NATIONAL MATH + SCIENCE INITIATIVE
English
Synthesis: Animal Testing Grade 7
Students will
examine a variety of written and visual texts to determine their central ideas and supporting reasons. ● take a position and create a claim. ● use reasoning to support their positions. ● evaluate and synthesize supporting evidence from multiple documents. ●
ACKNOWLEDGMENTS
Clip art. Copyright Clipart.com “Do Cosmetic Companies Still Test on Live Animals? A brief history of Draize testing, and an update on its use today.” Web. Scientific American. 6 Aug 2009. Permission pending. Quotations by the Buddha, Saint Francis of Assisi, and Immanuel Kant. Brainyquotes.com. 4 January 2006. Timeline. “Animal Testing in Medicine.” RDS Online. 4 Jan 2006.
TEXT COMPLEXITY
Passages for NMSI’s Laying the Foundation program are designed to challenge students while lessons and activities make texts accessible. The readability measures for the excerpted articles are in the Grade 7 text complexity band. Guided practice with challenging texts allows students to gain the proficiency necessary to read independently at or above grade level.
T E A C H E R
OBJECTIVES
This lesson serves as an introduction to writing the synthesis argument. Central to the lesson are activities that promote close, analytical reading of visual and written texts, with the goal of helping students develop and support their own position on the subject of animal testing. When writing synthesis essays, many beginning writers want to base their entire response on information from the sources, creating a piece of text that is more summary than argument. This lesson models for students how to create an argument using multiple sources, with the student’s position and reasoning at the center of the paper. In addition to close reading and composition activities, the lesson includes a multiple choice formative assessment that helps students make connections among the texts.
P A G E S
ABOUT THIS LESSON
Thaves, Tom. Frank and Ernest. 1997. Reprinted with permission of the artist.
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English—Synthesis: Animal Testing
specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
COGNITIVE RIGOR
English lessons for NMSI are designed to guide students through a continuum of increasingly complex thinking skills, including those outlined in taxonomies such as the Revised Bloom’s Taxonomy and Webb’s Depth of Knowledge Levels. In this lesson, students will identify main ideas and supporting evidence in texts (DOK 2), cite evidence and develop a logical argument (DOK 3), and synthesize information across multiple texts (DOK 4). During the lesson, students will complete activities that address all levels of the Revised Bloom’s Taxonomy.
RI.7.9:
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
W.7.1:
Write arguments to support claims with clear reasons and relevant evidence.
T E A C H E R
P A G E S
This lesson is included in Module 8: Synthesizing Ideas.
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CONNECTION TO COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS
The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2:
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.6:
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI.7.8:
Trace and evaluate the argument and
W.7.4:
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5:
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.8:
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
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English—Synthesis: Animal Testing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Implicitly addressed in this lesson RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.7.1.d: Establish and maintain a formal style. W.7.1.e: Provide a concluding statement or section that follows from and supports the argument presented. L.7.1:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
College- and career-readiness standards require that students take positions and support those positions with reasoning and evidence. Students also are expected to find evidence and support through synthesizing information from multiple sources. Strong synthesis skills are central to the AP English classroom, and students must write both an argument essay and a synthesis essay as part of the AP English Language exam. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material.
MATERIALS AND RESOURCES
copies of the Student Activity ● copies of the Student Resource “Synthesizing Sources Using Foldable Notes” ●
ASSESSMENTS
The following kinds of formative assessment are embedded in this lesson: guided questions ● graphic organizers, including a foldable note taking organizer ● multiple choice formative assessment ● writing template ●
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P A G E S
W.7.10:
CONNECTIONS TO AP*
T E A C H E R
W.7.9:
plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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English—Synthesis: Animal Testing
T
TEACHING SUGGESTIONS
his lesson contains guided activities to support students in the creation of a synthesis argument. In addition to the activities, the lesson contains a “clean” version of the synthesis prompt and sources that does not include guided questions or exercises so teachers can use the material as a summative writing assessment. A multiple choice assessment over the four texts is included as well for teachers to use as a formative assessment to check reading comprehension.
