GM, GMO) crops, including Btcrops. A few of the issues include:

Identity preservation

Consumer choice

Genetic contamination

Fair distribution of potentialbenefits and harms

Tolerances andexport markets

Overhead Master IV-a

1%

2%

3%

4%

5%T o l e r a n c e


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-b

Identity Preservation

Identity preserved (IP)crop varieties containunique genetic traits orwere produced insuch a way to givethem value for aspecialized end use.

Some countries require exporters tokeep Bt varieties separate from non-Bt varieties.

Bt

Bt

Could I see your I.D.?



Bt

Overhead Master IV-c

Consumer Choice

Consumer attitudesare important forBtcrops.

Some consumers reject allgenetically engineered foods.

Distrust and confusion increased in2000 after StarLink™ corn wasmistakenly used in food.


Bt

Bt


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-d

Genetic Contamination

In the late 1990’s, three types of U.S.crop production emerged

• GMO

• Non-GMO

• Organic

The presence of unwanted GMOseed in a non-GMO variety is referredto as genetic contamination.

Genetic contamination can happen atany point during the production andmarketing of Bt crops.

Bt

Bt

Bt


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-e

Possible Points of


During crop variety development byplant breeders

• Accidental transfer of Btpollen to a non-Bt flower

• Accidental mixing, planting,and growing of Bt seed withnon-Bt seed

During seed production

• Pollen drift from a Bt to anon-Bt variety in the field

• Overlooked seeds in fieldequipment, storage bins, ortransportation vehicles

Bt

Bt


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-f

Possible Points of


During growing by farmers

• Planting impure seed

• Volunteer plantsfrom last year’s Btcrop (seed left in thefield after harvest thatgrows with this year’snon-Bt crop)

• Pollen and seedtransfer by wind,birds, animals,and insects

• Overlooked seeds infield equipment,storage bins, ortransport vehicles

Bt


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-g

Possible Points of


During marketing, processing, andtransporting, accidental mixing canoccur in

• Trucks

• Railroad cars

• Holds of ships

Bt


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-h

Fair Distribution of Potential

Benefits and Harms

One of the ethical issuesconcerning Bt crops is how toensure a fair distribution ofpotential benefits and harms.

• Who benefits?

- Corporations from sales ofspecialized seed?

- Farmers from easier production?

- Consumers from cheaperfood?

- The environment from reduceduse of pesticides?

(continued)



Fair Distribution of Potential

Benefits and Harms

• Who is harmed?

- Farmers, if insects becomeresistant to Bt protein?

- Consumers worried about thesafety of GMO foods?

- Farmers who grow organic ornon-GMO crops?

Overhead Master IV-i


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-j

Tolerances

and Food Labeling

The maximum GMO content that abuyer will accept is called a tolerance.

Tolerance standardsallow geneticcontamination up toa certain percentage.

Bt

Bt

1%

2%

3%

4%

5%T o l e r a n c e



Tolerances

and Export Markets

Efforts are under way to establishworldwide tolerances for GMOcrops.

Until worldwide tolerances areagreed on, individual countriesdetermine their own.

Overhead Master IV-k

Bt

Bt



TEACHING RESOURCES

Lesson Plan: Building and

Evaluating Ethical Arguments

Science Content

Students will acquire the skills needed to analyzeethical issues surrounding genetically engineeredcrops.

Science Education Standards

Life Science, Content Standard A– Abilities necessary to do scientific inquiry

(p. 175)– Understandings about scientific inquiry (p. 176)

Life Science, Content Standard F– Personal and community health (p. 197)– Natural resources (p. 198)– Natural and human-induced hazards (p. 198)– Science and technology in local, national, and

global challenges (p. 199)

Source: National Science Education Standards, ©National Academy ofSciences, 1996. Used with permission. Page numbers refer to theseventh printing, November 1999 – also available on the Internet athttp://books.nap.edu/html/nses/pdf/index.html.

