Student Handout — Justify the Answer 195 A8 Background Reading: Introduction to Ethical Theories and Terms

Credits

AUTHORS AND CONTRIBUTORS EXPERT REVIEWERS

Dawn Brown, MIT Susanna Cunningham, BSN, PhD, FAAN, FAHA Science Teacher, Truman Career Academy, Federal Way, WA Professor, Department of Biobehavioral Nursing & Health Systems Jeanne Ting Chowning, MS University of Washington, Seattle WA Director of Education, Northwest Association for Biomedical Research, Seattle, WA Carrie La Jeunesse, DVM, CT, CCFE Immediate Past President, Washington State Veterinary Elise Cooksley, MS Medical Association Faculty, Two Rivers High School, North Bend, WA Cynthia Pekow, DVM, DACLAM Joan Griswold, MIT Chief, Veterinary Medical Unit Curriculum Design Lead, Northwest Association for Veterans Affairs Puget Sound Health Care System Biomedical Research, Seattle, WA

Rosetta Eun Ryong Lee PROJECT MANAGEMENT, EDITING, Faculty, Seattle Girls School, Seattle, WA AND CURRICULUM PRODUCTION

Alaron Lewis, PhD Kristen Bergsman, MEd University of Washington Laughing Crow Curriculum LLC

Jodie Spitze Faculty, Kent-Meridian High School, Kent, WA COVER DESIGN Cover produced by Laughing Crow Curriculum LLC FIELD TEST TEACHERS Designed by Clayton DeFrate Design

Dawn Brown, MIT Science Teacher, Truman Career Academy, Federal Way, WA GRAPHIC DESIGN

Jamie Cooke, MIT Clayton DeFrate Design Faculty, Mercer Island High School, Mercer Island, WA COPYEDITING Elise Cooksley, MS Faculty, Two Rivers High School, North Bend, WA Polly Freeman, MA

Rosetta Eun Ryong Lee FUNDING SOURCE Faculty, Seattle Girls School, Seattle, WA This curriculum was made possible by “Collaborations Deborah North, BBA, MIT to Understand Research and Ethics” (CURE), supported Teacher, Technology Access Foundation Academy, by the National Center for Research Resources and the Federal Way, WA Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health through Grant Dawn Tessandore #R25OD011138. Its contents are solely the responsibility Science Teacher, Highline High School, Burien, WA of the authors and do not necessarily represent the official Dianne Thompson, NBCT views of the NIH, or NWABR’s consultants/advisory board Biotechnology Teacher, Kent Meridian High School, members. Kent, WA COPYRIGHT

Permission granted for educational use.

This curriculum is available on the NWABR website, http://www.nwabr.org.

© Northwest Association for Biomedical Research ANIMAL RESEARCH | 1 COLLABORATIONS TO CURE ADVISORY BOARD UNDERSTAND RESEARCH ETHICS (CURE) LEADERSHIP TEAM Bill Cameron, PhD Associate Professor, Dept. of Behavioral Neuroscience Jeanne Ting Chowning, MS Oregon Health and Science University Principal Investigator, CURE Carolyn Cohen, MEd Director of Education Cohen Research & Evaluation Northwest Association for Biomedical Research Susanna Cunningham, PhD Susan Adler Professor Co-Principal Investigator, CURE Dept. of Biobehavioral Nursing & Health Systems Executive Director University of Washington Northwest Association for Biomedical Research Nora Disis, PhD Joan Griswold, MIT Director, Center for Translational Medicine in Women’s Health Curriculum Design Lead Institute for Translational Health Sciences Northwest Association for Biomedical Research University of Washington

Kelly Edwards, PhD Associate Professor, Dept. of Bioethics and Humanities Director, ELSI/Outreach Core, Center for Ecogenetics and Environmental Health University of Washington

Judy Fenyk-Melody, DVM, DACLAM Director, Preclinical Amgen

José Lopez, MD Executive Vice President for Research Puget Sound Blood Center

Dana Riley Black, PhD Center for Inquiry Science Institute for Systems Biology

Louisa Stark, PhD Director, Genetic Science Learning Center Eccles Institute of Human Genetics University of Utah

Beverly Torok-Storb, PhD Senior Scientist Fred Hutchinson Cancer Research

Reitha Weeks, PhD Program Manager, Science Outreach Northwest Association for Biomedical Research

Elaine Woo Science Program Manager Seattle Public Schools

2 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Table of Contents

5 Curriculum Overview

9 Correlation to National and Washington State Science Standards

11 Lesson 1: Introduction to Animal Research 35 Lesson 2: Why Use Animals in Research? 71 Lesson 3: History of Animal Research 101 Lesson 4: Exploring Ethical Viewpoints 135 Lesson 5: Case Study Decisions 157 Assessment

175 Appendix 177 Master Glossary 181 A1 Process of Biomedical Research 183 A2 Creating Discussion Ground Rules 185 A3 Chalk Talk Poster Image 187 A4 Animal Research Regulatory Bodies 189 A5 Animal Welfare Organizations 191 A6 Animal Rights Organizations 193 A7 Student Handout — Justify the Answer 195 A8 Background Reading: Introduction to Ethical Theories and Terms

CURRICULUM OVERVIEW LESSON OVERVIEW

Why do scientists use animals in research? Few topics elicit The 5 E Learning Cycle Model, as publicized through such a strong reaction as that of animal research, and its use in the BSCS (Biological Sciences Curriculum Study) many teachers are hesitant to address the subject. Yet every science program, incorporates five phases of learning: vaccine, breast cancer treatment, heart surgery technique, engagement, exploration, explanation, elaboration, and and prescription drug developed has used animal models and evaluation. The lessons in this curriculum follow the 5 E subjects. How do ethical considerations influence the use Model, guiding students through this powerful cycle of of animals? What does the history of animal research tell us learning. In the descriptions of the lesson plans provided about current views and policies? Furthermore, how can we below, notes indicate which stage of the 5 E Learning Cycle discuss this topic in a respectful manner? Model aligns with each lesson plan.

This curriculum introduces students to the way animal Lesson One: Introduction to Animal Research research is conducted, the numbers and types of animals used, alternatives to animal research, rules and regulations involved, “Engage” and the bioethical frameworks used by those in support of, and Lesson One is made up of two activities. In the first activity, in opposition to, this research. Throughout the unit, students students begin a unit-long written conversation (Chalk Talk) are encouraged to consider how their own actions reflect in which they explore and share their thoughts and ideas their position on the issue. Lesson strategies and bioethical about animal research by silently responding to statements, discussions engage students in science content, as well as pictures, and questions posted on the classroom walls. The promote an understanding of the role of science in society. posters remain on the classroom walls throughout the unit and are revisited by students in Lessons 1, 3, and 5 of the RESEARCH ETHICS SERIES unit. This provides teachers with a formative assessment ENDURING UNDERSTANDINGS of students’ understandings about animal research and humans’ uses of animals. • The biomedical research process is complex and dynamic, requiring information and tools of reasoning. In the second activity, students explore a number of • The biomedical research process is driven by potential human activities which result in animal deaths: raising benefits to humans and animals. animals for food, hunting, abandoning animals in shelters (which results in euthanasia), using animals in scientific • The biomedical research process has evolved as scientists research, driving on U.S. roads and highways. Students and other members of society have reflected on accept- predict the number of animals impacted by each activity able practices. It continues to do so as our knowledge and then compare their predictions to actual numbers. In expands. addition, students take a closer look at animals used only • The biomedical research process requires active partici- for scientific research and make predictions about what pation by scientists, consumers, voters, and research types and how many animals are used for this purpose. participants. Lastly, students consider any possible benefits and supervision for each category. The Science and Ethics of Animal Research curriculum is part of NWABR’s Research Ethics Series.

“Explore & Explain” “Elaborate” Students begin this lesson by watching video vignettes In this lesson, students read one of three case studies exploring the “3 Rs” (Replacement, Reduction, and involving animals in research. Students work through a Refinement) that guide scientists in conducting humane Decision-Making Framework in small groups, in which research with animals. Student groups are then introduced to they identify the ethical question, determine which facts several types of models, including model organisms, which are known or unknown, consider the values of different scientists may use to answer different types of research stakeholder groups, generate possible solutions, and then questions. Using a set of Research Model Cards, students make and justify a decision about the case. This is a jigsaw explore research questions and evaluate possible methods exercise, in which students first meet in “like” stakeholder to determine the most appropriate model for answering the groups to become experts on the values and concerns of research questions. that group. Teams are then rearranged so that each new group has students from different stakeholder viewpoints. Lesson Three: History of Animal Research After sharing the views and values of each stakeholder group with their peers, groups work together to generate “Explain” options for solutions to the case study. Lastly, students come Students are introduced to a brief history of animal to individual decisions about the case and write a thorough research through a timeline mapping activity. Students are justification. [Note: Some field test teachers suggest asked to order the events in the timeline and highlight transitioning from Lesson Four directly to the Assessment the occurrence of significant events. A discussion about and using this lesson as a reflective tool for re-visiting the significant events and trends helps students understand the topic at a later date]. impacts of history on today’s regulations, governing bodies, and uses of animals in research. An extension to this lesson Assessment explores the meaning of the phrase Not Tested on Animals. “Evaluate” Lesson Four: Exploring Ethical Viewpoints At the beginning of Lesson One, students engaged in a silent Chalk Talk regarding their personal understandings “Explore & Explain” and beliefs about animal research. By beginning successive In this lesson, students are introduced to duties-based lessons with students adding to these conversations, and outcomes-based ethical theories through a series of students are able to observe how these understandings and actual quotes from people who hold different views on beliefs change and/or grow through the unit as they add to animal research. Students then role-play the stakeholder the “conversation.” positions. First students identify their stakeholder’s stance as coming from a primarily duties-based or outcomes-based At the culmination of the daily lessons, students engage in ethical perspective, when possible, and then students align a whole class discussion about what they observed and how themselves around the room based on their stakeholder’s their understandings and beliefs about animal research have assumed support of or opposition to the use of animals in or have not changed over the course of the activities. This research. While standing with other student stakeholders provides teachers with a formative assessment of students’ holding similar views, students record their group’s top three understandings about animal research and the use of supporting arguments. Groups with different perspectives animals in and by society. then join together for a Structured Academic Controversy to present and listen to alternative viewpoints. Lastly, students As a summative assessment, students will create an Action drop their stakeholder roles and further define and justify Plan of how they will exercise their personal position on their individual position on the issue. the use of animals in and by society based on background information and ethical principles.

6 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Research Ethics Series The Science and Ethics of Animal Research is part of the following curricular set:

The Social Nature of Scientific Research • How is scientific research different from other ways of discovery and learning about the world? • How does the ethical conduct of scientific research lead to a process that promotes accountability, integrity, and intellectual honesty? • How are scientific research, society, and culture shaped and influenced by each other? • How does scientific research develop and change in response to new evidence, knowledge, and the application of new tools? • What is my role and responsibility in being a scientific literate citizen?

The Science and Ethics of Animal Research • Why do scientists use animals? • How does the history of animal research influence current views and policies? • How do ethical considerations influence the use of animals in research? • How can my actions reflect my position on the use of animals in research?

A poster that details the 3 Rs of animal research: Replacement, Reduction and Refinement is also available.

The Science and Ethics of Humans in Research • How does the history of research with humans influence attitudes, policies, and current practices? • Why do scientists involve humans in research? How do scientists recruit, engage, and partner with participants? • What is the process used to make decisions regarding humans in research, and how are costs and benefits evaluated? • How does the process of carrying out ethics trials involving humans influence the time needed to develop new cures and treatments? • How can my actions reflect my position on research involving humans?

Each unit is designed to be used independently or as part of a larger curricular set. All three units are available from http://www.nwabr.org.

National Standards Alignment: Science (Grades 5-12) Why Use Animals Animal Research Animal Research Exploring Ethical Introduction to Lesson Three: Lesson Four: Lesson One: Lesson Two: Lesson Five: Assessment in Research? Viewpoints Case Study History of Decisions

Unifying Concepts and Processes Systems, order, and organization. X X Evidence, models, and explanation. X

National Research Council. (1995). National Science Education Standards. Washington DC: National Academies Press.

National Standards Alignment: Science (Grades 5-8) Why Use Animals Animal Research Animal Research Exploring Ethical Lesson Three: Introduction to Lesson Four: Lesson Two: Lesson One: Lesson Five: Assessment in Research? Viewpoints Case Study History of Decisions

E. Science and Technology Abilities of technological design. X Understandings about science and technology. X X F. Science in Personal and Social Perspectives Risks and benefits. X Science and technology in society. X X G. History & Nature of Science Science as a human endeavor. X Nature of science. X History of science. X

National Research Council. (1995). National Science Education Standards. Washington DC: National Academies Press.

© Northwest Association for Biomedical Research ANIMAL RESEARCH | 9 National Standards Alignment: Science (Grades 9-12) Why Use Animals Animal Research Animal Research Exploring Ethical Introduction to Lesson Three: Lesson Four: Lesson One: Lesson Two: Lesson Five: Assessment in Research? Viewpoints Case Study History of Decisions

E. Science and Technology Abilities of technological design. X Understandings about science and technology. X X F. Science in Personal and Social Perspectives Science and technology in local, national, and global challenges. X X X X X X G. History & Nature of Science Science as a human endeavor. X X X Historical perspectives. X

National Research Council. (1995). National Science Education Standards. Washington DC: National Academies Press.

Washington State Standards: Science (Grades 6-10) Why Use Animals Animal Research Animal Research Exploring Ethical Lesson Three: Introduction to Lesson Four: Lesson Two: Lesson One: Lesson Five: Assessment in Research? Viewpoints C ase Study History of Decisions

Inquiry 2.1.4 Investigating Systems: Modeling. Analyze how X physical, conceptual, and mathematical models represent and are used to investigate objects, events, systems, and processes. 2.2.5 Nature of Science: Evolution of Scientific Ideas. X Understand how scientific knowledge evolves. Application 3.2.1 Science, Technology, and Society: All People X Contribute to Science and Technology. Analyze how scientific knowledge and technological advances discovered and developed by individuals and communities in all cultures of the world contribute to changes in societies. 3.2.1 Science, Technology, and Society: Relationship X X X X X X of Science and Technology. Analyze how the scientific enterprise and technological advances influence and are influenced by human activity.

Washington State Office of the Superintendent of Public Instruction. (2005). Science—K-10 Grade Level Expectations: A New Level of Specificity. Washington: Office of the Superintendent of Public Instruction.

10 | ANIMAL RESEARCH © Northwest Association for Biomedical Research LESSON 1: Introduction to Animal Research

INTRODUCTION LEARNING OBJECTIVES

Lesson One is made up of two activities. In the first activity, Students will know: students begin a unit-long written conversation (Chalk Talk) • The number of animals used in research in comparison in which they explore and share their thoughts and ideas with other uses. about animal research by silently responding to statements, Students will be able to: pictures, and questions posted on the classroom walls. The posters remain on the classroom walls throughout the unit • Discuss the relationship between humans and other and are revisited by students in Lessons 1, 3, and 5 of the animals across a spectrum. unit. This provides teachers with a formative assessment • Address their preconceptions about the use of animals of students’ understandings about animal research and in biomedical research. humans’ uses of animals. • Consider the differing amounts of benefits and In the second activity, students explore a number of human regulations pertaining to the many ways humans activities which result in animal deaths: raising animals for use animals. food, hunting, abandoning animals in shelters (which results in euthanasia), using animals in scientific research, driving CLASS TIME on U.S. roads and highways. Students predict the number of animals impacted by each activity and then compare their One to two class periods of 50 minutes each and one night predictions to actual numbers. In addition, students take a homework time. closer look at animals used only for scientific research and make predictions about what types and how many animals are used for this purpose. Lastly, students consider any COMMON MISCONCEPTIONS possible benefits and supervision for each category. ABOUT ANIMAL RESEARCH • Dogs, cats, and monkeys are the most commonly KEY CONCEPTS used animals. • It is important that students’ perceptions about the use of • Research animals are often kept in a state of suffering animals in research be aired in a respectful manner. and pain. • Human activities impact the lives of animals in many ways. • The number of animals euthanized in the course of scientific research each year is a very small fraction of the Vocabulary words used in each lesson are in bold. number of animals killed each year by humans for various Definitions can be found at the end of each lesson other reasons. and in a Master Glossary found in the Appendix. • The ways in which lives of animals are impacted by humans vary in their level of benefit to humans, and are subject to various types and levels of supervision and regulation. LESSON 1 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 11 MATERIALS

Materials Quantity Activity One: Silent Chalk Talk Teacher Resource 1.1—Silent Chalk Talk Posters 1 Teacher Resource 1.2—Silent Chalk Talk Rules of Participation 1 Large pieces of butcher paper or easel pad paper 6 Activity Two: Animal Use Activity Scissors 1 per student Glue sticks, rubber cement, or tape 1 per student Student Handout 1.1—Predicting the Numbers: All Animal Uses 1 per student Student Handout 1.2—Predicting the Numbers: Scientific Research 1 per student Student Handout 1.3—Animal Research: The Need for Middle Ground 1 per student Teacher Resource 1.3—Predicting the Numbers 1

An accompanying PowerPoint presentation can be found at http://nwabr.org. The slides contain graphics used to represent the proportion of animals killed by human activities. This information can also be found in Teacher Resource 1.3—Predicting the Numbers.

NOTE TO THE TEACHER TEACHER PREPARATION

It is especially important to foster a safe classroom • Create the six posters shown in Teacher Resource atmosphere when discussing issues about which students 1.1—Silent Chalk Talk Posters using large sheets of may have differing views and strong feelings. The ethical butcher paper or easel pads. Be sure to leave enough issues that arise may involve conflicting moral choices. space for students to add their comments over a number Please review or create classroom discussion ground rules of days. (‘norms’) before proceeding. Instructions for doing this can • Place the posters around the room, leaving space for be found in the Appendix. students to congregate and write on the posters. • Make copies of Student Handouts. Student Handout 1.1 FRAMING THE LESSON and Student Handout 1.2 should be copied single-sided Research using animals is not done in a vacuum—it is one so that students can cut out the Animal Uses Cards. piece of a larger process that includes basic science research involving chemistry and biology, cell and tissue cultures, computer imaging, human clinical trials, safety testing, and more. If teachers would like a resource to show how research with animals fits into the larger picture, a good online activity can be found at the website listed below. Of the ten steps listed in this game, Lesson One focuses only on the animal research step.

Understanding Animal Research: The Shuffle http://www.understandinganimalresearch.org.uk/ LESSON 1 learning_centre/interactives/the_shuffle

12 | ANIMAL RESEARCH © Northwest Association for Biomedical Research PROCEDURE respond at least one time to the primary comment on the poster, but if they have trouble doing so they may only ACTIVITY ONE: SILENT CHALK TALK respond to other students comments.

Teacher Background: 6. Explain to students that they will be using these posters to continue a conversation over the next few days (Days 1, 3, In this activity, students explore and share their thoughts and 5 of the unit) but are not to discuss it outside of class. and ideas about animal research by silently responding in writing to statements, questions, and pictures posted on 7. Assure students they will be having a culminating the classroom walls. Because the conversation is in written conversation on the last day of the unit and it is important (silent) form, conversation cannot deteriorate into shouting that they do not engage in talking about the posters matches, all students are given an equal voice, and students before then to allow for the richest conversation possible. feel safe to express their true thoughts and feelings. ACTIVITY TWO: ANIMAL USE ACTIVITY The posters can remain up around the room for the duration Teacher Background: of the unit, or teachers may choose to roll them out when needed for each class. Some subsequent lessons will begin Many resources that educate about the need for animals by allowing time for students to record their personal in biomedical research focus on the many benefits that thoughts and ideas as well as discuss the more sensitive this research has provided over time—vaccines for polio, nature of the topic in a safe manner. smallpox, measles, and mumps; surgical techniques; treatments for leukemia and other cancers; development of This activity allows for evolution of thought and can be used antibiotics, insulin, and much more. Many students, however, as a formative assessment for the unit. are ultimately—rightly so—concerned about the wellbeing Instructions: of the animals involved. For this reason, the first lesson 1. Tell students that the class is beginning a unit of study confronts the many human actions that result in animal about the science and ethics of animal research. To begin, deaths. Some discussion of benefits to humans as a result of students will be able to share their preliminary ideas and the animal deaths is involved, as well as a direct look into the thoughts through silent discussion. Students will then amount of pain and suffering an animal might experience as consider the many ways in which the lives of animals are well as any regulations that might affect animal welfare. impacted by humans. Part I: How Do Humans Use Animals?

2. Place the Silent Chalk Talk Posters around the room. 8. Explore the many relationships students have with other Before letting the students respond, read through each animals through a short discussion. Discuss ways humans poster with students and ask for clarifying questions. Be use animals as a food, clothing, and labor resource along careful to not discuss any opinion or give any information with their use as pets, as entertainment, recreation, and that may change students’ responses; merely ensure scientific research. that they understand what the questions or statement 9. Explain to students that the following activity is addressing. It is important to leave this as vague as looks directly at actions that may make students possible to allow for students to identify their own uncomfortable—ways in which human activities lead to preconceived notions and/or misconceptions and to allow animal deaths. for evolution of thought throughout the lessons. 10. Have students consider for a short moment some of the 3. Post and review rules of participation from Teacher human activities that lead to animal deaths. Resource 1.2—Silent Chalk Talk Rules of Participation. 11. Make a list on the board. The list should include: 4. Provide the same color marker for each poster so that responses are as anonymous as possible. If possible, use the • Animals hunted for food/sport/wildlife management. same color marker on each day, and then change the color • Animals euthanized in shelters. of marker on subsequent days. This will allow teachers and • Animals raised for food. students to see an evolution of thought over time. • Animals killed by motorists on the roads. 5. Give students ten to fifteen minutes to contribute to each poster a minimum of two times. Encourage students to • Animals used in medical research. LESSON 1 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 13 12. Students will likely have differing views on whether 18. Show students the actual data using overhead or humans should or should not engage in activities that PowerPoint slides. Students should record the actual data result in animal deaths. in the appropriate column on their handouts. The data can also be found on Teacher Resource 1.3—Predicting 13. The field of ethics helps us to work through difficult the Numbers, and below: questions in a systematic, rational way. Ethical questions around the use of animals include: Hunting: 2% • Does the benefit of using an animal in any way Dogs and cats euthanized at shelters: 0.1% outweigh the moral cost of taking an animal’s life? Livestock and poultry killed for food: 94% • How shall we treat each other and other living things? Animals killed by motorists: 4% • Is bringing about the greatest good for the greatest Animals euthanized for scientific research 0.3% number the right thing to do? • What are our duties towards other living things? • What are our duties to people with cancer? Spinal If students ask, explain that the total does not cord injury? Diabetes? exactly equal 100% because the larger numbers have been rounded to the nearest whole number. • Should animal interests be considered equal to those For example, actual numbers for livestock and of humans? Does this pertain to all animals? poultry killed for food is slightly under 94% but 14. Tell students that the field of ethics helps us, as a has been rounded up for ease of use. society, to determine the best course of action in the face of conflicting choices. Throughout this unit, students will learn more about ethical perspectives in animal research 19. As you go through each category, ask students to share as well as rules and regulations applying to the humane their reactions to the data and their role in contributing treatment of animals. to the numbers presented. End the discussion by focusing on the number of animals killed by scientific research Part II: Predicting the Numbers compared to the number euthanized at animal shelters. 15. The activity continues by addressing possible student Connect to the idea that although these numbers are small misconceptions concerning the number of animals killed in comparison to the others, the lives of all of these animals and used in scientific research compared to other ways are important and need to be treated with respect. animal deaths are caused by humans. In addition, the 20. Pass out Student Handout 1.2—Predicting the Numbers: misconception of how many non-human primates are Scientific Research. Students may work in pairs. Follow used relative to other research animals is also explored. the directions on the Student Handout. The goal is to put the numbers in perspective so students 21. Again, after students have completed their have an informed view of the impact of several types of predictions, conduct a discussion about students’ human activity on the lives of other animals. answers and why they chose them. Have a few 16. Pass out Student Handout 1.1—Predicting the Numbers: students justify their predictions. All Animal Uses. Students may work in pairs. Follow the 22. Show students the actual data using overhead or directions on the Student Handout PowerPoint slides. Students should record the actual data 17. When all students have completed their predictions, in the appropriate column on their handouts. The data conduct a discussion about their answers and why they can also be found on Teacher Resource 1.3—Predicting chose them. Poll each group about their predictions and the Numbers, and below: ask student groups with the highest and lowest predicted Mice and rats: 90% euthanized numbers to explain how and why they chose those

LESSON 1 numbers. This will build interest in the actual numbers Non-human primates: 0.25% used and euthanized given to students in the next step. Other vertebrate species: 10% euthanized

14 | ANIMAL RESEARCH © Northwest Association for Biomedical Research 23. As you go through each category, ask students to share Hunting. Hunting can benefit humans by providing food their reactions to the data and their role in contributing to and animal products to people. Hunting is also used to thin the numbers presented. Emphasize that because of their overpopulated species and manage wildlife. The number lifespan and importance to research, primates may not be and species of animals, hunting season and equipment killed at the end of a study, but are used for multiple studies. type is controlled through the sale of hunting licenses, Therefore the number given on the graph represents the which is regulated by each state’s department of fish and number of non-human primates both used and killed during game. Regulations vary from state to state, and many an average year. After euthanasia, most primate bodies are states require hunter education classes that emphasize also used for further research using cells, tissues, and organs. safety and may teach about humane hunting practices.

Part III: Benefits and Regulations Animal shelters. Euthanizing excess dogs and cats in shelters is of questionable benefit, except perhaps 24. Refer students to Student Handout 1.1—Predicting the for dogs found to be dangerous. Regulation of animal Numbers: All Animal Uses and ask if the activities listed shelters varies from state to state; most states require seem equally worthy of the animal’s life. Do some lead to pets to be licensed, which can aid in the return of an a greater benefit than others? Why? animal picked up or turned in to animal control officials. 25. Ask students to brainstorm any regulatory oversight Most shelters follow the American Veterinary Medical (supervision, laws, or rules) that influences how much pain Association’s guidelines on humane euthanasia. The or suffering an animal might experience before or at the number of animals euthanized in shelters has been time of death. Again, are all activities equally regulated? substantially reduced over the past decades due to successful spay and neuter campaigns. For example, animals killed on the roadways in the U.S. benefit humans only by allowing us to drive on 26. Draw a large graph on the board with four long stretches of open road. There are few rules and quadrants. Label the x-axis “Benefits to Humans.” regulations pertaining to animals killed or injured on the Label the y-axis “Rules and Regulations.” Tell students road, although construction engineers may consider the that the purpose of this exercise is to map out general migration patterns of animals when constructing certain trends, not graph distinct data points. Students may roads. After being hit, animals may suffer before dying. have differing views on the benefits of each category and may not be overly familiar with the rules and Animals used for food are of great benefit to humans, regulations for each category. As such, challenge supplying a substantial amount of caloric and protein students to help you plot the general quadrant for each intake for the majority of Americans. This is an arguable of the following categories on the graph: position, however, from the vegetarian or vegan • Animals killed by hunting. viewpoint. The care and use of food animals is regulated by the Humane Slaughter Act. In most states, animals must be • Animals euthanized at shelters. “rendered insensible to pain” in the slaughter process. • Animals killed by motorists. Animal research has benefitted humans tremendously • Animals killed for food. through medical advances such as the elimination of • Animals euthanized for scientific research. smallpox, rabies, polio, measles, the advancement of surgical procedures, and treatments for heart disease, 27. Discuss the graph that the class completed together. cancer, diabetes, leukemia, and other diseases. Animal Which animal uses are highly beneficial to humans? Which research and resulting euthanization is conducted animal uses have few regulations associated with them? under stringent regulations. Animals also benefit from 28. Tell students that if they were graphing the relative veterinarian vaccines and treatments made available percentages for each animal use and used one inch to through animal research. represent the number of animals used in medical research, the line representing animals killed for food would be Ninety-three percent of animals used in over two stories high. research either do not experience pain or are given drugs to relieve pain during research. LESSON 1 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 15 CLOSURE HOMEWORK 29. Teachers should emphasize that the goal of this lesson • In the next lesson, students will be asked to consider is not to downplay the importance of animals, especially three principles that guide the humane use of animals primates, used in research just because the numbers are so in research. Known as the “3 Rs,” students will see small in proportion of the total number of animals killed how methods that use Replacement, Reduction, and each year due to human activity. Each animal is valuable Refinement are widely used in animal research. and worthy of respect; high ethical standards about their • Distribute copies of Student Handout 1.1—Animal use and care need to be, and are, applied. Also point out Research: The Need for Middle Ground for students to read that the numbers used for these uses are estimates that as homework. This is an adapted version of an editorial by vary slightly year to year. Richard Smith of the British Medical Journal. 30. Let students know that, as part of the unit assessment, • Some students may have difficulty with the reading level they will be asked to identify their own personal of the editorial. Support these students by using a guided involvement and choices they make pertaining to animal reading strategy such as Think/Share/Advise/Revise (TSAR). research and other uses of animals. In looking at the graph, ask students to think about where their interest in a. Think: First, have students individually read each animal welfare might lie. paragraph. Ask students to make a T-Chart in their journal or on a separate piece of paper, recording in the left-hand column “Ideas from Text” and the right-hand column “Questions I have about Ideas.” b. Share: Have students find a partner and share their thinking by reading aloud each column of their T-Charts. c. Advise: After each pair has shared their T-Charts with each other, allow time for them to provide alternative explanations or suggestions about the questions they had about the text. d. Revise: Challenge each pair to work together to agree on a common understanding of the reading and to record this new understanding in their journal or on a piece of paper. If they are still confused or unclear about some portions of the reading, encourage students to seek clarification from another pair, or from the teacher. • As an alternative to reading Student Handout 1.1—Animal Research: The Need for Middle Ground, students can find information on the 3 Rs at the following websites:

Understanding Animal Research http://www.understandinganimalresearch.org.uk/page/ download_document/?document_id=4

Animal Ethics Infolink: 3 Rs http://www.animalethics.org.au/three-rs

NC3Rs: What are the 3 Rs? http://www.nc3rs.org.uk/page.asp?id=7 LESSON 1 EXTENSION • Have students graph the actual data rather than showing them the graphs. Compare their work to their predictions.

16 | ANIMAL RESEARCH © Northwest Association for Biomedical Research GLOSSARY

Bioethics: A subfield of ethics applied to the life sciences. Replacement: One of the 3 Rs of animal research It helps us, as a society, make decisions about how to proposed by Russell and Burch. Replacement means best gain and use scientific knowledge in the fields of replacing conscious, living vertebrates with cell or biology, biotechnology and medicine. tissue cultures, computer models, and/or less developed animal species. Biomedical Research: Research that supports the field of medicine, including clinical trials with animals and Vegetarian: A diet that avoids the consumption of animal humans to study the safety and efficacy of new drugs, meat, such as red meat, poultry, fin fish, and shellfish. treatments, techniques, or devices. Vegan: A diet that avoids the consumption of all animal Ethics: A field of study that looks at the moral basis of products, including milk, eggs, and honey. A vegan life- human behavior and attempts to determine the best style may also include avoiding the purchase of products course of action in the face of conflicting choices. made from animals, including leather and wool.

Euthanasia: The practice of ending an animal’s life while Vertebrate: An animal with a vertebral column (backbone). minimizing pain, distress and anxiety prior to loss of consciousness. Most often accomplished through the NOTES ON DATA SOURCES administration of drugs. Hunting: Statistics include birds, small mammals, and large Humane treatment: Treating animals with a high degree of game. No fish are included. Compiled from: the Fund respect and care. for Animals, U.S. Fish and Wildlife Service, state wildlife agencies, and In Defense of Animals. Non-human primate: Members of the order Primates, not including humans. Research: Accounts for vertebrates used in research, including mice and rats. Compiled from Speaking of Primate: Members of the order Primates, which includes Research and Alternatives to Animal Use in Research, anthropoids (monkeys and apes—which includes humans) Testing, and Education. and prosimians (galagos, lemurs, lorises, and tarsiers). Food: Livestock and poultry only. Compiled from National Regulatory oversight: The amount of supervision Agricultural Statistics Service, United Poultry Concerns/ given by an authoritative body over an activity (i.e. USDA’s National Agricultural Statistics Service, and the existence of laws, rules or regulations imposed by Speaking of Research. governments or institutions). Euthanized: The number of dogs and cats euthanized Reduction: One of the 3 Rs of animal research proposed in shelters is difficult to ascertain, as shelters are only by Russell and Burch. Reduction means using the fewest now being asked to track and report this data. Numbers number of animals possible in a research project to gain compiled from Use of Dogs and Cats in Research, National statistically significant results. Academies Press.

Refinement:One of the 3 Rs of animal research proposed Motorist-Killed: Number from an article in the Wall Street by Russell and Burch. Refinement means using any Journal in 2002 (see source information, below). technique or procedure that decreases the suffering, or enriches the life of, an animal used in research. LESSON 1 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 17 SOURCES

American Veterinary Medical Association http://www.avma.org/issues/animal_welfare/euthanasia.pdf

In Defense of Animals http://www.idausa.org/facts/hunting.html.

Humane Society of the United States http://www.humanesociety.org/animal_community/resources/qa/common_questions_on_shelters.html.

“In the Headlights: As Man and Beast Clash on Highways, Both Sides Lose.” Wall Street Journal, August 1, 2002. Page A1.

National Agricultural Statistics Service http://www.nass.usda.gov/.

National Research Council Committee on Scientific and Humane Issues in the Use of Random Source Dogs and Cats in Research. Use of Dogs and Cats in Research: Public Perception and Evolution of Laws and Guidelines. Washington DC: National Academies Press, 2009. http://www.ncbi.nlm.nih.gov/books/NBK32668/.

Speaking of Research http://speakingofresearch.com/facts/statistics/.

United Poultry Concerns/USDA’s National Agricultural Statistics Service http://www.upc-online.org/slaughter/2000slaughter_stats.html.

U.S. Congress, Office of Technology Assessment. Alternatives to Animal Use in Research, Testing, and Education. Washington DC: U.S. Government Printing Office, OTA-BA-273, February 1986. http://govinfo.library.unt.edu/ota/Ota_3/DATA/1986/8601.PDF. LESSON 1

18 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Silent ChalkTalk Posters TEACHER RESOURCE1.1 student discussionandthoughtdevelopment.Ifpossible,useadifferent colormarkerforeachday. These postersshouldbere-created onlargepiecesof butcherpapertoallowampleroom for What should the rules be What shouldtherulesbe for conductingresearch A person who conducts A personwhoconducts animal research is... with animals? (See What isanimalresearch? Appendix forlargerimage) image saytoyou? What does this What doesthis

AGAINST Research Animal views of animals influenced views ofanimalsinfluenced a different classcoloreachday). position/knowledge pointusing I knowaLITTLEaboutthistopic ANIMAL RESEARCH | (Have studentsplottheirown I knowALOTaboutthistopic by his/her upbringing, by his/herupbringing, religion, andculture? How are aperson’s Research Animal FOR

RESOURCE © Northwest Association for Biomedical Research

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RESOURCE © Northwest AssociationforBiomedical Research Silent ChalkTalk RulesofParticipation TEACHER RESOURCE1.2 8. NOTALKING! 7. Pictures are completely permissible; 6. Donotcross outorwrite overanyone 5. Ifyoudisagree withsomething that an add comment a with agree you If 4. 3. Keepallresponses respectful and 2. Respondtoothersbydrawinganarrow anywhere comment main the to Respond 1. just keepthemappropriate. else’s comments. using appropriate language. disagree, you why explain said, someone exclamation point(!)orstar(*). school-appropriate. from theircommenttoyours. on theposteryouwouldlike. ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research

Predicting theNumbers TEACHER RESOURCE1.3 images_library/details/226/white_rat_on_purple_gloved_hands_3/ White Rat–Credit: UnderstandingAnimalResearch, http://www.understandinganimalresearch.org.uk/resources/ http://commons.wikimedia.org/wiki/File:Tierpark_Bretten_Hinterw%C3%A4lder_Rind.JPG Cow –Credit: Wikimedia, Mice and rats: 22,500,000 rats: and Mice 90%

94% Food: 9,000,000,000 Food:

10% Other vertebrates: 2,500,000 vertebrates: Other

4% Motor Accidents: 365,000,000 Accidents: Motor

ANIMAL RESEARCH | .25% Primates: 50,000 Primates:

2% Hunting: 200,000,000 Hunting:

.3% Research: 25,000,000 Research:

.1% Euthanized: 7,000,000 Euthanized:

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RESOURCE © Northwest AssociationforBiomedical Research Predicting theNumbers: AllAnimalUses STUDENT HANDOUT1.1 Name______Date______Period______4. Intwoorthree sentences, justifyyourpredictions. Whydidyouchoosethesepercentages? 3. Predict thepercentage(outof100)thatyouthinkaccountsforeachuse.Forexample,what 2. Putthecards inorder, goingfrom thecard youthinkrepresents themostnumberofanimals 1. Cutoutthe3x5inchanimalcards onthenextfewpages.Eachcard represents agroup of Total Animals usedforscientific research Animals killedbymotorists Livestock andpoultryusedforfood Dogs andcatseuthanizedorabandonedatanimalshelters Hunting What evidencedoyouhavetosupportyourpredictions? 50%? 80%?99%?Write yourpredictions inthePrediction columninthefollowingtable. percentage ofthetotalnumberanimalsdoyouthinkare killedduetofoodproduction? killed tothecard youthinkrepresents theleastnumberofanimalskilled. animals killedannuallybyhumansintheUnitedStatesforacertainpurposeorway. Animal Uses Prediction (%) 100% ANIMAL RESEARCH | Actual (%) 100%

HANDOUT © Northwest Association for Biomedical Research

1 box below represents 100% of the animals killed annually by humans in the United annually by humans of the animals killed 100% represents 1 box below | ANIMAL RESEARCH Set 1: Animals Killed Each Year Due to Human Activity Set 1: Animals Killed Each Year differences between your predictions and the actual percentages. between your predictions differences States. Each dotted line represents an increment of 10%. of 10%. an increment dotted line represents States. Each cards do not have to use 10% have linesyou. (You to guide 10% increments representing percentages.) you may use smaller increments, 100%. representing covered, your teacher. 26 10% 20% 30% 40% 50% 60% 70% 80% 90% 5. The Set surprised you about the actual percentages? In two or three sentences, reflect on the sentences, reflect In two or three 9. What surprised you about the actual percentages? to your above predictions, cut that percentage from each animal card. The animal each animal card. from that percentage cut to your above predictions, 6. According should be whole card done, the When you are to the card. percentages 7. Glue your predicted to you by given write down the actual percentages predictions, 8. When finished mapping your

HANDOUT © Northwest AssociationforBiomedical Research LIVESTOCK &POULTRY KILLEDFORFOOD DOGS &CATS EUTHANIZED HUNTING http://commons.wikimedia.org/wiki/File:White-tailed_deer.jpg White-tailed deer. Credit: ScottBauer, USDA.Wikimedia, File:Tierpark_Bretten_Hinterw%C3%A4lder_Rind.JPG http://commons.wikimedia.org/wiki/ Credit: Wikimedia, commons/3/3e/Street_dog_-yellow.jpg http://upload.wikimedia.org/wikipedia/ Credit: Wikimedia, ANIMAL RESEARCH |

HANDOUT © Northwest Association for Biomedical Research (all vertebrate species combined) Credit: Understanding Animal Research, Animal Research, Understanding Credit: http://www.understandinganimalresearch.org.uk/ resources/images_library/details/198/white_mouse_in_ purple_gloved_hands/ Credit: Harlequeen, Wikimedia, Harlequeen, Credit: http://commons. wikimedia.org/wiki/File:Raccoon_Cute_Pose.jpg

| ANIMAL RESEARCH 28 ANIMALS USED FOR RESEARCH ANIMALS KILLED BY MOTORISTS ANIMALS

HANDOUT © Northwest AssociationforBiomedical Research Predicting theNumbers: ScientificResearch STUDENT HANDOUT1.2 4. 3. 2. 1. Name______Date______Period______Total Other vertebratespecies Non-human primates Mice andrats

percentage isprimates?Write yourpredictions inthePrediction columninthefollowingtable. percentage ofthetotalnumberanimalsusedinscientific research ismiceandrats?What used orkilled. animals usedorkilledtothecard youthinkrepresents the What evidencedoyouhavetosupportyourpredictions? animals killedorusedannuallybyhumansintheUnitedStatesfor Predict In twoorthr Cut outthe3x5inchanimalcar Put thecards inorder, goingfrom thecard youthinkrepresents thelargestnumberof thepercentage(outof100)thatyouthinkaccountsforeachuse.Forexample,what Animal UsedinScientificResearch ee sentences,justifyyourpredictions. Whydidyouchoosethesepercentages? ds onthenextfewpages.Eachcard represents agroup of smallestnumberofanimals scientific researchonly. Prediction (%) 100% ANIMAL RESEARCH | Actual (%) 100%

HANDOUT © Northwest Association for Biomedical Research

| ANIMAL RESEARCH Set 2 box below represents 100% of the animals killed or used annually by humans in the by humans in the killed or used annually 100% of the animals below represents Set 2 box 10% 20% 30% 40% 50% 60% 70% 80% 90% Set 2: Animals Used/Killed in Scientific Research Set 2: Animals Used/Killed in Scientific differences between your predictions and the actual percentages. between your predictions differences cards have lines representing 10% increments to guide you. (You do not have to use 10% you. (You to guide 10% increments have lines representing cards percentages.) you may use smaller increments, 100%. representing covered, by your teacher. U.S. for scientific research. Each dotted line represents an increment of 10%. of 10%. an increment represents Each dotted line research. U.S. for scientific 30 surprised you about the actual percentages? In two or three sentences, reflect on the sentences, reflect In two or three 9. What surprised you about the actual percentages? predicted percentages to the card. When you are done, the whole card should be the whole card done, are When you to the card. percentages 7. Glue your predicted you given to write down the actual percentages predictions, 8. When you finish graphing your 5. The The animal each animal card. from that percentage cut to your above predictions, 6. According

HANDOUT © Northwest AssociationforBiomedical Research OTHER VERTEBRATE SPECIES NON-HUMAN PRIMATES MICE &RATS purple_gloved_hands_3/ resources/images_library/details/226/white_rat_on_ http://www.understandinganimalresearch.org.uk/ Credit: UnderstandingAnimalResearch, File:Zebrafisch.jpg http://commons.wikimedia.org/wiki/ Credit: Wikimedia, images_library/details/65/macaque_trio_close_up/ http://www.understandinganimalresearch.org.uk/resources/ Credit: UnderstandingAnimal Research, end-point oftheresearch). are long-livedanddeathis oftennotthe use anddeathduringresearch sincethey (For non-humanprimates,considerboth ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Animal Research: The Need foraMiddleGround STUDENT HANDOUT1.3 322(7281): 248–249.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1119509/. Adapted from: Richard Smith.“AnimalResearch: TheNeedforMiddleGround.”BMJ.2001February3; BritishMedicalJournal wereWilliam RussellandRexBurch firstproposed in1959.The3Rsare: byscientists disagreement, andthe3Rs ofanimalresearch—replacement, reduction, andrefinement—can dojustthat.They supporters are interested inpreventingandtreatingdisease.We needwaystopromote agreement ratherthan thinking. Opponentsofresearch areprimarilywiththerightsandsuffering concerned ofanimals , whereas The argumentsoveranimalresearch are sopolarizedbecausethetwosideshavecompletelydifferent waysof to afford more rightstomenandwomenwillprobably alsotrytogivemore toanimals. whatever cause.We thushave tofindsomemiddleground inour relationship withanimals,andaworldthattries research. Yet mostofuswouldnottolerateaworldwhere animalshadnorightsandcouldbeexploitedfor equal oftheArchbishop of Canterbury?Mostofuscan’t, andmanypeopleaccepttheneedforsomeanimal pets, where ratsandother verminwere notcontrolled, andwhere anape,orevenafly, was regarded asthemoral Can anyofusimagineaworldwhere animalswere notusedforfood,clothing,ortransport,where wehadno a greater concentrationon where weagree. human diseaseswithoutanimalresearch. We needmore understandingofthecomplexitiesanimalresearch and pitted againsttheothersideofintimidatedscientistsarguingthatnoprogress canbemadeintreating serious side, peopleinmasksusingeverytactic(includingillegalandviolentones)toclosedownanimalresearch institutes moved forward bysuch“for-or-against” arguments.Thedebateonanimalresearch currently features, onone genetically modifiedfoods,andanimal research. Are youfororagainst?Signhere. Yet noneoftheseissuesis Many countriessuffer from oversimplifieddebatesonimportantissues likedrugs,crimeandpunishment, replacement, reduction, andrefinement. Let’s promote the3Rsofanimalresearch: Editor oftheBritishMedicalJournal. Abridged from anarticlewrittenbyRichard Smith, both animalsandhumans.Nothingwillbegainedbyforcing laboratoriestocloseorby oversimplifyingthedebate. necessary. Thebeautyofthe3Rsisthattheyprovide awayforallpartiestoworktogetheradvance thecauseof animal research butare opentothepossibilitythatsciencemightadvanceapointwhere itwouldnolongerbe Most animalresearch policyandpracticesare basedonthe3Rs.Theystartwithassumptionthatthere willbe • Refinement: • Reduction:Usingthefewestnumberofanimalspossibleinaresearch project togainstatistically significant • Replacement:Replacingconscious,livingvertebrateswithcellortissuecultures, computermodels,and/or animal usedinresearch. results. less-developed animalspecies. Usinganytechniqueorprocedure thatdecreases thesuffering, orenrichesthelifeof,an ANIMAL RESEARCH |

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HANDOUT LESSON 2: Why Use Animals in Research?

