SUPPLEMENTAL MATERIALS FOR THE PAW PROJECT
Additional Discussion Questions
See Discussion Questions for Use With any Film that is a Work of Fiction.
Social-Emotional Learning Discussion Questions
CARING FOR ANIMALS
See Discussion Questions 5 & 6 in the main page of the lesson plan.
See discussion Discussion Question # 7 in the main page of the lesson plan.
Bridges to Reading:
High school students interested in animal issues will particularly enjoy the following books:
Where the Blind Horse Sings by Kathy Stevens;
Thanking the Monkey by Karen Dawn
Advanced high school and college level students should be referred to the classic that has inspired millions of people world-wide and which was an inspiration to Dr. Conrad, Peter Singer's Animal Liberation.
Links to the Internet:
- New Documentary Condemns Declawing of Cats; Who Is Right? --
Vet and filmmaker seeks to end controversial surgeries, but science is divisive by Katia Andreassi, National Geographic, 9/10/13;
- Veterinarian's Oath revised to emphasize animal welfare commitment posted by the AVMA, January 1, 2011;
- A website from another Veterinarian Opposed to Declawing Dr. Christianne Schelling;
- California Senate Committee on Business and Professions Report on Assembly Bill 557, February 2, 2004;
- USDA Animal Care Policy Manual, Policy #3 -- Veterinary Care;
- AVMA position statement on the declawing of domestic cats - April 15, 2003;
- Detailed Discussion of Exotic Pet Laws Matthew G. Liebman
Animal Legal and Historical Center, 2004.
- Captive Wildlife Safety Act from the U.S.D.A., Fish and Wildlife Service, Office of Law Enforcement;
SELECTED STATE CIVICS/GOVERNMENT CURRICULUM STANDARDS
California Grade 12 Standards — Principles of American Democracy
12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.
12.2.1 Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of . . . assembly [and] petition . . . ).
12.2.2 Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).
. . . .
12.2.4 Understand the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service.
12.3 Students evaluate, take, and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.
12.3.1 Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.
12.3.2 Explain how civil society makes it possible for people, individually or in association with others, to bring their influence to bear on government in ways other than voting and elections. . . .
12.7 Students analyze and compare the powers and procedures of the national, state, tribal, and local governments.
12.7.1 Explain how conflicts between levels of government and branches of government are resolved.
12.7.2 Identify the major responsibilities and sources of revenue for state and local governments.
12.7.3 Discuss reserved powers and concurrent powers of state governments.
12.7.4 Discuss the Ninth and Tenth Amendments and interpretations of the extent of the federal government's power.
12.7.5 Explain how public policy is formed, including the setting of the public agenda and implementation of it through regulations and executive orders.
12.7.6 Compare the processes of lawmaking at each of the three levels of government, including the role of lobbying and the media. . . .
12.8 Students evaluate and take and defend positions on the influence of the media on American political life.
. . .
12.8.2 Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics. . .
12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
Chapter 113. Texas Essential Knowledge and Skills for Social Studies
Subchapter C. High School