petapeoplefortheethicaltreatmentofanimals--2020-07-29--Sheldon Hears a Squeak: Encouraging Compassion for All (Reader’s Theater)

Would you like to give students a chance to use their energy and voices as storytellers ?
Reader ’ s theater is a great way to help them develop reading fluency and build reading confidence .
Students practice reading aloud with expression , conveying a message through their vocal tone , facial expressions , and gestures .
Creative outlets such as theater can enhance a student ’ s educational experience in many ways .
Acting out stories can help students form a deeper understanding of a text and develop a love of reading .
Theater also fosters empathy , because @ @ @ @ @ @ @ mind of a character and ask themselves what that character is thinking or feeling .
This activity will encourage them to expand their compassion to all animals and treat others with respect .
“ Sheldon Hears a Squeak ” —inspired by Dr. Seuss ’ Horton Hears a Who—tells the story of a compassionate boy named Sheldon who speaks up for all sentient beings .
Teachers can choose to read Horton Hears a Who before students engage in the “ Sheldon Hears a Squeak ” shadow theater activity and then use the teacher ’ @ @ @ @ @ @ @ lead a classroom discussion about the themes common to both stories and reasons why it ’ s important to be kind to all animals .
Shadow theater is a display in which the shadows of flat puppets are cast on a screen .
The show is viewed by an audience on the other side of the screen .
This allows students to explore with shadow and light to bring a story to life .
Students will learn about the relationship between light and shadows through hands-on experimentation .
They will further their understanding @ @ @ @ @ @ @ light source has on the size and length of shadows .
They will also learn the various effects of light on translucent and opaque materials .
This activity will foster your students ’ curiosity about light , shadows , and the world around them .
And if you ’ re using this lesson as part of a distance-learning program , students can take turns reading parts of the script during your virtual class meetings .
This activity only requires some readily available materials that children can use to construct the puppets and stage @ @ @ @ @ @ @ to their classmates on the virtual platform .
• Cardboard or thick paper to cut puppets out of ( can be recycled materials , like empty cereal or tissue boxes ) • A light source ( can be a flashlight or a projector light ) • A screen ( can be a thin sheet hung from the ceiling or a trifold poster board with a rectangle cut out of the center and a sheet of white banner paper taped over the hole ) • Horton Hears a Who book ( optional—for comparing the @ @ @ @ @ @ @ Make the Puppets • Print and cut out the puppet templates .
• If a recycled box is being used , cut all the edges so that it lies flat .
• Lay the template on the cardboard and trace it .
• Cut the puppet out of the cardboard .
• If using one of the templates with movable pieces , attach the limbs or tail to the body with paper fasteners .
Make sure they ’ re tight enough to be secure but still allow the limbs to be moved easily @ @ @ @ @ @ @ base of each puppet .
If the limbs and tail are attached with paper fasteners , also attach a Popsicle stick to each one so that they can be moved .
• Complete these steps for all three puppets .
• Make a Stage • Option 1 : Suspend a thin sheet from the ceiling or from wall to wall draped over a rope or cord .
• Option 2 : Cut a rectangle out of the center of a trifold poster board .
( The rectangle will be where the puppets ’ @ @ @ @ @ @ @ strip of white banner paper large enough to cover the hole .
Tape the strip of banner paper over the hole .
• Option 3 : Tape together about five pieces of white printer paper to make a screen .
Get creative—you can decorate your stage or add curtains .
• Create a Shadow Theater • Place your light source behind the cutout in your stage .
( If it ’ s a flashlight , have someone hold it in place . )
• Students working the puppets can stand behind the screen @ @ @ @ @ @ @ source and hold the puppets in front of the light .
• The puppet ’ s shadows will then be projected onto the screen for the audience to see .
• Students can use the Popsicle sticks to move the puppets and their limbs .
• Puppets will appear bigger when they ’ re held closer to the light source and smaller when they ’ re held further away .
• Students should manipulate the puppets according to the action taking place in the script .
Before reading the script aloud to students @ @ @ @ @ @ @ mice and what they normally do when they see one .
Sadly , many children are conditioned from a young age to view mice in a negative light .
“ Sheldon Hears a Squeak ” offers a great opportunity to encourage students to be compassionate and to consider the consequences of their actions on animals .
The rhyming text is enjoyable , so it may be a good idea to read it all the way through first without stopping so that students can appreciate the overall sound of the story .
Then read @ @ @ @ @ @ @ at appropriate places to ask the discussion questions below .
Use these questions to help students learn about mice and to inspire compassion for all animals .
Sheldon ’ s mother says , “ Relate to that dirty thing—oh , please !
Maybe I ’ d try if I wanted a disease.
” 1 .
Are mice clean ?
Answer : Yes , mice are very clean animals .
Like cats and rabbits , they groom themselves several times a day .
2 .
Do mice carry diseases ?
Answer : Mice are @ @ @ @ @ @ @ catch or spread diseases .
3 .
Why do you think it ’ s important not to call mice names like “ dirty ” or “ diseased ” ?
Answer : When we call them names , we spread false information about them and cause people to think about them in a negative way .
Instead , we should tell people how clean , affectionate , and smart they are .
4 .
How is this similar to not spreading rumors about other people ?
Answer : Rumors are often untrue and can @ @ @ @ @ @ @ people think poorly of others before they even get to know them .
Sheldon says , “ She loves her family—I swear that it ’ s true .
