Grade 5
Name:
Unit 3
Reading to Research
Date:
Score:
/15
1. The point of view presented by the author in the article Zoochosis is:
A. animals can get diseases in zoos, but it helps save them from extinction
B. visitors are put in harm’s way when they visit zoos
C. all animals that pace in their cage have fallen victim to zoochosis
D. researchers claim that zoos are harming animals at an alarming rate
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2. Identify three pieces of evidence that support the main idea presented in this
article.
Main idea: ____________________________________________________
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The Swazi Eleven
Adapted from Zoo Story, by Thomas French by Kelly Boland Hohne
Tom French, Pulitzer Prize-winning journalist, spent six years studying zoos
and wrote about his experiences in his book Zoo Story. His book opens with the
story of eleven elephants who were taken from Swaziland in Africa and flown to
zoos in San Diego and Tampa.
It was August 21, 2003 on a Thursday morning. The elephants were in the
hold of the plane in crates. Some of them were sleeping on their sides; others
were awake and drinking water. Mick Reilly was with them. He and his father ran
the Mkhaya and Hlane Game Reserves in Africa where the elephants had lived.
Mick had grown up with these elephants. “It’s not so bad,” Mick told the
elephants as he refilled their water.
Mick was tired. It had been a long fight to get the elephants on this flight.
Animal rights activists had tried to stop the elephants from going to zoos. Groups
like Born Free and PETA (People for the Ethical Treatment of Animals) filed a
lawsuit and wrote angry letters. The government and even the local newspapers
of Swaziland had blamed Mick and his father for sending the elephants to zoos.
Mick was upset. Didn’t people understand? The elephants couldn’t stay on the
land.
There were too many elephants living in the Mkhaya and Hlane Game
Reserves. They were ruining the land. Elephants eat for up to eighteen hours a
day. When they eat they tear bark off trees and even knock trees down. Elephants
had destroyed so many trees that a big part of the parks was now only black and
dead trees.
Animals like eagles, owls and vultures had no place to nest. In addition, the
black rhino, one of Africa’s most endangered species, also needed the trees to
eat. Now the rhino had no food. If the situation continued many animals and
plants would be wiped out.
Mick and his father tried to find another park nearby, but South Africa was
overrun with elephants. No park could take any more. The Reilly’s looked in other
places in Africa but there was a threat of poaching. They did not want their
elephants to be shot as trophies and have their tusks sold on the black market.
In other parks rangers had killed elephants to make sure the population stayed
low. Mick didn’t want to kill his elephants.
Of course, none of this was the elephants’ fault in the first place. In
Swaziland, as in other parts of Africa, elephants have struggled to survive.
Humans have taken so much land in Africa and occupy so much space that most
animals are confined inside game parks. Fifty years ago there weren’t even any
elephants in Swaziland. They had all died or been killed off by hunters. Mick’s
father, Ted, tried to help. He built three parks to protect endangered species. The
elephants arrived in 1987 and they survived so well in the parks, there were soon
too many of them.
Humans had created this problem. Now it was up to humans to fix it. Zoos
were the only option.
“On this plane I’m giving them a chance,” Mick thought.
Before his family had agreed to send the animals to zoos Mick had visited the
zoos and talked to the keepers. He saw that the elephants would be treated well
and given as much space as possible. He said the animal clinic at the San Diego
Zoo was better than any hospital in Swaziland.
The zoos offered to pay $12,000 for each elephant and Mick and his family
would use the money to protect the other animals in the park and buy more land
for the animals.
On August 15th the courts denied the lawsuit filed by animal rights groups.
The elephants would go to the zoos. Four would go to Tampa to the Lowry Park
Zoo and the other seven were headed to San Diego.
As the plane began its final descent toward Tampa, the elephants were
restless. Mick knew the trip could not be easy for them. Surely, they would
wonder about the strange noises and rumblings around them. Surely, they would
be confused. He was certain the elephants were hungry after the long flight. Mick
went to the elephants and stroked each one. “Kunekudla lukunengi,” he told
them. “There’s lots of food where you’re going.”
3. Explain the similarities and difference in opinions of what is best for elephants
between Mick Rilley and the animal activists. Be sure to use specific information
from Swazi Eleven to support your answer.