T E A C H E R
P A G E S
Consider presenting over the course of multiple class periods to allow for scaffolding and practice. Activity One: Understanding the Prompt The first part of this extended lesson is designed to help students establish a position that will need to be supported with evidence. Review the writing prompt as a whole class and make sure students understand the tasks required of them. Note the format of the synthesis prompt (introduction, assignment, source list) as well as the requirement that students must incorporate information from at least two of the sources into their final drafts. Activity Two: Reading the Sources Depending on the time you have allotted for the lesson and the skill level of your students, you might decide to have students read all four sources outside of class and use the questions as a guide for a whole class discussion of the sources. However, taking into consideration the skill level and experience of your students, it is recommended that you model for students how to read at least one or two of the sources for main ideas and supporting details. Another option for presenting this activity is to have students tackle the sources in a small group setting. Divide the class into four groups, and assign each group a specific source to read and analyze. In addition, ask group members to answer the guided questions included with each source. Have group members present their findings to the whole class, iv
making sure they describe each source’s purpose, claim, and supporting details. The group presentation activity could serve as a formative assessment to check reading comprehension as well as to reinforce speaking and listening skills. Activity Three: Understanding and Evaluating Different Perspectives The charts in this activity are designed to help students see patterns in the information presented in the four sources. You might need to model how to complete the charts, which ask students to record their reasons for claims both supporting and disagreeing with animal testing. Have students choose textual evidence from the designated source that would support their reasoning. (Note: These charts could serve as a note-taking template for students to use when groups are presenting information on their individual sources.) The discussion you have after students complete the chart is one of the more important teaching moments of the lesson. In addition to answering the guided questions provided in the activity, students should use the information they gathered to note any overlapping information between the sources. Ask students to point out what information seems to be shared among the sources that agree with animal testing and among the sources that disagree with animal testing. Then, ask students to consider what information is unique to specific sources. At this point, you could ask students to state their position and select the two sources they plan to use in their synthesis essay. Students who are more sophisticated writers might look for source material that could provide support for a counterargument. The paragraph templates included under “Evaluation Response” help students see what information they can weave into their arguments as support. Having students categorize and evaluate the information they find will also help prevent the problem of writing summaries instead of using targeted details for
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English—Synthesis: Animal Testing
support and development. If students are practiced writers, you may decide to have them write their paragraphs independently. Once students have completed the activities in the student lesson, consider having them write a complete essay in response to the prompt. To help students organize their responses, consider using the NMSI Student Resource “Synthesizing Sources Using Foldable Notes” as a graphic organizer.
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T E A C H E R
Multiple Choice The multiple choice items are designed to help students find main ideas and supporting evidence in each of the sources, and several questions measure how well students are able to synthesize ideas among the texts. One option is to use the multiple choice items as a formative assessment to check students’ reading comprehension. Another option is to have students complete the questions in small groups, and then use the questions to guide a whole class discussion of the sources.
P A G E S
Writing the Synthesis Essay The prompt may be used as a timed writing activity or as an extended writing activity, depending on the needs of your students. A synthesis scoring guide is included in the Teacher Overview of this lesson and on the NMSI website.
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English—Synthesis: Animal Testing
T E A C H E R
P A G E S
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NATIONAL MATH + SCIENCE INITIATIVE
English
Synthesis Scoring Guide Not all student essays will fit the scoring guide exactly. Your score should reflect your judgment of the essay’s quality as a whole. Remember that students had only forty-five minutes to write their essay, and assess the papers as drafts. Reward the students for what they do well.