She loves them the same way that I love you.
” 5 .
Do mother mice love their babies ?
Answer : Yes .
Just like human mothers , female mice love their babies and will do anything to protect them .
6 .
Are mice affectionate ?
Answer : Yes .
Mice enjoy being with other mice .
They become attached to each other @ @ @ @ @ @ @ bond with humans who are kind to them .
They return as much affection as is given to them .
7 .
Do mice form friendships ?
Answer : Yes .
They play together , wrestle , and sleep curled up together .
Like us , they can become lonely , scared , and sad when they ’ re all alone .
8 .
How does the mouse in the story show that she loves her babies ?
Answer : She cares about their needs .
She built a nest for them and @ @ @ @ @ @ @ was brave and spoke up to defend them when their home was in danger .
9 .
How is this similar to ways that you and your family show your love for each other ?
Answer : Parents or guardians work hard to give children what they need .
They make sure they have food and shelter .
Families also speak up for each other and help each other out .
Sheldon speaks kindly to the mouse and knows she needs help .
10 .
Do mice speak ?
Answer : Humans don @ @ @ @ @ @ @ trying to say , but they do speak to each other .
They use their voice to make high-pitched sounds that we can ’ t hear , even sometimes “ singing ” like birds .
They also use touch and smell to communicate .
11 .
How do the animals you know communicate with you ?
Answer : Dogs , for instance , may sit by the door when they want to go outside or sit by their bowls if they ’ re hungry or thirsty .
They may also jump up on @ @ @ @ @ @ @ need some love and want to be petted .
And they may walk away when they want to be left alone .
12 .
How can you speak up for animals when their needs are not being meet ?
Answer : If you see an animal in need , you should always tell a trusted adult .
You can also stand up for animals by letting others know how important it is to be kind to them .
Sheldon ’ s mother says .
“ Come on , now , and let ’ @ @ @ @ @ @ @ that tiny head isn ’ t feasible.
” 13 .
Are mice smart ?
Answer : Yes .
Mice are great at learning and understanding concepts .
Even though they ’ re much smaller than dogs , they ’ re just as smart !
They also have excellent memories .
14 .
Can we assume that someone isn ’ t smart if they don ’ t look or act like us ?
Answer : No .
Don ’ t judge a book by its cover .
Being different isn ’ t a bad @ @ @ @ @ @ @ because they can fly , but humans wouldn ’ t want to be thought of as less intelligent because we can only walk .
We should appreciate each other ’ s unique qualities and remember our similarities .
All animals can feel pain , love , and joy , and they all deserve respect .
15 .
What are some positive traits of other animals besides mice ?
Answer : Pigs are smart and playful .
Rabbits are curious and careful .
Cows are good friends and loving mothers .
Chickens are also @ @ @ @ @ @ @ they ’ re still inside the egg and even begin teaching them before they hatch .
Sheldon tells his mother , “ I think you could relate to her , if only you ’ d try.
” 16 .
In what ways are mice and humans similar ?
Answer : Mice and humans talk to and love their friends and families .
Both species like to play and have fun and deserve to be treated kindly .
17 .
Do mice have feelings , too ?
Answer : Yes .
They feel a @ @ @ @ @ @ @ us .
18 .
Why is it important to speak up for mice and all other animals ?
Answer : As kind people , it ’ s our job to show others how to respect all animals and to make the world a better place for them .
When Sheldon teaches his mother more about mice and how they feel , she realizes that she should show the same kindness that she would show Sheldon or a dog or cat .
Just as Sheldon ’ s mother has a hard time relating to @ @ @ @ @ @ @ have a hard time seeing the similarities between themselves and other animals .
We may be able to relate to each other or our cats or dogs but struggle to relate to animals we ’ ve spent less time with , like mice , cows , pigs , and chickens .
Once people get to know these animals , they see that they ’ re smart , playful , and loving .
They also see that like the mouse who had the important task of finding food for her family , all animals @ @ @ @ @ @ @ re all important members of their families and communities .
19 .
Why is it important to be kind to all animals ?
Answer : Like the mouse in the story , all animals are individuals with their own personalities and needs .
They experience the same emotions that we do , such as love , pain , and fear .
We would want to be treated with respect , so we should treat others with respect , too .
Teach Students How to Be Kind to Animals Ask students what they can @ @ @ @ @ @ @ animals with kindness .
Use the following examples to discuss ways they can help animals in their daily lives .
What can you do to be like Sheldon and treat animals with kindness ?
• Take good care of your animal companions .
Dogs , cats , and other animals deserve the same love , care , and respect as any other members of the family .
They ’ re individuals with unique personalities .
You could spend more time playing and cuddling with your dog or cat .
• Be kind to @ @ @ @ @ @ @ .
All wildlife , including frogs and turtles , should be observed from a distance and allowed to live in peace—don ’ t try to catch them and bring them indoors .
We shouldn ’ t chase pigeons because it scares them , and we don ’ t need to squash bugs , either .
• Adopt an animal instead of buying one from a pet store or breeder .
There are lots of animals in open-admission shelters who are in need of a loving home .
Every time someone buys an animal @ @ @ @ @ @ @ a chance at finding a home .
• Eat lots of fruits , vegetables , and other vegan foods .
Each person who goes vegan ( decides not to eat meat , eggs , or dairy ) saves the lives of nearly 200 animals every year !
• Go to parks instead of roadside zoos or circuses .