INTRODUCTION LEARNING OBJECTIVES

Students begin this lesson by watching video vignettes Students will know: exploring the “3 Rs” (Replacement, Reduction, and • The definitions of the 3 Rs (Replacement, Reduction, and Refinement), which guide scientists in conducting humane Refinement). research with animals. Student groups are then introduced Students will be able to: to several types of models, including model organisms, which scientists may use to answer different types of • Apply the 3 Rs to scientific research. research questions. Using a set of Research Model Cards, • Identify the purpose and importance of various scientific students explore research questions and evaluate possible questions. methods to determine the most appropriate model for answering the research questions. • Identify the appropriate models needed for answering various scientific questions. • Understand the importance of using animal models to KEY CONCEPTS answer various scientific questions. • The 3 Rs (Replacement, Reduction, and Refinement) guide scientists in conducting humane research with animals. CLASS TIME • Our views on the use of animal models in research can be informed by understanding the purpose of the research, Two to three class periods of 50 minutes each. the different methods available for testing research questions, and the importance of using the appropriate model for collecting the strongest evidence. • Some models are more appropriate than others for answering research questions. Many questions cannot be satisfactorily answered without the use of whole organisms. • Scientific research is conducted for a variety of reasons, such as: a) to increase scientific understanding (basic research). b) to develop treatments for medical conditions. c) to evaluate the toxicity of different compounds that humans use (medicinally or cosmetically). LESSON 2 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 35 MATERIALS

Materials Quantity Student Handout 2.1—Research Model Cards Summary Table 1 per student Student Handout 2.2—Research Topics 1 per group or used as a class overhead Student Handout 2.3—Alzheimer’s Disease Enough for each student in Student Handout 2.4—Type II Diabetes each group to get one (i.e. for a Student Handout 2.5—Male Pattern Baldness class of 30 split into 5 groups, 6 copies of each handout would Student Handout 2.6—Antibacterial Soap be needed). Student Handout 2.7—Spinal Cord Injury Teacher Resource 2.1—Answer Key for Research Model Cards Summary Table 1 Teacher Resource 2.2—Questions for Use with Research Model Cards 1 Teacher Resource 2.3—Possible Answers for Research Questions 1 Teacher Resource 2.4—Master Copy for Research Model Cards. 1 set per group Each group will need a complete set of cards (copy these back-to-back).

FRAMING THE LESSON

While Lesson Two focuses on the use of appropriate animal 3. Models for new medical treatments, devices and models to answer specific research questions, it may be techniques: Once scientists have an idea about how to helpful for students to know that biomedical research best treat a disease or improve a condition, the concept depends on animal models in four general categories: is tested on animals before being tested in humans. This applies to new medications, medical devices such as a 1.To advance scientific understanding: Scientists need new heart valves or knee replacements, and new surgical a fundamental understanding of the body in both health procedures. and illness before new drugs and therapies can be applied to human disease. Basic research done today may be 4. Safety testing: The Food and Drug Administration the foundation of treatments in the future. Transgenic (FDA) requires that new medicines be tested for safety organisms, especially mice, have been useful in both basic and effectiveness in two species before they are tested in research and as disease models. humans. Researchers must account for how the drug is absorbed, distributed, metabolized, and excreted (referred 2. Models to study disease: Some animals have naturally- to as ADME testing) in a living system. More information occurring diseases that also affect humans (cats get dia- about alternatives to using animals in safety testing can betes, for example) and some animals are purpose-bred be found as an extension to this lesson. to have specific diseases or conditions (i.e. mice induced to have cystic fibrosis). Both types can be used as animal models in order to study how disease affects the body. TEACHER PREPARATION • Make copies of Student Handouts. • Make a set of Research Model Cards for each student group. Using Teacher Resource 2.3—Master Copy for Research Model Cards, copy the cards back-to-back and

LESSON 2 then cut them to create separate cards.

36 | ANIMAL RESEARCH © Northwest Association for Biomedical Research PROCEDURE

ACTIVITY ONE: WHAT ARE THE 3 Rs? 4. Choose one or more of the six short videos (each is 1. Tell students that the aim of this lesson is to a) have them less than three minutes long) to show students. Each become more familiar with the 3Rs that guide scientists in researcher-narrated vignette illustrates one of the 3 Rs. A conducting humane research with animals, and b) learn one-question quiz is built into the website. Have students about how animal models are used in research. guess which “R” is applied in each case before revealing the answer. 2. Review with students the 3 Rs, introduced in Student Homework 1.1—Animal Research: The Need for a Middle ACTIVITY TWO: INTRODUCING THE Ground. Make sure students have an understanding of RESEARCH MODEL CARDS what each “R” stands for and how it can be applied. Below are some questions that pertain to each “R:” 5. Introduce the concept of a “model” to students. Ask students, “When I say the word model, what do you • Replacement think of?” In some cases, students may think models a) Can the animal model be replaced by another type represent the ideal, such as fashion models, or model of model, such as a cell culture, computer model, students. or tissue culture? 6. Explain that there are different types of models, b) Can a lower organism be used to replace a higher including physical models, mental models, and one? For example, can zebrafish or fruit flies be conceptual models—which includes mathematical used instead of rodents to study the effects of and computer models. Discuss models that are actual genetic mutation? physical constructions. Have students point out science • Reduction models in the classroom (i.e. a model of DNA, the solar system, or human body systems), if available. a) What is the fewest number of animals that can be Ask students about the strengths and weaknesses of used in a research project and still gain statistically using these different models. Point out that each model significant results (to demonstrate that the results represents the “real thing” when working directly with of the research are from a direct cause and not just the object is not feasible (i.e. DNA is too small, the solar by chance)? system is too large, and using a human body to study b) How can researchers get the same amount of data human body systems is not practical or ethical.) from fewer animals? 7. Point out that scientists involved in biomedical research • Refinement use models too—they could be computer models, animal models, cell or tissue cultures, or other types of models. a) How can techniques and procedures be refined so Models are used to help scientists understand how the “real as to avoid animal suffering? For example, what thing” works. With the goal of much biomedical research is the best type of pain relief medication to give a being to find cures and treatments for human disease, the rodent after surgery? “real thing” is usually a human being. The use of models b) How can the lives of research animals be enhanced adds to the understanding of how human systems work. through shared housing, social enrichment, or diet? 8. Tell students that all model organisms, including 3. Go to the Understanding Animal Research website to animal models, are used, on some level, to study access the interactive “What R You Watching?” video set. human disease and function when using humans is not feasible. However, in the case of medications, Understanding Animal Research: What R You medical devices, or medical treatments, final testing Watching? Videos will be conducted on humans after safety and efficacy http://www.understandinganimalresearch.org.uk/ has been demonstrated on animal models. Most model schoolzone/rights_and_wrongs/ organisms have traits in common. A useful model organism tends to be: LESSON 2 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 37 • Small. • Able to reproduce rapidly with many offspring. The use of the words “lower” and “higher” when describing types of living organisms reflects an • Inexpensive to house and maintain. obvious bias which should be acknowledged. • Able to be manipulated genetically on the molecular level. Even a single yeast cell shows amazing complexity and shares many cellular processes with humans. • Well-studied by other scientists. However, the concerns about killing yeast when 9. Point out to students that many model organisms have baking bread, for example, do not trigger the same had their genomes completely sequenced, meaning level of ethical concern as the harming of higher scientists have determined the exact order of the base animals that are more neurologically developed. pairs (A, T, C, G) in the genome from a representative of that species. This, in turn, gives scientists information about the genes found in that species and allows them to 15. Challenge each group to sort their Research Model compare gene sequences between species. This work Cards so that they are roughly in order from lower involves a high level of collaboration between scientists. organisms or models to higher organisms or models. 10. Divide the class into groups. Ideally, you will have five “Lower” organisms are those for which there is less student groups. Give each group a set of the Research ethical concern about their use due to their level of Model Cards. neurological development or complexity (There might be 11. Explore the cards with students to identify words several cards on the same level of complexity.) In working they do not understand or unclear concepts such as to Replace higher organisms with lower organisms (one of transgenic organisms or sequenced genome. Use the principles of the 3 Rs), scientists are moving towards the parenthetical definitions on the cards, as well as the using lower organisms such as zebrafish and C.elegans Glossary section in this lesson plan, to help students worms to replace research with rodents when possible. understand new terms and concepts. 16. Distribute copies of Student Handout 2.1—Research 12. Give the groups about three to five minutes to look Model Cards Summary Table, one per group. Challenge each through the cards. group to work as a team to complete the table by placing a check mark in the column that best represents a potential 13. Have students examine the photographs of the animals use for that organism. This summary table will be a helpful on the cards. For pictures of all the vertebrate animals, tell tool for students to use when completing the next activity. students that these are pictures of actual research animals in a laboratory situation. They are not “pets” or living in ACTIVITY THREE: CHOOSING THE RIGHT their natural habitat. MODEL FOR THE RIGHT RESEARCH QUESTION 14. Introduce students to the types and uses of organisms on 17. Discuss the “Your Reaction to its Use” section of the the Research Model Cards by asking them questions using table. Students may want to acknowledge a unique Teacher Resource 2.2—Questions for Use with Research understanding or familiarity with different animals in the Model Cards. Since students are already in groups, the model card set. For example, a student who has had frogs questions could be the basis for a team game if desired. as pets may react differently than a student without much After the teacher poses a question, the first team to write experience with frogs. Generally, student reactions will down and share the correct answer wins a point. If no teams change based on the complexity of an organism as well as give the correct answer, the teacher may read the included that student’s familiarity with an organism. hint. The team with the most points at the end of the game If a student’s reaction is to state, for example, “Dogs may get first choice of which research topic they want to should never be used in research” then ask the student pursue in Activity Three. Encourage thoughtful guesses, to explain his or her reasoning in writing on the handout. since this will most likely be new information for students. Additional points can be found on Teacher Resource 2.1. LESSON 2

38 | ANIMAL RESEARCH © Northwest Association for Biomedical Research 18. Distribute one copy of Student Handout 2.2—Research 23. Once the student groups receive the Student Handout Topics to each student group, or create one overhead featuring their research topic, they should: for the class to use as a group. Ask the students to • Put aside any of the Research Model Cards that will cooperatively read the background information and not be useful to them in answering the questions. research goals for each of the five topics presented on the Student Handout (Alzheimer’s Disease, Type II • Choose which models they think can best help answer Diabetes, Male Pattern Baldness, Antibacterial Soap, the Research Questions. and Spinal Cord Injury). • Of the models they have chosen, put the cards in order 19. Ask students, “Are all of these research goals equally from lowest organism or model to highest organism or beneficial?” If the funding agency has a limited amount model (some cards might be at the same level). of funds, should each study be funded? If only three could • Answer the questions on the Student Handout. be funded, which would they be? If more money became available, what would the fourth study be? Consider that [Note: Each of the three questions on the Student Handouts even a study that might seem low priority (i.e. male pattern 2.3 – 2.7 generally corresponds to a different point in the baldness) could have unforeseen benefits in other areas, research process. Further notes are available on Teacher such as the treatment of other genetic skin conditions, Resource 2.3—Possible Answers to Research Questions.] or helping patients grow hair lost through chemotherapy 24. Tell students that many different models may work to treatments. answer the same question—there is no one right answer. 20. Tell students that an overarching Research Question Groups should be prepared to explain why they thought (“How can we cure Alzheimer’s?”) is really answered one model would be better than another model. by asking many smaller questions, such as, “How do 25. During group work time, the teacher should move from neurons work?” or “Which parts of our brain work to group to group monitoring the discussions, reminding give us memory?” Different research models may be students of the 3 Rs, and making sure the subjects they used to answer different types of questions at various choose are appropriate. points in the research process. It may take years of basic research (“How do neurons work?” or “How do neurons 26. Students should then select a speaker to summarize communicate?”) before an idea for a drug or treatment is their findings in a whole class discussion. ready to test in a living organism. This basic research may ACTIVITY FOUR: DEBRIEFING THE (or may not) benefit Alzheimer’s patients and people with RESEARCH QUESTIONS other types of neurological conditions in years to come. 27. Provide time for each group to present their Research 21. Explain to students that researchers must carefully Question and their chosen model(s). choose their models in order to collect reliable, accurate results and that they are required to follow regulations 28. Ask the class, “Did any group use plants for their model about the care and use of their animal subjects. organism?” Students should notice that plants will not work for any of the research questions. The teacher can 22. Distribute one copy of Student Handouts 2.3 - 2.7 emphasize that compounds often originate from plant to each student group, so that each group is given a sources but need to be tested on animals if they are to different research topic (Alzheimer’s Disease, Type II become a treatment. Otherwise plants are used mainly for Diabetes, Male Pattern Baldness, Antibacterial Soap, and agricultural studies. Spinal Cord Injury). If the class has fewer than five groups, only hand out the topics the class decided were the most important. If the class has more than five groups, make additional copies of one or more of the handouts. LESSON 2 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 39 29. Ask students, “Which of the 3 Rs were you using when EXTENSION ordering the cards? Why does this matter?” Students What are the alternatives to using animals in safety testing? were using Replace, hopefully replacing animals such as primates or dogs with the lowest species available, or The use of animals in safety and toxicity testing, specifically with a computer or cell culture model system. for chemicals used in cosmetics, has lead to vigorous public debate since the 1970s. While safety testing in animals is 30. Survey students again to see if all of the research not required by law for cosmetics as it is for drugs, research questions seem equally important to them. Have students organizations and drug companies have sought out vote informally for what they think is the most important alternative toxicity testing methods as guided by the 3Rs. and the least important research question. Would any Creating, verifying and incorporating alternative methods groups choose not to pursue the research? can take many years, as the alternatives need to be formally validated as being as accurate, or better than, the animal CLOSURE procedures they are replacing. The U.S. federal government 31. Check students’ comprehension to be sure they realize supports the development of alternatives to animals that research using animals is not a “free for all” in through the Interagency Coordinating Committee on the which scientists randomly choose an animal subject. Validation of Alternative Methods, or ICCVAM. Instead, specific animals or models are chosen to answer Some examples of alternative methods are: specific questions asked at different times in the research • EPISKIN is a three-dimensional human skin model that process. The large research questions (i.e., “How do we can be used to assess topical applications. This model cure Alzheimer’s?” or “How do we cure diabetes?”) are was developed by a company now owned by L’Oreal, the being asked collaboratively by thousands of scientists cosmetics corporation. worldwide. Each scientist, however, may be working to • Medical devices and injected compounds that come into answer a very small part of the larger question. contact with blood or cerebral spinal fluid must be tested 32. Review the 3 Rs (Replacement, Reduction, and to find out if they cause fever in humans. This test used to Refinement) and ask students for examples of how be done in rabbits by injecting the compound in question each might be used. into the rabbit and seeing if a fever developed within 33. Let students know that the use of the 3 Rs is a place twenty four hours. Now, researchers can use the “blood of “common ground” between research scientists and cells” (hemolymph) of a horseshoe crab to test for fever- animal rights activists. inducing compounds, since the horseshoe crab blood reacts to the compounds that cause inflammation (and HOMEWORK fever) in humans. • Skin penetration or absorption tests that used to rely on • Students can explore the following website to learn more living animals can now be done using a “Franz Cell.” about model organisms. This is a vertical diffusion tube with an upper and a lower chamber. Skin left over from elective surgeries or donated WWW Virtual Library: Model Organisms through cadavers can be placed in the upper chamber http://www.ceolas.org/VL/mo/ and used to determine the rate and extent of penetration of a test compound. ADAPTATION Students can research alternative methods at the following • Student groups could work with a number of different websites: Research Questions by rotating each question to a new ICCVAM: http://iccvam.niehs.nih.gov/about/ni_QA.htm group every few minutes. Students could check the John Hopkins Center for Alternatives to Animal Testing: previous group’s work, and add or change information http://caat.jhsph.edu/ as they proceed. Non-Animal Methods for Toxicity Testing: http://www.AltTox.org LESSON 2

Additional information about alternatives to safety testing can be found at the end of Lesson 3 in the Consumer Awareness curriculum found at: http://www.nwabr.org. 40 | ANIMAL RESEARCH © Northwest Association for Biomedical Research GLOSSARY

Alzheimer’s Disease: A form of dementia, or loss of brain Genome: An organism’s entire genetic information, encoded function, that gradually worsens over time and affects in either DNA or RNA (for many viruses). Scientists have behavior, thinking, and memory. been able to sequence the genome of some organisms.

Anti-inflammatory Drugs: Drugs used to treat Hair Transplant: A surgical treatment for male pattern inflammation. These drugs counteract the reactions baldness that involves taking hair follicles from a donor caused by damaged cells, which release chemicals that part of the body and transplanting it into a recipient part stimulate the immune system, leading to swelling, and of the body (usually the scalp). The donor site is chosen increase flow of cells to the damaged site. based on the hair follicles’ genetic resistance to balding.

Bacteria: Tiny, single-celled organisms. These prokaryote Hereditary Condition: Also called a genetic disorder, a organisms lack a nucleus and organelles within the hereditary condition is a condition or illness caused by membrane of the cell. Bacteria can form an association with abnormalities in genes or chromosomes. The genetic other organisms that cause them to become pathogens, defect can be inherited from an individual’s parents and/ which can cause human disease and death from infections or passed down to his or her children. such as cholera, diphtheria, tuberculosis, and tetanus. Informed Consent: In a research study with human Basic Research: Fundamental questions that are asked in volunteers, each research subject must be capable of order to enhance the knowledge base of a subject, rather understanding the facts and risks of the study, and the than to cure a specific disease or condition. researchers must clearly relay this information. Informed consent is this exchange of information, followed by the Blood Glucose: Also called blood sugar, glucose is a simple volunteer providing their consent to participate in the study. sugar that is the basic fuel used by cells in the body. The blood glucose level is a measurement of glucose in blood. Insulin: A hormone that causes cells in the body to take glucose from the blood into the cells where it can be used. Computer Model: A computer program which attempts to simulate the behavior of a system, generally through the Insulin Receptors: A receptor in the body that is activated by use of a mathematical model. the presence of insulin, which causes uptake of glucose.

Diabetes: A disease characterized by a person having a Lower/Higher Organisms: “Lower” organisms are those high blood glucose level and treated with injections of for which there is less ethical concern about their use due insulin and other medications. There are three main types to their level of neurological development or complexity. of diabetes: Type I, Type II, and gestational diabetes, the “Higher” organisms are those for which there is more latter of which only occurs in pregnant women. significant ethical concern about their use in research.

Differentiation: The process by which a less specialized cell Male Pattern Baldness: A genetic condition that causes transforms into a more specialized type of cell. hair loss in a predictable pattern along the temples and crown of the head. Dosage: A prescribed amount of a medication. Microbe: Also called a microorganism, a microbe is one of Embryo: An organism at its earliest stages of development, a group of microscopic organisms that includes bacteria, after fertilization of the egg and first cell division. In humans, fungi, archaea, protists, green algae, plankton, and planaria. an embryo is the first eight weeks after fertilization, after which the developing organism is called a fetus. Model: A representation of a phenomenon, object, or idea. A model can be developed to represent a phenomenon, object, Eukaryote: Any organism that has a nucleus and specialized or idea using a more familiar one (like using an analogy). organelles within its cell(s). All of the living Research Models are eukaryotes, except bacteria. LESSON 2 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 41 Model Organism: An organism that is used in research Regenerate: The process of growth and renewal that allows because it is easier to study a particular aspect in that cells, organs, and organisms to be resilient to damaging organism, rather than in humans and higher organisms. events. For example, a sea star is capable of regenerating Model organisms tend to be small, able to reproduce rapidly an arm that has been damaged by a predator. with many offspring, inexpensive to house and maintain, able to be manipulated genetically on the molecular level, Replacement: One of the 3 Rs of animal research proposed by and well-studied by other scientists. Major model organisms Russell and Burch. Replacement means replacing conscious, include E. coli bacteria, yeasts, slime molds, fruit flies, living vertebrates with cell or tissue cultures, computer zebrafish, and mice. models, and/or less developed animal species.

Neuron: Also called a nerve cell, a neuron is a specialized Sequenced Genome: A laboratory process that results in cell in the nervous system (brain, spinal cord, and nerves) the cataloging of an organism’s entire genetic information, that processes and communicates information through encoded in either DNA or RNA (for many viruses). electrical and chemical signals. Spinal Cord Injury: An injury to the spinal cord as a result Prokaryote: Any organism that does not have a nucleus or of trauma (not disease). An example of the result of a membrane-bound organelles, such as bacteria. spinal cord injury is quadriplegia.

Quadriplegia: The result of a paralyzing injury that causes Toxicity: The degree to which a substance can cause partial or total loss of the use of arms, legs, and torso, as damage to an organism. A toxic substance is one that well as the loss of sensory functions in these areas. may be damaging or poisonous.

Reduction: One of the 3 Rs of animal research proposed Transgenic Organism: A living organism in which genes, or by Russell and Burch. Reduction means using the fewest gene regulatory regions, have been added, removed, or number of animals possible in a research project to gain modified. The change in DNA will cause the organism to statistically significant results. exhibit a new property (immune system change, genetic disorder, etc.) which can be passed to its offspring. Refinement: One of the 3 Rs of animal research proposed by Russell and Burch. Refinement means using any Type II Diabetes: One of the three types of diabetes. Also technique or procedure that decreases the suffering, or called Diabetes Mellitus Type II or Adult-onset Diabetes. enriches the life of, an animal used in research. The disease is characterized by high blood glucose levels due to insulin resistance and insulin deficiency.

Virus: A tiny organism that can transmit infections and disease, such as influenza and HIV.

RESOURCES

Understanding Animal Research http://www.understandinganimalresearch.org.uk/homepage

Animal Research.info http://www.animalresearch.info/en/home

LESSON 2 “Models in Science Education: Application of Models in Learning and Teaching Science.” Funda Omek. International Journal of Environmental & Science Education, 2008, 3 (2), 35-45. http://www.ijese.com/V3_N2_Ornek.pdf

42 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Research ModelCards SummaryTable STUDENT HANDOUT2.1 model inscientific research. not comprehensive. Besure torecord thereactions ofyourgroup members’totheuseofthis the bestrepresent theuseofthatmodel.Pleasenote thattheuseslistedoneachmodelcard are summary oftheinformationoneachcard inthetablebelowbymarkingan“x”column(s) First, sortyourResearch ModelCards from lowerorganismstohigherorganisms.Then,provide a Name______Date______Period______

Higher Lower Level of organisms organisms Complexity

Name of Research Model

Cell biology/function

Toxicity

Drug and product development/safety

Behavioral

Embryonic development

Transplantation/prosthetic

Brain/nervous system

Heart/cardiovascular

Respiratory system

Surgical technique

ANIMAL RESEARCH | Gene-environment

Specific disesase/disorder:

Other:

HANDOUT

Model

Research Research Name of of Name © Northwest Association for Biomedical Research to its Use Your Reaction Reaction Your

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HANDOUT © Northwest AssociationforBiomedical Research Research Topics STUDENT HANDOUT2.2 ALZHEIMER’S DISEASE with detailedinformationaboutoneofthetopics. the background andresearch questionsforallfivetopics.Then,yourteacherwillprovide you Your studentgroup willbeinvestigatingoneofthefollowingfive research topics.First, review Name______Date______Period______Alzheimer’s canbestudiedinallanimals withbrains. up ofneurons, andthesedieasthediseaseprogresses. Alzheimer’s disease.Theteamknowsthebrainismade You are aresearch teamtryingtodevelopacure for RESEARCH GOAL: alzheimers-disease http://www.namenda.com/sections/about- of thedisease. how fastsomeonewillprogressthroughthestages Alzheimer’s diseaseandthereisnowaytopredict and behavior. Unfortunately, therearenocuresfor individuals mayalsoexperiencechangesinpersonality going tothebathroom.Asdiseaseprogresses, outdailyactivitiessuchastalking,eating,andcarry destroys aperson’s andabilitytolearn memory death. Overtime,Alzheimer’s diseasegradually in theU.S.andistoptenleadingcausesof Alzheimer’s diseaseaffectsoverfivemillionpeople disease isnot. get older. That’s anormalpartofaging.Alzheimer’s name. Somepeoplebecomemoreforgetfulasthey Misplacing carkeys.Notrememberingafamiliar TYPE IIDIABETES been foundinallanimalsincludingworms. in youngadults.Insulinandinsulinreceptors have this knowledgecouldleadtodrugsthatreduce therisk some teensdevelopTypeIn thefuture IIDiabetes. Yourresearch team RESEARCH GOAL: http://www.diabetes.org into thecellswhereitcanbeused. cells inthebody;insulintakesglucosefromblood is produced(Type II).Glucoseisabasicfuelusedby insulin (Type I) ortheircellsignoretheinsulinthat because theirbodynolongerproducesenough People withdiabeteshavehighbloodglucoselevels in theU.S.andisamongtoptencausesofdeath. Diabetes serious forateenager? time. Isblurredvisionnormal?Couldthisbe the bathroom,feelingtiredandirritableall were easytoignore.Thethirst,frequenttrips At firstthesymptomsseemedsoharmless,they affects over23millionchildrenandadults wantstobetterunderstandwhy ANIMAL RESEARCH |

HANDOUT

the last I remembered.” -Mark with a 6th cervical vertebra (C6) complete causing quadriplegia, fracture compression http://www.dreamblvr.com/history.htm before heading back to school for the fall for the fall back to school before heading “Four days had invited me to the term a very close friend, Ray, paddled down canoe trip. We Allegheny River for a and someone had set up a rope the river a few miles the rope, climbed to the top, and swing. Ray grabbed the rope retreated back to As soon as swung away. up behind the platform, climbed to the bank, I threw it off. It was an incredible rush. Ray the top, and kicked and launched himself way out in went up another time another canoe coming down I had noticed the water. to be doing what we were As cool as it was the river. doing always better to be showing off while doing, it’s legs straight it! I gripped the rope tight and kicked my my knees up out and gained a lot of air fast. Tucking wasn’t in my chest to spin into a few flips, something first. That’s right. I lost my bearings and landed head RESEARCH GOAL: RESEARCH GOAL: is working to identify better methods to A researcher injuries. Up to 12,000 people annually spinal cord treat for spinal cord Treatments injury. spinal cord from suffer lost function. limited and often do not restore injury are injury models can be developed in any animal Spinal cord model with a spine. SPINAL CORD INJURIES CORD INJURIES SPINAL

viruses, bacteria

| ANIMAL RESEARCH microbes when used with water in a traditional Antibacterial soap has become tremendously popular killing over the last number of years as a way of hand washing manner. Antibacterial soaps are not the hand washing manner. same thing as hand sanitizers, which use alcohol to kill bacteria when water may not be available. Most as the antibacterial soaps use the chemical Triclosan antibacterial agent. Antibacterial soap cannot kill David M. Hatch, David M. Hatch, http://www.malepatternbaldness.net/ http://www.WebMD.com and and the chemicals do not distinguish between helpful and harmful bacteria when killing them on skin. Some the in concerns exist about the effects of Triclosan environment, and the potential rise of Triclosan-resistant bacteria that become very to kill. difficult baldness begin losing their hair before the age of 21. baldness begin losing their hair before the is a common, hereditary Male pattern baldness 40 million men in the condition that affects roughly about 90% of all hair loss cases U.S. and accounts for affect self-esteem and standing in men. Hair loss can and many men are willing to buy within society, decrease expensive products that might prevent or pattern hair loss. About 25% of men who have male of eighteen, I noticed an abundance of short I noticed an abundance of eighteen, “At the age and didn’t know what to make ofdark hairs at my hairline after that I noticed the crown recedingit. Then, not too long Then the sickening back sharply. and the temples cutting on the entire top of my head wasrealization that the hair all I could think about was my hair.” getting thinner…and has found a new antibacterial agent team has found a new antibacterial agent research Your and wants to use it in a new soap. Triclosan, to replace kill the bacteria and viruses If the soap can effectively the that cause disease without causing side effects, illness in a large population. could prevent researcher RESEARCH GOAL: on the working team are and your research You of a new drug for male pattern baldness. production RESEARCH GOAL: 46 ANTIBACTERIAL SOAP PATTERN BALDNESS MALE PATTERN

HANDOUT © Northwest AssociationforBiomedical Research Alzheimer’s Disease STUDENT HANDOUT2.3 Name______Date______Period______all animalswithbrains.To begin: these dieasthediseaseprogresses. Alzheimer’s canbestudiedin disease. Theteamknowsthebrainismadeupofneurons, and You are aresearch teamtryingtodevelopacure forAlzheimer’s RESEARCH GOAL: alzheimers-disease http://www.namenda.com/sections/about- of thedisease. how fastsomeonewillprogressthroughthestages Alzheimer’s diseaseandthereisnowaytopredict and behavior. Unfortunately, therearenocuresfor individuals mayalsoexperiencechangesinpersonality going tothebathroom.Asdiseaseprogresses, outdailyactivitiessuchastalking,eating,andcarry destroys aperson’s andabilitytolearn memory death. Overtime,Alzheimer’s diseasegradually in theU.S.andistoptenleadingcausesof Alzheimer’s diseaseaffectsoverfivemillionpeople Alzheimer’s diseaseisnot. they getolder. That’s anormalpartofaging. name. Somepeoplebecomemoreforgetfulas Misplacing Neuron: Alsocalledanervecell,neuron isa Alzheimer’s Disease:Aformofdementia,orloss • UsingtheResearch ModelCards, answerthefollowing • Puttheremaining cards inorder from lowestorganism • PutasideanyoftheResearch ModelCards thatwillnot and chemicalsignals. communicates information through electrical spinal cord, andnerves)thatprocesses and specialized cellinthenervous system(brain, and affects behavior, thinking,andmemory. brain function,thatgraduallyworsensovertime questions withyourgroup: might beatthesamelevel). or modeltohighestorganism(somecards be usefulinansweringthequestions. car keys.Notrememberingafamiliar As youdiscusstheanswers,consider: 3. Whichmodelsare particularlywell-suited tothestudy 2. Whichmodelswouldyouusetodeterminehowdrugs 1. Whichmodelswouldyouusetodeterminehow Research Questions: develops thedisease.) models ofthatanimalexist,ororganismnaturally of Alzheimer’s diseaseinawholeorganism?(i.e. change theeffects ofAlzheimer’s onneurons? neurons communicatewitheachother? • The ethical issues involvedinyourchoices replace • Howbestto • Thebenefitsandlimitationsofeachsubjectonthecards. for research subjects. most humanemethods. optimal numberoforganismsisusedwiththe ANIMAL RESEARCH | , reduce, andrefine sothe

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HANDOUT © Northwest AssociationforBiomedical Research Type IIDiabetes STUDENT HANDOUT2.4 Name______Date______Period______found inallanimalsincludingworms.To begin: in youngadults.Insulinandinsulinreceptors havebeen knowledge couldleadtotreatments thatreduce therisk some teensdevelopType IIDiabetes.Inthefuture this Your research teamwantstobetterunderstandwhy RESEARCH GOAL: http://www.diabetes.org into thecellswhereitcanbeused. cells inthebody;insulintakesglucosefromblood is produced(Type II).Glucoseisabasicfuelusedby insulin (Type I)ortheircellsignoretheinsulinthat because theirbodynolongerproducesenough People withdiabeteshavehighbloodglucoselevels in theU.S.andisamongtop10causesofdeath. Diabetes affectsover23millionchildrenandadults normal? Couldthisbeseriousforateenager? feeling tiredandirritableallthetime.Isblurredvision easy toignore.Thethirst,frequenttripsthebathroom, At firstthesymptomsseemedsoharmless,theywere Type IIDiabetes:Oneofthethree typesofdiabetes. Insulin Receptors:Areceptor inthebodythat Blood Glucose:Alsocalledbloodsugar, glucose • UsingtheResearch ModelCards, answerthe • Puttheremaining cards inorder from lowest • PutasideanyoftheResearch Model Cards thatwill and insulindeficiency. high bloodglucoselevelsdue toinsulinresistance onset Diabetes.Thediseaseis characterizedby Also calledDiabetesMellitus Type IIorAdult- causes uptakeofglucose. is activatedbythepresence ofinsulin,which measurement ofglucoseinblood. cells inthebody. Thebloodglucoselevelisa is asimplesugarthatthebasicfuelusedby following questionswithyourgroup: (some cards mightbeat thesamelevel). organism ormodeltohighest not beusefulinansweringthequestions. As youdiscusstheanswers,consider: 3. Whichmodelscouldbestudiedtodeterminehowdiets 2. Whichmodelswouldyouusetodetermineifthere are 1. Whichmodelswouldyouusetodeterminehowcellswith Research Questions: of gettingthedisease? or environmental factors contributetotheprobability Type IIDiabetes? genetic factorsthatcaninfluencethedevelopmentof insulin receptors are affected bychangesininsulinlevels? • Theethicalissuesinvolvedinyourchoices for • Howbesttoreplace, reduce, andrefine sothe • The benefits research subjects. most humanemethods. optimal numberoforganismsare usedwiththe andlimitationsofeachsubjectonthecards. ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Male Pattern Baldness Male Pattern STUDENT HANDOUT2.5 Name______Date______Period______of a new drug for male pattern baldness.Toof anewdrugformalepattern begin: You andyourresearch teamare workingontheproduction RESEARCH GOAL: http://www.WebMD.com baldness beginlosingtheirhairbeforetheageof21. hair loss.About25%ofmenwhohavemalepattern expensive productsthatmightpreventordecrease within society, andmanymenarewillingtobuy in men.Hairlosscanaffectself-esteemandstanding U.S. andaccountsforabout90%ofallhairlosscases condition thataffectsroughly40millionmeninthe Male patternbaldnessisacommon,hereditary David M.Hatch,http://www.malepatternbaldness.net/ think aboutwasmyhair.” top ofmyheadwasgettingthinner…andallIcould Then thesickeningrealizationthathaironentire crown recedingandthetemplescuttingbacksharply. make ofit.Then,nottoolongafterthatInoticedthe short darkhairsatmyhairlineanddidn’tknowwhatto “At theageofeighteen,Inoticedanabundance • UsingtheResearch ModelCards, answerthefollowing • Puttheremaining cards inorder from lowestorganism • PutasideanyoftheResearch ModelCards thatwill Hair Transplant: Asurgicaltreatment formale questions withyourgroup: might beatthesamelevel). or modeltohighestorganism(somecards not beusefulinansweringthequestions. resistance tobalding. chosen basedonthehairfollicles’ genetic body (usuallythescalp).The donorsiteis transplanting itintoarecipient partofthe follicles from adonorpartofthebodyand baldnessthatinvolvestaking hair pattern

As youdiscusstheanswersconsider: 3. Whichmodelswouldyouusetodetermineifhair 2. Whichmodelswouldyouusetodetermineiftheidentified 1. Whichmodelswouldyouusetodeterminehow Research Questions: A genetic condition that Baldness:Ageneticconditionthat Male Pattern Hereditary Condition:Alsocalledageneticdisorder, a transplants work? drugs haveeffects onanyother cellsintheanimal? hair-producing cellscommunicatewitheachother? temples andcrown ofthehead. causes hairlossinapredictable alongthe pattern parents and/orpasseddowntohisorherchildren. genetic defectcanbeinheritedfrom anindividual’s by abnormalitiesingenesorchromosomes. The hereditary conditionisaorillnesscaused • Theethicalissuesinvolvedinyourchoicesfor • Howbesttoreplace, reduce, andrefine sothe • The benefitsandlimitationsofeachsubjectonthecards. research subjects. humane methods. optimal numberoforganismsare usedwiththemost ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Antibacterial Soap STUDENT HANDOUT2.6 illness inalargepopulation.To begin: without causingsideeffects, theresearcher couldprevent can effectively killthebacteria andvirusesthatcausedisease replace Triclosan, andwantstouseitinanewsoap.Ifthesoap Your research teamhasfoundanewantibacterialagentto RESEARCH GOAL: Name______Date______Period______Triclosan-resistant difficulttokill. bacteriathatbecomevery of Triclosan intheenvironment,andpotentialriseof killing themonskin.Someconcernsexistabouttheeffects not distinguishbetweenhelpfulandharmfulbacteriawhen Antibacterial soapcannotkillviruses,andthechemicalsdo soaps usethechemicalTriclosan astheantibacterialagent. when watermaynotbeavailable.Mostantibacterial thing ashandsanitizers,whichusealcoholtokillbacteria washing manner. Antibacterialsoapsarenotthesame microbes whenusedwithwaterinatraditionalhand the lastnumberofyearsasawaykillingbacteriaand Antibacterial soaphasbecometremendouslypopularover ism that can transmit infections Atinyorgan ism thatcantransmitinfections Virus: Microbe: Alsocalledamicroorganism, amicrobe Bacteria: Tiny, single-celled organisms.These • UsingtheResearch ModelCards, answerthefollowing • Puttheremaining cards inorder from lowestorganism • PutasideanyoftheResearch Model Cards thatwill and disease,suchasinfluenza andHIV. algae, plankton,andplanaria. includes bacteria,fungi,archaea, protists, green is oneofagroup ofmicroscopic organismsthat tuberculosis, andtetanus. death from infectionssuchascholera,diphtheria, pathogens, whichcancausehumandiseaseand other organismsthatcausethemtobecome cell. Bacteriacanformanassociationwith organelles withinthemembraneof prokaryote organismslackanucleusand questions withyourgroup: might beatthesamelevel). or modeltohighestorganism(somecards not beusefulinansweringthequestions.