6: These papers demonstrate clear and consistent competence although they may have occasional errors. Such papers ● Develop an insightful position on the issue ● Effectively synthesize1 at least two sources ● Supply appropriate and convincing evidence and explanations and are well-organized ● Are distinguished by varied sentence structure, effective word choice, and a sense of voice ● Demonstrate consistent and effective control of standard written English grammar and mechanics although they may not be completely without errors 5: These papers demonstrate reasonably consistent competence although they will have occasional errors or lapses in quality. Such papers ● Develop a reasonable position on the issue ● Satisfactorily synthesize at least two sources ● Supply appropriate and sufficient evidence and explanations and are generally well-organized ● Contain some examples of varied sentence structure and effective word choice ● Demonstrate effective control of standard written English grammar and mechanics although they will not be completely without errors 4: These papers demonstrate adequate competence with occasional errors and lapses in quality. Such papers ● Develop an adequate position on the issue ● Adequately synthesize at least two sources ● Supply some evidence and explanations and show organization ● Display limited variety in sentence structure and adequate word choice ● Demonstrate adequate control of standard written English grammar and mechanics although they may have several errors 3: These papers demonstrate developing competence. Such papers may contain one or more of the following weaknesses: ● Inadequate development of a position on the issue ● Mere summary of one or more sources ● Inappropriate, insufficient, or unconvincing evidence and explanations and/or weak organization ● Almost no examples of varied sentence structure and/or effective word choice ● Recurrent errors in grammar, mechanics, and/or usage 2: These papers demonstrate some incompetence. Such papers are flawed by one or more of the following weaknesses: ● Little reference to or a serious misunderstanding of the issue or little success in developing a position ● Little or no reference to the sources, a misreading of the sources, or inadequate development ● Disjointed or inappropriate evidence, mere summary of the sources, or poor organization ● No variety in sentence structure, or simplistic or inappropriate word choice ● Frequent errors in grammar and mechanics that interfere with the reader’s understanding 1: These papers demonstrate incompetence. Such papers are seriously flawed by one or more of the following weaknesses: ● Only a passing reference to the issue without developing a position ● Unacceptable brevity, failure to synthesize even one source, or padded but vacuous statements ● No attempt to supply evidence or explanations ● Poor sentence structure or incorrect word choice ● Serious errors in grammar, mechanics, and/or usage that interfere with the reader’s understanding 0: These papers may contain a few words or phrases without commentary, or they may just copy the assignment or texts. —: These papers are completely off-topic or are blank. 1
For the purposes of scoring, synthesize means to refer to sources to develop a position and to cite the sources accurately Copyright © 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
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English—Synthesis Scoring Guide
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NATIONAL MATH + SCIENCE INITIATIVE
English
Synthesis: Animal Testing Activity One: Understanding the Prompt The following prompt is based on the four sources printed below. To answer this question, you must read the sources and decide what you believe about the topic—do you support animal testing, or are you against it? Then you will write a well-organized, well-written essay supporting your side of the argument, using the sources you choose to support your position. Be sure to use evidence from some of the sources to support your position; do not merely paraphrase or summarize them. You may use direct or indirect quotations. Introduction: For centuries scientists have used animals to test medical procedures and substances that they hope might be used to help people fight disease. Now, many cosmetic companies also test their products on animals to study the effects of the products. There is a growing movement to stop all use of animals in tests but particularly in experiments performed for reasons of human vanity, not health. Assignment: Read the following sources (including any introductory information) carefully. Then, in an essay that refers to at least two of the sources for support, take a position on the subject of animal testing. Refer to the sources as Source A, Source B, Source C, or Source D. The titles below are listed for your convenience: Source A (Timeline) Source B (Quotations) Source C (Cartoon) Source D (Scientific American)