Science Process Skills

• Observing• Ordering• Inferring• Applying• Communicating

Life Skills

• Learning• Making ethical decisions• Communicating

TimeCopying optional handouts: 10 minutesDoing activity: 40 minutes each of two days

MaterialsIf using the optional handouts, make enough copies ofstudent handout IV-d, Learning More About Ethics and

IV-e, See For Yourself: Ethical Arguments for the entireclass. Make four copies of student handout IV-f, SeeFor Yourself: A Matter of Ethics.

If this lesson is being taught to students who have notcompleted modules I and III of this curriculum, or along period of time has passed since those moduleswere taught, teachers will need to provide backgroundinformation on the science behind Bt crops and insectresistance to Bt. To help accomplish this, teachers maywish to use the handouts, overhead transparencymasters, and Internet resources included in modules Iand III. Students should have a basic understanding ofBt crops and insect resistance to Bt before proceedingwith this lesson.

Background for Educators

This lesson will familiarize students with the termsused in the study of ethics and provide experience inbuilding and evaluating ethical arguments. The skillslearned in this lesson can be applied to controversialissues other than those in genetic engineering.

Ethics can be defined as critical thinking about rightand wrong action. In this definition, the bolded wordsare key concepts to emphasize to students. Ethicsinvolves careful, thoughtful study of values, not justreliance on intuition or what our friends think. Thevalues being studied refer not to finances or money, butto figuring out what is ethically important and whatmakes actions ethically right or wrong. The end goal ofan ethical model is action-oriented. It helps us deter-mine what we ought to do.

Developing the skills necessary to formulate andevaluate ethical arguments can help people thinkthrough ethically controversial situations and help themdevelop and defend their own views on particulartopics. The ethical arguments that students willconstruct in this lesson have three parts:

Empirical Claims + Ethical Principles =Ethical Conclusion

1. Empirical claims are (or are said to be) statementsof fact. Statements about risks and benefits areempirical claims. Statements about what some-thing is made of or how something functions areempirical claims.

2. Ethical principles are claims about ethical values,such as, “It is good to respect the rights of others,care for the environment, promote human health,



and reduce poverty.” Ethical principles set forthwhat is good to do and what is bad to do in generaland are not addressing a specific case.

3. The ethical conclusion is the specific course ofaction that should be followed, if the empiricalclaims and ethical principles are accepted as true.That’s when evaluation enters the picture. If aperson challenges the empirical claims or ethicalprinciples and does not accept them as true, thenthe specific course of action in the conclusion islikely to be rejected. In this lesson, students willbe asked to evaluate ethical arguments constructedby their fellow students.

The first two parts of an ethical argument, the empiricalclaims and ethical principles, are referred to as“premises” or “evidence.” The premises or evidenceprovide support for the conclusion.

Lesson Plan

Day One

1. Use the optional handout IV-d, Learning MoreAbout Ethics, on p. 275 or the overhead transpar-ency masters IV-l through IV-aa beginning on p.285to introduce the terminology and concepts of ethicsand ethical arguments. An alternative way toevalute an ethical argument is to use a Venndiagram (see overhead transparency IV-t, p. 301).For more information about Venn diagrams as theyare used in constructing arguments, you may findhelpful the Internet site at http://home1.gte.net/simres/k1-tradl.htm.

2. Ask students to complete handout IV-e, See forYourself: Ethical Arguments, on p. 279 and discusstheir answers. This activity is based on the currentcontroversy about whether rice that has beengenetically engineered to contain more beta-carotene should be released.1 This rice is referred toas golden rice.

Answers to the handout:

Empirical Premises1. A typical serving of golden rice supplies 10%

of the minimum daily requirement forvitamin A.

8. All genetically engineered plants and animals,

including golden rice, pose unknown threatsto the environment and human health.

