Animal Antics Humane Societies and their Connection to Benefiting the Community

6th Grade Social Studies Unit Plan

Designed by: Gwyn VanderHeyden

Amanda Roberts Katy Krekling Marti Wegenke

Rationale and Introduction This two week sixth grade social sciences unit plan explores humane societies and their mission in benefiting the community. Students will not only be learning about humane societies but how they as effective citizens can also help promote the awareness of animal cruelty. They will also practice using technology as a resource to learn where to find alternative resources when appropriate. Students will use those alternative resources as they take part in a web quest which acknowledges the six major social sciences as a way to become more culturally aware of these issues along with current events that are happening right in their own communities to make the learning relevant to their lives. In completing the various activities of the unit, students will develop a deeper understanding of their role and responsibility of being an effective citizen. Social Studies Related Standards (Targeted standards found within given lessons) History B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States Behavioral Science E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies E.8.14 Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis Political Science and Citizenship: C.8.3 Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate C.8.8 Identify ways in which advocates participate in public policy debates

Unit Duration

This integrated 6th grade social studies unit plan was designed based on a two week period, equaling about ten class periods. The student service project may continue into a third week depending on the project.

Unit Concepts Principles and Facts (dealing specifically with theme)

1. Henry Bergh founded the American Society for the Prevention of Cruelty to Animals (ASPCA). 2. Puppy mills do not meet the basic needs of dogs. 3. Pets are for life and come with a lot of responsibility. 4. How to properly care for a pet (including first-aid)-meeting their basic needs. 5. Supporting the humane society and their mission is one way to be an effective citizen. 6. Effective citizens care about all those in the community, including animals.

Terms A. Humane Societies B. Henry Bergh C. Puppy Mills D. Animal-Related Community Issues E. Animal Cruelty Laws F. Responsible and Irresponsible Pet Ownership G. Effective Citizenship H. Animal Abuse I. Domestic Violence

Literature Nonfiction Friends of Animals: The Story of Henry Bergh by Mildred Pace Lost and Found by Elizabeth Hess Adopting Pets: How to Choose your New Best Friend by Bill Gutman

Fiction Cages by Peg Kehret My Life in Dog Years by Gary Paulsen The Nine Lives of Travis Keating by Jill MacLean Champ by Marcia Jones A Dog's Life by Ann Martin Because of Winn-Dixie by Kate DiCamillo Ranch of Dreams - Cleveland Amory A Day, A Dog by Gabrielle Vincent A Home for Spooky by Gloria Rand Puddles on the Floor by Lorena Estep Angelica's Wish by Annette Menniti Campbell Possible Fieldtrips Wisconsin Humane Society*

WHS 101 Take a behind-the-scenes tour of WHS. Learn how shelter staff and volunteers transform unwanted companion animals into great family members and how injured and orphaned wild animals get a second chance. You will see the Wildlife Gallery, Veterinary Hospital, Guest Lodging and Adoption Avenue.

Elmbrook Humane Society Waukesha Humane Society Veterinary Clinics/Hospitals

Webquest Link This website was primarily created as a resource/reference for students and teachers to use during this unit. As an introduction to the unit students will complete a webquest that is accessed through this website. http://animalanticsforsixthgraders.weebly.com

Week 1 Unit Outline

Week 2 Unit Outline

Week 3 (for student service project if needed/time permits)

Activity/Lesson M T W T F

Webquest X KWL Chart X X Henry Bergh and Humane Societies X Friends of Animals X X X X Pets Are for Life X Fleece for a Good Cause X Student Service Project Designing(work time) X X X

Activity/Lesson M T W T F

Field Trip – Donate Fleece Blankets X Puppy Mills X First Aid Gives Pets a Second Chance X KWL Charts X X X Student Service Project Proposal and Voting X Student Service Project X X X

