Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
The lesson provides learners with an opportunity to explore ways to become a hero for animals by promoting animal welfare and humane treatment of animals. Learners identify a local, state, national or international animal welfare cause and develop a personal service/advocacy plan, using the rational approach to problem solving. They implement the plan, and share the results of their service/advocacy with their peers and/or the community.
Duration:
Two 45 to 50 minute class period with additional time needed to complete the service/advocacy plan
Objectives:
The learner will:
- define the word excuses and recognize commonly used excuses.
- recognize that heroes seldom use or make excuses.
- plan and implement a service/advocacy for animal welfare/humane treatment of animals using the rational approach.
- reflect on, celebrate, and share the successful completion of his/her implemented plan.
Service Experience:
The learners will generate ideas for a plan of service/advocacy related to animal welfare, create and implement a plan, and reflect on the impact. They will share their work with their peers and/or the community, helping them better understand the need for the humane treatment of animals, and encourage their support for the concept.
Materials:
- Copies of Attachment One: Excuses! Excuses! for each learner.
- Copies of Attachment Two: My "Rational Approach" Service/Advocacy Action Plan for each learner.
- Copies of Attachment Three: Heroes for Animals: "Wall of Fame" Award for each learner.
- Optional Extension: Copies of Attachment Four: Excuses! Excuses! Part Two and Attachment Five: Excuses! Excuses! Part Three for each learner.
Instructional Procedure(s):
Anticipatory Set:
As the learners enter the classroom write on the display board the following phrases: I’m too tired…I’m only a kid…..I’m too busy….. It’s not my turn …. It’s not my problem…It’s not my responsibility… I’m not good at it…. Ask the learners to read these phrases and solicit their input on what these phrases might signify and under what circumstances they might be used. Lead them to the conclusion that these are all excuses for not taking action. Write the word excuse on the display board. Have the learners help you define the word. (Def: excuse: the reason or rationale used to explain or justify one's action or inaction.)
- Ask the students to post their second “Award” (the one completed for the research assignment) on the Heroes for Animals: “Wall of Fame.” Allow time for the students to share or read and discuss the additions.
- Distribute a copy of Attachment One: Excuses! Excuses! to each learner and have them look over the contents of this handout. Ask them to help add any excuses not listed on Attachment One: Excuses! Excuses! that they may have used or heard others use.
- Review some of the traits of heroes from Lesson Two and ask the learners if the people or organizations on the Heroes for Animals: “Wall of Fame” used excuses. Continue with a class discussion, ask students to reflect on why it is important to take a rational problem solving action approach, and not to use excuses, when it comes to the humane treatment of animals and animal welfare.
- Ask the students to brainstorm issues dealing with animal welfare and humane treatment in their own community or beyond. Remind them to draw on the experiences of the people and organizations they learned about in preparing the “Wall of Fame.”
- Tell the learners that they are now being asked to put aside any “excuses” they might have and develop their own plan of service or advocacy for the humane treatment of animals. They may work as individuals, in small groups or as a class. When their plan(s) has been developed, approved by the teacher and implemented they will be able to place their plaque on the Heroes for Animals: “Wall of Fame.”
- Distribute a copy of Attachment Four: My Rational Approach Service/Advocacy Action Plan to each learner and review the directions and expectations. Be sure to include the date that the action plan is to be implemented. Tell the learners that their Rational Approach Advocacy Action Plan must be “pre-approved” by you before implementation. Allow for an appropriate amount of time for the learners to plan, individually or in a group(s). Set a reasonable completion date based on the class’ plans. Have students write the completion date on the bottom of the plan.
- Monitor the learners’ progress during the implementation period.
- On the due date, distribute Attachment Three: Heroes for Animals: “Wall of Fame” Award and have each learner create an award plaque for themselves based on their service/advocacy project. Post the awards on the Heroes for Animals: “Wall of Fame” and allow students time to share or read and discuss the project(s).
- Display the “Wall of Fame” in a prominent place and arrange to invite other classes and groups in the school to view the wall. Allow learners to be a docent for the “Wall of Fame” during their noon hours and class break periods helping their peers better understand the need for the humane treatment of animals, and encouraging their support for animal welfare.
- This display could be left on display during activities in which families and/or community members may be in the school. Or the “Wall of Fame” could be donated to the public library or other public location for display.
- As a reflection on their learning, ask students to write an essay in response to this quotation:
“The greatness of a nation and its moral progress can be judged by the way its animals are treated.” –Gandhi
What do you think Gandhi was trying to say to the world? Do you agree or disagree, why? This quote was said in the early part of the twentieth century, do you think it applies to the world today? Why or why not?
Assessment:
Learner involvement in the class discussions and group work will provide a portion of the assessment for this lesson. The major portion of assessment for this lesson will focus on the planning and successful implementation of the individual service/advocacy plans. The ability to use their knowledge of animal welfare in their reflection essay may also be assessed.
School/Home Connection:
Students should be encouraged to share their plan of service with family and enlist their assistance with the plan as appropriate.
Cross-Curriculum Extensions:
To enhance the discussion of “excuses,” distribute a copy of Attachment Two: Excuses! Excuses! Part Two to each learner and after reading the instructions at the top of the page have them check the excuse that they think most middle school students might use when asked to do the activity suggested in the headings of the table. When completed, compile the responses by counting the total of learners selecting a particular excuse for each heading listed. Determine the most used excuses for each heading on another copy of the handout that is projected for all to see.
