Yesterday in class began analysis of the following essay. Students received assistance with unfamiliar terms, prior to beginning their guided analysis (see Sept 4th Entry for analysis notes). The following terms were the most unfamiliar. These terms and definitions must be copied in your SWAG Book under Vocabulary.
Vocabulary
1. dissection (v.): to cut apart and examine.
2. mandatory (adj.): not optional; must be done
3. curriculum (n.): skills required to be completed in a course or school
4. plucked (v.): to pull or move by force
5. amphibians (n.): cold blooded animals
6. advocate (n.): a major supporter of a particular cause
7. desensitize (v.): to be less sensitive; removing sympathy or real emotion
8. ethical (adj.) knowing the difference between right and wrong
End Animal Dissection In Schools
by Andrew Nauman
How would you like to see a pet or an animal from the wild end up on the lab table in biology class? For decades, middle and high school students have been dissecting animals in biology classes as part of a mandatory curriculum. However, the practice is cruel, unnecessary, and damaging to the very students who are supposed to be learning from these activities. Therefore, animal dissections in schools should be banned.
The first problem with dissection is that it is cruel to animals. Investigations show that millions of animals per year are plucked from the wild and killed for the purpose of educational dissection. Amphibians, reptiles, and particularly frog species are disappearing from the wild at an alarming rate. Advocate groups say many animals die from suffocation, rough handling, or neglect while being transported or awaiting “processing.”
Another important reason to ban this practice is that it can have a negative effect on the students who dissect the animals. Studies have shown that having students dissect animals can desensitize them to the value of animal life. In addition, many students are not comfortable with performing dissections. Thea Pittman, president of the Humane and Ethical Treatment of Animal Group, said, “Forcing students to do something that is offensive to their values is in itself offensive. It is also absolutely unnecessary, since the same biology lessons can be taught and learned using dissection software.”
On the contrary, some believe dissection on actual animal carcasses is an important way for students to study biology, particularly medical students. Medical students can benefit from learning dissection. However, these students are more mature than middle and high school students. More importantly, they have chosen to study anatomy and are interested in human or veterinary medicine. They should be able to choose to dissect animals.
Middle and high school students should be able to choose not to dissect animals. Last year, six eighth-grade students at Johnson Middle School in Stanford refused to dissect their frogs, saying that it went against their principles. All six students received a failing grade for the term even though they acted respectfully and were otherwise A students. What message does this send to young people: Stand up for what you believe, but don’t expect anyone to respect your opinion?
Dissecting animals is cruel, desensitizing, and unnecessary. Students should not be forced to choose between their principles and their education. We must eliminate animal dissections from the school curriculum today!
Taken from Florida Collections: Interactive Writing
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