The Science of Race
This lesson is designed as a final lesson in the cluster. It gives real life applications to the study of genetics and shows how science is an integral part of life and understanding ourselves and where we came from. It also demonstrates how many facets of science are interconnected when it comes to understanding our existence and our history. This lesson focuses on the work of Dr. Spencer Wells who is an explorer in residence at National Geographic.
MAIN CURRICULAR OBJECTIVES
S4B-0-N1 Describe the role of evidence in developing scientific understanding and how this understanding changes when new evidence is introduced.
S4B-0-N2 Understand that development and acceptance of scientific evidence, theories, or technologies are affected by many factors. Examples: cultural and historical context, politics, economics, personalities…
S4B-0-N3 Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
HUMAN RIGHTS OBJECTIVES
Students will reflect on historical and current human rights violations that result from current racist practices globally and personally and contrast this with the potential of future understandings in decreasing racial discrimination and prejudice.

Journey of Man o DVD 120 min. o available in 13 clips on YouTube or from the Winnipeg Public Library

Included resources o The Journey of Man reflection sheet o The Journey of Man reflection sheet with suggested discussion questions
Grade 12 Biology Page 1 of 7

The Science of Race
ACTIVATING
1.
Display the words ‘genetics’ and ‘race.’ Ask students to write down as many associated words and phrases they can think of within three minutes. Have students share their associated words and phrases in a brief discussion.
ACQUIRING
1.
Give a brief introduction of documentary.
This documentary follows Spencer Wells, a biologist as he goes around the world trying to collect evidence and trace the migration patterns of the first humans. He asks questions of different cultures and compares his scientific understandings with the understandings other people have of their origin.
2.
Hand out “The Journey of Man: A Genetic Odyssey” reflection sheet. Give students time to read over questions and clarify any concerns.
3.
Watch “The Journey of Man: A Genetic Odyssey.”
APPLYING
1.
Have students fill out reflection sheet individually and then meet in pairs to fill in the notes.
2.
Discuss reflections as a class. (See attachments for possible discussion questions and responses.)
Grade 12 Biology Page 2 of 7

The Science of Race
THE JOURNEY OF MAN REFLECTION SHEET
1.
While this journey was focusing on genetics, there were many people involved. There were many different experts and many types of evidence that gave Dr. Wells a broader perspective and understanding than if he had just studied the DNA. List as many experts and types of evidence that you see.
2.
Dr. Wells interacts with several different cultural groups and explains his quest to them. What were some of the reactions to his explanation of his quest and findings? Why did people react this way?
3.
Describe the process for extracting and analyzing DNA.
4.
How does this project demonstrate the power of scientific theories and evidence?
Grade 12 Biology Page 3 of 7

The Science of Race
5.
How does this project demonstrate that scientific theories and evidence have limitations?
6.
Dr. Spencer Wells says “Old concepts of race are not socially divisive but scientifically wrong.”
What are old concepts of race? How do Dr. Wells’ findings provide new concepts of race?
7.
What implications does the evidence of common ancestry for all people on the earth have on current problems of racism?
8.
How has racism affected world history? How has it affected your history?
9.
What did you learn that was unexpected?
Grade 12 Biology Page 4 of 7

The Science of Race
THE JOURNEY OF MAN REFLECTION SHEET SUGGESTED RESPONSE AND DISCUSSION
TOPICS
1.
While this journey was focusing on genetics, there were many people involved. There were many different experts and many types of evidence that gave Dr. Wells a broader perspective and understanding than if he had just studied the DNA. List as many experts and types of evidence that you see.
Types of Evidence

Blood samples (DNA)

Cultural songs (looking for the narrative of how they arrived/ survived)

Drawings (showing their way of life, hunting practices, and physical attributes)

Bones

Caves and other land features
Collaborating experts

Linguist- talked about the progression of language and possibility of San Bushman being the oldest tribe

Paleoanthropologist- talked about theories of the way of life for the first humans

Archaeologist- studying the past human societies

Biologist

Paleoclimatologist- explained possible reasons why people stopped living in the cave due to climate changes.

