Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

What Makes a Hero?
Lesson 2:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
6th-8th Grade
Subjects:

Arts, Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ART-VA: Create/Communicate
ELA: Compare/Contrast; Group Discussions; Journaling; Point of View; Reflection; Research; Vocabulary; Writing Mechanics
PHIL: Activism; Advocacy; Animal Welfare; Character; Common Good; Conflict Resolution; Cooperate; Environmental Stewardship; Heroes; LEAGUE Wildcard Lesson: Animal Welfare; Problem Solving; Reflection; Respect; Responsibility; Sensitivity; Social Action; Values
SOC: Analyze/Interpret; Cause/Effect; Comparative Advantage; Consensus; Decision Making Model; Ideals/Reality; Laws; Point of View; Rights/Responsibilities; Social Action; Values
TEACHERS: After teaching this lesson, please complete a short evaluation.

Purpose:

The purpose of this lesson is to identify what it means to be a true hero.  The learners will explore character traits of heroes and apply this information to understand why individuals, or organizations might be considered heroes for animal welfare and humane treatment.

Duration:

Two 45 to 50 minute class periods

Objectives:

The learner will:

  • define what it means to be a "true/real" hero.
  • identify and define character traits of heroes.
  • understand why groups and/or organizations can also be considered heroes for their cause.
  • identify heroes who advocate for animal welfare and humane treatment.
  • identify organizations that advocate for animal welfare.
  • research or interview an individual, or organization identified as a hero for animal welfare.

Materials:

  • A recording and a copy of the lyrics (for each learner) of one of the “hero songs” (see Bibliographical References for suggestions).  The more contemporary ones of those suggested may resonate more with students than others.
  • Copies of Attachment One: Research Form, for each learner, plus four additional copies for the groups.
  • Copies of Attachment Two: Heroes for Animals "Wall of Fame" Award for each learner, plus four additional copies for the groups.
  • Copies of Attachment Three: Heroes for Animals: Research Assignment for each learner.
  • Copies of animal welfare "heroes" briefing papers from the Learning to Give website (see Bibliographical References for suggestions).
  • On-line Internet or other media access for research project.  (If on-line Internet access is unavailable to the learners, download one copy of
    www.aspca.org/findashelter duplicate for each learner.)
  • A large display area entitled "Heroes for Animals: Wall of Fame."
  • Optional Extension:  Copies of Attachment Four: Hero Game for each learner.
Handout 1
Research Form
Handout 2
Heroes for Animals “Wall of Fame” Award
Handout 3
Heroes for Animals: Research Assignment
Handout 4
Hero Game

Instructional Procedure(s):

Anticipatory Set:
As the learners enter the room, have one of the hero songs, or an appropriate alternative, playing in the background.  Once the class is settled replay the song while writing the word HERO on a display board.  Tell the students that you will be using the word “hero” for both male and female individuals, and also to describe organizations that embody heroic characteristics.  Have the learners share characteristics of a hero and record these on the display board around the word HERO.  When it appears that the list is complete, distribute a copy of the lyrics of the song played as background to each learner.  Ask them to compare HERO traits listed on the display board with HERO traits represented by the lyrics.  Add to the Hero traits listed on the display board if needed.
 

  • Engage the learners in a discussion about what it might mean to be a “true/real” hero.  During the discussion, share with them the definition of a hero as a person noted for courageous acts and/or nobility of purpose.
  • Ask the learners to share the names of individuals or organizations they consider to be true/real life heroes, and why they think that these examples might be considered “heroes.”
  • Ask the class to consider and discuss in what ways nonprofit organizations like the American Society for the Prevention of Cruelty to Animals (ASPCA), United Animal Nations (www.uan.org)  or a local animal welfare organization might also be considered to be heroes?  (as a group and/or organization the mission, and individuals who participate in them, display many of the character traits of heroes).
  • Share with the class that today they will be introduced to some individuals, or organizations who, if animals could talk, they might tell us that these individuals or organizations are their “true/real” heroes.
  • Ask the students if they know what a hall of fame is and have them share some examples.  Tell them that a Hall of Fame is like a museum that honors people for outstanding achievements in a particular field.
  • Tell the students that today they are going to create a “Wall of Fame” that honors individuals or organizations that have been influential in promoting humane treatment of animals and animal welfare.
  • Arrange the class into groups of two or three students, if internet access is available to learners, assign each group a briefing paper URL, or distribute one printed briefing paper to each group.  Ask the groups to read the paper and complete a “Wall of Fame” research form and award plaque for their individual. (Attachment One: Research Form and Attachment Two: Heroes for Animals: “Wall of Fame” Award)
  • Ask the students to cut out and display their “awards” on the display area entitled “Heroes for Animals: Wall of Fame.”  Allow the class time to share or read and discuss the awards.
  • Tell the students that they will be creating two more of these award plaques. One for a person or organization of their choice, and one for themselves after doing a service or advocacy project to promote animal welfare.
  • Research assignment: (This assignment may also be started or done in class if time allows.) Tell the students that for homework they are to choose a person or organization that they believe deserves to be on the “Heroes for Animals: Wall of Fame” because of their work in promoting animal welfare.  They may choose a person or organization from their own family or community, or beyond.  Distribute copies of Attachments One: Research Form, Attachment Two: Heroes for Animals “Wall of Fame” Award and Attachment Three: Heroes for Animals Research Assignment and review with the class to clarify the assignment.  Encourage the learners to talk to their friends and family to get their advice about a person or organization that supports humane treatment and welfare for animals for the homework assignment.