All animals want to be free to spend their lives with their families and friends .
Roadside zoos , aquariums , petting zoos , and circuses take animals away from their families and keep them @ @ @ @ @ @ @ them the freedom to enjoy their lives .
Animals held captive like this often feel sad , frustrated , and stressed—just as you would if you were locked in your room for your whole life .
• Ask your parents to buy only products that are cruelty-free , not tested on animals .
Some products like shampoo , conditioner , soap , and makeup are tested on animals like rats , mice , rabbits , dogs , and cats .
This is very scary and painful for the animals—and it ’ s not @ @ @ @ @ @ @ many companies that use humane , animal-free methods to test ingredients and products .
You can ask your parents to use PETA ’ s cruelty-free shopping guide , and you can help by looking for PETA ’ s “ bunny logo ” on products .
This logo means that the product hasn ’ t been tested on animals : • Leave mice alone or use a humane mouse trap that won ’ t hurt them .
Mice just like the one in the story come into houses looking for shelter and food .
@ @ @ @ @ @ @ not dangerous or dirty .
If you want to get a mouse out of your house , you should use a humane trap that catches mice without harming them—and be sure to check it hourly so that a mouse won ’ t be trapped in it for a long time without food or water .
Never use a snap trap or a glue trap—these hurt and kill mice .
Glue traps are also very harmful to animals like birds who may become stuck to them .
• Plan and Prepare 1 .
Make @ @ @ @ @ @ @ .
2 .
Make puppets for each group .
( See instructions above . )
3 .
Set up a light source and a screen onto which the puppets can be projected .
4 .
Choose seven students to assist you in modeling the procedure .
5 .
Have four students each read a role in the script and three students manipulate the puppets along with the script .
6 .
Give students enough time to read the script and practice with the puppets before starting the activity .
• Introduce Shadow Puppets @ @ @ @ @ @ @ students that they will be participating in an activity to help them better understand characters in different stories .
Tell them that they ’ ll read script for a play , divide into groups , and practice reading a character ’ s lines .
Then they ’ ll perform the play for the class using puppets .
2 .
Ask students if they ’ re familiar with scripts—what they look like , their purpose , and when they ’ re used .
Make sure students understand that scripts are used when writing plays @ @ @ @ @ @ @ They ’ re mostly dialogue , but they may also include stage directions or directions for the characters .
3 .
Ask students if they ’ re familiar with shadow puppets and if they ’ ve ever made them before .
Explain how puppets can be used to act out a story .
4 .
Tell students that they ’ ll each be assigned the role of a character or the role of controlling a puppet .
Once they have their role , explain to them that they ’ ll need to read @ @ @ @ @ @ @ that when they perform for the class , they ’ ll sound as though they ’ re speaking naturally rather than reading or they ’ ll know exactly when to manipulate their puppet .
They ’ ll also practice with the other members of the group so that they sound as though they ’ re having a conversation and so that they can cooperate to move the puppets in a way that tells the story .
5 .
Encourage students to speak clearly in an appropriate volume , read the text with the @ @ @ @ @ @ @ puppets in accordance with the script , cooperate with each other during rehearsal time , and use their rehearsal time wisely .
6 .
Ask students to read a sentence written on the board ( e.g.
, “ Today we ’ re going to a party.
” ) demonstrating appropriate volume and pronunciation .
They can try it sounding happy , sad , confused , etc .
• Modeling the Procedure 1 .
Ask your student helpers to join you at the front of the classroom .
Read the character introductions and the @ @ @ @ @ @ @ Model a rehearsal .
Assign each student a role to read or a puppet to use , and suggest that each student say the first line to make sure everyone is using appropriate volume levels .
3 .
Have everyone read their lines aloud in the order in which they appear in the script .
Model reading a word incorrectly and having another person politely correct it .
Once everyone has read through the lines , model thanking the group members who helped with words you may have pronounced incorrectly , and emphasize @ @ @ @ @ @ @ .
Go through the script again with students reading their lines , but this time group members will pay attention to everyone ’ s expression .
Encourage group members to stop after everyone has read two or three lines and ask if they ’ re using correct pronunciation and expression .
Model giving compliments to group members ( e.g.
, “ I liked the way you showed curiosity ” or “ The way you said that part was great—it made me feel really sad.
” ) .
5 .
Demonstrate how to use @ @ @ @ @ @ @ manipulate the puppets in accordance with the script .
Demonstrate how they can make them appear larger by moving them closer to the light source or smaller by moving them further away .
Show students how to hold the puppets steady and move them slowly so that the shadows look clear—and how they can crouch below or stand to the side of the screen so that their own shadows don ’ t obscure those of the puppets .
Show how multiple puppets can interact with each other to tell the story .
6 @ @ @ @ @ @ @ puppets try moving them along with the corresponding lines being read .
Encourage group members to ask whether the way they moved their puppet matched the story .
Model giving compliments to group members , such as when students hold their puppets the proper distance from the light source .
7 .
Once everyone has manipulated their puppets along with the script as it ’ s being read aloud , suggest that students practice collaborating with the other group members to act out dialogue with the puppets .
Demonstrate how group members can @ @ @ @ @ @ @ for multiple puppets to be projected on the screen at one time in order to act out conversations .
Have students who were assigned characters in the script read some lines of dialogue while those who were assigned a puppet manipulate the puppets accordingly .
After they complete the dialogue , encourage group members to ask whether they moved their puppets appropriately in relation to the others on the screen .