Friends of Animals

The story of Henry Bergh Book Summary

The book Friends of Animals by Mildred Mastin Pace describes the biography of Henry Bergh, who founded The American Society for Prevention of Cruelty to Animals (A.S.P.C.A.). President Abraham Lincoln appointed Henry Bergh to a diplomatic post at the Russian court of Czar Alexander II. During his stay in Russia, he saw how people treated animals poorly and because of the treatment of animals, Bergh decided something needed to be done to help improve the treatment of animals. Before returning to America, he stopped in England and learned about taking action on how to treat animals from Earl of Harrowby, president of England’s Royal Society for the Prevention of Cruelty to Animals. After returning to the United States and creating the A.S.P.C.A., Bergh helped initiate the anti-cruelty law and the society was able to enforce the law. The book describes many stories of animal cruelty and abuse of animals. Bergh was able to intervene on behalf of the animals. Bergh faced much opposition from many animal owners because they believed that animals were private property and how one treats or mistreats an animal is the decision of the owner. The chapter that describes Bergh’s toughest trial is when he encounters Circus owner P.T. Barnum. P.T. Barnum mistreats majority of the circus animals because he is into making a profit. Bergh explains to Barnum that the conditions be taken care of the animals’ barns or there will be consequences. Barnum does not listen to Bergh and there are two different fires that destroy the barns and some of the animals. Barnum eventually joins the A.S.P.C.A. To adapt reading the book for kids who struggle, the teacher can teach the students explicitly how to listen and use language as they discuss literature with other students. Teachers can use graphic organizers to help struggling students understand the relationships between ideas. Interactive read aloud can also be helpful for students who struggle with reading.

Lesson Name Wisconsin Humane Society and founder Henry Bergh History Objective The students will make a connection to A.S.P.C.A. founder Henry Bergh and Wisconsin Humane

Society. The students will learn about history of Henry Bergh and the Humane Society. Content Standards B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced

the past and the present in United States C.8.3 Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused C.8.8 Identify ways in which advocates participate in public policy debates

Links to Social Studies

The link to social studies is civics. Before Henry Bergh founded the society to protect animals, many people believed that animals and children were private property and could be treated anyway they saw fit. Bergh saw that animals were beyond the private property and believed to treat animals with dignity.

Assessment Observation/notation of group participation Materials Power Point presentation, computer Lesson Procedure Introduction: I will explain to the students that we will be learning about Animal Society for

Preventing Cruelty to Animals founder Henry Bergh. We will be participating in a Power Point Presentation about the history of the Humane Society and the Wisconsin Humane Society. I will make a personal connection to animals to get the students engaged into the lesson plan. Demonstration: The Power Point presentation will demonstrate how Bergh saw the need to start a society to prevent animals from cruelty after viewing animal abuse in Russia. The presentation will continue with the founding of A.S.P.C.A and the connection to Wisconsin. For example, the only statute of Henry Bergh is resides right outside of Wisconsin Humane Society. Closure: I will recap what we learned today and explain to the students that we will be participating in literature study about the book, “Friends of Animals; The story of Henry Bergh”.

Lesson Name Friends of Animals - The story of Henry Bergh. Objective The students will comprehend the history of A.S.P.C.A. founder Henry Bergh and have a better

understanding for the need to help others through community involvement. Content Standards A.8.2 Read, interpret, and critically analyze literature.

A.8.4 Read to acquire information. Links to Social Studies

History and civics are the links to social studies. The book, “Friend of Animals” by Mildred Mastin Pace describes the biography of A.S.C.P.A. founder Henry Bergh and his dedication to the treatment of animals.

Assessment The class will do a literature study with the book and we will have group discussions about the book. When the book is completely read, I will have the students create a skit about one of the chapters and present it to the class.

Materials “Friends of Animals” by Mildred Mastin Pace, reader’s journals Lesson Procedure Presentation: I will ask the students if they can remember what an acronym is and what do the

letters A.S.P.C.A. meant? I will ask the students if they can recall who Henry Bergh is. I will ask the students what is the connection between Bergh and the Wisconsin Humane Society. Demonstration: I will ask the students to read the inside the book flaps, introduction, illustrations, and contents. I will ask the students after reading the prior information, what you might learn from reading the book. Participation: I will ask the students to utilize their reader’s journals to take notes about chapter one. After the students read the first chapter, we will have a conversation about the first chapter. I will ask the students to explain to me if the author used foreshadowing. I will ask the students if they know about the period of history in which Henry Bergh lived. I will ask the students if Bergh has problems like the problems of other people in other biographies. (Continue with the participation for the following chapters).

