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Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org).

For PDFs of this workbook or other free educator resources, visit TeachKind.org.

The Center for Compassionate Living’s

Sowing Seeds Workbook

A Humane Education Primer

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

Sowing Seeds Workbook:
A Humane Education Primer
Copyright © Center for Compassionate Living, 1999

P.O. Box 260 Surry, ME 04684 tel/fax: (207) 667-1025 e-mail: ccl@acadia.net www.compassionateliving.org

Printed on 100% post-consumer recycled paper with no chlorine bleach.

humane education is like preventive medicine . humane education encourages all of us to be the best.org). visit TeachKind. and with the Earth itself. compassion. respect. and wisdom. but among them many of us would include: love. and openness. Offered in the spirit of compassion. The word humane means having what are considered the best qualities of being human. and the most fun While humane education has been taught for generations by educators at humane societies and SPCAs. Sowing Seeds Workbook: A Humane Education Primer . integrity. Although SPCAs have not commonly ventured into other animal. environmental. At the Center for Compassionate Living we define humane education much more broadly. justice. mercy. humane education is life-enhancing work. kindness. with enthusiasm and knowledge. most humane people we can be. as education about our relationships with each other. their work in humane education has paved the way for programs that teach children about a range of humanitarian issues.preventing the ills of some of our cultural habits and beliefs by creating awareness of suffering and offering new choices. it has usually been confined to teaching elementary school students to be kind to dogs and cats.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Ultimately. In this way. It also provides information so that people of all ages can make informed and humane choices. teaches critical thinking.org. with non-human animals. Being a humane educator means fostering these qualities and helping to instill compassionate values in the next generation. or social justice issues. courage... honesty. and inspires compassion. We each define for ourselves what those “best qualities” are. Why teaching may be the most important form of activism. Humane education promotes respect for self and others (both human and non-human). For PDFs of this workbook or other free educator resources.

Ultimately humane education helps students learn how to live with integrity. This workbook will give you specific ideas and suggestions for presentations you might offer. heartening. one that offers true information instead of corporate “greenwashing” and misleading images of the reality behind the products and foods we use and eat. but trusting in the fertile ground upon which they are laid. as well as general guidelines for communicating and teaching complex and controversial issues.” Sowing Seeds Workbook: A Humane Education Primer . and one that offers students the opportunity to examine and develop their own values and belief systems. in accordance with their most deeply held values. Corporations and the government are acutely aware of this. to product manufacturers. ideas. one that fosters critical thinking instead of blind acceptance of consumerist values. It is time for humane educators to offer a different perspective in schools. and industry and government curricula . to a never-ending process of learning and changing. to young people.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. You may find that being an activist has never been so enjoyable as when you talk to a group of young people. Good luck! .org. and to a willingness to enter classrooms with an open heart and mind. and fun. and it’s not difficult to learn how to do. awaken their minds and hearts. Along with television and families. visit TeachKind. to the USDA . schools have a significant influence in the development of our values and beliefs. to oil and chemical companies. and watch as they enthusiastically make lasting changes in their own lives and their schools. and in the inherent wisdom of an open heart and questioning mind. For PDFs of this workbook or other free educator resources. Being a humane educator is profoundly rewarding.from the Dairy Council. and successes so that we may all improve our humane education programs.have all utilized the school systems to promote their products and their values.Zoe Weil & Rae Sikora Co-founders Center for Compassionate Living and Humane Education Certification Program “True teaching calls upon us to sow seeds without knowing where they will grow. Please contact us to share your own insights.org). All one needs is commitment to humane values.

and Kierstin Kindred who spent many hours compiling resource information. . We are truly grateful for their wisdom. Acknowledgments This workbook has been modified and developed over many years through a combined effort of many humane educators.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.Zoe Weil & Rae Sikora Sowing Seeds Workbook: A Humane Education Primer . We are especially appreciative of Jayne Arata for her artwork. outlines and activities have been developed with the following people: Melissa Feldman Sandra Larson Sara Martin Jon Schottland Elizabeth Stevens Betsy Todd . visit TeachKind. The ideas. For PDFs of this workbook or other free educator resources. information..org). Sally Clinton for designing the layout.. and many other students and teachers who have taught us along the way.org. intelligence and compassion.

and has most recently been working intensively with Arab and Jewish teachers in the Middle East through CHAI (Concern for Helping Animals in Israel). and Animals in Society. a variety of workshops on animal. on 28 oceanfront acres overlooking Acadia National Park. The work required for certification is at a master’s level. for elementary students. environmental. She presents regularly to grassroots groups and at universities throughout the U. Zoe promotes humane education as a critical tool for social change in talks and presentations throughout the United States. and is certified in Psychosynthesis counseling. for secondary school students. or in finding out if we are offering a Sowing Seeds workshop near you. Sowing Seeds Workbook: A Humane Education Primer . communication and education issues in addition to animal. and Canada. In 1997. Additionally. She is the former director of Bridges. and CCL is currently working towards offering the program as an accredited master’s degree. Maine. a non-profit. Rae continues to design and implement humane education programs worldwide.. You Love Animals. CCL hosts an on-going film and discussion series.. If you are interested in hosting the workshop in your area. Zoe Weil and Rae Sikora have been teaching humane education programs for over 30 years combined. The Center for Compassionate Living offers the Sowing Seeds Humane Education Workshop several times a year. as a project of Listen. environmental and social justice issues.org). CCL launched the Humane Education Certification Program (HECP).. The HECP is primarily a correspondence program. the first such training and certification program in the United States. The HECP is a complete training program and covers presentation. with students participating internationally. as well as empowerment workshops for activists. Rae offered her first humane education program when she was eighteen years old. She holds master’s degrees in theological studies from Harvard Divinity School and in English literature from the University of Pennsylvania.S. a humane education program she created in Wisconsin and Minnesota. visit TeachKind. and is available for seminars on conflict resolution and communication. cultural and human rights issues. please contact CCL. animals and all people. About The Center for Compassionate Living and the Humane Education Certification Program The Center for Compassionate Living (CCL) was established in 1996 by Rae Sikora and Zoe Weil. charitable organization dedicated to creating lasting social change through compassionate choices for the Earth. CCL also offers local humane education programs at schools. Zoe is the author of two humane education books: So. For PDFs of this workbook or other free educator resources.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. the environment and human rights issues for the past 25 years. All students come to at least one intensive on-site week at the center. and has continued to educate people about animals. CCL is located in Surry.org.

org).org. visit TeachKind.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Sowing Seeds Workbook: A Humane Education Primer . For PDFs of this workbook or other free educator resources.

YOU HAVE ABSOLUTE POWER Now tell us what you’d do to ensure our planet’s survival. At the earliest age possible.and that to abuse the privilege of residing here by threatening the future of any individual species in this fragile network is to place at risk all others. then this is what I would do: I would mandate that each newborn child be exposed to the wonder of the living earth from the first moments of its life . long before it is taught the practical matters of life. and whose responsibility to the world around them is something they assume without question. it is history beyond my capacity to understand. smells. death that is not sanctified by the solemn gratitude of the taker of life is a violation of all that could be called holy. I would have the child brought to sit before flowers. the majesty of trees. the spice of salt air.org). For only through such a generation could we truly hope to change the course of history and redeem our species. one life giving nurture to another. sounds. and if the power were given me. I would have the child learn that while death is both natural and inevitable. I would have wings in the air all about the child. the shine of corrupted rivers. Not until these things have become so embedded in the child’s mind and heart that life would be incomprehensible without them . that it has the power either to enhance or degrade some portion of the world into which it has come. I would have the child brought before teachers who would explain how the community of life is a structure of interdependence.. of the promise and perils of citizenship. and that the exercise of that power has consequences that will outlive the child itself.by T. That is a history beyond my capacity to change. the degradation of land. In the mirror of every action. the magazine of The Wilderness Society Sowing Seeds Workbook: A Humane Education Primer . clouds and rain. the child should be told. of the getting and spending of money. each supporting the whole . Often as not. death without purpose.that among its first sights. For the first time in human history. the process of change has to begin somewhere. I trust that I would not have the arrogance to pretend that any solution I might offer could repair the wreckage of millennia. stones and stars. I would have the child taught that each of these deserves a reverence no less profound than that which should be given to the child itself. the sound of owls calling in the night. From these same teachers. the silent deaths of species. Watkins. forces were set in motion that can now be discerned in the stink of city air. If the genie of Fate were to touch me with this particular magic.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.. I would have the child learn. of institutional learning. is the face of the future. I would have us produce an entire generation of young people whose understanding of their place in the long narrative of humanity’s sojourn on the planet is secure. As this child grows. visit TeachKind. When the first human jammed the first dibble stick into the first patch of earth. death that is careless.org. the editor of Wilderness. the feel of wind. and touching should be the cries and odors and warmth of animals.not until then would I introduce the child to the world of practical matters. and that the death of one individual often sustains the existence of another. . deep in the marrow of its being. in short. I would have it learn first the names of the wild creatures and other things with which its life has been joined: grasses and insects.H. For PDFs of this workbook or other free educator resources. birds and squirrels. Nevertheless. the rustle of leaves. the embrace of heat and the grip of cold.

org. Sowing Seeds Workbook: A Humane Education Primer . For PDFs of this workbook or other free educator resources. visit TeachKind.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org).

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Class.51 Consumerism .53 Human Rights .44 Companion Animals . Culture and Setting . TABLE O F CONTENTS INTRODUCTION: Why Humane Education? What is Humane Education? .org.1 The Power Of Education .59 23 QUESTIONS AND ANSWERS RESOURCES RESOURCE MATERIALS Sowing Seeds Workbook: A Humane Education Primer 61 79 89 . For PDFs of this workbook or other free educator resources.2 Presenting Humane Education is Different .16 Teaching Strategies .19 Following Up .10 Preparing for your Presentation .org).25 Science.4 1 COMMUNICATION GETTING STARTED How You Get Invited into Schools .29 Lifestyles of the Eco-Friendly .39 Wildlife and the Environment .12 Presentation Checklist .57 Council of All Beings .13 Classroom Management .18 Issues of Gender. Ethics.9 Designing Your Programs .17 Teaching Controversial Issues .35 Meet Your Meat .21 5 9 SAMPLE OUTLINES FOR PRESENTATIONS Perspectives on Animals . and Animal Experimentation .15 Learning Styles . visit TeachKind.14 Teaching Styles .19 Using Videos .20 Other Opportunities . Race.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

Sowing Seeds Workbook: A Humane Education Primer

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

I N T R O D U C T I O N : Why Humane
Education is the process in which people discover new ideas and information, think about these new ideas and information, learn new ideas and information and ultimately create new ideas and information. To be a good educator you must facilitate this process for others. There are many good (and not so good) books about education. Many universities train people to be educators. Likewise there are good books about public speaking and positive communication. We encourage you to browse in the library and take out some of these books. We also sell a variety of humane education books which we use in our Humane Education Certification Program, and you are welcome to order books from us directly. (See “Resources” section at the back of this workbook.) Humane education is currently different from other subjects. For one thing, humane education is not yet a required subject in the school system. It is also similar to “character education,” markedly different from subjects such as math and language in that it asks students to develop their own ideas and beliefs and to learn to live in accordance with them. It does not seek to teach the right answers, but rather to encourage people to explore answers for themselves. It does not impose knowledge, but uncovers and explores the reality of exploitation and suffering that humans perpetrate on each other, the Earth, and other species. It does not promote a single correct path, but rather introduces options so that each person can make informed, wise and compassionate choices.

Education?
While some teachers within the school system are beginning to incorporate humane education into their curricula (teaching classes in humane education, and promoting humane education in their school districts), for the most part, humane education has been taught by people outside of the school system who come to schools as a guest speaker. With this in mind, this workbook focuses on education, communication and presentation from the perspective of an “outsider,” someone who visits schools and offers presentations.

What is Humane Education?
As mentioned earlier, CCL defines humane education as education about our relationships with animals, the Earth and all people. Its goals are to promote compassion, critical thinking, and respect for self and others, both human and nonhuman, as well as to inspire humane and sustainable personal choices. This is not a universal definition of humane education. In fact, there is no universal definition of this subject. Without defining the subject at all, many states require that students in kindergarten through fourth grade be taught humane education. For decades humane societies have been offering school programs designed to teach responsible pet care which they have called humane education.

Sowing Seeds Workbook: A Humane Education Primer

Page 1

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

Although humane education has been around for a couple of generations, it is essentially an emerging field of study. Currently, there are no univerCompulsory education - which is, for the most sities or colleges which offer a major in humane part, the kind of education we have in the United education or humane studies in the United States, States - is powerful. For 7 hours a day, five days nor are there U.S. graduate programs in humane a week, 10 months a year, 13 years of our youth, education. Only a couple of decades ago, there most of us are required to sit and learn what our were no such subjects as African-American nation wants us to learn. Much of that education Studies or Women’s Studies. This has changed, is about specific subjects, the collective knowland now students can receive Ph.D.s in these subedge of our culture and species. But we are also jects. We predict that in the near future, Humane taught, directly and indirectly, the belief system of Studies and Humane Education will also become our culture, and our nation’s philosophy of life. part of the academy. Currently, CCL’s Humane When we finish school, we are not just educated Education Certification Program (HECP) is the people in certain subjects, but also the product of only humane educaa specific educational philosophy. tion training and certification proSchool is not the only place “Education which promotes the gram in the United where our national philosophy is States. In Canada, many qualities of being humane, promoted and taught. Probably students may the most powerful arena in our which examines their meanings, receive advanced modern world which “educates” degrees in humane and grapples with their ambiguities the populace about our cultural education at the values is television. Young peoin a confusing and complex world ple are educated in an unspoken University of Toronto. American perspective on life priis humane education.” marily through television and Education which school. Some of what we learn promotes the many from these “media” are positive qualities of being humane, which examines their and worthwhile. For example, we learn that difmeanings, and grapples with their ambiguities in ference is good and positive, that independence a confusing and complex world is humane educaand ingenuity are virtues to be admired, and that tion. In a world in which people are quickly strength of character and hard work are the best destroying natural resources, abolishing species, avenues to success. and perpetuating warfare; in a world still filled with poverty, hunger, racism, bigotry of all kinds, On the other hand, some of what we learn is cruelty, and injustice, what could be more impordestructive, not only to our own psyches and tant than humane education? communities, but also to our whole planet. For example, we learn that consuming things is a Yet humane education is still on the periphery of great virtue, and that the more things one has the the educational system, and it is up to concerned more successful and happy one will be, regardless individuals, parents, educators, and activists to be of the consequences to the planet. We also learn part of the movement that makes it central to all that individualism is often more important than school systems. community, and that the Earth is here for us to use as we wish.

The Power of Education

Page 2

Sowing Seeds Workbook: A Humane Education Primer

and are largely influenced by corporate ideology.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org. Sowing Seeds Workbook: A Humane Education Primer Page 3 . which has supplied “nutritional education materials” (including lesson plans. while Channel One. they are turned away by the networks. and film strips) to several generations of American school children. however. Although no scientific or nutritional evidence exists for the claim that humans need to consume the mammary secretions of a different species long after weaning (and much evidence exists to the contrary). the dairy industry has influenced several generations with misleading information. huge chemical and oil companies are supplying environmental education curricula to schools. Currently. or environmental degradation? Such information is hidden from the public because the powerful media is controlled by corporations. If an advertisement for athletic shoes is shown on Channel One. When some organizations have raised enough money to place educational and corrective “advertisements” on television. but also necessary for people to consume. Since television is essentially “owned” by corporations that wish to sell us products. by providing the nutrition education programs for virtually every school.org). the dairy industry has succeeded astoundingly in their goal of promoting the consumption of dairy products. They accomplished this through their “educational” arm. the industry has taught all of us that milk is not only healthy. that the school systems are also connected to corporate interests. rather than non-profit consumer and environmental groups. does the teacher then discuss issues related to the production of these kinds of shoes. posters. It is surprising to many people. a corporation which supplies millions of televisions and VCRs to school in exchange for obligatory morning showings of their “news” program (replete with commercials for products) is preparing the next generation to consume products. For example. such as sweatshops. pay inequities. For PDFs of this workbook or other free educator resources. animal exploitation. it is not surprising that television shows are ultimately vehicles for selling things. visit TeachKind. Essentially. the Dairy Council.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. humane education presents challenges and opportunities for both humane educators and their students. Page 4 Sowing Seeds Workbook: A Humane Education Primer . visit TeachKind. When children go to school. These opportunities also present different challenges. a non-profit organization which publishes Adbusters Magazine. they are taught subjects. Humane education does look behind the scenes and challenges prevailing cultural assumptions. The visiting presenter does not have the luxury of seeing the same students daily for years.org). On the other hand. standardized tests. The teacher. the visiting presenter has opportunities which the teacher within the school system does not have: we cannot be fired (although we can be excluded from the school by not being invited back). as well as the nation have a vested interest in what the students learn. etc. school district. Humane education is a corrective.. Presenting humane education programs is different from presenting the standard school curricula. lesson plans. Each subject includes text books. we do not have a “reputation” among the students. When the foundation has paid to have their “ads” aired on television. and which attempts to challenge the media through parodies of ads.org. of having the support of the school and its resources. they have been consistently turned down by the networks. Ultimately. school. schools of education. and tests. or of having the weight of social support for the subject. Humane education creates awareness of choices and exposes influences which are usually too subtle or too hidden for people (especially young people) to notice. Humane education offered to schools through guest presentations is a very different kind of education. For PDFs of this workbook or other free educator resources. An example of this can be seen in the case of the Media Foundation. and we are often a breath of fresh air to the students in a heavily scheduled school life. The following topics cover a range of challenges and suggestions for the humane educator who is offering independent presentations within schools. and they work to accomplish their task through specialized curricula..

respectful and non-judgmental manner. For PDFs of this workbook or other free educator resources.org). • blaming and accusing • looking away or becoming distracted • interrupting • crossing their arms in front of them or using body language that is closed and protective • interpreting others’ points of view without making sure they understand the others’ perspectives fully • becoming defensive Sowing Seeds Workbook: A Humane Education Primer Page 5 . Although you will be speaking to students.. visit TeachKind. wear and do. COMMUNICATION Communication is everything we say.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. In order to be a good educator you must be a good communicator. Think about some of history’s great speakers and communicators. As a communicator. if not greater importance. When people feel listened to they are more likely to listen themselves.. and they will feel more connected to you. What makes them so effective? Who do you know who is a good communicator? Why? Who do you know who is not a good communicator? Why not? Following is a list of some characteristics of good communicators. • make eye contact • listen carefully and check to make sure they have understood correctly • speak from their own experience and their own feelings • have open body postures which invite interaction • show respect to those with whom they are speaking • smile • are open to others’ views Good communicators avoid. write. the ability to listen to them is of equal.. By practicing listening you will feel more connected to your audience. make certain to listen to questions and comments with the same respect and openness you would like to experience yourself. but you can help someone change his or her own mind by presenting information in a truthful. You cannot change anyone’s mind. We communicate verbally and non-verbally. not close them.” Good communicators.org. “The goal of communication is to open doors. through body language as well as spoken language..

visit TeachKind. while others weigh good and bad differently from us. and a rejection of diversity. race hatred. This trait is so common it might well be considered “human nature” to participate in this form of communication. There is no place for this kind of communication in a school program. dumping toxic wastes into the air and water. however. Some may believe that by telling stories about “evil vivisectors or corporate CEOs” they will engage their audience and fire up their emotions. and none of us leads truly compassionate lives. and hopefully evolve toward kinder. such approaches do not really further a compassionate world or humane education. learn from one another. would be hurtful and unkind. Practicing communication skills is also an effective means of improving communication.org. or operating a sweatshop are bad things to do. more inclusive living. Page 6 Sowing Seeds Workbook: A Humane Education Primer . if those others were present. They will also alienate and hurt the student whose mother is an animal researcher. Most of us are not fully informed of the consequences of all of our choices. For PDFs of this workbook or other free educator resources. while still others behave in ways that are simply not thoughtful and considerate. By identifying good communicators and spending time observing and talking with them. Most people gossip and share stories about others which. You may believe that certain activities and behaviors are wrong. Unfortunately. more compassionate. Often it builds camaraderie among the group members. They may. As a humane educator part of your job is to learn to be an excellent communicator. By vilifying others we create a world filled with “us and thems. Each of us contributes to animal.” This is the same thinking which leads to wars. Children whose parents are good communicators usually learn to be good communicators themselves. Good communication opens the doors between different ways of thinking so that people can grow to understand one another. or whose father works for DuPont. Becoming an excellent communicator can be accomplished through a variety of means. That does not make their perpetrators bad people. human and planetary suffering in our lives.org). bigotry of all kinds.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. yet it does so at the expense of other people. You may believe that vivisecting or hunting animals. you can learn quite a lot.

For PDFs of this workbook or other free educator resources. I’d like to share some information about what is done to them and why. Should the humane educator encourage the vilifying of the vivisector? The experimenter has been raised in a country which supports vivisection. Telling the students that the CEO of the corporation responsible for dumping the wastes is evil is not the humane educator’s job. In addition. for which products and to what ends. and does not require corporate responsibility. which trains young people to become indifferent to animal suffering through dissection. or that they should act as if all behaviors are equal and valid.org. and voice my opinions about laws that apply to animals in laboratories. I N S T E A D O F : “Corporate CEOs only care about money and not about the earth or animals. The students feel rage against the vivisector who has done the experiments they’ve witnessed in the film. YOU. This does not mean that humane educators should not hold their values of compassion and respect for all life dear. I no longer buy products tested on animals. Instead the humane educator can help students to recognize how our economic system rewards corporations for financial success at almost any expense. I write to my congressional representatives. Instead of creating a false world of “us and thems” and perpetuating battle lines. THEY” (or specific people or classes of people) place responsibility on someone or something other than ourselves. The following examples of communication choices illustrate different approaches to sharing ideas and feelings in a classroom. It is the job of a humane educator to reveal who is polluting the ocean and why. and appreciation of others’ experience. PEOPLE. Perhaps she or he has shown a video about a particular experiment. connection. Statements which use the words “IT.’ and so I’ve changed some of my buying habits. imagine that a humane educator is teaching about vivisection.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. In general. There is a difference between judging people and judging behaviors. and now I’m informing others..” Sowing Seeds Workbook: A Humane Education Primer Page 7 .. or the ways in which they can affect change. Dumping toxins into the ocean is destructive and dangerous and causes suffering and death. instead of blaming others. which rewards animal experimentation with substantial grants and honors. 1.” I N S T E A D O F : “It’s awful what vivisectors do to animals in laboratories. the humane educator can ask students to think about the ways in which they are being molded and taught not to consider the feelings and desires of other species.. In another example. we improve our ability to communicate with others. and which systematically discourages empathy. that they ought to be wishy washy about their beliefs and behaviors.” T R Y : “I’ve become aware of the ways in which many corporations contribute to the destruction of the earth by focusing on the ‘bottom line.org). and what exactly they ought to do as individuals. or the ways in which they can support alternative products. It is also the job of the humane educator to allow the students to consider for themselves whether the costs of pollution outweigh the benefits. and I contribute money only to health charities which use non-animal research methods. whether something should be done to stop the dumping of toxic waste.” T R Y : “I am aware of the amount of pain and suffering experienced by animals in laboratories. visit TeachKind. when we take responsibility for our own feelings and perspectives.