1. What is the topic of your synthesis argument?
2. What background information on the topic does the prompt provide for you?
3. What task is the prompt asking you to complete?
4. How many sources will you need to cite?
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English—Synthesis: Animal Testing
Activity Two: Reading the Sources Read the sources below and answer the questions. Source A Timeline. “Animal Testing in Medicine.” Web. RDS Online. 4 Jan 2006. This timeline shows the effects of animal testing in medicine and the animals upon which the studies were conducted (indicated in italics). Corneal transplants 1900s The first successful human transplant was of the cornea, the clear covering of the eye. Rabbits Blood transfusion 1910s Research that led to the safe storage and routine transfusion of sterile, compatible blood. Dogs, guinea pigs, rabbits Insulin for diabetes 1920s Before the development of insulin, Type 1 diabetes was a death sentence. Dogs, rabbits, mice Modern anesthetics Anesthetics were first used for short surgical procedures in the mid 1930s. Modern anesthetics began to be developed from the 1950s. Rats, rabbits, dogs, cats, monkeys Diphtheria vaccine 1930s Before the antitoxin and vaccine, this disease was serious and fatal for one in ten. Guinea pigs, rabbits, horses, monkeys Anticoagulants Anticoagulants prevent potentially fatal blood clots. Rabbits, guinea pigs, mice, dogs Kidney dialysis Dialysis saves thousands with kidney failure until they can receive a kidney transplant. Guinea pigs, rabbits, dogs, monkeys 1940s Heart-lung machine for open-heart surgery Open-heart surgery for severe heart conditions would be impossible without the heart-lung machine to take over circulation and oxygenation of the blood. Dogs Hip replacement surgery Failing hips, and other joints, can be replaced using artificial joints made of strong, inert material. Dogs, sheep, goats Polio vaccine The vaccine eradicated polio in the western world. Mice, monkeys 1950s Drugs for high blood pressure These medicines also reduce the risk of stroke, heart disease, and kidney disease. Rats, mice, cats, dogs Replacement heart valves Artificial heart valves give new life to patients—some 6,000 a year. Dogs, calves, rabbits, guinea pigs, rats 2
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English—Synthesis: Animal Testing
1960s
1970s
1980s
1990s
2000s
Coronary bypass operations Healthy arteries can be transplanted from the leg to replace blocked heart arteries. This operation is not routine. Dogs Heart transplants The first successful heart transplant was in 1967, building on experience gained in animal experiments. Dogs CT scanning for improved diagnosis The use of 3D scanners and injected chemicals to improve contrast means x-rays show the organs more clearly. Pigs Chemotherapy for leukemia Treatments for the commonest form of childhood leukemia mean that 8 out of 10 are long-term survivors. Mice Drugs to control transplant rejection Without drugs to suppress the immune system, organs could only be transplanted successfully between close relatives, preferably identical twins. Mice, rabbits, dogs, monkeys Drugs to treat viral diseases Drugs control serious viral infections in both people and animals. Many species Combined drug therapy for HIV infection Combinations of drugs are currently the best therapy for HIV, keeping AIDS at bay for many years. Mice, monkeys Drugs for breast cancer and prostate cancer The survival rates for breast cancer and prostate cancer have improved significantly. Mice, rats, dogs Drugs for adult leukemia and lymphoma Effective therapy for these cancers has been developed. Mice, rats, monkeys Alzheimer’s disease vaccine A vaccine has been shown to be effective in mice in reducing the brain damage caused by Alzheimer’s disease. Mice
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English—Synthesis: Animal Testing
1. How is the information in Source A organized?
2. Check the explanation that most accurately describes Source A. ☐ in favor of animal testing ☐ against animal testing ☐ neutral about animal testing 3. Put an X next to the statement that expresses the main idea of the timeline.
There is still much medical research to be done.
Animal testing has increased in each decade.
Prescription drugs can improve human health.
Animal testing has led to improvements in human health.
Animals’ lives have improved as a result of medical research.
4. List two details from the timeline that support your choice for the main idea of Source A.
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English—Synthesis: Animal Testing
Source B Quotations by the Buddha, Saint Francis of Assisi, and Immanuel Kant. Brainyquotes.com. 4 January 2006. a. “Not to hurt our humble brethren (the animals) is our first duty to them, but to stop there is not enough. We have a higher mission—to be of service to them whenever they require it . . . . If you have men who will exclude any of God’s creatures from the shelter of compassion and pity, you will have men who will deal likewise with their fellow men.” —Saint Francis of Assisi (Catholic friar and preacher) b. “He who is cruel to animals becomes hard also in his dealings with men. We can judge the heart of a man by his treatment of animals.” —Immanuel Kant (philosopher) c. “When a man has pity on all living creatures, then only is he noble.” —Buddha (founder and spiritual leader of Buddhism) 1. Check any statement that expresses the assertions in Quote A. ☐ Animals have a mission to serve human beings. ☐ Humans’ only responsibility to animals is to not hurt them. ☐ Individuals who treat animals with kindness also will treat humans with kindness. 2. Check any statement that expresses the assertion in Quote B. ☐ An individual’s treatment of animals reflects his or her character. ☐ An individual can be a good person and be cruel to animals. ☐ Compassion toward animals is related to compassion toward humans. 3. Check any statement that expresses the assertion in Quote C. ☐ In order to be noble, individuals must feel compassion for animals. ☐ Individuals are only honorable if they show pity to all living things. ☐ Whether someone is considered noble is based on the way he treats animals. 4. Write a sentence that explains what claim all three quotes have in common.