Closure Review what we learned today.

Lesson Name Puppy Mills Objective Students will learn about what puppy mills are and recognize how they do not meet the basic

needs of animals. Students will also identify animal cruelty laws in their state and write a letter to a legislator or newspaper.

Content Standards Social Studies Political Science and Citizenship: C.8.3 Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate Behavioral Science: E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community English Language Arts: Writing: 1. Write arguments to support claims with clear reasons and relevant evidence

Links to Social Studies

Civics – Students are learning about animal cruelty laws and being effective citizens when they write to legislators about this topic. Sociology – Students are learning about negative relationships between animals and humans and their role in stopping puppy mills.

Assessment Students will primarily be assessed on their effort and participation during the first part of the lesson. In conclusion, students’ letters will be assessed based on the provided rubric which includes not only writing skills but also information they learned regarding puppy mills and prevalent anticruelty laws.

Materials • Computer/video clips pertaining to appropriate/accurate puppy mills • Books or other resources about the needs of dogs • Writing paper • Writing utensils • Markers • Current laws concerning animal cruelty • Large paper with a dog drawn on it

• Highlighters • Venn diagram

Time 1 hour Lesson Procedure 1. Brainstorm #1– “What a dog needs to truly be happy?” Students write their ideas up on large

paper 2. Video Clips – Students watch various puppy mill video clips jotting down notes pertaining to the

following questions: What is the definition of a puppy mill? Are the needs of these animals being met? Are any laws being broken?

3. Discussion –Students share ideas about what they learned from the video clips 4. Venn Diagram – students work in partners to compare/contrast the condition (refer to video

clips and poster created) 5. Discussion – Teacher draws large ven diagram on board so students can share ideas with whole

class. Did the dogs in the videos have all of their needs met? (no) Students will hopefully become concerned and question how they can help.

6. State/National Animal Cruelty Laws – students could either research laws pertaining to puppy mills/animal cruelty or these could be hung up around the room on paper State laws: http://www.aspca.org/Fight-Animal-Cruelty/Advocacy-Center/state-animal-cruelty-laws.aspx

7. Brainstorm #2 – Students brainstorm ways to help stop the suffering of dogs in puppy mills (write to legislators, stronger punishment for law violators, write to newspaper, educate others about not buying from pet stores…etc)

8. Letters – Students will now write letters to one of their legislators or a newspaper editor (www.humanesociety.org/leglookup) In letters students should explain how puppy mills do not meet the needs of the animal in detail (poor health of puppies which causes financial burden and emotional distress to their owners, ask legislators to support stronger laws against mills…etc) This will be a first/rough draft to be eventually typd. Students will be given a rubric to help them complete an effective/successful letter.

9. Closure – Discuss how by writing these letters they are becoming effective citizens and improving the community. If time, students could peer-edit each other’s letters.

Puppy Mill Letters Self-Assessment Rubric

Didn’t Meet Met Criteria Exceeded Criteria

Letter is written in a business letter format

Evidence:

Evidence:

Letter is persuasive in discussing animal cruelty laws

Evidence:

Evidence:

Contains valuable information about puppy mills and animal

cruelty laws Evidence:

Evidence:

Letter is written in a professional manner and has few

grammar/spelling errors Evidence:

Evidence:

Lesson Name First Aid Gives Pets a Second Chance Objective Students will learn basic first aid techniques for taking care of animals in order to realize the impact they can

have on animals’ lives. Content Standards Social Studies

E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies E.8.14 Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis

Links to Social Studies

This lesson links to social studies through the study of sociology and domestic abuse. In order to do this lesson, children had to first become knowledgeable with different animal abuse laws in different states and such relating to animal studies in sociology.

Assessment Students will be assessed on their performance throughout the lesson/ can they demonstrate basic first aid techniques using what they have learned about animals and animal abuse to help them in their times of crisis. In order to document student participation, I will take anecdotal notes so that I can refer back to them once the lesson is complete.