I N S T E A D O F : “Vivisection is immoral and useless. such as the following: “He eats like a pig!” “She was being very catty. remembering that when we speak our own truth. In general a vegetarian diet is healthier than a meat-based diet. too.” I N S T E A D O F : “Don’t you think we should stop buying clothes that may have been produced in a sweatshop?” T R Y : “I want to share some background on sweatshops and then hear what you think. Page 8 Sowing Seeds Workbook: A Humane Education Primer . Providing accurate information and periodically interjecting your personal beliefs so that your audience can develop their own opinions is.” 3.” Lastly.” Language: Language is powerful and can contribute to our attitudes.org. do we have a right to make them suffer? Is vivisection really the best way to solve the problems of cancer or heart disease. For PDFs of this workbook or other free educator resources. so we know how difficult it is to always choose the more accurate language versus the more simple language. It is a good idea to be aware of your choice of words.” “Are you batty?” “Don’t be chicken. honestly and with integrity. pay close attention to your attitudes. I N S T E A D O F : “Why do you think it’s okay to dissect?” T R Y : “I’m very disturbed by what happens to animals for dissection. 2. Be aware. and are better communicated when we are honest about our own feelings and responses. and. we are likely to be heard and respected.” “What a turkey.” T R Y : “These are some questions I’d like you to think about while we’re discussing the controversial issue of vivisection: do these animals suffer.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. visit TeachKind..” T R Y : “Vegetarianism is helpful in many ways. Questions can be “I” statements in disguise. too. choice of words. you should be vegetarian. and here’s why. the environment and your own health. Education is not indoctrination. if so. our number one killers?” I N S T E A D O F : “If you care about animals.org).. For example: do you call non-human animals “it” or do you say “he or she?” For that matter. So few people know that when they buy new clothes they are often supporting sweatshops.” which subtly supports the idea that humans are not animals ourselves? You will find that we use the word animals periodically in this workbook to refer to nonhuman animals. Telling people what to think and what to do is not education. as you practice communicating to others. of all the expressions we use in English that belittle other species. and judgments. I’m interested to hear what you feel. and it contributes less to animal suffering and environmental damage.. do you refer to nonhuman animals as simply “animals.

the more successful you will be. There are several approaches you may take. Presenting yourself to teachers and school administrators is the first challenge facing humane educators who work outside of the school system. Because of time and curriculum constraints. and a nice change of pace for both teacher and students. received your information personally.org. it’s easier for elementary school teachers to host speakers. Although schools can guarantee you an audience. focusing primarily on social studies. visit TeachKind.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Some are more costly. your time will typically be brief. One way to let schools know about your programs is to create a brochure explaining who you are. Guests offer an opportunity for first hand experience with a knowledgeable professional. You can send these brochures to teachers and principals in your area. You Get Invited to Schools? make an appointment with the principal or assistant principal. The first place to use your communication skills is getting through the school doors. and the costs involved. Once a teacher has met and talked to you. it is unlikely that many teachers will contact you. Teachers receive piles of paper in their mailboxes at school. The more personal the contact. If you do not make follow-up calls. you will find that many doors open. and sometimes even less time for older students. if you personally visit schools. You may have to work a little harder at securing presentation requests from teachers in junior high and high schools. and health education teachers. and has had the opportunity to ask you questions.org). For PDFs of this workbook or other free educator resources. On the other hand. and they are not likely to devote much attention to your brochure. G E T T I N G S T A R T E D : How Do Many teachers welcome a guest speaker in their classroom. Sowing Seeds Workbook: A Humane Education Primer Page 9 . science. while others require significant time commitments. or stop by the teacher lounge with your brochures you will find your success at gaining school invitations increases dramatically. often 45 minutes to an hour in elementary schools. what you offer.

personal choices • serve as an ethical role model • provide support and resources for both students and teachers Page 10 Sowing Seeds Workbook: A Humane Education Primer . Securing funds from limited school budgets often requires teachers to handle many layers of paperwork and approvals.org). if you wish to be a full-time humane educator. Another approach is to seek grants from foundations. For PDFs of this workbook or other free educator resources.” teachers may respond more positively than if they receive a brochure with no letter or note. positive atmosphere • promote compassion • teach critical and creative thinking • provide current factual information • encourage positive. Personalized notes with your brochure will also help. Topics: Make certain that the topics which you choose to cover in your brochure are those with which you are familiar and about which you are well-educated.” “Willy and Flipper. you will need funding. For example. The following are objectives you may wish to incorporate into your presentations: • create a lively.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. For example. and who like your presentations.. On the other hand.. Offering a special arrangement whereby you do several programs during one visit for a flat rate encourages schools to have you offer a maximum number of presentations while the school receives a good deal. regardless of the specific topic you are discussing that particular day. humane.org.) When you are ready to introduce a new topic or program. if you stop in a school to drop off your brochures and include a hand written note that reads “I stopped by to give you a copy of my brochure and let you know a bit about our programs. the Center for Compassionate Living. Designing Your Programs Objectives: Your program should always have well-defined objectives which you hope to achieve each time you visit a school. in cooperation with the Komie Foundation. Using catchy titles such as “Gorillas in Our Midst. provides grants to excellent humane educators to offer regional programs.” or “Meet your Meat” may increase interest. too. Alternatively. non-judgmental. you may wish to seek employment as a full-time humane educator with an organization whose philosophy and goals are compatible with your own. visit TeachKind. Fees: The best price for programs is free. especially if you let schools know that no one will be turned down for lack of funds. you can “test” it out with audiences who are familiar with you. or non-profit organizations that support humane education. (Remember that you would never teach math if you didn’t know the subject well! This is true with topics in humane education. A sliding scale fee for schools works well.

it is better to be invited back to a school than to be banned because your information was too graphic (and probably “too effective”). and angry calls from parents to the principal after their child returns home refusing to eat their meat at dinner are not welcome by school administrators. and take care when showing photos or films to junior high school students as well. and regional. Remember. ethnic and class differences come into play when making decisions based on age-appropriate content. Always err on the safe side. and compels teachers to open and read your brochure.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). Select a Name: If you decide to offer your programs on your own. then you will need a name.org. You may consider asking the host school to cover your mileage for longer distance travel. This is one of the most important decisions you will make! Choose a name that is clear. non-threatening. Do not show graphic video footage to elementary students. Sowing Seeds Workbook: A Humane Education Primer Page 11 . Age Group: With which age group do you feel most comfortable? Remember that your topics and presentations need to be appropriate for your chosen age group. visit TeachKind. For PDFs of this workbook or other free educator resources. Children younger than 13 or 14 are generally not permitted to make dietary or lifestyle choices for themselves. Geography: How far are you willing to travel? As your programs gain in popularity. Each school is different. you will be asked to travel longer distances. positive.

Page 12 Sowing Seeds Workbook: A Humane Education Primer . If there is some good inflammable stuff. positive classroom atmosphere. • Read as much background material as you can. • Remember that you are also a role model for your audience. • Practice your presentation and make sure that you know it well so that you don’t have to look at your notes very often. a discussion. • Plan time for an introduction. What will you do? The following guidelines can help you: • Make sure that you talk with the host teacher to determine just what she or he wants in your program so that you meet the needs of your audience. • Plan activities and approaches which promote critical and creative thinking. knowing that you cannot tell your audience everything you know in 45 minutes. and you want to make sure that you do a great job. it will catch fire.org). will be engaged. no matter what their learning styles.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. • Plan to encourage your students to be critical of your presentation and to ask questions. • Focus on preparing a presentation that will leave your audience wanting more. For PDFs of this workbook or other free educator resources. an empowering and interesting activity. a video. Put there just a spark. • Plan to leave the teacher and students with resource materials. You’re a bit nervous about it. • Check all your facts to be certain that whatever information you share is true. • Remember you are an educator.org. and student empowerment. • Prepare a presentation that utilizes a range of activities and approaches so that all students. • Decide how you will personalize the presentation. non-judgmental. visit TeachKind. not an indoctrinator.” . and plan to share some personal stories with your audience which are interesting and worthwhile. Preparing for Your Presentation “Do not try to satisfy your vanity by teaching a great many things.Anatole France You’ve been invited to a school to give a classroom presentation. • Plan to bring an evaluation form so that you can get feedback and constructive criticism. • Define your goals and objectives. present only the information you know well enough to use no notes at all. Awaken people’s curiosity. • Prepare a presentation that will create a lively. It is enough to open minds. do not overload them. • Reread this checklist after you’ve prepared your presentation to make certain you will achieve your goals. Better yet. • Prepare a presentation which enhances self-esteem. and a conclusion. questions.

relevant and fun? • Given what I know about this particular audience.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. This provides an opportunity to look around and see how you might make the presentation even more relevant to your audience. ask yourself: • Do I have all the materials I need for the classroom? • Am I well informed on the topic? • Have I made all the necessary arrangements with the classroom teacher? • Does the teacher want me to concentrate on any specific topics? What is she or he covering in the curriculum? • Do I have good directions and reliable transportation? • How long will it take me to get there? (It is a good idea to get to the school early. ask yourself: • How will I introduce the topic/myself in a way that will capture the students’ attention immediately? • How will I stimulate creative and critical thinking? • How will I invite students to suspend old assumptions and look at things in a new way? • How will I encourage student participation? • What opportunities and challenges can I build into the presentation? • How will I make the classroom a safe place for students no matter what their perspectives and opinions? • How will I make the topic personal. Presentation Checklist At least one week before the class.) A day or two before the class. For PDFs of this workbook or other free educator resources. ask yourself: • How can I put myself in the right frame of mind in order to enjoy the students and enjoy teaching? • Do I want to send pre-program information to the teacher to prepare the class for the topic? • How can I set aside other distractions and be present with the students? Sowing Seeds Workbook: A Humane Education Primer Page 13 .org. how will I adjust my program? • How will I help students remember/realize that they and their opinions matter? • How will I present a memorable closure? An hour or two before the class.org). visit TeachKind.

but their 1.” which the host teacher has established with her or his students. their energy. Students who have been taught to sit quietly and never “act out” are often withdrawn. Imagine that you are a classroom teacher. bored and difficult to engage. concrete and linoleum room with desks in rows.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. What atmosphere would you like in your classroom? What would the classroom look like? What would students be doing there? Chances are you would not imagine a fluorescent-lit. you can and should attempt to temporarily establish a positive learning environment. and students are yelling. Treat young people with complete respect: Many students are bored by school and resent the ways in which they are treated disrespectfully by virtue of their age. These are delightful and easy classes. You will find that every classroom has its own unique “culture. their frankness. too. For PDFs of this workbook or other free educator resources. While you cannot change the existing culture of a classroom. Of course. given an opportunity. managing an unruly class in a positive way and knowing that you have given those students new ideas. over-heated. However. Think of this culture as a set of explicit or implicit guidelines that helps define for students the behaviors which are acceptable (and unacceptable) in a particular class. Classroom Management If you are not a classroom teacher within a school system. or yelling and screaming in frustration. calling you names and showing a total lack of respect obviously need discipline. How? Unfortunately. If you treat students with unwavering respect and proceed to earn their respect by offering a fascinating and meaningful class. Believe it or not. some will express their discontent by being unruly.org). Students who are bouncing off the chairs. It is important to require that the students treat each other. 2. Page 14 Sowing Seeds Workbook: A Humane Education Primer . and students are silent and proper. high energy can be used to great advantage. and the second is not all bad. You may struggle to get these students to ask questions and become involved. and with which teachers to spend their days. The need for many “classroom management” techniques melts away if students sense that you appreciate them. Remind yourself that they have not been given a choice about such basic things as whether or not to be in school. that picture is all too accurate for many secondary schools. In some cases classroom behavior is rigidly defined. your visit is special. and their sense of justice. you are likely to have few problems. the first case is not all good. their spirited pursuit of fun. as is creating enthusiasm among overly disciplined youth. In other cases. Respecting students who act unruly is different from permitting them to ruin the class for everyone else. and during the time you are visiting a school you have the opportunity to create a new atmosphere for that brief time. which has evolved over many weeks or months. then you have not had the opportunity to create your own classroom environment. Remind yourself of what you enjoy about young people: This might include their spontaneity. there are classrooms where students are both well-behaved and very engaged. Still. classroom behavior is uncontrolled.org. with respect. visit TeachKind. what to study there. and students sitting quietly all day feeling mildly bored. and it is a joy to walk into them to offer a presentation. fighting and bouncing off the desks. It is understandable that. And that is something that you cannot change when you visit a school. and you. and relief from a school situation which does not work for either teachers or students is very rewarding. perspectives.

you already have your own teaching style. such as problems at home. While some may be engaging. and the success of your presentation often depends as much (or more) on your style than on your knowledge or professional expertise in a particular subject area.” implying that the speaker has combined knowledge of her subject with an effective teaching style. “she’s a born teacher.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. racism. you might try to engage them by showing a video or introducing some other activity. A boisterous group of students might fall silent if you say. simply attend some lectures offered by experts in their field. This isn’t difficult when you are talking about oppression and exploitation of animals or the earth. but there are one or two students who are distracting everyone else.org. or quiet and reserved? • Do I move around or stay in one place? Do I sit or stand? Do I speak behind a lectern or desk? 4.” Through conscious effort you can develop and improve upon the way you deliver a presentation. consider changing your focus. Oppression and exploitation may be very real to your audience. and you are having a difficult time getting or holding their attention. “I need it quiet in here for a minute.. others may put you right to sleep regardless of the expertise of the speaker. oppression may be very real. poverty. Be resourceful: If students are loud. visit TeachKind. Relate. personalizing the presentation and relating to your audience.. interesting and worthwhile. If you perceive that this is the case. often because other issues. Although animal rights might seem meaningless. Teaching Styles Every person who appears in front of a group to 3. the fact that the fast food giants target their neighborhoods may seem quite relevant. Teaching style is not what you say. For PDFs of this workbook or other free educator resources.org). Rather than forcing your prepared presentation on a group of uninterested students. drugs and/or crime are so rampant that education and the pursuit of knowledge seem irrelevant. don’t pontificate: You may find yourself in a school in which students take very little interest in their education. We’ve all heard the phrase. try to find out if any aspects of your topic are interesting to them.” Teaching style is quite distinct from the content of your program. To illustrate this. Although factory farming may seem irrelevant. On occasion you will need to ask a student to leave the classroom until he or she is able to control his or her behavior. The good news is that you don’t have to be a “born teacher. make a presentation has her or his own particular “style. and which you were never supposed to see. you can often solve the problem simply by walking over to the students who are disrupting the class and standing near them while you continue the presentation.. but how you say it. Usually they will get the Sowing Seeds Workbook: A Humane Education Primer Page 15 . message. Use body language: If a class is generally quiet. Whether or not you are fully aware of it. Ask yourself the following questions: • When I give a presentation or speak to a group of people do I tend to lecture and do most of the talking? • Do I engage my audience and encourage their participation? • Do I project my voice and change my intonation? • Am I more animated and expressive.” 5. because I want to tell you about a video that was filmed secretly.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

• Do I try to convey a lot of information and present convincing facts and statistics, or do I tend to use more anecdotes, stories and examples to get my point across? By thinking about the questions above, you can begin to assess your personal teaching style and evaluate the effectiveness of your approach. It is a good idea to observe other teachers and speakers to identify those qualities which are the trademark of excellent teachers, and then to start to incorporate some of these approaches into your own teaching. However, it’s important to remember that there is no single teaching style that suits everyone. You can develop a style that is both effective and comfortable to you as an individual.

If you are offering a single presentation in a classroom, it is important to use as many approaches as possible so that you will reach everyone no matter what their learning style. By using lecture, facts and statistics (for auditory learners), videos, photographs, slides and overhead projections (for visual learners), activities (for kinesthetic learners) and stories/anecdotes (for imagination-inspired and emotion-inspired learners), you will likely reach everyone with some part of your presentation.

Learning Styles
Just as there are different styles of teaching, there are also different styles of learning. Some people are “visual” learners who require visual images (slides, overhead projections, videos, posters, photographs, mental images, etc.), while others are “auditory” learners, who learn best by hearing information. Still others learn “kinesthetically,” by doing activities. For example, imagine that you are trying to teach someone about building houses. Some people will learn best by seeing diagrams, videos, photographs and floor plans of the process. Others will learn through step by step descriptions of what should be done to build a house. Others will never learn how to build a house unless they, themselves, experience building it. Some people learn best when their imagination is stimulated through stories, anecdotes and visual imagery that elicits their own mental images and emotions. Few, if any, people learn in only one way, but each of us usually has a dominant mode of learning.

For example, imagine that you are presenting a program on modern animal agriculture. You might create a cage or crate for students to get into to simulate a factory-farmed animal’s life (for kinesthetic learners), you might show a video or pass around photographs (for visual learners), you might tell personal stories about visiting a factory farm (for imaginative and auditory learners), etc.

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Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

Teaching Strategies
1 . E n c o u r a g e c r i t i c a l t h i n k i n g: This cannot be stressed enough. Telling students what to think helps neither the students nor the planet. Teaching how to think critically may ultimately be your most important contribution. 2. Be well prepared: This sounds simple and almost too obvious to be considered a strategy, yet it is one of the most important things you can do to make your program worthwhile and effective. Study your material and get organized! 3. Have a clearly defined plan: Have a picture in your mind, and an outline in hand, of how your presentation will unfold from beginning to end. What will you do first, and how will you engage your audience? Focus on a few clear objectives and avoid rambling or getting sidetracked by irrelevant or minor issues. 4. Stay flexible and spontaneous: What if a member of your audience asks an interesting, but not completely relevant question? What if your audience looks bored to tears? What if a few students are jumping up and down disrupting the class? By staying flexible and spontaneous, you will be able to modify your program and respond to unexpected situations.

5. Send invitations: An invitation refers to anything you do or say during your presentation that has the effect of encouraging student participation. You can send invitations by asking open-ended questions, introducing an activity, or simply by pausing long enough to give students a chance to respond to what you have said. 6. Be personal: Use your own personal experiences and stories to highlight your presentation. As much as students are interested in the topic at hand, they are equally or more interested in you as a person. 7 . U s e h u m o r: This is a matter of discretion and personal style. Some people are naturally funny, while others are less comfortable employing humor as a technique in the classroom. Don’t force it, but if it works for you (and it’s in good taste!), a laugh can thoroughly engage your audience. 8. Build empathy: Search for ways to help students appreciate what life is like for others (whether for other people, non-human animals, a forest, or an ocean) when they are deprived of basic needs, or treated cruelly, or destroyed. For example, you might simulate the life of a veal calf or battery hen by arranging desks and chairs as confinement areas for students who play the role of the animals, or by having students stand barefoot on a milk or bread crate. Videos, slides, photographs, and posters can present powerful images that reach your audience on a visceral rather than an intellectual level, however, remember to use discretion in choosing these materials to avoid overloading students’ capacity to emotionally absorb and process what they have seen.

Sowing Seeds Workbook: A Humane Education Primer

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Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). For PDFs of this workbook or other free educator resources, visit TeachKind.org.

(See section “Using Videos,” page 19.) Using visualization techniques can involve students when photos or videos are not appropriate. 9. Present positive choices: It’s critical that you go beyond a description of current problems and offer possible responses and solutions both on a personal and a social level. Be careful not to tell students to make these choices, however. Remember that you are there to teach and empower, not to dictate behavior. 10. Model humane attitudes: While your audience will learn from what you say, they will also be influenced by how you behave and express yourself. Are you respectful of the opinions of others? Do you listen sincerely? Do your personal actions, clothing, and general style promote respect for all? Do you demonstrate personal integrity, courage, and compassion?

It is usually best to avoid a debate, for several reasons: If the person you are debating enters the classroom with a white lab coat, a stethoscope, and an M.D. or Ph.D. next to her or his name, you may have already “lost” the debate in the eyes of your audience. Debates are also popularity contests, and the “winner,” though it may be you, is usually the person whom the students like best, and who has practiced the best lines. Finally, the goal of a debate is to “win” at all costs. Subtly interrupting and mocking your “opponent” may score “points.” These are not educational techniques but battle strategies.

Teaching Controversial Issues
Controversy sparks interest. You will probably find that students are excited about your visit to their classroom simply because you will be speaking about controversial issues. At the same time, some teachers and school administrators may shy away from controversy, and prefer that your presentation be “watered down” to avoid conflict. Alternatively (and preferably) they may invite another speaker to the school to offer a different perspective about a controversial topic. For example, a teacher may invite you and a vivisector to speak about animal experimentation. This is good! The more voices young people hear the better, since differing opinions will encourage them to think for themselves.

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Sowing Seeds Workbook: A Humane Education Primer

It is important to be sensitive to issues of class. For PDFs of this workbook or other free educator resources. lending more impact than a presentation without them. Because they show real situations. and to prepare your presentation so that it is meaningful to your particular audience. Rather than accept an invitation to debate a vivisector (or hunter. The blood is real. you may actually cause some of the people who will see the video to shut down entirely. When speaking about a controversial topic. respect for new ideas. culture. Class.org). They may feel distraught and hopeless. and they ought not to stereotype you. nothing sinks in like film footage. suggest that the teacher invite you each for separate presentations. Some of the videos you are likely to use in your presentations are upsetting and shocking. and avoid favoring students who share your beliefs. they verify what you have discussed. visit TeachKind. It is important that you do not wait for the last fifteen minutes of class to show the video leaving no time for discussion and questions. your program may differ depending on issues of gender.org. and the cries are not those of actors. and Setting Even though you may be asked to give a certain advertised presentation. Although you may think that showing the video at the end will have the most impact. inner city public school. The goal is not to convince your audience that your opinion is the correct one. and respect for your audience will pave the way for breaking down barriers. This can be difficult. or a military academy. Although most children are used to violence on television and movies from a very young age. Because they are visual and auditory. Race. and no one should have to watch them. and compassion. At the same time. too. Culture. openness. they are usually wrong. they engage the audience on more than one level. that if you are different from your Sowing Seeds Workbook: A Humane Education Primer Page 19 . Always err on the side of caution to make sure that the videos you use are age appropriate. but your honesty. the more you promote critical thinking. Allow students who disagree to voice their opinions. most of the videos you will be using are not make-believe. and students deserve to see for themselves what is happening behind the locked doors of laboratories. Remember to let go of your stereotypes when you visit a school. which is not the goal of humane educa- Issues of Gender. The more that you model good listening skills and respect for difference. your “Perspectives on Animals” program may include different elements in a Catholic girls’ school. audience (racially.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. culture. and setting. race. a rural school. but of living beings. If possible. Using Videos Videos are powerful tools for educating people. This will provide more time for the students to consider the issues as well. arrange to be the second speaker so that you can respond to the questions which arose for the students during the first presentation. but rather to inspire your audience to examine the issues for themselves. and sweatshops. though. enduring true suffering. Remember. it is important to respect the opinions of students who do not share your views and to encourage students to listen to one another. and compassion. slaughterhouses. learning. class. and invite your audience to close their eyes if they do not want to watch. For example. Remember your purpose: your program should inspire critical thought. a large. or in terms of gender or class) you may have to overcome some hurdles so that your audience knows that you are not stereotyping them. It is important that you respect each individual’s capacity to observe and listen to pain and suffering. or executive from a polluting corporation). and race.

speciesism. By helping these committed young people to be effective spokespeople and good communicators you are going far toward creating a compassionate future. School groups are very powerful. A better approach is to plan the video in the middle of the presentation. sexism.org).org. The very best humane educators continue to evaluate their performance on a regular basis . visit TeachKind. and a few lesson plans that the teacher can use after you have gone. Following Up Once students have seen the video and heard the presentation. School groups have been successful in creating recycling programs. You can then offer your services as a teacher. occasionally. or once a month. unless the club can secure funding from the school or hold fund-raisers. Since you may want to encourage them to use this funding for school campaigns and educational initiatives. within a school. If there is any good news to report since the filming of the video. rather use these occasional critical comments as constructive suggestions that enable you to improve. polystyrene from cafeterias. It is also a good idea to ask another humane educator to watch the video and provide constructive feedback. learn more. For PDFs of this workbook or other free educator resources. obtain permission from your host teacher to have someone videotape your presentation so that you can review it and evaluate yourself. but rather with the will and energy to effect changes. now is the time to tell them. You can find sample evaluation forms in the back of this workbook. and tell them that you would be happy to come back once every couple of weeks. and it is important to focus on the consistent patterns that emerge. Do not dwell on negative comments and berate yourself for failing. that’s how they got that way! You will receive a range of comments. and a host of other accomplishments. Finally. but you can also use the positive evaluations you’ve received when contacting new schools and teachers to offer presentations. tion. You may also want to suggest to the students that they form a student group or club which works on the issues you’ve raised. Working with a school group is exciting and rewarding. your follow-up should always include an evaluation form for teachers and. several articles. The classroom teacher may not have the ability to continually invite you back. so that you have plenty of time for the students to express their thoughts and feelings.after all. You do not want the students leaving the classroom with feelings of despair and impotence. etc. banning Page 20 Sowing Seeds Workbook: A Humane Education Primer . It will be more difficult to get paid for these visits. and an effective student group can go far toward eliminating racism. If possible. to do programs for the club. you may want to consider offering these programs free of charge. homophobia.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. for the students themselves. Not only will you get the feedback you need to improve. they may want to get involved. The classroom teacher may be willing to sponsor the club (most schools require a teacher or parent sponsor for every school group). Young people learn from and influence their peers. and make a difference. a resource list. Sometimes students will do this most easily in pairs or small groups. but you can always leave the teacher with a list of appropriate videos that you’d be happy to loan.

