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Ask students: What is cloning? In what ways would a clone be the same as its parent? In what ways would it be different? Identify that a clone is like an identical twin, but is not the same age. Clones are genetically identical, but think and act independently.

On the topic Canada Enters the Clone Age on the CBC Radio and Television Archives Web site, have students view Clips #1, 6, and 7. As these are long clips, it may be worthwhile to discuss major points after each clip. Students will develop two lists, titled “reproductive cloning” and “therapeutic cloning.” Under each heading, students will list the characteristics of each type of cloning, including differences in techniques, risks, and motivation.

Have students form small groups to discuss their comparisons. Ask the groups to discuss: Should these technologies be treated the same under the law? Is it acceptable to create living human embryos for our use? Is one type of cloning acceptable while the other is not? Encourage students to try to understand why they hold their beliefs. After the discussions, students will write a reflective journal entry that answers the question: Which types of cloning, if any, should be permitted in Canada? Why or why not?

Students can continue in their journals to reflect on other divisions between acceptable and unacceptable reproductive technologies. Examples might include sex determination, animal research, or surrogate motherhood.