Materials • bandages • wood for splints • blankets • stuffed animals

Lesson Procedure 1. Caution students that it is never safe to approach an animal who is sick or injured, especially when that animal is a wild animal or an unfamiliar pet. Evenfamily pets who are hurt may bite or scratch someone who tries to handle them.Explain that the first thing to do in any emergency is to get an adult, if possible. Animal control officers, veterinarians, and wildlife rehabilitators are examples of people who are specially trained to help injured animals. However, children who are knowledgeable about animal first-aid can explain basic procedures to an adult who is not trained in the subject. 2. Develop a class list of accidents and injuries that can happen to pets, such ascar accidents, heatstroke, electrocution, poison, cuts and abrasions. 3. Discuss appropriate first-aid techniques for each situation. (See Pet First Aid:Cats and Dogs, published by The Humane Society of the United States and the American Red Cross. To order, call 202-452-1100.) Try to arrange for a veterinarian, veterinary technician, or humane society representative to demonstrate animal first aid to the class. 4. Have students bring stuffed animals from home. Divide the class into small groups. Assign one type of accident/first aid technique to each group. Provide appropriate props for first aid practice (bandages, wood splints, blankets, etc.)

5. Allow each group to demonstrate their particular technique to the rest of the class.

Lesson Name Fleece for a Good Cause Objective Students will use math measurement skills to construct pet blankets for the humane society.

Students will donate the blankets to the humane society after their field trip.

Content Standards Social Studies; Behavioral Science E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community Mathematics-Grade 6-Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.

Links to Social Studies Sociology/Civics -Students are working on contributing to the community by constructing pet blankets to the humane society. The students are learning about an organization in their community that helps pets in need. Economics – Students may fundraise to pay for the needed fleece.

Assessment Students will be assessed on how they constructed the pet blankets by following the directions and completing the project.

Materials • Scissors • Rulers • Fleece • Tailor’s chalk

Lesson Procedure Today we are going to learn how to make homemade, no sew pet blankets. We are going to work in groups of two to make blankets for cats and dogs. We will be working with math in order to successfully measure how to cut the fleece in order to construct the blankets. There will be instructions for both kinds of blankets that you will need to follow. Once the blankets are finished, we will be able to donate them to our humane society for the pets to have something to rest on. First everyone will need to have scissors, a ruler, two pieces of fleece and tape. 1. Take two pieces of pre-cut fleece. Dog blankets will need two- 36 inch fleece squares, cat blankets will need two 24 inch squares. 2. Lay both fleece squares on top of each other. Cut a 4 inch square out of each corner of both squares. 3. Each partner will take a turn in doing this. Measure and mark 1 inch intervals around the squares, using tailor’s chalk. 4. Cut each mark to the length of 4 inches. Making the fringe, 1 inch wide and 4 inches long. 5. Knot two pieces of fringe together, using one strand from the top and one from the bottom. 6. Continue to do this for each fringe for the entire blanket. Once everyone finishes the blankets, we will be able to deliver them on another day to the humane society. What did you enjoy about this project? Did anyone have difficulty with this project? Why is it important for pets to have blankets?

The fleece will be donated by local fabric stores and if needed, students will ask for cash donations to fulfill the needs.

Lesson Name Pets are for Life Objective Students will recognize that pet ownership is commitment for the life of the pet.

Content Standards Social Studies; Behavioral Science E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies Mathematics E.8.1 Work with data in the context of real-world situations E.8.2 Organize and display data from statistical investigations using:

Links to Social Studies Economic s – Students are learning about pet life spans and discussing the costs that come along with pets. Sociology and Civics – Students are learning about how knowing the life spans of animals should impact a person’s decision on having a pet. Owners must understand responsibility of pet ownership and how this connects to having a better community.

Assessment Students will be assessed on the accuracy of their graphs. They will also be assessed understanding of how pet life spans should be thoroughly thought about before getting a pet during the discussion.

Materials • Computers for research or have related material/resources available for students to look at

• If using computers/internet, have certain websites that students should look at to keep them on-task and in the right direction (www.hsus.org)

Lesson Procedure 1. With partners, students research the average life span of a human, cat, dog, goldfish, and guinea pig.