they will often provide all the advertising. although you should remember that you may be competing with sports and other activities. such as summer camps. and can spread information in an informal. community centers. are perfect if you have a day job that ends in the early afternoon. offered through churches. Other Opportunities for Speaking and Presenting Schools are not the only places where you can offer or begin your humane education programs. summer schools. libraries. These opportunities may also offer a reasonable income. scout. Sunday schools. but it is a great opportunity to spend more time with your audience. offered through Ys. learning centers. visit TeachKind. These programs usually meet at night. learning centers. learning centers and other groups expect to pay for educational programs. letting neighborhood youth (or adults) know that you will be doing interesting programs after school. once you have started. You will need to advertise your program. Churches. and offering this kind of low-key program to interested participants may give you more opportunities to become comfortable in front of a group. or longer workshops on humane issues. you can also offer weekend programs. libraries.org). which works well for those who are busy during the day.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. A little ingenuity and homework will acquaint you with the opportunities in your region. and even 4-H programs may be worthwhile. more opportunities follow. friends. Afterschool programs. libraries. Sowing Seeds Workbook: A Humane Education Primer Page 21 . For PDFs of this workbook or other free educator resources.org. Utilizing existing programs. to offer cooking classes. Many parents and students actively seek afterschool programs. since camps. Even a simple “film & discussion” series out of your home may attract students. schools. are often looking for interesting classes for young people. You can also succeed by offering your programs at home. and Ys. and neighbors. In addition. and service clubs are also often looking for speakers in the evening or on weekends. churches. so you do not have to advertise your programs yourself. camps. By renting space in a church or school. Summer programs. Usually. schools. You will need to contact potential programs in early winter before they have hired instructors and printed their catalogs. but effective setting. and even colleges. Adult learning centers are always looking for interesting classes to offer. and you run the risk of losing money if you don’t get enough paying participants. synagogues.

visit TeachKind.org.org). Page 22 Sowing Seeds Workbook: A Humane Education Primer .Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. For PDFs of this workbook or other free educator resources.

and your expertise. Please note that the statistics in the outlines come from the resource materials. concern. and compassion 4. but your own outlines will differ to reflect issues in your community. no matter what the topic: 1. your experience. Remember that a good program will include the following elements. your personal style. The options for titles provide examples for you as your prepare your own list or brochure of presentations. Build empathy. SAMPLE OUTLINES OF PRESENTATIONS The following outlines can be used as a guide for you. visit TeachKind. including the books listed in the back of this workbook.org. Teach critical thinking 2. Inspire and empower positive personal choices Sowing Seeds Workbook: A Humane Education Primer Page 23 .org).Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. For PDFs of this workbook or other free educator resources. Provide facts and information 3.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org. visit TeachKind.org). For PDFs of this workbook or other free educator resources. Page 24 Sowing Seeds Workbook: A Humane Education Primer .

the last thing the alien wants to do is to be a rude visitor who violates local customs. although you’ll be able to hear everything that is said. and looks warmly out at them. The questions: Essentially. and who has been coming to schools with you to interview students.Alien Visit to Earth A .org.College TIME: 45-60 minutes MINIMUM REQUIRED MATERIALS: • 1-2 large posters or several photographs as visuals • Video . leave the room. She is now visiting Earth. She is confused because there seem to be no consistent guidelines governing how to treat other beings here on Earth. While the alien is quite surprised by all the ethical discrimination and complexity on this foreign planet. usually makes them laugh. Therefore she needs people to be totally honest and clear with her. For the following description.) Explain that due to the difficulties of space travel. On her planet all beings are treated equally. The alien explains that understanding English can be difficult and requests that the students raise their hands when she asks them a question (this request also helps keep students from shouting out in general). the alien does not travel in her body. When you close your eyes. and gives them a lot to think about through the remainder of your program: 1. 3. the alien will ask the students questions. moving from questions about treatment of people to questions about treatment of animals.Their Future in Your Hands • 2 milk crates or 1 bread crate • Choices cards Part One: Engaging Your Audience with Critical Thinking . You may give your alien friend the gender and name you wish. it is the alien who will be speaking to the students.org). you can bring a mask. and come back with the mask on as the alien. and instead will occupy your body. engages their minds. while others are harmed and destroyed. Tell the students about your friend who is visiting. (We have never had an audience say no. Warmly welcome your audience and introduce yourself and your purpose. (Alternatively. Ask the students if they would be willing to help her out. Some life forms on Earth are protected and respected. the alien will take over your body. not to tell people what to believe or do. For PDFs of this workbook or other free educator resources. The alien expresses awe at the size of the class. and when you open them. the alien is female. Alien Visit to Earth: This activity awakens students quickly. and she is on a fact-finding mission to find out how different beings are treated on other planets. “ Pe r s p e c t i v e s o n A nimals” OTHER TITLE OPTIONS: “Introduction to Animal Issues” or “The Circle of Compassion” GRADES: 7 .) 2.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. visit TeachKind. You may want to let the students know that much of what they will learn from you is meant to be hidden and secret. B . The basic format is “How should I treat _____?” The alien should also regularly ask for clarification by asking either or both of two follow-up Sowing Seeds Workbook: A Humane Education Primer Page 25 . Make sure that you are clear that your goal is to inform and inspire. She confirms that the students understand her role and are willing to participate in her mission. Let them know that she/he is different from other friends because she/he is an alien from another planet.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. the visiting presenter. birds? • How should I treat a song bird? • How should I treat a chicken? • How should I treat a dog? • How should I treat a pig? • How should I treat trees? • How should I treat fishes? 4. When they say “no” again. and others. Some will say to treat birds well. This is your opportunity to respond with shock: “You eat them?!” The students will laugh. and ask the two volunteers to stand on them. let the students know that you’ll be discussing the issues that came up. or to cut off two thirds of the beak of a pet bird.” ask if they think it should be legal. and among some people. It is illegal to go home and perform a home castration without painkillers or anesthesia on a cat. After the alien departs. to talk about all the inconsistencies and issues that have been raised by the alien’s visit. Should the circle widen further to include animals? It already does include some animals in certain situations (endangered species. B . etc. Page 26 Sowing Seeds Workbook: A Humane Education Primer . for example. The students will likely tell you that you should treat animals with kindness and respect. Part Two: Facts and Information The Milk/Chicken Crates A . we accept that people should not be harmed or treated in a manner that violates their rights. Let them know that you’ll get back to them in a little while. Place your two milk crates upside down on the floor next to each other. religion. like gays and lesbians within our legal system. children. For PDFs of this workbook or other free educator resources. Ask students whether it would be legal to go home and take a hot iron and press it into the flesh of their dog without painkillers? When your students say “no. class. just like people. The circle of moral concern started small and grew larger after a series of movements for social justice helped to extend rights to people of color. it is illegal to place a pet bird in a cage so small the bird can’t stretch her wings. C . it still isn’t. but as soon as you ask about birds. This leaves you. You can end the activity when the alien gets so confused that she must depart. You can make further comparisons as well. questions: “Why should I treat ______ this way?” and “ “Is it ever okay to cause harm to ______?” Some suggested questions follow: • How should I treat human beings? • How should I treat people with a different skin color or religion? • How should I treat nonhuman animals.). while others will tell you about hunting or eating them. but what about other animals? D . Point out that we as a society recognize the basic rights of people from all walks of life. gender. visit TeachKind. but they will also think.org). It hasn’t always been this way. but it is perfectly legal to do to other birds (egg-laying hens and turkeys). and then proceed with your program. Ask for two volunteers willing to take off their shoes. For example. pigs. women. 5. Give yourself at least 8-10 minutes for this activity. etc. and sheep on farms. companion dogs and cats to some degree.org. that no matter what color. tell them it is perfectly legal to do to other animals. a person is. and ask if they can think of which ones? When they say “cows” ask them what this is called (branding). and in many places. the inconsistencies will pop up. but perfectly legal to do to cows.

Show students a poster or photographs of chickens in battery cages. When you are ready to “release” them. For PDFs of this workbook or other free educator resources. The waste will fall through the holes in the crate. B . Put your arms on either side of them and remind them that they can’t ever stretch their arms. Tell your audience that your volunteers were representing egg-laying hens in modern factory farms. Their Future in Your Hands is good because it is short.S. G . When you feel they have had enough. and 3. Periodically check in with your two volunteers and find out how they are doing. Ask students what products they used that morning to brush their teeth. are produced in this way. ask your audience for a round of applause. When they say they wouldn’t want to spend a year. clean themselves. and that the dominant chickens peck the weaker chickens to death. a day. Assure them that you’ll provide some sustenance through tubes each day.org. Explain that factory farmers cut off one-half to two-thirds of the hens beaks to prevent them from killing each other. Allow the discussion to move toward explaining factory farming in general. and ask them to notice ways in which the chickens look unhealthy or unhappy. Sowing Seeds Workbook: A Humane Education Primer Page 27 . Ask how they’d feel about each other.” Write down the products they tell you about in the appropriate column. and remind your audience that any of these cruelties would be illegal if done to pet dogs or cats (but not to dogs. Write them down in columns on the board marked 1. Part Three: Building Empathy and Concern Video . There are good videos for younger students. and then tell them what each column represents. You may use any video here which you feel best helps the students understand the extent of animal exploitation. they can just go.” and.” “not tested on animals. cats. H . E . Part Four: Teaching about Positive Choices A . (or when they ask to get off the crates). an hour. and that if they have to go to the bathroom. ask them how they’d feel about spending a year there. F . 2. “don’t know. They will likely tell you their feet hurt. or ask them if they have any idea what the columns mean. and ends by empowering viewers to make choices to help. relates animal exploitation to human oppression. Make certain that you give the students plenty of time to discuss the video and share their feelings. if you don’t know. covers many issues. Explain that chickens raised under these conditions resort to cannibalism. or other animals used in laboratories). or with the whole class. a week. Tell them that they’re about to do an activity which offers information about choices we can each make if we decide that we don’t want to use products that harm animals. and explain that over 95% of eggs in the U.org). These represent “tested on animals.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Discuss whether these inconsistencies reflect a prejudice. Show a poster or enlarged photographs of these facilities. either in pairs.Their Future in Your Hands A . Use pictures of other factory-farmed animals as well. ask about a month. visit TeachKind. etc. and many videos on specific issues (see resources section).

Ask students to make a promise to do one small thing to help bring about whatever part of this world is most important to them. If you have 5 groups of 5 then each group will share one card. Remind them to make sure their promise is small so they will keep it. or starvation. either in small groups of 4-5 students. C . Hand out the cards. or prejudice of any sort. and invite them to share their promises with each other in order to inspire and empower each of them. B .org). Part Five: Questions & Answers If you haven’t given students the opportunity to fully ask questions during the program. to teach an afterschool class to students who want to form a group or club to address animal issues. and to remember that they can always make new promises. For example the card may say “hamburger” on one side and “Veggie burger” on the other. poverty. or “Tide” on one side and “Ecover” on the other. homophobia. and why. and provide brochures. The Choices Activity consists of cards that have two choices. After you’ve given the students time to go through their cards. ask students to close their eyes and to imagine a world that is different from the one in which we live. or “ice cream” on one side and “Tofutti” on the other. Make certain that you stay open and loving to the students. ask them to share one card in particular with the whole class. even if some of the questions are hostile or make you feel defensive. now is your chance. Part Seven: Resources Let the students and the teacher know that you are available to return to the class. articles.) Let them know they can ask you for help if they haven’t heard of a particular product. D . A world in which there is no racism. You can develop dozens of these cards.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Ask them to open their eyes. or to individual students if the class size is small. and the fresh waters are clean enough to drink. Encourage them to share the reasons their group decided to say one activity or product harms less than its counterpart. all representing a choice between two similar things. A world in which there is no war. A world in which the air is clean to breathe. For PDFs of this workbook or other free educator resources. Part Six: Inspiring and Encouraging Personal Change Closing . A world in which all species are treated with kindness and respect. one on each side. etc. (You might also want to invite students to think about which choice harms other people and the environment less. Page 28 Sowing Seeds Workbook: A Humane Education Primer .org. Ask students to decide which choice harms non-human animals less that the other. for them to take home after the program. or “conventional house” on one side and “solar-powered house” on the other.Imagine a World For a lovely closing for any class. visit TeachKind. sexism.

B . Choose someone in the class (who appears to be a popular student) and ask his or her name (let’s call her Sara). feelings or thoughts they have about you based on how you’re dressed. “S cience. Ask them to think about what it means that a simple article of clothing might make them respect and believe you more than if you didn’t wear the lab coat. rather you want them to learn how to find out the truth for themselves. and consider how they can find out for themselves whether what you’re saying is true and valid or not. while Native Sowing Seeds Workbook: A Humane Education Primer Page 29 .org. but rather think critically. OR WHAT THEY SHOULD BELIEVE. If you have a white lab coat. Many people believe that vivisection is the one form of animal use that is a necessity. ask them to consider then whether it would be all right to do this to a chimpanzee (with a family and more awareness and intelligence than the imaginary retarded child). Remind them that you no more want them to believe you than someone who comes to their classroom in support of vivisection. Explain that until recently. shock her. practice surgeries on her. Explain that there are three issues to grapple with: whether it is ethical to experiment on animals (even if it would benefit us).Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). burn her. (African Americans with syphilis were used for several decades. Remove the lab coat. Explain that while most animals used in experiments are not chimpanzees. C . confine her to a small cage. and then ask that the students not believe what you have to tell them. and whether it makes sense to use precious resource dollars for animal experimentation if the resources could better serve people in other ways. Ask the class “Do you think that it would be ethical to take Sara away from her family.” ask if it would be okay if Sara was a severely retarded orphan whom no one wanted. YOU ARE NOT THERE TO TELL THE STUDENTS HOW THEY SHOULD FEEL. BUT RATHER TO RAISE THE QUESTIONS FOR THEIR CONSIDERATION. When the students say “no” again. you are asking them where and how to draw the line. Explain that animal experimentation is the most complex of all animal issues because it is the only area of animal exploitation where the argument that we need to harm and kill animals for our health and well-being is made. there is no non-human animal who is protected from experimentation.I n s i d e B i o s e a r c h. wear it into the classroom. whether it is the best way to advance healthcare and science. U n n e c e s s a r y Fuss or Breaking Barriers • Enough Sweet ‘n Lo packets for each person in audience • Several Lab Animal magazines • Let’s Visit a Research Laboratory and Thanks to Animal Research posters • White lab coat (suggested) Part One: Teaching Critical Thinking A . Currently. African Americans and Native Americans have been used in experiments without their knowledge. Introduce yourself and your purpose.9 0 m i n u t e s MINIMUM REQUIRED MATERIALS: • V i d e o . visit TeachKind. and then ask the students what impressions. poison her and then kill her even if it might benefit the rest of the class? When the students say “no. E thics & A nimal E xperimentation” OTHER TITLE OPTION: “Animals in Laboratories” GRADES: 8-College T I M E: 4 5 . force her to become a drug addict and go through withdrawal. For PDFs of this workbook or other free educator resources.

Approximately 95% of animal experiments have occurred since 1950. Ask the students how can they determine whether this is a true statement. but are asking them to think about what they think is right and wrong to do. that reads: “Thanks to animal research. For example. visit TeachKind. There are opportunities to raise many issues for critical thinking in this exercise. implying that its message is unimportant and shouldn’t be taken too seriously) D .org. such as tuberculosis. 818 Connecticut Ave. Part Two: Critical Thinking Activity “Sweet ‘n Lo” Exercise A . and before the introduction of vaccines and treatments derived from vivisection. rather than consumers.) Ask students why they think that these human experiments are wrong. Ask students what they learn about vivisection from the sweet ‘n lo packet? (Some things they will likely say are: • animal tests don’t reliably predict human responses • companies don’t care about consumers • products that harm animals are not kept off the market • the warning is in tiny red ink and is difficult to read. Where? Can they be found readily? By children? In what quantities? B . and to which species. how the tests protect companies from lawsuits. Tell the students that the rest of the presentation will concern whether or not animal experimentation is a good way to improve human health. Americans were [and actually still are] subjected to radiation experiments and exposure. Page 30 Sowing Seeds Workbook: A Humane Education Primer . Ask students to raise their hands once they find something relevant.8 years longer” and depicts “activists” protesting vivisection. Part Three: Providing Information and Facts A . D . etc. If you have or can get the poster from the National Association for Biomedical Research. scarlet fever and diphtheria. Contrast this statement to the research of medical historians (see Robert Sharpe’s The Cruel Deception) which point out the following: a. d. Hold this poster up. how the tests are conducted. The primary reason for increased life expectancy since the turn of the century is the decline in infectious diseases. or describe it to the students. and to think about why our government felt that these experiments were ethical. you might discuss how readily available the product is. (They will be reading the warning label that says that the product causes cancer in lab animals. DC (202) 857-0540. b. they’ll be able to protest 20. c. Animal experiments could account for at most 3% of increased life expectancy.) C . NW. Approximately 90% of this decline occurred before the 1940s and 50s. Also ask them if they have ever seen these packets. and what happens to the animals who are used to test saccharin.. What has changed? Tell the students that you won’t be discussing the ethical considerations of animal experimentation further.org). Ask a student to read out loud what they found on their packet. how animal tests are done not only for major medical problems but to test things like artificial sweeteners. small pox. Are we living longer because of vivisection? 1. Washington. Hand out Sweet ‘n Lo packets to each person in the class. it is useful to use it in the classroom. For PDFs of this workbook or other free educator resources. and ask the students to look at the package closely for anything that might be pertinent to the subject of animal experimentation.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.

All animals react differently to different substances. rarely contract AIDS when inoculated with HIV. although doctors can now diagnose cancers earlier. Harvard scientist. and has been tested on virtually all animals used in laboratories. Drug Testing 1. Dioxin is a potent carcinogen. etc.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org). Cancer #2 a. and is the only known cure for heart disease. Vivisection may well be responsible for many cancer deaths. not yet tested on animals. g. A Pfizer pharmaceutical company study which tested substances for carcinogenicity among rats and mice found that 49% of the time the results were different between the two species of rodent. The General Accounting Office of the government issued a report which looked at drugs released on the market between 19761985. not through vivisection. In 98% of cancers there has been no increase in life expectancy. Heart disease is 90% preventable but only a tiny portion of health dollars is used to teach prevention. visit TeachKind. For PDFs of this workbook or other free educator resources. our closest relatives. C . wrote in the New England Journal of Medicine that the War on Cancer was essentially a failure. Even though these patients were dying. the Nixon administration launched the War on Cancer. and this was discovered through clinical observation. but results from these human trials are also applicable to human patients.S. 3. c. coupled with stress reduction and exercise. will never put a dent in heart disease. 75-90% of cancers are preventable through diet. reverses heart disease. c. As with heart disease.org. Heart transplant surgeries. while it is safe for most humans. What diseases are killing people today? 1. The results of four rodent Sowing Seeds Workbook: A Humane Education Primer Page 31 . c. Even chimpanzees. The major breakthrough in AIDS came from discovering its mode of transmission. they were told they had to wait many years before they could try these new treatments. b. Dr. cancer prevention is not promoted significantly. has spent billions of dollars and killed millions of animals in this war. these patients won their lawsuit and were able to test new treatments. 2. b. Over half of the drugs that had been tested on animals caused side effects in people that required major relabeling or termination of the product. For many years scientists argued that smoking cigarettes did not cause cancer because forcing animals to inhale tobacco did not cause cancer in these animals. (1988) e. Aspirin poisons cats. 2. These experiments delayed warnings about the dangers of smoking. In 1971. under extremely stressful conditions and in confinement. and since then. B . AIDS: while not a primary killer. d. b. bypass operations. John Bailar. and through avoiding smoking and carcinogenic environmental hazards. vegetarian diet. Penicillin is fatal to guinea pigs. The National Cancer Institute has begun moving away from some animal experiments in favor of non-animal methods because animal experiments have not been successful. In some cases the animal-tested drugs caused blindness and death. the U. AIDS patients have had to sue the government for the right to try new treatments. This not only offered some hope to the AIDS patients. 3. This discovery and this treatment does not require vivisection. Eventually. Heart Disease #1 a. Dr. Dean Ornish’s work has demonstrated that a low-fat. f. it is of grave concern a.

enabling them to clean up the lab.. Although it covers all warm-blooded animals. irrelevant. Careful and thorough post-marketing surveillance to ensure that patients using new drugs are observed and followed. There is no animal experiment in the U. D . These Institutional Animal Care and Use Committees (IACUCs) review all grants. For PDFs of this workbook or other free educator resources. half of which should be unannounced. etc. The lethal dose of dioxin in: male rats: 23 mcg/kg female rats: 45 mcg/kg guinea pigs: 1 mcg/kg hamsters: 5. The Animal Welfare Act provides guidelines for cleanliness. rats. The AWA requires that painkillers and anesthesia be used as long as such use does not interfere with the experiment. visit TeachKind. Lastly. the AWA requires site visits. 2. and with plenty of warning. or useless. mice and birds have been excluded from the regulations which uphold the law. Page 32 Sowing Seeds Workbook: A Humane Education Primer . The AWA requires oversight committees at every research institution. the committees make determinations based on majority.000 mcg/kg These numbers demonstrate the variance in species and remind us that these figures do not give us any indication of the lethal dose for another species of rodent let alone a human. d. and this decision is at the discretion of the vivisector. not members of the humane community. cage size. however. no matter how cruel. most institutions are visited only half the number of times required by law. Cell and organ cultures in which human cells are grown in petri dishes and test substances are placed on human cells. Alternative approaches to testing: a.org). and most committee members are vivisectors and researchers. Mathematical and computer modeling.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. b. which is against the law. Laws 1. c. species follow. Careful clinical trials with people who are very sick and wish to try new treatments under strict supervision.S. however.org. 4.

