Eugenics is a social philosophy that promotes the supposed “improvement” of human populations through selective breeding and genetic control. Rooted in the belief that certain traits are inherently more desirable than others, eugenics aims to encourage reproduction among people with those traits, while discouraging or preventing it among those deemed "unfit." The term itself comes from Greek origins, meaning “well-born” or “good birth.” Though now discredited as flawed and unethical science, eugenics historically relied on data, often misleading or misused, to persuade governments, institutions, and the public that some people should be denied basic rights, including the right to have children.
Statistics played a powerful role in this movement. As the writer Mark Twain once quipped, citing Benjamin Disraeli, there are “lies, damned lies, and statistics,” a reminder of how numbers can be twisted to support dangerous ideas of weak arguments. Eugenics often stripped away the humanity of individuals, replacing it with data points used to help justify discrimination, forced sterilization, and other abuses.
Being consciously anti-eugenics in the classroom means teaching students to question how data is used, to value human diversity, and to recognize the ethical dimensions of scientific claims. It is not just a historical correction of past wrongs, it is good pedagogy that promotes critical thinking, inclusion, and even justice.
This unit invites students to think critically about how data and statistics can be used, or misused, to shape opinion and policy. While it is intended for a 7th-grade Pre-Algebra class, the mathematical reasoning and ethical questions it can raise are relevant to learners of all ages. Through some real-world examples and guided analysis, students will learn to recognize flawed arguments, question the use of statistics, and develop a more thoughtful relationship with data.