As youdiscusstheanswers,consider: 3. Whichmodelswouldyouusetodetermineifoveruseor 2. Whichmodelswouldyouusetodetermineifapplying 1. Whichmodelswouldyouusetodeterminewhatagents Research Questions: bacteria overtime? misuse ofyourproduct can leadtoantibiotic-resistant effects onskin? the chemicalontoskininformofasoaphasany can killbacteria? • Theethicalissuesinvolvedinyourchoices • Howbesttoreplace, reduce, andrefine sothe • Thebenefitsandlimitationsofeachsubject for research subjects. most humanemethods. optimal numberoforganismsare usedwiththe on thecards. ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Spinal Cord Injury STUDENT HANDOUT2.7 Name______Date______Period______http://www.dreamblvr.com/history.htm compression fracturecausingquadriplegia, -Mark head first.That’s thelastIremembered.” flips, somethingwasn’tright.Ilostmybearingsandlanded air fast.Tucking mykneesupinchesttospinintoafew rope tightandkickedmylegsstraightoutgainedalotof always bettertobeshowingoffwhiledoingit!Igrippedthe river. Ascoolasitwastobedoingwhatweweredoing,it’s the water. Ihadnoticedanothercanoecomingdownthe Ray wentupanothertimeandlaunchedhimselfwayoutin climbed tothetop,andkickedoff.Itwasanincrediblerush. retreated backtothebank,Ithrewitupbehindplatform, climbed tothetop,andswungaway. Assoonastherope someone hadsetuparopeswing.Raygrabbedtherope, for acanoetrip.We paddleddowntheriverafewmilesand closefriend,Ray,very hadinvitedmetotheAlleghenyRiver “Four daysbeforeheadingbacktoschoolforthefallterma Spinal Cord Injury:Aninjurytothespinalcord asa Regenerate: Theprocess ofgrowth andrenewal Quadriplegia: Theresult ofaparalyzinginjurythat Neuron: Alsocalledanervecell,neuron isa Anti-inflammatory Drugs:Drugsusedtotreat result ofaspinalcord injuryisquadriplegia. result oftrauma(notdisease).Anexamplethe been damagedbyapredator. star iscapableofregenerating anarmthathas resilient todamagingevents.Forexample,asea that allowscells,organs,andorganismstobe functions intheseareas. legs, andtorso,aswellthelossofsensory causes partialortotallossoftheusearms, information through electricalandchemicalsignals. cord, andnerves)thatprocesses andcommunicates specialized cellinthenervoussystem(brain,spinal the damagedsite. leading toswelling,andincrease flowofcellsto chemicals thatstimulatetheimmunesystem, reactions causedbydamaged cells,whichrelease inflammation. Thesedrugscounteractthe with a 6th cervical vertebra(C6)complete with a6thcervical

with aspine.To begin: cord injurymodelscanbedevelopedinanyanimalmodel are limitedandoftendonotrestore lostfunction.Spinal from spinal cord injuries.Upto12,000peopleannuallysuffer A researcher isworkingtoidentifybettermethodstreat RESEARCH GOAL: As you discuss the answers, consider: As youdiscusstheanswers,consider: 3. Whichmodelswouldyouusetodetermineifhuman 2. Whichmodelswouldyouusetodeterminetheeffects 1. Whichmodelswouldyouusetodeterminehowneurons Research Questions: patients couldregenerate nervesafteraspinalcord injury? after theinjury? of communicate witheachother? • UsingtheResearch ModelCards, answerthefollowing • Puttheremaining cards inorder from lowestorganism • PutasideanyoftheResearch ModelCards thatwillnot • Theethicalissuesinvolvedinyourchoices for • Howbesttoreplace, reduce, andrefine sothe • The benefitsandlimitationsofeachsubjectonthecards. anti-inflammatory drugsadministered immediately spinal cord injury.Treatments forspinalcord injury questions withyourgroup: might beatthesamelevel). or modeltohighestorganism(somecards be usefulinansweringthequestions. research subjects. humane methods. optimal numberoforganisms are usedwiththemost ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Answer KeyforResearch ModelSummaryTable TEACHER RESOURCE2.1 uses listedontheResearch ModelCards. NOTE: Thischartdoesnotreflect thecomprehensive useofeachmodel.Itcontainsonlythe answering theResearch Questions(asprovided onStudent Handout2.2—ResearchTopics. TableModel CardsSummary . Thissummarytableisatooltohelpstudentsprepare for Use thisAnswerKeytoassessstudentperformanceonStudentHandout2.1—Research similar order are ona These rodents Single celled Eukaryotes Single celled Prokaryotes organisms” “Lower Simple choice the “simplest” This provides

Level of Complexity Mice Fruit Flies Chickens Frogs Zebrafish Worms Plants Yeast Bacteria Systems Cell Culture Modeling based Computer- Rabbits

Name of Research Model X X X X X Cell biology/function X X X X Toxicity X X X X X X X Drug and product development/safety X Behavioral X X X X Embryonic development X X Transplantation/prosthetic X X X Brain/nervous system X X X Heart/cardiovascular

X Respiratory system

X Surgical technique ANIMAL RESEARCH | X X X X X Gene-environment Cystic fibrosis autoimmune, cancer, bone, Spinal injury, Alzheimer’s, Alzheimer’s pathogens psychiatric

diabetes, Specific disesase/disorder: diabetes Asthma, stroke, Plant Regeneration

production, Other: Transgenic respiratory Antibody infection infection Genetic system Viral Viral

RESOURCE

diseases Other: infectious Vaccine and and Vaccine © Northwest Association for Biomedical Research

HIV

disesase/disorder: Specific

Alzheimer’s

Gene-environment

technique Surgical

X X X

system Respiratory

Heart/cardiovascular X

can be answered using cell and tissue cultures. For using cell and tissue cultures. can be answered can be and cells of the pancreas example, neurons require may not research Preliminary culture. in grown a whole organism system. Additional studies would in cell and tissue cultures. whole animals. All drugs on the eventually require market must be tested on humans, too. quickly and has genes that organism that reproduces can be manipulated on the molecular level. Zebrafish are becoming the model of choice for this type of research. a whole animal system system require a affects treatment to see interactions between parts of the system. in order system Brain/nervous research studies investigating how cells work • Many research • Many toxicity and/or drug studies can be started • Studies involving genetics would likely use a model of drugs or how a involving side effects • Research X X

Further points for consideration include: Transplantation/prosthetic

X X

development Embryonic

Behavioral

X X

development/safety

Drug and product product and Drug X X

Toxicity

Cell biology/function Cell

Model

Research Research Name of of Name

Dogs Macaques Pigs Humans Complexity

| ANIMAL RESEARCH of Level Pigs and Pigs and on dogs are a similar order “Higher” “Higher” organism 58 YOUR REACTION TO ITS USE Students may want to acknowledge a unique understanding set. animals in the model card or familiarity with different as pets may react For example, a student who has had frogs than a student without much experience with differently will change based on the student reactions Generally, frogs. familiarity student’s complexity of an organism as well as that with an organism. of animals If a student states that a certain animal or group under any circumstances, should not be used in research how not using this animal would ask the student to address may also be helpful to ask, “What laws or It impact research. should be in place for this animal to be considered regulations subject?” as a research not to engage in debate at this point of the curriculum. Try The following lessons in this unit will help students better and justification for their answers. support their reasoning

RESOURCE © Northwest AssociationforBiomedical Research Questions forUsewithResearch ModelCards TEACHER RESOURCE2.2 Questions courtesyofAmericansforMedicalProgress, 5. Whichorganismhelpedscientistsidentifyhowto 4. Whichsmallbuddingorganismhasledtothe 3. Whichorganismplayedanessentialrole inthe 2. Which 1. Whichorganismhasbeenengineered tohaveaclear will mostlikelybenewinformationforstudents. the correct answer, theteachermayread theincludedhintandallowteamstotryagain.Encouragethoughtfulguesses,sincethis write itdown.Theteacherthencheckswrittenanswersandawards apointtoeachteamwithcorrect answer. Ifnoteamgives team game.Theteachershouldposeaquestion(butnottheincludedhint)andallowteamstimetodecideonananswer These questionscanbeusedtointroduce studentstothetypesandusesoforganismsonResearch ModelCards through a Rabbit. transfusions awidelyavailablelife-savingprocedure? prolong thestorageofdonatedblood,makingblood Yeast. pharmaceutical industries. is alsoimportantinthebeer, bread, wineand such asrespiration and cell division?Hint:it understanding ofbasiccellularprocesses, Dog. its ownkind. animals? Hint:thecaninedistempervaccinebenefits save thelivesofmillionshumanbeingsand surgery andthecaninedistempervaccine,helping creation ofcardiac pacemakers,hearttransplant Fruit fly. about 1/8”inlength. organs? Hint:mostofthesehavered eyesandare grow inthebrain,lung, kidney, skin,andother responsible forthedevelopmentoftumorsthat Frog. Hint: itisanamphibian. progress organs? ofcancerandtheaginginternal skin, allowingscientiststomore easilystudythe organism hashelpedscientistsidentifygenes http://www.amprogress.org. 10. Whichorganismshavehadtheirgenomessequenced? 9. Whichorganism’s heartvalveshavebeenusedto 8. Whichorganismhastransparent embryos, giving 7. Thisorganismhasbeenaclassicalmodelforgenetic 6. Whichsmallmammalwasresponsible forthe still inthepost-sequencingassemblystage. All ofthem.Mostare completelysequenced,andafeware Pig. that ofhumanbeings. the physicalstructure of theirorgansisverysimilarto replace damagedheartvalves inhumanbeings?Hint: Zebrafish. the most-usedmodelorganisms. development? Hint:thisisquicklybecomingoneof diseases andtheeffects medical treatments haveon scientists aclearwindowtostudygeneticallyrelated Corn. crop intheUnitedStates. pharmaceutical production. Hint:itisthemajorcash studies fordecades.Itisalsousedextensivelyin Mouse. Hint: itisthemostwidelyusedanimalmodel. used antibiotic,savingthousandsofliveseveryday. treat infections?Today penicillinisthemostwidely development ofpenicillin,anantibioticusedto ANIMAL RESEARCH |

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| ANIMAL RESEARCH 60

RESOURCE © Northwest AssociationforBiomedical Research Possible AnswersforResearch Questions TEACHER RESOURCE2.3 to answereachquestion. process. Note:Anumberofresearch modelscouldbeused generally corresponds toadifferent pointintheresearch Each ofthethree questionsonStudentHandouts2.3–2.7 • Question#3looksatissuesthatinvolveanimal • Question#2focusesontoxicityand/ordrug • Question#1focusesonbasicresearch,suchas these typesofstudies. to humans.Consentinghumansare alsooftenpartof of research questionsmayhaveaclinicalapplication or environmental factors.Information from thesetypes models purpose-bred tomodel thedisease,populations choice forthistypeofresearch. molecular level.Zebrafishare becomingthemodelof quickly andhasgenesthatcanbemanipulatedonthe This wouldlikelyuseamodelorganismthatreproduces Question #2mayalsoinvolvestudiesofgenetics. the market. human usemustbetestedonhumansbefore reaching before humantrialscanbegin. Alldrugsintendedfor FDA requires toxicitytestingontwoanimalspecies may leadtostudiesinhighermodelorganisms.The model tostart.Successfulstudiesonlowerorganisms require alivingorganism,usuallythelowestpractical be startedincellandtissuecultures, theyeventually within asystem.Thoughdrug/toxicitystudiesmay complexity allowingforinteractionsbetweencelltypes studies. Theserepresent anincreased levelof organism system. or tissuecultures andmaynotrequire awhole These questionscanoftenbeanswered usingcell howcellsworktogetherandcommunicate.learning TYPE IIDIABETES ALZHEIMER’S DISEASE SPINAL CORDINJURIES ANTIBACTERIAL SOAP MALE PATTERN BALDNESS 3. Allanimalmodelsincludinghumans. 2. Zebrafishandmice(possiblyhumansifthere are families 1. Cellculture systems(animalmodelswouldalsowork, 3. Fruitflies,zebrafish,pigs. 2. Miceare themostlikely, butallanimalmodelswillwork. 1. Cellculture systems(animalmodelsincludingworms 3. Zebrafishandmice(andothermammalianmodels),or 2. Cellculture systemstostudyinflammationdue 1. Cellculture systems,vertebratemodels. 3. Miceandrabbits(aswellasothermammalianmodels). 2. Mice.Possiblyrabbits,dogs,orpigs.Macaquesand 1. Cellculture systems(animalmodelswouldalsowork 3. Bacteriacultures, aswellpublichealthstudies 2. Cellculture systems(skinmodels existforpenetration 1. Bacteria. that haveahigherincidence). but wouldbemore difficult tostudy). research. Miceandratsliveabouttwoahalfyears. Animals withashortlifespancanbeadvantageousforthis difficult tostudy). and fruitflieswouldalsowork,butbemore recently-injured consenting humans. mammalian models). to immuncecellresponse. Mice(aswellasother humans are unlikely. but wouldbemore difficult tostudy). in humans. mammalian models. and irritation).Micerabbits,aswellother ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research Master CopyforResearch ModelCards TEACHER RESOURCE2.4 Copy thesepagesback-to-backandthencutouteachcard. Eachstudentgroup willneedonecompletesetofcards. Humans Ethical Considerations:Animalstudiesare still Disadvantages: Onlyabletomakepredictions Advantages: Noanimalsneeded;canbeusedto Uses: Computer-Based Modeling Ethical Considerations:Researchers mustobtain Disadvantages: Lowparticipationbyhuman Advantages: Resultsare strongest, sincethetesting Uses: Forstudyingthesafetyandeffectiveness of Homo sapiens(animal,mammal) results ofthemodelingare accurate). needed tovalidateresults (to besure thatthe which mustthenbetestedonanimals. refine animalstudies. effects from drugs. damaging andpoisonoussubstances),side amount ofadrug),potentialtoxicity(from benefits and reduce harmforthevolunteers. prisoners, andothers).Thestudy mustmaximize populations (suchaschildren, pregnant women, of thestudy).Researchers mustprotect vulnerable be capableofunderstandingthefactsandrisks informed consentfrom volunteers(volunteermust considerations limitmoststudies. volunteers. Costlyandtakestime.Ethical is doneonactualhumans. to bemanufactured andsold). stages ofdevelopment(before theyare allowed drugs andothertreatments thatare atthefinal For predicting thebestdosage(aprescribed

Ethical Considerations:Cellsmustbeobtained Disadvantages: Cellsare grown inartificial Advantages: Canbestrictlycontrolled. Cellsare easy Uses: Forbasiccellbiologyresearch todetermine Cell Culture Systems Ethical Considerations:Becauseoftheirintelligence Disadvantages: Primatesare expensivetohouseand Advantages: Primatesare humans’closestrelatives. Uses: Forbehavioralstudies,brainfunctionand Macaca mulatta(animal,mammal,non-humanprimate) Macaques from animalsorhumans. growing naturallyinsidean organism. for alongtimeinculture are different thanthose instead ofinsideanorganism).Cellsmaintained environments (grown inculture, suchasaPetridish, to workwithandprovide results quickly. many othercelltypes. neural tissue,heartbonemarrow, skinand culture linesexistforprostate andbreast cancers, to encouragecellgrowth andspecialization.Cell or poisonous)effects onspecificcelltypesand environment. Usedtomeasure toxic(damaging how cellsworkandrespond tochangesintheir and socialinteractiontomaintain theirhealth. and socialnature, macquesrequire intensivecare of studies,andgeneticallydiverse. feed, slowtobreed, usefulonlyforalimitednumber organisms, organs,andcells)studies. (study ofbehavior)andphysiological They provide astrong modelforbothbehavioral such asmacaques. safety studies.HIVresearch relies onprimates vaccine andinfectiousdiseasestudies,drug development studies,surgicaldevelopment, ANIMAL RESEARCH |

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Credit: Centers for Disease Control and Prevention/James Gathany, 2003. Gathany, and Prevention/James Centers for Disease Control Credit: Credit: Centers for Disease Control and Prevention/James Gathany, 2006. Gathany, and Prevention/James for Disease Control Centers Credit: Homo sapiens (animal, mammal) Humans Computer-Based Modeling Computer-Based

| ANIMAL RESEARCH Credit: Wikimedia,Credit: 2008. Umberto Salvagnin, http://www.flickr.com/photos/kaibara/3075268200/. Credit: Copyright 2007 Understanding Animal Research. Copyright Credit: Macaques Macaca mulatta (animal, mammal, non-human primate) Cell Culture Systems Cell Culture 64

RESOURCE © Northwest AssociationforBiomedical Research Ethical Considerations:Historically, there hasbeenpublic Disadvantages: Rabbitsare largerandmore expensive Advantages: Smallmammals.Easytobreed and Uses: Forantibody(animmunesystemprotein) production cuniculus(animal,mammal) Oryctolagus Rabbits Ethical Considerations:Becauseoftheirintelligence Disadvantages: Pigsare large,expensivetohouseand Advantages: Mammals.Pigshavelargeorgansystems Uses: Fortransplantation,cardiac, skinandprosthetic device Sus scrofa(animal,mammal) Pigs or skinofconsciousrabbits. cosmetics safety, substances are appliedtothe eyes the useofDraizetestonrabbits.Inthisfor abouttheuseofrabbitsinresearch,concern especially to houseandfeedthanmiceorrats. for research toobtaingeneticallysimilaranimals. inexpensive tohouseandfeed.Canbebred specifically of respiratory diseasessuchasasthmaandcysticfibrosis. studies and studies, technique surgical studies, device interaction studies,transplantationandprosthetic studies, product safetytesting,gene-environment to keepthemhealthy. and socialnature, pigsrequire somesocialinteraction feed, andgeneticallydiverse. that are similartohumans. Alzheimer’s disease. interaction studies,andstudiesofbraindisorders like studies, surgicaltechniquegene-environment Ethical Considerations:Becauseoftheirintelligenceand Disadvantages: Dogsare expensivetohouseandfeedas Advantages: Mammals.Dogshavelargeorgansystems Uses: Forbehavioralstudiesandthedevelopmentof Canis lupusfamiliaris(animal,mammal) Dogs Ethical Considerations: Disadvantages: Advantages: Uses: Mus musculus(animal,mammal) Mice about theuseofdogsinresearch. them healthy. Historically, there hasbeenpublicconcern social nature, dogsrequire somesocialinteractiontokeep compared tosmallermammals. as wellhumans. researchers. Research ondogsbenefitsveterinarypractice that are similartohumans.Theyare abletointeractwith as welltransplantationandprosthetic devicestudies. applications. Dogsare alsoimportantforheartresearch, surgical techniquesforbothveterinaryandhuman in order toproduce afewwiththegenesofinterest. animals usedinresearch becausemanymicemustbebred controversial andmightultimatelyincrease thenumberof results transferdirectly tohumanresponses. Currently, mostanimalresearch isconductedonmiceandrats. living organism)withgenesthatare similiartohumandisorders. produce transgenicmice(where agenehasbeenaddedinto and diseases.Genescanbeaddedorremoved inembryosto in mice,allowingforthestudyofhumangeneticdisorders to houseandfeed.80%ofhumangenesare thesameas disease, cancer, bone healing,andmanymore. stroke, diabetes,autoimmunedisorders, Alzheimer’s psychiatric disorders (mentalillness),spinalinjuries, diseases anddisorders, including:cardiovascular disease, gene-environment interactionstudies,andthestudyof drug safetystudies,toxicitybehavioral For surgicaltechniquestudies,transplantation Small mammals. Easy to breed and inexpensive Small mammals.Easytobreed andinexpensive Miceare different from humans,so not all ANIMAL RESEARCH | Thecreation oftransgenicmiceis

RESOURCE © Northwest Association for Biomedical Research Credit: Copyright 2000 Understanding Animal Research/Wellcome Images. Copyright 2000 Understanding Animal Research/Wellcome Credit: Credit: Copyright 2000 Understanding Animal Research/Wellcome Images. 2000 Understanding Animal Research/Wellcome Copyright Credit: Rabbits Oryctolagus cuniculus (animal, mammal) Pigs Sus scrofa (animal, mammal)

| ANIMAL RESEARCH Credit: Copyright 2007 Understanding Animal Research. Copyright Credit: Credit: Copyright 2007 Understanding Animal Research. Credit: Mice Mus musculus (animal, mammal) Dogs Canis lupus familiaris (animal, mammal) 66

RESOURCE © Northwest AssociationforBiomedical Research Ethical Considerations:Thecreation oftransgenicfrogs Disadvantages: Thefrog lifecycleisverydifferent from Advantages: Vertebrates. Easyandinexpensivetomaintain Uses: Forembryonicdevelopmentstudies(afteraneggis Xenopus tropicalis(animal,amphibian) Frogs Ethical Considerations:Thecreation oftransgenic Disadvantages: Zebrafishhavemanydifferences from Advantages: Vertebrates. Easyandinexpensivetomaintain Uses: Forregeneration studies(processes ofrenewal and Danio rerio(animal,fish) Zebrafish those with“higher”organismslike mammals. controversial. Ethicalissueswithfrogs maydiffer from (where agenehasbeenaddedintolivingorganism)is that ofmammals. produce geneticallysimilarorganisms. complex. Geneticmaterialcanbeeasilymanipulatedto observation ofthedevelopingembryo.Organsystemsare develop outsideoftheparent’s body, allowingfor and breed. Large,transparent embryos(fertilizedeggs) cell cycle,andvarioussignalingpathwaysbetweencells. used forstudyingchromosome replication, control ofthe fertilized). Incellbiologyandbiochemistrystudies,frogs are zebrafish iscontroversial. human use. on zebrafishneedadditionaltestingmammalsbefore humans, includingmanyorgansystems.Anydrugstudies observation ofthedevelopingembryo. and developoutsideoftheparent’s body, allowingfor are available.Embryos(fertilizedeggs)are transparent (where agenehasbeenaddedintolivingorganism) and breed. Sequencedgenome.Sometransgeniczebrafish cardiovascular disease,Alzeheimer’s disease,anddiabetes. adult diseasesandage-related abnormalities,suchas Also usedforresearch ondevelopmentaldefectsin development andgene-environment interactionstudies. growth ofcellsandorgans),thestudyembryonic Ethical Considerations:Thecreation oftransgenic Disadvantages: Chickenshavemanydifferences from Advantages: Vertebrates. Warm blooded.Easyand Uses: Forembryonicdevelopmentstudies(afteranegg Gallus gallus(animal,bird) Chickens Ethical Considerations:issueswithfliesmaydiffer Disadvantages: Invertebrates.Fliesare verydifferent from Advantages: Easyandinexpensivetomaintainbreed. Uses: Essentialforresearch ofgenetics,developmental Drosophila melanogaster(animal,insect) Fruit Flies organism) iscontroversial. chickens (where agenehasbeenaddedintoliving testing onmammalsbefore humanuse. humans. Anydrugstudiedonchickensneedsadditional for observationofthedevelopingembryo. eggs) developoutsideoftheparent’s body, allowing inexpensive tomaintainandbreed. Embryos(fertilized toxicity (damagingorpoisonoussubstances)studies. development studies,environmental factorsstudies,and development studies(faceandskulldevelopment),brain is fertilized).Inparticular, thisincludescraniofacial from thosewith“higher”organismslikemammals. on mammalsbefore humanuse. humans. Anydrugstudiedonfliesneedsadditionaltesting Large chromosomes. Caneasilyproduce mutants. Easy toobserveembryonicdevelopment(fertilizedeggs). highly developedmusclesandnerves. disease. Althoughflieshaveverysimplebrains,they on theeffects ofdrugsontheprogression ofAlzheimer’s biology, anddrugdevelopment.Alsousedforresearch ANIMAL RESEARCH |

RESOURCE © Northwest Association for Biomedical Research Credit: Copyright 2007 Understanding Animal Research. Copyright Credit: Credit: Wikimedia,Credit: 2007. http://commons.wikimedia.org/wiki/File:Danio_rerio_port.jpg. Frogs Xenopus tropicalis (animal, amphibian) Zebrafish Danio rerio (animal, fish)

| ANIMAL RESEARCH Credit: Wikimedia, Mr. Checker, 2009. Checker, Wikimedia,Credit: Mr. http://commons.wikimedia.org/wiki/File:Drosophila_melanogaster.jpg. Credit: Copyright 2007 Understanding Animal Research. Credit: Fruit Flies Drosophila melanogaster (animal, insect) Chickens Gallus gallus (animal, bird) 68

RESOURCE © Northwest AssociationforBiomedical Research Less concern overcareEthical Considerations:Lessconcern andwelfare. Disadvantages: Yeasts are different from multicellular Advantages: Yeasts havesimilarbasiccellularfunctionsas Uses: Forstudiesofbasiccellbiology, drugdevelopment, Saccaromyces cerevisiae(fungi,ascomycetes,Baker’s yeast) Yeast Ethical Considerations:issueswithwormsmaydiffer Disadvantages: Invertebrates.Limitedinscope.Worms are Advantages: Insteadofabrain,wormshaveprimitive Uses: Forresearch onthedevelopmentofnervecellsand Caenorhabditis elegans(animal,roundworm) Worms organisms. humans. Easytogrow andmaintainonalargescale. and theeffects ofvirusinfectiononcellfunction. from thosewith“higher”organismslikemammals. needs additionaltestingonmammalsbefore humanuse. very different from humans.Anydrugstudiedonworms maintain andbreed inlargenumbers.Sequencedgenome. development ofnervecells.Easyandinexpensiveto nerve ring,makingthemidealforstudyingthe cellular communication. genetic screening. Worms are usedasmodelsofbasic Ethical Considerations:issuessurrounding Disadvantages: Plant.Require room togrow. Muchof Advantages: Easyandinexpensivetomaintainbreed. Uses: Forstudiesofplantdiseasesthataffect crop Zea mays(landplant,corn) Plants Less concern overcareEthical Considerations:Lessconcern andwelfare. Disadvantages: Bacteriaare verydifferent from eukaryotic Advantages: Bacteriacanbeusedtosynthesizemedical Uses: Forstudiesofbasiccellbiology, drugdevelopment,and Escherichia coli(bacteria,gammaproteobacteria) Bacteria in crop species. genetic modificationandthelossofdiversity in animals. those than different are plants in processes cellular the overcareLess concern andwelfare thananimals. into alivingorganism),andgene-environment studies. transgenic organisms(where agenehasbeenadded for drugdevelopment.Alsousedgeneticstudiesof production. Compoundsfoundinplantscanbeused are resistant toantibiotics. overthedevelopmentof“super bugs”that Much concern membrane). cells (cellsthathaveanucleuscontainedinside compounds. affect cellgrowth andfunction. studying howtoxins(damagingorpoisonoussubstances) the effects ofvirusinfectiononcellfunction.Alsousedfor ANIMAL RESEARCH |

RESOURCE © Northwest Association for Biomedical Research Credit: Centers for Disease Control and Prevention/Dr. Mae Melvin, 1974. and Prevention/Dr. Centers for Disease Control Credit: Wikimedia,Credit: 2009, Masur. http://commons.wikimedia.org/wiki/File:Yeast_colonies_array_96_format.jpg. Yeast yeast) Saccaromyces cerevisiae (fungi, ascomycetes, Baker’s Worms (animal, roundworm) Caenorhabditis elegans

| ANIMAL RESEARCH Credit: Centers for Disease Control and Prevention/Pete Seidel, 2010. and Prevention/Pete for Disease Control Centers Credit: Credit: Wikimedia,Credit: 2009, Ashlyak at ml.wikipedia. http://commons.wikimedia.org/wiki/File:Corn_01.JPG. Bacteria Escherichia coli (bacteria, gammaproteobacteria) Plants Zea mays (land plant, corn) 70

RESOURCE LESSON 3: History of Animals Research

INTRODUCTION LEARNING OBJECTIVES

Students are introduced to a brief history of animal Students will know: research through a timeline mapping activity. Students are • There are regulations and regulatory bodies overseeing asked to order the events in the timeline and highlight animal research. the occurrence of significant events. A discussion about • Regulations overseeing research on animals and humans significant events and trends helps students understand the evolve as knowledge and understanding grows. impacts of history on today’s regulations, governing bodies, and uses of animals in research. An extension to this lesson Students will be able to: explores the meaning of the phrase Not Tested on Animals. • Identify some significant moments in the history of animal research and human research. KEY CONCEPTS • Examine the role of people in the evolution of regulations and guidelines surrounding animal research. • There are regulations and guidelines governing use of animals in research. Various government and organizational bodies oversee the adherence to these CLASS TIME standards. Two class periods of 50 minutes each. • The prevalent use of animals in research developed in response to human diseases, endangerment of human health, and unethical human research. • Regulations and policies evolve for several reasons: a) Scientific advancements allow for alternatives to animals. b) There is a greater scientific understanding of proper and humane treatment, anesthesia, and euthanasia of animals. c) The climate in the research community shifts. d) Public voice and action calls for change. • There is a delicate balance between the need for new discoveries, the need to uphold current regulations, and the need to hold people and organizations accountable when in violation of the regulations. LESSON 3 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 71 MATERIALS

Materials Quantity Chalk Talk Posters from Lesson One 6 Marking pens (all the same color) As needed Student Handout 3.1—Historical Events in Animal Research 1 per student Teacher Answer Key 3.1—Historical Events in Animal Research 1 Teacher Resource 3.2—Timeline Event Cards 1 full set of cards

FRAMING THE LESSON

During Lessons One and Two, students began examining the A vast majority of scientists agree that animals should various questions that scientists ask to determine whether not suffer as a result of research and that animal lives animal subjects are necessary for research, including: for should not be wasted unnecessarily. A vast majority of the what purpose, which animal, how many, the 3 Rs, etc. In general public supports ethical conduct of animal research Lesson Three, students will examine how the use of animals for medical and biomedical purposes. Unfortunately, the became prevalent in human history. few extreme scientists who have mistreated animals and conducted unethical research and the few extreme animal Inform students that they are about to learn about many rights activists who have destroyed property and threatened significant events in the history of animal research; some human lives have made the most memorable marks in are steps ahead, and some are backward steps. Some of animal research history. Again, it is important to examine the events will describe atrocious breaches of rights and the timeline with a critical eye so as not to generalize all abuses of dignity for both humans and animals. What is scientists or all animal welfare or animal rights activists. important is not to vilify groups of people or stereotype research, but rather to understand that sometimes it The history of animal research timeline is divided into three takes horrific lessons for people to move toward positive time periods: action. It is critical to understand history so that we will • Time Period I details details events occurring from the not repeat the mistakes of the past. It is also critical to third century B.C.E. (Before the Common Era) through understand the history of positive change so that we can the 1930s. . create preventative measures and action steps that lead to further positive change. • Time Period II details events occurring between the late 1930s and mid 1970s. • Time Period III details events occurring between the late 1970s and into the future.

TEACHER PREPARATION • Make copies of Student Handouts. • Make a set of Timeline Event Cards. Using Teacher Resource 3.2—Timeline Event Cards, copy the pages single-sided and then cut them to create separate cards. LESSON 3

72 | ANIMAL RESEARCH © Northwest Association for Biomedical Research PROCEDURE • Time Period II (late 1930s to mid 1970s): Nazi atrocities in WWII led to requirements for WARM-UP animal testing. Biomedical research as a field became recognized, supported and funded, creating a demand 1. As students enter the room, have them add to the Chalk for research animals. Using what they knew from the Talk posters that were posted around the room during past, many scientists used dogs in their research. This Lesson One. Provide a different colored marker than you demand led to a number of abuses in the acquisition, did during Lesson One (but be sure you have the same housing, and transporting of animals, especially dogs. color available for all students) to help distinguish the Public outcry resulted in new laws and regulations. It evolution of thought from day to day. also resulted in use of a new model—mice—which ACTIVITY ONE: HISTORY OF RESEARCH TIMELINE would eventually replace dogs and cats in most research. During this time, a Thalidomide disaster was 2. Tell students that they will be learning about significant averted in the U.S., and new treatments or vaccines moments in history that shaped human research and for polio, leukemia, and smallpox greatly reduced the animal research. effects of those diseases. 3. Define the term “vivisection.” Explain that the term • Time Period III (late 1970s and into the future): will be used on the timeline cards and is often used in Animal activism became increasingly organized animal advocacy language. Vivisection—from Latin vivus and violent. At the beginning of this time period, (“alive”) and sectio (“cutting”)—is defined as surgery the activist focus was on the use of animals for conducted for experimental purposes on a living organism cosmetics testing. Later, much of the protest centered to view living internal structure. The term is sometimes on the use of non-human primates in research, more broadly defined as any experimentation on live though there were other targets. Regulations for animals. The term is often used by organizations opposed research institutions using animals continued to be to animal experimentation, but is no longer used by strengthened. There was push from both outside practicing scientists. and inside the research community to use “lower” 4. Explain to students that they will work together as a animals like zebrafish as research models, and to class to complete a timeline that covers the third century find alternative testing methods. During this time, B.C.E. to the present. Because the time span is so great, contributions to health included advancements in in the class will work together on one portion of the vitro fertilization, treatment for HIV/AIDS and more. timeline (either Time Period I, Time Period II, or Time 5. Tell students that each card details an event from history. Period III) before moving on to the next portion of the Students first need to decide in which category the event timeline. Point out to students that the time periods are best fits. Go over the categories with students and check not divided equally and that Time Period I covers most for understanding. The categories are: of the actual time that has passed. Provide an overview of the three time periods: • Views of Animals: Philosophical views on the nature and value of animals (the “moral status” of animals), • Time Period I (the third century B.C.E. through and humankind’s relationship with animals. the 1930s): In the early years, few (if any) known rules or • Contributions to Health: Benefits of scientific regulations protected animals or humans used in research that advance health and wellbeing for research. In fact, the philosophy of this time held humans and animals. that animals were not even capable of feeling pain. • Mistreatment: Actions that would be considered Although this view was later disputed, many of the abusive to humans or animals. very early scientific advancements used animals (or • Laws and Regulations: Rules declared by a humans) in ways that would be considered abusive regulating body that guide or specify practices. today. Toward the end of this time period, great strides were made in the treatment or control of malaria, • Protest: Actions by groups of people that object to a diphtheria, diabetes, and other diseases. certain practice. LESSON 3 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 73 6. Choose a card from the timeline to read to the class, and • Discuss any trends in thoughts or practices over time. decide as a group which category the card best fits. Some How are events interrelated? Do some past events cards may fit best in more than one category. impact future events? Is “cause and effect” in play? 7. Explain to students that they will have to use their best 14. Instruct students to leave their cards in chronological judgment to decide in which category a card best fits. For order and post them where the entire class can access example, early views about animals may seem outdated them (i.e., taped to a wall or placed on a long counter). or abusive to us today. Point out that views on important Students may then sit down. issues change over time and not every historical event will 15. Pass out Student Handout 3.1—Historical Events in fit neatly into a category. Animal Research. Encourage students to re-read the event 8. Begin with Time Period I. Hand out one card from Time cards as needed and work cooperatively to complete the Period I to each student (The Timeline Event Cards are questions related to Time Period I. found in Teacher Resource 3.2). For small classes, you may 16. Follow Steps #5-15 for Time Period II and Time Period III. hand out more than one card to each student, as long as the cards given to a student are next to each other ACTIVITY TWO: THE EVOLUTION OF chronologically. For large classes, you may have students HUMAN AND ANIMAL RESEARCH pair up and share one card. There are sixteen event cards 17. Addressing stereotypes: There are stereotypes about for each of the three time periods. research scientists, and there are stereotypes about 9. Ask students to circle the category on their card(s) into people concerned with animals’ welfare or rights. These which the event best fits. stereotypes are based on the actions of a few very visible 10. Tell students that they will be asked to share with the members of each group. Discuss this concept with class the event on their card(s). Students should give students by asking the following questions: Is this similar a brief narrative about the event in their own words, to stereotypes about teenagers? What does it feel like rather than read the card itself. Provide a few minutes to have these stereotypes placed on you? How does this for students to review their cards. Students may turn to understanding inform our views of stereotypes about a neighbor to check for understanding and to practice people for and against animal research? explaining the events on their cards to each other. 18. Trends: Talk about the trends students saw over time 11. Next, ask the students to work together to form a living related to each of the five categories. timeline. Designate one end of the classroom to represent • Views of Animals: Our philosophical views of the earliest date in Time Period I and the other end to animals have changed markedly over time. It is difficult represent the latest date in Time Period I. Challenge to understand early notions that animals could not students to work together—checking the dates on each feel pain. The role of some animals, especially cats and other’s cards—to line up chronologically. dogs, has changed from workers to members of the 12. Review the events in the living timeline, moving from family. Point out that in Time Period I, both humans the earliest event to the latest event. Each student should and animals were used in research. Time Period II share the story of the event featured on their card(s). brought a push to test on animals before humans. Dogs were often research subjects, though they began 13. Lead a class discussion about the events featured in the to be replaced in many cases with mice and rats. In timeline. Options may include: Time Period III, mice account for almost 90% of • Discuss the timeline by focusing on each of the five research animals, and scientists are actively exploring categories (Views of Animals, Contributions to the use of “lower” animals such as zebrafish. Health, Mistreatment, Laws and Regulations, • Contributions to Health: During all three time and Protest). Which events fell into each of the periods, scientists have pushed to understand categories? Discuss any trends that the students physiology, cure diseases, and lessen human suffering. LESSON 3 notice within and among the categories. • Mistreatment: Some advancements to health came • Highlight the cards with an asterisk (*). These are key at the expense of both humans and animals through events in the time period. actions that would not be considered ethical or

74 | ANIMAL RESEARCH © Northwest Association for Biomedical Research humane by today’s standards. Thanks to enforcement of laws and regulations, the care of research animals continues to improve. • Laws and Regulations: Time Period I had few laws and regulations. Many new forms of regulations were introduced during Time Period II, and these same regulations continue to be both strengthened and challenged during Time Period III. • Protest: Protesters have been active in all three time periods. The nature of the protests has become increasingly violent in Time Period III.