( e.g.
, “ Was my puppet ’ s shadow too small ?
” “ Did my puppet get in the way @ @ @ @ @ @ @ giving compliments to group members .
• Recap and Review 1 .
Ask if they have any questions about what they should do when they ’ re in their groups .
2 .
Finally , read through the whole script together , using appropriate volume , pronunciation , and expression and students moving the puppets along with the story .
• Guided Practice 1 .
Assign students to groups .
Have group names written on the scripts and puppet sets , with roles already assigned before class begins in order to ease the @ @ @ @ @ @ @ the first few classes using reader ’ s theater .
Also , tell the groups where in the room they ’ ll meet to practice their various roles .
2 .
Tell students that they ’ ll have 25 minutes to practice and that you ’ ll be checking in on them and tracking their progress .
Set a timer .
3 .
Walk around the classroom .
Sit with different groups of students and listen to them read the script and watch as they practice with the puppets .
Provide praise and @ @ @ @ @ @ @ expression , and interactions with each other .
4 .
Ask the students for their attention when the timer beeps .
Check to see if each group completed the script at least once by having them give a thumbs-up or thumbs-down .
5 .
Tell the students that when the next class begins , they ’ ll have an opportunity to practice with their group again before they perform .
Collect the scripts and puppets , and elicit feedback about the aspects that students liked best .
Focus on the positive .
• @ @ @ @ @ @ @ clearly and using appropriate volume , reading the text with the correct pronunciation and with expression , moving the puppets in accordance with the lines in the script , cooperating with each other during rehearsal time , and using their rehearsal time wisely .
2 .
Ask students to get into their groups , and pass out the scripts and puppets .
Depending on your class scheduling , block off enough time for both practice and group performances .
Remind students how much time they have to practice , and use the timer @ @ @ @ @ @ @ in order to answer any questions and ensure that students are prepared to perform .
4 .
Call the class back together when the timer beeps .
Groups can stay seated together , but remind them to give the performers their attention .
Tell students that their group numbers are in a basket .
Explain to them that when their group number is called , each student should move to the screen and get in place to perform .
5 .
Ensure that every group has a chance to perform .
6 .
@ @ @ @ @ @ @ class the strengths of each performance as well as any suggestions for improvement .
Literature Connection : Compare ‘ Sheldon Hears a Squeak ’ and Horton Hears a Who by Dr. Seuss • Discussion Questions Use these questions to discuss the shared theme of compassion for all in the two stories .
1 .
What rhyme patterns did you notice in the two stories ?
Answer : In both stories , the last word of each set of two lines rhymes .
For example , in “ Sheldon Hears a Squeak , ” @ @ @ @ @ @ @ No matter how big , no matter how small , ” rhymes with the last word of the next line , “ Animals are people , too , one and all.
” In Horton Hears a Who , the last word of the line “ I ’ ve never heard tell ” rhymes with the last word of the next line , “ Of a small speck of dust that is able to yell.
” 2 .
What are some similarities between Sheldon and Horton ?
Answer : Both Sheldon and Horton are @ @ @ @ @ @ @ are able to relate to them , even the ones others see as insignificant .
Both characters speak up for others when they need help .
3 .
What are some similarities between the mouse and the Whos ?
Answer : Both the mouse and the Whos are put in danger because others don ’ t see them as individuals with communities , families , and needs .
When Sheldon and Horton get the other characters to take a closer look , they realize how similar they are to the mouse and the @ @ @ @ @ @ @ similarities between Sheldon ’ s mother and the kangaroo ?
Answer : Both Sheldon ’ s mother and the kangaroo have trouble relating to those they see as insignificant and different from themselves .
However , eventually , they begin to see the similarities and to understand that they need to respect and protect others even if they ’ re different .
5 .
Why do you think Sheldon ’ s mother and the kangaroo have a hard time relating to the mouse and the Whos ?
Answer : Because they had false @ @ @ @ @ @ @ .
Sheldon ’ s mother thought mice were unintelligent and dirty .
She didn ’ t know how smart , clean , and loving they actually are .
The kangaroo thought it was impossible for a person to be small enough to fit on a speck of dust .
She didn ’ t hear the Whos asking for help .
These false beliefs made Sheldon ’ s mother and the kangaroo think that the rights of the mouse and Whos were less important than their own .
6 .
How do Sheldon and @ @ @ @ @ @ @ Answer : They both show others how to be kind through their words and actions .
Sheldon and Horton speak up for those in need and teach others how important it is to be nice to the mouse and the Whos .
Sheldon and Horton also lead by example—they ’ re kind even when others are not .
7 .
If you were the mouse or a Who , how would you want others to treat you ?
Answer : You would want others to treat you with kindness and respect .
8.
@ @ @ @ @ @ @ should have compassion for ?
Answer : They teach us to have compassion for everyone , including animals .
All animals are individuals with their own personalities and needs .
Other species experience the same emotions that we do , including love , pain , and fear .
It ’ s important for us to treat all animals with respect .
9 .
What is the moral of these stories ?
Answer : The moral of these stories is to treat others , including animals , the way you would want to be @ @ @ @ @ @ @ important to speak up for what ’ s right ?
Answer : As kind people , it ’ s our job to speak up for what ’ s right and show others how to respect the rights of all animals .
This makes the world a better place for everyone .
• Discussion Questions Use these questions to discuss information about light and shadows with students .