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4. If you wanted to locate evidence to support the claim of why zoos are
beneficial, which of the following selections of text would you draw information
from?
a. Swazi Eleven, paragraph 3
b. Zoochosis, paragraph 3
c. Zoochosis, paragraph 6
d. Swazi Eleven, paragraph 4
Explain how the information in that selection of text would help you develop an
argument.
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5. Explain the information that can be inferred from the graphic titled “Life Span
of Female Elephants in Zoos and the Wild”.
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Zoos: The Historical Debate
Adapted from an article on Globalanimal.org
For hundreds of years, people have flocked to zoos to see wild animals up close.
But many believe that keeping an animal in a zoo is not in the best interest of the
animal. Read on for both sides of this debate, told from the perspective of an
animal rights activist. — Global Animal
Humans have a fascination with wild animals. Every year, millions of people go on
safaris, board whale-watching cruises and watch Jeff Corwin get attacked by
snakes on Animal Planet; others drive to their local zoo for a full day of animal
gazing.
Millions of people visit the thousands of zoos around the world. We never seem
to get tired of watching wildlife! Depending on your point of view, though, zoos
are either places of education and conservation or unnecessary prisons. While
some people argue that zoos play an important role in conservation of
endangered animals, others say that zoos do more harm than good.
So which is it? Are zoos good or bad?
One Side of the Story: Education, Conservation, Entertainment
Zoos have improved a lot in the last 4,000 years. They are no longer filled with
cages of cold cement and steel bars. These days, most zoos create friendlier
environment for animals. They include moats or ditches to separate animals from
people, and mini-habitats that look like the animals’ natural environment.
The procedure for acquiring animals has also changed. Zoos used to capture most
of their animals directly from the wild. Now, however, they get their animals
through captive breeding programs and other zoos. Some breeding programs also
help to restore threatened species. After 10 years of working to strengthen the
population numbers of the endangered California condor, a type of vulture, the
Los Angeles and San Diego zoos were able to rebuild a population of fewer than
two dozen birds to around 170 birds!
Some zoos also take in abandoned animals that wouldn’t otherwise have a home.
Both the Baltimore Zoo and the Detroit Zoo have taken in polar bears rescued
from a traveling circus, and the Bronx Zoo took in an orphaned snow leopard from
Pakistan in 2007. The cub, Leo, now spends his time frolicking and chasing small
animals that wander into his enclosure.
And although zoo animals aren’t treated quite like guests at a four-star hotel,
their care has improved a lot. Zookeepers now understand that many animals,
such as monkeys, bears and elephants, need engaging activities to prevent
boredom. This is why you’ll often see chimps playing with toys or tigers “hunting”
for a meal.
Zoos also give scientists a chance to conduct research. In 2002, zoos participated
in 2,230 research and conservation projects in more than 80 countries. The
information they gather helps them to develop new medicines and techniques to
improve animal health.
Beyond the positive impact zoos try to have on animals, they often affect the
people visiting as well. Zoos don’t just entertain, they also try to educate. With a
variety of programs geared toward children and adults, zoos teach people about
the needs of animals and the importance of conservation.
The fact that zoos impact people in a positive way is nice, but it’s not the people
critics worry about — it’s the animals.
Another Perspective: Wild Animals Are Meant to Be Wild
Maggie the elephant is a perfect example of why zoos are not good. For years,
Maggie was forced to spend her days in a small indoor enclosure because it was
too cold for her to go outside. The zoo put an elephant-sized treadmill in her cage
so that she could exercise, but she refused to use it.
It can be incredibly difficult to provide for the needs of animals like elephants. If
Maggie and other zoo elephants lived in the wild, they would wander as much as
30 miles a day in large groups, grazing on leaves and stopping to splash in
watering holes. In a zoo, they’re lucky to get a few acres and a roommate or two.
Maggie’s story is just one of many. Zebras at the National Zoo in Washington D.C.
starved to death because of insufficient or incorrect food, and the same zoo’s red
pandas died after eating rat poison.
The Animal Welfare Act in the United States sets standards for zoos here, and
some conditions have improved—but some say it is still not good enough.