It is important to share with students examples of different kinds of experiments. in which animals are subjected to explosives. • Breaking Barriers: this film does not depict any actual experiments. doctors. let them know. After a sit-in at the National Institutes of Health one year after the videotapes were taken from the lab. veterinarians. but highly relevant to high school science students. Be certain to process and discuss the video. and with what amount of funds. the researcher lost his funding.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. An excellent film for introducing the subject of product testing and teaching about cruelty-free alternatives. and was videotaped undercover at a Philadelphia testing laboratory.) Part Six: Activity What to Do with a Million Dollars? In this activity you are providing students with the opportunity to be on a committee that decides what projects get funding. In 1990. etc. visit TeachKind. Also. It is also heartening to know that several of the companies mentioned in the film (e. sharing any changes that have occurred since the video. Many students will wonder whether the films depict the norm. For PDFs of this workbook or other free educator resources. Or. rather it is film footage taken by ALF members who broke into a prestigious research center and taped the conditions under which the animals live. provide that information. however. etc. if there is something they can do directly (like buy cruelty-free products). researchers. let them know about charities they can support which don’t conduct animal experiments. nuclear radiation. Part Four: Video There are several videos from which to choose that provide a glimpse into vivisection.g. you can discuss the fall-out from its release. • Unnecessary Fuss: excerpts from 60 hours of footage stolen from the University of Pennsylvania’s head injury clinic.) • Classroom Cut-Ups: this film covers an undercover investigation at the two largest biological supply companies in the United States. however. technicians. these videos are limited in their scope. This footage was taken by the researchers themselves. It is just as upsetting. biological weapons. or abused.org. and ask them to consider the mixed messages in the magazine and its advertisements. Proposals should include the following (add more as you wish): Sowing Seeds Workbook: A Humane Education Primer Page 33 . Benetton and Revlon) have discontinued animal testing in favor of nonanimal alternatives. Part Five: Critical Thinking Activity Lab Animal magazine Share copies of Lab Animal magazine with the students. this time using pigs. • Inside Biosearch: this film covers product testing only. or deprived of care. to see the primates who have literally gone insane under such deprivation and mistreatment. If there is someone they can write to to express their thoughts. It is very upsetting. They are upsetting and shocking. or are aberrations. Offer the students sample grant proposals and allow them to determine which proposals get funded. (Can be shown to 7th and 8th grade. (See page 83 for ordering information. and allowing students to express their feelings. from psychology and drug addiction experiments in which animals are addicted to drugs or alcohol.org). so they feel empowered to make their voices heard. Lastly. and is shocking. to military experiments. The video is pertinent to classroom dissection. As follow-up to the video. he received millions more to resume his experiments. Questions to raise and consider: • Is animal experimentation a business? • Who benefits from this industry? • How are the animals depicted? • Is this confusing? Lab Animal magazine is available free of charge to teachers. and should not be shown below the high school level.

and relaxation on human heart disease patients. Dr. and many students will have questions. and feel that you are arguing that a rat is more important than a human.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. • Epidemiological study to determine the environmental and lifestyle factors which cause cancer • Heart disease research in which new drugs are studied and developed to lower cholesterol • Study to determine ways to teach and train patients to change their dietary and lifestyle habits to reverse their heart disease • Study to test chemicals on various animal species to determine their toxicity • Study to develop new testing procedures which don’t use animals. Most people truly believe that vivisection saves human lives. and such analogies simply suppress inquiry and discussion.org). Remember never to become defensive even if a question is hostile. visit TeachKind. Page 34 Sowing Seeds Workbook: A Humane Education Primer . See also the sheet under “Resource Materials” which reports conclusions and costs of various animal experiments.org. For PDFs of this workbook or other free educator resources. but rather use the suggested responses in the Question and Answer section of this workbook for ideas about how to respond to difficult questions. while the animal studies described above have all received funding. exercise. and what studies are generally funded by the government.) Part Seven: Questions & Answers This subject is complex and involved. (For example. Ornish was unable to procure government funds for his research studying the effects of diet. but which use human cells • Study to give non-human primates HIV for AIDS research • Study to try new treatments on human AIDS patients • Study to induce alcoholism in rats and seek a drug which will cure alcoholism • Study to test chemical weapons on animals Write the conclusions of the “committee” on the board and evaluate the differences between what the students chose. particularly if another speaker has discussed a pro-vivisection perspective with them. This is never the situation. Do not let yourself get caught up in such a debate.

thought-provoking. or an outdated desk-size calendar (use back). how is this choice kinder to the environment Write these criteria on the blackboard. Introduction: This program offers your audience the opportunity to explore the choices which we each make daily that can have a profound effect on people.9 0 m i n u t e s MINIMUM REQUIRED MATERIALS: (Materials can be used or recycled items to reflect the values encouraged by the program.C o l l e g e T I M E: 6 0 . and throughout the program ask the students how an action or product is “eco-friendly. other people. “L ifestyles of the Your honesty and efforts to grow and change. The main purpose of the program is to teach students that their daily choices matter.org). Explain that you try to live a life that harms others as little as possible. For PDFs of this workbook or other free educator resources.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. to entertainment. examining the choices the presenter makes from products. the presenter 2. and inspiration for a more compassionate. Ask the students to constantly be thinking about the reasons why you’ve chosen certain products or made certain lifestyle decisions and to always ask themselves the following: 1. and the Earth itself. and to live more compassionately and sustainably. and that you are continually changing and growing. visit TeachKind. how does this choice help other species 3. with factoids written on them • All the props and products that you u s e i n y o u r d a i l y l i f e t h a t w i l l i l l u strate your day and provide students with the opportunity to examine the products themselves • 2 plastic milk crates • Containers from products (available at local recycling centers) you don’t use Comments: This program follows a day in the life of the presenter.) • Baseball cap with sign that reads: FACTOIDS FOUND HERE • Recycled poster boards. to foods. You might want to tell the students that if you had done this program five years ago. and to provide hope. Note: It is essential that this program accurately reflect your lifestyle. or the person you want to be in five years. your hope would be that it would be even more eco-friendly.org. and explain that your day reflects a way of living that has slowly evolved for you as you have learned all the ways that your lifestyle choices affect other species. your own health. how does this choice help people in general 4. it would have been less eco-friendly. it cannot be outlined exactly. It is a lively. how does this choice help you. Below you will find suggestions and guidelines for offering this program. the choices that are healthier for us are invariably kinder to animals and better for the environment. fun and engaging program. ideas. Because the program follows the life of the individual presenter. not the lifestyle of the most eco-friendly person you can imagine. Page 35 E co-Friendly” G R A D E S: 5 .” using the four criteria above. Part One: Invite the Class to Join You for a Typical Saturday Ask the students to think about what eco-friendly means to them. Sowing Seeds Workbook: A Humane Education Primer . and the environment. sustainable world through personal choices. are important elements in the integrity of this presentation. Note that throughout the program. nonhuman animals. to transportation. and that if you were to do it in five years.

Factoid The factoid person sits in the front of the room. Factoid. and wears the “factoids found here” baseball cap.org. Ask them “why do you think I take a short shower?” You can throw your shampoo container out into the audience and ask them “why do you think I use this shampoo?” (Additionally. make sure to bring a shower curtain. Regarding water consumption. When you want to share a fact that pertains to a specific daily choice you say to your factoid person: “Ms. If you don’t shower each day. Part Three: Your Day A . such as these: “Half a million rabbits are used each year in U.S. and chemicals. If it does. research facilities to test personal care and household products./Ms.org). and you can ask for this. ask them why not. robe. You can ask the audience to make water sounds while you take a short shower. and ask the audience to guess which products you use and why. or Ms. ask the students why. For PDFs of this workbook or other free educator resources. factoid read facts about animal testing. Part Two: Choose a Mr.S. soap etc. Perhaps your day begins with a short shower.” Page 36 Sowing Seeds Workbook: A Humane Education Primer .) If you use a low flow shower head. FACTOIDS: your factoids should reflect the facts which come into play for you in making the decisions you make. shampoo. you can periodically throw containers to the audience from products you do not use.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Sometimes you may wish your factoid person to read two facts at a time. visit TeachKind. give us a fact.” Make sure to discuss the factoids after they have been read to the audience. if your shampoo is not tested on animals you might want to have Mr.” The factoid person should read one of the factoid poster boards and then show the fact to the audience./Mr.” “One of the most common tests is the Draize test in which the substance is applied to the rabbit’s eye while he or she is held in a restraining device. near you. Invite audience members to hold up your shower curtain while you shower. home is in the shower. you might share the following fact: “1/3rd of the water used in the average U. For example.

visit TeachKind. Dawn. and baking soda and water for scouring. You might also address the following: do you wear cosmetics? If so. or eggs: approximately 4%” “50% of U. or Palmolive?” D . You can ask them what Sowing Seeds Workbook: A Humane Education Primer Page 37 . you can choose the facts that have most influenced your decisions.S. Remember that these are only examples. primarily from agricultural chemical run-off and animal wastes. you can throw the container into the audience. and talk with the class about consuming less. cotton and leather come from. If you use an eco-friendly dish soap. this is a wonderful opportunity to ask some audience members to come to the front of the class and do a little desk cleaning.S. bring these.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. too. dairy products.” After breakfast. pass around. The following are facts that your factoid person could read to the audience which pertain to animal agriculture.” “It takes up to 12 pounds of grain fed to a cow to produce 1 pound of beef.org). B .. mirrors. cropland is used for livestock feed. You can find many facts and sources in Diet for a New America by John Robbins. more deforestation for creating fields. wells are polluted. For PDFs of this workbook or other free educator resources. Ask your audience questions. such as: “Why do I use a cloth napkin? Why do I eat organic oatmeal? Why do I use soy milk instead of cow’s milk? Why do I compost my food scraps? Why don’t I eat eggs and bacon?” This is a good time to do the chicken crate activity described in the outline Perspectives on Animals. and if you compost your food scraps into a container. page 26. or Vegan: The New Ethics of Eating by Eric Marcus (see “Resources. Getting Dressed: Take off your bathrobe (you’ll be wearing your clothes underneath). providing props and materials for them to hold. for example: “Our use of resources directly affects other species by consuming resources that shrink their habitats and ours. cleaning bathrooms. “64% of U. Breakfast: Take out a bowl or plate and bring out the props for whatever breakfast you eat. clean your dishes. and more pesticide run-off. silk and wool? Do you wear ecofleece? Do you wear synthetic or natural fibers? Do you wear hand-me-downs and visit thrift shops instead of buying new? Do you make sure your clothes were not produced in a sweatshop? Discuss where wool. and counters. and discuss.” pages 80-81). etc. are they cruelty-free? Ask your audience why you have made these choices. Once again.” C . topsoil loss is caused by animal agriculture.org. such as white vinegar and water for cleaning windows. have your factoid person read relevant facts that pertain to your choices. 85% of U. More grain production means more water use for irrigation.” “Risk of death from heart attack for average American man: just under 50%” “Risk of death from heart attack for American man who consumes no meat. If you use a cloth napkin. asking: “Why do I use this kind of soap instead of Joy.S. Clean the house: If you use homemade cleaners. Do you wear organic cotton? Do you avoid leather.

or can patch your bike tire and pump it up. For example. Reject. etc. visit TeachKind. Recycle. to use such products. supporting all their comments. and what changes they might want to make to live more eco-friendly lives. Then ask your factoid person for the next factoid which reads: “YOU!” Remind students that their choices matter.” If you typically do the laundry on a Saturday. Part Six: Wrap up Invite students to think about their own lives. save on packaging. gathering with family and friends for entertainment. six audience members can pretend to be your car as you change the oil. Throughout the program. or do you take hikes in the woods? If you like to shop. The following factoids are useful for wrap up: “What is the most powerful tool for the future of the planet and all the species on it?” Allow students to answer this question. You might ask: “Can any of you safely eat your cleaning products at home?” How is it better for you. engage students with questions and volunteer opportunities. you can invite them to taste the products. and that only together can our individual choices really work to save this planet. the presenter. Only when they make the effort to understand and make the connections will they feel inspired and empowered to make eco-friendly choices. or get together with friends for fun? Do you do arts or crafts projects with recycled materials? Whatever choices that you make that are kinder to the Earth and to other species are worth sharing. and how is it better for the Earth and other species? A pertinent factoid might read: “Homemade household products save money. Then ask. Respect and Connect” Remind students that it is important to make the connections between their choices and the Earth. you might share your choice of detergent. they think the products are. is it at used stores or do you buy new? Do you bring your own bag on errands? Do you utilize libraries rather than buy new books? Do you walk your dog? Do you watch a lot of television. or can see and touch your art projects. what kind of car do you drive? What is its gas mileage? Do you car pool? Do you ride your bike on errands? Have you chosen not to drive at all? Do you go to the mall shopping on the weekend.) Use factoids that are relevant. are not tested on animals.org). A last factoid might read: “Reduce. other species. and also bring a rope and clothespins for the students to hang your laundry on (if this pertains to you).Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Reuse. save the environment from more toxins. Page 38 Sowing Seeds Workbook: A Humane Education Primer . “Why don’t I use a clothes dryer?” Part Five: Other Chores or Entertainments What might you do on a typical Saturday? Might you do chores like changing the oil in your car? If so. and are safer for me and my children. which are virtually always important. and make sure to offer your audience the opportunity to see and touch the materials you use.org. and other people around them. especially if they are relatively easy choices that were common until recently (like going to the library. For PDFs of this workbook or other free educator resources. and if they can’t guess.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. In some cultures. people routinely eat insects. hot dogs.Diet for a New America o r A Cow at My Table It is great if you have time to show the entire video Diet for a New America (60 minutes) or A Cow at My Table (90 minutes). specifically the last 30 minutes of Diet for a New America which covers the animal suffering as well as the environmental issues involved in animal agriculture. Option 2: Who do you eat? Ask your audience members to raise their hands if they eat animals. confinement. Part Two: Facts and Information The Milk/Chicken Crate Activity See part two of Perspectives on Animals. you can show excerpts. Part Three: Video . and fried chicken. Note whether the number of hands raised for the sec- ond question is greater than for the first.org. It is worth the time and effort to visit these facilities whenever possible. you can Sowing Seeds Workbook: A Humane Education Primer Page 39 . Ask them how they can decide whom to believe. some people eat dogs and cats. Explain that your program will look at modern animal agriculture in the United States. “M eet Your Meat” OTHER TITLE OPTION: “ Mo d e r n A n i m a l A g r i c u l t u r e & D i e t ” GRADES: 8-College TIME: from 45 minutes up to 3 hours MINIMUM REQUIRED MATERIALS: • Apple & knife • Large posters of factory farms • 2 plastic milk crates • Green fields boards and food cards • USDA or dairy council posters (e. page 25. from meat & dairy industry • Video Part One: Engaging Your Audience with Critical Thinking A . Ideally. For PDFs of this workbook or other free educator resources. the foods that we were raised with. transportation and slaughtering procedures for all these species. while in India. posters. and count the number of hands that go up.g. brochures. Next. and believe that it is ethical and good to eat. many people believe that eating cows is immoral. Provide details and show posters or photos of the forms of mutilation.) B . and if so. Explain that in other countries and in other cultures. page 26. and that our culture promotes. If not. ask the students why. Then ask them how many of them eat hamburgers. etc. you will share your own direct experience with factory farms. If you do not have time to show either of these videos. Contrast the information you are sharing with the information that comes from animal agriculture industries. and complete this section with a discussion about factory farming of cows. Option 1: Alien Visiting Earth (See description under Perspectives on Animals.org). pigs. visit TeachKind. Remind students that we tend to eat. and turkeys. and ask students to think about what is and is not ethical in our modern agribusiness approach to agriculture. ask for a show of hands of people who think it would be gross to eat a dog? a cat? an insect? a bear? a pig? a chicken? a cow? a turkey? Ask students why they responded in the ways that they did. healthy school lunch program) • Materials.

short videos.org. painted green. falafel in pita. peanut butter and jelly sandwich.) B . and that the exercise demonstrates how much food you can grow on a plant-based diet versus a meat-based diet. Apple: the purpose of this activity is to demonstrate just how much topsoil we have to grow our food. • Ask all the students with a plant-based food on their piece of paper to come up and pin the paper into the green field on your right. What does it take to make extra fields for growing crops to feed animals? (Usually.org). 20 of the foods must be plant based while one is a hamburger or steak. if the group is warned that it is a pro-vegetarian film. and ask them to stand next to the field when they’re done. • Tell students that the apple you are holding represents the Earth. etc. as it is more visually appealing and easy to see from farther away. (Only one person will come up. Take 3 of the pieces away and ask the students why you can’t farm on these 3 pieces of the Earth (someone is likely to guess the right answer: because it’s water). (See “Resource Materials” for our versions which you can copy and color in yourself. such as Humane Slaughter? and Downed Animals. Green Fields: the purpose of this activity is to show visually the extraordinary difference in land use necessary to produce food for a vegan diet versus a meat-centered diet. Part Four: Activities Making Environmental Connections A . This represents the number of people who can be fed on a complete vegetarian diet versus a meat-based diet: about 20 to 1.) • Explain that the fields represent the same amount of land. salads. pesticides. use a variety of other. bean burritos. and 21 1” square pieces of paper with the names of a food on each. Food Without Fear. It is preferable to draw the foods in addition to writing their names on the pieces of paper. • Bring two foam boards (you can go to a frame shop and request their foam board scraps.) • Pass out the pieces of paper and push pins. and. mushroombarley soup. Some choices are: spaghetti with tomato sauce. Ask the students to count how many people are on either side. rather than buy them).Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and that you are looking at the Earth to discover how much land is available to grow crops to eat. vegetarian chili. For PDFs of this workbook or other free educator resources. • Ask for a volunteer to cut the apple into four pieces. and then stand by the field. Page 40 Sowing Seeds Workbook: A Humane Education Primer . 21 push pins. • Ask all the students with an animal-based food on their piece of paper to come and pin theirs into the green field on your left. chemical fertilizers. water. etc. deforestation. visit TeachKind. • Ask the students what it means if most of us choose a meat-based diet. and ask for two volunteers to hold the boards up in the front of the classroom.

If. Most young people are more concerned about animals and the environment than with their health. prostate.S. (See “Resources. you can show the first 25 minutes of Diet for a New America. This is an eyeopening exercise in which students realize how huge a role animal agribusiness plays in environmental problems. endangered species. • Ask the student to cut the apple into four more pieces. tundra.) • Finally ask the student to peel the remaining tiny piece of land and explain that this peel represents the little bit of fertile topsoil with which we can grow food. etc. nuclear & other toxic waste. For PDFs of this workbook or other free educator resources.S. to prisons and industrial sites. a plant-based diet can prevent or cure: diabetes.org. and breast cancer (3 of the 4 most common cancers in the U. and remove 3 of these. Environmental problems associated with animal agriculture • Invite students to raise their hands and name any significant environmental problems that they can think of.). A . Ask the audience why. Facts to share: • Vegetarians live several years longer than meat-eaters on average. etc. that are unsuitable for growing crops. vegetarian diet. heart disease. garbage accumulation. C . Ask them what causes these diseases (smoking causes 33% of cancer deaths.) are relatively rare. etc. colon. while 80-90% of heart attacks can be prevented through such a diet).Health Concerns If you wish to cover health issues related to meateating in detail. resource depletion (including water. (These pieces represent all human development. Critical thinking: What’s killing most people? Ask students to name the primary causes of death in the U. etc.org). topsoil depletion. however health issues should not be neglected. Ask the audience why. you do not have enough time to show the video and do a 45 minute program. visit TeachKind. (Read Diet for A New America. from cities and suburbs. it is estimated that approximately 30-50% of cancers can be prevented through a healthy.) Part Five . and remove 3 of these. however. osteoporosis. which is why we’ve devoted most of this outline to these issues. (heart disease. however. Remember to bring your sources of information. marshlands. (These pieces represent deserts. habitat destruction. and contributes significantly to heart disease and strokes. obesity. strokes).) Sowing Seeds Workbook: A Humane Education Primer Page 41 . • In addition. oil. oil spills. Mad Cowboy and other books for information on this subject.) • Ask the student to cut the apple into four more pieces. • In countries where people eat a plant-based diet. It is likely that some of the following will be mentioned (in addition to other concerns): air & water pollution.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. then you can cover the health issues with the students yourself. minerals. Continue to acquaint yourself with facts and statistics about the health benefits of a plantbased diet and share these with your students. hole in the ozone.” page 79 for books and videos that you can use to educate yourself on these issues. kidney disease. • Discuss animal agriculture’s effect on topsoil. cancer. low fat. • Write all their concerns on the board and then analyze each in terms of the effects animal agriculture has on each. to malls and theme parks.

It is useful to “shock” them instead by saying the following: “You know. students may be shocked to learn this because it is so radical in our culture not to consume milk. Explain the even higher prevalence of diet-related disease among low income communities which are targeted by the marketers of high fat foods. do any of you ever go home and say ‘Mom. I started to realize. can I have some of your milk?!’ So. yet we do give young children substances which eventually can make them sick or kill them and which form lifelong habits that are difficult to change. that it’s really somewhat strange to be drinking the mammary secretions of another species. and cannot even digest it after infancy and early childhood. why do we keep nursing on cows?” You can also remind students that most people in the world do not drink cow’s milk. C . and ask them to consider whether these foods really are healthy. animal food-based diet kills as many people each year as cigarettes.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Explain that the USDA buys surplus animal foods that are high in fat to provide to low income students in schools around the country. cheese and ice cream.org). Yet. Ask students what they would think if their younger siblings went to school and at recess and lunch were given cigarettes to smoke. B . Show the students the posters you have for the Healthy School Lunch Program or other government or dairy council produced materials. do you ever see other mammals nursing on a different species? An elephant nursing on a kangaroo? A cheetah nursing on a rhino? Not only that. but we keep right on drinking milk into adulthood. After all. milk is one of those foods that we all grew up thinking was natural and healthy and even necessary for our health. Consider how horrified they would be. Explain that a high-fat. visit TeachKind. but we are the only species to keep nursing after childhood! Every other species stops nursing.org. For PDFs of this workbook or other free educator resources. Page 42 Sowing Seeds Workbook: A Humane Education Primer . Milk is for baby cows: If you do not consume dairy products. especially after weaning. though.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Instead of saying “Well. bring some samples of delicious foods that you can share with the classroom.” you can share all the wonderful foods you do eat! If you are able. Sowing Seeds Workbook: A Humane Education Primer Page 43 . Even if you run out of time. and cannot answer all the questions. since their parents make the primary food decisions for them). so be sure to provide a variety of written materials that the students can take home. Part Six: Choices Your closing should remind students that you are not trying to tell them what to eat. It is up to them to decide what food they want to eat and what foods they don’t want to eat (with younger students.org).org. you can direct the students to the handouts you’ve brought. it is not entirely up to them. or fried chicken. Part Seven: Questions & Answers There are always lots of questions after this program. or pepperoni pizza. I don’t eat hamburgers. the environment and their health. It is likely that students will ask you what you eat. including recipes. For PDFs of this workbook or other free educator resources. but rather to invite them to continue to learn more and to recognize that what they eat has a profound effect on animals. visit TeachKind.

Hunting.S. Trapping & Fishing 1. “W ildlife and the dents to open their eyes and to share what they imagined? What remains? What is gone? Why? B . and forests? (Pollution. 10 miscellaneous plastic objects. 75%.) What are the three principle causes of extinction of species? (Habitat loss. products we buy. They will probably come up with a list of about 3-6 reasons. wetlands. List the numbers of other animals killed by hunters (you can find relevant statistics and information on this subject in the back of this workbook under “Resource Materials”). Tell the students the answer is approximately 2%. habitat destruction.) Part Two: Facts and Information About Specific Topics A . are deer. primates. the animals. clothes we wear. visit TeachKind. 25%). furniture we choose. and a piece of polystyrene) Introduction: Wildlife and the Environment is a broad title for a range of topics which you can discuss with students from endangered species.) How do our daily actions affect wildlife and the environment? (The food we eat. the smells. pollution. 50%. E nvironment” GRADES: 7-College TIME: 45-90 minutes for each section MINIMUM REQUIRED MATERIALS: • Choices cards or bag of props for “Which Harms Less?” • Video • Bag of whale stomach contents (2 gallon jugs. pollution. Who lived in this place? What did it look like? Ask the stu- Page 44 Sowing Seeds Workbook: A Humane Education Primer .Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. fishing. Ask which animals are overpopulated and would otherwise starve if not killed by hunters. extinction. how many children we have.org. habitat destruction. Ask them to notice the terrain. They cannot all fit into a single presentation. For PDFs of this workbook or other free educator resources. trapping. 35 feet of nylon rope. hunting. overconsumption. Critical thinking about hunting: Ask students what are the reasons given for hunting. You will find a range of topics outlined below. etc. rainforest issues. the sounds.org). After a brief personal introduction ask the students to close their eyes and imagine what the place they are sitting in looked like 500 years ago. and human overpopulation. deforestation. and 99% of the time the students will answer “deer. hunting/trapping/fishing.” Then ask what percentage of animals hunted each year in the U. You will hear quite a range of responses. Part One: Engaging Your Audience with Visualization A . the primary one being to prevent animals from starving or to stop overpopulation. rivers. 2 plastic trash bags. What has happened to our planet and the animals who inhabit it? What has happened to the oceans. usually big numbers (90%. marine mammals. and you may wish to offer a series of presentations which cover a variety of issues.