1 .
What is light ?
Answer : Light is a form of energy that moves like a wave .
What are some sources of light @ @ @ @ @ @ @ , flashlights , headlights on a car , and celling lights are sources of light .
2 .
What is a shadow ?
Answer : A shadow is created when an object bocks all or some of the light from a light source .
3 .
What can make shadows ?
Answer : Animals , books , desks , trees , buildings—anything that can block light .
4 .
What causes the formation of a shadow ?
Answer : When an opaque or a translucent object comes between a source of light and @ @ @ @ @ @ @ shadow on the surface .
5 .
Why was the light able to move through the screen but not the puppet ?
Answer : The puppet is opaque , meaning that it blocks all the light .
The screen is translucent , meaning that it blocks some of the light .
Some things , like the glass in a window , are transparent , meaning that they block no light .
6 .
What other objects are opaque ?
Answer : People , books , desks , trees , buildings , etc .
@ @ @ @ @ @ @ ?
Answer : Curtains , paper , frosted glass , etc .
8 .
What other objects are transparent ?
Answer : Eyeglasses , drinking glasses , magnifying glasses , etc .
9 .
Why do you have a shadow ?
Answer : Your body is opaque , so it blocks all the light from the sun or other light sources , creating a shadow .
10 .
What happened to the puppet ’ s shadow when the puppet was moved closer to the light ?
Answer : The shadow got bigger , @ @ @ @ @ @ @ the light .
11 .
What happened to the puppet ’ s shadow when you moved the puppet further from the light ?
Answer : The shadow got smaller , because the object was blocking less of the light .
12 .
What other ways do you use shadow and light in your everyday life ?
Answer : You use light to see .
You can sit in the shadow of a tree on a hot , sunny day .
Like these ideas ?
Please share them to inspire other teachers to incorporate @ @ @ @ @ @ @ their curriculum .
Check Out Our Other Lessons Here !

Would you like to give students a chance to use their energy and voices as storytellers? Reader’s theater is a great way to help them develop reading fluency and build reading confidence. Students practice reading aloud with expression, conveying a message through their vocal tone, facial expressions, and gestures.
Creative outlets such as theater can enhance a student’s educational experience in many ways. Acting out stories can help students form a deeper understanding of a text and develop a love of reading. Theater also fosters empathy, because it calls on them to enter the mind of a character and ask themselves what that character is thinking or feeling. This activity will encourage them to expand their compassion to all animals and treat others with respect.
© iStock.com/kali9
“Sheldon Hears a Squeak” tells the story of a compassionate boy named Sheldon who speaks up for all sentient beings. Teachers can use the teacher’s guide (see below) to lead a classroom discussion about the theme of the story and reasons why it’s important to be kind to all animals.
© iStock.com/Pijus Ash
Shadow theater is a display in which the shadows of flat puppets are cast on a screen. The show is viewed by an audience on the other side of the screen. This allows students to explore with shadow and light to bring a story to life. Students will learn about the relationship between light and shadows through hands-on experimentation. They will further their understanding of the effect that proximity to a light source has on the size and length of shadows. They will also learn the various effects of light on translucent and opaque materials. This activity will foster your students’ curiosity about light, shadows, and the world around them.
Distance-Learning
And if you’re using this lesson as part of a distance-learning program, students can take turns reading parts of the script during your virtual class meetings. This activity only requires some readily available materials that children can use to construct the puppets and stage at home and then telecast their performance to their classmates on the virtual platform.
Materials
Cardboard or thick paper to cut puppets out of (can be recycled materials, like empty cereal or tissue boxes)
A light source (can be a flashlight or a projector light)
A screen (can be a thin sheet hung from the ceiling or a trifold poster board with a rectangle cut out of the center and a sheet of white banner paper taped over the hole)
“Sheldon Hears a Squeak” script
Puppet templates
Popsicle sticks
Scissors
Pencil
Paper fasteners (optional—for adding movable parts to the puppets)
“Sheldon Hears a Squeak” vocabulary list
“Sheldon Hears a Squeak” teacher’s guide (see below)
Directions
Make the Puppets • Print and cut out the puppet templates.
• If a recycled box is being used, cut all the edges so that it lies flat.
• Lay the template on the cardboard and trace it.
• Cut the puppet out of the cardboard.
• If using one of the templates with movable pieces, attach the limbs or tail to the body with paper fasteners. Make sure they’re tight enough to be secure but still allow the limbs to be moved easily
• Attach a Popsicle stick to the base of each puppet. If the limbs and tail are attached with paper fasteners, also attach a Popsicle stick to each one so that they can be moved.
• Complete these steps for all three puppets.
Make a Stage • Option 1: Suspend a thin sheet from the ceiling or from wall to wall draped over a rope or cord.
• Option 2: Cut a rectangle out of the center of a trifold poster board. (The rectangle will be where the puppets’ shadows are projected.) Cut a strip of white banner paper large enough to cover the hole. Tape the strip of banner paper over the hole.
• Option 3: Tape together about five pieces of white printer paper to make a screen. Get creative—you can decorate your stage or add curtains.
Create a Shadow Theater • Place your light source behind the cutout in your stage. (If it’s a flashlight, have someone hold it in place.)
• Students working the puppets can stand behind the screen to the side or underneath the light source and hold the puppets in front of the light.
• The puppet’s shadows will then be projected onto the screen for the audience to see.