9. Distributing golden rice will benefit poorlynourished children.

10. Many children around the world suffer fromdiseases related to vitamin A deficiency.

12. The release of golden rice will not helpmalnutrition in the developing world becausethere are better alternatives available such asdistributing vitamin pills, encouraging localvegetable and fruit production, and betternutrition education.

14. Golden rice is desperately needed becausevitamin A deficiency causes serious illness andcan lead to death.

16. Golden rice will be distributed free tofarmers in the developing world.

17. No complete solution to vitamin A deficiencyis immediately available.

Ethical Premises3. Richer countries should help feed hungry

people in poorer countries.

5. Science should be used to help poorcountries.

6. We should try to prevent childhoodsickness and death.

13. We should not use short-term solutionsinstead of long-term solutions.

15. We should not damage the environment.

18. Even when we know that we can dosomething, we should still ask whether weshould do it.

Ethical Conclusions2. Golden rice should not be released because

of the possible environmental risk.

4. Golden rice should not be released becausebetter alternatives should be tried first.



7. Golden rice should be released because noother alternatives are working right now.

11. Golden rice should be released because itcan prevent disease and death.

3. Tell students that during the next class period, theywill construct their own ethical arguments. Toprepare for the next class period, ask students tothink about what they have learned about Bt cropsand insect resistance while doing modules I and IIIof this curriculum. Teachers may wish to distributereview copies of the Learning More About handoutsfrom those modules to help students review thematerial. Teachers also may want to ask studentsto write down what they consider to be facts aboutBt corn and insect resistance.

Day Two

1. Divide the class into four groups. Give each groupa copy of optional student handout IV-f, See forYourself: A Matter of Ethics found on p. 281.

2. Ask the students to read the scenario near the topof the handout. Tell two of the groups that theirjob is to construct an ethical argument thatsupports the ethical conclusion that the farmershould plant Bt corn next to the neighbor’s organiccorn. Variations of this conclusion can includeconditions that the farmer must follow whenplanting Bt corn, such as informing the neighbor.

Tell the other two groups that their job is toconstruct an ethical argument that supports theethical conclusion that the farmer should not plantBt corn next to the neighbor’s organic corn.Instruct all the groups that they should write asmany premises (empirical claims and ethicalprinciples) as they can in support of their assignedethical conclusion.

Emphasize to the students that they do not have topersonally agree with the position that they havebeen assigned in order to write a convincing ethicalargument. Give the groups about 10 minutes towrite their ethical arguments.

Possible premises for the “should plant Bt”argument include the following, and studentgroups may think of others:

Factual• Bt corn reduces the use of conventional

pesticides.• Bt corn reduces the time and fuel used to apply

conventional pesticides.• Bt corn prevents yield loss from European corn

borers.• It is legal to plant Bt corn in the U.S.

Ethical• We should protect the environment from

damage.• We should make peoples’ work lives easier.• It is good to conserve petroleum resources.• The U.S. should maximize crop yields to help

feed the world.• If an action is legal, it is ethically OK to do it.• Farmers have the right to plant crops of their

own choosing.• People should inform others about their actions

when they involve risk for others.

Possible premises for the “should not plant Bt”argument include the following, and studentgroups may think of others:

Factual• Bt corn may contribute to the development of

insect resistance to Bt.• The pollen from Bt corn may be carried by the

wind or insects to nearby fields.• The seeds from Bt corn may be carried by

animals or birds to nearby fields.• Bt corn is needed only in years of severe infesta-

tions of European corn borers.• An organic farmer’s corn crop would be reduced

in value if it were contaminated with Bt corn.

Ethical• We should do what we can to lengthen the

useful lifetime of safer pesticides like Bt.• We should not cause economic damage to

others.• We should not expose the environment to any

pesticide in years when it is not needed.• Just because an action is legal does not make it

ethically right.• People should respect and look out for their

neighbors.

