Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
In this lesson the learners will identify state and national laws that provide for the humane treatment of animals. They will share their findings concerning the laws that regulate the use and treatment of animals and grow in their understanding of and appreciation for the role of advocacy in promoting change. They will write essays or letters advocating for animal welfare.
Duration:
Two 45 to 50 minute class period.
Objectives:
The learner will:
- identify laws and amendments pertaining to animal welfare in the Animal Welfare Act.
- identify legislation about animal welfare found in their state.
- define advocate and advocacy.
- identify the role of the ASPCA® (The American Society for the Prevention of Cruelty to Animals) in animal welfare.
- identify additional animal advocacy organizations and their roles.
- advocate for animal welfare through an act of their own choosing.
Service Experience:
Learners will select an animal welfare issue they want to address. They will write a persuasive essay or letter, and send it to an organization, local or national governmental entity, news media, or other appropriate venue in an attempt to promote animal welfare.
Materials:
- Copy of Attachment One: Scenarios cut apart by scenario
- Internet access and viewing capability.
- American Society for the Prevention of Cruelty to Animals (ASPCA) informational paper http://learningtogive.org/papers/paper354.html
Instructional Procedure(s):
Anticipatory Set:
Prior to the learners entering the classroom place the words “add voice” on the display board in large letters. Begin the class period by having the learners share some of their “most interesting findings” regarding their State’s laws pertaining to animal usage and treatment. Summarize or capture key words and phrases from their sharing and place these on the display board. Do the same for the Animal Welfare Act.
- Pose this question to the class: “Who makes the laws concerning the treatment of people; i.e laws concerning theft, murder, traffic, working conditions, etc.?” (Answer: “We the people”)
- Ask them “Who makes the laws concerning the treatment and use of animals since they cannot speak for themselves?” (Answer: “We the people”).
- Point to the displayed phrase “add voice” and have the class briefly share what they think this phrase means. Now place the words advocate and advocacy on the display board. Tell the class that these English words are derived from the Latin word advocatus meaning to “add voice”. Share with them that advocacy means to “add voice” by writing, speaking, pleading, or acting in favor of or support of something” and an advocate is “an individual, group, or organization who performs these advocacy acts.” Advocacy is based on an individual’s or organization’s beliefs and values. In situations where specific laws do not exist, it becomes the government entities responsibility to consider what decision is “best” for the common good.
- Have the learners share some of the ways that an individual, group or organization could advocate for a cause like animal welfare. List these methods on the display board. You may wish to give a few examples to prompt this sharing (petitions, boycotts, letter writing, editorials, volunteering, parades, rallies, pickets, sit-ins, silent protests, hunger strikes, publicity/advertising, graffiti, blockades, riots, demonstrations, strikes, walkouts, lockouts, teach-ins, internet voting, debates, campaigning, street corner talks, fund raising, lobbying, signs/billboards, phone solicitation, and violence).
- Arrange the class into five equal groups. Give each group a copy of one of the five scenarios from Attachment One: “Scenarios.” Tell each group to read their assigned scenario and reach consensus on what is the primary advocacy method(s) being used in this scenario. Ask one group member to read their scenario to the class and identify the primary method of advocacy that was used. (Scenario One – Fund Raising/Donations; Scenario Two – Editorial/Letter Writing; Scenario Three – Volunteering/Solicitation; Scenario Four – Letter Writing/Petitions; Scenario Five – Boycotting) Allow time for questions and discussion.
- Share with the class that in addition to individuals, there are also many groups and organizations advocating for the humane treatment of animals. As one “live” example of such advocacy, show the ASPCA’s circus video and have the learners determine the type of advocacy being shown in this video. http://www.aspca.org/fight-animal-cruelty/circus-cruelty/
- Share information about the American Society for the Prevention of Cruelty to Animals as an example of one animal welfare advocacy group. Have the class view and explore the website at www.aspca.org. View the Homepage and look for “Lobby for Animal” and “Fight Animal Cruelty.” If internet access is not available, distribute copies of the ASPCA informational paper. Ask the students to determine what methods of advocacy the ASPCA uses.
- Challenge the students to assess their own beliefs and values about animal welfare and to select an issue, either local, national or international that they believe needs to be addressed through an act of advocacy. Ask students to share some of the issues they might address. (To stimulate student thinking, the teacher may need to suggest issues such as: need for a local dog park, access to water for animals in public places, local animal welfare laws and regulations, availability of affordable pet care, and need for spay and neuter clinics.)
- Assign students to write a letter or essay expressing their beliefs about animal welfare, clearly stating the issue they want to address and proposing a strategy to address the issue. Help students determine the appropriate audience for their writing and how to submit the piece to that venue - organization, local or national governmental entity, news media, etc. (The class may choose to address one local animal welfare issue as a group or each student may choose an issue on their own.)
