Helping Local Animal Organizations

Today’s youth have a high level of interest in animal welfare. Therefore, it is not surprising that students want to become involved in helping the animals in their community. Common ways to help include collecting needed supplies or holding fundraisers for a local animal shelter. These can be stand alone community service activities, but there is much to learn about animal welfare organizations, including what type of agency they are, what their needs are, and the reason for these needs. Within the context of this service learning activity, students will find this information while addressing a variety of curriculum content standards. In the course of the project, they will learn and have the opportunity to effect change in their community. 

The following activity and suggestions can be modified to meet the students’ needs and interests.

Research

Ask kids to research the various types of animal agencies that exist within their own and neighboring communities (to find a listing of local animal sheltering organizations, visit www.aspca.org/findashelter).  They could also contact the directors of the various agencies to obtain answers to a set of questions. 

Through research, they will learn that there are several types of animal agencies — government-funded animal care and control agencies, privately funded humane societies, societies for the prevention of cruelty to animals (SPCAs) , rescue groups, and hybrids (for example, a private agency with a government contract for animal control). 

Students can research a variety of information including annual budgets, sources of income for the organization, how many animals come in to the shelter each year, and how many are adopted.  They might also conduct a needs assessment for each organization.  Most, if not all, will likely need more money, and many will have wish lists for items or services they need.  The wish list may be featured on the organization’s website. This, of course, is not an exhaustive list of the types of information that might be of interest — just a start. 

Design a Project

Once the kids have obtained their information, there is much they can do with it.  See the Community Service and Service Learning Projects page for specific project ideas.  Here’s some additional ideas:

• Determine how much of each resident’s taxes go to support the local animal care and control agency, and figure out how much of an increase might be necessary to more fully support that agency. 
• Learn which elected officials should be contacted to attempt to effect a budgetary change, and contact them. 
• Conduct a fundraising event or wish list drive to assist a local group in getting additional funds or needed items. 
• Create materials to distribute to the public that fulfills public information needs. 
• Gain experience in grant writing by submitting a proposal to cover design and printing costs or to purchase needed items.
• Volunteer virtually by providing graphic design or web posting services for the organization. 
• If they meet the minimum age requirements, kids may volunteer their time and talents at one of the local agencies.

National Education Standards Potentially Addressed by These Activities

NCSS — Individuals, groups and institutions 

Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

NCSS — Civic ideals and practices 

Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

NSCG-CCE — Principles of democracy

• How are state and local governments organized, and what do they do?
  
• Who represents you in local, state, and national governments?
  

NSCG-CCE — Roles of the citizen

• What are the rights of citizens?
  
• What are the responsibilities of citizens?
  

NCEE — Role of government

Most state and local government revenues come from sales taxes, grants from the federal government, personal income taxes, and property taxes. The bulk of state and local government revenue is spent on education, public welfare, road construction and repair; public safety expenditures are usually subsidized by the U.S. Federal government

NCTE — Communication Skills

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NCTE — Communication Strategies

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

NCTE — Evaluating data

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

NCTE — Developing research skills

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge

NCTE — Applying language skills

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

NCTM — Connections

Recognize and apply mathematics in contexts outside of mathematics.

NCTM — Analysis and probability

Formulate questions that can be addressed with data, and collect, organize, and display relevant data to answer

ISTE — Social, ethical, and human issues

• Students understand the ethical, cultural, and societal issues related to technology.
  
• Students practice responsible use of technology systems, information, and software.
  
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
  

ISTE — Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.