Dear Educator:
We live in a world that is full of the beauty of nature. Animals are the part of that natural world to which we are mostclosely related. Yet, throughout history, people have often treated animals more like things than living, feeling beings.
Now, however, thanks to naturalists like Dr. Jane Goodall, we are recognizing that animals are far more complex than
we once believed—and capable of experiencing anxiety, suffering, and joy.
To today’s young people, developing empathy toward animals can be a key step toward developing empathy for andrejecting violence against all beings, including human beings. It is important, therefore, that your students learn to recognize that the animals with whom we share this planet are, in many ways, not so different from ourselves.
Share the World is a free educational program designed to help your students better understand and appreciate
the animals with whom we share our world. In the reproducible activities that form the heart of this program, your students will use their thinking and writing skills to imagine the feelings and consider the incredible abilities of other animals, examine how our relationships with them have changed throughout history, discover alternatives to their use, andrespond to situations in which their well-being is threatened. After completing this program, your students will havegained a richer understanding of the animals in our world—and a sense of how we can treat them as fellow beings,
with compassion and respect.
We know that other teachers in your school will want to present these activities to their students, and we encourage
you to share the educational components of this kit with them. Although these materials are copyrighted, you may reproduce any or all of them for distribution to your colleagues. Also, please take the time to fill out and return the enclosed response card. We welcome and value your professional comments and suggestions.
Share the World has also produced a free video that will grab your students’ attention with amazing animal
footage, cartoons, topics for discussion, and humor. If you don’t have a copy of the video and would like one, pleasewrite to the address below or visit our Web site and fill out the online order form.
We hope that using this program will help your students realize that animals experience life in much the same waythat we do. In doing so, you’ll be helping them make the world that we share a better and richer place for all of us.
Thank you!
These materials are made possible throughthe extraordinary support, compassion, andvision of Eugene S. Principe Jr.

SHARE THE WORLD, P.O. BOX 42430, WASHINGTON, DC 20015 • ShareTheWorld.com

-Introduction
Share the World is a free educational program
designed to help your elementary school
students develop respect and compassion for allliving beings.

Target Audience
This program is designed for use by students ingrades 3 to 5 in the language arts, science,social studies, and humane education curricula.

Program Objectives
Share the World is designed to accomplish
the following objectives:
Enhance students’ understanding thatanimals are living, feeling beings to betreated with respect and compassion.
Assist students in recognizing that animals
often experience the same needs andfeelings that we do.
Enable students to appreciate the amazing
characteristics and abilities of animals.
Help students understand how humans’
regard for animals has changed anddeveloped as their knowledge of animals
has increased.
Aid students in recognizing how theonce-pervasive use of animals isbeing replaced, thanks toincreased understanding andtechnological developments.

ProgramComponents
1. Four reproducible activity
masters to be photocopied asstudent worksheets.
2. A reading unit comprising
adaptations of four true animalstories.
3. A teacher’s guide that includes:a statement of objectives;
introductions, presentation suggestions,and model answers for each activity; andfollow-up and extended activity suggestions
to expand the program’s scope.

•••

4. A full-color wall poster todisplay in your classroom
as a motivational tool.
5. A response cardfor yourcomments.
Please return
this card toensure thatyou’ll receive
future freeprograms.

Activity OneTHEAMAZINGWORLD OFANIMALSThis activity is designed to help students
appreciate how unique and complex animals
are by introducing them to some of the amazing
characteristics and abilities that animals of allvarieties possess. In Part 1, students willencounter a number of true but amazing facts
illustrating the fact thatanimals are extraordinary
beings. By challenging
them to agree or disagreewith another group ofstatements that focus onachievements andcharacteristics ofanimals, Part 2 helps
students discover thatanimals share numerous
traits and interests with
us. And finally, in Part3, students imagine
that they are aparticular animal andwrite an impassioned letterto the editor about a threat totheir home.
Try starting this activity by asking
students what animals they consider
unusual or extraordinary and what their reasonsare for thinking so. Their responses may include
such commonly admired animals as dolphins,whales, elephants, and dogs. Explain tostudents that in this activity, they will learn more
about some of these animals. Then mention thatthey will also discover how virtually all animals