CLOSURE HOMEWORK 19. Tell students that this timeline exercise has been a • Have students read the “Regulation of Animal Research” skewed presentation; not all discoveries, not all groups, section (pages 29-36) of the book Science, Medicine, and not all advancements in animal welfare, and not all Animals. The book and an accompanying teacher’s guide examples of unethical behavior are included in the can be downloaded for free as a PDF. timeline. At the same time, the proportions of unethical Science, Medicine, and Animals and ethical research have shifted over time, especially http://www.nap.edu/catalog/10733.html with the onset of laws and regulations. 20. Share with students that there is constant need to balance the potential benefits and harms to both humans and animals. This tension requires constant case-by-case analysis as well as examination of overall policies. 21. Methods of educating the public about these issues include the news media, reports from organizations, schools, and propaganda. Ask students to briefly share with the class examples of public education about animal research that they may have seen and how they were influenced by these examples. 22. Tell students that these are real-world, complex, and engaging ethical questions. The information we receive is sometimes very biased toward one end of the spectrum or the other. By learning how to recognize the issues, listen critically to different viewpoints, and make a reasoned judgment about a course of action, students gain experience in critical thinking and grow in their understanding and respect for other points of view. Animal research is a heated ethical topic in science; an understanding of bioethics and decision-making will help students make well-reasoned and informed choices. LESSON 3 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 75 ADAPTATION • When working with middle school students or those with lower reading levels, you may choose to use just the cards within each time period that have an asterisk (*). These cards are most representative of the time period and are simpler to read.

• Students can also approach the activity as an interactive When students have agreed on the order for the timeline timeline. Cut the date off the Timeline Event Cards as a group, they may open the envelopes and see the and put the date portion inside an envelope. Attach actual time for that event. Students should rearrange the the event description to the outside of the envelope. envelopes accordingly. Working as a class, place each envelope along a timeline in the room, as below:

Before Common Era0 – 1600s 1700s 1800s 1901 – 1925 1926 – 1950 1951 – 1975 1976 – 2000 2001 – Present Future?

EXTENSION “Not tested on animals”

Ask students to bring in personal care products such as • The final product was not tested on animals, but the shampoo, deodorant, soap, or face cream. Ask students if individual ingredients were. their personal shopping habits are influenced by the “not • The manufacturer/distributor did not test on animals, tested on animals” label. Why or why not? but someone else did. Examine the labels of the personal care products carefully • The animal tests were done more than five years ago so to determine if the product is a cosmetic or a drug. the manufacturer can claim that the product was “not Cosmetics and drugs are regulated differently by tested on animals.” This is called the “rolling circle the Food and Drug Administration (FDA). Products that rule.” contain drugs are required to identify themselves by listing • There are no new ingredients in the product so the the Drug Facts (active ingredient) on the label. By law, all manufacturer can assemble safety information from drugs must go through animal safety/toxicology testing the literature that shows previous safety testing and/ before human clinical trials and marketing to the public. or a history of safe use for the ingredients in the The FDA does not specifically require animal testing of quantities used. In this case, no additional animal cosmetics before human testing or marketing. The FDA safety tests would be needed. requires that cosmetics be safe and properly labeled. It is • The product conforms to European Union laws which up to the cosmetics manufacturer to decide which safety banned cosmetic testing on animals in 2009, to take tests are necessary since the FDA does not tell them which effect by 2013. In this case, the ingredients and final tests to conduct, nor does FDA review the safety test product really were not tested on animals. results before products go on the market.

In the United States, what does “Not Tested on Animals” More information can be found in Lesson 1 of the

LESSON 3 mean? This claim by cosmetics companies can have Consumer Awareness curriculum available at multiple meanings: http://www.nwabr.org.

76 | ANIMAL RESEARCH © Northwest Association for Biomedical Research GLOSSARY

Animal Rights Activist: A person who believes that Model Organism: An organism that is used in research animals should be given similar considerations as human because it is easier to study a particular aspect in that beings, should not be considered as property, and organism, rather than in humans and higher organisms. should be awarded basic rights. Model organisms tend to be small, able to reproduce rapidly with many offspring, inexpensive to house and Animal Welfare Activist: A person who believes that maintain, able to be manipulated genetically on the it is morally acceptable to use animals for human molecular level, and well-studied by other scientists. purposes, as long as the animal’s welfare (physical and Major model organisms include E. coli bacteria, yeasts, psychological well-being) is protected. slime molds, fruit flies, zebrafish, and mice.

Dissection: Surgery conducted for educational or Transgenic Organism: A living organism in which genes, experimental purposes on a non-living organism to view or gene regulatory regions, have been added, removed, internal structures. or modified. The change in DNA will cause the Future? organism to exhibit a new property (immune system Euthanasia: The practice of ending an animal’s life while change, genetic disorder, etc.) which can be passed to minimizing pain, distress, and anxiety prior to loss of its offspring. consciousness. Most often accomplished through the administration of drugs. Vivisection: Surgery conducted for experimental purposes on a living organism to view living internal structures. Humane treatment: Treating animals with a high degree The term is sometimes more broadly defined as any of respect and care. experimentation on live animals. The term is often used by organizations opposed to animal experimentation and is no longer used by practicing scientists. LESSON 3 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 77 RESOURCES

All About Diabetes Scientific and Humane Issues in the Use of Random http://www.medicalnewstoday.com/info/diabetes/ Source Dogs and Cats in Research. National Research discoveryofinsulin.php Council Committee on Scientific and Humane Issues in the Use of Random Source Dogs and Cats in Research. Animal Welfare Act Information Center National Academies Press, 2009. http://awic.nal.usda.gov/ http://www.ncbi.nlm.nih.gov/books/NBK32665/

Association for Assessment and Accreditation Silver Springs Monkey Case. “Renewal of Brain is Found of Laboratory Animal Care International in Disputed Monkey Tests.” Leary, Warren E. The New http://www.aaalac.org/ York Times, June 28, 1991. http://www.nytimes.com/1991/06/28/us/renewal-of- Clinical Diabetes Mellitus: A Problem-Oriented brain-is-found-in-disputed-monkey-tests.html Approach. John Davidson. Thieme, 2000, p. 6-8. Thalidomide & FDA Medical Reviewer Frances Oldham Kelsey Edward Jenner and the History of Smallpox and http://permanent.access.gpo.gov/lps1609/www.fda.gov/ Vaccination fdac/features/2001/201_kelsey.html http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1200696/ The Rights of Animals. Tamara Roleff and Jennifer Hurley Guide for the Care and Use of Laboratory Animals. (editors). Cengage Gale, 1999. Institute for Laboratory Animal Research. National Academies Press, 2010. Timeline: Chronology of Landmarks in Animal Based www.nap.edu/catalog.php?record_id=12910 Research and the Key Moral Statements http://www.ccac.ca/Documents/Education/timeline_tiled.pdf History of AIDS up to 1986 http://www.avert.org/aids-history-86.htm US Food and Drug Administration History http://www.fda.gov/AboutFDA/WhatWeDo/History/ History of Medical Advances Timeline default.htm http://www.animalresearch.info/en/medical/timeline

Profiles in Science: The Mary Lasker Papers & the National Institutes of Health http://profiles.nlm.nih.gov/TL/Views/Exhibit/narrative/nih.html

Pro-Test Blog: Standing Up for Science http://www.pro-test.org.uk/b2evo/index.php?m=201010

“Regulation of Animal Research.” Institute for Laboratory Animal Research. Science, Medicine, and Animals. National Research Council of the National Academies, 2004. http://www.nap.edu/catalog/10733.html

Research Animals: History http://www.libraryindex.com/pages/2180/Research- Animals-HISTORY.html LESSON 3

78 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Historical EventsinAnimalResearch STUDENT HANDOUT3.1 QUESTIONS FORTIMEPERIODI: time period,great strideswere madeinthetreatment orcontrol ofmalaria,diphtheria,diabetes,andmore. early scientificadvancementsusedanimals(orhumans)inwaysthatwouldbeconsidered abusivetoday. Toward theendofthis of thistimeheldthatanimalswere notevencapableoffeelingpain.Althoughthisviewwaslaterdisputed,manythevery In theearlyyears,few(ifany)knownrulesorregulations protected animalsorhumansusedinresearch. Infact,thephilosophy Summary MessageforTimePeriodI(Thethird centuryB.C.Ethrough the1930s): Name______Date______Period______4. Whattypesofanimalswere usedforresearch? Howwere theytreated? 3. Whyorhowdolaws,regulations, orguidelineschange? 2. Whatare somelaws,regulations, orguidelinesforanimalresearch? 1. Didanythingsurpriseyou? ANIMAL RESEARCH |

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| ANIMAL RESEARCH 7. In what way(s) does public opinion influence changes to laws, regulations, or guidelines? changes to laws, 7. In what way(s) does public opinion influence 6. What are some laws, regulations, or guidelines for animal research? research? or guidelines for animal some laws, regulations, 6. What are 5. Did anything surprise you? 5. Did anything surprise 80 QUESTIONS FOR TIME PERIOD II: QUESTIONS FOR in WWII led to requirements for animals testing. Biomedical research as a field became recognized, supported, recognized, as a field became Biomedical research for animals testing. to requirements in WWII led Nazi atrocities scientists used dogs in their the past, many Using what they knew from animals. for research a demand and funded, creating transporting of animals, especially dogs. of abuses in the acquisition, housing, and This demand led to a number research. would eventually in use of a new model—mice—which It also resulted laws and regulations. in new Public outcry resulted or in the U.S., and new treatments this time a Thalidomide disaster was averted During research. dogs and cats in most replace of those diseases. the effects reduced and smallpox greatly vaccines for polio, leukemia, Summary Message for Time Period II (late 1930s through mid 1970s): through Period II (late 1930s Message for Time Summary

HANDOUT © Northwest AssociationforBiomedical Research QUESTIONS FORTIMEPERIODIII: treatment forHIV/AIDSandmore. testingmethods.Duringthistime,contributionstohealthincludedadvancements invitrofertilization, to findalternative push from bothoutsideandinsidetheresearch communitytouse“lower”animalssuchaszebrafish research models,and though there were othertargets.Regulationsforresearch institutionsusinganimalscontinuedtobestrengthened. There was the useofanimalsforcosmeticstesting.Later, muchoftheprotest centered ontheuseofnon-humanprimatesinresearch, Animal activismbecameincreasingly organizedandviolent.Atthebeginningofthistimeperiod,activistfocuswason Summary messageforTimePeriodIII(late1970sandintothefuture): 12. 11. Whatfuture stepsare required tocreate furtherpositivechange? 10. Doyouthinkthesituationsurrounding animalresearch changedforthebetter? Whyorwhynot? 9. Whatare somelaws,regulations, orguidelinesforanimalresearch? 8. Didanythingsurpriseyou? Looking forward: Whoare thepeopleinvolvedinanimalresearch today?Whatare theirperspectives? Where dowegofrom here? ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Historical EventsinAnimalResearch TEACHER ANSWERKEY3.1 QUESTIONS FORTIMEPERIODI: animals usedinresearch. examples ofthetypes Provides fiveormore surprising. examples ofthingsthatwere Provides three ormore used foranimalresearch. regulations, orguidelines examples oflaws, Provides three ormore 3.Whattypesofanimalswere used forresearch? 2. Whatare 1. Didanythingsurpriseyou? Exemplary (5points) Exemplary (5points) Possible answersinclude: Student responsesshouldalsoincludeabriefdescriptionofhowtheanimalsweretreated. Students shouldprovidethenamesofanimalsusedinresearchduringTime PeriodI. Possible answersinclude: Student responsesshouldincludelaws,regulations,orguidelinesfeaturedinthecardsfromTime PeriodI. Possible answersmayinclude: Students willprovideanexampleofsomethingthatsurprisedthemfromTime PeriodI. Exemplary (5points) • 1922:Bantingextractedinsulin frombeefpancreases. • 1922:Dogstudiesprovidedinformationontheroleof pancreasinproducinginsulin. • 1913:Von Behringinjecteddiphtheriatoxinintorats,mice,rabbits,guinea pigs,monkeys,anddonkeys. • 1906:Rossconductsmalariaresearchonbirds. • 1881:Pasteurdevelopsgermtherapybyconductingresearch onsilkwormsandsheep. • 1500s:Vesalius practicedvivisectiononanimalswithoutanesthesia. • 150-200:GreekphysicianGalenvivisectedgoats,pigs,monkeys, oxen,anddogs. • AncientEgypt:Animalswerevivisected. • 1906:PureFoodandDrugAct(PFDA)passedbyU.S.Congress. • 1890s:U.S.legislationtooutlawrepetitionofpainfulanimalexperiments. • 1860s:U.S.lawtopreventthebeatingofhorses. • Deathswerecausedbytheuseofeyelashandeyebrowdyebeforesafetytesting. • Theideathatdiseaseiscausedbygermsrelativelynew(1881). • Lawsagainstanimalabuseexistedbeforelawschildabuse. • Philosophersbelievedthatanimalswereincapableoffeelingpain. • Livecriminalswereusedforvivisection. somelaws,regulations, or guidelinesforanimalresearch? animals usedinresearch. examples ofthetypes Provides three orfour things thatwere surprising. Provides twoexamplesof for animalresearch. regulations, orguidelinesused Provides twoexamplesoflaws, Proficient (3Points) Proficient (3Points) Proficient (3Points) in research. of thetypesanimalsused Provides oneortwoexamples surprising. of somethingthatwas Provides oneexample Partially Proficient (1Point) Partially Proficient (1Point) for animalresearch. regulations, orguidelinesused Provides oneexampleoflaws, Partially Proficient (1Point) ANIMAL RESEARCH | animals usedinresearch. examples ofthetypes Does notprovide any Does notprovide aresponse used foranimalresearch. regulations, orguidelines examples oflaws, Does notprovide any Developing (0Points) Developing (0Points) Developing (0Points)

RESOURCE © Northwest Association for Biomedical Research Developing (0 Points) Developing (0 Points) Does not provide a response. Does not provide Does not provide any Does not provide examples of laws, or guidelines regulations, used for animal research. y Animals. Partially Proficient (1 Point) Partially Proficient Provides one example of one Provides something that was surprising. Partially Proficient (1 Point) Partially Proficient Provides one or two one or two Provides examples of laws, or guidelines regulations, used for animal research. Proficient (3 Points) Proficient Proficient (3 Points) Proficient

Provides two examples of Provides surprising. things that were Provides three or four or four three Provides examples of laws, or guidelines regulations, used for animal research. which provided guidelines and accreditation. animal reproduction and fetus development were incorporated by the FDA. animal reproduction and fetus development | ANIMAL RESEARCH • 1966: U.S. Congress passes the Animal Welfare Act (AWA). Welfare • 1966: U.S. Congress passes the Animal • 1965: Formation of the Association for the Assessment and Accreditation of Laboratory• 1965: Formation of the Association for Animal Care (AAALAC) • 1962: The FDC Act was amended to require that all products be effective as well as safe. • 1962: The FDC Act was amended to require Care and Use of Laborator • 1963: Publication of The Guide for the • 1938: Food, Drug, and Cosmetics Act (FDC Act) passed by U.S. Congress. • 1938: Food, Drug, and Cosmetics Act • 1947: Nuremburg Code drafted. • 1959: 3 Rs published. of drugs on new guidelines for testing the effects disaster, • 1960s: As a result of the Thalidomide • There were no requirements to test medicines for toxicity; people died from unsafe medicines. to test medicines for toxicity; • There were no requirements (in response to WWII atrocities). a requirement of the Nuremburg Code • Animal research is yard to be used for research. from a family’s • A dog was stolen reflects cultural fears of the time. • The movie 101 Dalmatians eradicated from the planet. • Smallpox has been Exemplary (5 points) Exemplary (5 points) Time Period II. or guidelines featured in the cards from Time Student responses should include laws, regulations, Possible answers include: Time Period II. Time of something that surprised them from Students will provide an example include: Possible answers may some laws, regulations, or guidelines for animal research? or guidelines for animal research? some laws, regulations, 5. What are anything surprise you? 4. Did anything surprise Provides three or more examples or more three Provides surprising. of things that were Provides five or more examples five or more Provides or guidelinesof laws, regulations, used for animal research.

84 QUESTIONS FOR TIME PERIOD II: FOR TIME PERIOD QUESTIONS

RESOURCE © Northwest AssociationforBiomedical Research QUESTIONS FORTIMEPERIODIII: were surprising. examples ofthingsthat Provides three ormore used foranimalresearch. regulations, orguidelines opinion influencedlaws, examples ofhowpublic Provides three ormore 7. Didanythingsurpriseyou? 6. Inwhat Exemplary (5points) Exemplary (5points) Time PeriodII.Possibleanswersinclude: Student responsesshouldincludeexamplesofhowpublicopinioninfluencedchanges,asfeaturedinthecardsfrom Possible answersmayinclude: Students willprovideanexampleofsomethingthatsurprisedthemfromTime PeriodIII. • Publicoutrageattheuseofdogsandcatsinresearchinfluencedresearcherstootherorganisms, • 1961-65:Infearofhavingtheirpetdogsstolenforuseinbiomedicalresearch(dueto101Dalmatians,thestory • 1947:OutragewithinthescientificcommunityatatrocitiesofNazidoctorsinspiresdraftingNuremburgCode. • 1938:PublicoutrageconcerningElixirofSulfanilmidecausestheU.S.CongresstopassFood,Drug,andCosmetics • Zebrafisharebecomingapopularresearchmodelorganism. • Peopleworkinginresearchorganizationshavebeenharassedandassaulted,theirpropertyhas • Somemicehavehumangenes. including mice,rats,andzebrafish. using dogs.TheAnimalWelfare Act(AWA) waspassedin1966. of Pepperthedog,andLifemagazinearticle),publicdemandedmoreaccountabilityinanimalresearch Act (FDCAct). firebombed andvandalized. way(s)doespublicopinioninfluencechangestolaws, regulations, orguidelines? things thatwere surprising. Provides twoexamplesof for animalresearch. regulations, orguidelinesused public opinioninfluencedlaws, Provides twoexamplesofhow Proficient (3Points) Proficient (3Points) surprising. of somethingthatwas Provides oneexample for animalresearch. regulations, orguidelinesused public opinioninfluencedlaws, Provides oneexampleofhow Partially Proficient (1Point) Partially Proficient (1Point) ANIMAL RESEARCH | Does notprovide aresponse. used foranimalresearch. regulations, orguidelines examples oflaws, Does notprovide any Developing (0Points) Developing (0Points)

RESOURCE © Northwest Association for Biomedical Research Developing (0 Points) Developing (0 Points) Does not provide any Does not provide examples of laws, or guidelines regulations, used for animal research. Student does not state a position on whether animal has changed for research the better. Partially Proficient (1 Point) Partially Proficient Provides one example of laws, one Provides or guidelines used regulations, for animal research. Partially Proficient (1 Point) Partially Proficient Student states a position on has whether animal research changed for the better. -AND- Proficient (3 Points) Proficient Proficient (3 Points) Proficient

Provides two examples two examples Provides of laws, regulations, or guidelines used for animal research. Student states a position on whether animal has changed for research the better. includes Student response an explanation for the position. laws, regulations, or guidelines for animal research? research? guidelines for animal or laws, regulations, -AND- -AND- Use Committee (IACUC) to oversee the use of all vertebrates. Use Committee (IACUC) euthanasia. the use of anesthesia, analgesics, and humane and distress through humans or other species. | ANIMAL RESEARCH institutions that receive federal money are required to have an Institutional Animal Care and federal money are required to have an • 1979: Research institutions that receive pain require that researchers minimize animal to Act (AWA) Animal Welfare • 1985: The U.S. Congress amends the terrorism.” to protect against acts of “animal enterprise Protection Act is passed • 1992: Animal Enterprise with drugs approved for to allow veterinarians to treat animals • 1994: The U.S. Congress passes a law Exemplary (5 points) Exemplary (5 points) Student responses should provide a position on whether animal research has changed for the better and include an Student responses should provide a position explanation for their thoughts. Exemplary from the timeline. answers will cite multiple examples Time Period III Period. Time in the cards from or guidelines featured laws, regulations, should include Student responses Possible answers include: 8. What are some 8. What are think the situation surrounding animal research changed for the better? Why or why not? animal research 9. Do you think the situation surrounding Provides three or more examples or more three Provides or guidelinesof laws, regulations, used for animal research. Student states a clear position has on whether animal research changed for the better . includes an Student response explanation for the position. examples Cites one or more the timeline. from

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to allthree questions. Provides anadequateresponse of possiblefuture steps. Provides three ormore examples 11. 1 0. Whatfuture stepsare required tocreate furtherpositivechange? Answers willvary, butshouldshowconnectionstotheeventsfeaturedontimelinecards. Where dowegofrom here? Possible answersmayinclude: Answers willvary, butshouldshowconnectionstotheeventsfeaturedontimelinecards. Exemplary (5points) Exemplary (5points) Looking overinhumanetreatmenthaschanged/createdregulationsinthepast,andwillcontinuetodosofuture. • Publicoutcry • Theenforcementoflawsandregulationswillcontinuetoimprovethecareresearchanimals. • Asthehealthandwell-beingofresearchanimalsaffectsqualityscientificresults,scientistswillbe • Usingthe3Rstoguideresearchwillcontinuereduceandreplaceanimalsusedinresearch: o Higheranimalswillbereplacedwithlowerasmodelorganisms. o Non-animalmodelsandotheralternativeswillcontinuetobedevelopedreliedupon. proponents ofanimalwelfare. forward: Whoare thepeopleinvolved inanimalresearch today?Whatare theirperspectives? three questions. response totwoofthe Provides anadequate of possiblefuture steps. Provides twoexamples Proficient (3Points) Proficient (3Points) three questions. response tooneofthe Provides anadequate of apossiblefuture step. Provides oneexample Partially Proficient (1Point) Partially Proficient (1Point) ANIMAL RESEARCH | of thethree questions. adequate response toany Does notprovide an possible future steps. Does notprovide any Developing (0Points) Developing (0Points)

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RESOURCE © Northwest AssociationforBiomedical Research Timeline EventCards TEACHER RESOURCE3.2 TIME PERIODI the heartinpumpingbloodthroughout thebody. of executedcriminals.Hediscovered thetruerole of performed animalvivisectionanddissectedthecorpses Harvey British physicianandanatomistWilliam structuresof anatomy(internal andsystems). importance ofautopsiesandvivisectioninthestudy structures.living internal Vesalius wrote aboutthe experimental purposesonalivingorganismtoview issurgeryconductedfor sort ofanesthesia.Vivisection practiced vivisectiononanimalswithoutusingany non-living organisms)onhumancorpses.Healso circulation byperformingautopsies (dissectionson Belgian doctorAndreas Vesalius studiedblood Roman Empire duetomoral concerns. forbidden throughout therest ofEgyptandinthe Human dissectionandvivisectionwere generally subjected tovivisectionwhiletheywere alive. Historians believe structures.organism toviewlivinginternal conducted forexperimentalpurposesonaliving and animalswere issurgery vivisected.Vivisection At themedicalschoolinAlexandria,Egypt,humans Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•ContributionstoHealth Views Views ofAnimals•Contributions toHealth Views Third andsecondcenturiesB.C.E. TIME PERIODI TIME PERIODI thatmore than 1500s 600 criminalswere science wellintotheMiddleAges. and teachingsformedthebasisofWesternmedical the presence ofbloodinside arteries.Galen’s writings animals, suchastheimportanceofbrainand structuresdiscoveries abouttheinternal of Galen madesomeimportantanatomical oxen, anddogs. particular, Galenvivisectedgoats,pigs,monkeys, structures.organism toviewlivinginternal In conducted forexperimentalpurposesonaliving issurgery vivisection onanimals.Vivisection The Greek physicianGalenfrequently practiced moral concerns. moral concerns. manner ofexperimentsonliveanimalswithoutany machines. Thisallowedresearchers toperformall believed thatanimalswere unthinking,unfeeling French philosopherRenéDescartesandhisfollowers Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views ofAnimals•ContributionstoHealth Views * TIMEPERIODI TIME PERIODI 1596 –1650 ANIMAL RESEARCH | 150 –200

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© Northwest Association for Biomedical Research 1881 1866 TIME PERIOD I * TIME PERIOD I * TIME Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment American Society for the Prevention of Cruelty the Prevention American Society for to be established in North America. Humane treatmentto be established in North care. and animals with respect means treating came about the beating of horses A law to prevent law was this ASPCA. Later, early action from through her who was beating a parent used to prosecute preventing no laws at the time were child, as there Nine years later the American the abuse of children. of Cruelty to Children Society for the Prevention was founded. the Louis Pasteur proved scientist French caused by theory that diseases were controversial organisms (“germs”). Using yeast, microscopic microbes silkworms, and sheep, Pasteur found that the air and that the spread could travel through by sterilization, of disease could be controlled which includes the use of heat, chemicals, pressure, remove or kill microbes. irradiation, or filtration to This discovery had wide application to surgical techniques and medicine. The was the first humane society to Animals (ASPCA)

1871 1764 TIME PERIOD I * TIME PERIOD I * TIME -vivisection groups were founded, were anti-vivisection groups Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH Harvard University founded one of the first vivisection University Harvard despite opposition from laboratories in the country, of the Massachusetts Society for the Prevention Cruelty to Animals (MSPCA). Vivisection is surgery conducted for experimental purposes on a living organism to view living internal structures. Various including the American Anti-Vivisection Society and the New England Anti-Vivisection (AAVS) tried,. The new anti-vivisection groups Society (NEAVS) to outlaw the practice of vivisection. unsuccessfully, François-Marie Arouet de philosopher François-Marie Arouet French of organs noted that vivisection uncovered Voltaire not animals were that feeling in animals, proving beings. Vivisectionmachines, but feeling is surgery purposes on a living conducted for experimental internal organism to view living structures. philosopher Jeremy British Later in the century, his thoughts on the subject:Bentham summarized can they Nor, “The question is not, can they reason? talk? but, can they suffer?” 90

RESOURCE © Northwest AssociationforBiomedical Research awarded theNobelPrizeinmedicineforhisdiscoveries. of malariainPanamaandelsewhere. Rosswas control program whichgreatly reduced theincidence salivary glandofthemosquito.Thisledtoamosquito Ross tobelievethattheparasiteaccumulatedin crows, sparrows, pigeons,weaverbirds, andlarksled avian (bird) formofmalariainthecrow. Work with might becausedbymosquitobitesstudyingthe Biologist RonaldRosstestedthetheorythatmalaria hospitalized formalariasometimeduringtheirwork. working onthisstrategicproject, over21,000were bite ofaninfectedmosquito.Ofthe26,000people caused byaparasitethatistransmittedthrough the the PanamaCanal.Malariaisaninfectiousdisease Controlling malariawasvitaltothebuildingof known andacceptedfacts. for thepurposeofteachingordemonstratingwell- outlawed repetition ofpainfulanimalexperiments Legislation waspassedintheUnitedStatesthat Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•ContributionstoHealth Views Views ofAnimals•Contributions toHealth Views TIME PERIODI TIME PERIODI 1890s 1906 to theissueofanimalexperimentation. welfarists were pleasedthatitbrought publicattention condemned theworkasoverlysentimental,butanimal performed bythescientisttoimpress hisfriends.Critics own puppyblindedandkilledduringanexperiment the family’s babyfrom anurseryfire butlaterseesher that liveswiththefamilyofascientist.Thedogsaves use inresearch. Itistoldfrom theviewpointofadog was writtentoprotest crueltytoanimalsandtheir called “ADog’s Tale” inHarper’s Magazine.Thestory Writer MarkTwain (1835–1910)publishedashortstory product wassafeoreffective. however, require anytypeoftestingtoensure thata animal feedandveterinarydrugs.Theactdidnot, applied to“manandotheranimals,”italsocovered false ormisleadingclaimsaboutafooddrug.Asit Act (PFDA)whichmadeitagainstthelawtouse The U.S.Congress passed the Pure FoodandDrug Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views ofAnimals•ContributionstoHealth Views * TIMEPERIODI TIME PERIODI ANIMAL RESEARCH | 1903 1906

RESOURCE © Northwest Association for Biomedical Research 1922 1913 TIME PERIOD I TIME PERIOD * TIME PERIOD I Views of Animals • Contributions to Health Views of Animals • Contributions to Health diabetes, a disease in which a person has high Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment For 150 years, doctors had been researching ways to For 150 years, doctors had been researching treat usually fallblood sugar levels. Juvenile diabetics would ofinto a coma and die a year or two after symptoms studies with dogs, Through the disease first appeared. an important produced it was known that the pancreas blood sugar. substance (“insulin”) that regulated Banting extracted insulin Canadian doctor Frederick and used it to successfully beef pancreases from a 14-year old boy dying of diabetes, who at treat the time weighed only 65 pounds. Families with The for treatment. rushed to Toronto diabetic children Star called the extract “one of the greatest Toronto achievements in modern Banting and medicine.” colleagues won the Nobel Prize for their work. Once known as the “strangling angel of children,” “strangling angel of children,” Once known as the childhood illness diphtheria is a highly contagious disease would The dreaded caused by a bacteria. symptoms and lead to death in begin with cold-like rates for diphtheria were as little as a week. Death a vaccine was clear. high, and the need for that low German scientist Emil von Behring found (a damaging substance doses of modified toxin by diphtheria bacteria) injected naturally produced them to protect into rats, mice, or rabbits appeared than 15 years of research, illness. After more the from long-lasting immunity in von Behring produced research guinea pigs, monkeys, and donkeys. This on humans. was used in the first vaccination studies

1907 1920s and 1930s TIME PERIOD I TIME PERIOD * TIME PERIOD I Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH A cosmetics company introduced a brand of eyelash A cosmetics company introduced The dye contained dye called Lash-Lure. and eyebrow well- chemicals (aniline compounds) that were known to be harmful to the eyes. Doctors reported thousands of eye injuries and even deaths after serious infections. Other popular patients suffered of the time contained high cosmetic products concentrations of toxic (damaging or poisonous) lead acetate, or rat poison. chemicals such as silver, to crack down Doctors lobbied the U.S. Congress sold drugs and personal products on dangerous opposed by powerful to Americans, but they were calls for Injuries also prompted marketing groups. being put on to be tested on animals before products the market for human use. American Medical Association started to The American Medical with animals research of advocate for the benefits for the humane and developed regulations schools. of animals used in medical treatment with animals means treating Humane treatment and care. respect 92

RESOURCE © Northwest AssociationforBiomedical Research TIME PERIODII isolated and,eventually, avaccinetobedeveloped. the poliovirus.Thesetechniquesallowedvirusestobe order tocheckthatscientistswere actuallyworkingwith the cultures wasinjectedintomiceandmonkeysin seen withavailabletechnology, thefluidextractedfrom tissue cultures. Becausetheviruswastoosmalltobe Scientists grew andextractedthevirusfrom celland or “iron lung.” affected withitcouldnotbreathe withoutaventilator the spinalcord andbrain.Somepeoplewhowere the poliovirusgrew. Thiscripplingdiseaseinvolved parks, beaches,andotherpublicplacesasfearof go toswimmingpools,movietheaters,amusement During the1950s,manychildren were notallowedto animal testingfordrugs. Act) waspassed,containingarequirement for The federalFood,Drug,andCosmeticAct(FDC original FoodandDrugActincludecosmetics. and pressured theU.S.Congress tostrengthen the not beentestedonanimals.Thepublicwasoutraged requirements forsafetytesting.Theproduct hadalso or damagingtohealth.Atthetime,there were no for toxicity—thedegree towhichitwaspoisonous tested forflavor, appearance,andfragrance,butnot (poisonous) chemicalfoundinantifreeze. Ithadbeen medicine containeddrugsdissolvedinthesametoxic treat sore throats calledElixirofSulfanilamide.The drinking araspberry-flavored product usedto Nearly 100people(mostlychildren) diedafter Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views Mistreatment •Laws& Regulations •Protest Views ofAnimals•ContributionstoHealth Views TIME PERIODII TIME PERIODII 1937-1938 1950s minimize theharmtohumans. for animalresearch before humanresearch to One ofthetenpointscodestatedarequirement was widelyadoptedinscientific research communities. describe ethicalconductinhumanresearch. TheCode In response, the“Nuremberg Code”wasdevelopedto survived were disfigured. died intheseexperiments,andmanyofthosewho being testsubjects.Severaltensofthousandspeople disabled, orchildren. Theseprisonerswere forced into Jewish, homosexual,mentallydisabled,physically gruesome During World War II,GermanNazidoctorsperformed in research. are theprinciplescurrently guidingtheuseofanimals by scientificcommunities.Inmanycountries,the3Rs Reduction, andRefinement),becamewidelyaccepted One ofitscore messages, the 3Rs(Replacement, The PrinciplesofHumaneExperimentalTechnique. Members oftheresearch communitypublished Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views Mistreatment •Laws& Regulations •Protest Views ofAnimals•ContributionstoHealth Views experiments onprisonerswhowere * TIMEPERIODII TIME PERIODII ANIMAL RESEARCH | 1947 1959

RESOURCE © Northwest Association for Biomedical Research 1963 1961 TIME PERIOD II TIME PERIOD TIME PERIOD II * Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment Animal Care of veterinarians formed the Animal Care A group The Panel and soon published the first edition of Guide for the Care and Use of Laboratory the Guide informs scientists Animals. Currently, housing of various animals, good on the proper training requirements practices of veterinary care, and more. of caretakers, After World War II, the Federal government II, the Federal began War After World it never had in ways research supporting biomedical the budget of the National increasing before, 150-fold between 1945 and Institutes of Health (NIH) a demand money created 1961. Additional research animals. research for more part in animal Dogs, which had played a large after. especially sought in the past, were research in the reflected of dog-napping are fears People’s 1961 Disney movie 101 Dalmatians, which tells villain. the story of pet dogs stolen by a cruel

1962 1960s TIME PERIOD II TIME PERIOD II TIME PERIOD Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH Food, Drug, and Cosmetic Act (FDC The federal Food, Drug, and Cosmetic Act (FDC that all drugs not Act) was amended to require . This amendment did only be safe but effective humans not distinguish between medicines for and animals. Regulations for animal drugs, medicated feed, and veterinary food additives strengthened. were Francis Oldham Kelsey was a new employee at the Francis Oldham Kelsey in 1960 when she Food and Drug Administration a drug, Thalidomide. At the was asked to evaluate use in widespread already time, Thalidomide was in pregnant nausea to treat in Canada and Europe drug metabolism in work with women. Her previous so she held back rabbits made her cautious, pregnant for use in the U.S. approval Thalidomide’s than in more resulted The use of this drug elsewhere 10,000 deformed babies, many born without arms or legs. Although the drug had been extensively on pregnant tested on animals, it had not been tested new guidelines for testing animals. As a result, and fetal of drugs on animal reproduction the effects incorporated. development were 94

RESOURCE © Northwest AssociationforBiomedical Research not includerats,mice,andbirds. several otherwarm-bloodedanimals,thoughitdid cats, primates,guineapigs,hamsters,rabbits,and licensed andinspected.Theactappliedtodogs, USDA. Animaldealersandlaboratorieshadtobe handling, andtreatment” ofsuchanimalsbythe “transportation, purchase, sale,housing,care, of animalsinresearch facilitiesandregulated the (AWA) what wouldbecometheAnimalWelfare Act the article’s publication,theU.S.Congress passed dealer’s facility. increased publicpressure With after Camps forDogs,”describingapoliceraidondog Life magazinerananarticlecalled“Concentration research usingdogs. more accountabilityinanimalresearch, especially publicized andanoutragedpublicdemanded she didnotsurvive.Pepper’s storywaswidely a pace-makerexperimentonherheart,which her toahospitalinNewYork Citythatconducted tracked thedogtoananimaldealerwhohadsold family’s backyard inPennsylvania.Thefamily Pepper, aDalmatiandog,disappeared from her Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•ContributionstoHealth Views Views ofAnimals•Contributions toHealth Views . Itcalledforhumanecare andtreatment * TIMEPERIODII * TIMEPERIODII 1966 1965 treatment ofanimalsinscience. was committedtotheresponsible useand Accreditation assured thepublicthatinstitution accreditation or“sealofapproval” from AAALAC. the minimumsrequired bylaw, theyreceived an demonstrated awillingnesstogoaboveandbeyond of care inresearch institutions.Ifinstitutions organization workingtoincrease thestandards of LaboratoryAnimalCare (AAALAC),anonprofit Association forAssessmentandAccreditation A group ofscientistsandveterinariansformthe significantly inthenext30years. dogs andcatsusedinresearch willcontinuetofall other animalmodels,suchasmice.Thenumberof trends, institutionalpolicies, andtheincreased useof begins todeclineduepublicopinion,research The demandfordogsandcatsasresearch subjects Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views ofAnimals•ContributionstoHealth Views * TIMEPERIODII TIME PERIODII ANIMAL RESEARCH | 1966 on 1965

RESOURCE © Northwest Association for Biomedical Research 1977 1975 TIME PERIOD II TIME PERIOD II TIME PERIOD Peter Singer’s book Animal philosopher Peter Singer’s Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment Animal Liberation Front (ALF) is founded. ALF is Animal Liberation Front that believed in militant and an animal rights group means to end the use of animals on all extreme involved in various acts, members were ALF fronts. windows of and breaking including slashing tires facilities, research to animal hunters’ cars, setting fire or and gun shops, releasing raiding chicken breeders fur farms, and verbally harassing taking animals from of the groups employees of such institutions. Spin-off ALF also sent letter bombs to various companies and researchers. under the cars of placed firebombs Australian coverage to the use of more Liberation brought included The book research. animals in scientific and descriptions of animalsdisturbing photographs for sorts of painful procedures being subjected to all Singer argued that the painquestionable purposes. animals was too high a inflicted on the and suffering research. moral price to pay for scientific

1977 1973 TIME PERIOD II * TIME PERIOD II * TIME Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH Smallpox is an infectious disease caused by a virus. ItSmallpox is an infectious disease caused by skin, blindness,causes rashes, fluid-filled bumps on the since ancientand death. Smallpox had been a scourge thought to have times and large-scale epidemics are The most virulent the course of history. affected strain would kill 20-60% of those infected; (strongest) left with disfiguring of those who survived, most were blinded. of survivors were scars and one-third over 250 years of A vaccine was developed through times, used cows, prisoners, that, at various research and orphans as test subjects. The last case children, in Somalia. smallpox is treated of naturally-acquired After a ten-year vaccination campaign by the World Health Organization, the disease is considered the planet. eradicated from is a cancer of the blood or bone marrow. or bone marrow. Leukemia is a cancer of the blood with the most of ten children At this time, nine out (acute lymphocyticcommon form of leukemia the disease. leukemia) died from model Scientists working with a leukemia mouse importance of killing the named Skipper discovered cell in a patient’s (cancerous) every single malignant divide and eventually as just one cell can body, and other discoveries were kill the patient. This a crucial to advancements in cancer chemotherapy, divide rapidly, combination of drugs that kills cells that including cancer cells. die from of ten children out about three Today, this form of leukemia. 96

RESOURCE © Northwest AssociationforBiomedical Research TIME PERIODIII adopt thesepracticesandseekAAALACaccreditation. manyprivate facilities by thefederalgovernment, Though notrequired ofprivatecompaniesnotfunded not associatedwiththeinstitutionoranimalresearch. one veterinarian,andatleastcommunitymember one scientistfamiliarwithanimalresearch, atleast regulate animalwelfare atthatinstitution—atleast IACUC hastoincludefivememberswithexpertise backbones (includingrats,mice,fishandbirds). The oversee theuseofallvertebrates—animalswith Animal Care andUseCommittee (IACUC)to federal moneyisrequired tohaveanInstitutional Each research institutionthatusesanimalsandreceives their intentiontoceaseanimaltesting. companies, includingRevlonandAvon, announced to animals.Publicresponse wasimmediate.Several cosmetics companieswere accusedofbeingcruel full-page advertisementsinmajornewspapers, which chemicalswere putintotheeyesofrabbits.In cosmetics onanimals,particularlytheDraizetest,in Animal activistsbrought awareness tothetestingof Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•ContributionstoHealth Views Views ofAnimals•Contributions toHealth Views * TIMEPERIODIII * TIMEPERIODIII 1979 1977 won theNobelPrize. mice, rabbits,andhamsters.Dr. Steptoe’s colleague work wasmadepossiblebydecadesofresearch with resulted inthefirstsuccessful “testtubebaby.”This placed backintoLesley’s uterusandthepregnancy body withJohn’s sperm.Thetwo-day-oldembryowas from oneofherovariesandfertilizedoutside fertilization procedure inwhichaneggwasextracted underwent theveryexperimentalinvitro(“inglass”) referred toDr. PatrickSteptoe.In1977,LesleyBrown from doctortoforhelpnoavail,shewas Brown hadblockedfallopiantubes.Havinggone been unabletoconceiveachildfornineyears.Lesley Lesley andJohnBrown, ayoungEnglishcouple,had in research are mice. choice. Currently, more than90%ofanimalsused transgenic micebecometheresearch subjectof effectively studyhumandiseasesandcures, these Scientists create micewithhumangenes.To more its offspring. change, geneticdisorder, etc.)whichcanbepassedto organism toexhibitanewproperty (immunesystem or modified.ThechangeinDNAwillcausethe gene regulatory regions, havebeenadded,removed, organism isalivinginwhichgenes,or The firsttransgenicmouseiscreated. Atransgenic Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views ofAnimals•ContributionstoHealth Views * TIMEPERIODIII TIME PERIODIII ANIMAL RESEARCH | 1977 1980

RESOURCE © Northwest Association for Biomedical Research 1986 1981 TIME PERIOD III TIME PERIOD * TIME PERIOD III Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment Research on rats, mice, dogs and primates led to Research . AZT the development of Azido-thymidine (AZT) for HIV drug treatment became the first approved about 10,000 people and AIDS, which affected worldwide at this time. Originally developed in the 1960s as an anti-cancer agent but never licensed, AZT of HIV in humans. Six months slowed the progress into a human clinical trial, only one member of the to 19 deaths in died, compared AZT receiving group in the study (the people enrolled the placebo group AZT). for comparison purposes who did not receive positive, the trial was stopped were Since the results early so that AZT could be given to the placebo giving them a better chance of survival. group, A little-known organization called People for the A little-known organization gained of Animals (PETA) Ethical Treatment that exposé on research with an national prominence of sensory input into their involved depriving monkeys arms. The monkeys to give them numbed spinal cords wounds. A arms, producing gnawed and licked their worked as a laboratory assistant, co-founder of PETA the lab then reported photographed the monkeys, raid led to the filing of to authorities. A subsequent animal cruelty charges, loss of funding, and the The incident came to be known end of the research. as the Silver Springs Monkey Case.