- After the persuasive writing is completed and delivered, have the students reflect on their learning and advocacy. One possible way is to cut out a variety of jig-saw puzzle shapes from a single piece of large white construction paper. Be sure that each student in the classroom gets at least one of these puzzle pieces. Have each student write on their puzzle piece a response to one of these prompts: What I believe about animals and their role in our world. How I feel about animals in sports and entertainment. What difference did my advocacy make? Have the students, using a colored pencil or crayon, lightly color their puzzle piece so as not to cover up what is written on it. Then working as a group, have students put the puzzle together. Once the puzzle has been completed, have a few of students paste/glue the pieces onto a larger piece of paper and display the complete puzzle under the heading, “Working Together for Animals.”
Assessment:
Assessment will be based on learner involvement in group activities and discussions. There should be evidence of reflective listening and thoughtful response. The satisfactory completion of the advocacy writing will serve as the primary assessment pieces for this lesson.
Bibliographical References:
- Circus video:
http://www.aspca.org/site/PageServer?pagename=cruelty_circuses - The Animal Welfare Information Center:
http://www.nal.usda.gov/awic/pubs/97issue1.htm - History of ASCPA:
http://www.aspca.org/site/PageServer?pagename=about_history - ASCPA Find a Shelter Site:
http://www.aspca.org/findashelter
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
Scenarios
Scenario One:
It was recently discovered that a couple living in Somewhereville had over 20 greyhound racing dogs in their four-room apartment. “The stench and filth were beyond words,” reported one of the investigating deputies. Charged with animal cruelty, the couple maintained that they only “adopted” greyhounds that were abandoned by their owners because they were no longer able to compete. “Otherwise they would be killed. We thought we were helping,” the couple said. Hearing this story on the radio prompted another couple, Mr. and Mrs. Little to donate $30,000 to the Somewhereville Animal Shelter to take in all of these dogs until they might be adopted by other families.
Method of Advocacy:
Scenario Two:
The Anywhereville Newspaper recently reported the story about a race horse who had taken a fall during training. While the jockey suffered only minor damages, the horse broke its leg. The newspaper indicated that the horse would probably need to be put down due to the high cost in time and money it would require to nurse the horse back to health. A twelve-year-old horse lover, having read about the incident, wrote an editorial in the local newspaper begging for someone who might be interested and able to consider taking the horse. High Horse Farms, located five miles outside Anywhereville, read the twelve-year-old’s letter and agreed to “adopt” the horse and pay for its care.
Method of Advocacy:
Scenario Three:
Elwood's mom would not allow him to have or raise a show animal for the 4-H County Fair. “All my friends have something to show at the fair,” he pleaded. “Caleb has a sheep, Marissa a cow, Dawson a rooster…” But despite Elwood’s efforts to change her mind, his mom held fast to her decision. Elwood decided that the only way he would ever “have” a show animal would be to become a volunteer at the locale Animal Shelter. Talking it over with his mom, Elwood now volunteers at the Animal Shelter two Saturday mornings a month. “It’s sort of like having my own “show animal,” except now I have a lot of them!” Elwood confessed. He is now trying to encourage his cousin, whose mother also refuses to allow her to raise a show animal, to come and join him on the Saturdays he volunteers at the shelter.
Method of Advocacy:
Scenario Four:
Mr. Winter’s 8th grade class read about the “dancing bears” of India. Kidnapped from their mothers at the age of 3-5 weeks, the bears are taught to dance to earn money for their trainers. The baby bear's very sensitive nose is pierced with an iron needle, and a “control rope” is inserted in the hole. Then the trainer pulls the control rope and claps a heavy stick to motivate the bear to lift its legs and “dance” for money. Before the bear is one year old, its incisor and canine teeth are ripped out and sold as lucky charms. Even though this practice was outlawed by the Indian Wildlife Protection Act in 1972, it continues in some places, a carryover from the 16th century, when bears were forced to dance for the entertainment of ruling classes. The sloth bear's normal life expectancy is approximately thirty years in its natural living environment. Sadly, India’s dancing bears barely ever live past the age of eight. Once a bear is captured and tamed, it can never be returned to the wild. The only possible answer for these poor creatures is retirement in a sanctuary. If this horrible form of entertainment continues, this beautiful species will surely become extinct. Mr. Winter’s class decided to collect 1000 signatures and compose a letter to send the government of India, encouraging them to strictly enforce the law concerning “dancing bears.”
Method of Advocacy:
Scenario Five:
The County Fair in Nowheresburg features annual tractor and pony pulls. In the tractor pull, a tractor pulls a heavy sled along a track. As it moves, the sled digs into the ground and becomes more and more difficult to pull. The winner of the event is determined by the tractor that pulls the heavy sled the longest distance.
The pony pull operates much the same way. Teams of horses compete to pull the heavy sled as far as they are able. The owner of the team that pulls the sled the farthest wins money. Maria loves the tractor pulls. She enjoys seeing the belching black smoke and hearing the roar of engines straining against the weight of the sled. But she feels much differently about the horse pull. In fact, she will not go to any pull event that features horses (or any other pulling animals) even if a tractor pull is also featured.
Method of Advocacy:
Unit Contents:
Overview:Animals in Sports and Entertainment Summary
Lessons:
- 1.
- Those Amazing Animals
- 2.
- Caring for Those Amazing Animals
- 3.
- What's Being Done?
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