"Paying" the Animals
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark E.11 Describe the difference between volunteer and paid labor.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.1 Define community as the degree that people come together for the common good.
      2. Benchmark E.3 Discuss the importance of personal virtue, good character, and ethical behavior in a democracy.
      3. Benchmark E.6 Identify and describe fundamental democratic principles.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.4 Give an example of how citizens act for the common good.

We learn about “payments” due to working and animal companions and that animals require humane treatment. Students plan and carry out a service project to support animal welfare. Optional: They reflect on the impact of their project by creating a class book to share with others.

PrintOne Class Period with optional extenders

The learner will:

  • determine how working animals are “paid.”
  • realize everyone’s civic responsibility for animal welfare.
  • plan and implement a service project to support animal welfare.
  • create a class book to share with others their knowledge and experience with working animals and the concept of animal welfare.
  • paper
  • art supplies
  • book binding materials or computers and software for book creation

Eye Dog Foundation: www.eyedogfoundation.org

The Seeing Eye https://www.seeingeye.org/about-us/

Hippotherapy and Therapeutic/Adaptive Riding 

For additional related topics and materials see the ASPCA website

  1. Ask the class, "What would our world be like without animals?" Prompt student thinking about  "working animals" --especially the less obvious ones.  By giving examples as needed. (Bees pollinate fruits and vegetables for us to eat. Bats eat the insects that destroy crops to feed cattle or humans.) Help learners conclude that working and companion animals makes everyone’s life better – they enhance the common good.

  2. Remind students that most adult humans get “paid” for the jobs they do. Ask, "How are working or companion animals 'paid' for their work?" Lead a discussion that “pay” for an animal is to be provided by the daily needs of food, water, and shelter, as well as to be treated humanely – with care and respect as living beings.

  3. Ask the students to discuss whose responsibility it is to be sure animals are “paid” by having their needs met and by being treated with care and respect. Lead students to the understanding that it is everyone’s civic responsibility to care for and respect animals.

  4. Challenge the students to brainstorm ways they might be able to “pay,” in a small way, animals for their assistance and companionship to humans.

  5. Ask the learners to discuss and come to consensus about an animal organization they would like to support or assist, and how they might go about doing that.

    The teacher may suggest that the class organize and carry out a low-key collection drive or fundraising project (request donations, hold a Penny Drive, , hold a used toy or book sale, etc.).

    Proceeds could be donated to an animal welfare organization like their local animal shelter, the American Society for the Prevention of Cruelty to Animal (ASPCA), Delta Society, Eye Dog Foundation, Therapy Animals, etc.

    Planning and implementation of what to do, and the recipient organization, should be made, as much as possible, by the students.

  6. Optional Day Two - Reflection and Demonstration After the Service Project:

  7. Create a class book about the service project they planned and implemented for animals. Ask each student to draw one picture and write a paragraph about what they did, the animals that were assisted, the impact of the service on themselves and/or the impact on the animals they endeavored to assist. After the individual pages are complete, have the student determine the order of pages that best makes sense and bind the pages into a book. Read the book aloud to the class and allow time for verbal reflection.

  8. Share the book with other classes/students by having members of the class read it to classes of younger students on the playground or in the lunch room.The book can be donated to the school library or a veterinarian's office for others to read.



Assessment will be based on depth of understanding and participation exhibited during class discussion, decision-making, planning, and implementation of the service project, as well as individual contribution to the class book.