1985 1981 TIME PERIOD III TIME PERIOD * TIME PERIOD III Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH Congress amended the Animal Welfare Act to Act to amended the Animal Welfare Congress minimize animal pain that researchers require use of whenever possible through and distress (painkilling anesthesia (numbing drugs), analgesics drugs), and humane euthanasia (drugs that cause added regarding were death). New requirements the physical and psychological well-being of dogs work. The act also and primates used in research for ways employee training and searching addressed animal use. or replace to reduce Cosmetics, Toiletries, and Fragrance The national Cosmetics, Toiletries, of the Center Association funded the founding at (CAAT) for Alternatives to Animal Testing humane promotes CAAT Johns Hopkins University. the development and use of science by supporting safety product alternativesto animals in research, They work with scientists to testing, and education. animals with non-animal find new ways to replace used in methods, reduce the numbers of animals or refine methods to make them less research, to the animals involved painful or stressful 98

RESOURCE © Northwest AssociationforBiomedical Research researchers useonly zebrafishintheir research. 600 laboratoriesaround theworldthatusezebrafish,andseveral biology andmodelinghumandisease.Currently, there are atleast were therefore particularlyattractiveforstudyingdevelopmental are transparent, andcanbegeneticallymanipulated.Zebrafish Their eggsareandembryosdevelopquickly, fertilizedexternally have genesmore closelyrelated tohumansthanfruitfliesorworms. aquaria. Theyare small,hardy, breed readily, laymanyeggs,and organism. Zebrafishare commonlyfoundinpetshopsandhome Many scientistsadvocatefortheuseofzebrafishasamodel molecular level,andwell-studiedbyotherscientists. to houseandmaintain,ablebemanipulatedgeneticallyonthe small, abletoreproduce rapidlywithmanyoffspring, inexpensive more ethicalresearch subject.Amodelorganismtendstobe to studyratherthanhumansandhigherorganisms,makingita that couldfunctionasamodelorganismbecauseitiseasier Scientists search foravertebrate(havingbackbone) now usedwidelywithstroke patients. unlikely. The knowledge gainedfrom thisresearch is (“neuroplasticity”) thatwas previously thoughttobe showed aremarkable degree ofbrainrestructuring monkeys were euthanizedandautopsied.Analysis been disabledwere giventoazoo.Theresearch courts forthemonkeys,monkeysthathadnot After almostadecadeofcustodybattlesinthe fell tothelabassistantwhotookexposéphotos. while hewasonvacationandthecare oftheanimals scientifically validandthemonkeyswere neglected by 1983.Theresearcher contendedhisworkwas of monkeysinaresearch lab)were overturned Silver SpringsMonkeyCase(inhumanetreatment All chargesagainsttheresearcher involvedinthe Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•ContributionstoHealth Views Views ofAnimals•Contributions toHealth Views * TIMEPERIODIII TIME PERIODIII 1995 1990 animal animal circuses, rodeos, fairs,andothers. fiber production, research, testing,zoos,aquaria, enterprise.” Animalenterprisesincludedfoodand physical disruptiontothefunctioningofananimal enterprise terrorism.” Thelawprohibits “causing Protection Actwasenactedagainst“animal by animalactivists,theAnimalEnterprise In response todestructionanddamagecaused letters, faxes,ande-mails. companies) andfloodedthemwiththreatening HLS (banks,brokerage houses,andinvestment SHAC alsopicketedcompanieswithtiesto windows, andsettingoff smokebombsinoffices. homes withpaint,fillinglocksglue,breaking homes sometimes the U.S.HLSemployeeswere harassedand employing animalresearch inEnglandandlater Life Sciences(HLS),oneofthelargestcompanies radical andviolentmeansagainstHuntington Huntingdon AnimalCruelty(SHAC)beganusing A newanimalrightsgroup callingitselfStop Mistreatment •Laws&RegulationsProtest Mistreatment •Laws&RegulationsProtest Views ofAnimals•Contributions toHealth Views ofAnimals•ContributionstoHealth Views vandalized. Actionsincludedsplattering assaulted. Carswere firebombed and * TIMEPERIODIII TIME PERIODIII ANIMAL RESEARCH | 1992 1999

RESOURCE © Northwest Association for Biomedical Research 2009 Current to Future TIME PERIOD III TIME PERIOD III TIME PERIOD Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment As technology and information improve, so do As technology and information improve, models used to carry out simulated experiments in place of experiments on animals. Currently, and actions of new computers model the structure A model of the human their safety. drugs and predict affecting problems placenta and fetus helps treat unborn human skin model babies. A 3-dimentional has been internationally for assessing approved Hopes new drugs and products. skin irritation from include computer models of whole for the future biological systems with which “virtual” experiments can be conducted as alternatives to experiments on animals. bans the use of animals Union (EU) bans the use of animals The European . They also implement to test cosmetic ingredients the sale of products prohibits a “marketing ban” that tested ingredients outside the EU that contain from ban will be implemented on animals. The marketing tests allowed until 2013. with some animal slowly, whether the 2013 Union is uncertain The European tests have because replacement deadline can be met The ban also contradicts not yet been fully developed. safety testing of certain chemicals. laws requiring

2002 Current TIME PERIOD III TIME PERIOD III TIME PERIOD Views of Animals • Contributions to Health Views of Animals • Contributions to Health Mistreatment • Laws & Regulations • Protest Mistreatment Mistreatment • Laws & Regulations • Protest Mistreatment | ANIMAL RESEARCH The vast majority of the scientific community agrees agrees The vast majority of the scientific community that healthy and well-maintained animals are Most research. beneficial to and necessary for quality that institutions voluntarily comply with regulations above and beyond what is mandated by law. are The Coulston Foundation (TCF) facilities housed The Coulston Foundation closed facilities were of primates. These hundreds (AWA) Act Welfare after violations of the Animal group to light by an animal welfare brought were . TCF was also cited called In Defense of Animals for housing and care times by the USDA numerous qualified veterinarians. TCF was violations and lack of and Drug Administration with the Food also in trouble Save its animal testing procedures. (FDA) regarding the Chimps, an organization that had formed a chimp sanctuary in southern small, well-respected TCF. Florida, raised millions of dollars to buy out 100

RESOURCE LESSON 4: Exploring Ethical Viewpoints

INTRODUCTION LEARNING OBJECTIVES

In this lesson, students are introduced to duties-based Students will know: and outcomes-based ethical theories through a series • An outcomes-based ethical perspective is focused on the of actual quotes from people who hold different views on outcomes of an action. animal research. Students then role-play the stakeholder • A duties-based ethical perspective is focused on the moral positions. First, students identify their stakeholder’s stance rules and duties of an action. as coming from a primarily duties-based or outcomes-based ethical perspective, when possible, and then students align Students will be able to: themselves around the room based on their stakeholder’s • Describe major bioethical frameworks. assumed support or opposition to the use of animals in research. While standing with other student stakeholders • Consider alternative perspectives and engage in shared holding similar views, students record their group’s top three decision-making. supporting arguments. Groups with different perspectives • Explain why someone would be for or against the use of then join together for a Structured Academic Controversy to animals in research. present and listen to alternative viewpoints. Lastly, students • Recognize that each individual has benefitted from the drop their stakeholder roles and further define and justify use of animals in research. their individual positions on the issue.

KEY CONCEPTS CLASS TIME

• Positions on both sides of the animal research debate One and a half to two class periods of 50 minutes each. can be evaluated using various ethical perspectives. Two of the ethical perspectives that are relevant to this issue focus on the following: o The outcomes of an action (outcomes-based ethical perspective). o The moral rules and duties of that action (duties- based ethical perspective). • The discipline of ethics provides a structured way to analyze conflicting views in order to come to well- reasoned arguments. • Personal beliefs and values influence behavior. • A strong justification for a position requires clearly stating the position, referencing accurate facts and science content, considering alternative views and options, and referencing ethical principles. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 101 MATERIALS

Materials Quantity Student Handout 4.1—Outcomes-based and Duties-based Ethical Theories 1 per student Student Handout 4.2—Structured Academic Controversy Worksheet 1 per student Student Handout 4.3—Structured Academic Controversy FOR Arguments 1 per student for half the class Student Handout 4.4—Structured Academic Controversy AGAINST Arguments 1 per student for half the class Student Handout 4.5—Your Own Stand Homework Assignment 1 per student Teacher Resource 4.1—Stakeholder Cards 1 set Teacher Answer Key 4.2—Structured Academic Controversy Worksheet 1 Teacher Answer Key 4.3—Your Own Stand Homework Assignment 1 Two signs and tape. Signs should read: AGREE and DISAGREE 2 signs

TEACHER PREPARATION • Make copies of Student Handouts. • Make one single-sided copy of the Stakeholder Cards found on Teacher Resource 4.1—Stakeholder Cards. Cut out the cards to make one set. • Make two signs. The signs should read: AGREE and DISAGREE. Tape the signs in two different areas of the classroom.

TEACHER BACKGROUND

Ethics is a field of study that looks at the moral basis of human behavior (“Why do we act as we do?”) and attempts to determine the best course of action in the face of conflicting choices (“How do we decide what to do when people disagree about a complex issue?”). It is a key component to living within a society in a civilized way. Many teachers find the following analogy helpful in describing the difference between values, morals and ethics. Additional information can be found in the Appendix. • Values are represented by the heart. They signify what is important, meaningful, and true for each of us. • Morals are represented by the hands. They are demonstrated by our behavior. They signify how values are “put into practice” as actions. • Ethics is represented by the head. Ethics rely on reasoned judgment, and provide a systematic, rational way to determine the best course of action in the face of conflicting choices. LESSON 4

102 | ANIMAL RESEARCH © Northwest Association for Biomedical Research PROCEDURE

ACTIVITY ONE: ETHICAL PERSPECTIVES IN ACTION

1. Tell students that they will be introduced to two ethical 3. Write down the students’ answers (or key words from theories in this lesson that help frame the debate on their answers) on the board. animal research. 4. Focus on student comments that are aligned with one of 2. As a way of introducing ethical theories to students, ask the three ethical theories, as described in Table 1: them, “Is cheating on a test unethical? Why or why not?”

Table 1: Ethical Theories Possible Student Comments Ethical Theory Focus of Theory Theoretical Questions and Definitions “Cheating on a test is unethical because Outcomes-based The consequences, “Does the result of my you might get caught.” ethical theory or outcomes, of an action cause benefit or action. harm?” “Cheating is OK if it helps you get a better grade on a test.” “Do the ends justify the means?” “Cheating will hurt you in the long run because you’re not learning the material.” “Cheating is just wrong. If everybody Duties-based The act itself. “Would it be acceptable if cheated, grades wouldn’t mean ethical theory everyone else were to act in anything.” this way?” “Cheating is against the school rules “Is the action, no matter and we should follow the rules.” the consequences, right or wrong?” “Cheating is unfair to the person being used for cheating.” “Are people being used in the process?” “Cheating is wrong because it shows the Virtues ethics The character of the Our actions both build and cheater to be of poor character.” person performing reflect our character and the act. core commitments.

5. Outcomes-based ethical theory: A student will likely Conversely, if the student does not get caught cheating, say something along the lines of, “Cheating on a test is the good consequences of a higher grade may outweigh unethical because you might get caught.” Point out that the bad act. This is one of the limitations of this this view reflects an outcomes-based ethical perspective. particular theory—it can allow for bad acts with good consequences. Outcomes-based ethical theory focuses on the consequence of an action and asks the question, “What 6. Duties-based ethical theory: A student may say are the consequences of the action?” It can also be stated something along the lines of, “Cheating is just wrong. as, “The ends justify the means.” In getting caught, the If everybody cheated, grades wouldn’t mean anything.” bad outcome (e.g., getting in trouble, losing points on the This view reflects the duties-based ethical perspective. assignment, or being seen as dishonest) would outweigh any benefits from the cheating. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 103 Duties-based ethical theory focuses on the act itself (as ACTIVITY TWO: ETHICAL THEORIES opposed to the consequences of that act), and asks the AS APPLIED TO ANIMAL RESEARCH questions, “Would it be acceptable if everyone else were to act in this way?” and “Is the action, no matter the 8. Tell students that, as a society, our views on animal consequences, right or wrong?” It can also be stated as, research are varied, complex, and have competing moral solutions. For this reason, ethical theories can provide a “The ends do not justify the means.” structured way to help students analyze arguments on Another student might ask if a person is still cheating if both sides of the animal research debate. he or she is given someone else’s work to use. The duties- based ethical perspective also recognizes individual rights 9. Hand out Student Handout 4.1—Outcomes-based and and dictates that people not be treated as a means to an Duties-based Ethical Theories, one copy per student. end. Ask students, “How does this affect the person Ask students to read through the text as a class, in being used for the cheating, either willingly or pairs, or individually. unwillingly?” 10. Point out that both ethical viewpoints can be used to Duties and obligations can conflict with each other at support either side of the debate. However, supporters of times, and a limitation of this particular ethical theory is animal research often use the outcome-based perspective, that it does not offer a way to reconcile this conflict. For and those in opposition to animal research often use the example, when faced with a test for which the student duties-based perspective. has not adequately prepared, a student might feel a conflict between the duty to excel in school due to high ACTIVITY THREE: WHO ARE family expectations, and the duty to be honest. THE STAKEHOLDERS? 7. Virtues ethics: Another student may say that cheating is 11. Tell students that a stakeholder is any person, wrong because it shows the cheater to be of poor character. institution, or entity that is interested in, invested in, or will This view reflects virtues ethics, which emphasize that be affected by the outcome of a decision. For this lesson, our actions both build and reflect our character and core some of the stakeholders are philosophers who helped commitments. This lesson will not focus on this ethical frame the debate on the use of animals in research. theory as it pertains to animal research. 12. Hand out one Stakeholder Card to each student (found Additional information on ethical theories and on Teacher Resource 4.1—Stakeholder Cards). For large perspectives can be found in the Appendix. classes, student pairs can share one card. There are 21 stakeholder cards. 13. Tell students that the statements featured on the Stakeholder Cards are actual quotations from real people. 14. Explain to students that some of the quotations featured on the Stakeholder Cards are aligned with either a duties-based or an outcomes-based perspective. Highlight the stakeholder positions that have ties to duties-based and outcomes-based perspectives, as listed below. Ask the students with the following stakeholder cards to read their cards out loud and, as a class, identify the ethical position: LESSON 4

104 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Table 2: Select Stakeholder Perspectives

Name Ethical perspective Key words or phrases Tom Regan Duties-based “We owe it [to animals]…to treat animals in a certain way.” It is the moral duty of humans to not treat animals as a means to an end. Nancy Haigwood Outcomes-based “Leads to improved human health.” (The outcome) is justified when accomplished by “highly regulated” studies (the means). David Jentsch Duties-based “We have a moral responsibility to use our skills…” It is the moral duty of researchers to seek cures. Peter Singer Outcomes-based “…Suffering be counted equally with the like suffering…” Causing animals to suffer (the means) for the benefit of humans (the ends) is not justified.

15. Challenge students to read their stakeholder card and decide 18. Remind students that they are not representing their own on their own if they think their cards clearly align with one of views, but those of their stakeholder. It may be helpful to the ethical perspectives. You may also want to ask students revisit your classroom discussion norms at this point. to highlight or underline the text that supports the ethical 19. Read the first statement outlined in Table 3. Have perspective they have chosen. Point out that there is a place at students show their stakeholder’s agreement or the bottom of each card for students to circle the perspective disagreement with the statement by moving to the area to which the quotation is most aligned. [Note: Many of the room that represents their stakeholder’s position. stakeholder cards have elements of both ethical perspectives Give students one or two minutes to talk with others in or may not have strong ties to either ethical theory.] the group to make sure their stakeholder view has been 16. To support students who read at a lower level, point out interpreted correctly. Students can move around the room that definitions to challenging words are provided on the as needed. Repeat the process with the remaining three Stakeholder Cards. In addition, you may choose to have statements in Table 3. students conduct a Think-Pair-Analyze-Share activity. First, have students read their own cards. Then, have each student Table 3: Stakeholder Statements read his or her card aloud to a partner. Each pair should Statements Student Alignment then work together to analyze the cards and the meaning “I believe that it is This statement should split of the quotations. If the pair is unable to comprehend the unethical to conduct stakeholders into basic “for” quotations, they can then meet with another student pair any research involving or “against” groups, with for their assistance deciphering the text. Finally, have each animals.” those against animal research pair share their quotations, and meanings, with the class. under the Agree sign. 17. Point out the two signs in the room (AGREE and “I am concerned with the This statement would likely DISAGREE). Tell students that they are going to position welfare of animals.” apply to all stakeholders, themselves around the room according to the perceived with everybody under the view of their stakeholder. Agree sign. “I am willing to resort Very few stakeholders should to violence to get my agree with this view. Many of the stakeholder comments are complex point across.” and require students to think critically about how the statement relates to an ethical theory. “I believe that it is This statement should also acceptable to conduct split stakeholders into basic Class time dedicated to working through important research using “for” or “against” groups, the stakeholder perspectives can lead to rich animals that are treated in with those for animal research discussion; however, if it is too challenging a humane manner.” under the Agree sign. for students to identify a stakeholder’s ethical perspective, then teachers should skip to Step #15. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 105 20. With students still separated according to their stand 22. Ask students if they think that their stakeholders on the last statement, ask the following questions to would consider themselves to be animal rights or further explore stakeholder views (not student views): animal welfare activists. • Are there any stakeholders missing? Which ones? 23. Next, ask students if they personally hold views that are Possible answers may include: aligned with animal rights or animal welfare organizations. a) The animals. 24. A partial list of animal rights and animal welfare organizations can be found in the Appendix. b) Scientists who agree with unethical or inhumane treatment of animals. ACTIVITY FIVE: STRUCTURED c) Religious perspectives on human dominion and/or ACADEMIC CONTROVERSY stewardship of animals.

• Have you, as a stakeholder, personally benefitted from Structured Academic Controversy is a text-based, small research on animals? group deliberation model where students explore both sides of an issue before examining their own personal views. Unless the stakeholder does not use any drug, medical Active listening is an important part of the process. device or treatment, and has never been immunized, he or she has benefitted. 25. Provide a few minutes for students standing under the Agree and Disagree signs to talk with like-minded • What behaviors might reflect one’s beliefs on the issue stakeholders and identify the strongest arguments that of using animals in research? Some stakeholders might support their position. not: eat meat; use animal products such as eggs, dairy, and honey; wear leather; or own pets. 26. Next, create new groups of four students each for the Structured Academic Controversy activity. Each group ACTIVITY FOUR: ANIMAL RIGHTS should have two students from the stakeholder group OR ANIMAL WELFARE? that is FOR humane animal research and two students from the stakeholder group that is AGAINST animal 21. Explain that some of the Stakeholder Cards feature research. Students may sit down with their groups at their quotations from people who are members of animal desks. rights groups and animal welfare groups. Tell students 27. Students may draw on the best arguments put forth by that the difference between animal rights groups and any stakeholder with the same FOR or AGAINST stance, animal welfare groups can be difficult to determine, and may drop their individual stakeholder viewpoint at and these terms are often used interchangeably. They do this time. not, however, mean the same thing. Share the following 28. Share with students the framework of a Structured meanings with students: Academic Controversy. The basic framework is • Animal Rights: These organizations advocate that outlined below: non-human animals deserve the same rights as • Two students represent the FOR position; two argue humans and that the use of them in any way, including the AGAINST position. household pets, entertainment, and foods is inhumane and unethical. Some animal rights organizations • Each pair reads background for their position and advocate violence to prevent the use of animals, prepares their argument. but not all. Those that do tend to be underground • The FOR pair presents while the AGAINST pair listens. organizations to avoid prosecution. • The AGAINST pair paraphrases the FOR pair’s arguments • Animal Welfare: These organizations work with and asks clarifying questions only. biomedical research regulatory bodies and agencies that promote animal research to ensure the ethical and • The AGAINST pair presents while the FOR pair listens. LESSON 4 humane use of animals. These organizations do not • The FOR pair paraphrases the AGAINST pair’s argue that animals should never be used by humans arguments and asks clarifying questions only. and do not advocate violence.

106 | ANIMAL RESEARCH © Northwest Association for Biomedical Research • Students drop their assigned roles and discuss their 37. While working as a group, students should identify own personal positions. possible solutions and options as they are prompted on Student Handout 4.2—Structured Academic • Students clarify areas of agreement and disagreement. Controversy Worksheet. 29. Introduce the ethical question that students will be 38. If students reach an impasse and have difficulty exploring during the Structured Academic Controversy: reaching common ground, provide them with the list “Should the humane use of animals be allowed in of possible solutions found on the Teacher Answer biomedical research?” Key 4.2. The list can be used to generate areas of 30. Remind students of your classroom discussion norms. agreement and disagreement. For example, students should speak one at a time, hear all sides equally, listen well enough to respond, and back up CLOSURE their opinions with clear reasons. 39. Gather student attention back from the small groups, 31. Distribute one copy of each of the following handouts and ask students to share the Areas of agreement and to each student: Student Handout 4.2—Structured disagreement reached in the argument (referring to the Academic Controversy Worksheet and Student Handouts last part of Student Handout 4.2—Structured Academic 4.3 and 4.4—Structured Academic Controversy FOR and Controversy Worksheet). AGAINST Arguments. 40. Ask the students who are holding the stakeholder 32. In their pair groups, have students fill out the Relevant cards from Peter Singer and Jerry Vlasic to read their Facts and Stakeholders and their primary concerns cards out loud to the class. Ask the students, “How do sections of Student Handout 4.2—Structured Academic Peter Singer’s views differ from Jerry Vlasic’s views? Controversy Worksheet. Students should represent their They both oppose animal research, yet have very stakeholder positions, not their personal positions. different tactics. How can we look beyond the label 33. Ask each pair to read the background information and look for nuanced views on the subject?” supporting their position. Together, have each pair plan 42. Ask students to identify the extreme positions on the a presentation of their position and arguments. Students spectrum of stakeholder views. How do extreme positions should focus on the three most important arguments. advance a cause? Or does change come from a more 34. Have one side present, while the other side central stance? listens and then repeats. Have one side present their three most important arguments to the other side. The HOMEWORK other side needs to listen carefully, take notes, and then paraphrase the arguments to be sure that they • Distribute copies of Student Handout 4.5—Your Own understand them, while asking clarifying questions Stand Homework Assignment, one per student, to as necessary. Emphasize that there is no discussion at be completed as homework. This will give students a this point. The presenters should be satisfied that their chance to express their own views on the subject of position has been heard and understood. animal research. Make sure to let students know that their answers will be assessed for completeness and 35. Have the pairs switch and repeat the process. level of reasoning, not their position on the issue. 36. Next, ask students to drop their roles. Challenge students to proceed as their own individual selves with their own opinions and positions. They should use information from their own experiences as well as the background readings. Ask students to hear the positions of everyone in their group. When everybody has had a chance to share, have the students identify areas of agreement and disagreement. Tell students that they are free to change their minds. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 107 GLOSSARY

Animal Rights: Animal rights organizations advocate that Moral: Codes of conduct governing behavior; an expression non-human animals deserve the same rights as humans of values reflected in actions and practices. and that the use of them in any way, including as household pets, entertainment, and food is inhumane Moral Duty: The duty or obligation that arises out of a and unethical. Some animal rights organizations consideration of what is right and wrong. advocate violence to prevent the use of animals, but not all. Those that do tend to be underground organizations Outcomes: The consequences or end results of an action. to avoid prosecution. Outcomes-based Ethical Theory: An ethical theory that Animal Welfare: Animal welfare organizations work with focuses on the consequence of an act, and asks the biomedical research regulatory bodies and agencies question, “What are the consequences of the action?” that promote animal research to ensure the ethical and In getting caught, the bad outcome (e.g., getting in humane use of animals. Animal welfare activists believe trouble, losing points on the assignment, or being seen that it is morally acceptable to use animals for human as dishonest) would outweigh any benefits from the purposes, as long as the animal’s welfare (physical cheating. This theory can also be thought of as, “The and psychological well-being) is protected. These ends justify the means.” organizations do not argue that animals should never be Speciesism: Belief that the human species is superior to all used by humans and do not advocate violence. other species, and therefore, different rights and values Duties-based Ethical Theory: An ethical theory should be assigned to humans and other animals on the that focuses on the act itself (as opposed to the basis of their species. consequences of that act), and asks the question, Stakeholder: Any person, institution, or entity that is “Would it be acceptable if everyone else were to act in interested in, invested in, or will be affected by the this way? Is the action, no matter the consequences, outcome of a decision. right or wrong?” This theory can also be thought of as, “The ends do not justify the means.” Virtues Ethics: As one of the approaches of normative ethics, virtues ethics emphasize the moral character Ethics: A field of study that looks at the moral basis of (virtues), rather than duties (actions) or outcomes human behavior and attempts to determine the best (consequences of actions). course of action in the face of conflicting choices.

Humane: Treating animals with respect and care. RESOURCES

Teachers who would like more information on ethical theories and their application in the classroom will find lessons, activities, student handout and teachers resources in An Ethics Primer: Lesson Ideas and Ethics Background by Jeanne Ting Chowning and Paula Fraser, produced through the Northwest Association for Biomedical Research. The complete Ethics Primer is available free for download from http://www.NWABR.org. LESSON 4

108 | ANIMAL RESEARCH © Northwest Association for Biomedical Research CREDIT

Nancy Haigwood Quotation Ann Berlin Quotation http://www.oregonlive.com/opinion/index.ssf/2010/04/ Johnson, Curt. (2007). Your Mommy Kills Animals. human_health_and_animal_rights.html Indie Genius.

Paula Begoun Quotation Rev. Dale Turner Quotation Begoun, Paula. (2009). The Original Beauty Bible. Originally from the “By Religion” section of the Seattle PI. Beginning Press. Reprinted from Northwest Associate for Biomedical http://www.cosmeticscop.com/paula-begoun-about.aspx Research. (2004). For the Greater Good Curriculum Guide.

Bruce Fuchs Quotation Dr. Geneviève Clavreul Quotation Bruce A. Fuchs in “Use of Animals in Biomedical http://newstandardnews.net/content/index.cfm/ Experimentation,” in Scientific Integrity: An Introductory items/2378 Text with Cases. (2000). Francis L. Macrina, ed. http://www.redorbit.com/news/health/234538/aids_ Washington, DC. ASM Press, p. 121. activists_target_charlize_theron__peta/

David Jentsch Quotation Kevin Elliot Quotation http://speakingofresearch.com/2010/11/19/open-letter- Letter to the Oxford Times, 15 January 2009. to-the-justice-department/ http://www.understandinganimalresearch.org.uk/your_ views/your_stories Frank Lautenberg Quotation http://www.naiaonline.org/pdfs/oct.%2026,%20 Kevin Kjonaas Quotation 2005%20eco-terrorism%20transcript.pdf Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius. Tom Regan Quotation http://www.think-differently-about-sheep.com/Animal_ Gary Berthold Quotation Rights_A_History_Tom_Regan.htm http://newsblaze.com/story/20090226054411allm.nb/ topstory.html Peter Singer Quotation Singer, Peter. (1975). Animal Liberation. HarperCollins. Alaron Lewis Quotation Personal conversation, 9 December 2010. Eric Mills Quotation e-mailed to ANIMAL PEOPLE Laurie Hassell Quotation http://www.animalpeoplenews.org/ap7808.htm#arsons Personal conversation, 8 November 2010.

Ingrid Newkirk Quotation Lillian Zalduondo Quotation http://activistcash.com/biography_quotes.cfm/b/456- American Association for Laboratory Animal Science. ingrid-newkirk (2006). Accept the Challenge to Care; Careers in Laboratory Animal Science. Pam Ferdin Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius.

Merritt Clifton Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius.

Dr. Jerry Vlasic Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 109 LESSON 4

110 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Outcomes-based andDuties-basedEthicalTheories STUDENT HANDOUT4.1 The twoethicaltheoriesthatare oftenappliedtothisdebateare describedbelow. action (howshallwebehave?)inthefaceofconflictingchoices. philosophy thatexplores questionsofmorality, suchasconceptsofrightandwrong. Ethicshelpsuschoosethebestcourseof The fieldofethicshelpsusanalyzetheargumentsinastructured waytocomewell-reasoned decisions.Ethicsisabranchof argument are oftenaccompaniedbystrong feelings, andtheethicalissuesthatarisemayinvolveconflictingmoralchoices. The animalresearch debateisfilledwithvoicesexpressing differingViews onbothsidesofthe viewsandperspectives. Name______Date______Period______Rules-based Ethics. to asDeontologicalorMoral This ethicaltheoryisalsoreferred under duties-basedethics. focus on“animalrights”oftenfalls people asameanstoanend.The respecting individualsandnottreating fundamental rulesorduties,suchas An actionisrightifitfollowscertain moral dutiestoeachother? other livingthings?Whatareour How shallwetreateachotherand Duties-based Ethics Consequentialist orUtilitarianEthics. This ethicaltheoryisalsoreferred toas justify themeans.” is ethicallyappropriate if “theends benefits are analyzed,and theaction outweigh badconsequences.Costsand An actionis right if goodconsequences good forthegreatestnumber? How canwebringaboutthegreatest Outcome-based Ethics are oppressed andcannotspeakupforthemselves,includinganimals. as a“meanstoanend.”Itisourmoraldutyspeakupforthosewho respected fortheirinherent valueandworth,shouldnotbetreated In oppositiontoresearch: Animalshavethebasicmoralrighttobe treating animalswithrespect andcare. disease extendstoanimalswithdiseases.Humanetreatment means research withanimalsalsohelpsanimals,ourdutytostudyandtreat that arisesoutofaconsiderationwhatisrightandwrong. Ashumane of peopleafflicted withdisease.Amoraldutyistheorobligation and treat disease,wehave themoraldutytominimizepainandsuffering In supportofresearch: Ashumanbeingswiththecapacitytostudy In minimized oreliminated). mostly rodents andfish—in studiesinwhichpainandsuffering havebeen for cancerandheartdisease,etc.)justifythemeans(usinganimals— care. Theends(eliminationofpolio,smallpox,andmeasles;treatments humane way. Humane treatment meanstotreat animalswithrespect and and animalsoutweighthecosttoifresearch isconductedina In supportofresearch: Thevastbenefitsofresearch tobothhumans other animalsonthebasisoftheirspecies. therefore, different rightsandvaluesshouldbeassignedtohumans is thebeliefthathumanspeciessuperiortoallotherspecies,and species isspeciesism,whichsimilartosexismorracism.Speciesism about thegreatest good foronespeciesattheexpenseofanother do notjustifythemeans(harmtoalargernumberofanimals).Bringing and valuetohumans,inwhichcasetheends(betterhealthforhumans) opposition toresearch: Animalsshouldbegivenequalmoralweight ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Structured AcademicControversy Worksheet STUDENT HANDOUT4.2 Team MembersAGAINST: Team MembersFOR: The Issue:Shouldthehumaneuseofanimalsbeallowedinbiomedicalresearch? Name______Date______Period______Stakeholders andtheirprimaryconcerns: Relevant facts: 2. 1. 2. 1.

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HANDOUT © Northwest Association for Biomedical Research : AGAINST Main argument(s) 1. 2. 3.

| ANIMAL RESEARCH Areas of agreement and disagreement: of agreement Areas 3. 2. the options furthest out on each side? List of possible solutions: (What are What options occupy the middle ground?) Main argument(s) FOR: Main argument(s) 1. 114

HANDOUT © Northwest AssociationforBiomedical Research Structured AcademicControversy FORArguments STUDENT HANDOUT4.3 disease extends toanimalswithdiseases.Humane treatment meanstotreat animalswithrespect andcare. consideration ofwhatisrightand wrong. Ashumaneresearch withanimals alsohelpsanimals,ourdutytostudyandtreat minimize painandsuffering ofpeopleafflicted withdisease.Amoraldutyisthe orobligationthatarisesoutofa Duties-based perspective:Ashumanbeingswiththecapacity tostudyandtreat disease, wehavethemoraldutyto minimized oreliminated). disease, etc.)justifythemeans(usinganimals—mostlyrodents andfish—instudiesinwhichpainsuffering havebeen research inconductedahumaneway. Theends(eliminationofpolio,smallpox,andmeasles;treatments forcancerandheart Outcomes-based perspective:Thevastbenefitsof research tobothhumansandanimalsoutweighthecostif AnimalResearchEthical ArgumentsSUPPORTING Select StakeholderFORArguments allowed inbiomedicalresearch. Yes, thehumaneuseofanimalsshouldbe Team membersFOR: Name______Date______Period______“…Our view is that because animal studies lead to improved “…Our viewisthatbecauseanimalstudiesleadtoimproved “I absolutelydonotwanttoseeevenoneanimaldie “Responsible useofanimalsinresearch aimedat lives toanimaltesting.” the bettermentofworld.” 2. 1. well cared for, andsuffering isnotallowed.” provided thestudiesare highlyregulated, theanimalsare human health,theyshouldbeconsidered acceptable— research…. Children whosurviveleukemiaowetheir a hostofotherillnesses,Iwouldanddosupportthat cancers, orreduce therisks ofhighbloodpressure and can helpfindthecure for Alzheimer’s, prevent more favorable formulations.Yet, ifsacrificingananimal’s life by beingforce-fed foundation oreyeshadowtoprove have amoralresponsibility tosocietyuseourskillsfor the rightthingtodo,andwewillcontinuebecause improving thehealthandwelfare ofthementallyillis

-Nancy Haigwood -Paula Begoun -David Jentsch “I believethatlaboratorytestsinvolvinganimalscanbe “If we[biomedicalresearchers] were abletoacquire the considered offset theassociatedmoralcosts?” and subjecttoregular inspection andoversight.” is necessary, it mustbeconductedunderstrictstandards on humans,unfortunately, sobeit.Whensuchtesting safety andefficacy ofaproduct thatisgoingtobeused determined thatistheonlywaytoestablish would hopethatwasn’t thecase.Butifthatis and medicinetheprotection ofpublichealth.I necessary andimportantfortheadvancementofscience benefits derivedfrom the biomedical research thatisbeing such useshouldbepreceded byamoraljudgment.Dothe knowledge involvestheuseofanimals…however…any methods wehavedevelopedtoadvancebiomedical us wouldnotgladlydoso?Nevertheless,oneofthebest research questionswithouttheuseofanimals,whoamong information neededtoadequatelyanswercompelling ANIMAL RESEARCH | -Frank Lautenberg -Bruce Fuchs

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HANDOUT © Northwest AssociationforBiomedical Research Structured Academic Controversy AGAINST Arguments Structured AcademicControversyAGAINST STUDENT HANDOUT4.4 should notbetreated asa“meanstoanend” withoutrespecting their inherent valueandworth. including animals.Amoralduty isthedutyorobligationthatarisesoutofaconsideration whatisrightandwrong. Animals Duties-based perspective:Itisour moral dutytospeakupforthosewhoare oppressed andcannotspeakupforthemselves, and otheranimalsonthebasis oftheirspecies. that thehumanspeciesissuperior toallotherspecies,andtherefore, different rightsandvaluesshouldbeassignedtohumans for onespeciesattheexpenseofanotherisspeciesism , whichissimilartosexismorracism.Speciesismthebelief (better healthforhumans)donotjustifythemeans(harmtoalargernumberofanimals).Bringingaboutgreatest good Outcomes-based perspective:Animalsshouldbegivenequalmoralweightandvaluetohumans, inwhichcasetheends Ethical ArgumentsAGAINSTAnimalResearch Name______Date______Period______Select StakeholderAGAINSTArguments allowed inbiomedicalresearch. The useofanimalsshouldnotbe Team membersAGAINST: “The goalofPETA istotalanimalliberationandtheday “Many people think that we should be nice to animals because “Many people think that we should be nice to animals because “We cannotjustify[killing animals] byarguingthat 2. 1. ours forentertainment,oranyexploitivepurpose.” not ourstowear, notourstoexperimenton,and when everyonebelievesthatanimalsare notourstoeat, or nottousethemineducationsurgery.” example, ornottoputthemincagesforourentertainment, particular weoweittotheseanimalsnoteatthem,for matter ofstrictjusticetotreat animalsinacertainway.” In of animalshasonus.Therightsviewsays,“We oweitasa on ourdutytoanimalsbutonlytheeffects ourtreatment neighbors andsoon.Theproblem is,theseviewsdon’t focus and thenwewillendupbeatingourchildren andour if weare notnicetoanimalswe willnotbenicepeople, experiences forothers.” such apracticebringsaboutintrinsicallyvaluable -Ingrid Newkirk -Tom Regan -Tom Regan “Speciesism isaprejudice orattitudeofbiasinfavor “If youare killingananimal, Idon’t care ifitisto easily itisoppressed.” stand upandorganizeagainstoppression, themore themselves anddemandit.Thelessableagroup isto equal rightsiftheyhadnotbeenabletostandupfor yourself howlongblackswouldhavehadtowaitfor can appreciate howserious thishandicapisbyasking behalf ofthosewhocannotspeakforthemselves.You of theirabilitiesindividually).We havetospeakupon receive (thoughtheycanand doprotest tothebest make anorganizedprotest againstthetreatment they Members oftheexploitedgroup cannotthemselves of theinterests ofmembers ofone’s ownspecies... They are killed.Andthatis notourright.Itisours.” wallpaper. Idon’t care iftheyare killedonvelvetsheets. beautiful music.Idon’t care ifitiswithpretty floral ANIMAL RESEARCH | -Peter Singer -Pam Ferdin

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HANDOUT © Northwest AssociationforBiomedical Research Your OwnStand HomeworkAssignment STUDENT HANDOUT4.5 Name______Date______Period______5. Whatsortofpersonalactionscanyoutakethatsupportyour positiononthisissue? 4. Whatscientificfactswillyouusetosupportyourposition? 3. Inwhatwaydoesanethicalperspectivebestsupportyourview? whichofthestakeholderviewpointsfrom thislessondoyoumostcloselyalign?Why? 2. With 1. Whatisyourpositionontheuseofanimalsinresearch? ANIMAL RESEARCH |

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Stakeholder Cards TEACHER RESOURCE4.1

David Jentsch Jentsch David Regan Tom Haigwood Nancy Intrinsically: Essentially. experiences forothers.” “We cannotjustify[killinganimals]byarguingthatsuchapracticebringsabout intrinsically valuable or nottousethemineducationsurgery.” we oweittotheseanimalsnoteatthem,forexample,orputthemincagesourentertainment, The rightsviewsays,‘We oweit asamatterofstrictjusticetotreat animalsinacertainway.’ Inparticular these viewsdon’t focuson ourdutytoanimalsbutonlyontheeffects our treatment ofanimalshasonus. nice people,andthenwewillendupbeatingourchildren andourneighborssoon.Theproblem is, “Many peoplethinkthatweshouldbenicetoanimalsbecauseifare notnicetoanimalswewillbe Institutes ofHealth,theAmericanMedicalAssociation,andVeterinary MedicalAssociation.” are wellcared for, andsuffering isnotallowed.Thisauniqueview. It’s alsoshared bytheNational health, theyshouldbeconsidered acceptable—provided the studiesare highlyregulated, theanimals researchers likeme?Simplyput,ourviewisthatbecause animalstudiesleadtoimprovedhuman protesters claimingthatresearch animalsare mistreated, they’re yellingaboutme.Sowhatdrivesanimal “I’m ahealthresearcher whostudiesanimalsinorder todevelopnewtreatments andcures. Whenyouhear Rsosbe s o aias n eerh ie a ipoig h hat ad efr o te etly l i the is ill mentally the of welfare and for thebettermentofworld.” skills health our the use improving to at society to aimed right thingtodo,andwewillcontinuebecausehaveamoral responsibility research in animals of use “Responsible ~ Tom Regan is a philosopher andauthorofthebookTheCaseforAnimalRights. is Tom Regan ~ ~ NancyHaigwood is ~ DavidJentschisaUCLANeuroscience Professor. Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both Duties-based perspective•Outcomes-basedBoth aseniorscientistanddirector oftheOregon National PrimateResearch Center. ANIMAL RESEARCH |

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president of People for the Ethical Treatment of Animals (PETA). of People for the Ethical Treatment president Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based a philosopher and author of the book Animal Liberation. a philosopher and author The belief that the human species is superior to all other species, and therefore, different consumer expert for the cosmetics industry. She has appeared on CNN, Oprah, The Today Show, Show, on CNN, Oprah, The Today She has appeared consumer expert for the cosmetics industry. on animals. not tested The View and others. Her cosmetics are ~ Ingrid Newkirk is ~ Ingrid Newkirk ~ Peter Singer is ~ Peter Singer is is the owner of Paula’s Choice skin care and cosmetics line. Begoun is an author and and Choice skin care ~ Paula Begoun is the owner of Paula’s prejudice or attitude of bias in favor of the interests of members of one’s own species...” of members of one’s the interests of bias in favor of or attitude is a prejudice Speciesism Using a person, animal, or group for one’s own profit or advantage. own profit for one’s person, animal, or group a Using Exploitive: “The goal of PETA is total animal liberation and the day when everyone believes that animals are not is total animal “The goal of PETA on, and not ours for entertainment, or for any not ours to experiment ours to eat, not ours to wear, exploitive purpose.” for AIDS, we’d be against it.” a cure “Even if animal tests produced Speciesism: “ have to speak “We up on behalf of those who easily it is oppressed.” the more oppression, up and organize against cannot speak for themselves. The less able a group is there “If a being suffers can to be stand no moral justification for refusing be counted that its suffering the being, the principle of equality requires of nature No matter what the to take sufferingthat into consideration. can be made—of any other being.” comparisons —insofar as rough suffering equally with the like on the basis of their species. be assigned to humans and other animals rights and values should “I absolutely do not want to see even one animal die by being force-fed foundation or eye shadow to prove shadow to prove foundation or eye animal die by being force-fed “I absolutely do not want to see even one prevent more for Alzheimer’s, life can help find the cure if sacrificing an animal’s favorable formulations. Yet, and a host of other illnesses, I would and do support that the risks of high blood pressure cancers, or reduce lives to animal testing.” Children who survive leukemia owe their research…. | ANIMAL RESEARCH

Peter Singer Paula Begoun Ingrid Newkirk 122

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Frank Lautenberg Frank Ferdin Pam Fuchs Bruce that Iwoulddowhatevercantotryandpreventanotherfamilyfromundergoingthesametorture grief morelearn aboutcancerresearch. Afterwatchingmyfathersuffer forayearand finallydie,Imadethedecisionthen fortune ofsuccessinbusiness,Iputsomeresources intoagroup ofNewJersey scientists whowere movingabroad to uncle diedwhenhewas52,alsoofcancer. Theirfatherdiedalsoofcancerwhenhewas56.AndIhadthe good I helpedestablish[theLautenbergCancerResearch Center]becausemyfatherdiedwhenhewas43yearsold.My When suchtestingisnecessary, itmustbeconductedunderstrictstandards andsubjecttoregular inspectionandoversight. the onlywaytoestablishsafetyandefficacy ofaproduct thatisgoing to beusedonhumans,unfortunately, sobeit. medicine andtheprotection ofpublichealth.Iwouldhopethatwasn’t thecase.Butifthatisdetermined is “I believethatlaboratorytestsinvolvinganimalscanbenecessaryand importantfortheadvancementofscienceand Efficacy: Having the capacitytoproduce adesired effect. I don’t care iftheyare killedonvelvetsheets.Theyare killed.Andthat If youare killingananimal, Idon’t care ifitistobeautifulmusic.Idon’t care ifitiswithpretty floralwallpaper. biomedical research thatisbeingconsidered offset theassociatedmoralcosts?” does meanthatanysuchuseshouldbepreceded byamoraljudgment.Dothebenefitsderivedfrom the interests doesnotnecessarilymeanthatweshouldneverusetheminbiomedicalexperiments;however, it involves theuseofanimals,which,unliketesttube,haveinterests…The factthatanimalshave Nevertheless, compelling research questionswithouttheuseofanimals, whoamonguswouldnotgladlydoso? “If we[biomedicalresearchers] were abletoacquire theinformationneededtoadequatelyanswer ~ Frank Lautenberg is asenatorfrom NewJersey. Frank ~ ~ Pam Ferdin isPam ~ member oftheAnimalDefenseLeagueinLosAngeles. ~ Bruce Fuchs is Director oftheNIHOffice ofScienceEducation.Heisalsoavegetarian. Fuchs Bruce ~ one ofthebestmethodswehavedevelopedtoadvancebiomedicalknowledge Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both . It is not ours. isnotourright.Itours. ANIMAL RESEARCH | .”