3. Ask the “should plant Bt” groups to exchange theirethical arguments with the “should not plant Bt”groups. Instruct the groups to evaluate the validityof the arguments by completing the evaluation



section. Students will need to decide (1) whetherthe empirical and ethical premises are true and(2) whether the premises support the ethicalconclusion.

4. At the end of the class period, ask the groups toshare the ethical argument they evaluated and theirevaluation of it with the rest of the class.

Internet Ideas

For more practice in constructing ethical argumentsand using them as a framework for making ethicaldecisions, students could use sources from the InternetIdeas sections of this curriculum to address one or moreof the following questions:

1. Should farmers be allowed to grow Bt crops if thereis a chance that insects will develop resistance to Btmore quickly?

2. Should farmers be allowed to grow Bt crops if thereis the possibility that lesser amounts of conven-tional pesticides can be used?

3. Should Bt crop growers or their neighbors whogrow non-Bt or organic crops be held responsiblefor communicating their planting plans to eachother?

4. Should food product labels indicate whether foodscontain ingredients from Bt crops?

5. Should governments of countries that grow Btcrops pressure other countries to accept imports ofBt crops and their products?

Bioethics at Iowa State Unviversityhttp://www.biotech.iastate.edu/Bioethics/classroom_resources.htmlThis site has a number of ethical case studies on avariety of topics. Some of the case studies may not beappropriate for high school use, so teachers shouldpreview a case study before using it.

Credit Note1Based on an activity found in Chapter 15 “Biotechnol-ogy - Golden Rice” in Life Science Ethics, Gary L.Comstock (ed.), July 2002, p. 307-310, ©2002 IowaState Press. Used with permission.

275

Learning more about . . .


Student Handout

A Definition of Ethics

Ethics can be defined as critical thinking about rightand wrong action. The three most important conceptsof this definition are:

Critical Thinking

Ethics involves careful, thoughtful study. Ethical studydoes not rely on your intuition or just knowing what isthe right thing to do. When you are studying an ethicalquestion, you should not simply accept what yourfriends believe. Ethics is about determining for yourselfwhat is right and wrong.

Right and Wrong

When you are studying an ethical question, you arethinking about values. These values are not aboutmoney or finances, but about whether an action is rightor wrong. Examples of things that people value includecultural and religious freedom, honesty, and takingresponsibility for their own actions. Because we valuethese things, it is generally a good inference that actionsthat promote and protect these values are right, andactions that threaten these things are wrong.

Ethics

Lesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-d

Action

The end goal of studying an ethical question is action-oriented. Thinking about ethics helps us determinewhat we ought to do, either personally or as a society,from an ethical point of view. If a healthy environmentis an important value, actions that promote and protecta healthy environment are more likely to be right thanactions that threaten a healthy environment.

A Model for Ethical Decisions

A model is a framework that can be used to helpaccomplish a task or clarify a situation. For example,weather forecasters use computer-generated models ofair masses and their interactions to help predict theweather. Soil scientists use models to clarify how rainwater moves through a crop field.

In this activity, you will learn about a decision makingmodel that can help you think through controversialissues that involve ethics and arrive at a decision. Thismodel involves constructing an ethical argument.

In this case, the word “argument” does not mean adisagreement. It means a logical presentation of thefacts leading to a conclusion, like the arguments givenby attorneys in a criminal trial. At the end of a trial, thejudge asks for the attorneys’ closing arguments. Eachattorney reviews the facts of the case and tries toconvince the judge or jury that those facts support aconclusion about the innocence or guilt of the accusedperson.

Constructing Ethical Arguments

An ethical argument has three parts. The first two partsof the argument, the empirical claims and ethicalprinciples, are referred to as “premises” or “evidence.”

Empirical Claims + Ethical Principles =

Ethical Conclusion

1. Empirical claims are facts, or statements thatsomeone wants you to believe are facts. Statementsabout risks and benefits are empirical claims.

Hey! That’s not the way to build anETHICAL argument!