Some issues to address include: • the ability of fishes to feel pain. and their license fees pay most Fish & Wildlife salaries. Discuss the reasons for habitat destruction which include: animal agriculture and grazing.S.. Use activities and suggestions from the animal agriculture outline when discussing agricultural effects on habitat. and list these on the board. 3. Ask students what they can do about these issues and concerns. sea life • polluted fishes in rivers. Fishing is a neglected subject. and/or introducing other species to an ecosystem where they don’t belong. specifically: destroying habitat. visit TeachKind. and the sensitive nerve endings in their mouths • the delicate oils on their scales which can be rubbed off when they are caught and released. and lead weights which kill birds and other Sowing Seeds Workbook: A Humane Education Primer Page 45 .Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and raise questions such as “Why should property-owners bear the responsibility for paying for signs and posting their land? Should hunters have the right to walk onto private. B . Use the information in the fact sheets in this workbook to discuss the realities of deer populations. 2. hooks. lakes and the ocean which should not be consumed anyway • overfishing/commercial fishing • fish farming in which fishes are fed huge quantities of other fishes who have been netted • drift nets and ghost nets (lost drift nets) which catch everything in their path including sea turtles and marine mammals 5.org. 4. resulting in eventual death even with catch and release fishing • suffocation when they are left to die slowly after being caught • lost line. 3. Most people who oppose hunting do not oppose fishing. Ask students to think about their own lives and the ways in which their lifestyle choices may be affecting other species and contributing to extinctions. logging. and it is a subject rarely discussed critically. Make sure to learn about your state’s relevant hunting and trapping laws.org). Endangered Species 1. unposted land with guns and begin shooting or trapping?” 4. Have each group report the reasons. development. 2. With few exceptions the reasons all have to do with things that people have done.) If you are Discuss laws regarding posting land. and discuss these with the students. Ask students to read the text on their page and to notice why the animals on their page are endangered. deer hunters are a large percentage of hunters. page 28. Activity: CHOICES . hunting/trapping/capturing. bring one to the classroom and demonstrate how they work. Even though deer represent a small fraction of the animals killed in the U.This activity can be used for almost any subject (see the outline in Perspectives on Animals. If leghold traps are legal. Divide students into groups of 5 and hand out sheets from Life Magazine article on endangered species (see “Resource Materials” at the end of this workbook). Ask students what we can do to stop these various threats to other species. For PDFs of this workbook or other free educator resources.

but rather to discuss what is happening to them in the wild and in captivity. ability to live in the water.). meeting another pod with whom they cannot communicate effectively because of different language.org. You can add new choices such as “new furniture made from teak or mahogany vs. visit TeachKind.) 5. The president is creating a commission to discuss the matter to determine whether Congress should consider a bill to ban the capture and displaying of cetaceans. who are warm-blooded. Marine Mammals 1. sea lions. brought to a tank with other dolphins they don’t know and four walls and a floor which echoes their clicks and whistles.org). communicating with their pod. etc. Acquaint yourself with facts about marine mammals by reading books and/or an encyclopedia about these animals. family groups. Guided Imagery: Ask students to close their eyes and to imagine that they are a dolphin swimming in the ocean. ask students to open their eyes and share how they are feeling. including dolphins. Divide the class into two equal groups. breathe air. dinosaur and elephant. communication. Ask what is happening to these animals? (caught in fishing nets. 6. swimming with their family for miles. For PDFs of this workbook or other free educator resources. Video: Film clips from news reports discussing whale deaths in captivity are very useful. you must make sure that you have basic information on dolphins. while the other group’s job is to think of all the reasons it is Page 46 Sowing Seeds Workbook: A Humane Education Primer . walruses. for example “hamburger versus veggie burger” is equally applicable to the environment and endangered species as it is to farm animals. playfulness. but also to a human. After the imagery. antique furniture” or “coffee vs. etc. see page 86) which compares cetacean size not only to each other. porpoises. make sure that you create cards relevant to this subject.). Students love learning about marine mammals. etc. whales. and whales. Describe a day.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Shift the discussion to dolphins and whales and ask students to consider the ways that these animals are like us (caring for young. 4. intelligence. Activity: Presidential Commission: Explain that the president of the United States has asked you to find out from students whether or not dolphins and whales should be captured. confusing sounds. grain-based substitute.) Or “Maxwell House vs. You may wish to use a cetacean com- parison poster (available from American Cetacean Society. One group’s job is to think of all the reasons why it is good to capture and display these animals (the “pros”). Ask students to define a marine mammal (animals who live in or by the sea. using the CHOICES activity for a wildlife and environment talk. and who bear live young whom they nurse. It will still include many of the same cards. While your purpose is not to provide much biological information about these species. Then ask ways in which they are different (sonar. caught by a net. lifted onto a boat and taken out of their habitat. 3. 2. etc. porpoises. coffee is usually grown in large plantations which were formerly rainforests. poisoned or choked by pollutants and trash.” D . Now shift description to sound of a boat coming. Organic Coffee. long life. and teachers are often enthusiastic about inviting a guest speaker to discuss dolphins and whales even if they are reluctant to have a speaker discuss vivisection or factory farming. polar bears and sea otters). displayed and forced to perform for us. as are the videos Pity the Pilot Whale and Where Have all the Dolphins Gone? 7. Roma” (Roma is a brand name of a delicious. where food must be earned by tricks. etc. seals. captured for display.

The plastic jugs could have been recycled. or represent overpackaging. Victoria [in British Columbia. (and that these items represent the things found in the dead whale). Activity: Whale Bag . and people could have chosen different products. the rope could have been reused and not discarded. and let the students know that you will be contacting the President with this information. When the lists are complete. NW.. The contents are representative of the items found in the whale’s body. turned into bird feeders. explaining that they may vote how they truly feel. Many of the plastic items in your bag may be unnecessary.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. explain that in many places it is illegal to capture and display cetaceans (including South Carolina. Ask for a student volunteer to also write to the President and leave the President’s address on the board: The White House. DC 20500.The mysterious garbage bag which has been by your side during the duration of the program is actually filled with garbage that was found inside the body of a 28 foot whale who was found dead on the beach off North Carolina. After you’ve explained that trash items like these kill marine animals. Canada]. pass the items out to the students and ask them what could have happened differently so that their item would not have wound up inside a whale. For example. Tally the votes. You may wish to climb on the teacher’s desk for effect as you overturn the bag and let the garbage pour out onto the floor. Let the students use Sowing Seeds Workbook: A Humane Education Primer Page 47 .org. Each group should think of as many reasons as possible (whether or not they personally agree with the reasons). For PDFs of this workbook or other free educator resources.org). but in fact is very interested in the views of young people. or reused. Washington. 1600 Pennsylvania Ave. visit TeachKind.) 8. (You may wish to share that the President did not really contact you for this information. asking the students what they think the contents represent. Have a representative from each group list the pros and cons and write these down in two columns on the blackboard. and that you will still be sharing this information with the President. not based on the group’s assignment. Ask the students to vote. not good (the “cons”). and Great Britain).

and your mother falls to the ground. the pet and zoo trade. Suddenly you hear the loudest noise you have ever heard. Activity: Guided Imagery “Imagine a World” . and make sure that it is a promise that you will keep. and marine mammals live in unpolluted seas. Activity : Guided Imagery “Capture” . encourage them to share their promise with a friend after class. and many schools and teachers will welcome a discussion of our closest living relatives: chimpanzees. poaching. 2. E . so that they can “save the whale.org.Ask students to close their eyes. You see monkeys falling out of the trees onto the ground. sour smell as you see strange two legged beings emerge from the woods.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Your mother carries you higher into the tree and puts you in a crevice in the tree where you will be safe. sit comfortably and breathe deeply. and biomedical research. rivers and streams are clean enough to drink from. In this world there is no more war. After asking them to sit comfortably and breathe deeply. She is grooming you. Then another loud shot rings out. Suddenly.” Invite students to share their promises out loud. When you are ready open your eyes. and the lakes. black. You hear noises down below and you smell an acrid. shiny sticks. They are carrying long. and animals are not abused or exploited for human desires. Like Marine Mammals. say the following: “Imagine that you are a baby monkey living in the jungle in Central America. page 25. no more racism. and wildlife abounds. you can ask the students to close their eyes and imagine a different world from the one in which we live.Like the Presidential Commission. clear voice.org). primates are popular animals. high up in a tree. In this world no one dumps their garbage into the oceans. visit TeachKind. The forests are thriving.” 9. You are with your mother. Remind them that their promises give each other new ideas as well as hope. and you feel safe and happy. In a calm. are primates. No species is endangered because of people. Make certain to distinguish apes from monkeys. orangutans and gorillas. and your mother and the other monkeys begin to scream. And now imagine yourself doing something to help bring about whatever part of this world is most important to you. You quickly climb Page 48 Sowing Seeds Workbook: A Humane Education Primer . this activity can be used for a variety of programs (see outline for Perspectives on Animals. in a calm voice you may say something like this: “Imagine a world in which the air is clean to breathe. their imagination to determine how else these products could have been used. We. There are many subjects to cover in relation to primates: habitat destruction and potential extinction. Make a small promise to do something to help bring about this world. Primates 1. or prejudice of any kind.) At the end of a program. Each day brings you an opportunity for another promise. and to discuss the similarities between us. no more poverty. sexism. This is very empowering! If the students do not wish to share their promises out loud. For PDFs of this workbook or other free educator resources. ourselves. your mother stiffens with fear.

If you are teaching about zoos. Activity: The Presidential Commission Should primates. while others may have had no significant experience at all because guided imagery stories do not engage them. be used in biomedical research. 3. the pet trade.org. Unnecessary Fuss. Some students may be crying. see page 79) which concerns animals in entertainment. and data on biomedical research using primates by reading the books suggested in the resources. You may wish to focus your talk on biomedical research. down the tree after her and grab onto her body. and share this information.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and Britches (all available from PETA) are pertinent to this topic. and to tell you how they feel. Several of these are worth quoting to the students to explain the variety of ways primates are used. information. you may want to use the video Cheap Tricks (available from PETA. or should they have Sowing Seeds Workbook: A Humane Education Primer Page 49 . the film industry.) 4. There are many issues to cover including: a. you will find a sheet of medical conclusions from animal research. training b. She won’t move. and her eyes do not see you. rather than an actual experiment. breeding and surplus animals d. In the resource material. and biomedical research. Britches shows a rescued baby monkey and explains the experiment she underwent and has a happy ending. or the great apes in particular. Please refer to the outline on animal experimentation. Allow students to express their feelings. The videos Breaking Barriers. Some will understand that this is how many primates are captured for zoos. Become acquainted with all the relevant details about these videos so that you can discuss them thoroughly and provide follow-up information. Collect stories. For PDFs of this workbook or other free educator resources. and may then be sold for biomedical research. entertainment and in the pet trade. Then ask students why they think you told them this story. circuses. while Unnecessary Fuss is footage from head injury experiments on baboons filmed by the researchers themselves.org). You hold onto her tightly as you cry out. Then darkness surrounds you as a net descends over your body. 5. transportation c.” Ask students to open their eyes. You may wish to focus your talk on any of the above topics. circuses and other forms of entertainment. use after infancy and childhood (most apes become too dangerous to use as they mature. visit TeachKind. Breaking Barriers shows the caging and living conditions of the animals and provides information about their treatment.

org). For PDFs of this workbook or other free educator resources. 7. F . our culture is rapidly influencing other cultures and is exporting our products . as it is in China. For a shorter class period. visit TeachKind. habitat destruction. Ask students to determine for themselves what they believe to be the most ethical choice regarding family planning.org. whose goal is to gain protection for the great apes through legislation. recycling. This means that it is neither fair nor worthwhile to criticize people in other countries for having many children. (Some students may wish to discuss whether this should be a law. while arguing that one’s family in the United States includes only 2 children. This will spark a good discussion of freedom and liberty versus planetary survival and community well-being. Activity: Presidential Commission Like the previous presidential commissions.) 5. it is also a big problem in wealthy countries in which children grow up to become excessive consumers. and as people in these countries adopt American values of consumerism. Page 50 Sowing Seeds Workbook: A Humane Education Primer . End with guided imagery that invites students to make a promise to reduce their impact on the Earth. resource-laden. similar to children. 3. but powerful and shocking introduction to the topic of human population 2.). Human Overpopulation: 1. reusing.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Video Options: For a longer class period the film World War III is an excellent overview of population issues (60 minutes).to third world countries. our planet will face an even greater threat. etc. While overpopulation in third world countries is a significant problem (because it contributes to deforestation for fuel. 4. Invite them to share their opinions. consuming less. As the economies in poorer countries improve. It is a brief. rights. In addition. Compare family size and environmental impact: a child born in the United States consumes anywhere from 10 times to 50 times the amount of resources as a child born in a poorer country.this video shows in just a few minutes the rate at which people are populating the planet.including many useless. you can use this format to discuss whether or not the United States government should issue a proclamation calling for voluntary adherence to a 2-child family. 6. which protect them from harm and exploitation? This question is being addressed by the Great Ape Project. Discuss other ways to reduce the impact of human population (vegan diet.). You can do the presidential commission the same way as you did for Marine Mammals. Opening Video: Population Bomb . the high-school oriented Jam Packed is best (30 minutes). unhealthy and cruel items . living in an energyefficient and/or renewable energy home. etc.

exercise and mobility. shelter. and wag your tail with joy. rodents. attention.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. birds. and as a puppy it is not natural for you to be left alone. playing with you and petting you. Find out how many have dogs. You cry. You sleep much of the day curled up with your mother and your sisters and broth- ers. Guided Imagery: ask students to close their eyes and breathe deeply. “C ompanion A nimals” GRADES: 5-College (modify for each age group) TIME: 45-60 minutes MINIMUM REQUIRED MATERIALS: • Video . You are terrified and you cry out in pain when you are hit. a clean cage if the animal is a caged. But then one of the people comes up to you with a chewed shoe and starts yelling at you and hitting you with the shoe. For PDFs of this workbook or other free educator resources. LOVE). but when you are not sleeping you are playing with your littermates. your people disappear for long periods of time leaving you alone. Ask: “What do all these animals need?” List on the board (food/water. cats. For the first few days there are children and grown ups nearby all the time. visit TeachKind. When you are still very young. and chew on everything you can. Ask students to raise their hand if they have a companion animal at home. you are taken away from your mother and your littermates and brought to a new place where your playmates are people. reptiles.” Sowing Seeds Workbook: A Humane Education Primer Page 51 . or other species. You’ve never been left alone before. grooming. Use the following or create your own version of a guided imagery: “Imagine that you are a puppy.Kiss the Animals Goodbye or The Power of Compassion • Photos of companion animals in happy and unhappy situations • For young children: puppets of cat or dog Part One: Kindness.org). but after a few days. and Connection to Animals A . and you are so happy! You jump on them.org.” Ask them: “Do mother cats hit or harm their kittens? Do mother dogs hit or harm their puppies? Do mother birds harm their babies? Do children need to be hit or harmed by their parents in order to learn?” B . Finally your people come home. and lick them. and scratch. and be prepared for the students to say “yes. veterinary care. Love. You don’t understand what you did wrong. Ask students if there is ever a reason to hit or harm our animals to train or discipline them.

What could the people have done differently so that you wouldn’t have been so unhappy. 1600 Pennsylvania Ave. Part Three: Video There are many videos on companion animals. purchasing purebred animals instead of adopting them from shelters.org).org. Have each group list the pros and cons of their perspective on the board. to films about overpopulation and euthanasia.. Provide photographs of puppy mill animals. tally the votes and provide the name and address of the President (The White House. watching a healthy animal die for lack of a home. All others would be required to spay or neuter their animals. Ask students how they feel about buying and selling other living beings. it makes a strong point and a permanent impression. however. and ask students what we can do to stop the killing of 10-15 million. they stop. Ask students to open their eyes and to share how it felt to be a puppy. It is available from Focus on Animals (see page 79). visit TeachKind. One group believes that everyone should have the right to breed their dog or cat. Have the students ask the animal the following questions: • How does it feel to be you? • What do you like people to do for you? • What don’t you like that people do to you? • Is there anything that I do to you that you like or don’t like? Have students open their eyes and turn to a student next to them. After they are done. 20500) so that students may write with their opinion. Each should take a turn sharing what they learned during the visualization. Tell them that this animal is suddenly able to speak to them if they ask questions. from training videos. share these stories with the students. Explain spaying and neutering. It is also a pricey film. have each student vote personally on the following question: “Should there be limited licenses available for breeding dogs and cats. Suggest that the next time they see an animal. Kiss the Animals Goodbye is a hard-hitting and very sad film about overpopulation which includes many scenes of euthanasia. and so you wouldn’t have been hurt? Part Two: Overpopulation A . Part Five: Closing Suggestion Ask students to think about what they can do to help companion animals. For PDFs of this workbook or other free educator resources. B . and what happens to them there. ask if anyone wants to share with the whole class. and should all other dogs and cats be spayed or neutered?” When you are done. The other group believes that licenses should be issued for breeding and that only a certain number of licenses should be available so that there are no surplus animals who would be killed due to a lack of homes.). In this presidential commission divide students into two groups. Activity: Presidential Commission This activity should be done only after students have thoroughly understood the problem with overpopulation and the causes (breeding. Washington. Explain “pet” overpopulation. or knowing an animal who died because there aren’t enough homes. DC. If you have had experience working in a shelter. Part Four: Closing Visualization Ask students to close their eyes and imagine a companion animal whom they know. Explain the connection between buying purebred animals and the overpopulation of dogs and cats. and the connection between pet shops and puppy mills.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. or 9 out of 10 dogs and cats every year in shelters. What is an animal shelter? Ask students why animals are at shelters and humane societies. etc. Share information about puppy mills. Page 52 Sowing Seeds Workbook: A Humane Education Primer . look into that animals’ eyes and really think about how it feels to be that animal. Your personal stories about dogs and cats are important in order to help students connect to individuals (rather than some hard-to-comprehend number) who are killed because of overpopulation. When the lists are complete.

For PDFs of this workbook or other free educator resources.3 million acres each year in the U. For example: we blacktop 1.S. For example.Schools for Sale and/or Affluenza • Booklet .org. and to visualize in their minds the many stores and items available for purchase. and to notice the products on the shelves. the median size of a new house built in the U. How big would it be? Would there be disposable products? Convenience items? Large or small closets? Ask the students to open their eyes and talk about the contrast between then and now.100 square feet.O.092 magazines. surpassed the number of high schools. the number of shopping centers in the U.org). WA 98650.060 square feet in 1993. Ask them to imagine the size of the store. Part Three: The Effects of Consumerism A . A few facts can help you guide the conversation and the following activities. You may want to share some information from the booklet All Consuming Passion available from The Simple Living Network. or a clothing store. Or this: Americans can choose from: • over 25. Have them imagine what a grocery store might look like. in 1949 was 1.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.S.000 supermarket items • 200 kinds of cereal • 11. (the size of Delaware). P. visit TeachKind. compared to 2.S.All Consuming Passion Part One: Engaging Your Audience Ask students to remember the last time they visited a large mall. Trout Lake. at the junior high level. You might want to share the following statistic: In 1987. many students will raise their hands in response to this question!) Part Two: Guided Imagery Ask students to close their eyes and to imagine what life was like fifty years ago (in the place where you live). “C onsumerism” OTHER TITLE OPTION: “ No P u r c h a s e N e c e s s a r y ” GRADES: 7-College TIME: 45-60 minutes REQUIRED MATERIALS: • Various material items for True Price • Video . (800) 318-5725. Sowing Seeds Workbook: A Humane Education Primer Page 53 . Box 233. Ask them “how many of you think that we humans need all those things in the mall?” (Surprisingly. or a book store. Then ask the students to imagine a typical home.

twigs. and we all watch TV for the rest of the day. We get some books at a large bookseller chain. After Joanne has discussed her day. In addition. Activity . uses approximately: • 50% of its paper • 75% of its glass • 40% of its aluminum • 30% of its plastic. soil and air.] “At home the kids work on projects while I make dinner. some gold jewelry. For packaging of products alone the U. Divide students into the following categories: a. The job of the students is to analyze the impact of their daily choices in a number of categories.” Students in each category think of whatever impacts they can in their category and share these with Joanne. students in category (a) might say: “I’ve heard that McDonald’s has stopped using styrofoam.” [Stop for responses.” [Stop and allow participants to respond.] Joanne continues: “We go home after the mall. visit TeachKind. a large salad Page 54 Sowing Seeds Workbook: A Humane Education Primer .” [Stop and allow participants to respond. For PDFs of this workbook or other free educator resources. It’s Saturday morning.” [Stop for responses. positive impact on the community f.S. so it’s better to go there than to a fast food restaurant that still uses styrofoam. and collect acorns. and I’m Joanne’s next door neighbor. positive impact on Joanne or Sarah herself h. Tell students that their job is to tell Joanne or Sarah all the information they can think of regarding their particular category as she tells them about her day.” [Stop for responses. we bicycle over to the library to hear a local storyteller. Suggest that they try to play the part of their character and to really “get into” their role. Each year we generate enough garbage to fill a convoy of 10-ton garbage trucks 145. negative impact on the community g.org. 3. and to compare how Joanne and Sarah live. What effect does this have on our families? B .] “We take the dog for a walk in the nearby woods. and the kids and I have decided to make pies with the apples we collected from nearby trees earlier in the week. and I live in a suburb of a large city. negative impact on nonhuman animals e. bark and other found objects for whistles and art projects. It’s Saturday morning. negative impact on the environment c. some clothes that we like (but don’t really need). 1.] Sarah continues: “After making pies. I make a lentil and squash stew (the squash is from the garden and has been stored for two months). compare the average time spent shopping per week to time spent playing with children: 6 hours versus 40 minutes. Plus driving somewhere for breakfast isn’t as good for the environment as just eating at home. and which pollute water.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.org).” Students in category (b) might say: “McDonald’s produces tons of waste and is serving foods that cause destruction of rainforests. and some wool blankets that we buy on impulse because we see them for sale. and to take out some books to read and CDs to listen to.” [Stop and ask participants to respond with their opinions based on the category they’re in. and the kids and I head over to McDonalds for breakfast. For example. have Sarah speak (you will play both roles). “I’m Sarah.000 miles long. negative impact on Joanne or Sarah herself 2.] Joanne continues: “After breakfast we head to the mall to buy some things. Joanne introduces herself to the group and begins to tell about her day: “I’m Joanne. positive impact on nonhuman animals d.] 4. positive impact on the environment b.Who’s Affected: This activity looks at the impact of the lifestyles of two different fictitious people whom you yourself role play: Joanne and Sarah. Sarah introduces herself and shares information about her day.

Provide resources and information for people who may wish to learn how to live more like Sarah and less like Joanne. Rather it opens the door for new choices (taking books out of the library or using homemade or cruelty-free products. etc. she or he might notice that costs included the suffering of animals on whom the product was tested. but still encourage you to consider the interests of your audience. Activity: Are You Sold? 1. soda can. clothing. taping the commercials during Deep Space 9 or a sporting event would be appropriate. for example). shampoo.) Sowing Seeds Workbook: A Humane Education Primer Page 55 . you’ll need to videotape commercials. For teens.). For PDFs of this workbook or other free educator resources. videotape. Hand out a common object to each student (book. We have apple pie for dessert. fast food container. a student could look at a book and see not only cost in dollars but also the cost to trees. you’ll want to videotape the commercials during Melrose Park or Ally McBeal. to oceans and marine life that suffer when oil spills happen (oil is used in the ink. pen. C . After the students have shared the products’ “true price” ask them the following questions: 1) Did this product exist 75 years ago? 2) If not. and ask each to consider the True Price to: other species. For a group of junior high school boys. Once students are aware of the many costs involved in production of materials and foods. and other people from these two different ways of living. soap. allow everyone to discuss their different lifestyles and the larger effects on the planet. CD. other species. visit TeachKind. knick knacks. After Joanne and Sarah have heard from participants.org). and cornbread. For example. popular toothpaste. taping the commercials on programs that are geared toward the specific age group that you addressing. to waterways polluted by paper-bleaching chemicals. newspaper. Activity: True Price This activity is similar to Who’s Affected.org.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and is not meant to make people feel guilty or deprived. and themselves. other people. you will want to videotape the commercials during Saturday morning cartoons. (We recognize gender stereotypes here. For example. they can choose more sustainable and humane products and lifestyles. the Earth. and which life they aspire to live in the future.] 5. To prepare for this activity. You may wish to make several videos. what did we do or use instead? 3) What could we use today instead? D . If the student had a tube of popular toothpaste. machinery and transportation involved in the book’s production). Be careful to explain that this activity helps us to see the hidden costs involved in our products. but provides each student with an object to examine while asking the same questions in the different categories outlined above. the individuals themselves. from vegetables I purchased at our local food coop. for younger children. Ask students to consider whose life they identify with more.” [Stop for responses.

The Media Foundation has produced The Culture Jammer’s Video which is a series of uncommercials that are both shocking and funny. which is a wonderful resource for articles and parodies of advertisements which will elicit laughter and critical thinking among students. and then either hand out worksheets or discuss the following questions: What were the commercials trying to sell you? How did the commercial attempt to convince you that you needed the product? Are you convinced? Do you really and truly NEED the product? What would life be like without any of the products advertised? Do you ever feel bad that you can’t afford or don’t have certain products? Do you think that might be one of the goals of advertising? Do the commercials make you want to earn lots of money when you grow up so that you can afford more products. interact. the Media Foundation produces Adbusters Magazine. 3. your attractiveness. and enjoy each other’s company. or do you want to do meaningful and enjoyable work that might not pay as well? Does the commercial affect your image of yourself. Show the video to the students. witty. In addition. Ask students to think critically about any commercials they see on television. your being cool or not. laugh. These are excellent for encouraging discussion at the high school level. and to learn to ask themselves these kinds of questions while they are watching TV. dance. Part Five: Closing Guided Imagery Ask students to close their eyes and imagine a world with fewer things and more time to play. entertaining and challenging and which shows the effects of consumer culture on our lives (60 minutes). a “news” program replete with commercials that is shown to millions of students daily in schools. For PDFs of this workbook or other free educator resources.org. your body. visit TeachKind.org). Part Four: Videos Schools for Sale: focuses on the effects of Channel One. 2. Page 56 Sowing Seeds Workbook: A Humane Education Primer . etc. Invite students to make a promise which enlivens the students’ life by using less and participating in life more.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Affluenza: a longer video which is funny.