Assessment:

Learner involvement in the class discussions and group work will provide the major portion of the assessment for this lesson.  Consideration could also be given to the work ethic displayed during the research portion of this lesson.

School/Home Connection:

Learners are encouraged to consult their family members for ideas of individuals or organizations to nominate as Heroes for Animals: Wall of Fame to complete the homework assignment.

Extension:

To enhance the learning about heroic character traits, assign the learners to one of three teams and distribute Attachment Four: HERO GAME.  Have the learners read and follow the directions found on this handout.  Set a time limit sufficient to give each team opportunities to discuss and reach consensus on their responses.  When the allotted time has expired, read the “best” answers. (Be sure to give credit in instances where a team makes a good argument for their selection as overlapping definitions are possible.) Answers: 1c, 2d, 3f, 4a, 5h, 6j, 7l, 8g, 9b, 10e, 11k, and 12i.

Bibliographical References:

For additional related topics and materials see also
ASPCA:
www.aspca.org,

Learning to Give
www.learningtogive.org

Lesson Developed and Piloted by:

Dennis VanHaitsma
Curriculum Consultant
Learning to Give

Barbara Dillbeck
Curriculum Director
The LEAGUE Curriculum by Learning to Give

Handouts:

Handout 1Print Handout 1

Research Form

Student’s Name

Individual or Organization nominated for the Hero for Animals Award

________________________________________________________

________________________________________________________

 

History and Mission of organization or Individuals Action for Animals

________________________________________________________

________________________________________________________

 

Source of information

________________________________________________________

________________________________________________________

Handout 2Print Handout 2

Heroes for Animals “Wall of Fame” Award

Handout 3Print Handout 3

Heroes for Animals: Research Assignment

If the animals could talk, they would tell us of someone in our community who is their hero, or they might tell us that some of their heroes are well known individuals or organizations.  Below, you will also find a list of some of the people and organizations who use rationale approach problem solving to support and advocate for animal welfare and humane treatment. Choose a person or organization from the community or the world. Interview or research your person or organization to gather the information to create a “Wall of Fame” plaque award. Complete the plaque using the template and return it to school on ______________________. Your completed plaque will be added to the Heroes for Animals: Wall of Fame.

List of Animal Welfare Organizations:


Alliance for Contraception in Cats and Dogs
American Humane Association
American Society for the Prevention of Cruelty to Animals
Best Friends Animal Society
Doris Day Animal League
Elephant Sanctuary in Tennessee
Grey 2K USA
Humane Research Council
Humane Society of the United States
Jane Goodall Institute
Pegasus Foundation
Petfinder.com Foundation
PetSmart Charities
SPAY USA
State, county and city SPCAs  and Humane Societies (e.g., Massachusetts SPCA, Erie County SPCA,
San Francisco SPCA)
United Animal Nations (UAN)
Wildlife Conservation Society
World Society for the Protection of Animals

Handout 4Print Handout 4

Hero Game

Below you will find character traits often associated with HEROES.  Many if not all of these character traits embody democratic values.  The goal for your team is to match these character traits with their definition. Place the “letter” of the definition in the space next to the word(s) that “best” corresponds to the character trait. The first one is done for you as an example.

__C__ 1. Sacrificial A.  fixed intention or resolution; a firmness of purpose or resolve despite opposition or setbacks.
_____ 2.Courageous (Brave) B. someone who cares for and respects people and generously seeks the common good by freely volunteering one’s time, talent, and/or treasure.
______ 3. Selfless (Humble) C. willing to give up something highly valued for the sake of something considered to have a greater value or claim.
______ 4. Persistent/ Determined (Perseveres) D. meets danger without fear; willing to risk confrontation if necessary; not afraid to make mistakes and learns from them.
______ 5. Solution Seeker E. the feeling of allegiance and/or the act of dedicating oneself to a course of action.
 
______ 6. Conviction(Passionate) F. encourages others and gives them the credit and recognition for a job well done; doesn’t need to be in the limelight.
 
______ 7. Responsible G. can be counted on to be honest and true to ones word and commitments.
 

_____  8. Trustworthy 		 H. sees the big picture, identifies the problem and plans a solution.
 
_____  9. Humanitarian I. able to laugh at himself/herself and helps others feel at ease.

_____ 10. Loyal (Dedicated)

 J. cares deeply and strongly about the causes he or she supports.
_____ 11. Focused  K. the ability to direct one’s energy toward a particular point or purpose; to concentrate one’s energy.
_____12. Humorous  L. acts within the law being careful to respect the rights of others and their properties.

Philanthropy Framework:

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