Download GATTACA movie lesson

GATTACA
Movie Lesson
"There is No Gene for the Human Spirit"
A perfect world
The 1997 science fiction film GATTACA is set in the ‘not-too-distant future’. This is a world where embryos are
screened before they are implanted in their mothers, to ensure perfect health and wellbeing. Each baby’s life
expectancy and disease likelihood are tested and determined at birth. Society no longer discriminates on the
basis of religion, race or gender, but on your genes. Vincent, however, is a genetically imperfect (‘in-valid’)
person in a genetically perfect world. He was born with a heart defect dooming him to die at about 30, and is
myopic (short-sighted), meaning he can only work as a cleaner. But Vincent dreams of travelling to Jupiter’s
moon, Titan. He assumes the identity of Jerome, a crippled athlete, who has genes that will allow him to
achieve his dream of space travel.
With Jerome’s identity, Vincent can work at the aerospace company GATTACA and pass their daily gene tests
by using samples of Jerome’s hair, blood and urine. Things become more complicated, however, when the Titan
mission controller is found murdered shortly before the launch. Vincent’s own DNA is found at the scene in one
hair – as an in-valid he had no reason to be there, making him the prime suspect. Will Vincent make it to Titan,
or be arrested for murder?
This film explores many important issues in human uses of biotechnology, including the real-world effects of
genetic testing and pre-implantation testing of embryos.
Biology Principles
Nature vs. Nurture
Pre-implantation genetic diagnosis
Genetic Screening
DNA profiling
Human rights
Genetic modification (recombinant DNA)
While watching the movie, think about what this film has to say about:
 discrimination and prejudice
 the human desire for perfection and whether perfection makes us happy
 whether genes alone can predict our paths in life
 what happens when someone wants a life other than that determined by their genes
 whether knowing too much about our genes is a good or bad thing.
 How accurate do you think testing at birth for life expectancy and disease susceptibility would be?
Would there be any differences between the prediction and the actual outcomes? Why would they be
different?
 Is it fair to discriminate against people whose genes are not ‘perfect’? Is it already happening?
 Who decides what constitutes perfection in the first place?
Directions: Answer the following questions while watching the video GATTACA.
1. What is the significance of the letters that are highlighted at the beginning credits of the movie? (Hint: they
are the same letters in the title of the movie)
2. At Vincent's birth, doctors already knew how he would die. A nurse immediately took a sample of his blood
and analyzed it. What was Vincent's life expectancy and what would he likely die from?
3. Compare how Vincent's brother was brought into the world to how Vincent was brought into the world. Did
the doctor feel that some traits should be left to chance? Why or why not?
4. Scenes of the two brother’s childhood imply certain differences in the physique. List some obvious
differences between Vincent and his brother.
5. What happens to the embryos in the clinic that are not implanted? Is that right? What is the difference
between that and abortion?
6. How are humans “expected” to reproduce in the movie?
7. "My real resume' was in my cells." What does this statement mean? What kind of job did Vincent end up
with? What was his real goal?
8. GATTACA society is divided. What determines your social position?
9. What motivates people to use genetic screening in the movie?
10. List two ways that the society portrayed in the movie routinely ‘reads’ a person’s genetic profile.
11. What major surgery did Vincent have to enhance his genetic “imperfections?”
12. Where are the space missions taking supplies and people?
13. What procedures did Vincent go through to prevent his DNA from being discovered (and his ruse being
discovered)? List at least THREE preparations Vincent had to do everyday to pass as Jerome Morrow at
GATTACA.
14. When Jerome (Vincent) and Irene go to a concert, what is unusual about the piano player?
15. Why is Vincent, as a masquerading valid, called a “borrowed ladder?”
16. Who does the detective leading the murder investigation turn out to be?
17. Why did the real Jerome go along with Vincent's scheme?
18. How is Vincent finally exposed at the GATTACA spaceport? Why does the doctor let him through anyway?
19. In the film, a person could have a potential romantic partner sequenced. Discuss the positive and negative
aspects of having this technology available to prospective mates.
20. If a couple had a baby who died and could not have any more babies, but had the opportunity to clone their
baby, should they be allowed to clone it?