5. Based on your understanding of the quotes, explain whether you think these speakers would support animal testing.
6. How is the information in Source B about the way humans treat animals different from the information you learned in Source A?
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English—Synthesis: Animal Testing
Source C Thaves, Tom. Frank and Ernest. 1997. Reprinted with permission of the artist. The following is a syndicated comic strip distributed to newspapers nationwide.
1. A dilemma is a situation in which a difficult choice has to be made between two or more options. Describe the dilemma faced by the man in the cartoon.
2. According to this source, what are the benefits of animal testing? What are the drawbacks?
3. Check the explanation that most accurately describes Source C. ☐ in favor of animal testing ☐ against animal testing ☐ neutral about animal testing 4. Explain how the information about animal testing in Source C is different from the information you learned in Sources A and B.
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English—Synthesis: Animal Testing
Source D “Do Cosmetic Companies Still Test on Live Animals? A brief history of Draize testing, and an update on its use today.” Scientific American. 6 Aug 2009. www.scientificamerican.com. 25 March 2014.
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15
The Draize Test was devised back in 1944 by U.S. Food and Drug Administration (FDA) toxicologist1 John H. Draize to evaluate the risks of normal short-term exposure to new cosmetics and other personal care products. Still used today by some companies, the test involves applying a small amount of the substance under study to an animal’s eye or skin for several hours, and then observing whether or not irritation occurs over the following week or two. In most cases the animal subjects— usually albino rabbits bred for the lab—are put to death after the sometimes maiming and often painful tests. Of course, animal rights advocates have long opposed the Draize Test, which they consider cruel to the lab animals used as subjects. According to the non-profit National Anti-Vivisection2 Society (NAVS), the Draize Test causes “extreme discomfort and pain” to the animals involved. In the eye version of the test, rabbits are placed in restraining stocks and their eyelids are held open with clips—in some cases for days at a time—to keep them from blinking away the test solutions. NAVS maintains that not only is animal testing of any kind inhumane, but it’s also more expensive and less reliable than other methods which do not rely on inflicting pain and suffering on rabbits and other furry friends . . . Some of the leading non-animal tests are conducted on cell cultures, human and animal corneas from eye banks, corneal tissue cultures, and frozen corneas supplied by hospitals. toxicologist: a scientist or medical person who studies poison and how people react to poison vivesection: the act of doing scientific or medical experiments on live animals 3 cornea: the clear outer coating of the eyeball 1 2
1. According to this source, what are the benefits of animal testing? What are the drawbacks?
2. Writers often use patterns of words and phrases to impact how readers think or feel about an issue. Circle words and phrases below that are used in the article that affect the way you think about animal testing, and explain what pattern of language you observe. discomfort albino
study maiming
skin painful
suffering frozen
3. Check the explanation that most accurately describes Source C. ☐ in favor of animal testing ☐ against animal testing ☐ neutral about animal testing 4. Explain how the information about animal testing in Source D is different from the information you learned in Sources A, B, and C.
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English—Synthesis: Animal Testing
Activity Three: Understanding and Evaluating Different Perspectives When you read/view different texts by different authors that examine the same topic, you must think about how these authors emphasize different evidence in order to express their purpose. Below, the sources have been grouped in two categories. Explain why each grouping of sources either supports animal testing or rejects animal testing. Then, identify evidence from each source used to support this argument. Support for Animal Testing: Source A and Source C Claim: Animals SHOULD be used for testing. Reason
Evidence from Source A
Evidence from Source C
Now that you have identified evidence that supports animal testing from each of these sources, determine if you think the sources provide enough evidence to support your position. Evaluation Questions 1. Explain what Source A does well.
2. Explain what Source A could include or add to make a stronger argument.
3. Explain what Source C does well.
4. Explain what Source C could include or add to make a stronger argument.
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English—Synthesis: Animal Testing
Evaluation Response Evaluate the argument and evidence in one of the sources. A template has been provided. Claim Source
argues that animals should be used in medical and commercial testing because
(Explain why the source believes animal testing is useful.)