276

Student Handout


Lesson Module IV– Ethical, Social, and Legal Issues of Bt CropsIV-d

Statements about what something is made of orhow something functions also are empirical claims.

2. Ethical principles are claims about values, such as“It is good to respect the rights of others, care forthe environment, promote human health, andreduce poverty.” Ethical principles set forth what isgood to do and what is bad to do in general and arenot addressing a specific case.

3. The ethical conclusion is the specific action thatshould be done, if the empirical claims and ethicalprinciples are accepted as true. And that’s whenevaluation enters the picture. If a person chal-lenges the empirical claims or general ethicalprinciples and does not accept them as true, thenthe specific course of action in the conclusion islikely to be rejected.

Here is an example of four statements that can be usedto construct a simple ethical argument against geneticengineering:

• We should never do any genetic engineering.

• Genetic engineering moves genes betweenspecies.

• We should never do anything unnatural.

• Moving genes between species is unnatural.

In this example, the second and fourth statements arethe empirical premises. The third statement is theethical premise. The first statement is the ethicalconclusion. The finished ethical argument would looklike this:

• Moving genes between species is unnatural.(empirical claim)

• Genetic engineering moves genes betweenspecies. (empirical claim)

• We should never do anything unnatural. (ethicalprinciple)

• We should never do any genetic engineering.(ethical conclusion)

This ethical argument used only two empirical claimsand one ethical principle to support a conclusion.Using multiple empirical and ethical premises tends tostrengthen an ethical argument. Assuming that the

premises are true, a conclusion is more difficult tochallenge if it is supported by several empirical andethical premises.

Evaluating Ethical Arguments

Even though the genetic engineering example soundslike a reasonable ethical argument, let’s evaluate it.Here are three steps to take in evaluating an ethicalargument:

1. Do the premises support the

conclusion?

If the empirical and ethical premises are true, does thatgive us good reason to accept the conclusion that weshould never do any genetic engineering? In thisexample, the conclusion is supported by the premises.That is, if it is true that doing unnatural things isunethical, and genetic engineering is an unnaturalthing, then it must be true that genetic engineering isunethical. It’s important to remember that premises cansupport a conclusion even if not everyone agrees thatthey’re true. In this step, we are only evaluatingwhether the premises support the conclusion, notwhether the premises are true.

2. Are the premises true?

If the premises are not true, then the argument shouldnot lead us to accept the conclusion. In our example,could the empirical premises be challenged? Thedescription of genetic engineering is true, so it couldnot be successfully challenged. However, the claim thatmoving genes between species is unnatural could bechallenged. A possible challenge might involve asking,“What is natural or unnatural? Viruses move genesbetween species ‘naturally.’ Human beings are a part ofnature, so maybe everything we do is natural.”

Could the ethical principle be challenged? A challengercould question the claim that we shouldn't do unnatu-ral things by asking, “Should we never drive cars, usepenicillin, or do surgery? Should we never have bredplants and animals to suit our purposes?”

3. Are there alternative actions or other

ethical values to consider?

While constructing and evaluating ethical argumentscan be a helpful tool in ethical decision making, thereare other considerations. Before making a final decisionabout what to do, a person should consider possiblealternative actions or ethical values other than thosecontained in the argument. Making an ethical decision


Student HandoutLesson Module IV – Ethical, Social, and Legal Issues of Bt CropsIV-d



should involve examining as many sides of an issue aspossible before choosing a course of action.

And the Point Is?

By this time, you may be asking why you should botherto learn how to construct and evaluate ethical argu-ments. Ethical arguments are a tool you can use for therest of your life to help you think through controversialissues and determine what actions you think are right.

Sometimes constructing an ethical argument can showyou inconsistencies between what you say you believe(your ethical principles) and your actions. Sometimesethical arguments can help you decide what position totake on an issue when you were undecided before. Asyou research the facts about an issue and carefully thinkabout your ethical principles, you will learn more aboutthe issue and about yourself.