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RESOURCE suffrage suffrage © Northwest Association for Biomedical Research through research on kidney disease, research through of Stop Huntingdon Animal Cruelty (SHAC). surgeon and Animal Liberation Front (ALF) press officer. (ALF) press Liberation Front surgeon and Animal

ho fought for the abolition—or banning—of slavery. Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based minister with the United Church of Christ and public representative All this for an animal.” on the University of Washington Animal Care and Use Committee (IACUC). Animal Care on the University of Washington He was sentenced to six years in prison and $1 million fine under the Animal Enterprise Terrorism Act. Terrorism He was sentenced to six years in prison and $1 million fine under the Animal Enterprise ~ Jerry Vlasic is a trauma trauma a ~ Jerry Vlasic is ~ Dale Turner was a was ~ Dale Turner ~ Kevin Kjonaas is a member ~ a Kevin Kjonaas is “I think, tactically, if you were to take animal experimenters and if you were to ask them to stop to ask them to stop if you were experimenters and to take animal if you were “I think, tactically, why they should and they still and if you explained to them but they didn’t, experimenting on animals whether you physically, that if you stopped them stop and they still didn’t, and you told them to didn’t, of these ten or fifteen than more have to kill stopped them I think you wouldn’t killed them or otherwise to do animal want really a lot of people to start thinking, ‘Do I scientists to get animal abusing research ask them to abuse animals. You getting paid to abusing animals, are people who are are Here research?’ to stop. Then you stop want tell them to stop, and they still don’t stop. You want to stop, and they don’t a morally defensible argument.” I think that’s means are necessary. them, using whatever Diseases and illnesses. Diseases Maladies: cancer, diabetes, Alzheimer’s disease, blindness, and many other maladies to which humans are subject.” other maladies to which humans are disease, blindness, and many Alzheimer’s diabetes, cancer, “A dog was one of my earliest companions, and I have treasured the company of dogs and other animals through through the company of dogs and other animals and I have treasured “A dog was one of my earliest companions, friends. They ask no questions and pass no criticism…” such agreeable the years. Animals are their lives to discover asking if we have the right to experiment on animals and sacrifice “Thoughtful people today are imperfect though they may be? To the alternatives the lot of humans. What are [to animal research], ways to improve yet born, using animals would be to abandon millions of human beings, now living and not ban all medical research Many famed surgeons supervised animal research. through prevented death that might be and premature to suffering improved attest to the fact that millions of lives have been prolonged and . All this so women can vote? All this so kids don’t have to work in those sweatshops? So have to work in those sweatshops? So movement. All this so women can vote? All this so kids don’t have been asked these people can have fair labor laws? For the Irish? For the Jews? The same questions finally being asked of animals. over and over again in every other social justice movement, and now it’s Yes. Abolitionists: Activists w After receiving his conviction and sentencing to jail time: “All this for animals? It’s the same sort of the same sort of his conviction and sentencing to jail time: “All this for animals? It’s After receiving asked: All this for a black? Or men involved in the question I imagine abolitionists were right to vote. social justice movement fighting for women’s A Movement: Suffrage | ANIMAL RESEARCH

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Kevin Elliot Kevin Clifton Merritt Hassell Laurie

would havediedwhenhewasthree yearsold.” simply gratefulfortheanimalsusedinresearch. theanimalsusedinasthmaresearch, Without “I don’t wanttogetintoanargumentoverwhatisrightandwrong withanimalresearch. Iam like Ghana,Pakistan,andSouthKorea where youhavelimited[regulation]. they should.Work thatused tobedoneinplaceslikeNewJerseyandEnglandisnowbeing inspection. You’ve gotfreedom ofspeechandpress sothatyoucanprotest ifthingsare notbeingdoneas from apartoftheworldwhere there issometransparency, someregulation, someregulargovernmental Front (ALF)]are basicallyworkingfortheotherside,becausetheyare removing animalexperimentation Europe.England andtheUnitedStatesacoupleofothercountriesinwestern They[AnimalLiberation want todoisputitintheplaceswhere itisunderamicroscope, where it’s underconstantsupervision,like “If youwanttoachieveareductionintheanimalsuffering involvedinexperimentationwhatyoureally my spinetoreinforce it.Thepainhasnowcompletelygone;Icanworkfull-timeandhaveasociallife.” Thanks toanimal-basedresearch Ihadanoperationwhere bonewastakenoutofmypelvisandplacedinto “Until recently Ihadaseriousspinalcondition,whichleftmeinmassivepainandhardly abletowork. ~ LaurieHassellis the regional ~ Merritt Clifton isMerritt ~ editor oftheAnimalPeopleNews. ~ KevinElliot is a patient. Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both manager fortheNorthwestAssociationBiomedicalResearch. ANIMAL RESEARCH | my son

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Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based and testing (on dogs) to bring canine cancer treatment devices and formulas to the market. treatment and testing (on dogs) to bring canine cancer ~ Gary Berthold is founder of PharmaCom BioVet, which conducts research, development, ~ Ann Berlin is a member of the Animal Liberation Front (ALF). ~ Ann Berlin is a member of the Animal Liberation Front ~ Eric Mills is founder of of founder ~ Eric Mills is Autonomous: Self-governing. is superior to all other species, that the human species and belief The Speciesism: therefore, different rights and values should be assigned to humans and other animals on the basis of their species. the ability to think and feel. and Consciousness Sentience: than sexism or racism. There will always be a need for people to take direct action to protect animals from abuse, just as there animals from action to protect will always be a need for people to take direct than sexism or racism. There will always be a need for people to intervene, regardless of the consequences, in all other forms of domestic violence. people the point where know our work is nearly complete when the public understanding of animal sentience reaches We’ll beings.”accept that violence is just as acceptable to use in defense of animals as it is in defense of human groups of people all over the world who carry out direct action of people all over the world who carry out direct consists of small autonomous groups “The Animal Liberation Front to the ALF guidelines. Because non-human animals lack political power, according “We lost three of our Siberian Huskies, who were our close family members, to cancer.” When no readily When no readily our close family members, to cancer.” of our Siberian Huskies, who were three lost “We of our lives for would spend the rest found, the Bertholds vowed: “We available or practical solutions were improved cancer all other dogs—attempting to find better, the sake of our living dogs—in addition to of life to companion a better quality will provide certainly hope our treatments “We treatments.” They say, lifespan.” in addition to the possibility of increasing animals with cancer, treatment means treating animals with respect and care. respect animals with means treating Humane: Humane treatment accept, or allow. approve, Condone: To animal research—I hate it. Even if it were to save the entire human race, which of course it won’t and can’t, and can’t, human race, which of course it won’t the entire to save hate it. Even if it were animal research—I animals for ethical and moral reasons.” on research I am opposed to invasive “I call it [firebombs detonated on a porch and in a home belonging to a university researcher] terrorism. terrorism. researcher] to a university in a home belonging and detonated on a porch “I call it [firebombs indeed, animals, or further our cause; and do nothing to help in danger, Such actions put people for the law-abiding. I think difficult to make things more , and will serve only counter-productive they are up loud and clear in and individuals—need to speak we, as a humane movement—both organizations alike. Which is not to condone humans and nonhumans all deserve better, We condemning these tactics. | ANIMAL RESEARCH

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Lillian Zalduondo Lillian Lewis Alaron Clavreul Geneviève Humanely: In a manner that isrespectful and careful ofanimals. the mouseasamodelisbestalternative.” than itistohaveamouseincagethattreated humanelyduringtheresearch process? Ithinkusing brain-dead mouseinaculture dish.Andisitbettertohaveaman-madealmost-animalinyourdish, we buildthesamesortofwhole-animalcomplexityinaculture dish,wewouldbasicallyhaveawhole, cultures andcomputermodels. Butanimalsystemsare extremely complex.Even ifwecould,bythetime “I knowthatthegoalistoreduce thenumberofanimalsusedinresearch bymoving tocellandtissue terrible disease.” living withHIV/AIDSanditisaninsulttothememoryof20millionpeoplewhohavediedfrom this “You cannotwearanAIDSribbonandcallyourselfaPETA supporter. Itisaninsulttothe37millionpeople be fightingeveryfiveminutesagainstPETA.” HIV. “We are goingtohavegoananimalmodeldoit,”Clavreul said,“andIdon’t wanttohave to takeactionbecauseofherlong-timeworkwithscientistswhoare focusedondevelopingvaccinesfor them toaccountfortheirhigh-profile role inhindering thesearch foracure toAIDS.”Shewasmotivated Dr. Clavreul’s group targetedHollywoodcelebrities, suchasCharlizeTheron, whosupportPETA, “calling pain medicationorwhateverthecasemaybe.” Everyone stopseverything,andlooksatitanalyzesit.Ifthe animalneedspainmedication,thenitgets or Ifeeltheanimalisinsometypeofdiscomfort,thencansay, ‘Hey, thatisnotright,’ andtheystopit. “I knowthattheseanimalsarenotsuffering. Iknowthatifseesomethingthat’s not whatIfeelisright, ~ Alaron LewisisanadjunctProfessor attheUniversity ofPugetSound. Alaron ~ ~ Dr.~ Genevieve Clavreul i ~ Lillian Zalduondo isaVet Tech/Lab AnimalTech.Lillian ~ number ofHIV/AIDSadvocacygroups. Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both s anorganizerofPatientAdvocatesAgainstPETA (PAAP). PAAP ismade up ofa ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research Structured AcademicControversy Worksheet TEACHER ANSWERKEY4.2 Stakeholders andtheirprimaryconcerns: Relevant facts: SHOULD THEHUMANEUSEOFANIMALSBEALLOWEDINBIOMEDICALRESEARCH? THE ISSUE: relevant facts. Provides fiveormore concern(s) ofeachgroup.concern(s) groups andidentifiestheprimary Provides alistofstakeholder not limitedto,thefollowing: listing thenamesofindividualsfromStakeholderCards.Examplesstakeholdergroupsandinterestsinclude,butare stakeholder’s concern(s).Responsesshouldidentifystakeholdersbythegroupstowhichtheybelong,ratherthan primary Student responsesshouldidentifythestakeholdersthatalignwithtwosidesofissueandbrieflyeach Sample answersmayinclude: Student responsesshouldincluderelevantfactspulledfromanylessoninthecurriculum. Exemplary (5points) Exemplary (5points) • Thepublic:Publichealthinitiatives,suchasvaccinationsforchildhooddiseases, increasethelevelofheathforall. • Philosophers: • Animalrightsactivists:Desiretheassignmentoftoallanimalsandelimination ofspeciesism. • Animalwelfareadvocates:Desirethatthe(physicalandpsychological)ofanimals usedin • Pharmaceuticalandbiomedicalcompanyexecutives:Maintainingproductqualitysafety, aswellthe • Veterinarians: Discoveriesfromanimalresearchformthefoundationofmedicaltreatments,surgicaltechniques, • Patients:Discoveriesfromanimalresearchensurethattreatments,surgicaltechniques,andtherapies form research animal from Discoveries • Medicalprofessionals(e.g.doctors,pharmacists,surgeons,etc.): • Biomedicalresearchers:Animalsarecriticaltotheirresearch. • Specificanimalsareusedtoanswerspecificresearchquestions. • Differentethicalviewpointsframetheanimalresearchargument. • Researchersareguidedbytheprinciplesfoundin3Rs. • Abusestoanimalshaveoccurredinthepast. • AnimalresearchisregulatedbyIACUCcommittees,theWelfare Act,theFDA,andothers. • Ninetypercentofresearchanimalsarerodents. research ismaintained. company’s publicimage,iscriticalforsuccess. and therapiesforanimalpatients. are safeandeffective. the foundationofmedicaltreatments,surgicaltechniques,andtherapiesforhumanpatients. Ethical perspectivesprovideaframeworkfordiscussingandthinking abouttheissueofanimalresearch. relevant facts. Provides three orfour stakeholder groups. Provides alistof Proficient (3Points) Proficient (3Points) the StakeholderCards. Provides alistofnamesfrom relevant facts. Provides oneortwo Partially Proficient (1Point) Partially Proficient (1Point) ANIMAL RESEARCH | Does notprovide aresponse. Does notprovide aresponse. Developing (0Points) Developing (0Points)

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RESOURCE © Northwest Association for Biomedical Research Developing (0 Points) Developing (0 Points) Does not provide a response a response Does not provide arguments are or the provided not against animal testing. Does not provide a response or a response Does not provide not arguments are the provided in support of animal testing. AGAINST AGAINST e put towards other research methods. Partially Proficient (1 Point) Partially Proficient Partially Proficient (1 Point) Partially Proficient Provides one or two one or two Provides arguments animal testing drawn any lesson. from Provides one or two arguments one Provides FOR animal testing drawn from any lesson. Proficient (3 Points) Proficient Proficient (3 Points) Proficient

Provides three arguments three Provides AGAINST animal testing any lesson. drawn from Provides three arguments three Provides FOR animal testing drawn lesson. any from is “speciesism” and humans need to stand up for and protect animals that cannot speak for themselves. need to stand up for and protect animals that cannot and humans is “speciesism” FOR: Because animal research exists, not enough money and effort ar Because animal research exists, not enough to selectively-used animals. to selectively-used animals.

| ANIMAL RESEARCH • humanely, it is not a human right to kill an animal for any reason. • Even if done humanely, the animals used in research. • Current rules and regulations do not adequately protect be respected for their inherent value and worth, and not used for human gain. • Animals should be respected for their inherent value and • Using animals animals are treated humanely, the benefits to humans (past and future) outweigh the cost future) outweigh the cost the benefits to humans (past and humanely, • When animals are treated cures for the sick and ailing among us. have the moral duty to seek • We animals. That is too high a risk. medicines haven’t been tested first on • People have died in the past when human use. is a requirement for medicines before • The law states that animal testing animals, too. • Research with animals benefits protect the animals used for research. • Current rules and regulations adequately Exemplary (5 points) Exemplary (5 points) responses should include three main arguments against animal testing. Student responses should include three main arguments Student responses may include: esponses should include three main arguments in support of animal testing. main arguments in support include three Student responses should include: Student responses may Provides three arguments arguments three Provides AGAINST animal testing any lesson. The drawn from well formed, arguments are evidence-based, and clearly argue against animal testing. Provides three arguments FOR three Provides animal testing drawn from any lesson. The arguments are well formed, evidence-based, and clearly argue in support of animal testing. 130 Main arguments Main arguments Main arguments AGAINST:

RESOURCE © Northwest AssociationforBiomedical Research List ofpossiblesolutions: Areas ofagreement anddisagreement: AGAINST sides. made bytheFORand description oftheconcessions members, includinga reached amonggroup agreement ordisagreement Clearly describesareas of possible solutions. Provides three ormore common ground. animal rightsas“extremists”inflammatory. Coming toagreementoverthetermsthemselvesmayleadateamreachsome somepeopleagainstresearchfindtheword“humane”misused,andreferencetoallinterestedin inflammatory; For example,somepeopleinfavorofresearchfindtheusewords“vivisectionist”and“torture”tobemisused takingpartinthediscussion. to agreementaboutthetypeoflanguage,ortermsused,thatareacceptableeverybody If studentshaveadifficulttimereachingagreementonconceptsorprinciples,itmaybehelpfulforeachsidetosimplycome solutions proposedintheprevioussection,oragreeingtocertainprinciplessuchas: group membersfrombothsidesoftheissue.Commongroundmaybereachedbystudentsagreeingtoanypossible Student responsesshoulddescribeareasofagreementanddisagreementor, whenpossible,thecommongroundreachedby Student responsesmayinclude: students tobrainstormoptionsfurthestoutoneachside.Studentsdonotneedagreethesolutionsatthisstep. Student responses xmlr 5pit)Proficient (3Points) Exemplary (5points) Exemplary (5points) • Usingviolencetofurtheracauseisnotacceptable. • Anyanimalresearchshouldbedoneundertightlyregulated,super • Biomedicalresearchersshouldfollowtheprinciplesof3Rs,therebyreducingneedforanimalsovertime. • AddrodentsandbirdstothespeciescoveredunderAnimalW • Allowanimals(especiallyhigherorganisms)tobereleasedafterastudyinsteadofbeingeuthanized,whenpossible. • Reducetheamountofregulationsaroundanimalresearchsothatresearcherscanfindcuresandtreatmentsmore oversighttoinsurehumanetreatment. • Allowresearchonallanimalsaslongthereisregulatory • Allowresearchonanimalsfordrugsandmedicaltreatmentsbutnotcosmetics. • Allowresearchonloweranimalsonly. Studentscanworktogethertodefine“lower.” • AllowNOresearchonanyanimalandshouldertherepercussionsofhaltingbiomedicalprocess. appropriate supervision. quickly. should include a list of solutions to theethical arguments concerninganimal research. It may behelpful for among group members. disagreement reached areas ofagreement or Describes twoormore solutions. Provides twopossible Proficient (3Points) group members. disagreement reached among of areas ofagreement or Describes oneexample Provides onepossiblesolution. Partially Proficient (1Point) Partially Proficient (1Point) elfare Act,andincreasefundingtothisagencyfor vised andhumaneconditions. ANIMAL RESEARCH | Does notprovide aresponse. unreasonable. or provided solutionsare Does notprovide aresponse Developing (0Points) Developing (0Points)

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RESOURCE © Northwest AssociationforBiomedical Research Your OwnStand HomeworkAssignment TEACHER ANSWERKEY4.3 Scoring RubricforQuestions#1-5 deep levelofreasoning. a to allfivequestions.Shows Provides thoughtfulresponses 5. Whatsortofpersonalactionscanyoutakethatsupportyourpositiononthisissue? 4. Whatscientificfactswillyouusetosupportyourposition? 3. Inwhatwaydoesanethicalperspectivebestsupportyourview? 2. Withwhichofthestakeholderviewpointsfrom thislessondoyoumostcloselyalign?Why? 1. Whatisyourpositionontheuseofanimalsinresearch? what they’velearnedtosupporttheircurrentpractices. general welfareofanimalscouldchoosetoeatlessmeat,usefeweranimalproducts,volunteeratanshelter, oruse Student responsesshouldidentifyatleastonereasonableactionthattheycouldtakepersonally. Studentsinterestedinthe Student responsesshouldidentifyseveralscientificfactsthatclearlysupporttheirpersonalposition. views aboutanimaltesting. Student responsesshoulddescribehowanoutcomes-basedorduties-basedethicalperspectivesupportstheirpersonal with thepositionofstakeholder(s). Student responsesshouldidentifyoneormorestakeholderviewpointsanddescribewhytheirpersonalpositionisaligned thought aboutthecontentdeliveredthroughoutcurriculum. Student responsesshouldbepersonalinnature,butapositionclearlystatedandshowsomelevelof Exemplary (5points) in thelevelofreasoning. brief anddonotshowdepth Most four ofthequestions. responses toonlythree or Provides thoughtful Proficient (3Points) provided responses are -OR- in thelevelofreasoning. brief anddonotshowdepth All provided responses are or twoofthequestions. responses toonlyone Provides thoughtful Partially Proficient (1Point)

-OR- ANIMAL RESEARCH | Does notprovide aresponse. Developing (0Points)

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RESOURCE LESSON 5: Case Study Decisions

INTRODUCTION LEARNING OBJECTIVES

In this lesson, students read one of three case studies Students will know: involving animals in research. Students work through a • A decision about a difficult ethical dilemma can be Decision-Making Framework in small groups, in which made by using the following process: identify the ethical they identify the ethical question, determine which facts question; determine which facts are known or unknown; are known or unknown, consider the values of different consider the values of different stakeholder groups; stakeholder groups, generate possible solutions, and then generate possible solutions; and then make and justify a make and justify a decision about the case. This is a jigsaw decision about the case. exercise, in which students first meet in “like” stakeholder Students will be able to: groups to become experts on the values and concerns of that group. Teams are then rearranged so that each new • Reason through a case study using a decision-making group has students from different stakeholder viewpoints. framework. After sharing the views and values of each stakeholder • Apply ethical viewpoints to a case study. group with their peers, groups work together to generate options for solutions to the case study. Lastly, students come • Create a strong justification for their decision about the to individual decisions about the case and write a thorough case study. justification. [Note: Some field test teachers suggest transitioning from Lesson Four directly to the Assessment CLASS TIME Activity and using this lesson as a reflective tool for One class period of 50 minutes. re-visiting the topic at a later date].

KEY CONCEPTS • A decision-making framework provides a structured format for logical student thought. • Difficult decisions can be reasoned through in a systematic way, even if the different solutions are not without challenges for diverse stakeholder groups. LESSON 5 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 135 MATERIALS

Materials Quantity Student Handout 5.1—Ethical Decision-Making Framework 1 per student Student Handout 5.2—Justify the Answer 1 per student Case Studies chosen from the three options: 1 per student Student Handout 5.3—Case Study A: Karen’s Dilemma Student Handout 5.4—Case Study B: Mice and Memory Student Handout 5.5—Case Study C: A Trip to the Zoo Teacher Answer Key 5.1—Ethical Decision-Making Framework 1

TEACHER PREPARATION • Make copies of the Student Handouts. • Read through the Case Studies and choose which one you will assign to students. Case Studies A and B are appropriate for high school students and those who function at a higher reading level. Case Study C is appropriate for middle school students and those who function at a lower reading level.

PROCEDURE

WARM-UP: CHALK TALK As students enter the room, have them participate in 3. Distribute copies of Student Handout 5.1—Ethical the Chalk Talk sheets posted around the room. Have a Decision-Making Framework; one per student. As a class, different colored marker than previous days (but still the decide on the ethical question for the Case Study. same for all students) to help distinguish the evolution of thought from day to day. 4. Give students approximately five minutes to write down the facts from the case and any questions that they have on Student Handout 5.1—Ethical Decision-Making ACTIVITY ONE: ETHICAL QUESTION, Framework. FACTS, AND STAKEHOLDERS 5. Ask students to brainstorm a list of stakeholders in the 1. Tell students that they will be introduced to a case study case individually. involving animals in research in this lesson. They will then use a decision-making framework to help them 6. Ask for student volunteers to share the names of reason through the case. stakeholders from their lists. Record the list of the stakeholders on the board. 2. Have students read the Case Study of choice. 7. As a class, choose the top four stakeholders that are most affected by the decision and have students list these on Student Handout 5.1—Ethical Decision-Making Framework. LESSON 5

136 | ANIMAL RESEARCH © Northwest Association for Biomedical Research ACTIVITY TWO: ‘LIKE’ STAKEHOLDER GROUPS ACTIVITY FOUR: STUDENT-WRITTEN JUSTIFICATION 8. Divide the class into groups of four and assign one stakeholder to each small group (more than one group 17. Each student should write a thorough justification for can represent the same stakeholder, if needed). their decision, using the guidelines found on Student Handout 5.2—Justify the Answer. Explain to students 9. Students should consider the values and concerns of that that a good justification will touch upon all parts of the stakeholder group and record them on Student Handout Decision-Making Framework. Student Handout 5.2— 5.1—Ethical Decision-Making Framework. What are their Justify the Answer is organized the same way as the concerns? What do they care about? framework, beginning with the question and ending with the solutions. 10. Each group should also consider duties-based and outcomes-based ethical perspectives from the viewpoint 18. If time permits, have students meet in pairs to discuss of that stakeholder. Which perspective seems to best fit their justifications. Students can give each other feedback each stakeholder’s view? on the strength of their justifications based on Student Handout 5.2—Justify the Answer. Students should not 11. Allow about five minutes for each stakeholder group to critique each other’s position directly, but focus on the discuss the values and concerns of that stakeholder. strength of the reasoning.

ACTIVITY THREE: ‘MIXED’ 19. Collect the students’ written justifications. STAKEHOLDER GROUPS CLOSURE 12. Rearrange the class into groups of four, so that each new small group has one representative from each 20. Share with students that the decision-making stakeholder set. If there are an odd number of students, framework and bioethical analysis tools that students two students can represent the same stakeholder in the have learned over the course of the curriculum will help same group, if needed. them as they encounter other bioethical cases. Students may also find them helpful as they consider dilemmas 13. Each stakeholder should share, in turn, their values and they may encounter personally in the future. concerns with the other students in the group until each stakeholder has reported. HOMEWORK 14. Students should record this information on Student • Students can continue to work on their justifications as Handout 5.1—Ethical Decision-Making Framework. homework.

15. In this mixed group, have students proceed to the Possible Solutions section on the handout. What are the options for this case? What are the extreme positions? What options occupy the middle ground?

16. Each student should come to a decision. This does not have to be a team consensus, nor does the student have to share his or her decision. LESSON 5 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 137 TEACHER BACKGROUND Currently much research around neurological and Additional information on ethics can be found in the Appendix. psychological illnesses, basically brain-based, is conducted in such primates. These conditions include depression, drug Arguments for using non-human addiction, Alzheimer’s disease, and Huntington’s disease. primates in biomedical research The study of Huntington’s disease is being made possible by the development of a rhesus monkey model with a human Currently, there are no non-human primate substitutes gene. The brain similarities among primates make this for answering some of the research questions of work possible. Mouse brains with the human gene proved significant human health importance. Researchers must ineffective for such study. Neurological and psychological look for alternatives when proposing their research illnesses are among the more poorly understood conditions protocols for approval. Less than one half of one percent experienced by humans and are responsible for much of the animals used in research are non-human primates. human suffering. Relief of such human suffering is an Every attempt is made to replace, reduce, and refine obvious potential benefit of this research. in order to minimize impacts to primates. Research with primates is subject to guidelines imposed by the Animal Research conducted in animals often leads to benefits Welfare Act and the Public Health Service. Researchers for the animal species as well. Vaccines against rabies, are required to show that their research cannot be met distemper, cholera, and other diseases are used on a variety without using animals. Additionally many questions can of non-human species. Surgical and imaging techniques be answered by using “lower” animal species such as are likewise applied to animals. It is not unusual to treat zebrafish or mice. Each research institution also maintains diabetic pets with insulin developed for human use. Non- an Institutional Animal Care and Use Committee human animals benefit greatly from research in animals. which, among other duties, must ensure that protocols avoid or minimize discomfort, pain, and distress. For Arguments against using non-human instance, if a procedure is found to cause any more than primates in biomedical research slight or fleeting pain, the animal must be anesthetized, sedated, or given other pain relief. There are high Non-human primates express recognizable emotions, standards for animal use, and sometimes there is no establish family groups, exhibit self-awareness, and possess other alternative for research whose goal is human health a higher intelligence than other groups of animals. Because intervention. These are our closest “relatives.” Harm to of their evolutionary closeness to humans, they are capable them is minimized. of feeling distress when deprived of social interactions. Laboratories sometimes cannot provide the level of social Many significant advances in human health have been interaction that would alleviate stress, boredom, and achieved through use of non-human primates in research. anxiety. The goal is to avoid harm, whether it is physical, Included among these is the culture of the polio virus in emotional, or social. monkey kidney, still being carried on today as a source of the virus in the vaccine. Other vaccines, for instance for yellow Immediate distress of animals should be avoided out of fever, and disease progressions, for example typhus, have respect for individual animal lives. Animals with a close been studied in non-human primates. Non-human primate evolutionary connection to humans should be treated as research has also been used to develop surgical and imaging individuals, just as humans are. Some say that, because techniques, such as MRI, which have revolutionized the animals cannot speak for themselves, we have an even practice of medicine. Some of the above work has been greater obligation to protect them from harm. Humans awarded the Nobel Prize. This work has saved lives, extended volunteer for biomedical research and animals are given no the lifespan, and improved the quality of life for millions of such choice. Often advocates of equal status for animals humans. These are clear benefits to humans. extend this to a ban on animals as food, companions, or sources of fiber. They state that an animal should be treated with as much respect as a human. LESSON 5

138 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Animal models will not always predict human response to a treatment or drug. There are examples in the literature of treatments found to be effective in animals that were not effective in humans. This is because no other animal is identical to a human in its anatomy and physiology. Even animals engineered to have human genes, such as the mouse model of Huntington’s disease, are not always predictive.

Certain research experiments should never be performed on animals or humans because the harms to the animals and humans are far too high. Included in this category of research is traumatic brain or spinal cord injury, producing burns, and giving lethal doses of radiation. When the benefits are compared to the harms, the animals bear most of the harms while the humans receive all or most of the benefits.

GLOSSARY

Animal Welfare Act of 1966 (AWA): A federal law that Free Radicals: Atoms or groups of atoms with an governs the care, handling, treatment, and transportation unpaired number of electrons. These highly reactive of animals in situations that include: laboratories, animal atoms can damage DNA. dealers and breeders, exhibitors, and transporters of animals. The law sets out minimum standards for housing, Humane: Treating animals with respect and care. ventilation, lighting, shelter, and veterinary care. Institutional Animal Care and Use Committee (IACUC): Biochemical Pathways: A series of chemical reactions that Federal law states that any organization that uses laboratory occur within a cell and are catalyzed by one or more enzymes. animals for research or instruction must have an IACUC that oversees the care and use of laboratory animals. Cytokines: Protein molecules that are secreted by the nervous system and immune system. These signaling Magnetic Resonance Imaging: Also known as a MRI, molecules play a role in the communication between cells. this imaging technique is used to look at structures inside the body. Dementia: A loss of brain function that may affect thinking, language, memory, and behavior. Mitochondrial Function: The mitochondria are organelles that generate ATP, the cell’s source of Duties-based Ethical Theory: An ethical theory that focuses energy. The mitochondria also perform functions that on the act itself (as opposed to the consequences of that act), include controlling cell growth and death, signaling, and asks the question, “Would it be acceptable if everyone and cellular differentiation. else were to act in this way? Is the action, no matter the consequences, right or wrong?” This theory can also be Molecular Genetics: A specialty within the field of biology thought of as, “The ends do not justify the means.” that studies the structure and function of genes at the molecular level. Embryo: An organism at its earliest stages of development, after fertilization of the egg and first cell division. In humans, Motor Neurons: Neurons (nerve cells) in the central nervous an embryo is the first eight weeks after fertilization, after system that help control muscle movement. which the developing organism is called a fetus. Neurological Diseases: Disorders that affect the brain, spinal cord, and nerves. LESSON 5 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 139 Non-human Primate: Member of the order Primates, not Refinement: One of the 3 Rs of animal research proposed by including humans. Russell and Burch. Refinement means using any technique or procedure that decreases the suffering, or enriches the Outcomes-based Ethical Theory: An ethical theory that life of, an animal used in research. focuses on the consequence of an act, and asks the question, “What are the consequences of the action?” In Replacement: One of the 3 Rs of animal research proposed by getting caught, the bad outcome (e.g., getting in trouble, Russell and Burch. Replacement means replacing conscious, losing points on the assignment, or being seen as dishonest) living vertebrates with cell or tissue cultures, computer would outweigh any benefits from the cheating. This theory models, and/or less developed animal species. can also be thought of as, “The ends justify the means.” Stakeholder: Any person, institution, or entity that is Primate: Member of the order Primates, which includes interested in, invested in, or will be affected by the anthropoids (monkeys and apes—which include humans) outcome of a decision. and prosimians (galagos, lemurs, lorises, and tarsiers). Transgenic Organism: A living organism in which genes, or Reduction: One of the 3 Rs of animal research proposed gene regulatory regions, have been added, removed, or by Russell and Burch. Reduction means using the fewest modified. The change in DNA will cause the organism to number of animals possible in a research project to gain exhibit a new property (immune system change, genetic statistically significant results. disorder, etc.) which can be passed to its offspring.

