ASPCA Education: Service Learning: Helping Local Animal Organizations

It’s not surprising that students would want to become involved in helping the animals in their community. Common ways they can help include collecting materials or holding a fundraiser for a local animal shelter. But students may not be aware of the variety of animal welfare and sheltering agencies that exist in their community, and what factors differentiate one agency from another. Within the context of this Service Learning activity, students will find out this information, and have the opportunity to address a variety of content standards and help out a local animal sheltering organization. The following suggestions are just that— suggestions. Keep in mind that this activity can be modified to meet the students’ needs and interests.

Research
Ask students to research the various animal agencies that exist within their community, either through Internet or library research. Alternatively, they can write letters to the directors of the various agencies.

Through research, they will learn that their community likely has several types of animal agencies—government-funded animal control agencies, privately funded humane societies, societies for the prevention of cruelty to animals (SPCAs) and rescue groups and hybrids (i.e. 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 shelter, how many animals come in to the shelter each year and how many are adopted.

Your students 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. 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 to your students—just a start.

Determine Project
Once your students have obtained their information, there is much they can do with it.

- Students can determine how much of each resident’s taxes go to support the local animal control agency, and determine how much of an increase might be necessary to more fully support that agency.

- They can determine which elected officials they can contact to attempt to effect this change.

- They may conduct a fundraising event or wish list drive to assist a local shelter in getting additional funds or needed items. Students may determine that the agency has a public information need—and create materials to distribute to the public that fulfills that need.

- Students may even gain experience in grant writing by submitting a proposal to cover design and printing costs.

- Finally, if they meet the minimum age requirements, students 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 is for education, public welfare, road construction and repair; public safety expenditures in their state and community are 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 & 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.