Learning how to evaluate an ethical argument takescareful thought. People who want to convince you tobelieve and act a certain way often present informationas “facts.” Knowing how to verify the truth of their“facts” and how to understand the values involved intheir argument can help you decide whether you thinkthe action they are recommending is right or not.

Learn the Language

Controversial issue

An issue for which there is strong disagreement

Critical thinking

Carefully evaluating the evidence offered insupport of a claim

Empirical claim

Information presented as truth that often can beindependently verified

Ethical argument

A framework for making ethical decisions consist-ing of empirical claims and ethical principles thatsupport taking a specific action

Ethical conclusion

The specific action recommended in an ethicalargument – what people should do relating to aspecific problem or issue

Ethical principles

General statements of values about what is rightor wrong

Ethics

Critical thinking about right and wrong action

Premises

Empirical claims and ethical principles presentedas evidence to support the conclusion of an ethicalargument

Credit Note

The information in this handout was provided and/orreviewed by Kristen Hessler, Bioethics OutreachCoordinator, Office of Biotechnology, Iowa StateUniversity.



Student Handout

Ethical Arguments

Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops IV-e

Building and Evaluating Ethical Arguments

Ethics is different from science because we can’t test the truth of statements about ethics in a laboratory. But thisdoesn’t mean that people shouldn’t try to support their ethical views as best they can. For example, if people tell youthat you have an ethical duty to support or not to support Bt technology in agriculture, those people should be ableto back up their claims with good evidence.

In doing so, they should offer two different kinds of evidence: empirical claims and ethical principles. Empiricalclaims are (or are presented as if they are) facts about the world. Ethical principles are claims about ethical values.“We ought to respect other people’s rights” is an ethical principle.

Instructions

Read the following scenario that is based on a real-life controversy aboutwhether a newly developed rice that contains beta-carotene should be released.Beta-carotene is a plant pigment that our bodies can use to make vitamin A.Because of its yellow color, the rice is being referred to as “golden rice.” Afterreading the scenario, read the numbered statements on the next page. Usingwhat you have learned about empirical claims, ethical principles, and ethicalconclusions, categorize the statements by writing the number of each statementin the appropriate column.

Scenario1

The World Health Organization (WHO) estimates that vitamin A deficiencyaffects 230 million children worldwide, and at least one million children peryear are dying of diseases related to this deficiency. Ingo Potrykus and hiscollaborator Peter Beyer, with financial support from the RockefellerFoundation, led the effort to develop a variety of rice that contains beta-carotene, a plant pigment that our bodiesuse to make Vitamin A. This rice, called golden rice because the inserted beta-carotene turns the grain a goldenyellow color, could supply enough beta-carotene in a typical serving to supply 10% of the daily requirement forVitamin A. The co-developers have provided samples of golden rice to the International Rice Research Institute(IRRI) in the Philippines, which is working with other research organizations to try to develop new varieties of ricerich in beta-carotene. But before making such seeds available to the rice farmers of the developing world, IRRI alsowill try to ensure that golden rice is safe for human consumption and the environment.

IRRI has been doing traditional rice breeding for decades. Because IRRI is supported by the governments of morethan 20 nations, its services are provided without charge to the poor farmers and consumers it was designed to serve.

Many people regard golden rice as an example of how biotechnology can be used to help developing nations, whileothers consider it a smokescreen to divert attention away from what they consider to be biotechnology companies’attempts to dominate the world’s food supply.

1Based on material from Chapter 15 “Biotechnology - Golden Rice” in Life Science Ethics, Gary L. Comstock (ed.), July 2002, p. 307-308, ©2002Iowa State Press. Used with permission.

Keith Weller, ARS-USDA


Student Handout

IV-e


Using what you have learned about empirical claims, ethical principles, and ethical conclusions, categorize thestatements by writing the number of each statement in the appropriate column.