Ask if any students are willing to share how it feels to be described as only a fraction of who they are. Ask them if they themselves feel discriminated against in any way. Have them include their own perceptions of themselves. since these seem to be the most difficult to recognize in ourselves.” Make sure all students are introduced. visit TeachKind. There are many parts of how we might describe ourselves that we may not have been comfortable sharing with our partners because these are judged too harshly by our culture.” or “This is Jim. Ask all participants to write down a description of themselves. Make sure participants only list the characteristics they are willing to have shared in the classroom. and he is overweight.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and by whom?” Also ask students to think about whether they have any prejudices against certain groups of people. Be sure to help participants with suggestions of positive attributes. C . They are to use their partner’s name and only one attribute that many people would judge or consider negative. and she bites her nails. and to think about where those prejudices might have come from.org.” or “This is Larry.” or “This is Karen. as well as how they might be described by others. The partners will then introduce each other to the entire group in the following way. “H uman R ights” GRADES: 6-Adult TIME: 45-60 minutes MINIMUM REQUIRED MATERIALS: • Paper and pens for all participants • Spectrum Cards • Video Part One . Participants should then pair off. such as “What is prejudice?” “Which groups of people are discriminated against. and with a description that is often considered negative?” E . Ask participants: “What might someone not have been comfortable sharing with their partner?” Sowing Seeds Workbook: A Humane Education Primer Page 57 .Framing the Issues Ask students questions about prejudice. Be sure to emphasize that they share only what is comfortable to them. Ask them to share their description of themselves with their partner. D .Activity: All of Me A . and he has pimples. For PDFs of this workbook or other free educator resources. Give participants examples of how to do the introduction: “This is Sue. B . They should include what they or others might see as both positive and negative. and she can’t dance well. Part Two .org).

racism. ethnicity.) F . being wealthy. but one can still TOLERATE these people and not oppress or victimize them. or which denies rights to gays and lesbians. Ask participants: “Who else in society gets judged by just a small part of who they are?” Ask them if participating in this activity has affected them. being a feminist. being poor.org. having an illness. domestic violence. Ask students to think about how they would feel in such a world. Some topics to consider are: sweatshops.org). diversity and difference are appreciated and welcomed. Finally.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. child abuse. visit TeachKind. or which attempts to convert by frightening people. and whether they might perceive people differently now. For example one might find it difficult to ACCEPT people belonging to a religion which advocates animal sacrifice. Since human rights covers so many issues. while still trying to promote compassion and justice for all. Part Five: Closing Meditation Ask students to close their eyes and to imagine a world in which there is no prejudice. being an abuse victim. abuse of women internationally. an eating disorder. their sexual orientation. and judgments based on people’s actions. Acceptance Is it enough to tolerate others or is our goal to accept others? There is a difference between judgments based on an arbitrary aspect such as skin color or ethnic group. whether they still have the same prejudices. gay & lesbian rights. etc. ask them to consider what they could do in their own lives to help bring about a more just and peaceful world. Part Four: Tolerance vs. Open for discussion. No one is judged on the basis of race. Part Three: Video There are many videos available on human rights issues which you will find in catalogs such as Bullfrog Films and The Video Project. being illiterate. civil rights. (Possibly their religion. For PDFs of this workbook or other free educator resources. being an animal rights activist. Page 58 Sowing Seeds Workbook: A Humane Education Primer . choose a video that discusses a topic which you wish to introduce to the students. etc. religion or any other quality. color. Instead.

• Construction paper. Some participants will be tempted to spend a long time on their mask.” Sowing Seeds Workbook: A Humane Education Primer Page 59 . 2. the council should respond by saying “We hear you [name of being]. After each has spoken again. Ask that they feel themselves turning into this animal or part of nature (they could be a cloud. Call people together and ask all the beings who have come to the council to speak. After each animal speaks. paints. and how they spend their time. and say what their life is like. After giving the students some time to really “become” their being. not during a class period. let the being visit them in their thoughts. rather. or other found objects • Scissors • Glue • Any other art supplies that you have Procedures: This Council of All Beings is modified from the book Thinking Like a Mountain: Toward a Council of All Beings by Joanna Macy. Ask them: “What is happening to me as this being? How do I feel? What is my life like? My days? My nights? My interactions with other beings? With my environment? What do I want? What do I have to say? What would I like to tell people? What wisdom do I have as this being?” Remind them to listen inside for the answers. this time telling the council what is happening to them on this planet now. bring the art supplies into the center of the circle. a mountain. John Seed and Pat Fleming. Remind them not to force themselves to think about a certain animal. What people have done to them. (See page 81. Leading a Council of All Beings YOU’LL NEED: • A quiet place in the woods or in a room where you won’t be disturbed. or bring a small lamp if you will be doing this activity in a classroom the mood really does matter in this activity. and invite the students to open their eyes and SILENTLY make a mask to represent themselves as this being. Arne Naess. so that students know what is going to happen. When everyone is done making their mask. 1.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. form the circle again. 4. Ask them to close their eyes. and let the image of an animal or part of nature come to them. who they are. knowledge. shells. Ask the student to become the being that has visited them in their imaginations.” 7.). and what they would like to say to people. a desert. One by one each being should introduce him. 3. the rest of the group responds by saying “We hear you [name of being]. We highly recommend this book which is available from CCL.org). ask the animals to talk once more. stones. 5. Remind them that the mask is only representative. The group responds by saying “We thank you [name of being]. crayons.org. Invite students to sit or lie down so that they are comfortable. or gifts they have to offer. Ask the beings to each speak again. and give a 5 minute and 1 minute warning for finishing the mask. This book describes a council that happens over many days. sharing what wisdom. The mask does not have to look like the being as long as it feels like it’s representative. Once again. or itself. etc.” 6. a tree. For PDFs of this workbook or other free educator resources.) Explain the entire council before beginning. visit TeachKind. her. Avoid rooms with florescent lights. and what they might teach people willing to listen.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and no promise should be made that can’t be kept. A small promise kept is far better than a big promise broken. visit TeachKind. hopes. invite them to make a promise to change one aspect of their life which hurts their being. When the council is over. Remind each participant that the promises are very serious. know that you are helping animals and the Earth and making the world a better place for all creatures.” 11. 10. ask each participant if they would be willing to meet again. As you leave.org. 8. ask participants to remove their masks one by one. Those who wish to meet again should schedule another time for holding a council of all beings. after each being has spoken for the last time. The council ends when you say something like: “These promises made shall not be broken. Finally. As each of them takes off their mask. and wisdom. You may find that each council becomes easier and more meaningful.org). For PDFs of this workbook or other free educator resources. Many thanks to the beings who have come together today to share their feelings. 12. dreams. 9. Remind yourself that you can save the Earth and end suffering. Page 60 Sowing Seeds Workbook: A Humane Education Primer .

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. If an animal is sentient. It also suggests that you have stimulated the process of critical thinking and encouraged the pursuit of knowledge and truth.consideration of their own interests apart from whether or not they are useful or beneficial to human beings. ideas. 1. Your own answers to students’ questions should reflect your careful research and study of these issues and your own personal style. cause them to suffer. The following questions and answers are a sampling of the kinds of issues that sometimes are raised during presentations. They have been divided into five categories: 1) philosophical and ethical 2) product testing 3) medical research 4) animal agriculture 5) wildlife/environment A sixth category offers suggestions on handling tough classroom situations and questions. Q uestions and &A nswe rs When presenting controversial issues that challenge assumptions and established ways of thinking about the world in which we live. we may ask ourselves: do we have the right to harm them. visit TeachKind. This questioning is wonderful because it suggests that people are getting involved in the process of sorting out their own assumptions. These questions and answers are meant to inform and guide you and not to be used as verbatim responses in the classroom.org). and kill them to satisfy our desires or whims? Do they have the right to be free from human exploitation and harm? Sowing Seeds Workbook: A Humane Education Primer Page 61 . PHILOSOPHICAL AND ETHICAL What do you mean by rights when you talk about animal rights? Non-human animals deserve certain kinds of consideration . For PDFs of this workbook or other free educator resources. you will likely discover that your audience will present you with all kinds of questions and comments. and beliefs.org. able to feel pain and to suffer.

All sentient creatures (whether humans. With some concerted Page 62 Sowing Seeds Workbook: A Humane Education Primer . The animal rights philosophy is not inconsistent with the notion that you may find certain individual lives more important to you than others. Why must we search for a line that divides all forms of life into two groups: those who can be harmed and those who cannot? This type of division starts to occur as a moral shortcut in the pursuit of an ethical code of human conduct. your own child (parent. who would you try to save? The If everyone and everything has a basic right to exist.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. etc. Q uestions and & A nswers. this is a natural instinct. however.org). since our views are constantly changing with the new information we receive. yet this hardly can be justification for inflicting pain on your neighbor’s child. If it is morally objectionable to inflict pain and suffering on one sentient being (e. answer might be that you would try to save your child and then go back to save the your dog. If you were on the same boat with your child and your neighbor’s child. this acknowledgment does not justify abusive treatment of a bird. cows. For instance. Rather than drawing a line that divides and separates. but often it is raised by a question that goes like this: If you were on a boat out at sea with your dog and your child. Another way of thinking about rights is to change the frame of reference from where we draw the line to how we draw the line. then many believe that it is ethical to avoid any act or behavior which intentionally causes other sentient creatures to suffer. there is perhaps a more profound ethical implication to consider in this scenario. continued Isn’t it fair to say that some forms of life. such as human beings. However.org. and the boat capsized. you probably would still rescue your own child first. There are many variations of the comparative worth argument.g. For PDFs of this workbook or other free educator resources. a human). why not draw lines that are inclusive? It is also a good idea to draw the line in pencil. we should use the filter of “necessity” to determine how the ethical person is to behave. as well as a being who has some self awareness. or rats) will make every effort to avoid pain.) is no doubt more important to you than the life of a bird. are more important than others? This is known as the “comparative worth” argument. how is an ethical person supposed to eat or live on this earth? Humanitarian Albert Schweitzer suggested that while it’s impossible to live without causing harm or death to certain organisms. A sentient being is one who has a developed central nervous system and thus the capacity to feel pain. visit TeachKind. Some people use “sentience” as the discriminating factor.

it is a necessary component of human survival to cause harm to plants. However. many simply want to deflect the issue of animals’ rights.” or born into slavery. an Inuit living in the Arctic might depend on the deaths of animals for fur and food. human beings used to be “bred. If you sense that the questioner is simply trying to be argumentative and “difficult” you can answer. Plants also produce the oxygen which sustains all life on Earth. or behaviors of those animals. the more important it is. A loving God surely would be disturbed by the way animals are being abused and destroyed in today’s society. One of the reasons why people might become vegetarian is because they are concerned about plant life. and many feel that this right to life ought to take precedence over the perceived “right” of a human being to be fashionable by wearing a fur coat. effort. Without consuming plants. or that plants should be destroyed without a twinge of moral concern. By way of example. but this did not justify the practice of slave labor. Purpose bred animals should not be denied their rights simply because of the situation of their birth.” Q uestions and & A nswers. they are quite deserving of respect and appreciation. according to Schweitzer’s process of ethical discrimination. For instance. However. In fact. On the contrary. needs. we can learn to distinguish between the truly necessary versus the careless or nonessential actions that cause harm to others.org). Plants alone have the ability to capture and convert the sun’s energy into food. capabilities. When people ask about the rights of plants. Is it okay to use animals for food. I share your commitment. visit TeachKind. While some people may sincerely be concerned about plants.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. “It’s terrific that you’re concerned about plants. Learning to respect the rights of non-human beings is not so much a simple formula as it is a process and an unfolding that leads down a path of compassion and reverence for life. the word dominion in the bible is meant to convey stewardship. this does not imply that plant life is trivial and unimportant. or experiments if they were bred for that purpose? Breeding animals for a specific purpose does not change the basic instincts. they are often trying to trivialize the issues. Eating animals consumes many more plants than eating plants directly since animals waste most of the plant energy they are fed before it is converted to flesh. since plants are so unique and essential in their capacity to support all life on earth. Isn’t it true that God put the animals here for us to use and gave us dominion over them? Dominion is not the same as exploitation or tyranny. fur. What about the rights of plants? Plants are the source of food and energy for all animals. continued What about cases of conflicting rights between humans and animals? The more vital the right.org. the more trivial rights can be considered less important. For PDFs of this workbook or other free educator resources. Sowing Seeds Workbook: A Humane Education Primer Page 63 . we could not survive. Thus. Conflicting rights often need to be worked out on a case by case basis. the right of fur-bearing animals not to suffer and die is vital to those animals in a profound sense. which is more trivial.

Centers for Disease Control have identified the relative importance of four main factors which determine the status of our heath: lifestyle (51%).org. I support animal experimentation. The U. In fact. and in whatever form we find it. Animal experimentation and other efforts which focus on medical intervention are not the essential ingredients which will help us live long and healthy lives. The medical establishment and the animal experimentation community have made a concerted effort to convince the public that we must choose between saving human lives and saving animal lives. not only between nonhuman and human animals. Page 64 Sowing Seeds Workbook: A Humane Education Primer . these are choices that mislead the public. MEDICAL EXPERIMENTATION I love animals. PRODUCT TESTING Don’t we need to test cosmetics and other consumer products on animals to make sure that humans are not exposed to harmful products? Animal testing is not intended to keep dangerous products off the market.g. apart from ethical concerns. It is often the case that those people who are working on behalf of animals are the same people who are working for human rights. wherever. but also between closely related species such as rats and mice. The implication is that either animals must be harmed or else the quality of human health will seriously deteriorate. and cruelty to animals is one of them. Because test results are highly variable. and medical intervention 2.. Helping animals does not preclude helping humans. drain cleaner. For PDFs of this workbook or other free educator resources. but rather a conscious effort to alleviate all types of exploitation and suffering. Due to differences in physiology.org). Q uestions and & A nswers. by not eating them) helps humans as well (e.. Products which are lethal to animals (such as bleach.g. by freeing resources and keeping people healthier). and cause millions of animals to suffer incredible pain inside research laboratories each year in the United States. species respond differently to the same test substances.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.S. waste billions of our healthcare dollars annually. physical environment (20%). product testing on animals produces unreliable and misleading information that fails to protect the public. The problem with animal tests. continued How can you be concerned with animal rights when there are many urgent human problems that need to be addressed to alleviate human suffering? There are very serious problems in the world that deserve our attention. visit TeachKind. If products are not tested on animals. 3. how will we know if they are safe? This question assumes that animal tests are a reliable source of information regarding the safety or potential dangers of consumer products. is that test results are difficult to extrapolate from one species to the next. Extending our compassion is not a sequential undertaking that starts with human beings. grossly distort and exaggerate the value of animal research. and other corrosive substances) are routinely manufactured and sold for public use. It would surely be unwise to decide that all human problems must be resolved before we attempt to prevent animal cruelty and abuse. and in many circumstances the choice to help animals (e. heredity (19%). but if it’s a choice between animal experiments that will save human lives and protecting the lives of animals.

heart disease is relatively rare. refers to the foods we eat. to name a few.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Don’t we need to test drugs on animals before trying them on people? Of course drugs must be screened in some way before being used by humans. Animal research gobbles up the lion’s share of public health care dollars and grabs the headlines with promises of new cures. For PDFs of this workbook or other free educator resources. Only seven of 19 known human oral carcinogens were identified using the standard National Cancer Institute animal testing protocol. In addition. the National Cancer Institute discontinued its protocol of screening potential anti-cancer agents on leukemic mice. medical historians have revealed that these infectious diseases had declined by 90% before the introduction of vaccines and other forms of Q uestions and & A nswers. which increased resistance to disease. Page 65 Sowing Seeds Workbook: A Humane Education Primer . and sanitation measures. as well as literacy campaigns which enabled better education about improved hygiene. the decline in mortality rates for the major infectious diseases was due to the development of public health measures such as clean water supplies. One of the leading toxicologists from the World Health Organization (WHO) has shown that only three of the 45 most common drug side effects might be predicted using animal tests. scarlet fever. lifestyle. Actually. smallpox. In the United States. Preventive measures and public education continue to be the best investment in human health. heart disease is the number one killer. (10%). yet in other countries where people primarily eat a vegetarian diet with only 15% total calories from fat. In 1986. But isn’t it true that our increased life expectancy during the twentieth century is due to animal experimentation? The historical value of animal experimentation is considerably less than that claimed by the research community and has been magnified out of proportion by proponents of animal experimentation.org.vitro testing on more than 100 different types of human cancer cells. and diphtheria. While some researchers cite this decline as evidence of the importance of animal experimentation. the National Cancer Institute estimates that up to 80% of all cancers are attributable to dietary factors and the use of tobacco. and our consumption or use of alcohol. and improved nutrition. but that doesn’t mean that animal testing constitutes reliable screening. continued medical intervention for which animal researchers have claimed credit. how much exercise or stress we have in our daily routines. yet are sorely ignored and poorly funded. better sanitation. visit TeachKind.org). health. replacing it with in. where animal products contribute high levels of fat and cholesterol to the average person’s diet. and other drugs. The most important factor. cigarettes. The increase in life expectancy since the beginning of this century can be attributed primarily to the decline of infectious diseases such as tuberculosis.

For example. In addition. If animal experimentation is a poor research model.org). what non-animal methods can be used instead? Many modern techniques exist which permit the safe and direct study of human illness and promote the development of effective treatments. visit TeachKind. Yet more often than not. nauseated. are far more important than animal tests in the effort to ensure the safety of drugs. Animal tests are often a poor indicator of how a drug will affect people. Animal experimentation not only yields inaccurate information. animal experiments which supposedly were the basis of a medical discovery or “breakthrough” can more accurately be described as a verification of knowledge that came from human clinical studies. even though studies of human populations and lung cancer patients (called epidemiology and clinical research respectively) had already confirmed that people who smoke have a much higher incidence of lung cancer. or relabeled. The important question to ask is not “Has animal experimentation ever helped people?” but rather. An estimated one in seven hospital beds is taken up by patients under treatment for iatrogenic. animals cannot tell us if a drug makes them dizzy. this is hardly surprising given the billions of dollars invested annually in this method.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. or drug-induced. For PDFs of this workbook or other free educator resources. etc. along with vigilant post-market surveillance after a drug is made available to the public. Page 66 Sowing Seeds Workbook: A Humane Education Primer . kills cats and causes birth defects in dogs and rodents. depressed. diseases. These non-animal methods include tissue and Clinical trials. penicillin saves humans but kills guinea pigs. improved research strategies. Are you saying that animal experimentation has never helped people? Many claims are made about the value of animal experimentation. Q uestions and & A nswers. Conflicting results from animal studies regarding the relationship between smoking and lung cancer delayed health warnings for several years. not simply an animal protection issue. and drug treatment facilities could save many lives. “Are we spending our research dollars wisely when we devote so many funds to animal experiments in lieu of clinical and epidemiological studies with human populations?” Resources invested in more valid research technologies. over half of all drugs approved by the FDA between 1976-1985 had to be recalled permanently. continued Because animal tests fail to predict most side effects.S. Thus. preventive health programs. fearful. forgetful.org. aspirin. while generally safe for humans. While it is true that a fraction of animal experimentation has produced useful information. General Accounting Office (GAO). it actually can be an impediment to medical progress and obscure the dangers of certain substances. the animal experimentation debate remains a critical public health concern. according to the U. due to adverse reactions (including death) in human beings.

and computer models. but what about a million rats? Five thousand dogs? Twenty thousand monkeys? For that matter.” The question is intended to explore the comparative value or importance of rats versus human beings. imaging techniques (PET scans. available from The American AntiVivisection Society. yet as medical writer Stephen Tiger has pointed out: “There is no way to measure animal pain and death against human health (even if the claimed benefit to human health were real). epidemiological studies. immunology. to save one human life? In the absence of any quantifiable standard. The question raised above presents an absurd moral proposition equivalent to asking: “Would you kill one dog if you could create world peace? or for that matter one person?” Maybe the answer to the theoretical question would be “yes. It might sound like a reasonable trade-off to kill one rat to save a human being.” Scientifically. pp. toxicology.” but fortunately in the real world. vaccine production and other areas). for example. sophisticated simulation techniques. At nearly all medical schools which still use animals. to train medical students? The use of animals to train medical students can hardly be considered “essential” when one quarter of all the medical schools in the United States do not include animal labs in their course of study. There is no situation in the past or present (and none imaginable in the future) where a choice such as the one posed here was even a remote possibility. Questions such as the one posed here attempt to define how many animal lives equal one human life.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. organ cultures (used in cancer and virus research. Sowing Seeds Workbook: A Humane Education Primer Page 67 . continued deaths. the road to human health and world peace does not have to be paved with the bodies of dead beings. human clinical trials and case reports. For PDFs of this workbook or other free educator resources. autopsy studies. interactive videodisks.org. Isn’t it necessary to use animals in education. Exactly where is the line that defines the numbers and species of animals that may be killed. the notion of killing ten experimental rats to save one person is a hypothetical issue not grounded in reality.org). and how much they can suffer. there is no way to apply this supposedly utilitarian cost/benefit formula. and students may choose non-animal alternatives such as human tissue studies. (For a more complete description of nonanimal methods. computer models. see Animals in Society by Zoe Weil [Appendix A. and MRIs which are non-invasive procedures that generate visual images of the body’s interior). and computerized post-market surveillance of drugs.) Would you support an experiment on ten rats if it could save one life? It’s worth noting that this question can be viewed as a variation on the theme of “comparative worth. CAT scans. would it be acceptable to kill all the animals on earth to save one human life? And how do you measure their suffering before counting up their Q uestions and & A nswers. participation in animal labs is optional. visit TeachKind. 98-99] or the In Focus Series by Robert Sharpe. genetic engineering.

If we begin to use baboons and other animals for organ transplants. no matter how painful or frivolous. we may unwittingly introduce new fatal diseases into the human population. xenotransplantation includes frightening risks. There are no federal laws that restrict or govern the use of animals in research experiments. Florida. into spare parts for human use. sentient animals. The staggering financial cost of a recent liver transplant operation from a baboon to a human being Page 68 Sowing Seeds Workbook: A Humane Education Primer .org). Q uestions and & A nswers. human to human organ transplants offer the best prospects for success. would we likewise agree that if higher.S. more powerful life forms from space were to discover human beings on earth. a more effective response to this human health concern would be to focus on 1) preventive measures which would decrease the demand for organ transplants. and none of the patients who would have otherwise died shortly has regained her or his health or survived more than six months. Since the most important consideration in any transplant operation is to minimize the complications caused by immune system rejection of the donated organ. and 2) a comprehensive educational campaign to increase the number of human organ donors.000) represents a waste of precious healthcare dollars in pursuit of a flawed medical procedure which repeatedly has failed to produce results or improve the quality of healthcare in the U. Many scientists believe that HIV originated in monkeys and chimpanzees. increasing numbers of students are raising objections to the practice of dissection as an instructional approach in biology classes. At the high school level.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. If we accept the proposition that it is ethically permissible for human beings to take a baboon’s liver. Four states (California. State anti-cruelty statutes specifically exclude animals in laboratories and thus create a double standard: there are legal guidelines for the general public regarding what constitutes cruelty to animals. From an ethical perspective. or other organ to be used in a human transplant operation? There are both ethical and scientific concerns regarding xenotransplants (animal to human organ transplants). in whom it was not a deadly virus. they would have every right to kill us for our hearts. animal to human organ transplants have a miserable track record filled with human suffering.S. false promises. and brains? Apart from the ethical considerations. Don’t the Animal Welfare Act and other laws protect animals in research laboratories? There is no animal experiment. There have been close to 40 animal to human organ transplants since 1905. visit TeachKind. For PDFs of this workbook or other free educator resources. Other species.org. especially other primate species. but none for animal experimenters. New York. harbor diseases and viruses that can cross species lines. continued (in excess of $300. which is against the law in the U. this type of operation transforms intelligent. Would you support taking an animal’s heart. liver. Rather than devote financial and human resources to cross-species transplants. lungs. and wasted resources. and Pennsylvania) have enacted legislation which guarantees that students will have the right to choose non-animal methods in place of dissection. and crossed the species barrier to become a deadly human virus. In addition. with the exception of one AIDS patient who received a bone marrow transplant from a baboon. such as baboons and pigs.

