Prevention of Cruelty to Animals (Private-Religious)

Distribute copies of Attachment One: Tza’ar Ba’alei Chaim Biblical Laws and have the learners take turns reading one of the laws aloud.

As each law is read aloud, ask the learners to share their understanding of the rationale behind the law, responding to the question: Why did G-d institute this specific law regarding animals?Teacher Note: If the learners need help in understanding the law, offer suggestions from Attachment Four: Teacher’s Guide:Tza’ar Ba’alei Chaim Biblical Laws.

Once each law has been read and discussed, have the learners return to Attachment Three: Bettering an Animal’s Life/Bettering Our Life completed during the Anticipatory Set and write down any additional ways in which they can help animals in their everyday life using their colored pencils or markers.

Take a few minutes to allow volunteers to share some of the ways they have thought of to help animals in their everyday life. Collect the learners’ Attachment Three: Bettering an Animal’s Life/Bettering Our Life, at the conclusion of the class.

Day Two:

Distribute a copy of Attachment Two: Story of Rebecca to each learner and allow them time to read the story.

Once completed ask the learners to think of reasons why Eliezer, Abraham’s servant, looked for a woman who would give him and his camels water to drink.

Have the learners reflect on the idea that how a person treats animals says something about that person.Teacher Note: Ultimately, you will want to lead the class to consider and conclude thata personwho respects any of G-d’s creations is likely to respect all of G-d’s creations; and that while we may use animals for our benefit, whether for eating, for working, or for pleasure, we are not allowed to abuse them. This idea can be related to humans as well, specifically when referring to employees.

Arrangethe learners in groups of five or six and distribute copies of a local directory of animal shelters, the local chapter of the ASPCA and other animal related organizations to each group.

Have each group select one local animal organization to contact, avoiding duplication. Once they have identified their selected organization, they are to contact that organization and identify how the class might be able to help that organization for one day (or more) and be prepared to share that information during the next class period.

Day Three:

Have each group share the extent of their conversation with their identified organization and by consensus have the class select the one organization they will help.Teacher Note: It is likely that some groups will report that the contacted organization has nothing for the class to do. In the unlikelihood that all of the contacted organizations respond this way see Extensions.

Once the class has identified their chosen organization to help, distribute lined paper to each learner and have each learner write down what it is that they hope to accomplish for the animals as well as personal self-fulfillment goals- what they hope to get out of the experience. Collect these sheets at the end of this class period.

Assign someone from each group, whose selected organization responded positively to having the class come and perform some work, to re-contact their identified organization.Teacher Note: As a matter of courtesy it would be appropriate to share with each of the organizations that responded positively to the inquiry, as to whether or not their organization was selected as the one to be helped by the class. As the teacher, it would be appropriate for you to also contact the chosen organization to determine a specific time and date for the work and needed instructions for safety and equipment.

Day Four:

Prior to performing the agreed upon service for the chosen animal organization, encourage as many learners as possible to bring disposable cameras to take pictures of the outing.

As a class, perform the service as pre-determined and planned.

Day Five:

Following the day of the performed service, distribute the half-completed Attachment Three: Bettering an Animal’s Life/Bettering Our Life and the lined paper from Day Three to each learner.

Tell the learners to fill out the bottom half of Attachment Three: Bettering an Animal’s Life/Bettering Our Life with colored pencils or markers.

Have the learners discuss and reflect on their service experiences and how it might have benefited both the animals and themselves.

Complete these five days by constructing a class display that commemorates their experiences.Teacher Note: Glue the learner copies of Attachment Three: Bettering an Animal’s Life/Bettering Our Life to poster board as a background. Then adhere the pictures taken during the service projectto the poster board to create a presentable collage art project.