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Activity Three
Changing Times, Changing Minds
The third activity focuses on how, today, compassionate people realise that we have traditionally used animals for our own purposes while failing to realise that they share our capacity to experience joy and suffering. In Part 1, a timetable featuring humorous ‘historical headlines’ challenges students to tell how innovative progress over the years has steadily enabled us to eliminate the use of animals in our lives. Part 2 presents students with a variety of ways that animals are still being used today, challenging them to think of alternatives to these uses that can be met by continuing innovations.

You might want to introduce this activity by asking volunteers to name some of the uses and jobs animals have performed in the past and perform today. Then point out that the need for most of these uses no longer exists, and ask students to think about why this is so. Then distribute the activity sheets.

Answers
Part 1
Exact wording of answers will vary. Sample answers are given.

c. 70,000 B.C.: Early humans begin fashioning implements from stone, replacing animal bones as primary sources of tools.

c. 4,000 B.C.: Linens produced by ancient Egyptians and other cultures begin replacing animal skins.

c. 1860s: Petroleum replaces oil from whales and other animals as primary lamp fuel.

c. 1903: Mass production of automobiles gradually makes replacement of animal-drawn vehicles possible.

c. 1960s: Development of artificial fabrics makes comfortable, attractive synthetic ‘silk’ clothing possible.

c. 1980s: Computer modelling provides another alternative to animal testing for research.

c. 1990s: Using modern photographic equipment, it becomes possible to ‘capture’ animals on film without disturbing them or the environment.

Part 2
Answers may vary. Sample answers are given.

1. Substitution of plastic or computer models of frogs and other animals.

2. Attending human-only circuses and going to see films.

3. Developing new foods from soya- or vegetable-based protein or choosing traditional high-protein plant-based foods like masala dosas or rice and dal.

4. Creating clothing from synthetic ‘fur,’ ‘hides’ and ‘feathers’—all produced without harming animals.

Follow-Up Activities
1. Challenge students to discuss ways in which the animal they have researched is used by humans. How could they eliminate these uses by substituting alternatives? What arguments might they use to persuade other people to seek these alternatives?

2. One alternative to eating meat is to become a vegetarian. Ask students to bring in vegetarian recipes and information about plant sources of protein, vitamins, calcium and minerals.

3. Organise group discussions of possible ways that animals are still used that might change. Have students use their imaginations to step into the future.