In the United States. and replace them with a balanced diet of grains. the USDA has excluded rats. Animal products contain high levels of cholesterol and Sowing Seeds Workbook: A Humane Education Primer Page 69 .S. it can save lives. To reduce our health risk it’s imperative to minimize or eliminate consumption of animal products. 4. sanitation. This link between diet and disease has been reaffirmed by the American Heart Association. and the U.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. continued saturated fat. oils. Not only can a vegetarian/vegan diet be perfectly balanced. is a recipe for heart disease. Although the AWA mandates Institutional Animal Care and Use Committees (IACUCs) at research institutions to review experimental protocols. feeding. and shelter requirements for certain animals. The AWA does not regulate what may (or may not) be done to animals during an experiment. heart disease disappears almost completely. with its heavy emphasis on meat and dairy products. they are largely rubber stamp committees. ANIMAL AGRICULTURE I’ve always heard that it’s important to eat a balanced diet. Q uestions and & A nswers. vegetables.org. where fat comprises 3040% or more of total daily calories. watering. Although the AWA encourages the use of analgesics and anesthesia. stroke. a balanced vegetarian diet easily supplies all the protein our bodies need as long as we consume enough calories and eat a variety of plant foods.org). and other fatty foods. In terms of protein. and cancer. In effect. and birds (which comprise 85-90% of all animals used in experimentation) from even the minimal protection afforded by law. Surgeon General. but too much. For PDFs of this workbook or other free educator resources. and prostate. the government agency authorized to inspect animal laboratories. failed to inspect half of all research facilities in New York and California during a one year period. which have been identified as significant contributing factors in the onset of circulatory diseases (heart attacks and strokes) and cancers of the breast. according to a report filed by the General Accounting Office. Department of Agriculture (USDA). these committees are comprised primarily of animal experimenters and their supporters. How can people on a vegetarian diet get what they need in order to be healthy? The traditional American diet. and this excess protein in the diet often results in adverse health effects. The U. The average American consumes about twice the recommended amount of protein. A recent major study coordinated by Cornell University and the Peoples Republic of China revealed that when people consume only 15% fat in their diet. The problem which most people face is not too little protein. mice. close to half of all Americans die from heart disease and stroke.S. the National Cancer Institute. colon. In addition. and fruits. their use ultimately remains at the discretion of the experimenter. visit TeachKind. The Animal Welfare Act (AWA) is a “housekeeping” measure that only addresses housing. legumes (beans and peas).

While a lowfat diet (15% fat) can help prevent heart disease and various forms of cancer. visit TeachKind. infants who drink only cow’s milk run the risk of iron deficiency because cow’s milk is so low in iron that a child would have to drink 31 quarts each day to get the recommended daily allowance of 15 mg of iron.. if you happen to be a calf. Additionally. Q uestions and & A nswers. not science. Studies have shown that in countries where protein intake is high. thus presenting additional health concerns. and after that “the preferable thing to do is to forget about milk altogether. cow’s milk and other dairy products are high in saturated fat and cholesterol. Dr.” The American Academy of Pediatrics has recommended that children under the age of one should not be given whole cow’s milk because it may cause blood loss from the intestines. continued High protein diets based on meat and dairy products place an added burden on the kidneys and also lead to calcium loss from the body.” Aren’t dairy products necessary for a healthy diet? Cow’s milk is nature’s perfect food. whole cow’s milk is 49% fat. drinking the mammary secretions of another species. Human beings are the only species which drinks milk beyond infancy or drinks the milk of another species. Benjamin Spock has stated that infants up to the age of two should receive human breast milk. In addition.org. Even so-called “2% milk” is 35% fat (it’s only 2% fat by weight. researchers noted that the addition of meat to the diet caused subjects to excrete more calcium in their urine. Page 70 Sowing Seeds Workbook: A Humane Education Primer . The dairy industry has spent a good deal of money trying to convince us otherwise.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. I’ve always heard that milk is “nature’s perfect food. and their milk mustache ad campaign has cost millions of dollars. the incidence of hip fracture and osteoporosis is also much higher than in countries where people eat a lower protein diet..org). For PDFs of this workbook or other free educator resources. As early as 1920. especially beyond infancy. but their nutritional information is an advertisement. is not natural. When you think about it. a misleading calculation). and is not a public service announcement.

Farmers care about their animals. however well-treated.” and “slaughter” can never be reconciled without undermining the true spirit and meaning of compassion for animals. To prevent the hens from pecking each other to death under these extreme conditions. If people raise animals with care. some might contend that the words “love. While there are small farmers who attempt to provide some of the basic comforts which their animals need and deserve. continued the spread of illness in confinement. without any painkillers or anesthesia. deprivation. we are better off from a nutritional. The economic hard times endured by small farmers is a direct result of the growth of the agribusiness industry. which is comprised of large powerful corporations which dominate and reap huge profits from animal agriculture. not animal welfare. thereby producing their “product” (animals) at the lowest possible cost and driving smaller farmers. Animals aren’t killed for eggs or milk. Ultimately. and then slaughter them humanely. Sowing Seeds Workbook: A Humane Education Primer Page 71 . For example. animals killed in the wild by natural predators are not subjected to the severe confinement. If people start to follow a vegetarian diet. For PDFs of this workbook or other free educator resources. The vast majority of egg-laying hens are crammed into cages so small they cannot even stretch a wing. and abuse which precedes the slaughter of the vast majority of the billions of domestic farm animals killed each year for human consumption. since the economic loss of even 20% is more profitable than providing space and suitable conditions for the birds. Their goal is to produce the greatest number of animals at the lowest possible cost. it’s going to drive the small family farms out of business. factory farmers prefer to raise many thousands in confinement.org). so what’s the problem with eating these foods? Sadly. the truth of the matter is that the vast majority of farm animals are raised under abusive conditions characterized by severe confinement and deprivation. while they spend their entire lives (1-2 years on average) trying to maintain their balance on the tilted wire. Far from being compelled to eat animals to survive. who can’t compete. although only after they have been “used up” in factory farms. Large agribusiness corporations are concerned with the bottom line. After all.” “humane. and love. out of business. a significant percentage of egg-laying hens and broiler chickens (between 5-20%) die before they are sent to slaughter due to the horrendous conditions and Q uestions and & A nswers. is that okay? This is a decision that each person must address on his or her own. visit TeachKind. Rather than improve conditions and allow these animals a humane life in a barnyard. and economic standpoint eating a plant-based diet. which permits their eggs to roll down onto a conveyor belt. In addition. only to please our taste buds. environmental. so why shouldn’t we? Most of the animals who kill for food do so for survival. These large corporations have instituted a “factory” approach to raising animals for food.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Animals kill other animals for food. hens and cows who are bred and raised for their eggs and milk are killed.org. the animals are their source of income and need proper care. however. the question which we must each decide is whether it is ethical to kill animals. concern. factory farmers slice off 1/2 to 2/3rds of their beaks with a hot blade. They stand on a sloped wire cage bottom.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. If the calf is male. and are fed a diet deficient in iron so that their flesh remains pale. at which time they are sent to slaughter. and mobility. Cows are also bred.org. and pigs at any given time in the United States is strictly a matter of supply and demand. For PDFs of this workbook or other free educator resources. In America. Once production declines. the hens usually produce eggs again. As for cows. The current abundance of farm animals is a direct consequence of the demand for animal foods. The mother cows may bellow out for days when their young are taken from them. After a molt.org). Hens may endure several forced molts before their bodies can no longer produce eggs. he will likely be sold for veal production. Normally. in order to produce milk a cow must give birth. They are deprived of exercise. engineered. the calf is usually taken from the mother at 1-2 days old. and often given growth hormones in order to increase their milk production. In today’s dairies. A large percentage of veal calves are chained at the neck in stalls so small they are unable to take more than a single step forward and back. milk per day for her calf. we’ll be overrun with millions of chickens. They are deprived of food and water for several days so that their bodies are shocked into molting their feathers. grass. the hens are forcemolted. visit TeachKind. If the demand for these products decreased. we breed and engineer cows to produce 70-100 pounds of milk per day. and pigs! The number of domestic chickens. cows are slaughtered and wind up as hamburger or pet food. If people stop eating animals. a cow would produce approximately 7 pounds of Page 72 Sowing Seeds Workbook: A Humane Education Primer . cows. Q uestions and & A nswers. fresh air. cows. If the calf is female she will be raised to be a dairy cow like her mother. The result is that half of the cows in the United States suffer from mastitis. a painful udder infection. continued When egg production wanes. there also would be a subsequent decrease in the breeding and supply of farm animals.

visit TeachKind. bears. prairie dogs. promoting the general health of the herd. They also manipulate the environment to promoted lowgrowing plants on which the deer feed. starvation is likely to kill weak. by itself. the ADC has instead used its mandate to authorize hunters and trappers to kill millions of birds. beavers. Many wild animals depend upon the starvation of deer in winter in order to survive. government agencies which interfere with and manipulate habitat and wildlife populations. is not a moral barometer. sport hunters. and the supposed need to control the size of the deer herd through sport hunting. Wildlife agencies cater to the interests of hunters. In order to keep populations of deer up. Starving to death may be miserable. The primary reason why the balance of nature needs to be restored is that sport hunters and government wildlife agencies have conducted a war on wildlife to eliminate natural predators. are deer. mountain lions. The balance of nature has been seriously disturbed by wildlife managers. and sick animals. and occasional predators. continued permit the killing of more males than females to guarantee more offspring come springtime. there is a need for humans to hunt to restore the balance of nature. and Q uestions and & A nswers. and we should be prepared to engage in a more critical form of analysis before deciding whether or not it is acceptable to harm or kill others. old. Should we attempt to justify our current actions simply on the basis of established practice? This same approach was used to justify slave labor and to deny women the right to vote. 5. For PDFs of this workbook or other free educator resources. raccoons. less than two percent. Isn’t it necessary to hunt animals to keep them from overpopulating their environment? When people talk about “overpopulation.org.S. gophers. What about the deer? Isn’t it more humane to shoot a deer rather than have them starve to death over the winter months when food is less plentiful? Part of the reason why there are so many deer is because hunters want to kill them. such as mountain lions and bobcats and.org). only an estimated 3-4 million. as well as the destruction of wildlife habitat by a growing human population.. Humans have hunted and killed wild animals for thousands of years. Hunting works in reverse. Tradition. Since more than 98% of the animals killed by hunters are species other than deer. In addition. Out of the 200 million animals killed by hunters each year in the U. and wildlife managers are actually paid through the revenues generated by the sale of deer hunting licenses. coyotes. such as bears and coyotes. squirrels.” in almost every case they are referring specifically to deer. since hunters usually aim for the biggest and healthiest animals. but it is a natural process which guarantees life to other animals.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.WILDLIFE/ENVIRONMENT/HUNTING Hunting animals is a time-honored tradition. which is financed by taxpayers’ money at a cost of $30 million per year. Page 73 Sowing Seeds Workbook: A Humane Education Primer . it is hardly convincing to suggest that a general defense of hunting be based on a perceived need to prevent deer overpopulation. and other animals. A case in point is the federal Animal Damage Control (ADC) program. Rather than providing financial assistance and non-lethal intervention to assist ranchers and property owners who have experienced losses due to wildlife. Fish and Game departments allow the hunting of primary predators. deer. Deer are managed so that their numbers will remain extremely high. Since there are few remaining natural predators.

org). impaled by arrows and slowly bleeding and suffering. Bow hunters often Page 74 Sowing Seeds Workbook: A Humane Education Primer . However. They may kill one wild animal during the year (which they may or may not eat).8 million. Isn’t it better to kill and eat wild animals than to go to the supermarket to buy a package of meat that came from an animal who was confined. but fail to kill their targets. yet total confirmed losses suffered by property owners and the livestock industry amounted to only $6. but their diets are primarily comprised of animal meats from factory farms and supermarket shelves. Q uestions and & A nswers. and coyotes. If we are truly concerned with the balance of nature. deprived of freedom. because the so-called “game” species such as deer are of paramount importance to wildlife managers and government wildlife agencies (who derive their revenues from the sale of hunting licenses). In 1988. If we sincerely wish to reduce the level of human and non-human animal suffering and death. the ADC spent $28 million to run its program. wildlife officials continue to sanction and participate in the killing of hundreds of thousands of predators such as mountain lions. leaving a wounded deer to carry on until their death. strike. visit TeachKind.org. our choices are not limited to the consumption of either wild or domestic animals. which means that they are not replacing supermarket meats with wild animals as the basis of their diet.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Yet. continued The remarkable irony of the ADC is that the funds required to operate this program far exceed the actual damage caused by wildlife. wolves. For PDFs of this workbook or other free educator resources. We can choose a vegan diet. and then killed? Certainly it is true that most animals killed by humans in the wild endure less suffering than domestic farm animals who are raised under conditions of severe confinement and deprivation their whole lives. It’s important to realize that an estimated 98% of the sport hunters in the United States are not subsistence hunters. this is not always the case. the best solution would be to protect large natural predators and promote the health of the entire ecosystem instead of focusing on producing the maximum number of “game” animals as targets for sport hunters.

This boy may enjoy hunting with his dad. The majority of people in this country enjoy some form of recreational hunting. you and the class could generate a third list of things that could be done outdoors which would achieve some of the things people like about hunting without actually wounding or killing an animal. National Wildlife Refuges. special care should be taken in responding. Sport hunting accidents result in an average of 200 human deaths each year. In 1988. For PDFs of this workbook or other free educator resources. with an additional 1. and he should not be shamed or blamed. Sport hunters are legally entitled to hunt on private property. When brought to trial. By asking him questions such as “tell me what you think?” and asking for other students’ responses. now permit hunting in 259 of the nation’s 452 refuges. Even U. visit TeachKind.org. continued You might make two lists on the blackboard as the students share their thoughts: 1) things some people like about hunting 2) things some people don’t like about hunting Finally.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. and the only way that citizens can prevent hunters from endangering their lives and families is by posting signs around the entire perimeter of their land. It is unreasonable to minimize or eliminate hunting when it’s a highly popular American sport! In fact. 6. yet wildlife in the U. To create an open and non-judgmental atmosphere in which to discuss this issue. Hunting is also a deadly and dangerous “sport” for humans. established in 1903 as “inviolate sanctuaries” for wildlife. Q&u e s t i o n s a n d A nswers. he was acquitted.S. Because this is a fifth grade boy in a rural setting.org). you may prefer to hold out on telling the students Sowing Seeds Workbook: A Humane Education Primer Page 75 . not facts. Are you a vegetarian?” asked by a high school girl at the end of a program on product testing. Only about seven percent of Americans are hunters.500 injuries reported. If you have completed your lesson and have a little extra time you may want to spend a few minutes on this question as it is a wonderful invitation to delve into a core animal rights issue. HANDLING SENSITIVE CLASSROOM SITUATIONS “Is hunting bad?” asked by a 5th grade boy in a rural area in the middle of a program on the environment. a woman was shot to death in her backyard by a hunter who mistakenly identified the woman’s white mittens for a white-tailed deer. the vast majority of people in the United States don’t hunt. and whether she thinks you are a vegetarian or not.S. you allow an exchange of ideas and critical thinking. is almost exclusively regulated by those who hunt or support hunting. It is crucial to point out that this question asks for a moral judgment and an opinion. You may start by asking the girl why she asked the question.

some information on a vegetarian/vegan diet. you can ask the class to define what vegetarian and vegan mean and ask if they know people who choose such diets. In the meantime. Q uestions and & A nswers. How did they feel? Ask the original student what their uncle might have been feeling at the time he kicked the dog. If you don’t have much time you may want to say something like. “My uncle beat the dog last night because she peed on the rug” comments a 3rd grade girl. Ask other students if they have ever observed animals being mistreated. and anyone else who is interested. Thus the class. I’ve decided that a vegetarian/vegan diet works best for me. and the possible.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. but also because it reflects my concern for humans and non-human animals and the environment. and the environment. Because we don’t have much time right now. visit TeachKind. with your help. For PDFs of this workbook or other free educator resources. teacher. As a result. not only from a health standpoint.” Page 76 Sowing Seeds Workbook: A Humane Education Primer . It is always worth taking the time to address the issue of animal abuse. and why they do. This is one of the most sensitive and important classroom situations you are likely to be confronted with. you and your teacher may decide to have me visit your school again so we can spend a whole class period discussing food choices and how they affect your health. continued about your personal diet until the end of the discussion. and I can give you. “Over the years. or humane society representative about the abusive incident. I’ve found out a lot of different things about diet and health. and why some people refuse to eat meat. related issue of child abuse. It may be unsafe for a young person to personally intervene on behalf of an animal being abused. Perhaps if you’re really interested. why don’t we talk after class. How do you think the dog felt? Are there other ways to encourage dogs to behave appropriately? You might conclude with a discussion of what people can do if they are aware of animal abuse. You might begin by asking the student how she felt about the abuse. The safest and perhaps the most effective form of action would be to tell a family member. You might ask the class why some people eat meat. police officer.org.org). will quickly generate most of the reasons for becoming a vegetarian. animals. You can then confirm that you are vegetarian or vegan and give them some materials on vegetarianism. and perhaps more hidden.

visit TeachKind. and invite her/him to observe your next program. Q uestions and & A nswers. comments. How do you respond? When the video is over. An elementary principal stops you in the hall between programs and says. After the principal has had a chance to air all concerns. For PDFs of this workbook or other free educator resources. tears.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Sowing Seeds Workbook: A Humane Education Primer Page 77 . It is probably wise not to address these students directly as their behavior is likely to escalate if put on the spot. A group of 9th grade boys laugh at a poignant or violent moment in a video. or any difficult situations which you’ve encountered. and laughter are all possible. make a special effort to talk to the student who witnessed the abuse. shutting down. A nice way to address the boys’ laughter during the film is to say that everyone has different ways of responding to emotional situations. and feelings regarding what they just saw. sadness. conduct the normal follow-up discussion. Likewise. or which you might have. please do not hesitate to contact us for our advice or suggestions. some people may cry or become depressed at situations which are joyful for most people such as a wedding or the birth of a baby.org).” you might want to tell of a time when you laughed or made a joke when everyone seemed quite sad. and make sure the teacher is aware of the situation. After the class is over. explain the goal of your program. especially if the perpetrator is a family member. Anger. Ask for students’ questions. We also welcome your suggestions and ideas for responding to tough questions and sensitive situations. What are you doing here?” Thank the principal for her/his interest in your program and allow the principal to express any concerns more fully. fear.org. anxiety. As another example of “gallows humor. describe the presentation and its purpose. continued If there are any other questions which students have asked you. “I hear you have been talking to the kids about animal rights.

org.org). visit TeachKind. For PDFs of this workbook or other free educator resources.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Page 78 Sowing Seeds Workbook: A Humane Education Primer .

P.) Bullfrog Films. Box 150.org www. see below.com People for the Ethical Treatment of Animal (PETA).org Affluenza The Culture Jammer’s Video National Geographic Education Services. Box 149.fund.org Britches Cheap Tricks Don’t Kill the Animals Exporting Cruelty Unnecessary Fuss Inside Biosearch Classroom Cut-Ups Their Future in Your Hands Sowing Seeds Workbook: A Humane Education Primer Page 79 . RESOURCES VIDEOS (The Center for Compassionate Living sells Diet for A New America and Food Without Fear. 123. P.org The Downside of Livestock Marketing Humane Slaughter? Focus on Animals. NY 10019.. Oley. Phone: (415) 775-4636 Fax: (415) 921-1302. VA 22603. Inc. For other videos. NY 14891. 501 Front St.org. 7th Ave. 200 West 57th St. Phone: (215) 779-8226 Fax: (610) 370-1978 e-mail: bullfrog@bullfrogfilms.O.org EarthViews. Vancouver.. Norfolk. Fort Mason Center. Box 47053. and Organizations to Contact for More Information Jawasin Productions. 300 Broadway.. 1243 W.com Earth Island Journal. CANADA Phone/Fax: (604) 688-9787 e-mail: jawasin@portal. Building E.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.. Watkins Glen.com Pity the Pilot Whale Farm Sanctuary.adbusters.O. Suite #28. Phone: (415) 7888123 ext.O.org).org What’s Wrong With Hunting? Videos. Winchester.nationalgeographic. Phone: (607) 583-2225. Fax: (607) 5832041.O. www. Phone: (800) 3682728 (Washington). CANADA Phone: (604) 736-9401. 534 Redbud Rd. Des Moines. Box 10597.ca A Cow at my Table The Media Foundation. San Francisco.. P. NY. V6G 3E1.earthisland. Flying Eye Productions.PETA-online. Phone: (540) 665-2827 Kiss the Animals Goodbye Fund For Animals. BC. P. Fax: (515) 362-3366 (Iowa) www. VA 23510 Phone: (800) 483-4366. Books. e-mail: delphinus@aol. BC.farmsanctuary. San Francisco. Fax: (415) 788-7324 www. IA 50340. PA 19547 Phone: (800) 543-FROG. CA 94123. Fax: (604) 737-6021 e-mail: adbusters@adbusters. Vancouver. Fax: (757) 622-0457 www. For PDFs of this workbook or other free educator resources. VGH IB7. CA 94133-3312. Phone: (301) 585-2591 (Maryland) Phone: (212) 246-2096 (New York) www. Denman Place Postal Outlet. visit TeachKind. Periodicals.

Philadelphia. 4527 Springfield Ave. 1996) Beyond the Limits: Confronting Global Collapse Envisioning a Sustainable Future.org Pity the Pilot Whale Where Have All the Dolphins Gone? World War III/Jam Packed Zero Population Growth 1400 16th St. Pyramid Film and Video. Cedar Cove.zpg. 1991) Beyond Animal Rights. NW. Ben Lomond.. 1988) Deep Ecology.pyramidmedia. Fax: (202) 332-2302 www. England. NY. John Robbins (Stillpoint Publishing. edited by Bender and Leone (Greenhaven Press. Dr. Layton. Phone: (800) 4-PLANET (408) 336-0160.. CA 92198-9009. Inc.O. Zoe Weil (Animalearn. NH 03608.. VT 05001. NY 10036. WV 24945. Phone: (800) 421-2304 Fax: (310) 453-9083.O. edited by Adams & Donovan (Continuum Publishing Company. Sheehan and Waidner (Council Oak Books. San Diego. Box 428. David Selby (Trentham Books Limited. a division of American Anti-Vivisection Society. NY 10019..org). NY.. NY. Mason & Singer (Crown Publishers. www. a division of Bantam. Call or e-mail us at (207) 667-1025. Meadows. Tulsa. #320. 1995) BOOKS AVAILABLE FROM CCL This list is updated regularly as we acquire new titles. Peter Singer (Avon Books. 801 Old York Road. Box 1048. 201 East 50th St. Box 289009. UT 84041. For PDFs of this workbook or other free educator resources. Robert Sharpe (Thorsons Publishers Limited. OK 74120.. 200 Estates Drive. NY.O. the Environment and Your Health.org www. 1994) Earth Education: A New Beginning. Suite 204 Noble Plaza. Steve Van Matre (The Institute for Earth Education. NY 10014. visit TeachKind. P. White River Junction. 1990) EarthKind: A Teachers’ Handbook on Humane Education.videoproject. 1350 Avenue of the Americas. John Gatto (New Society Publishers. Box 667.O.com The Power of Compassion The Video Project. Box 640 Walpole. 1985) Diet for A New America. Neil Postman (Penguin Books USA Inc. 1996) Page 80 Sowing Seeds Workbook: A Humane Education Primer . 1992) The Cruel Deception. Dell Publishing. CA 95005. London. NY 10022. 375 Hudson St. Doubleday. 1990) Animal Rights: Opposing Viewpoints. Santa Monica.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Meadows & Randers (Chelsea Green Publishing Company. PA 19143) EarthChild 2000: Earth Science for Young Children. Jenkintown. 1990) Backlash: The Undeclared War Against American Women.org World Population Animals in Society. NY. 370 Lexington Ave. ccl@acadia. P. 1990) (available on loan only) Animal Liberation. Susan Faludi (Anchor Books. PA 19046-1685. Amusing Ourselves to Death. P. NY 10017. CA 90406.org. 1987) Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. P. 1540 Broadway. Washington. Fax: (408) 336-2168 e-mail: videoproject@videoproject. 1986) Animal Factories: What the Agribusiness is Doing to the Family Farm. DC 20036 Phone: (202) 332-2200. Bill Devall and George Sessions (Peregrine Smith Book. Greenville.net for our most current list.