CREDIT

Conn, P. Michael and J.V. Parker. (2008). Oregon Health & Science University. (16 Nov 2005). The Animal Research War. New York: MacMillan. “Research Reveals Likely Connection between Early-life Stress and Teenage Mental Health Problems.” Dawdy, Philip. (10 Jan 2001). “The Brain Gain: Researcher Science Daily. http://www.sciencedaily.com/ Cynthia Bethea Hopes Monkeys Can Help Her Unlock the releases/2005/11/051116174754.htm. Mystery of Female Depression.” Willamette Week Online. Orlans, F. Barbara, et al. (1998). The Human Use of Emory University. (19 May 2008).“Yerkes Researchers Animals: Case Studies in Ethical Choice. New York: Develop First Transgenic Non-human Primate Model of Oxford University Press. Huntington’s Disease.” http://www.yerkes.emory.edu/ about/news/neuropharmacology_neurologic_diseases/ Preschott, J.M., et al. (2009). Refinement in Husbandry, nonhuman_huntington_model.html. Care, and Common Procedures for Non-human Primates: Ninth Report of the BVAAWF/FRAME/RSPCA/UFAW Joint “Huntington’s Disease.” (8 May 2009). http://www. Working Group on Refinement. mayoclinic.com/health/huntingtons-disease/DS00401 Primate Freedom Project. Jennings, Bruce, et al. (1990). New Choices, New http://www.primatefreedom.com/ Responsibilities: Ethical Issues in the Life Sciences. Briarcliff Manor, N. Y.: The Hastings Center. Refinement in husbandry, care and common procedures for non-human primates – U.S. Department of Agriculture, Levine, Carol. (2006). Taking Sides: Clashing Views on National Agricultural Library. http://awic.nal.usda.gov/. Controversial Bioethical Issues, 11th ed. Dubuque, IA: Then click on research animals, then laboratory animals, McGraw-Hill. and then non-human primates. LESSON 5

National Institute of Neurological Disorders and Stroke. Yerkes National Primate Research Center. Huntington’s Disease Information Page. http://www.ninds. http://www.yerkes.emory.edu/ nih.gov/disorders/huntington/huntington.htm

140 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Ethical Decision-MakingFramework STUDENT HANDOUT5.1 Name______Date______Period______7. Decisionandjustification: 6. Possibledecisions/options ______(people and/orentities Stakeholders 3. 1. Relevantfacts(known) Ethical Question: c. b. a. affected bythedecision) ______ofeachstakeholder 4. Concerns/values 2. Questionsthatremain (unknown,needtoknow) ______5. Ethicalviewpoints ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Justify theAnswer STUDENT HANDOUT5.2 For ourpurposes,thejustificationfordecisionismoreimportantthanpositionondecision. A strong justificationshouldhavethefollowingcomponents: Name______Date______Period______¨ ¨ ¨ ¨ ¨ ¨ REASONINGandLOGIC REBUTTALS ALTERNATEOPTIONSand STAKEHOLDER VIEWS ETHICALCONSIDERATIONS FACTS ADECISION A goodjustificationincludes: provided. A logicalexplanationthatconnectstheevidencetoclaimis considers strengths and weaknesses ofvariouspositions. No onedecisionwillsatisfyallparties.Athorough justification than oneindividualorgroup willbeaffected bytheoutcome. There are avarietyofviewsandinterests inthedecisionandmore the claim. based ethicalperspectives.Thiscanbeusedasevidencetosupport Ethical considerationsmayincludeduties-basedandoutcomes- evidence tosupporttheclaim. regardless ofpersonalorculturalviews.Thiscanbe used as The factsandsciencecontentcanbeconfirmedorrefuted directly totheethicalquestion. A position(claim)hasbeenclearlystated.Thedecisionrelates Which means… ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Case StudyA:Karen’s Dilemma STUDENT HANDOUT5.3 the geneislostinsecond generation. Karen’s expertise gene havealready beenproduced. However, inbreeding, Transgenic rhesusmonkeyswiththehuman Huntington’s orangutans, chimpanzees,and gorillas. but are notinthesamecategoryasapeswhichinclude Karen wouldbeworkingwithare non-humanprimates, human geneforHuntington’s disease.The rhesusmonkeys transgenic Karen’s job,ifsheacceptsit,wouldbetodevelopalineof brought aboutbytheintroduction ofdrugs. brain biochemistryasdiseasesprogress, aswellchanges This imageryhashelpedgreatly intrackingthechanges Coast, whichcantrackbiochemicalchangesinthebrain. Resonance Imagingfacility, perhaps thebestonWest is particularlyimpressed with theirfunctionalMagnetic treatments wouldbetotry themonhumansubjects.Karen animal models.Thenextstepforsuccessfuldevelopmentof because oftheirgreater similarity tohumansthanother Adams/Hamper isusingnon-humanprimatesexclusively mice orothernon-primateanimalmodels.However, verification ofworkdoneinotherlabsusingtransgenic Much oftheirworkhasinvolvedthereplication and cystic fibrosis, autism, Tay-Sachs disease,ALS,andothers. They are currently doingworkonHIV, Huntington’s disease, of interventiontocure or reduce theeffect ofthediseases. information theyhopetodevelopdrugsandotherforms pathways forseveralhumandiseases.From this species ofmonkeysinhopesfindingbiochemical does bothbehavioralandphysiologicalresearch onseveral Adams/Hamper labsofPortland,Oregon. Adams/Hamper one ofthelargestprimateresearch centersintheU.S., Karen hasbeenoffered afouryearcontracttoworkat CellBiologynextmonth. journal international the ALSsymptoms.Herresearch willbepublishedin the a protein produced bythisgenethatinitiatedtheonset of was introduced intothemiceandthenshewasabletostudy Lateral Sclerosis (ALS),alsoknownasLouGehrig’s Disease, from anotherorganism.Inhercase,ageneforAmyotrophic their geneticmakeupaltered bytheintroduction ofgenes production anduseoftransgenicmice—micethathavehad the UniversityofWashington. Herresearch involvedthe molecular geneticshavingjustcompletedherPhDat Twenty-seven-year oldKaren Goodmanisarisingstarin Name______Date______Period______monkeys ( rhesus macaques)thatcontainthe addressed inthetestanimals. She alsocan’t seehowpainandanxietycanbeeffectively primate animalmodelsshehas workedwithinthepast. like Huntington’s different from introducing ittothenon- terms ofthefuture andthepastmakeintroducing adisease the monkeys’highlevelofawareness andabilitytothinkin terrible diseasetoamonkeypopulation.Shewondersif sees herselfastheagentthatwouldbeintroducing a involvement inintroducing Huntington’s toprimates.She Karen andhasreservations isconcerned abouther new treatment asthekeytoitsfuture. strong financialfootingwithaboard thatsees research into in anotherarea. Thecompanyispubliclytradedandhasa could introduce ideasandtechniquesthatmightbeused results andinsightsinhopes thatresearch inonearea support staff. Theculture oftheorganizationistoshare neurological diseasesand excellent equipmentandtechnical several scientistsworkingcollaborativelyonanumberof As acompany, Adams/Hamperhastheadvantageofhaving systems untildeathoccurs. emotional outbursts.Eventuallyitshutsdownmajorbody It progresses tolossinintellectualcapacityandfrequent the degeneration ofthenervoussystem.Itslowlyincapacitates Huntington’s isaterriblediseaseresulting inthegradual Hamper hasnospecificexperimentsdesigned. have notbeenverifiedinnon-humanprimatesandAdams/ occurring intransgenicALSmice.However, thesestudies Huntington’s transgenicmice.Similarprocesses seemtobe free radicals.Allofthesefindingshavebeenstudiedusing function ismodified resulting inthe production oftoxic symptoms. There alsoisan indicationthatmitochondrial of stimulates theimmunesystemtocauseanoverproduction which isproduced byanimalswiththedisease,somehow There issomeindicationthattheHuntington’s protein, transgenic Huntington’s monkeysoncetheyare developed. design forexperimentsthatwouldbeconductedusingthe Adams/Hamper currently doesnotseemtohaveaspecific gene wouldbeavailableforresearch. ready populationofmonkeyswiththeHuntington’s disease would beveryvaluableincorrecting thisproblem so thata cytokines inthebrainwhichbringsonHuntington’s motor neurons resulting inuncontrolled movements. ANIMAL RESEARCH |

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HANDOUT © Northwest Association for Biomedical Research that studies the structure and function of genes at the and function of genes at the that studies the structure molecular level. monkeys macaques, baboons, and marmosets. Rhesus common type of non-human primate used the most are in biomedical research. muscle movement. nervous system that help control including humans. (monkeys and apes—which include humans) anthropoids (galagos, lemurs, lorises, and tarsiers). and prosimians or have been added, removed, regions, gene regulatory modified. The change in DNA will cause the organism to (immune system change, genetic exhibit a new property etc.) which can be passed to its offspring. disorder, A specialty within the field of biology Molecular Genetics: A specialty within the field of biology rhesus Monkey: Non-human, non-ape primates, including (nerve cells) in the central Neurons Motor Neurons: Primates, not Non-human Primate: Member of the order Primates, which includes Primate: Member of the order Organism: A living organism in which genes, or Transgenic has been fined twice by the U.S. Department fined twice by the has been Adams/Hamper not animal subjects and for mistreating of Agriculture to in advance. agreed that were protocols following research to move trends is also concerned about some recent Karen in some using non-human primates research away from Netherlands has banned all research other countries. The of granting near is in the process on chimpanzees. Spain such as chimpanzees, apes great human rights to the on They would ban all research gorillas, and orangutans. not monkey species like the ape species, though these great would be studying at Adams/Hamper. rhesus macaque she Should Karen accept the job at Adams/Hamper? Contributed by Rod Mitchell.

agreed to follow strict international to follow strict agreed | ANIMAL RESEARCH that generate ATP, the cell’s source of energy. The The of energy. source the cell’s that generate ATP, mitochondria also perform functions that include and death, signaling, and cellular cell growth controlling differentiation. this imaging technique is used to look at structures this imaging technique is used to look at structures inside the body. number of electrons. These highly reactive atoms can atoms can These highly reactive number of electrons. damage DNA. nervous system and immune system. These signaling signaling nervous system and immune system. These in communication between cells. molecules play a role that occur within a cell and are catalyzed by one or catalyzed by one or that occur within a cell and are enzymes. more gorillas, chimpanzees, orangutans, and siamangs. Their siamangs. Their gorillas, chimpanzees, orangutans, and and banned rare is extremely use in biomedical research in some countries. animals in socially harmonious groups. • Housing animals in socially harmonious environment. a mentally stimulating • Providing • Systematic positive human contact. age. of animals at an appropriate • Weaning 146 The mitochondria are organelles organelles Mitochondrial Function: The mitochondria are Also known as a MRI, Magnetic Resonance Imaging: Also known as a MRI, Atoms or groups of atoms with an unpaired of atoms with an unpaired Radicals: Atoms or groups Free Protein molecules that are secreted by the by the secreted that are molecules Cytokines: Protein A series of chemical reactions Biochemical Pathways: A series of chemical reactions GLOSSARY that includes Ape: Members of the superfamily Hominoidea Adams/Hamper has Adams/Hamper guidelines for the use and care of non-human primates in primates in of non-human for the use and care guidelines pain and designed to minimize These rules are research. animals. of the the welfare as well as promote distress and developed social structure Because of the highly involves special training by this care intelligence of primates, as: such procedures and specific handlers and researchers

HANDOUT © Northwest AssociationforBiomedical Research Case StudyB:MiceandMemory STUDENT HANDOUT5.4 the disease,mayaffect boththeimmunesystemand Huntington’s protein, whichisproduced byanimalswith systems untildeathoccurs.Studieshaveshownthatthe emotional outbursts.Eventuallyitshutsdownmajorbody It progresses tolossinintellectualcapacityandfrequent the degeneration ofthenervoussystem.Itslowlyincapacitates Huntington’s isaterriblediseaseresulting inthegradual that containthehumangeneforHuntington’s disease. Karenna’s workwillinvolveworkingwithtransgenicmice Tay-Sachs disease,ALS,andothers. work onHIV, Huntington’s disease,cysticfibrosis, autism, reduce theeffect ofthediseases.Theyare currently doing to developdrugsandotherformsofinterventioncure or human diseases.From this informationtheyhopeeventually mice inhopesoffindingbiochemicalpathwaysforseveral lab. TheAdams/Hamperlabdoesresearch ontransgenic lab attheUniversityofWashington, theAdams/Hamper Karenna hasbeenoffered apositionatthrivingresearch Biology nextmonth. research Cell journal willbepublishedintheinternational to beinstrumentalintheonsetofALSsymptoms.Her a protein produced bythisgene.Thisprotein isthought (ALS) –LouGehrig’s Disease–intotheyeastandthenstudy able toinsertageneforAmyotrophic LateralSclerosis genes from anotherorganism.Inherwork,Karenna was had theirgeneticmakeupaltered bytheintroduction of production anduseoftransgenicyeast—yeastthathave Pennsylvania StateUniversity. Herresearch involvedthe in moleculargeneticshavingjustcompletedherPhDat Twenty-seven-year-old Karenna Goodmanisarisingstar Name______Date______Period______motor neurons resulting inuncontrolled movements. Modified fromacasestudycontributedbyRodMitchell. her worktobeunethical,butshedoesnot.Isit? building andconsidershersituation.Theymightconsider Karenna marches pasttheanimalrights activiststoenterher with fruitflies. firebombed byanimalactivists—and that researcher worked reading aboutaresearcher whosehousewas inCalifornia are Karenna alsoknowsthat,for manyanimalactivists,there animals. Butwhere didthe activistsgetthosepictures? pain anddistress aswell promote thewelfare ofthe human primatesinresearch—rules designedtominimize guidelinesfortheuseandcarestrict international ofnon- primates inresearch. Shebelievesthattheuniversityfollows research, ifsuccessful,willleadtotheuseofnon-human about herworkwithtransgenicmice,butknowsthat graphic anddisturbing.Karenna hasalwaysfeltcomfortable outside theuniversityentrance.Theposterstheycarryare a group ofanimalrightsactivists protesting animalresearch During herfirstweekinthelab,Karenna issurprisedtosee developed inonearea might beusedinanother. results andinsightsinhopesthatideastechniques other groups studyingneurological. Theyshare diseases Hamper labgroup workscollaborativelywithanumberof step wouldbetotrythemonhumansubjects.TheAdams/ human primatesproduces successfultreatments, the next for Huntington’s disease.Iftheworkinmiceandnon- transgenic rhesusmonkeysthatcontainthehumangene Karenna’s departmentisalsoworkingtodevelopalineof their greater similaritytohumansthanotheranimalmodels, not beenverifiedinnon-humanprimates.Becauseof function ofthemitochondria.However, thesestudieshave no acceptableresearch animals.Karenna remembers ANIMAL RESEARCH |

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HANDOUT © Northwest Association for Biomedical Research spinal cord, and nerves. spinal cord, including humans. include humans) (monkeys and apes—which anthropoids lorises, and tarsiers). (galagos, lemurs, and prosimians have been added, regions, genes, or gene regulatory or modified. The change in DNA will cause removed, (immune system the organism to exhibit a new property etc.) which can be passed to change, genetic disorder, its offspring. Disorders that affect the brain, the brain, that affect Diseases: Disorders Neurological not Primates, Member of the order Non-human Primate: which includes Primates, Primate: Member of the order which Organism: A living organism in Transgenic

| ANIMAL RESEARCH nervous system that help control muscle movement. nervous system that help control that studies the structure and function of genes at the and function of genes at the that studies the structure molecular level. that generate ATP, the cell’s source of energy. The The of energy. source the cell’s that generate ATP, functions that include mitochondria also perform and and death, signaling, cell growth controlling cellular differentiation. that occur within a cell and are catalyzed by one or catalyzed by one or and are that occur within a cell enzymes. more 148 Neurons (nerve cells) in the central (nerve cells) in the central Neurons Motor Neurons: A specialty within the field of biology field of biology A specialty within the Molecular Genetics: The mitochondria are organelles organelles Mitochondria: The mitochondria are A series of chemical reactions reactions A series of chemical Biochemical Pathways: GLOSSARY

HANDOUT © Northwest AssociationforBiomedical Research Case StudyC:ATrip totheZoo STUDENT HANDOUT5.5 independence wouldeventually confinehertobedand public. Thediseasethathadalready robbed herof no longerbeabletomovearound orwanttogooutin she oftenmadewouldprogress tothepointthatshewould jerky bodymovementsandthe strangefacialexpressions She knewitwouldgetworseeveryyearandthatGram’s this conditionsinceGramwasdiagnosedfouryearsago. up untilmiddleage.Amandahadgottenveryinterested in a diseaseofthenervoussystemthatdoesnotusuallyshow time withgrandmaBetty. GramhadHuntington’s disease, Amanda’s motherwasspendingmore andmore ofher new connections. continued thinkingaboutfamilies,gorillas,humans,and to themoviestartinguponbusmonitors,Amanda a fewmomentstoherself.AsJaneswitchedherattention words. Janewaitedandthen realized thatherfriendneeded thoughtful asifshewashavingahard timechoosingher Jane lookedforaresponse, butinsteadAmanda turned You know, gorillas…andhumans, too,”answered herfriend. “About mothersanddaughtersfamiliesstuff. “About what?”askedAmanda. did play, sort of. Thatmademestopandthink.” our sideofthewindowtoplaywithKumani.Andthenthey added. “Itwasalmostlikesheinvitingthattoddleron Kumani uptotheviewingwindowfrom theirside?”Jane “Speaking ofsurprised!HowaboutwhenKikibrought could tellhewassurprised.” Even thoughtheglassbetweenthemisverythick,you sophomore, buthesure jumpedwhenthegorilladidthat. the windowwhenhepoundeditsohard. Bobby’s bigfora “Yeah,” saidAmanda,“Ithoughthewasgoingtobreak large malegorilla. when Bobbymadeeyecontactwithhim,”Janesaidofthe “I’ll neverforgethowthatgorilla,Kit,ranatthewindow first time,andsometimesitwasupclosepersonal. Franklin ParkZoo,thetwostudentshadseengorillasfor that day. Inthelargeenclosure ofthePrimateHouseat teacher askfortheobservationsheetstheyhadcompleted a halfhourbustripbacktotheirhighschool,theyheard their As JaneandAmandasettledintotheirseatsforthetwo Name______Date______Period______subjects ofresearch? qualities. Shouldsuchevolutionarily closeanimalsbethe The similaritiesshehadseen today reminded herofhuman excellent research models forstudyingdiseaseworriedher. behavioral characteristics.Thesamethingthatmadethem closeness, non-humanprimatesshared manyphysicaland her.seen todayconcerned Becauseoftheirevolutionary and thentherapiesforthedisease.Butwhatshehad develop basicknowledgeaboutHuntington’s disease disease. Shewantedthisanimalmodeltobeusedhelp And thiswouldtakefiveto fifteen years.Itwasanawful consistently, takingawayhermindandbodyfunctions. loved Gramandhersuffering wasreal. Itwouldgetworse She knewwhere theuneasinesshadcomefrom. She researching she wouldarguefortheuseofnon-humanprimatesin classroom andzooexperiences. Before todayshehadbelieved statement aboutnon-humanprimates,drawingontheir All thebiologystudentshadbeenassignedtocreate athesis help themstudythisdevastatingdisease. relatively closetohumans in evolutionaryterms,thatcould Amanda hadjustseeninthezoo.Nowtheyananimal, Rhesus monkeysare closecousinstothegorilla apes Huntington’s diseasegeneintorhesusmonkeyembryos. Huntington’s diseasebygeneticallyincorporatingthe research. Scientistshaddevelopedaprimatemodelof the netshehadcomeacross arecent advanceinHuntington risk ofdevelopingtheconditionlaterintheirlives.Surfing including hermomandAmandaherself,were atincreased Gram. Shealsoknewthatothermembersofherfamily, Huntington’s diseaseandtheprospects forhelpingher Uneasiness grew insideAmandaasshethoughtabout seen todayhadmadethatreal. gorillas were geneticallyrelated tohumans.Whatshe had recognizable behaviors.Sheknewfrom biologyclass that They were bigandhairydidn’t talk,buttheyhad many so manywaystheyexhibitedso-calledhumancharacteristics. interactions hadbrought itback.Theyhadfamilies,too.In She hadtriednottothinkofthistoday, butthegorilla another fiveto fifteen years. lead todementia.Huntington’s wouldslowlykillGramin neurological diseases.Nowshewasnotsosure. ANIMAL RESEARCH |

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HANDOUT humanely. © Northwest Association for Biomedical Research also be given to the species studied. It has also been argued It has also been to the species studied. also be given just as we do individuals, should be considered that animals them a moral value we must respect, people. This would give their use in research. preventing Act requires Animal Welfare Amanda further found that the and animals responsibly facilities to treat research Use and Care They must establish Institutional Animal called Often the research. Committees (IACUCs) to oversee of the number reduction involve the 3 Rs, their approaches of procedures needed, refinement animals to the minimum by alternative replacement and to minimize pain or distress, IACUCs consider The if appropriate. methods of study, any pain oralternatives possible. Still, to some, wherever is unacceptable. animal a research in distress theWhat should Amanda write about? Should she defend expressing research, use of non-human primates in biomedical as her Gram?her hopes for therapies to help humans such theOr should she write in opposition to it, considering be supported byexperiences she had today? Both views could of genetics and natural history. understandings current Is it ethical to use non-human primates in biomedical research? Regional School. Contributed by Karen O’Neil, Pioneer Valley home Amanda found additional information about information about found additional home Amanda | ANIMAL RESEARCH 150 Back at and other non-human primates feel pain and are and are Monkeys and other non-human primates feel pain led people tosocial animals like humans. This has often uses. Many grant a right not to suffer, object to their research This view wouldbe harmed, and/or be killed to all animals. at all. us not to use animals in research essentially require would extend Some other opponents of animal research of animals or would only to certain groups these prohibitions the benefit would make a few exceptions, for instance where non-human primate research. Rhesus monkeys are the Rhesus monkeys are primate research. non-human most significant non-human primate most widely used and 93% of their genes sharing research, model for biomedical best animal model the considered with humans. They are including disorders AIDS, neurological for investigations of cardiovascular aging, obesity, addiction, vision research, drug studies. The females even have diseases, diabetes, and making them models for human a 28 day menstrual cycle, Their use research. and other reproductive birth control of the polio vaccine, led to the development has already blood types, and linkages between an understanding of hormone levels and depression.

HANDOUT © Northwest AssociationforBiomedical Research Institutional AnimalCare andUseCommittee(IACUC): Humane: Treating animalswithrespect andcare. Embryo: Anorganismatitsearlieststagesof Dementia: Alossofbrainfunctionthatmayaffect thinking, Ape: MembersofthesuperfamilyHominoideathatincludes Animal Welfare Actof1966(AWA): Afederallawthat GLOSSARY oversees thecare anduseof laboratoryanimals. animals forresearch orinstructionmusthaveanIACUCthat Federal lawstatesthatanyorganizationuseslaboratory is calledafetus. after fertilization,whichthedevelopingorganism division. Inhumans,anembryoisthefirsteightweeks development, afterfertilizationoftheeggandfirstcell language, memory, andbehavior. in somecountries. use inbiomedicalresearch isextremely rare andbanned gorillas, chimpanzees,orangutans,andsiamangs.Their ventilation, lighting,shelter, andveterinarycare. animals. Thelawsetsoutminimumstandards forhousing, dealers andbreeders, exhibitors,andtransportersof of animalsinsituationsthatinclude:laboratories,animal thecare,governs handling,treatment, andtransportation

Replacement: Oneofthe3Rsanimalresearch Refinement: Oneofthe3Rsanimalresearch proposed Reduction: Oneofthe3Rsanimalresearch proposed Primates: Memberoftheorder Primates,whichincludes Non-human Primate:Memberoftheorder Primates,not Neurological Diseases:Disorders thataffect thebrain, Monkey: Non-human,non-apeprimates,includingrhesus animal species. tissue cultures, computermodels, and/orlessdeveloped replacing conscious,living vertebrates withcellor proposed byRussellandBurch. Replacementmeans enriches thelifeof,ananimalusedinresearch. technique orprocedure thatdecreases thesuffering, or by RussellandBurch. Refinement meansusingany statistically significant results. number ofanimalspossibleinaresearch project togain by RussellandBurch. Reduction meansusingthefewest and prosimians (galagos,lemurs, lorises,andtarsiers). anthropoids (monkeysandapes—whichincludehumans) including humans. spinal cord, andnerves. biomedical research. the mostcommontypeofnon-humanprimateusedin macaques, baboons,andmarmosets.Rhesusmonkeysare ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research Ethical Decision-MakingFramework TEACHER ANSWERKEY5.1 7. Decisionandjustification 6. Possibledecisions/options 5. Ethicalviewpoints ofeachstakeholder 3. &4.Stakeholdersconcerns/values 2. Questionsthatremain (unknown,needtoknow) 1. Relevantfacts(known) For additionalscoringguidance,refertotherubricbelow. A positionshouldbeclearlystatedandthedecisiondirectlyrelatetoethicalquestion. Students shoulddemonstrateaconsiderationofthestrengthsandweaknessesvariouspositions. Student responsesshouldincludemorethanonepossibledecision,sincenodecisionwillsatisfyallparties. but notlimitedto,duties-basedandoutcomes-basedethicalperspectives. Student responsesshouldlinkthestakeholders’viewstoethicalconsiderations,including, in thedecisionandthatmorethanoneindividualorgroupwillbeaffectedbyoutcome. and/or valuesthatgroupbringsforward.Studentresponsesshouldshowthereisavarietyofviewsandinterests Student responsesshouldlistthenamesofstakeholders,stakeholders’viewsonsubject,andconcerns still needtoknowformtheirdecision. Student responsesshouldincludealistofquestionsthatdemonstratetheyhavethoughtaboutwhat regardless ofpersonalorculturalviews. Student responsesshouldprovidealistofknownfactsandsciencecontentthatcanbeconfirmedorrefuted ANIMAL RESEARCH |

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RESOURCE (0 Points) Developing Developing © Northwest Association for Biomedical Research impacts on them. Only one stakeholder and the way in which this stakeholder is impacted is identified OR two identified stakeholders are without mention of the Student states an option Student states an option that is not one of the options for the case or shows student response no understanding of the situation or the question being asked. Factual information to the case is relevant incompletely described or is missing. Irrelevant information may be included and student demonstrates some confusion. (1 Point) Partially Proficient Partially Proficient Two stakeholders and the Two ways in which they are identified impacted are stakeholders are OR three identified without mention of the impacts on them. Student does not clearly Student does not clearly not state an option or does state what should be done. Student does not give any to support his/her reasons decision. Factual information to the case is relevant described but some key facts may be missing and information some irrelevant may also be included. Student may not have mentioned information the case that missing from would influence decision- making. only facts Student presents or missing information. (3 Points) Proficient Proficient Three stakeholders and Three the ways in which they are identified impacted are OR four stakeholders are identified without mention of the impacts on them. The student’s choice of The student’s best option is clearly stated, but the option may not to the ethical directly relate question. Student shows clear thinking. facts are The main relevant identified. All scientific correctly concepts are Student shows presented. clear thinking. Student information references the case that missing from would influence decision- making. Both facts supporting the decision and missing presented information are at levels meeting standard (as described above).

(5 points) Exemplary Exemplary Three or more stakeholders, or more Three the ways in which they are impacted, and their values, and/or concernsinterests, identified OR four or are stakeholders and more the ways in which they are identified. impacted are The justification uses the relevant scientific reasons answer to support student’s to the ethical question. Student demonstrates a solid understanding of the context in which the case occurs, including a thoughtful description of important missing information. Student shows logical, organized thinking. Both facts supporting the decision and missing presented information are at levels exceeding standard (as described above). Student’s choice of best choice of best Student’s The option is clearly stated. directly decision relates to the ethical question. Student shows thoughtful consideration and organized thinking. | ANIMAL RESEARCH Facts Views Decision Dimension Stakeholder will be impacted by the decision and how will they be impacted? (There are a variety of are Which stakeholders will be impacted by the decision and how will they be impacted? (There by the outcome.) will be affected than one individual or group in the decision, and more views and interests support your decision? Is there information missing that could be used to make a better decision? information missing that could be used to make a better decision? What facts support your decision? Is there of personal or cultural views.) regardless refuted or (The facts and science content can be confirmed ? (A position that relates directly to the ethical question has been clearly stated.) to the directly ? (A position that relates What is your decision 154 Scoring Rubric for Student Justifications Scoring Rubric

RESOURCE © Northwest AssociationforBiomedical Research Scoring RubricforStudentJustifications–continued (Ethical considerationsmayincludeduties-basedandoutcomes-basedethicalperspectives.) What are themainethicalconsiderations? (No onedecisionwillsatisfyallparties.Athorough justificationconsidersvariouspositions.) What are thestrengths andweaknessesofalternatesolutions? Considerations Dimension Alternate Alternate Solutions Ethical organized. The writingisclearand solutions. multiple alternate and weaknessesand/or includes multiplestrengths solutionsthat alternate Thorough analysisofthe from premises. her conclusionsflowlogically organized thinking,andhis/ The studentdemonstrates consideration(s) ofthecase. thoughtful applicationofthe supported bythethorough, case. Thestudent’s decision is considerations relates tothe one ormore ethical understanding ofhow student showsexceptional considerations. The one ormoreethical the caseindepthusing The studentevaluates Exemplary (5 points) alternate solution(s). alternate and theweaknessesof Presents boththestrengths her decision. considerations supporthis/ explanation ofhowethical student provides clear related tothecase.The ethical consideration(s) an understandingofthe The studentdemonstrates Proficient (3 Points) weaknesses. unrealistic strengths or misconceptions or or containseither solution the alternate or theweaknessesof Only discussesthestrengths incomplete. be unclear, disorganized,or portions oftheanswermay and organized thinking, but demonstrates mostlyclear explanation. Thestudent clearly orprovide enough articulate therelationship the case,butmaynot and howtheyrelate to ethical considerations a generalawareness of The studentdemonstrates Partially Proficient (1 Point) ANIMAL RESEARCH | alternatives. or presents unrealistic solutions, not alternate weaknesses forsolution, presents strengths and/or are discussed,or solutions No alternate considerations). considerations (i.e.,legal not includeethical Student response does thinking. confused ordisorganized demonstrates some the case.Thestudent properly relate themto principles ordoesnot awareness ofethical The studentlacksan Developing (0 Points)

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RESOURCE ASSESSMENT

INTRODUCTION LEARNING OBJECTIVES Students will know: At the beginning of Lesson One, students engaged in a silent Chalk Talk regarding their personal understandings • Each individual can take personal actions to exercise their and beliefs about animal research. By beginning successive personal position on the use of animals in research. lessons with students adding to these conversations, Students will be able to: students are able to observe how these understandings and beliefs change and/or grow through the unit as they add to • Identify why scientists use animals. the “conversation.” • Explain the history of animal research and how it has shaped current research guidelines/regulations. At the culmination of the unit, students engage in a whole • Identify how they can be a participant in the use of class discussion about what they observed and how their animals in/by society. understandings and beliefs about animal research have or have not changed as a result of the activities. This provides teachers with a formative assessment of student understanding of animal research and the use of animals in CLASS TIME and by society. One to two class periods of 50 minutes each.

As a summative assessment, students will create an Action Plan outlining how they will exercise their personal position on the use of animals in and by society based on background information and ethical principles.

KEY CONCEPTS • The biomedical research process is driven by the future benefit to humans and animals. • The biomedical research process has evolved due to analytical reflection by society and scientists on accepted practices, and continues to do so as our knowledge expands. • The biomedical research process requires active participation by scientists, consumers, voters, and research participants.

Materials Quantity Student Handout 6.1—Chalk Talk Debrief and Reflection Form 1 per student Student Handout 6.2—My Animal Use Action Plan 1 per student Student Handout 6.3—Animal Use Action Plan Rubric 1 per student Student Handout 6.4—Animal Use Position Paper Rubric 1 per student (optional)

FRAMING THE LESSON The Assessment is intended for use after the five lessons in this curriculum have been delivered, as a formative and summative means of assessing students understanding. It is important to have students participate in the Chalk Talk in Lesson One, and re-visit the Chalk Talk in Lessons Three and Five, before doing these assessments. The Chalk Talk Debrief and Reflection activity provides a formative assessment of student learning, while the Action Plan activity provides a summative assessment of student learning.

TEACHER PREPARATION • Make copies of Student Handouts.

PROCEDURE

ACTIVITY ONE: CHALK TALK DEBRIEF ACTIVITY TWO: STUDENT (Formative Assessment) PERSONAL ACTION PLAN (Summative Assessment) 1. Give students ten to fifteen minutes to go around the room and add to the Chalk Talk conversations on the posters. 7. Ask students to refer back to the stakeholders from Lesson Five and to reflect on which stakeholder they 2. Engage students in a Think-Write-Pair-Share activity using most identified with before engaging them in a short Student Handout 6.1—Chalk Talk Debrief and Reflection Form. conversation about their reasons for choosing those stakeholders. Tell students that they will be using this 3. Provide five to ten minutes for students to silently reflect conversation to help them determine their own position and write about the debrief questions on the handout. on animal use and write up an action plan.

4. Ask students to choose one question and discuss it with a 8. Review Student Handout 6.2—My Animal Use Action partner. Be sure that each student is discussing a different Plan and Student Handout 6.3—Animal Use Action question, so each pair will discuss two questions. Plan Rubric with students. Explain to students that they will be creating a product (the type of product can be 5. Engage students in a whole class conversation regarding determined by you or you can leave it open to student the debrief questions. Be sure to discuss each question, choice) that meets the following criteria: as well as other questions that students might raise. • Explains the factors that go into conducting 6. [Note: It is important to discuss that it is good that there animal research.

ASSESSMENT are still different opinions among students. The goal • Describes the history of animal research and how was not to make all students think the same way, or to it is an evolving process. change any student’s opinion. The goal was to ensure that students were able to justify their opinions with information learned through the activities!]

158 | ANIMAL RESEARCH © Northwest Association for Biomedical Research • Identifies how you will exercise your personal 12. Before allowing students to move on to the second participation in the use of animals in/by society and the section of the handout, review the S.M.A.R.T. goals with choices you will make to support your view. them, as outlined on Student Handout 6.2—My Animal Use Action Plan. It is also helpful to review the example as • Justifies your choice according to stakeholders, ethical a class to clarify any questions. principles, and knowledge gained from Lessons One through Five. 13. Be sure to explain to students that the worksheets are not their final product. They are merely tools to get them started. 9. Lead the class in a group brainstorm of potential behaviors and actions that could be included in students’ 14. Allow class time for students to create their Action Plan Action Plans. Also, brainstorm a list of possible products. products (or assign them as homework). Students can use Student behaviors and actions could include: Student Handout 6.3—Animal Use Action Plan Rubric as a • Requesting dog or cat food to donate to a local animal guide to help them develop and refine their products. shelter in lieu of birthday presents. • Supporting organizations that work towards EXTENSION scientifically valid alternatives to animal testing, such • Students can be challenged to develop, write, and revise as the Center for Alternatives to Animal Testing (CAAT) a position paper that outlines their personal position on through Johns Hopkins University. the use of animals in research. A position paper can be a quality artifact for students’ portfolios. Students can use • Eating as a vegetarian (or vegan) one day a week, or Student Handout 6.4—Animal Use Position Paper Rubric more often. to guide them in the process of writing and revising a • Volunteering time at a local animal shelter or position paper. The rubric on this handout can also be veterinarian’s office. used to assess the quality of students’ position papers. • Continuing with current behavior after thoughtful • Having students re-visit their Action Plans can be a analysis and justification. powerful reflective experience. After one month—or For students seriously interested in becoming a vegetarian, another suitable length of time—ask students to re-read make sure that they know a vegetarian diet should be their Action Plans and write a brief reflection paper about balanced, just like any healthy diet, with a variety of how they have or have not been able to meet their plan. foods from all of the food groups. Information on healthy The paper should also include an analysis of how their vegetarian diets can be found here: current views do or do not match the views expressed in their Action Plans. http://www.youngwomenshealth.org/vegetarian.html

10. It is helpful to review the rubric on Student Handout 6.3 with students at this time to help them visualize what will be expected of them before they begin to work on the assignment.

11. Instruct students to refer back to the previous lessons to help them fill in the first part of the Student Handout 6.2—My Animal Use Action Plan. You may choose to have students complete one section and then share with a partner before moving on to the next section.

160 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Chalk Talk DebriefandReflectionForm STUDENT HANDOUT6.1 Why orwhynot? Has yourpersonalopinionregarding animalresearch and/ortheuseofanimalsinandbyoursocietychanged? What hasyourpersonalevolutionofthoughtbeensincebeginningthisunitstudy? Did younoticeatrend inthe evolutionofthoughtovertime? What stoodoutmosttoyouabouttheconversations? in andbyoursociety. Asyouviewthefinalposters, reflect ontheconversationsbyansweringfollowingquestions: Over thepastfewdaysyouandyourclassmateshaveengagedinasilentChalkTalk conversationabouttheuseofanimals Name______Date______Period______ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research My AnimalUseActionPlan STUDENT HANDOUT6.2 PART I product. You willbeusingthistodevelopafinalproduct youwillsubmitforassessment. Use thefollowingworksheettobuildyourActionPlan.Remember–thisisnotfinal You willbecreating afinalproduct thatmeetsthefollowingcriteria: Name______Date______Period______• Justifiesyourchoice(evenifitistoremain thesame)according tostakeholders,ethical • Identifieshowyouwillexercise yourpersonalparticipationintheuseofanimalsin/by • Describesthehistoryofanimalresearch andhowitisanevolving process. • Explainsthefactorsthatgointoconductinganimalresearch. Animal Research Animal Research principles, andknowledgegainedfrom thelessonsinthisunit. society andthechoicesyouwillmaketosupportyourview. History How are current eventsfurthershapingthewaythatanimalresearch isconducted? (Besure toconsiderallperspectives.) Whateventsinhistoryhaveledtotheguidelines/regulations thatweseenow? Howdoresearchers determinewhattypeofanimaltouseandhowmanyuse? Whydoresearchers useanimals? ANIMAL RESEARCH |

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What is your position on the use of animals in/by society? What is your position on Are there additional facts or background information that is important about the use of animals in/by society, in/by society, about the use of animals information that is important additional facts or background there Are of personal position? regardless What are some alternative What are options to be considered? What stakeholders in animal use would not support your position and action? Why? What stakeholders in animal use would not support What stakeholders in animal use would support your position and action? Why? What stakeholders in animal use would support What ethical principle(s) (outcomes-based, duties-based, benefits vs. harms) support your position? Why? What ethical principle(s) (outcomes-based, duties-based, | ANIMAL RESEARCH Justification Your Position Your 164

HANDOUT © Northwest AssociationforBiomedical Research how youwillexercise your personalparticipationintheuseofanimalsin/bysociety. Use theS.M.A.R.T. formattohelpyoutwogoals(short-termandlong-term)about A “smart”goalfulfillsthefollowingcriteria: important tosetS.M.A.R.T. goals. important tosetgoalsonhowyouwilltakeactionsupportthatposition.To dothis,itis Now thatyouhaveconsidered yourpositionregarding animalusein/bysociety, itis PART II • Timely:Atimeframeisgiventoaccomplishthegoal. • Relevant:Thegoalissomethingthatmatterstoyou;itappliesyourlife. • Attainable:Thegoalissomethingthatcanbemet,witheffort. • Measurable:There isawaytodetermineifthegoalhasbeenmet. • Specific:Thegoalisstraightforward andemphasizeswhatyouwillbedoing. ANIMAL RESEARCH |

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HANDOUT Specific Measurable Attainable Relevant Timely What will you be doing? How will you know you have What will you need to Why is this goal When will you have this Short-Term accomplished your goal? do to meet your goal? important to you? goal accomplished? Goals (within three months) © Northwest Association for Biomedical Research

How will you do it?

What will you be doing? How will you know that you What will you need to do to Why is this goal When will you have this Long-Term have accomplished your goal? meet your goal? important to you? goal accomplished? Goals (within two years)

How will you do it?

Example Donate food to the local I will have collected Find a teacher to help, get There are a lot of animals in I will start the collection animal shelter by setting up a 100 cans or bags of boxes for collection, put up shelters that are not cared next month and will end collection at school. dog/cat food. flyers to tell people about it. for but should be. it two weeks later.

Example goal in To help support a local animal shelter in caring for animals, I will work with a teacher to set up a two-week

final format dog and cat food drive at school to collect 100 cans/bags of food to be donated to the local animal shelter. | ANIMAL RESEARCH 166

HANDOUT © Northwest AssociationforBiomedical Research Animal UseActionPlanRubric STUDENT HANDOUT6.3 Name______Date______Period______Part I Dimension Research Research History Animal Animal dentifies and • Studentidentifiesand • Eventsinhistorycome • Studentidentifiesand • Studentdiscussestheuse • Studentdiscusseshow • Studentidentifiesand • Studentincludes continually evolving. how animalresearch is substantially discusses history. shaped animalresearch perspectives have how thesemultiple and studentdiscusses from multipleperspectives shaped animalresearch. events inhistorythathave multiple (three tofour) substantially discusses the limitationsofmodels. of modelorganismsand decrease inresearch. allow foranincreaseor these factorsmay research. after conductinganimal before, during,and researchers consider or more) factorsthat discusses multiple(four used inresearch. of thereasons animalsare substantial description Exemplary (5 points) • Studentidentifiesand • Eventsinhistory • Studentidentifiesand • Studentmentionsthe • Studentidentifiesand • Studentincludes evolving. research iscontinually discusses howanimal perspectives. come from multiple research. that haveshapedanimal to four)eventsinhistory discusses multiple(three use ofmodelorganisms. animal research. after conducting before, during,and researchers consider to four)factorsthat discusses multiple(three in research. reasons animalsare used description ofthe Proficient (3 Points) • Studentidentifiesbut in history • Eventsinhistory • Studentidentifies • Studentidentifies • Studentincludesa continually evolving. how animalresearch is does notdiscuss perspectives. come from multiple research. have shapedanimal events inhistorythat does notdiscusstwo animal research. after conducting before, during,and researchers consider or fewerfactorsthat does notdiscusstwo in research. reasons animalsare used basic descriptionofthe Partially Proficient (1 Point) ANIMAL RESEARCH | but but • Studentidentifiesbut • Eventsinhistory • Studentidentifiesbut • Studentidentifies • Studentonlyidentifies continually evolving. how animalresearch is does notdiscuss perspective. come from asingle animal research. history thathasshaped or onlyoneeventin does notdiscussany animal research. and afterconducting consider before, during, factor thatresearchers none oronlyone used inresearch. the reasons animalsare offer adescriptionof an issuebutdoesnot animal researchas Developing (0 Points)

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HANDOUT position does t identifies but ative option l principle(s) (0 Points) holders provided holders provided Developing Developing Stake Alter Studen Student Ethica not show a personal alignment. not in alignment are position. with student’s does not discuss facts or background to information important the issue. provided do not support provided position. student’s provided is unreasonable is unreasonable provided and shows lack of analysis. © Northwest Association for Biomedical Research

• •n • • • dentifies and identifies but identifies but provides a provides t identifies but t identifies one (1 Point) Partially Proficient Partially Proficient Student Studen Studen Student i Student Student does not explain which stakeholders would support their position. does not explain which stakeholders would not support their position. and insightful reasonable alternative options. personal position on the use of animals in/by society. does not explain the ethical principle(s) that support their position. discusses one or two facts or background to information important the issue.