Evidence The reference to
in (Describe the evidence that is most important.)
Source_____ is especially important because it
(Explain how the evidence supports the claim.)
Evaluation Source_____’s most useful information is
because
(Explain why the information is so useful.)
.
While Source _____ does make an important argument about animal testing, (Explain what the source does not do well and how it could be more convincing.)
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English—Synthesis: Animal Testing
Opposition to Animal Testing: Source B and Source D Claim: Animals SHOULD NOT be used for testing. Reason
Evidence from Source B
Evidence from Source D
Now that you have identified evidence that opposes animal testing from each of these sources, determine if you think the sources provide enough evidence to support your position. Evaluation Questions 1. Explain what Source B does well.
2. Explain what Source B could include or add to make a stronger argument.
3. Explain what Source D does well.
4. Explain what Source D could include or add to make a stronger argument.
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English—Synthesis: Animal Testing
Evaluation Response Evaluate the argument and evidence in one of the sources. A template has been provided. Claim Source
argues that animals should be used in medical and commercial testing because
(Explain why the source believes animal testing is useful.)
Evidence The reference to
in (Describe the evidence that is most important.)
Source_____ is especially important because it
(Explain how the evidence supports the claim.)
Evaluation Source_____’s most useful information is
because
(Explain why the information is so useful.)
.
While Source _____ does make an important argument about animal testing, (Explain what the source does not do well and how it could be more convincing.)
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English—Synthesis: Animal Testing
Synthesis: Animal Testing Directions: The following prompt is based on the four sources printed below. To answer this question, you must read the sources and decide what you believe about the topic—do you support animal testing, or are you against it? Then you will write a well-organized, well-written essay supporting your side of the argument, using the sources you choose to support your position. Be sure to use evidence from some of the sources to support your position; do not merely paraphrase or summarize them. You may use direct or indirect quotations. Introduction: For centuries scientists have used animals to test medical procedures and substances that they hope might be used to help people fight disease. Now many cosmetic companies also test their products on animals to study the effects of the products. There is a growing movement to stop all use of animals in tests, but particularly in experiments performed for reasons of human vanity, not health. Assignment: Read the following sources (including any introductory information) carefully. Then, in an essay that refers to at least two of the sources for support, take a position on the subject of animal testing. Refer to the sources as Source A, Source B, Source C, or Source D. The titles below are listed for your convenience: Source A (Timeline) Source B (Quotations) Source C (Cartoon) Source D (Scientific American)
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English—Synthesis: Animal Testing
Source A Timeline. “Animal Testing in Medicine.” Web. RDS Online. 4 January 2006. This timeline shows the effects of animal testing in medicine and the animals upon which the studies were conducted (indicated in italics). 1900s 1910s 1920s
1930s
1940s
1950s