way—but may not be able to use their abilities
or fulfill their needs. Then distribute the activity
sheet.
Answers
Part 2
Note that all of the statements are true(“agree”). Be sure to review each one to informstudents who responded “not sure” and discussstatements that may have seemed improbableto some students. Use the following facts
to help stimulate discussion.
There are cases of deer
serving as “seeing-eye”
guides for animals whohave lost their sight.
Elephants have been
known to hold “wakes,” inwhich the bodies of deadelephants are viewed
by others in thecommunity.
Grooming one
another and greeting bytouching mouths are typicalbehaviors within the highly organizedcommunities of prairie dogs.
Certain bird species have developed
methods of packing mud and plants to act
as “splints” for setting broken bones.
Part 3
Answers will vary according to students’
individual experiences and abilities. You may
wish to suggest newspapers to which students
can write and help individual students compose
their letters.
Follow-Up Activities
1. Encourage each student to find five amazingor unusual facts about an animal of theirchoice and share them with the class. If theywish, they can make up a quiz on this animal
similar to the one in Part 2 of Activity One,and test their classmates’ knowledge of thespecies with both true and false statements.
2. Assign students to write a “fan letter” to ananimal who has an ability or trait that they
particularly admire and share it with theclass.
3. Encourage students to draw a pictureillustrating one of the amazing facts
presented in the activity. Instruct them towrite the fact under the picture, then display
their finished artwork on the bulletin board.

Activity Two

ANIMALS AND
THEIR FEELINGSThis activity is designed to promote students’
understanding that animals have much incommon with us and are living, feeling beings tobe treated with respect andcompassion, regardless of how
small or “strange” they mayseem. Focusing on developing
empathy toward animals(“stepping into” their needs andfeelings to understand thembetter), the activity begins byinviting students to read an
excerpt from Anna Sewell’sclassic 1877 novel, Black
Beauty: The Autobiographyof a Horse. In the excerpt, ahorse named Ginger tells
Black Beauty of her first
unpleasant experiences with humans.
Written from an animal’s point of view,
the passage uses empathy to illustrate thatanimals experience love, pain, sadness, andfrustration.
Part 1 then challenges students to imagine andlist the feelings of three different animals invarious situations. In Part 2, students write abrief story on “If I had three wishes” from theviewpoint of an animal of their choosing; theycan also illustrate their story with a picture.
You may want to introduce this activity byasking students to discuss the feelings of ananimal companion they know—perhaps a dog, acat, or a bird. Ask: What signs does the animal
make to display his or her feelings, just as othermembers of the family might? How does his orher behavior change as circumstances around
him or her change? After discussing animals
they know, suggest to students that perhaps
other animals—ones they don’t know
themselves, ranging from the tiniest mouse to
the biggest whale—might experience similar
feelings. Then distribute the activity sheet.
Answers
Part 1
Answers will vary. Sample answers are given.
1. happy, relieved, grateful. 2. bored, frustrated,trapped. 3. lonely, frightened, panic-stricken,sad.

Part 2
Answers will vary according to students’
individual experiences and abilities. Make surestudents have written their “three wishes” in thefirst person, from the animal’s point of view.

Activity Three

Follow-Up Activities
1. Have students think about and discuss theexcerpt from Black Beauty. Suggest that they
write an extension to the story, then share
their completed stories with the class.
2. Ask students to keep an observation journalof a companion animal in their own home orin that of a friend or relative. Have themwatch the animal for several days—being
sure not to disturb his or her normal habitator routine—and note changes in his or her
behavior, what may have influenced thesechanges (e.g., going for a walk in the park or
getting a treat), and how he or she expresses
feelings.
3. Encourage each student to select a speciesof animal to research in the library or observe
undisturbed in his or her natural habitat. Thismight be the animal they have chosen to
write about in Part 2 of this activity or yet
another species. Suggest that their research
focus on the animal’s social behaviors andneeds, rather than on physicalcharacteristics. Then have them report theirfindings to the class.
4. For a literature-based look at animals andtheir feelings, have students read the four
true story segments and complete the writing
assignments found in ANIMALS AND THEIRFEELINGS II—A READING UNIT.

The third activity focuses on how,
today, compassionate people
realize that we have traditionallyused animals for our own
purposes while failing to realizethat they share our capacity toexperience joy and suffering.
In Part 1, a timetablefeaturing humorous“historicalheadlines”
challenges
students
to tell how
innovative
progress over
the years hassteadily
enabledus toeliminate the use ofanimals in our lives. Part 2 presents students
with a variety of ways that animals are still being
used today, challenging them to think ofalternatives to these uses that can be met bycontinuing innovations.

CHANGING TIMES,CHANGING MINDS

You might want to introduce this activity byasking volunteers to name some of the uses
and jobs animals have performed in the pastand perform today. Then point out that the needfor many of these uses no longer exists, andask students to think about why this is so. Thendistribute the activity sheets.
Answers
Part 1
Exact wording of answers will vary. Sample
answers are given.
c. 70,000 B.C.: Early humans begin
fashioning implements from stone, replacing
animal bones as primary sources of tools.
c. 4,000 B.C.: Linens produced by ancient
Egyptians and other cultures begin
replacing animal skins.
c. 1860s: Petroleum replaces oil fromwhales and other animals as primary lamp
fuel.
c. 1903: Mass production of automobiles
gradually makes replacement of animal-Activity Four