• Students can use the Popsicle sticks to move the puppets and their limbs.
• Puppets will appear bigger when they’re held closer to the light source and smaller when they’re held further away.
• Students should manipulate the puppets according to the action taking place in the script.
‘Sheldon Hears a Squeak’ Teacher’s Guide
Before reading the script aloud to students, ask them what they know about mice and what they normally do when they see one. Sadly, many children are conditioned from a young age to view mice in a negative light. “Sheldon Hears a Squeak” offers a great opportunity to encourage students to be compassionate and to consider the consequences of their actions on animals.
The rhyming text is enjoyable, so it may be a good idea to read it all the way through first without stopping so that students can appreciate the overall sound of the story. Then read it aloud a second time and pause at appropriate places to ask the discussion questions below.
Important note: In the story, Sheldon feeds the mouse in his house. Teachers should address this in the same way that they would any other made-up story, i.e., discuss with students what to do if there’s a real mouse in their house. Explain that children should not feed mice because they can overpopulate and end up damaging electrical wires and that their family can humanely evict “mouseguests” with a live trap. Snap traps and glue traps should never be used—both cause mice to suffer.
Discussion Questions
Use these questions to help students learn about mice and to inspire compassion for all animals.
Sheldon’s mother says, “Relate to that dirty thing—oh, please! Maybe I’d try if I wanted a disease.”
1. Are mice clean?
Answer: Yes, mice are very clean animals. Like cats and rabbits, they groom themselves several times a day.
2. Do mice carry diseases?
Answer: Mice are less likely than dogs and cats to catch or spread diseases.
3. Why do you think it’s important not to call mice names like “dirty” or “diseased”?
Answer: When we call them names, we spread false information about them and cause people to think about them in a negative way. Instead, we should tell people how clean, affectionate, and smart they are.
4. How is this similar to not spreading rumors about other people?
Answer: Rumors are often untrue and can be very hurtful. They can make people think poorly of others before they even get to know them.
Sheldon says, “She loves her family—I swear that it’s true. She loves them the same way that I love you.”
5. Do mother mice love their babies?
Answer: Yes. Just like human mothers, female mice love their babies and will do anything to protect them.
6. Are mice affectionate?
Answer: Yes. Mice enjoy being with other mice. They become attached to each other, love their families, and can bond with humans who are kind to them. They return as much affection as is given to them.
7. Do mice form friendships?
Answer: Yes. They play together, wrestle, and sleep curled up together. Like us, they can become lonely, scared, and sad when they’re all alone.
8. How does the mouse in the story show that she loves her babies?
Answer: She cares about their needs. She built a nest for them and tried to find them food. She was brave and spoke up to defend them when their home was in danger.
9. How is this similar to ways that you and your family show your love for each other?
Answer: Parents or guardians work hard to give children what they need. They make sure they have food and shelter. Families also speak up for each other and help each other out.
©iStock.com/ZU_09
Sheldon speaks kindly to the mouse and knows she needs help.
10. Do mice speak?
Answer: Humans don’t always understand what mice are trying to say, but they do speak to each other. They use their voice to make high-pitched sounds that we can’t hear, even sometimes “singing” like birds. They also use touch and smell to communicate.
11. How do the animals you know communicate with you?
Answer: Dogs, for instance, may sit by the door when they want to go outside or sit by their bowls if they’re hungry or thirsty. They may also jump up on someone or nudge their hand when they need some love and want to be petted. And they may walk away when they want to be left alone.
12. How can you speak up for animals when their needs are not being meet?
Answer: If you see an animal in need, you should always tell a trusted adult. You can also stand up for animals by letting others know how important it is to be kind to them.
Sheldon’s mother says. “Come on, now, and let’s be reasonable. A brain in that tiny head isn’t feasible.”
13. Are mice smart?
Answer: Yes. Mice are great at learning and understanding concepts. Even though they’re much smaller than dogs, they’re just as smart! They also have excellent memories.
14. Can we assume that someone isn’t smart if they don’t look or act like us?
Answer: No. Don’t judge a book by its cover. Being different isn’t a bad thing. Birds are different from us because they can fly, but humans wouldn’t want to be thought of as less intelligent because we can only walk. We should appreciate each other’s unique qualities and remember our similarities. All animals can feel pain, love, and joy, and they all deserve respect.
15. What are some positive traits of other animals besides mice?
Answer: Pigs are smart and playful. Rabbits are curious and careful. Cows are good friends and loving mothers. Chickens are also good mothers—they sing to their chicks while they’re still inside the egg and even begin teaching them before they hatch.
Sheldon tells his mother, “I think you could relate to her, if only you’d try.”
16. In what ways are mice and humans similar?
Answer: Mice and humans talk to and love their friends and families. Both species like to play and have fun and deserve to be treated kindly.
17. Do mice have feelings, too?
Answer: Yes. They feel a wide range of emotions, just like us.
18. Why is it important to speak up for mice and all other animals?
Answer: As kind people, it’s our job to show others how to respect all animals and to make the world a better place for them. When Sheldon teaches his mother more about mice and how they feel, she realizes that she should show the same kindness that she would show Sheldon or a dog or cat. Just as Sheldon’s mother has a hard time relating to the mouse at first, sometimes people have a hard time seeing the similarities between themselves and other animals. We may be able to relate to each other or our cats or dogs but struggle to relate to animals we’ve spent less time with, like mice, cows, pigs, and chickens. Once people get to know these animals, they see that they’re smart, playful, and loving. They also see that like the mouse who had the important task of finding food for her family, all animals’ lives are valuable and they’re all important members of their families and communities.
