Pass out the article, “Remembering Tuskegee: Syphilis Study Still
provokes Disbelief, Sadness” and the “Tuskegee Timeline” and
ask students to pair up with a partner to read the articles and discuss the
What was the purpose of the Tuskegee Study?
2. What incentives were provided to encourage people to participate
in the study?
3. Why do you think the study was conducted in this particular community?
4. How long did the study last?
5. What was wrong with the way the study was conducted? List 3 – 4
ethical issues that were violated.
20 minutes for the students to read and discuss the questions
and then hold a class discussion where students share
their responses to the questions.
At the end of the period pass out “exit slips” to
the students (these can be note cards or slips of paper).
Instruct students to write a reaction to the class discussion
in one sentence. Collect the exit slips as the students leave
2 and 3
1. Hand out the timeline, “A History of US Secret Human
Experimentation” to the students.
2. Have students work in groups of 2-3. Instruct them to
read through the timeline to highlight what they consider
to be the 10 worst examples of human experimentation. Tell
them to prepare to defend their list.
3. After the groups have reached a consensus have them share
and defend their lists with the rest of the class.
1. Students will work in their groups to set up a list
of guidelines for conducting biomedical research on
Inform students that the purpose is to provide a list of
protocols to ensure that future studies protect the rights
and health of human subjects. Hand out one worksheet, “Citizens
and Rights in Medical Research” and one copy of “Glossary
of Clinical Trials” from http://clinicaltrials.gov/ct/info/glossary#protocols
to each group.
Have groups share their federal guidelines for clinical trials on day three.