Distribute a copy of Attachment Three: Excuses! Excuses! Part Three to each learner. This shows results from an independent survey using the same form. Have the students compare and contrast their responses as well as the total class’s response to the independent survey responses. Help them identify the more often used excuses. Discuss any large difference between the class's response and the independent survey. Why are they different? Note that the independent survey shows that the more often used excuses for not to do something are “I’m just a kid” and “It’s not cool."
Bibliographical References:
- What Makes for a Hero
http://heroworkshop.wordpress.com/
2006/10/13/what-makes-a-hero-2/
For additional related topics and materials see:
- ASPCA Professional: service-learning opportunities with animals
http://www.aspcapro.org/service-learning.php - ASPCA® Website Home page
http://www.aspca.org - Learning to Give: www.learningtogive.org
Lesson Developed By:
Dennis VanHaitsmaCurriculum Consultant
Learning to Give
Barbara Dillbeck
Director
Learning to Give
Handouts:
Handout 1Print Handout 1
Excuses! Excuses!
Below you will find the excuses that people often use:
It’s not my fault, I didn’t make this mess.
It’s too much work, isn’t there an easier way?
I’m too tired, maybe after I get some rest.
I’m only a kid, isn’t this something adults should be doing?
I’m too busy with things I consider more important.
It’s not my turn I already did this once.
It’s not my problem/responsibility why should I get involved?
I’m not good at it, let somebody who is do it.
I don’t feel good maybe after I feel better.
Nobody else has to do it why me?
I forgot, sorry.
I don’t know how maybe if someone showed me what to do.
It’s too hot/cold maybe when things cool off/warm up.
Nobody told me I had to do it.
It’s not fair I always get stuck with it.
I’m a boy/I’m a girl and this isn’t a boy/girl thing.
It’s too boring I don’t see any point in doing it.
I just don’t feel like it don’t bug me right now
It’s not cool, I don’t want my friends poking fun of me.
Can you add any others you have used or heard others use?
Don’t make excuses, make something incredible happen in your life right now. – Greg Hickman
Handout 2Print Handout 2
Service/Advocacy Action Plan
One plan per individual or group
Name(s)_____________________________________________________________
- For my “rational approach” service/advocacy Plan, I chose to use the following action(s): (Explain these actions if they are not familiar to the learners.)
- ____ Petition
- ____ Boycott
- ____ Letter Writing
- ____ Campaigning
- ____ Editorial (Newspaper)
- ____ Volunteering
- ____ Speech
- ____ Educate
- ____ Other (Please explain:
______________________________________________
______________________________________________
- What need or problem will you address?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
- I/We choose to support the humane treatment and welfare of animals with this action because:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
- With what organization, if any, will you be working?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
- Describe the action you will take
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
- Are there any materials, permissions or funds needed? If so, how will you go about obtaining these?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
- How will you know you have made a difference?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Final Completion Date __________________
Signatures of Student(s) participating in this project:
Handout 3Print Handout 3
Heroes for Animals: “Wall of Fame” Award
Handout 4Print Handout 4
Excuses! Excuses! Part Two
Below place a check (X) in the box of the top four excuses that you think middle school students most often use when asked why they wouldn’t do the following:
|
Excuses |
Take care of a family pet (walking, feeding, cleaning) | Volunteer to help in a fund raiser for a good cause | Speak out against something you don’t believe in | Participate in helping to solve a community problem | Write a letter to a member of Congress |
| It’s not my fault | |||||
| It’s too much work | |||||
| I’m too tired | |||||
| I’m only a kid | |||||
| I’m too busy | |||||
| It’s not my turn | |||||
| It’s not my problem/responsibility | |||||
| I’m not good at it | |||||
| I don’t feel good | |||||
| Nobody else has to do it | |||||
| I forgot | |||||
| I don’t know how | |||||
| It’s too hot/cold | |||||
| Nobody told me | |||||
| It’s not fair | |||||
| I’m a boy/I’m a girl | |||||
| It’s too boring | |||||
| I just don’t feel like it | |||||
| It’s not cool | |||||
| Other | |||||
| Other | |||||
| Other |
Handout 5Print Handout 5
Excuses! Excuses! Part Three
Based upon the results of an independent survey The Top Four excuses middle school students most often use when asked why they wouldn’t do the following:
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Excuses |
Take care of a family pet (walking, feeding, cleaning) | Volunteer to help in a fund raiser for a good cause | Speak out against something you don’t believe in | Participate in helping to solve a community problem | Write a letter to a member of Congress |
| It’s not my fault |
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| It’s too much work |
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| I’m too tired |
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| I’m only a kid |
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| I’m too busy |
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X |
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| It’s not my turn |
X |
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| It’s not my problem/responsibility |
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X |
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| I’m not good at it |
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| I don’t feel good |
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| Nobody else has to do it |
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| I forgot |
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| I don’t know how |
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| It’s too hot/cold |
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| Nobody told me |
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| It’s not fair |
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| I’m a boy/I’m a girl |
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| It’s too boring |
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| I just don’t feel like it |
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| It’s not cool |
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| Other |
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| Other |
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| Other |
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Unit Contents:
Overview:Humane Heroes: Those Who Care Enough Summary
Lessons:
- 1.
- Got a Problem? Let's Solve It!
- 2.
- What Makes a Hero?
- 3.
- I Am a Hero for Animals!
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