19. Why is it important to be kind to all animals?
Answer: Like the mouse in the story, all animals are individuals with their own personalities and needs. They experience the same emotions that we do, such as love, pain, and fear. We would want to be treated with respect, so we should treat others with respect, too.
Teach Students How to Be Kind to Animals
Ask students what they can do to be like Sheldon and treat animals with kindness. Use the following examples to discuss ways they can help animals in their daily lives.
What can you do to be like Sheldon and treat animals with kindness?
Take good care of your animal companions.
Dogs, cats, and other animals deserve the same love, care, and respect as any other members of the family. They’re individuals with unique personalities. You could spend more time playing and cuddling with your dog or cat.
Dogs, cats, and other animals deserve the same love, care, and respect as any other members of the family. They’re individuals with unique personalities. You could spend more time playing and cuddling with your dog or cat. Be kind to all animals we share the planet with.
All wildlife, including frogs and turtles, should be observed from a distance and allowed to live in peace—don’t try to catch them and bring them indoors. We shouldn’t chase pigeons because it scares them, and we don’t need to squash bugs, either.
All wildlife, including frogs and turtles, should be observed from a distance and allowed to live in peace—don’t try to catch them and bring them indoors. We shouldn’t chase pigeons because it scares them, and we don’t need to squash bugs, either. Adopt an animal instead of buying one from a pet store or breeder.
There are lots of animals in open-admission shelters who are in need of a loving home. Every time someone buys an animal, another one in a shelter loses a chance at finding a home.
There are lots of animals in open-admission shelters who are in need of a loving home. Every time someone buys an animal, another one in a shelter loses a chance at finding a home. Eat lots of fruits, vegetables, and other vegan foods.
Each person who goes vegan (decides not to eat meat, eggs, or dairy) saves the lives of nearly 200 animals every year!
Each person who goes vegan (decides not to eat meat, eggs, or dairy) saves the lives of nearly 200 animals every year! Go to parks instead of roadside zoos or circuses.
All animals want to be free to spend their lives with their families and friends. Roadside zoos, aquariums, petting zoos, and circuses take animals away from their families and keep them in places that don’t allow them the freedom to enjoy their lives. Animals held captive like this often feel sad, frustrated, and stressed—just as you would if you were locked in your room for your whole life.
All animals want to be free to spend their lives with their families and friends. Roadside zoos, aquariums, petting zoos, and circuses take animals away from their families and keep them in places that don’t allow them the freedom to enjoy their lives. Animals held captive like this often feel sad, frustrated, and stressed—just as you would if you were locked in your room for your whole life. Ask your parents to buy only products that are cruelty-free, not tested on animals.
Some products like shampoo, conditioner, soap, and makeup are tested on animals like rats, mice, rabbits, dogs, and cats. This is very scary and painful for the animals—and it’s not good science, either. There are many companies that use humane, animal-free methods to test ingredients and products. You can ask your parents to use PETA’s cruelty-free shopping guide, and you can help by looking for PETA’s “bunny logo” on products. This logo means that the product hasn’t been tested on animals:
Some products like shampoo, conditioner, soap, and makeup are tested on animals like rats, mice, rabbits, dogs, and cats. This is very scary and painful for the animals—and it’s not good science, either. There are many companies that use humane, animal-free methods to test ingredients and products. You can ask your parents to use PETA’s cruelty-free shopping guide, and you can help by looking for PETA’s “bunny logo” on products. This logo means that the product hasn’t been tested on animals: Leave mice alone or use a humane mouse trap that won’t hurt them.
Mice just like the one in the story come into houses looking for shelter and food. They just want to live and are not dangerous or dirty. If you want to get a mouse out of your house, you should use a humane trap that catches mice without harming them—and be sure to check it hourly so that a mouse won’t be trapped in it for a long time without food or water. Never use a snap trap or a glue trap—these hurt and kill mice. Glue traps are also very harmful to animals like birds who may become stuck to them.
Reader’s Theater Step-by-Step Instructions
Plan and Prepare 1. Make copies of the script for all students.
2. Make puppets for each group. (See instructions above.)
3. Set up a light source and a screen onto which the puppets can be projected.
4. Choose seven students to assist you in modeling the procedure.
5. Have four students each read a role in the script and three students manipulate the puppets along with the script.
6. Give students enough time to read the script and practice with the puppets before starting the activity.
Introduce Shadow Puppets Reader's Theater 1. Explain to students that they will be participating in an activity to help them better understand characters in different stories. Tell them that they’ll read script for a play, divide into groups, and practice reading a character’s lines. Then they’ll perform the play for the class using puppets.
2. Ask students if they’re familiar with scripts—what they look like, their purpose, and when they’re used. Make sure students understand that scripts are used when writing plays, movies, and television shows. They’re mostly dialogue, but they may also include stage directions or directions for the characters.
3. Ask students if they’re familiar with shadow puppets and if they’ve ever made them before. Explain how puppets can be used to act out a story.
4. Tell students that they’ll each be assigned the role of a character or the role of controlling a puppet. Once they have their role, explain to them that they’ll need to read and practice their part several times so that when they perform for the class, they’ll sound as though they’re speaking naturally rather than reading or they’ll know exactly when to manipulate their puppet. They’ll also practice with the other members of the group so that they sound as though they’re having a conversation and so that they can cooperate to move the puppets in a way that tells the story.