1. A typical serving of golden rice supplies 10% of the minimum daily requirement for vitamin A.

2. Golden rice should not be released because of the possible environmental risk.

3. Richer countries should help feed hungry people in poorer countries.

4. Golden rice should not be released because better alternatives should be tried first.

5. Science should be used to help poor countries.

6. We should try to prevent childhood sickness and death.

7. Golden rice should be released because no other alternatives are working right now.

8. All genetically engineered plants and animals, including golden rice, pose unknown threats to the environmentand human health.

9. Distributing golden rice will benefit poorly nourished children.

10. Many children around the world suffer from diseases related to vitamin A deficiency.

11. Golden rice should be released because it can prevent disease and death.

12. The release of golden rice will not help malnutrition in the developing world becausethere are better alterna-tives available such as distributing vitamin pills, encouraging local vegetable and fruit production, and betternutrition education.

13. We should not use short-term solutions instead of long-term solutions.

14. Golden rice is desperately needed because vitamin A deficiency causes serious illness and can lead to death.

15. We should not damage the environment.

16. Golden rice will be distributed free to farmers in the developing world.

17. No complete solution to vitamin A deficiency is immediately available.

18. Even when we know that we can do something, we should still ask whether we should do it.

Empirical Premises Ethical Premises Ethical Conclusions





Student Handout

A Matter of Ethics

Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops IV-f

To Plant or Not to Plant . . . That Is the Question

In this activity, you will practice building and evaluating ethical arguments. Your group’s job is to read the followingscenario and build an ethical argument supporting the ethical conclusion that your teacher assigns to your group.Write your assigned ethical conclusion and your premises under the appropriate underlined headings below. Useanother sheet of paper if you need more space. Do not write anything under the Evaluation section for now.

Scenario

A farmer owns 500 acres of Midwestern cropland that are usually planted to corn. The land is in an area wheresevere European corn borer infestations occur about once every four years. It has been three years since the lastserious infestation. The farmer is trying to reduce the amount of conventional pesticides used on the farm and thisyear, for the first time, is seriously considering planting Bt corn.

One of the farmer’s 240-acre corn fields is located next to a neighbor’s corn field. The neighbor is an organic farmerwho is paid a premium for delivering organic corn with no GMO content. The neighbor wants no geneticallyengineered corn planted anywhere near the organic corn, and certainly not in the next field!

What should the farmer do?

Ethical Argument

Built by (names of group members)___________________________________________________________________

Factual Premises (Empirical Claims)


Student Handout

IV-f


Ethical Premises (Principles)

Ethical Conclusion

Evaluation

Evaluated by (names of group members)______________________________________________________________

1. What factual premises, if any, do you challenge and why?


Student Handout IV-f


2. What ethical premises, if any, do you challenge and why?

3. Do you accept the ethical conclusion as being true? Why or why not?

(continues on the next page)


Student Handout

IV-f


4. How would you improve this ethical argument?




Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-l

Ethics

Ethics can be defined as critical thinkingabout right and wrong action.

• Critical thinking means careful,thoughtful study and not relyingon intuition alone or friends’opinions.

• Right and wrong actions arethose actions that we should orshould not do from an ethicalperspective.

?



A Model for Making

Ethical Decisions

A model is a framework that can helpaccomplish a task or clarify a situation. Forexample:

• Weather forecastersuse computer modelsof air masses to helppredict the weather.

• Soil scientists use models toclarify how water moves througha crop field.

Overhead Master IV-m



A Model for Making

Ethical Decisions

• An ethical argument is a modelused to help people think aboutcontroversial questions and arriveat a decision that is right for them.

• Ethical arguments have threeparts:

– Empirical claims

– Ethical principles

– Ethical conclusion

Overhead Master IV-n

Hey! That’s not how to buildan ETHICAL argument!



Constructing An Ethical

Argument


• Empirical claims stateinformation alleged to be true,such as the risks or benefits of anaction.