Corneal transplants The first successful human transplant was of the cornea, the clear covering of the eye. Rabbits Blood transfusion Research that led to the safe storage and routine transfusion of sterile, compatible blood. Dogs, guinea pigs, rabbits Insulin for diabetes Before the development of insulin, Type 1 diabetes was a death sentence. Dogs, rabbits, mice Modern anesthetics Anesthetics were first used for short surgical procedures in the mid 1930s. Modern anesthetics began to be developed from the 1950s. Rats, rabbits, dogs, cats, monkeys Diphtheria vaccine Before the antitoxin and vaccine, this disease was serious and fatal for one in ten. Guinea pigs, rabbits, horses, monkeys Anticoagulants Anticoagulants prevent potentially fatal blood clots. Rabbits, guinea pigs, mice, dogs Kidney dialysis Dialysis saves thousands with kidney failure until they can receive a kidney transplant. Guinea pigs, rabbits, dogs, monkeys Heart-lung machine for open-heart surgery Open-heart surgery for severe heart conditions would be impossible without the heart-lung machine to take over circulation and oxygenation of the blood. Dogs Hip replacement surgery Failing hips, and other joints, can be replaced using artificial joints made of strong, inert material. Dogs, sheep, goats Polio vaccine The vaccine eradicated polio in the western world. Mice, monkeys Drugs for high blood pressure These medicines also reduce the risk of stroke, heart disease, and kidney disease. Rats, mice, cats, dogs Replacement heart valves Artificial heart valves give new life to patients—some 6,000 a year. Dogs, calves, rabbits, guinea pigs, rats
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English—Synthesis: Animal Testing
1960s
1970s
1980s
1990s
2000s
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Coronary bypass operations Healthy arteries can be transplanted from the leg to replace blocked heart arteries. This operation is not routine. Dogs Heart transplants The first successful heart transplant was in 1967, building on experience gained in animal experiments. Dogs CT scanning for improved diagnosis The use of 3D scanners and injected chemicals to improve contrast means x-rays show the organs more clearly. Pigs Chemotherapy for leukemia Treatments for the commonest form of childhood leukemia mean that 8 out of 10 are long-term survivors. Mice Drugs to control transplant rejection Without drugs to suppress the immune system, organs could only be transplanted successfully between close relatives, preferably identical twins. Mice, rabbits, dogs, monkeys Drugs to treat viral diseases Drugs control serious viral infections in both people and animals. Many species Combined drug therapy for HIV infection Combinations of drugs are currently the best therapy for HIV, keeping AIDS at bay for many years. Mice, monkeys Drugs for breast cancer and prostate cancer The survival rates for breast cancer and prostate cancer have improved significantly. Mice, rats, dogs Drugs for adult leukemia and lymphoma Effective therapy for these cancers has been developed. Mice, rats, monkeys Alzheimer’s disease vaccine A vaccine has been shown to be effective in mice in reducing the brain damage caused by Alzheimer’s disease. Mice
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English—Synthesis: Animal Testing
Source B Quotations by the Buddha, Saint Francis of Assisi, and Immanuel Kant. Brainyquotes.com. 4 January 2006. a. “Not to hurt our humble brethren (the animals) is our first duty to them, but to stop there is not enough. We have a higher mission—to be of service to them whenever they require it . . . . If you have men who will exclude any of God’s creatures from the shelter of compassion and pity, you will have men who will deal likewise with their fellow men.” —Saint Francis of Assisi (Catholic friar and preacher) b. “He who is cruel to animals becomes hard also in his dealings with men. We can judge the heart of a man by his treatment of animals.” —Immanuel Kant (philosopher) c. “When a man has pity on all living creatures, then only is he noble.” —Buddha (founder and spiritual leader of Buddhism)
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English—Synthesis: Animal Testing
Source C Thaves, Tom. Frank and Ernest. 1997. Reprinted with permission of the artist. The following is a syndicated comic strip distributed to newspapers nationwide.
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English—Synthesis: Animal Testing
Source D “Do Cosmetic Companies Still Test on Live Animals? A brief history of Draize testing, and an update on its use today.” Scientific American. 6 Aug 2009. www.scientificamerican.com. 25 March 2014.