Although natural-looking habitats are more attractive, people like David
Hancocks, a zoo consultant and former zoo director, describe them as mere
illusions. The animals’ homes look prettier, but they really aren’t any better than
they were before. Indeed, many captive animals exhibit signs of severe distress:
People have witnessed elephants bobbing their heads, bears pacing back and
forth and wild cats obsessively grooming themselves.
Zoos may not even benefit people as much as we once thought. According to one
study, many visitors don’t pay much attention to the animals — they’re actually
talking to each other about unrelated things and spending only a few minutes at
each display.
It is unclear whether zoos are good or bad for animals. As you’ve seen, it depends
a lot on what zoo you’re talking about, and what the animals are experiencing. If
you could talk to animals, Leo the snow leopard would probably tell you that zoos
are great; however Maggie the elephant might respond by slapping you with her
trunk.
6. Identify the multiple perspectives that this article presents. Include important
similarities and differences that are mentioned in support of the point of view
they represent.
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7. Suppose you needed to give a presentation to your class on why zoos should
not exist. Write an opening statement that identifies your stance and presents
three strong pieces of evidence in support of your claim. Use evidence from all
articles/visuals.
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ANSWER KEY
The standard(s) assessed in each question is/are in parentheses at the end of the line.
1. Answer: D (RI.1)
2. Answer: Use the rubric to score the constructed response. (RI.1)
Full credit: Score 2
Partial credit: Score 1
No credit: Score 0
The student selects a main idea surrounding the idea of zoos
harming animals and selects three appropriate pieces of
evidence to support it (Example: causes disease called
zoochosis, animals pace around and injure themselves, animal
was killed from being confined to small location, etc.)
The student selects a main idea surrounding the idea of zoos
harming animals but does not provide three appropriate pieces
of evidence to support it
The student does not choose a the correct main idea and/or
does not provide three appropriate pieces of evidence
3. Answer: Use the rubric to score the constructed response. (RI. 3&6)
Full credit: Score 2
Partial credit: Score 1
No credit: Score 0
The student identifies similarities and differences in opinions
using evidence from Swazi Eleven (Example: Mick Rilley-there
were too many elephants living in the reserves, destroy trees,
needed by other endangered species, not enough reserves to
host the elephants,threat of peaching in other areas, etc.
Animal Activists-do not want them in zoos, filed lawsuits, wrote
letters, etc.)
The student identifies either similarities or differences only
between Mick Rilley and/or the animal activists.
The student does not identify similarities or differences of Mick
Rilley and the animal activists accurately.
4. Answer: D. (RI.7) (Score 1 point)
Open-Ended (Score 2 points) (RI.7) Example: Elephants were ruining the land and leaving the
parks with black and dead trees, destroyed the majority of the park, etc. Shows the damage
being caused in the reserves.
5. Answer: Example: Shows that the life spans of two different species of elephants in the wild
are longer. On average, an African Elephant lives 30-40 years longer than an elephant in
captivity. An Asian Elephant lives over 20 years longer. (RI. 7)
6. Answer: A (Score 2 points) (RI.3&6)
Use the rubric to score the constructed response.
Full credit: Score 2
Partial credit: Score 1
No credit: Score 0
Student would identify the perspectives of for and against zoos.
Students would select appropriate pieces of evidence to
support both sides.(Examples: For Zoos: educates the public and
researchers, helps endangered and abandoned species, give
activities to prevent boredom, conduct research, etc. Against
Zoos: enclosed in confined spaces, insufficient or incorrect food,
animals can exhibit signs of distress in the habitat created in a
zoo, etc.) Similarities: both recognize that zoos have improved.
Student identifies the perspective of either for OR against zoos,
or student does not provide appropriate pieces of evidence to
support both sides.
Student does not identify multiple perspectives AND does not
provide appropriate pieces of evidence to support the sides.
7. Use the rubric to score the constructed response (Score 3 points) (RI.9)
Full credit: Score 3
Partial credit: Score 2
Minimal credit: Score 1
No credit: Score 0
The student identified their stance and integrates information
across all three articles.
The student identifies their stance but does not integrate
information across all articles.
The student identifies their stance but only uses evidence from
one article to support their response.
The student does not state their stance or present three strong
pieces of evidence across multiple texts.