• Ethical principles are generalclaims about values, such as “It isgood to respect the rights of otherpeople.”

• The ethical conclusion is thespecific action to be done if theempirical claims and ethicalprinciples are accepted as true.

Overhead Master IV-o



Example of An Ethical

Argument

Which of the following statements is• an empirical claim?• an ethical principle?• an ethical conclusion?

1. We should never do anygenetic engineering.

2. Genetic engineering movesgenes between species.

3. We should never do anythingunnatural.

4. Moving genes between species isunnatural.

Overhead Master IV-p


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-q

Example of An Ethical

Argument

Moving genes betweenspecies is unnatural.

Genetic engineering movesgenes between species.

We should never do anythingunnatural.

We should never do anygenetic engineering.

EthicalConclusion

EmpiricalClaim

EmpiricalClaim

EthicalPrinciple



Three Ways to Evaluate

An Ethical Argument


1. To evaluate an ethical argument,determine if the conclusion issupported by the premises(empirical claims and ethicalprinciples).

2. If the premises support theconclusion, then determine if thepremises really are true.

3. Determine if there are possiblealternative actions or other ethicalvalues to consider before makinga final decision.

Overhead Master IV-r



Evaluating An

Ethical Argument

A strong ethical argument hasseveral true premises to support theconclusion.

Overhead Master IV-s

pri

nci

ple

conclusion

clai

m

pri

nci

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clai

m

clai

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pri

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Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-t

Evaluating An Ethical

Argument

Venn diagrams can help determine iftrue premises support a conclusion.

If a person finds itto be true that:

• Geneticengineering isunnatural.

• And unnaturalthings areunethical.

• Then, that person will conclude thatgenetic engineering is unethical.

Unethical

Things

Unnatural

Things

Genetic

Engineering



Evaluating an Example

Ethical Argument

Evaluating the truth of the premises in thegenetic engineering ethical argumentreveals several points to challenge:

Moving genes betweenspecies is unnatural.

Possible challenges:• What is natural or unnatural?

• Viruses move genes betweenspecies “naturally.”

• Human beings are a part ofnature, so maybe everythingwe do is natural.

Overhead Master IV-u

Really?

EmpiricalClaim


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-v


Ethical Argument

Genetic engineeringmoves genes betweenspecies.

Possible challenges:None. This claim is truebecause that is the descriptionof genetic engineering.

EmpiricalClaim


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-w


Ethical Argument

We should never do anythingunnatural.

Possible challenges:• Should we never drive cars?

• Should we never usepenicillin?

• Should we never do surgery?

• Should we never have bredplants and animals to suit ourpurposes?

EthicalPrinciple


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-x


Ethical Argument


True or Not?Because the premises supportthe conclusion, if the premisesare true, then the conclusionmust be true.

EthicalConclusion


Lesson Module IV – Ethical, Social, and Legal Issues of Bt Crops Overhead Master IV-y


Ethical Argument


True or Not?If you reject any of the premises,you should consider alternatives.For example:

Moving genes between speciesis ethically OK, if it does not putthe environment at risk.

EthicalConclusion

AlternativeEthical

Conclusion



And the Point Is?

Why should you learn how to constructethical arguments?

• They are a tool you can use forthe rest of your life to think throughcontroversial issues and determinewhat actions you think are right.

• They can help you see inconsisten-cies between your ethical principlesand your actions.

• As you research an issue andcarefully think about your ethicalprinciples, you can learn more aboutthe issue and yourself.

Overhead Master IV-z



And the Point Is?

Why should you learn how to evaluateethical arguments?

• People who want to convince you tobelieve and act a certain way about acontroversial issue often presentinformation as “facts.”

• You can learn how to verify the truthof “facts.”

• You can learn how to recognize theethical principles of their argument.

• You can better determine whetheryou think the action they arerecommending is right or not.

Overhead Master IV-aa

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