The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.

1. What we’ll do today:
 Diagram formal and material cooperation with wrongdoing and review definitions (20 minutes)
 Discuss examples using these moral categories (50 minutes)
In-class Learning Outcomes
 Suggest public policy for the use of embryonic stem cells
 Draw careful distinctions about complicity in relation to the development of vaccines
 Self-Assessment (5 minutes)
 What did you contribute to class discussion today?
 Address either of the following: What questions has our discussion today answered for you? What
questions remain unanswered for you at the end of our discussion?

2. Formal & Material Cooperation
Fill in diagram with:
o Immediate
o Mediate
o Proximate
o Remote
Locate with an X or :
o Receiving embryonic
stem cell therapy
o Being injected with a
vaccine derived from
fetal tissue