Unit 8: Eugenics

Grades

• 9-10
• 11-12

Subjects

• Civics
• History
• Political Science
• Social Studies

Overview of Lesson Plan

• This lesson is concerned with the American eugenics movement and specifically with the case of Buck vs. Bell in which Carrie Buck, a woman living in an institution, was sterilized against her will. The Buck vs. Bell decision sanctioned the state’s right to control who should reproduce and who should not.  

  Carrie Buck was sterilized because it was thought that she carried “faulty” genes that should not be passed to another generation. Eugenics proponents determined that her lineage should be snuffed out in order to stop the reproduction of the immoral and feebleminded.

  This lesson might be especially helpful to highlight the ways in which “science” is used in forming public policy and law.

Standards

• 1. Analyze and explain the way groups, societies, and cultures address human needs and concerns.
  2. Construct reasoned judgments about specific cultural responses to persistent human issues.
  3. Evaluate the impact of stereotyping on individuals and groups.
  4. Analyze group and institutional influences on people, events, and elements of culture.
  5. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.
  6. Analyze how science and technology influence the core values, beliefs, and attitudes of society.

Objectives

• 1. To define “eugenics.”
  2. To understand how the American eugenics movement was connected to the social and political climate of the time.
  3. To explore how “science” can be used and misused to develop public policy.
  4. To explain the significance of the Buck vs. Bell decision.

Questions to Consider

• 1. How is science used and misused to develop public policy?
• 2. What are some lingering influences of eugenics in American policy today?
• 3. In what ways was the eugenics of the early 20th century a “sign of the times”?

Resources and Materials

• 1. Essay: “Buck vs. Bell” (Kluth, 2006).
  2. Copies of “Sterilization of Defective, Aim” by Russell Briney (Staff-Correspondent of the Courier-Journal)--from the Image Archive on the American Eugenics Movement, Dolan DNA Learning Center, Cold Spring Harbor Laboratory (on pg. 2 of the images at right of screen).
  3. Photos of Carrie and Emma Buck (on pg. 1 of the images at right of screen).
  4. Document: “Most immediate blood-kin of Carrie Buck--Showing illegitimacy and hereditary feeblemindedness” (American Philosophical Society)--from the Image Archive on the American Eugenics Movement, Dolan DNA Learning Center, Cold Spring Harbor Laboratory (on pg. 1 of the images at right of screen).

Activities and Procedures

• 1. Reading: Introduce students to the lesson by having them read the short essay, “Buck vs. Bell.”
• 2. Class Discussion:After students finish reading, ask them to focus on the following quote from Oliver Wendell Holmes, Supreme Court Justice.  Read it aloud to the whole class:

  Upon reviewing the case, the Supreme Court concluded "that Carrie Buck is the probable potential parent of socially inadequate offspring, likewise afflicted, that she may be sexually sterilized without detriment to her general health and that her welfare and that of society will be promoted by her sterilization….It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind. The principle that sustains compulsory vaccination is broad enough to cover cutting the Fallopian tubes. Three generations of imbeciles are enough."  

  Specifically, ask them to identify the values and beliefs reflected in the statement.
• 3. Group Discussion: Pass out the newspaper article “Sterilization of the Defective, Aim” by Russell Briney to pairs of students and have them read it together (pass out highlighter pens for this part of the lesson so students can target key passages or difficult words and concepts).  
  Then, in pairs, have students research the “Buck vs. Bell” case on the Internet.  They might search using key words such as “eugenics” or “Carrie Bell.” Here are two sites that may be useful:
• a) University of Virginia:  http://www.healthsystem.virginia.edu/internet/bio-ethics/buckbellmarker.cfm
• b) University of Denver:  http://www.law.du.edu/russell/lh/alh/docs/buckvbell.html
• 3a. Each pair should take notes on the following questions while engaging in their web research:
• a) What were the proponents of eugenics hoping to accomplish by forcing certain individuals to be sterilized?
• b) How did experts determine who would be sterilized?
• c) Why were Carrie and her mother, Emma, judged to be feebleminded and promiscuous?  How was the assessment of these women tied to their social class, gender, and level of education?
• d) How is the logic behind the American eugenics movement similar to the logic used by Adolph Hitler during World War II in his quest to exterminate Jews and others?
• e) The Buck vs. Bell decision determined that the state has the right to control who should reproduce and who shouldn’t.  Should the government ever have such a right?  Why or why not?
• 3b. Bring the class back together and briefly discuss their findings and conclusions.
• 4. Group Discussion: Break the class into two equal groups and set up ground rules for “structured controversy” or debate.  Using all of the materials provided in this lesson, one group will defend Carrie Buck and her right to maternity.  The other group will argue that “three generations of imbeciles are enough” and will argue that Buck and others should be sterilized for the good of all.  
• a) Allow sufficient time for debate participants to prepare "constructive arguments" (i.e., arguments based upon a few major points logically developed and substantiated by evidence in support of a particular position.)
• b) Have each team select four main debaters, two per side.
• c) Other students assume role of concerned stakeholders.
• d) Debate to consist of three rounds:
  • Round one features the four debaters.
  • Round two: questioning/challenging round between “pro-sterilization” audience members and “anti-sterilization” audience members.
  • Round three: summaries (one debater per side).
• e) The teacher or a student can list key points on board as they are presented.
• 4a. Finally, discuss how views have changed since the Buck vs. Bell case was presented.  How would this debate be different today?  How were the points made by the pro-sterilization group back in the early 1900s flawed?
• 5. Writing: Ask students to write a short paper based on the readings and discussions.  Explain that they will write a letter to the editor of the Courier-Journal.  In this letter, they will take a stand on the issue of sterilizing “mental defectives.”  They should write the letter from the perspective of the present year, using the knowledge and information they have about how views and values have changed on disability, sexuality, and human rights.

Eras

• 1921-1960

Disability

• Developmental Disabilities
• Intellectual Disabilities
• Mental Retardation

Topics

• Eugenics
• Feeble-minded
• Imbecile
• Law
• U.S. Supreme Court

Copyright

• ©Syracuse University, 2006.  All rights reserved.

Author(s)

• Paula Kluth, Ph.D.

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