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The Draize Test was devised back in 1944 by U.S. Food and Drug Administration (FDA) toxicologist1 John H. Draize to evaluate the risks of normal short-term exposure to new cosmetics and other personal care products. Still used today by some companies, the test involves applying a small amount of the substance under study to an animal’s eye or skin for several hours, and then observing whether or not irritation occurs over the following week or two. In most cases the animal subjects— usually albino rabbits bred for the lab—are put to death after the sometimes maiming and often painful tests. Of course, animal rights advocates have long opposed the Draize Test, which they consider cruel to the lab animals used as subjects. According to the non-profit National Anti-Vivisection2 Society (NAVS), the Draize Test causes “extreme discomfort and pain” to the animals involved. In the eye version of the test, rabbits are placed in restraining stocks and their eyelids are held open with clips—in some cases for days at a time—to keep them from blinking away the test solutions. NAVS maintains that not only is animal testing of any kind inhumane, but it’s also more expensive and less reliable than other methods which do not rely on inflicting pain and suffering on rabbits and other furry friends . . . Some of the leading non-animal tests are conducted on cell cultures, human and animal corneas from eye banks, corneal tissue cultures, and frozen corneas supplied by hospitals. toxicologist: a scientist or medical person who studies poison and how people react to poison vivesection: the act of doing scientific or medical experiments on live animals 3 cornea: the clear outer coating of the eyeball 1 2
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English—Synthesis: Animal Testing
Multiple Choice Assessment: Animal Testing Directions: After reading the four sources included in the NMSI lesson “Synthesis: Animal Testing,” answer the questions below. 1. In Source A under 1970s, what is the purpose of the sentence “Treatments for the commonest form of childhood leukemia mean that 8 out of 10 are long-term survivors”? (A) to persuade readers that animal testing is no longer needed (B) to explain how animal testing leads to a medical advancement (C) to convince readers that it is cruel to test drugs on mice and pigs (D) to argue that scientists need to study childhood leukemia in more depth (E) to support the idea that researchers should use human subjects for testing 2. The timeline in Source A best expresses all of the following about medical advancements and animal testing EXCEPT (A) very few animals are suitable for medical experiments. (B) animal testing has improved the health of the general public. (C) animal testing has led to drugs that treat diseases such as cancer. (D) medicine relies upon animal testing to innovate medical practices. (E) regardless of the time period, science depends upon animal testing. 3. The structure of Source A helps readers understand that (A) scientists and medical researchers do not have much experience with animal testing. (B) over time, scientists have used animal testing to solve increasingly complex medical problems. (C) the most important medical discoveries occurred during the first half of the 20th century. (D) the writer of the chart organized the information based upon the seriousness of the medical problem. (E) the writer of the chart is opposed to animal testing because he or she finds it inhumane.
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Copyright © 2014 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.
English—Synthesis: Animal Testing
4. Read the Saint Francis of Assisi quote from Source B. Not to hurt our humble brethren (the animals) is our first duty to them, but to stop there is not enough. We have a higher mission—to be of service to them whenever they require it . . . . If you have men who will exclude any of God’s creatures from the shelter of compassion and pity, you will have men who will deal likewise with their fellow men. —Saint Francis of Assisi (Catholic friar and preacher) The word compassion in this sentence most closely means (A) helpfulness (B) honesty (C) intelligence (D) optimism (E) kindheartedness 5. Which of the phrases from the quote best helps the reader understand the meaning of compassion? (A) “our first duty” (B) “to stop there” (C) “higher mission” (D) “any of God’s creatures” (E) “Not to hurt our humble brethren” 6. In Source B, which statement is not supported by all three quotations? (A) Animals should be in service to humans. (B) Animals deserve human compassion and pity. (C) Humans have a moral responsibility towards animals. (D) Good character only comes from kindness towards animals. (E) Humans will treat animals the same way they treat other humans. 7. The dilemma the cartoon character faces in Source C serves to illustrate (A) confusion about product labeling. (B) anxiety over the product’s quality. (C) reflection on the product’s ingredients. (D) worry about too many product options. (E) concern about the safety of the product.
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English—Synthesis: Animal Testing
8. In Source C, which word(s) from Source C best illustrate the cartoonist’s support of animal testing? (A) Animals (B) Products (C) Hair Care (D) Guinea Pig (E) Not Tested 9. In the first paragraph of Source D, the words maiming and painful help illustrate (A) opinions of laboratory scientists. (B) effects of testing on animals. (C) opinions of animal cruelty experts. (D) NAVS’s opinion about the Draize test. (E) reader’s belief about animal testing. 10. The final paragraph in Source D states all of the following EXCEPT (A) cell cultures can be used for cosmetic testing. (B) animal testing is costly and inaccurate. (C) donated organs are used for cosmetic testing. (D) human tissue is better for testing cosmetics. (E) animal testing is inhumane and unethical. 11. Taken together, all the sources address the (A) need for animal testing in cosmetics trials. (B) cruelty of animal testing in today’s society. (C) consequences of animal testing in medicine. (D) advancements that result from animal testing. (E) role of animal testing in cosmetics and medicine. 12. Which is the best combination of sources to use to support the position that animal testing is necessary and important to medical and scientific research? (A) Source A and Source B (B) Source A and Source C (C) Source A and Source D (D) Source B and Source D (E) Source C and Source D
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