MAKING HUMANE
CHOICESFor this final activity, students arepresented with five situations in which
they must make a decision to act on
their understanding of animals’ needs
and feelings. Students will be challenged
to follow the “Golden Rule”—a basic
concept in many cultures
throughout the world—as it applies tohuman-animal relationships.

c. 1960s:
Development of artificial
fabrics makes warm, attractive “fakefur” clothing possible.
c. 1980s: Computer modeling provides
another alternative to animal testing forresearch.
c. 1990s: Fast-food chains begin serving“veggie burgers” as alternatives to meat.
Part 2Answers may vary. Sample answers are given.
1. Substitution of plastic or computer models offrogs and other animals. 2. Using plastic,fiberglass, or other synthetic substances. 3.
Developing foods from soy- or vegetable-based
proteins. 4. Creating clothing from synthetic“fur,” “hides,” and “feathers”—all produced
without harming animals.
Follow-Up Activities
1. Challenge students to discuss ways in which
the animal they have researched is used byhumans. How could they eliminate these uses
by substituting alternatives? What arguments
might they use to persuade other people to seek
these alternatives?
2. One alternative to eating meat is to becomea vegetarian. Ask students to bring in vegetarianrecipes gathered from sources in the library andinformation about plant sources of protein,vitamins, and minerals.
3. Organize group discussions of possible waysthat animals are still used that might change.
Have students use their imaginations to step
into the future.

You can introduce this activity bywriting the Golden Rule—“Do unto
others as you would have them do untoyou”—on the chalkboard and reviewing itwith the class. Invite students to react to it,
telling how it applies to our relationships withanimals. Then ask: How have humans treatedanimals according to this rule? How have theyfailed to follow this rule?
Have volunteers give
positive and negative
examples. Then distributethe activity sheets.
Answers
Answers will vary.
Sample answers
are given.
1. How this situation fails
to live up to theGolden Rule: Thebear has becomebored and disoriented
and his or her basic
needs (such as
exercise andprotection from thesun) are not being met.
What you can do:
Report what you haveseen to zoo officials. If
you get no satisfaction
from them, write lettersto newspapers.
2. How this situation fails
to live up to the Golden
Rule: No one has
stopped to help the
injured bird or evenmove him or her to asafer place off thesidewalk. What you can do: Ask an adult totake the bird to a veterinarian for treatment,
or call your local humane society for help;
while waiting, protect the bird from further
injury.
3. How this situation fails to live up to theGolden Rule: The dog’s basic needs for food,water, exercise, and companionship appear
to be ignored by his or her guardian. What
you can do: Notify the dog’s guardian that thedog appears to be in need of food and water
throughout the day; if the situation does notchange, contact the humane society and tellthem as much information about thesituation as you can.
4. How this situation fails to live up to theGolden Rule: The turtle has been removed
from his or her natural habitat, denying
the animal not only his or her homeand community, but possibly
threatening his or her life
as well. What you cando: Convince yourfriend to very
carefully return theturtle to the exact same
spot where he or she wasfound.
5. How this situation fails to live up to
the Golden Rule: Hitting the cat or dog
not only causes him or her pain and risks
injury, but it is also ineffective as a training
method. What you can do: Suggest that theguardian research and practice effective,
nonviolent training methods; if the animal
appears to have been injured, contact thehumane society.
Follow-Up Activities
1. Help students conduct a “Media Watch” forreports of events involving animals on
television, on the radio, and in newspapers.
Have them share what they have discovered
with the class once a week at a designatedtime.
2. Suggest that students undertake a letterwriting campaign in response to reports ofpractices that may harm animals. Help themdraw up a list of influential people to write toin support of the needs of animals—stateofficials, politicians, and other authority
figures in the community. Have students
report back on any replies they receive totheir letters.

posters listing and explaining “do’s anddon’ts” of the best companion animal care topeople who live with companion animals.
Display the finished posters on the bulletinboard.
Extended Activities
1. Arrange a “zoo-checking” field trip to a local
zoo or animal park. Have students note theanimals’ environments and physicalconditions. Do they pace, bite the bars, orshow other signs of unhappiness ordiscomfort? Encourage students to look forways that zoo conditions could beimproved and list improvements theywould make.

2. Help the class organize a Share the World“Compassion Expo” assembly in their school.
Devote a full class day to this event, which
can feature displays on animals and theircare and behavior, information booths,
videos, and special guest speakers fromhumane societies. Then invite the entire
school community to participate in your Expo.
3. Assign students to write a research paper on
the animal species they chose to learn more
about earlier in the program. Have theminclude information on the animal’scharacteristics and behavior, why the animal
should not be harmed or killed, and what
traits he or she shares with us as a living,feeling being.

© 2001 ShareTheWorld.com
3. Have students research and create illustrated