• • • • • • t identifies t identifies t identifies two t identifies and (3 Points) Proficient Proficient nt identifies and a nt provides and explains which stakeholders would support their position. and explains which stakeholders would not support their position. and insightful reasonable alternative options. Studen discusses three or more facts or background information important to the issue. personal position on the use of animals in/by society. Studen explains the ethical principle(s) that support their position. Studen Studen Stude Stude

• • • • • •

t identifies and a clear, t provides (5 points) Exemplary Exemplary substantially explains the ethical principle(s) that support their position. substantially explains which stakeholders would support their position. substantially explains which stakeholders would not support their position. three or more and insightful reasonable alternative options. Studen Studen substantially discusses three or more facts or information background important to the issue. thoughtful, and fully developed personal position on

• Student identifies and • Student identifies and • Student identifies and • Student identifies • • | ANIMAL RESEARCH Your Your Position Dimension Justification 168 Part I – continued

HANDOUT © Northwest AssociationforBiomedical Research Part II Justification Action Plan Dimension of Action Plan • • • • • •

plan goals. plan goals. would supporttheiraction other stakeholderswho substantially discusses ethical principles. practice, andmultiple use history, current information from animal action plangoalsusing Studen Student relevant, timely). measurable, attainable, S.M.A.R.T. goals(specific, goals forchangeare encourage change. solutions/strategies to and insightfulpossible or morereasonable action plan goals. action plangoals. would notsupporttheir other stakeholderswho substantially discusses position onanimaluse. clearly statedpersonal plan goalssupporttheir discusses howtheiraction Student Studen Student’ Studen Exemplary (5 points) t identifiesthree t identifies and t identifiesand t identifiesand identifies and identifiesand supportstheir s action plan s actionplan • • • • • •

ethical principle. practice, andatleastone use history, current information from animal action plangoalsusing relevant, timely). measurable, attainable, S.M.A.R.T. goals(specific, goals forchangeare Studen Studen Student position onanimaluse. clearly statedpersonal plan goalssupporttheir discusses howtheiraction Studen change. strategies toencourage possible solutions/ reasonable andinsightful plan goals. plan goals. not supporttheiraction stakeholders whowould and discussesother plan goals. support theiraction stakeholders whowould and discussesother Student’ Stude nt identifies two nt identifiestwo Proficient (3 Points) t identifies and t identifiesand t identifies t identifies t identifies supports their supportstheir s action plan s actionplan • s • • • • •

not clearlystated. but theirpositionis position onanimaluse, support theirpersonal action plangoals discusses howtheir relevant, timely). measurable, attainable, S.M.A.R.T. goal(specific, goal forchangeisa to encouragechange. possible solution/strategy reasonable andinsightful plan goals. plan goals. not supporttheiraction stakeholders whowould does notdiscussother plan goals. support theiraction stakeholders whowould does notdiscussother ethical principle. practice, use history, current information from animal action plangoalsusing Studen Student’ Student Studen Studen Studen Partially Proficient (1 Point) t identifiesbut t identifiesbut t supportstheir t identifiesand identifies one identifiesone action plan actionplan at least one or atleastone ANIMAL RESEARCH | • s • • • •

not stated. but theirpositionis position onanimaluse, support theirpersonal their actionplangoals does notdiscusshow relevant, timely). measurable, attainable, S.M.A.R.T. goal(specific, goal forchangeisnota their action plan goals. their actionplangoals. who wouldnotsupport support stakeholders whowould does notdiscussother reasonable orrealistic. but itmaynotbe to encouragechange possible solution/strategy ethical principles. current practice,orany from animalusehistory, goals usinginformation support theiractionplan Studen Student’ Student Studen Stude Developing (0 Points) nt t identifiesbut t identifiesbut identifies one identifiesone stakeholders or stakeholders not does not action plan actionplan

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Animal UsePositionPaperRubric STUDENT HANDOUT6.3 Name______Date______Period______Accuracy of models for complex ystems complex for models of Accuracy

Dimension COMPLEX MODELS COMPLEX

Complex Systems Complex Research Animal Research

Models for for Models of History in Animals • • • • • ovides •

animal research. and afterconducting consider before, during, factors thatresearchers multiple (three tofour) continually evolving. how animalresearch is perspectives. come from multiple used inresearch. the reasons animalsare accurate descriptionof systems. models forcomplex make animalsaccurate practice doornot history andcurrent how animalresearch Ident Identifies Events research. have shapedanimal events inhistorythat multiple (three tofour) Identifies anddiscusses Identifies Pr Exemplary ifies and discusses ifies anddiscusses (5 points) in history in history a detailed and adetailedand and discusses anddiscusses and discusses and discusses

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complex systems. accurate modelsfor do notmakeanimals current practicedoor research historyand discuss howanimal evolving. research iscontinually discuss howanimal perspectives. come from multiple animal research. that haveshaped to four)eventsinhistory discuss multiple(three research. after conductinganimal before, during,and researchers consider to four)factorsthat discuss multiple(three Identifies used inresearch. the reasons animalsare accurate descriptionof Pr Identifies Identifies Events in Identifies Proficient (3 Points) but does not butdoesnot history history

but doesnot but does not but doesnot but does not but doesnot

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ovides • ovides inaccurate • • ovides inaccurate •

research. related toanimal that researchers consider Pr in research. reasons animalsare used description ofthe Pr complex systems. accurate modelsfor or donotmakeanimals and current practicesdo animal research history Does notidentifyhow historical events. Pr Developing (0 Points) inaccurate facts inaccuratefacts

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HANDOUT e not is not supported (0 Points) and cons of Developing Developing the position are not the position are identified. identified. Pr to the not relevant guiding question and its applications to society. Position Pr Stakeholders ar with evidence. © Northwest Association for Biomedical Research

• positionisovided • • os • support but does not but does identify a

(1 Point) Does not Does not Identifies Identifies clear position on the guiding question and its application to society. position using animal information from current use history, practice, or any ethical principles. the pros and discuss the pros cons of their position. not discuss why other stakeholders would or disagree. agree Partially Proficient Partially Proficient

• • • • but does not but does a clear position position using (3 Points) Proficient Proficient Identifies Identifies Identifies Supports information from animal information from current use history, practice, or at least one ethical principle. the pros and discuss the pros cons of their position. not discuss why other stakeholders would or disagree. agree on the guiding question and its application to society.

• • • •

position discusses

clear position (5 points) Exemplary Exemplary Identifies and Identifies and discusses why other stakeholders or disagree. would agree Identifies a Clearly supports the pros and cons of the pros their position. on the guiding question and its application to society. using information from using information from animal use history, practice, and at current least one ethical principle.

• • • •

Your Position Stakeholders

CRITICAL ISSUES | ANIMAL RESEARCH Dimension

Real world application 172

HANDOUT © Northwest AssociationforBiomedical Research Biology scoringguideprovided byDawnBrown, ScienceTeacher, Career AcademyatTruman HighSchool,Tacoma, Washington. http://www.aforcemorepowerful.org/resources/docs/lesson1/writing-scoring-guide.xls. Writing scoringguideadaptedfrom “Salem-KeizerScoringGuide:Communicatethrough Writing.”

Dimension WRITING & COMMUNICATION & WRITING

Word Choice Word Voice Organization Content & Ideas ords conveythe • • • •

placed forimpact. chosen andthoughtfully that havebeencarefully broad rangeofwords The writeremploysa to audienceandpurpose. natural wayappropriate interesting, precise, and intended messageinan W engaging, orsincere. The writingisexpressive, of “writingtoberead.” topic, andthere isasense seems committedtothe audience. Thewriter the topic,purpose,and a voiceappropriate for The writerhaschosen through thetext. and movethereader and structure are strong development. Theorder idea(s) andits enhances thecentral The organization audience andpurpose. details suitableto developed bysupporting stand outandare attention. Mainideas It holdsthereader’s focused andinteresting. The writingisclear Exemplary (5 points)

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• • ords effectively convey • •

but mayseemformulaic. structure are present, and coherent. Order and Organization isclear general. may belimitedorrather is present, althoughit main ideas.Support easily understandthe focused. Thereader can The writingisclearand and purpose. appropriate toaudience are functionaland variety ofwords that The writeremploysa the intendedmessage. W at times. the writermayemerge inconsistent. Asenseof to thetopicseems The writer’ Proficient (3 Points) s commitment s commitment

• eader can • • •

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• • • •

remains confused. rereading, thereader disjointed. Evenafter seems haphazard and coherence; organization The writinglacks idea orpurpose. The writinglacksacentral language. of vagueorimprecise is communicatedbecause general kindofmessage obscured. Onlythemost that themeaningis with misuseofwords vocabulary orissofilled an extremely limited The writingshows commitment. a senseofinvolvementor The writingseemstolack Developing (0 Points)

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HANDOUT APPENDIX

TABLE OF CONTENTS

177 Master Glossary

181 A1 Process of Biomedical Research

183 A2 Creating Discussion Ground Rules

185 A3 Chalk Talk Poster Image

187 A4 Animal Research Regulatory Bodies

189 A5 Animal Welfare Organizations

191 A6 Animal Rights Organizations

193 A7 Student Handout — Justify the Answer

195 A8 Background Reading: Introduction to Ethical Theories and Terms

Alzheimer’s Disease: A form of dementia, or loss of brain Anti-inflammatory Drugs: Drugs used to treat inflammation. function, that gradually worsens over time and affects These drugs counteract the reactions caused by damaged behavior, thinking, and memory. cells, which release chemicals that stimulate the immune system, leading to swelling and increased flow of cells to the Animal Rights: Animal rights organizations advocate that damaged site. non-human animals deserve the same rights as humans and that the use of them in any way, including as Ape: Members of the superfamily Hominoidea that includes household pets, entertainment, and food, is inhumane gorillas, chimpanzees, orangutans, and siamangs. Their and unethical. Some animal rights organizations use in biomedical research is extremely rare and banned advocate violence to prevent the use of animals, but not in some countries. all. Those that do tend to be underground organizations to avoid prosecution. Bacteria: Tiny, single-celled organisms. These prokaryote organisms lack a nucleus and organelles within the Animal Rights Activist: A person who believes that animals membrane of the cell. Bacteria can form an association with should be given similar considerations as human beings, other organisms that cause them to become pathogens, should not be considered property, and should be awarded which can cause human disease and death from infections basic rights. such as cholera, diphtheria, tuberculosis, and tetanus.

Animal Welfare: Animal welfare organizations work with Basic Research: Fundamental questions that are asked in biomedical research regulatory bodies and agencies that order to enhance the knowledge base of a subject, rather promote animal research to ensure the ethical and humane than to cure a specific disease or condition. use of animals. Animal welfare activists believe that it is morally acceptable to use animals for human purposes, as Biochemical Pathways: A series of chemical reactions that long as the animal’s welfare (physical and psychological occur within a cell and are catalyzed by one or more enzymes. well-being) is protected. These organizations do not argue that animals should never be used by humans and do not Bioethics: A subfield of ethics applied to the life sciences. It advocate violence. helps us, as a society, to make decisions about how to best gain and use scientific knowledge in the fields of biology, Animal Welfare Activist: A person who believes that it is biotechnology and medicine. morally acceptable to use animals for human purposes, as long as the animal’s welfare (physical and psychological Biomedical Research: Research that supports the field of well-being) is protected. medicine, including clinical trials with animals and humans to study the safety and efficacy of new drugs, treatments, Animal Welfare Act of 1966 (AWA): A federal law that techniques, or devices. governs the care, handling, treatment, and transportation of animals in situations that include: laboratories, animal Blood Glucose: Also called blood sugar, glucose is a simple dealers and breeders, exhibitors, and transporters of sugar that is the basic fuel used by cells in the body. The animals. The law sets out minimum standards for housing, blood glucose level is a measurement of glucose in blood. ventilation, lighting, shelter, and veterinary care. Computer Model: A computer program that attempts to simulate the behavior of a system, generally through the use of a mathematical model.

© Northwest Association for Biomedical Research ANIMAL RESEARCH | 177 Cytokines: Protein molecules that are secreted by the nervous Genome: An organism’s entire genetic information, encoded system and immune system. These signaling molecules play in either DNA or RNA (for many viruses). Scientists have a role in communication between cells. been able to sequence the genome of some organisms.

Dementia: A loss of brain function that may affect thinking, Hair Transplant: A surgical treatment for male pattern language, memory, and behavior. baldness that involves taking hair follicles from a donor part of the body and transplanting them into a recipient part of Diabetes: A disease characterized by a high blood glucose the body (usually the scalp). The donor site is chosen based level and treated with injections of insulin and other on the hair follicles’ genetic resistance to balding. medications. There are three main types of diabetes: Type I, Type II, and gestational diabetes, the latter of which only Hereditary Condition: Also called a genetic disorder, a occurs in pregnant women. hereditary condition is a condition or illness caused by abnormalities in genes or chromosomes. The genetic defect Differentiation: The process by which a less specialized cell can be inherited from an individual’s parents and/or passed transforms into a more specialized type of cell. down to his or her children.

Dissection: Surgery conducted for educational or Humane: Treating animals with respect and care. experimental purposes on a non-living organism to view internal structures. Informed Consent: In a research study with human volunteers, each research subject must be capable of Dosage: A prescribed amount of a medication. understanding the facts and risks of the study, and the researchers must clearly relay this information. Informed Duties-based Ethical Theory: An ethical theory that focuses consent is this exchange of information, followed by the on the act itself (as opposed to the consequences of that volunteer providing their consent to participate in the study. act), and asks the question, “Would it be acceptable if everyone else were to act in this way? Is the action, no Institutional Animal Care and Use Committee (IACUC): matter the consequences, right or wrong?” This theory can Federal law states that any organization that uses laboratory also be thought of as, “The ends do not justify the means.” animals for research or instruction must have an IACUC that oversees the care and use of laboratory animals. Embryo: An organism at its earliest stages of development, after fertilization of the egg and first cell division. Insulin: A hormone that causes cells in the body to take In humans, an embryo is the first eight weeks after glucose from the blood into the cells where it can be used. fertilization, after which the developing organism is called a fetus. Insulin Receptors: A receptor in the body that is activated by the presence of insulin, which causes uptake of glucose. Ethics: A field of study that looks at the moral basis of human behavior and attempts to determine the best course of Lower/Higher Organisms: “Lower” organisms are those action in the face of conflicting choices. for which there is less ethical concern about their use due to their level of neurological development or complexity. Eukaryote: Any organism that has a nucleus and specialized “Higher” organisms are those for which there is more organelles within its cell(s). All of the living research models ethical concern about their use in research. are eukaryotes, except bacteria. Magnetic Resonance Imaging: Also known as a MRI, this Euthanasia: The practice of ending an animal’s life while imaging technique is used to look at structures inside the minimizing pain, distress, and anxiety before loss of body. consciousness. Most often accomplished through the administration of drugs. Male Pattern Baldness: A genetic condition that causes hair loss in a predictable pattern along the temples and crown of Free Radicals: Atoms or groups of atoms with an unpaired the head. number of electrons. These highly reactive atoms can damage DNA.

178 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Microbe: Also called a microorganism, a microbe is one of Non-human Primate: Member of the order Primates, not a group of microscopic organisms that includes bacteria, including humans. fungi, archaea, protists, green algae, plankton, and planaria. Outcomes: The consequences or end results of an action. Mitochondrial Function: The mitochondria are organelles that generate ATP, the cell’s source of energy. The Outcomes-based Ethical Theory: An ethical theory that mitochondria also perform functions that include controlling focuses on the consequence of an act, and asks the cell growth and death, signaling, and cellular differentiation. question, “What are the consequences of the action?” In getting caught, the bad outcome (e.g., getting in trouble, Model: A representation of a phenomenon, object, losing points on the assignment, or being seen as dishonest) or idea. A model can be developed to represent a would outweigh any benefits from the cheating. This theory phenomenon, object, or idea using a more familiar can also be thought of as, “The ends justify the means.” one (like using an analogy). Primate: Member of the order Primates, which includes Model Organism: An organism that is used in research anthropoids (monkeys and apes—which include humans) because it is easier to study a particular aspect in that and prosimians (galagos, lemurs, lorises, and tarsiers). organism, rather than in humans and higher organisms. Model organisms tend to be small, able to reproduce rapidly Prokaryote: Any organism that does not have a nucleus or with many offspring, inexpensive to house and maintain, membrane-bound organelles, such as bacteria. able to be manipulated genetically on the molecular level, and well-studied by other scientists. Major model organisms Quadriplegia: The result of a paralyzing injury that causes include E. coli bacteria, yeasts, slime molds, fruit flies, partial or total loss of the use of arms, legs, and torso, as zebrafish, and mice. well as the loss of sensory functions in these areas.

Molecular Genetics: A specialty within the field of biology Reduction: One of the 3 Rs of animal research proposed that studies the structure and function of genes at the by Russell and Burch. Reduction means using the fewest molecular level. number of animals possible in a research project to gain statistically significant results. Monkey: Non-human, non-ape primates, including rhesus macaques, baboons and marmosets. Rhesus monkeys are Refinement: One of the 3 Rs of animal research proposed by the most common type of non-human primate used in Russell and Burch. Refinement means using any technique biomedical research. or procedure that decreases the suffering, or enriches the life of, an animal used in research. Moral: Codes of conduct governing behavior; an expression of values reflected in actions and practices. Regenerate: The process of growth and renewal that allows cells, organs, and organisms to be resilient to damaging Moral Duty: The duty or obligation that arises out of a events. For example, a sea star is capable of regenerating an consideration of what is right and wrong. arm that has been damaged by a predator.

Motor Neurons: Neurons (nerve cells) in the central nervous Regulatory Oversight: The amount of supervision by an system that help control muscle movement. authoritative body over an activity (i.e. , laws, rules or regulations imposed by governments or institutions). Neurological Diseases: Disorders that affect the brain, spinal cord, and nerves. Replacement: One of the 3 Rs of animal research proposed by Russell and Burch. Replacement means replacing Neuron: Also called a nerve cell, a neuron is a specialized cell conscious, living vertebrates with cell or tissue cultures, in the nervous system (brain, spinal cord, and nerves) that computer models, and/or less developed animal species. processes and communicates information through electrical and chemical signals. Sequenced Genome: A laboratory process that results in the cataloging of an organism’s entire genetic information, encoded in either DNA or RNA (for many viruses).

© Northwest Association for Biomedical Research ANIMAL RESEARCH | 179 Speciesism: Belief that the human species is superior to all Vegan: A diet that avoids the consumption of all animal other species, and therefore, that different rights and values products, including milk, eggs, and honey. A vegan may also should be assigned to humans than to other animals. avoid buying products made from animals, including leather and wool. Spinal Cord Injury: An injury to the spinal cord as a result of trauma (not disease). An example of the result of a spinal Vegetarian: A diet that avoids the consumption of animal cord injury is quadriplegia. meat, such as red meat, poultry, fin fish, and shellfish.

Stakeholder: Any person, institution, or entity that is Vertebrate: An animal with a vertebral column (backbone). interested in, invested in, or will be affected by the outcome of a decision. Virtues Ethics: As one of the approaches of normative ethics, virtues ethics emphasize the moral character (virtues), rather Toxicity: The degree to which a substance can cause damage than duties (actions) or outcomes (consequences of actions). to an organism. A toxic substance is one that may be damaging or poisonous. Virus: A tiny organism that can transmit infections and disease, such as influenza and HIV. Transgenic Organism: A living organism in which genes, or gene regulatory regions, have been added, removed, or Vivisection: Surgery conducted for experimental purposes on modified. The change in DNA will cause the organism to a living organism to view living internal structures. The term exhibit a new property (immune system change, genetic is sometimes more broadly defined as any experimentation disorder, etc.) which can be passed to its offspring. on live animals. The term is often used by organizations opposed to animal experimentation and is no longer used Type II Diabetes: One of the three types of diabetes. Also by practicing scientists. called Diabetes Mellitus Type II or Adult-Onset Diabetes. The disease is characterized by high blood glucose levels due to insulin resistance and insulin deficiency.

180 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research A1: Process ofBiomedical Research APPENDIX a classroom postermaydosofreely. The documentisdesignedtoprintat20x30inches.Teachers wishingtoprintthisas Teachers maydownloadacopyofthisPowerPointslidefrom http://www.nwabr.org. ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research A2: Creating Discussion Ground Rules APPENDIX • Create andagree toclassroom discussionnorms. Students willbeableto: OBJECTIVES of AnimalResearchcurriculum. should beinplacebefore beginningTheScienceandEthics referred toas“norms.”Anagreed-upon setofground rules some discussionground rules.Theseground rulesare often important tofosterasafeclassroom atmosphere by creating found amongstudentsinmostclassrooms, itisespecially may disagree. Sinceawiderangeofpositionsislikelytobe moral choicesanddilemmasaboutwhichreasonable people The studyofethicsinvolvesconsiderationconflicting INTRODUCTION Some possiblestudentground rules/norms couldinclude: assess whethertheyhavebeenupheld. is helpfultostopandrefer totheground rulesasaclassto often. Ifadiscussiongetsoverlycontentiousatanytime,it Post normswhere theycanbeseenbyall,andrevisit them rules asnecessary. until allhavebeenlisted.Clarifyandconsolidatetheground in smallgroups andthenaskeachgroup toshare onerule method istoaskstudentsgeneratealistofground rules gather ideasfrom thegroup inabrainstormingsession. One up?” Allowstudentssomequietreflection time,andthen controversial ordifficult? Whatground rulesshouldweset and comfortablegroup fordiscussingissuesthatmightbe Ask thestudents,“Whatcanwedotomakethisasafe PROCEDURE • Assumegoodintent. • Critiqueideas,notpeople. • Allare responsible forfollowingand enforcing therules. • Interruptionsare notallowed,andnoone personis • Everyonehasanequalvoice. • Ifconflictsariseduringdiscussion,theymustbe • Everyonewillrespect thedifferent viewpoints • Abioethicsdiscussionisnotacompetitionordebate allowed todominatethediscussion. resolved inamannerthat retains everyone’s dignity. expressed. with awinnerandloser. ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research A3: ChalkTalk PosterImage APPENDIX Photocopy thisimagetousefortheChalkTalk postersinLessonOne. ANIMAL RESEARCH |

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RESOURCE © Northwest AssociationforBiomedical Research A4: AnimalResearch Regulatory Bodies APPENDIX Resource forteachersandstudentstounderstandlaws,regulations, andadvocacygroups. Care andUseCommittee (AAALAC International) Office ofLaboratory Institutional Animal Laboratory Animal Care International Assessment and Accreditation of Animal Welfare Association for Department of United States Agriculture (OLAW) (IACUC) (USDA) Name http://iacuc.org/ institution’s animalcare anduseprogram.” to overseeandevaluateallaspects ofthe animals forresearch orinstructionalpurposes established byinstitutionsthatuselaboratory that, according toU.S.federallaw, mustbe Committee (IACUC)isaself-regulating entity “The InstitutionalAnimalCare andUse http://www.aaalac.org/about/mission.cfm meet orexceedapplicablestandards.” participating institutionsandaccredits thosethat provides adviceandindependentassessmentsto humane, responsible animalcare anduse.It research, teaching,andtestingbypromoting organization thatenhancesthequalityof isavoluntaryaccrediting(AAALAC International) Accreditation ofLaboratoryAnimalCare “The AssociationforAssessmentand http://grants.nih.gov/grants/olaw/olaw.htm PHS-supported activities.” training, thereby contributingtothequalityof of animalsinPHS-supportedresearch, testing,and components toensure thehumanecare anduse Policy byAssured institutionsandPHSfunding programs, andmonitorscompliancewiththe Use ofLaboratoryAnimals,supportseducational Health Service(PHS)PolicyonHumaneCare and provides guidanceandinterpretation ofthePublic “The Office ofLaboratoryAnimal Welfare (OLAW) http://www.usda.gov/wps/portal/usda/usdahome efficient management.” sound publicpolicy, thebestavailablescience,and natural resources, andrelated issuesbasedon “We provide leadershiponfood,agriculture, Mission &Vision that nounapproved protocols are takingplace. that allapproved protocols are beingfollowed and The IACUCconductsregular sitevisitstoensure and permissiontobegin. they willusetotheirlocalIACUCforapproval submit allprotocols andanimaluseprocedures To beginanimalresearch, researchers must IACUCs are formedattheinstitutionallevel. http://grants.nih.gov/grants/olaw/olaw.htm allegations and/orindicationsofnoncompliance. evaluations ofthelaboratoriesandinvestigatesall and UseofLaboratoryAnimals.OLAW conducts guidelines setbyPHSpolicyontheHumaneCare in theirlaboratories.Allusemustadhere tothe with writtenevidenceofhowanimalswillbeused Public HealthService(PHS)mustprovide OLAW Institutions thatare fundedwithmoneyfrom the http://www.aphis.usda.gov/ industry, organizations.” andnon-governmental education, andbyworkingcloselywithstates, compliance achievedthrough “inspection, of animals.Standards are implementedand to setstandards ofhumancare andtreatment of animalcare andhusbandryexpertsthatwork Health InspectionService(APHIS)iscomposed A subsetoftheUSDA,AnimalandPlant http://www.aaalac.org/about/index.cfm animal care anduse.” also goingtheextrasteptoachieveexcellencein the minimumstandards required bylaw, andare institution hasdemonstrated“thattheymeet AAALAC’s program. AnAAALAC-accredited laws, institutionsvolunteertoparticipatein As wellasadheringtolocal,state,andfederal ANIMAL RESEARCH | Actions

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RESOURCE © Northwest AssociationforBiomedical Research A5: AnimalWelfare andResearch Advocacy APPENDIX work donetoachievetheirgoals. ganizations atworktoday. There are manydiverseorganizationsinexistenceandvarybytypesofanimalsadvocatedfor never beusedbyhumansanddonotadvocateviolence.Theanimalwelfare organizationsbeloware onlyafewoftheor research toensure theethicalandhumaneuseofanimals.Theseorganizationsdonotarguethatanimalsshould Animal welfare organizationsworkwithbiomedicalresearch regulatory bodiesandagenciesthatpromote animal Resource forteachersandstudentstounderstandlaws,regulations, andadvocacyorganizations. for BiomedicalResearch for thePrevention of National Association Biomedical Research Cruelty toAnimals American Society Animal Research Animal Welfare Foundation for Understanding Standing up for Science Institute (ASPCA) Pro-Test (NABR) Name (AWI) (FBR) and http://www.awionline.org/ht/d/sp/i/208/pid/208 alleviate thesuffering inflictedonanimalsbypeople.” “Since itsfoundingin1951,AWI hassoughtto http://www United States.” prevention ofcrueltytoanimalsthroughout the in 1866,is“toprovide effective meansforthe The ASPCA’s mission,asstatedbyHenry Bergh about_us/ http://www.understandinganimalresearch.org.uk/ favorable policyclimateforanimalresearch. and buildinginformedpublicsupporta humane animalresearch intheUKbymaintaining understanding andacceptanceoftheneedfor Understanding AnimalResearch aimstoachieve http://www.pro-test.org.uk/about.php above all,thepromotion ofthewelfare ofmankind.” make. We standforscience,reasoned debateand, their workandbeproud ofthecontributionsthey environment where scientistscanspeakoutabout of thebenefitsanimal research andcreating an of anti-vivisectionistsbyraisingpublicawareness “Pro-Test aimstocountertheirrationalarguments http://www.fbresearch.org/default.aspx humane animalresearch. FBR educatesthepublicaboutessentialrole of Statement.aspx http://www.nabr.org/About_NABR/Mission_ ethical andessentialanimalresearch.” advocates forsoundpublicpolicyinsupportof the NationalAssociationforBiomedicalResearch “On behalfofthebiomedicalresearch community, .aspca.org/about-us/about-the-aspca.html Mission &Vision animals inanimalresearch. the continuedhumaneandethicaluseof toensureThey advocatecontactinggovernment educate thepublicaboutanimalresearch. Understanding AnimalResearch worksto ethical andhumanemanner. continued research takesplaceanddoessoinan sharing knowledgeandinformationtoensure that alike. Pro-Test advocatesattendingprotests and of developingmedicineforhumansandanimals the needforethicalanimalresearch intheinterest Kingdom thatworkstoeducatethepublicabout Pro-Test isastudentledorganizationintheUnited http://www.awionline.org/ and humaneuseofanimalsinall aspects. officialsgovernment toadvocate for theethical encourage otherstospeakCongress andother TheAWI workstoeducatethepublicand http://www.nabr.org/About_NABR.aspx legislation. educate othersandworktoward supportive to by workingwithmembersandgovernment NABR workstopromote ethicaluseofanimals http://www.aspca.org/about-us/about-the-aspca.html and animalcrueltylawsare imposedandupheld. animals. Theyworktoensure thatanimalwelfare investigate andarrest individualsforcrimesagainst The ASPCAhasbeengivenlegalauthorityto ANIMAL RESEARCH | Actions

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RESOURCE © Northwest Association for Biomedical Research Actions “The HSUS protects all animals through legislation, legislation, through all animals “The HSUS protects education, science, litigation, investigation, and field work.” advocacy, http://www.humanesociety.org/about/contact/ frequently_asked_questions.html Mission & Vision

“Celebrating Animals, Confronting Cruelty.” Confronting “Celebrating Animals, http://www.humanesociety.org/about/overview/ Name (HSUS) | ANIMAL RESEARCH the United States Humane Society of Humane Society of 190 affiliated with with but is not affiliated group as a moderate animal welfare of the United States (HSUS) portrays itself The Humane Society considers HSUS to The Center for Consumer Freedom called the Humane Society. local county and state animal shelters also be an animal rights group. http://activistcash.com/organization_overview.cfm/o/136-humane-society-of-the-united-states Animal Welfare or Animal Rights? or Animal Welfare Animal

RESOURCE © Northwest AssociationforBiomedical Research A6: AnimalRightsOrganizations APPENDIX organizations inexistence.Theyvarybythetypeofanimaltheyadvocateforandworkdotoachievetheirgoals. The animalrightsorganizationsbeloware onlyafewoftheorganizationsatworktoday. There are manydiverse organizations toavoidprosecution. rights organizationsadvocateviolencetoprevent theuseofanimals,butnotall.Thosethatdotendtobeunderground them inanyway—includingashouseholdpets,entertainment,andfood—isinhumaneunethical.Someanimal Animal rightsorganizationsadvocatethatnon-humananimalsdeservethesameashumansanduseof Resource forteachersandstudentstounderstandlaws,regulations, andadvocacygroups. Animal LiberationFront Treatment ofAnimals People fortheEthical (PETA) Name (ALF) http://www.peta.org/about/ abuse ofbackyard dogs.” killing ofbeavers,birds, andother‘pests,’the on avarietyofotherissues,includingthecruel and intheentertainmentindustry. We alsowork factory farms,inlaboratories,theclothingtrade, most intenselyforthelongestperiodsoftime:on which thelargestnumbersofanimalssuffer the “PETA focusesitsattentiononthefourareas in statement.htm http://animalliberationfront.com/ALFront/mission_ end the“property” statusofnon-humananimals. To effectively allocateresources (timeandmoney)to Mission &Vision animal rightsorganizationare spin-offs ofALF.) threats, andrelease ofanimals.(Alotother Some actsofdemonstrationincludeviolence, of individualswhoworkintheanimalusefields. demonstrations are organizedattheprivatehomes demonstrations. Insomeinstances,protests and including ownership,through activeprotest and Members ofALFworktostopallusesanimals, http://www.peta.org/about/ crueler formsofdeath. euthanize animalswithouthomestoprevent as householdpetsandworkstohumanely PETA alsoworkstoeliminatetheuseofanimals and protest campaigns.” legislation, specialevents,celebrityinvolvement, cruelty investigations,research, animalrescue, “PETA worksthrough publiceducation, ANIMAL RESEARCH | Actions

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RESOURCE © Northwest AssociationforBiomedical Research A7: StudentHandout—JustifytheAnswer APPENDIX For ourpurposes,thejustificationfordecisionismoreimportantthanpositionondecision. A strong justificationshouldhavethefollowingcomponents: Name______Date______Period______¨ ¨ ¨ ¨ ¨ ¨ REASONINGandLOGIC REBUTTALS ALTERNATEOPTIONSand STAKEHOLDER VIEWS ETHICALCONSIDERATIONS FACTS ADECISION A goodjustificationincludes: provided. A logicalexplanationthatconnectstheevidencetoclaimis considers strengths and weaknesses ofvariouspositions. No onedecisionwillsatisfyallparties.Athorough justification than oneindividualorgroup willbeaffected bytheoutcome. There are avarietyofviewsandinterests inthedecisionandmore the claim. based ethicalperspectives.Thiscanbeusedasevidencetosupport Ethical considerationsmayincludeduties-basedandoutcomes- evidence tosupporttheclaim. regardless ofpersonalorculturalviews.Thiscanbeused as The factsandsciencecontentcanbeconfirmedorrefuted directly totheethicalquestion. A position(claim)hasbeenclearlystated.Thedecisionrelates Which means… ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research A8: Background Reading APPENDIX Some teachersfindthefollowinganalogyuseful: are somedistinctionsbetweenthesetermsthatare helpful tomake. The terms“values,”“morals,”and“ethics”are oftenusedinterchangeably. However, there HOW DOETHICSDIFFERFROMMORALSANDVALUES? INTRODUCTION TOETHICALTHEORIESANDTERMS • Ethicsisrepresented bythehead.Ethicsrely on • Moralsare represented bythehands.Theyare • Values are represented bytheheart.Theysignifywhat • Ethicsprovide asystematic,rational waytoworkthrough dilemmasanddetermine • Moralsarebehavior. codesofconductgoverning Theyare anexpression ofvalues • Values signifywhatisimportantandworthwhile.Theyserveasthebasisformoral of conflictingchoices. way todeterminethebestcourseofactioninface reasoned judgment,andprovide asystematic,rational are “putintopractice”asactions. demonstrated byourbehavior. Theysignifyhowvalues is important,meaningful,andtrueforeachofus. the deathpenaltyorkillinself-defense?” example, ethicsmightaddress aquestionsuchas,“Ifkillingiswrong, canonejustify actions are actuallyrightor wrong basedontheallinformationavailable.For describe whatpeoplebelieveisrightandwrong, andtoestablishwhethercertain the bestcourseofactioninfaceconflictingchoices.Ethicsattempttofindand For example,“oneshouldnotkill”provides aguidelineforactionbasedonvalues. reflected inactionsandpractices. Moralscanbeheldatanindividualorcommunallevel. that “lifeissacred.” individuals, professions, communities,andinstitutions.Oneexpression ofvaluesmightbe including: family, religion, peers,culture, race,socialbackground, gender, etc.Values guide codes andethicalreflection. Allindividualshavetheirownvaluesbasedonmanyaspects ANIMAL RESEARCH |

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RESOURCE © Northwest Association for Biomedical Research . http://www.nwabr.org An Ethics Primer, a means to an end. reconcile. to sometimes be morally difficult settings. applying moral rules in real-life consistent principles or rules. consistent principles Offers • and never as only persons as ends in themselves • Treats • Recognizes individual rights. a way to deal with conflicting obligations. • Does not offer • Perfect duties permit no exceptions, which can much guidance about forming and • Does not offer From Laura Bishop, Ph.D., Adapted with permission from University. Kennedy Institute of Ethics, Georgetown Contributions Challenges

| ANIMAL RESEARCH t act only in such a way that one could will “One must act only in such a way that one could will never simply as a means, but at the same time as an ends.” never simply as a means, but at the same time persons as a means to an end One should not treat the outcome is the only concern. where only, one’s act to become a universal law or rule (maxim).” one’s One should act only in ways that would be acceptable if everyone else acted that same way. t in such a way that always the action treats humanity“Act in such a way that always the action treats 2. 1. Deontological Ethics” and Duties” or “Deontological Moral Rules between perfect and imperfect duties. Kant distinguishes between perfect and imperfect duties. not commit Perfect duties must always be done—do etc. Imperfect suicide, do not kill innocents, do not lie, our talents duties must only sometimes be done—develop of others, etc. and ourselves, contribute to the welfare the focus is on the nature of an act of In this perspective, the focus is on the nature Kant (1724-1804) was a The German philosopher Immanuel to ethics. of this approach and developer major proponent (a command Kant formulated a “categorical imperative” and stated it that is absolutely binding, without exceptions), in several ways: Summary by moral duties and The emphasis is on being motivated Respect for persons and with them. acting in accordance in this view. is also stressed other living organisms “ of that action. as a result itself and not what happens 196 DUTIES-BASED ETHICAL THEORY ETHICAL DUTIES-BASED

RESOURCE © Northwest AssociationforBiomedical Research “the endsjustifythemeans.” consequences, ends,outcomes,cost/benefitanalysis, Terms associatedwithconsequentialism:Utility, health, knowledge,etc. identify othervaluesas“good”suchfriendship, good isbetter. Contemporaryutilitarianphilosophers the goodorbadconsequencesitbringsabout—more consequences. Therightnessoftheactismeasured by action isthatwhichresults ingoodordesirable or pleasure, andactsoas tobringthemabout.Moral actions willhavethebestoutcomeintermsofhappiness want tomaximizehappinesssotheydeterminewhich “pain” astheevilthatmustbeminimized.Utilitarians “pleasure” asthegood that mustbemaximizedand most implicitandtraditionalform,utilitarianismidentifies utilitarianism asaformofconsequentialistethics.Inits (1806-1873) were crucialinthedevelopmentof Jeremy Bentham(1748-1832)andJohnStuartMill for thegreatest numberofpeople.Englishphilosophers Consequentialists identifies itasintrinsicallyvaluable,useful,ordesirable. amount ofwhateveroutcomeisdeemedgoodand The of theaction. The focusofthisperspectiveisontheconsequences Summary “Consequentialist” or“Utilitarian”Ethics OUTCOMES-BASED ETHICALTHEORY morally appropriate actisonethatmaximizesthe seek tobringaboutthegreatest good

Challenges Contributions Kennedy InstituteofEthics,GeorgetownUniversity. Adapted withpermissionfrom LauraBishop,Ph.D., From • Hard todeterminewhatcountsasabenefitorharm; • Makespeopleresponsible fortoo much;requires too • Ignores ordoesnotdojusticetotheparticularand • Badactswithgoodconsequencesmightbe • Interests ofmajoritycanoverridetherights • Canbeusedtoestablishpublicpolicy. • Offers afamiliarformofreasoning—thinking about • Directs attentiontotheconsequencesofactions. • Considerstheinterests ofallpersonsequally. hard tocompare benefits/harms. consequences. broad aview. Musttakeintoaccountallpeople andall lives—the highlypersonalnature of“duty.” morally significant relationships thatmakeupour permissible. minorities. consequences toguideactions. An EthicsPrimer, http://www.nwabr.org. ANIMAL RESEARCH |

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RESOURCE © Northwest Association for Biomedical Research Virtues model set An action is right if it conforms to a in a particular community. of attributes inherent Virtues-based look at the overall character that is ethics It then asks, “What desirable by a community. considered identified Greeks would the virtuous person do?” Ancient today as still widely recognized certain virtues that are courage, and important, such as compassion, honesty, forgiveness. Virtues ethics looks at the whole person and situations. For their behaviors over their lifetime in many in harmony with a example, killing may not be considered virtuous character that emphasizes forgiveness. Care An action is right if it acknowledges the importance ethics Care and value of interpersonal relationships. of a situation. also looks at the underlying power structures might of care For example, an ethicist using the perspective or exploitative social structure look at how an oppressive may underlie an act of killing. questions to Each of these perspectives allows different in looking at be asked in an ethical dilemma. For example, the solutions one might ask: “Which one provides different number?” “Which solutions good for the greatest greatest the most fair to the parties involved?” or “Which are are consistent with moral rights and duties?” Familiarity with you with language to describe these perspectives can provide and defend your position, and help you see how your arguments align with established philosophical perspectives.

Respect individuals and their and their for Persons: Respect individuals | ANIMAL RESEARCH burdens fairly. burdens autonomy (right to make independent choices). independent choices). autonomy (right to make others equitably, distribute benefits/ others equitably, • Justice: Treat • Respect • Do No Harm, or Non-maleficence: Minimize harm. • “Do Good” or Beneficence: Be of benefit. 198 provide a combination of rules and a combination of rules and The principles provide for respect outcomes-based perspectives. For example, on rules, and focused more individuals and justice are looking at the require beneficence and non-maleficence widely used in outcome of an action. The principles are was dying wished biomedical ethics. Suppose a person who be interpreted to be killed. The principle of autonomy might wish, they that individual’s to respect to say that in order suppose the patient had asked should be killed. However, had vowed not to a doctor to do the killing. A doctor who of non-maleficence harm others might invoke the principle and decide they could not kill the patient. Principles follows the principles: An action is right if it PERSPECTIVES AND THEORIES PERSPECTIVES ethical different Ethicists defend their positions using In addition to duties-based perspectives and theories. other major perspectives, three and outcomes-based described below. perspectives are ADDITIONAL ETHICAL ETHICAL ADDITIONAL

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