Analyze, Evaluate, Create: GATTACA
Directions: In groups, first you will choose one of the following topics. As a group you will then Analyze,
Evaluate, and Create on your chosen topic as shown below.
Topics:
1. The caption of the movie reads: "There Is No Gene for The Human Spirit". There is a big debate in science
over whether “nature” – the DNA you are born with, or “nurture” – the environment you are raised in, is more
important in developing who you become. Is nature (DNA) more important than nurture (home environment)
in determining whether a person will be successful or not? What does the movie GATTACA say about DNA
determining a person's potential? Describe what this means in the context of Vincent's struggle to overcome
his perceived genetic disadvantages. Do you think nature or nurture, or a combination of both, determine a
person’s character? Defend your answer.
2. During a scene in GATTACA, Vincent’s parents visited a doctor who specialized in child conception to
select for the best traits for his future brother. They hoped that his brother would have the best possible chances
for a successful life. Some of the traits mentioned in GATTACA included intelligence, height and any
possibility of inheritable diseases. The technology to manipulate DNA in the way portrayed in the movie is not
yet available, but might be one day. Do you think scientists should manipulate DNA so parents could choose
their children’s traits? Should they be able to choose all the traits or only those that may shorten or affect the
life of the child? Who should decide? Should there be laws to enforce when and how genetic engineering should
be used? If you decide to have a child one day and are given the opportunity to select for special traits, would
you do so? Why or why not? Defend your position.
3. Hardly a week passes without claims by scientists that they have isolated the gene for some particular disease
or trait. Increasingly we are told that mental and emotional characteristics can be attributed to our DNA. Genetic
screening for some diseases already exists - children are tested for certain diseases at birth. It is conceivable that
the number and scope of testing of newborns may broaden in the future. Insurance companies want to increase
genetic testing in order to identify high-risk applicants for life-insurance. More and more we are being defined
by our genetic make-up. Do you think that people should be allowed to test for other traits, such as alcoholism,
heart problems, or even intelligence? If tests can be performed on a newborn or even an adult, who has the
right to your genetic information - do employers, do spouses, and do insurance companies have the right to your
profile? Defend your position.
4. Stem cell research is another ethical issue. Stem cells are cells from an early embryo that can become any
type of cell like a heart, lung, liver, or skin cell. The reason people are researching these cells are because you
can actually grow new tissues and organs to replace damaged ones. For instance, it may be possible to grow a
new set of lungs for someone dying of lung cancer, or to replace a lost limb for a soldier. The ethical issue with
this type of research is that in order to get this type of stem cells you have to destroy an embryo so it will never
grow into a person. Do you think this type of research should be done? Why or why not? Defend your position.
Analyze: Can you dissect information to explore understandings and relationships?
Skills to be demonstrated by students:
 break learned information into its parts to best understand information
 seeing patterns
 organization of parts
 recognition of hidden meanings
 identification of components
1. Analyze your topic from two different perspectives; for your topic and against it.
2. Use a T-chart to show the pros and cons of this topic.
3. Debate within your group, the reasons why you are for or against your topic.
Evaluate: Can you make decisions based on in-depth reflection, criticism, and assessment?
Skills to be demonstrated by students:
 compare and discriminate between ideas
 assess value of theories, presentations
 make choices based on reasoned argument
 verify value of evidence
 recognize subjectivity
1. Write a persuasive speech arguing for or against your topic.
2. Review your topic from someone else’s point of view/perspective.
Create: Can you generate new products, ideas, or demonstrate new ways of viewing things?
Skills to be demonstrated by students:
 using old ideas to create new ones
 generalizing from given facts
 relating knowledge from several areas
 predicting, drawing conclusions
Your group will pick one of the following activities:
1. Create a new product for your topic. Give it a name and plan a marketing campaign for it. Present it to the
class.
2. Produce a video (at least five minutes long) or PowerPoint presentation (at least ten slides long) about your
topic. Present it to the class.
3. Create a painting, illustration, or mural that shows the pros and cons for your topic. Present it to the class.
4. Create a board game about your topic. Describe it to the class.
5. Create an app for your topic. What will buyers do with the app? How will it help your buyers? How will
you make it interesting and engaging?