Suite 300. 19 Union Square West. 801 Old York Road. 1540 Broadway. Meat Industry. 730 Polk St. Daniel Quinn (Bantam Books. 1992) Mad Cowboy: Plain Truth From the Cattle Rancher Who Won’t Eat Meat. 1230 Avenue of the Americas. Wanda Vassallo (Betterway Books & F&W Publications. 1718 Connecticut Ave. (Scribner. New York. NY. You Love Animals: An Action-Packed. NY 10003. visit TeachKind. and Inhumane Treatment Inside the U. Box 1014. Fleming & Naess (New Society Publishers. 1997) So.. David W. Marlo Morgan (HarperCollins Publishers. 4527 Springfield Ave. Rachel Carson (Houghton Mifflin Co. FunFilled Book to Help Kids Help Animals. NY. NY 10022.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. 1993) For Your Own Good: Hidden Cruelty in ChildRearing and the Roots of Violence. NY 14228-2197. 1988) Toxic Sludge is Good For You: Lies. 1994) The Fifth Sacred Thing. 1994) Our Ecological Footprint: Reducing Human Impact on the Earth. Stauber & Rampton (Common Courage Press. 1998) Mutant Message Down Under. Starhawk (Bantam Books.org). PA 19046-1685. NY. OR 97440-1014. Jerry Mander (Sierra Club Books.. Philadelphia. Martin’s Press. 1991) Ishmael: An Adventure of the Mind and Spirit.. NY 10010. One Earth: Educating Children for Social Responsibility. Environment. 1991) Thinking Like A Mountain: Towards a Council of All Beings. 59 John Glenn Drive. Philadelphia. NY 10003. NY 10036. Seed. 175 Fifth Ave.. Amherst.... CA 94109. 10 East 53rd. 4527 Springfield Ave. Howard F. Mohandas K. 1948) The Great Ape Project: Equality Beyond Humanity. Damn Lies and the Public Relations Industry. Earth in Mind: On Education. NW. 1993) Silent Spring.. Hammond and Collins (New Society Press. San Francisco. Box 702. NY. Grace Llewellyn (Lowry House Publishers. PA 19143.. Gandhi (Dover Publications. Philadelphia. State St. Neglect. Orr (Island Press. ME 04951. Wackernagel and Rees (New Society Publishers.S. Macy. 1996) One World. NY 10014. For PDFs of this workbook or other free educator resources. Eisnitz (Prometheus Books.. PA 19143. St. Jenkintown. edited by Cavalieri and Singer (St. Inc... Washington. Erik Marcus (McBooks. NY. 120 W. Cincinnati. NY 10017.org. P.. #204. Ithaca. 1990) Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education. NY 14850. NY. NY 10020. 180 Varick St. Alice Miller (Noonday Press. Lyman.O. 1990) Autobiograpy of Gandhi: The Story of My Experiments with Truth. Inc. OH 45207. 1507 Dana Ave. Zoe Weil (Animalearn/AAVS. Eugene. 1998) Page 81 Sowing Seeds Workbook: A Humane Education Primer . 1993) Vegan: The New Ethics of Eating. a division of Farrar. 4525 Springfield Ave. NY. NY. Gail A. 1996) In the Absence of the Sacred: The Failure of Technology & the Survival of the Indian Nations. 1540 Broadway. 1962) Slaughterhouse: The Shocking Story of Greed. DC 20009. Jim Mason (The Continuum Publishing Company. PA 19143. 1994) Speaking With Confidence: A Guide For Public Speakers. and the Human Prospect. Monroe. 215 Park Avenue S.. 370 Lexington Ave. Straus and Giroux. NY 10036. 1995) An Unnatural Order: Why We are Destroying the Planet and Each Other..

P. NY. 501 Front St.. 1994) Animal Times (PETA). Fax: (202) 686-2216. Suite 205. Box 16955. WA 98236-0960.aavs.org Bunny Hugger’s Gazette. Phone: (202) 6822210. e-mail: anmlpepl@whidbey. Regional Choices.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Fax: (410) 6750066..animalsvoice.O. Fax: (254) 593-0116 e-mail: bhgazette@aol. Duane Elgin (William and Morrow Company. Box 52243. Seattle. Box 25881. Suite 300.org Hope Magazine. Phone: (410) 675-4566. Allen Hammond (Island Press. CO 80321. Phone: (757) 622-PETA. P. NY 10016 Phone: (800) 289-0639 www.org).O. Boulder. www.. MD 21224. NY 10036.adbusters.fieldandstream. www.O. Clinton.com www. VGH IB7. NY. Inc.org Page 82 Sowing Seeds Workbook: A Humane Education Primer . For PDFs of this workbook or other free educator resources. WA 98115 Phone: (206) 524-9903. Marion.com Good Medicine. Fax: (604) 737-6021 www.O. TX 76503. 123. P. VA 23510. 1995) Which World?: Scenarios for the 21st Century. ext.animalpepl. Fax: (215) 887-2088. e-mail: peta@norfolk.org Animal People.peta-online. Phone: (215) 887-0816. Norfolk. 1993) Voluntary Simplicity: Toward a Way of Life that is Outwardly Simple. NY. Phone: (415) 788-3666.org. P. 1718 Connecticut Ave.O. Box 960. P.emagazine. 1540 Broadway. #204. 300 Broadway.com www.org The Animals Voice.org Field and Stream. Baltimore. 1993) When Elephants Weep: The Emotional Lives of Animals. 801 Old York Road. NY 10019. CA 91615. Jenkintown. Box 601. Santa Fe. e-mail: aavsonline@aol. DC 20016.net www. 444 N.infi..com Earth Island Journal. Fax: (415) 788-7324 www. Phone: (360) 579-2575. East Ravanna Blvd. NW. Inwardly Rich. Phone: (800) 513-0869 e-mail: subscribe@hopemag. Box 2047. Washington.earthsave. (800) 362-3648 e-mail: earthsave@aol.O. Office of Publication. 7th Ave. Jeffrey Moussaieff Masson (Bantam Books. PA 19046-1685. DC 20009. Washington.com EarthSave Newsletter.com www. Temple.com PERIODICALS & NEWSLETTERS Adbusters.org Animals Agenda. Phone: (800) 82-VOICE www. Phone: (815) 734-1242. BC. 1998) World War III: Population and the Biosphere at the End of the Millennium.pcrm. visit TeachKind. Global Destinies. Michael Tobias (Bear and Company Inc. 1243 W.animalsagenda. Suite 28.earthisland. North Hollywood. Fax: (360) 579-2575. The Media Foundation. Fax: (757) 6220457. San Francisco. 1350 Avenue of the Americas. www. CA 94133-3312.. Suite 404. Fax: (203) 8660602. OH 433052047. P.org E Magazine. 2 Park Ave. NM 875042860... Vancouver. Matt Cartmill (Harvard University Press.com AV Magazine (AAVS). A View to a Death in the Morning: Hunting and Nature Through History. 5100 Wisconsin Ave. CANADA Phone: (604) 736-9401.

CT 06423 Lab Animal 345 Park Ave. CA 92046 Phone: (800) GET-MOJO e-mail: subscribe@motherjones. Phone: (800) 555-2028.vegetariantimes.org KIND News. Fax: (413) 528-0676 e-mail: orion@ben. For PDFs of this workbook or other free educator resources.labanimal. New York. CA 95482-5576. Oxon Hill. P.org ORGANIZATIONAL RESOURCES The following organizations can provide you with more information and assistance on a variety of animal and environmental issues. New York. DC 20037 Phone: (202) 452-1100. NY 10010 Phone: (800) 524-2688 e-mail: labanimal@natureny.. e-mail: vrg@vrg. ANIMAL PROTECTION (GENERAL) Animal Liberation League (ALL) P.org Vegetarian Times. Boulder. Phone: (800) 829-3340 www. Red Oak.org). Great Barrington. Box 1463. Phone: (607) 583-2225 Fax: (607) 583-2041 e-mail: farmsanc@servtech. FL 32142-0235. IA 515912460. Minneapolis.O. Escondido.mojo. P. MN 55407-9998 Phone: (612) 872-0488.motherearthnews. MD 21203.O.. P.hsus.O. P.O. Farm Sanctuary.org Real Goods News. E.com www.org www.worldwatch.vrg. Watkins Glen.com www. Box 56302. P. Haddam. Box 879. Phone: (800) 919-2400 e-mail: realgood@realgoods.orionsociety.org www. 2100 “L” St. Fax: (301) 567-9553. Box 7245.realgoods. Phone: (800) 736-UTNE e-mail:subscriptions@utne. Fax: (612) 872-0488 Sowing Seeds Workbook: A Humane Education Primer Page 83 .O.S. Palm Coast. Subscription Dept. Fax: (212) 598-1856 e-mail: stealth@interport. Box 7460.. Phone: (303) 678-0439 (800) 234-3368.com www.com The Orion Society and Myrin Institute 195 Main St. Box 150.com WorldWatch.. South. MD 20750-0879. P.com Satya. www. P. MA 01230 Phone: (413) 528-4422.net Utne Reader. NY 10010 HSUS News. Box 138. Baltimore.org. Box 420235.utne.O. NW. Box 469024.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.com www. Phone: (410) 366-8343 Fax: (410) 366-8804.com Sanctuary News.com Mother Jones. Fax: (202) 778-6132 www. NY 14891.com Mother Earth News.O. 260 Park Avenue South.net www. 555 Leslie St. visit TeachKind.com/info Vegetarian Resource Journal. P. Washington.O. National Association for Humane and Environmental Education. 67 Salem Rd. Humane Ed News. Humane Society of the U. NY 10012 Phone: (212) 674-0952.O. Ukiah. CO 80328-6302. e-mail: wwpub@worldwatch. NY.

infi.LCAnimal.org Farm Sanctuary.uk USDA.psyeta.. Chicago.org www.IFAW.org. Phone: (425) 787-2500.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. Fax: (757) 622-0457 e-mail: peta@norfolk.org/arrs/animal_place/ap_ www. Fax: (301) 963-4751 e-mail: kshapiro@capaccess.org Last Chance for Animals (LCA) 8033 Sunset Blvd. AZ 87538 Phone: (520) 825-6852 e-mail: mstaylor@u.hsus.envirolink. IL 60611-3110 Phone: (800) WHY-MILK Farm Animal Reform Movement (FARM) P. For PDFs of this workbook or other free educator resources. 14th and Independence Ave.farmsanctuary.org Psychologists for the Ethical Treatment of Animals (PSYeta). Fax: (617) 522-7077 e-mail: wspa@world...std.O.O.. MA 02675 Phone: (800) 932-IFAW Fax: (508) 362-1283.O.org People for the Ethical Treatment of Animals (PETA).org www. P. Suite #259. e-mail: AVAR@igd. 625 N.usda.org Page 84 Sowing Seeds Workbook: A Humane Education Primer . www.. Norfolk.. Sacramento.htm Animal Protection Institute (API).arizona. CA 90046 Phone: (310) 271-6096.org International Fund for Animal Welfare (IFAW) 411 Main Street.. 403 McCauley St.edu www. MA 02130 Phone: (617) 522-7000. 2831 Fruitridge Rd.peta-onlone. 501 Front St. Bethesda. P.W. Fax: (425) 7425711. VA 23510 Phone: (757) 622-PETA. Box 1037. Davis. CA 95688.paws. Phone: (607) 583-2225 Fax: (607) 583-2041 www.org www. Animal Place. DC 20250 Phone: (202) 720-2791. Vacaville.O. Washington.htm Feminists for Animal Rights P. Box 1297. 3448 Laguna Creek Trail..onlineapi2aol. P. www.O. (888) 882-6462 Fax: (310) 271-1890.com Association for Veterinarians for Animal Rights (AVAR). 260 Russell Blvd. WA 98046.gov ANIMAL AGRICULTURE Dairy Council. www. Milk Campaign.S. #35.com www. Box 150.org/arrs/avar/avar_www. Phone: (530) 759-8106 Fax: (530) 759-8116. MD 20880-1297 Phone: (301) 963-4751.net www. DC 20037 Phone: (202) 452-1100. e-mail: Porcilina@aol. e-mail: api4animals@org www.org). MD 20824 Phone: (301) 530-1737. Suite D. Phone: (707) 449-4814 Fax: (707) 449-8775. NW.org.envirolink. e-mail: info@LCAnimal. Box 190.Michigan Ave. Boston.apc. www. Department of Agriculture. P.wspa. CA 95822 Phone: (916) 731-5521. Fax: (301) 530-5747 e-mail: farm@farmusa. Tucson.com www. CA 95616.org World Society for the Protection of Animals (WSPA).org/arrs/sar Humane Society of the United States (HSUS) 2100 “L” St. O. visit TeachKind.farmusa.envirolink. Los Angeles. NY 14891. Yarmouth Port. Box 8869.org www. Lynwood. Box 30654. U. (800) 348-7387 Fax: (916) 731-4467. Watkins Glen.org Progressive Animal Welfare Society (PAWS) 15305 44th Ave.. Washington Grove. Washington.

org www. Fax: (216) 283-6702 e-mail: mrmced@aol. Box 260. Surry. Phone: (757) 678-7875 e-mail: karend@capaccess. 1550 California St.com www.org www. Suite #1552. Fax: (415) 388-0388 e-mail: ida@idausa. IL 60604.org ANIMAL TESTING AND RESEARCH American Anti-Vivisection Society (AAVS) 801 Old York Rd. PA 19046-1685 Phone: (215) 887-0816.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. 04684 Phone/Fax: (207) 667-1025 e-mail: ccl@acadia.org National Association for Biomedical Research (NABR).org United Poultry Concerns (UPC). Jenkintown.com www.org National Anti-Vivisection Society (NAVS) 53 W. Jackson Blvd. 1363 Lincoln Ave.hfa. P.O.com www.aavs. San Francisco. Washington.O..aavs. CA 94941 Phone: (415) 388-9641. Washington. San Rafael. PA 190461685. 801 Old York Rd. Machipongo. Grand Central Station. Boston. Phone: (617) 523-6020 Fax: (617) 523-7925 e-mail: info@ma.pcrm. Humane Farming Association. DC 20006.org Physicians Committee for Responsible Medicine (PCRM).org/arrs/upc New England Anti-Vivisection Society (NEAVS).. 818 Connecticut Ave.navs. e-mail: aavsonline@aol.net www. 808 Alamo Dr. Phone: (215) 887-0816.org Medical Research Modernization Committee (MRMC)..O. ME. Suite #306. Vacaville. MA 02108-5100.org).mrmcmed. Suite E. Fax: (215) 887-2088 e-mail: aavsonline@aol.nabr.org In Defense of Animals (IDA) 131 Camino Alto. For PDFs of this workbook or other free educator resources. 333 Washington St. Jenkintown.org www..neavs.. Suite #303. NW.org Sowing Seeds Workbook: A Humane Education Primer Page 85 . visit TeachKind.org EDUCATION & DISSECTION ALTERNATIVES Animal Crusaders (published by Fund for Animals). VA 23405. Suite #404... www. NY 10163-2751 Phone: (212) 832-2904. Fax: (312) 4276524. Box 2751.envirolink. Fax: (707) 449-8775 ANIMALEARN/AAVS. #7.idausa.com www. CA 94109 Phone: (415) 485-1495. Fax: (202) 686-2216 e-mail: pcrm.compassionateliving. #204. CA 95688. CA 94901 Phone: (415) 459-0885 Center for Compassionate Living (CCL) P. Suite #850. Box 150.org. #204.org Animal Legal Defense Fund (ALDF). Mill Valley. New York.. 5100 Wisconsin Ave. Chicago.. DC 20016 Phone: (202) 686-2210.org www. Phone: (707) 451-1306.org www. e-mail: navs@navs. Suite 6. P. Phone: (800) 888-NAVS. Fax: (215) 8872088. NW. Fax: (415) 485-0106 e-mail: hfa@hfa. Phone: (202) 857-0540 Fax: (202) 659-1902.neavs.

VA 20176.compassionateliving. e-mail: foal@igc. NY 10028 Phone: (212) 410-3095.org www. Suite 301.usa@wdc. Box 260.net www. e-mail: acs@pobox.howonearth. Gracie Station. NW.O. Ethical Science Education Coalition (ESEC) 167 Milk St. Phone: (800) 4414395.acsonline. OR 97440 Phone: (541) 344-8004.org).org www. San Francisco. the only humane education certification and training program in the United States. Suite #28.greenpeace. 02109-4315 Phone: (617) 367-9143. Leesburg. Box 445. Chesapeake VA 23320.org Greenpeace 1436 U Street. San Pedro.O. ME 04684 Phone/Fax: (207) 667-1025 e-mail: ccl@acadia. a project of the Center for Compassionate Living. VA 23517 Earth Island Institute. e-mail: nathumane@aol. Fax: (301) 585-2595 e-mail: fund4animals@fund.neavs.org Page 86 Sowing Seeds Workbook: A Humane Education Primer .cousteau. 930 West 21st. Washington. Phone/Fax: (207) 667-1025 e-mail: ccl@acadia. P. 300 Broadway. Fax: (203) 344-7688 e-mail: earthfirst@igc. (Campaign Office). MD 20910 Phone: (301) 585-2591. Box 1415. P. HUNTING.apc. Fax: (703) 7714048. St.O. e-mail: howonearth@aol.O. Surry..neavs. For PDFs of this workbook or other free educator resources. 521-A East Market St.org. WILDLIFE.org Humane Education Committee. Box 260.com www. 745 Paseo Del Mar.org/orgs/ef Friends of Animals 777 Post Road.org The National Humane Education Society (NHES). New York. Eugene. Fax: (212) 876-5144 Komie Foundation/Center for Compassionate Living Humane Education Grants Program Provides grants to excellent humane educators to offer regional programs.org/esec.org Earth First.org Cousteau Society. ME 04684. visit TeachKind.envirolink.greenpeace. Darien. Boston MA. Silver Spring.fund. CT 06820 Phone: (203) 656-1522. #423. www.compassionateliving. Box 1391. MARINE ISSUES American Cetacean Society (ACS).org www. Suite #402. 870 Greenbrier Circle. Norfolk. CA 94133-3312. Fax: (617) 523-7925 e-mail: karl@ma. 8121 Georgia Avenue. Fax: (415) 788-7324 www.org www. Phone: (415) 788-3666 x123. Surry. P.com www.com ENVIRONMENT.friendsofanimals. Fax: (202) 462-4507 e-mail: greenpeace.net www.org Fund for Animals.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd.earthisland. World Building.. P.org Dolphin Log (a magazine for young people). CA 90731 Phone: (310) 548-6950. P.html How On Earth! Online Youth Resource Site Support and information for teens and young adults.O. DC 20009 Phone: (202) 462-1177.com www..org Humane Education Certification Program (HECP). Phone: (703) 777-8319.

Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd..com/~tva North American Vegetarian Society (NAVS) 276 Barker Rd. Box 599.O. e-mail: seashepherd@seashepherd. Fax: (416) 533-6327.com/vo Vegetarian Resource Group (VRG) P. Fax: (203) 431-4387 e-mail: janegoodall@wcsu. Berkeley.vegsource.O. Phone: (412) 968-0268 e-mail: vegan@salsgiver.. Fax: (202) 686-2216 e-mail: pcrm.seashepherd. Phone: (415) 398-4404. NW.org www. Louisville.org Sea Shepherd Conservation Society (SSCS) 3007 Washington Blvd. www.pcrm.org/navs Physicians Committee for Responsible Medicine (PCRM). CA 94101. e-mail: rainforest@ran. e-mail: navs@telenet. e-mail: vrg@vrg.cyberveg. Box 628. OR 97280-0492 e-mail: GAP@envirolink.org/orgs/gap/gaphone.org. Ridgefield. Baltimore. Venice. Ontario M5S 2R4. CANADA. Highland Drive. (800) 366-VEGE Fax: (410) 366-8804. VA 22209 Phone: (703) 841-5300. San Francisco.org).tnc.edu/cyberchimp The Great Ape Project (GAP) P. Box 19492. SC 29484.vegan.org.org Vegan Action. e-mail: tva@interlog.com www. Arlington.org Rainforest Action Network (RAN) 221 Pine St.org www. For PDFs of this workbook or other free educator resources. Pittsburgh.ctstateu. P. TX 78212 Phone: (830) 755-4616.ippl.. Washington.org Vegan Outreach.html International Primate Protection League (IPPL).earthsave.org VEGETARIAN & VEGAN DIET AND NUTRITION American Vegan Society (AVS) 56 Dinshah Lane.O. Suite 200. Fax: (310) 574-3161. Toronto Vegetarian Association 736 Bathurst St.org Primarily Primates (PPI) 26099 Dull Knife Trail. PA 15235. NJ 08328 Phone: (609) 694-2887. Portland.org Lifelines. P. www.interlog.org www. Phone: (416) 533-3897. Malaga.O.org www.wcsu. Box 1463.org PRIMATES Jane Goodall Institute (JGI) USA P. Primate Lane. Phone: (803) 871-2280 Fax: (803) 871-7988. CA 90294. Dolgeville.net www. Fax: (609) 694-2288 EarthSave International 600 Distillery Commons.vrg.edu www... Suite 500. Summerville. Box 15306 San Antonio. Box 4353. 211 Indian Drive.com www. Toronto. Fax: (415) 3982732. KY 40206-1922. The Nature Conservancy 1815 North Lynn St.O. Phone: (510) 548-7377.ctstateu. visit TeachKind.O. MD 21203 Phone: (410) 366-8343.com www. www. e-mail: ippl@awod.envirolink. 5100 Wisconsin Ave. CT 06877 Phone: (203) 431-2099. CA 94704. NY 13329 Phone: (518) 568-7970.ran. DC 20016 Phone: (202) 686-2210. P. Phone: (310) 301-7325.. Suite #404. www. Fax: (830) 755-2435 Sowing Seeds Workbook: A Humane Education Primer Page 87 .

Oakland.net UNPLUG.childrensdefense. NW. NW.org Sowing Seeds Workbook: A Humane Education Primer . ME 04401 Phone: (207) 947-4203 e-mail: pica1@hamtel. DC 20009-5728. Washington. CANADA Phone: (604) 736-9401. MD 20912 Phone: (301) 891-3683 e-mail: newdream@newdream.tds.org/cme Center for the New American Dream 6930 Carroll Ave. Fax: (202) 331-7841 www. DC 20037 Phone: (202) 331-7833.O. NY.org CO-OP America. #600.net Children’s Defense Fund. NY 10001 Phone: (800) AMNESTY e-mail: aimember@aiuse.com www. 1612 K Street.org Center for Science in the Public Interest (CSPI). 128 Park St. 1714 Franklin St. P. AL 36104 www. distributes the booklet “All Consuming Passion”.. Washington. e-mail: UNPLUG@igc. WA 98650. WA 98115. Vancouver. DC 20006 Phone: (202) 872-5307. The Center For Commercial-Free Public Education.org Southern Poverty Law Center Development Office.. DC 20001. CULTURAL AND CONSUMER ISSUES Center for Media Education.org www.Sowing Seeds Workbook is created and distributed by the International Institute of Humane Education (IIHEd. #100-306. V6H 1B7. Bangor.coopamerica. Takoma Park.adbusters.simpleliving. 25 E.org Media Foundation (Adbusters).cme. Montgomery. For PDFs of this workbook or other free educator resources. 7th Ave.org). St. Fax: (604) 737-6021 www.org New Road Map Foundation.O. NW. visit TeachKind.org Bangor Clean Clothes Campaign (the Clothes Line). NW. Box 15981. Seattle. Washington. Phone: (800) 318-5725 www.org www. Phone: (206) 527-0437 The Simple Living Network.. Fax: (202) 265-4954 e-mail: cspi@cspinet..greenpage.amnesty. Box 233. Phone: (202) 628-8787 e-mail: cdinfo@childrensdefense. Phone: (510) 268-1100 Fax: (510) 268-1277.. 2120 “L” St..org.. Suite 200.org Page 88 HUMAN RIGHTS Amnesty International 322 8th Ave.org www. Trout Lake. BC. Fax: (202) 331-8166 www. P. 1875 Connecticut Ave.org www. Washington. Suite #300.newdream. 1243 W.commercialfree.splcenter... 400 Washington Ave. Phone: (202) 3329110 x327. CA 94612.

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