2. Still working with partners, students should then illustrate these life spans with a bar graph (this can either be done on paper or on the computer).

3. The class should come together and discuss the long-term commitment of pet ownership and how thinking about these life spans should impact a person’s decision on getting a pet. What kind of costs come with pets? What wouldn’t happen so often in the community if more people thought about this?

Resource Adapted from: http://www.humanesociety.org/assets/pdfs/parents_educators/pets_are_for_life.pdf

Lesson Name Student Service Project (Summative Performance Assessment) Introduction Students, you have been learning more/teaching yourself about some of the obstacles animals

face and how some of those issues have affected those animals. You are now going to use all of the knowledge you have gained to create a service project that you feel will benefit those animals in need at the Humane Society. You will propose your idea to the rest of the class clarifying how you feel your service project idea will best benefit the Humane Society.

Objective Students will gain a deeper understanding of the impact they can have on the community by designing a service project that will benefit the humane society based on their learning from the unit. Students will follow the rubric as a guideline.

Content Standards Social Studies E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies E.8.14 Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis

Links to Social Studies Civics: Students will be proposing their service project to their classmates and providing reasoning behind their design. Sociology and Anthropology: Students will design a service project that will benefit the humane society and community.

Assessment Students will be assessed according to the provided rubric. Materials (depends on students’ chosen form of project)

• Webquest • Art Utensils • Computer • Paper • Poster Board

Lesson Procedure 1) You can choose to work either individually or in a small group for the proposal 2) You should use all of the information you have learned from the webquest, fieldtrips,

class discussions, etcetera to help you or your group decide how to approach a service project that will best benefit those animals in need

3) Once you have all the information you need, you should put together some sort of proposal that will inspire students to connect with the community some examples may include:

• Bake sale • Rummage sale • Lemonade Stand • Dog Treat Sale • Something of your choice • Your proposal should be pre-approved by the teacher before you move forward

4) Once you have chosen a service project that you feel will best benefit the Humane Society, you or your group should create some sort of visual to present your proposal to the rest of the class. Your visual should include the following: • The service project you chose • How it will help those animals in need • Why it will be the most beneficial to the Humane Society and community

5) You will then present your proposal to the rest of the class keeping in mind that you want to inspire the rest of the class to want to do YOUR service project

6) Once all of the groups have gone, we will take a class vote on the service project we would like to take on to help those animals in need and the Humane Society

Student Service Project Design and Proposal Self-Assessment Rubric

Didn’t Meet Met Criteria Exceeded Criteria

Incorporates knowledge and information from class and field

trip. Evidence:

Evidence:

Uses appropriate resources to complete design.

Evidence:

Evidence:

Provides accurate and clear evidence/reasoning to support

proposal to audience. Evidence:

Evidence:

Proposal is prepared and presented in an organized

manner. Evidence:

Evidence:

Final Reflection Students will produce a final reflection that discusses their learning and experience from participating in this unit. They will include how this unit has helped them realize how their role as an effective citizen can positively impact the community. Reflection forms can include a paper, collage, PowerPoint, or pamphlet. Those students that chose a collage must present it to the entire class or teacher. It will be optional to share reflection with entire class. Website References/Resources http://www.americanhumane.org http://www.animalhumanesociety.org/ http://www.aspca.org/fight-animal-cruelty/domestic-violence-and-animal-cruelty.aspx http://www.ebhs.org http://www.hawspets.org http://www.humanesociety.org http://www.wihumane.org http://www.hopesafehouse.org http://www.kindnews.org http://www.humaneteen.org Kind News: Lesson Plans on Responsible Pet Care http://www.kindnews.org/teacher_zone/lesson_plans.asp The Humane Society of the United States: Educating Kids (Ages 3-9) http://www.humanesociety.org/parents_educators/kids/ Engaging Tweens (Ages 10-12) http://www.humanesociety.org/parents_educators/tweens/ Greater Birmingham Humane Society: Humane Education Lesson Plans http://www.gbhs.org/site/PageServer?pagename=svcs_edu_Lesson_Plans Humane Society of Vero Beach and Indian River County http://www.hsvb.org/lessonplans.asp