Professor- donated equipment and time

Translator- made it so that Dr. Wells could communicate to people

Guides- made it possible to find nomadic tribes

People talking about themselves, their beliefs and their ways of life
2.
Dr. Wells interacts with several different cultural groups and explains his quest to them. What were some of the reactions to his explanation of his quest and findings? Why did they react this way?
Most people on the video were curious and excited about the new findings. Some struggled to integrate the new findings with their beliefs and others didn’t believe it at all. They were all friendly, gracious, helpful and generous, which allowed Dr. Wells to research and share his data.
3.
Describe the process for extracting and analyzing DNA.

Take blood sample

Get rid of red blood cells

Get rid of protein

Add dehydrating agent (isopropyl alcohol)

DNA appears and looks like cotton

Refrigerate to preserve

Sequence

Analyze data to find markers
Grade 12 Biology Page 5 of 7

The Science of Race
4.
How does this project demonstrate the power of scientific theories and evidence?
Using scientific theories, Dr. Wells embarked on a journey to where he thought evidence to support his theory would be. He found evidence to support his theory in the San Bushman tribe and continued from there. As he gathered more evidence, he came up with more questions, like “Why did it take so long for humans to settle in Europe?” As he followed his scientific theories and came up with more evidence, he also came up with more questions. This resulted in more theories, evidence and questions.
5.
How does this project demonstrate that scientific theories and evidence have limitations?
Scientific theories didn’t fill in all the gaps of understanding. There were still many unanswered questions, such as how did people traverse the waters that seemed impossible to cross into Australia.
Scientific theories are also one way of knowing. As Dr. Wells puts it, it is the European model of looking at and understanding the world. Other cultures answer the same questions with stories and practices.
6.
Dr. Spencer Wells says “Old concepts of race are not socially divisive but scientifically wrong.”
What are old concepts of race? How do Dr. Wells’ findings provide new concepts of race?
ANSWERS WILL VARY
Until now, race has been something that focuses on the differences we see in each other-different hair, body structure, skin tone, etc. We have divided ourselves based on trivial outer appearances and segregated ourselves from people who were different. In essence, we created race. The new concepts of race- the concept that we are mostly the same with differences due to adaptations and slight genetic mutations- unifies us as being mostly the same instead of mostly different.
7.
What implications does the evidence of common ancestry for all people on the earth have on current problems of racism? ANSWERS WILL VARY
If people understood and embraced this new understanding, it would create a greater sense of community between all peoples of the earth. When someone focuses on how they are the same as the
‘enemy’ it ceases to be easy to treat them poorly, or discriminate against them. When you understand that people who have ‘white’ skin have it based on an adaptation from ‘black’ skin because they need to absorb more of the sun’s rays in a climate where they needed to cover more of their skin and had less sun, skin holds less power to define you.
8.
How has racism affected world history? How has it affected your history? ANSWERS WILL VARY
9.
What did you learn that was unexpected? ANSWERS WILL VARY
Grade 12 Biology Page 6 of 7

The Science of Race
EXTENSIONS
1.
Have a discussion on the words theory , evidence , fact and truth . Science is made up of ‘working theories’ that are the best explanation for life as we know it. It is constantly changing as new evidence is discovered and new understandings are found. What are the strengths of interpreting the world through scientific theories? What are the weaknesses of this approach?
How does it compare to other methods of interpreting the world (religion, culture, stories, etc.)?
2.
What evidence of the scientific process is evident in his experimentation?
3.
What is the role of science in the people’s search for meaning and understanding of why they are on earth and where they came from?
4.
Explore the National Geographic Site that relates to the documentary. http://channel.nationalgeographic.com/channel/human-family-tree-3706-interactive
Grade 12 Biology Page 7 of 7