5. Encourage students to speak clearly in an appropriate volume, read the text with the correct pronunciation and expression, move the puppets in accordance with the script, cooperate with each other during rehearsal time, and use their rehearsal time wisely.
6. Ask students to read a sentence written on the board (e.g., “Today we’re going to a party.”) demonstrating appropriate volume and pronunciation. They can try it sounding happy, sad, confused, etc.
Modeling the Procedure 1. Ask your student helpers to join you at the front of the classroom. Read the character introductions and the setting in the script.
2. Model a rehearsal. Assign each student a role to read or a puppet to use, and suggest that each student say the first line to make sure everyone is using appropriate volume levels.
3. Have everyone read their lines aloud in the order in which they appear in the script. Model reading a word incorrectly and having another person politely correct it. Once everyone has read through the lines, model thanking the group members who helped with words you may have pronounced incorrectly, and emphasize the importance of correct pronunciation.
4. Go through the script again with students reading their lines, but this time group members will pay attention to everyone’s expression. Encourage group members to stop after everyone has read two or three lines and ask if they’re using correct pronunciation and expression. Model giving compliments to group members (e.g., “I liked the way you showed curiosity” or “The way you said that part was great—it made me feel really sad.”).
5. Demonstrate how to use the puppets. Show students how to manipulate the puppets in accordance with the script. Demonstrate how they can make them appear larger by moving them closer to the light source or smaller by moving them further away. Show students how to hold the puppets steady and move them slowly so that the shadows look clear—and how they can crouch below or stand to the side of the screen so that their own shadows don’t obscure those of the puppets. Show how multiple puppets can interact with each other to tell the story.
6. Have the students who were assigned puppets try moving them along with the corresponding lines being read. Encourage group members to ask whether the way they moved their puppet matched the story. Model giving compliments to group members, such as when students hold their puppets the proper distance from the light source.
7. Once everyone has manipulated their puppets along with the script as it’s being read aloud, suggest that students practice collaborating with the other group members to act out dialogue with the puppets. Demonstrate how group members can work together in a way that allows for multiple puppets to be projected on the screen at one time in order to act out conversations. Have students who were assigned characters in the script read some lines of dialogue while those who were assigned a puppet manipulate the puppets accordingly. After they complete the dialogue, encourage group members to ask whether they moved their puppets appropriately in relation to the others on the screen. (e.g., “Was my puppet’s shadow too small?” “Did my puppet get in the way of yours?”). Model giving compliments to group members.
Recap and Review 1. Ask if they have any questions about what they should do when they’re in their groups.
2. Finally, read through the whole script together, using appropriate volume, pronunciation, and expression and students moving the puppets along with the story.
Guided Practice 1. Assign students to groups. Have group names written on the scripts and puppet sets, with roles already assigned before class begins in order to ease the transition and keep students on task for the first few classes using reader’s theater. Also, tell the groups where in the room they’ll meet to practice their various roles.
2. Tell students that they’ll have 25 minutes to practice and that you’ll be checking in on them and tracking their progress. Set a timer.
3. Walk around the classroom. Sit with different groups of students and listen to them read the script and watch as they practice with the puppets. Provide praise and other feedback on students’ reading, expression, and interactions with each other.
4. Ask the students for their attention when the timer beeps. Check to see if each group completed the script at least once by having them give a thumbs-up or thumbs-down.
5. Tell the students that when the next class begins, they’ll have an opportunity to practice with their group again before they perform. Collect the scripts and puppets, and elicit feedback about the aspects that students liked best. Focus on the positive.
Performance 1. Review the importance of speaking clearly and using appropriate volume, reading the text with the correct pronunciation and with expression, moving the puppets in accordance with the lines in the script, cooperating with each other during rehearsal time, and using their rehearsal time wisely.
2. Ask students to get into their groups, and pass out the scripts and puppets. Depending on your class scheduling, block off enough time for both practice and group performances. Remind students how much time they have to practice, and use the timer.
3. Rotate through the groups in order to answer any questions and ensure that students are prepared to perform.
4. Call the class back together when the timer beeps. Groups can stay seated together, but remind them to give the performers their attention. Tell students that their group numbers are in a basket. Explain to them that when their group number is called, each student should move to the screen and get in place to perform.
5. Ensure that every group has a chance to perform.
6. Discuss with the groups and the whole class the strengths of each performance as well as any suggestions for improvement.
‘Sheldon Hears a Squeak’:
Comprehension Questions
Use these questions to discuss the theme of compassion for all in the story. 1. What rhyme pattern did you notice in the story?
Answer: The last word of each set of two lines rhymes. For example, the last word of the line “No matter how big, no matter how small,” rhymes with the last word of the next line, “Animals are people, too, one and all.” 2. What are some of Sheldon’s character traits?
Answer: Sheldon is compassionate. He cares about everyone and is able to relate to them, even the ones others see as insignificant. Sheldon speaks up for others when they need help. 3. Why does the mouse need help?
Answer: The mouse and her family are put in danger because others don’t see them as individuals with families and needs. When Sheldon gets the other character to take a closer look, they realize how similar they are to the mouse and her family. 4. How does Sheldon’s mother change in the story?
Answer: Sheldon’s mother has trouble relating to those she sees as insignificant and different from herself. However, eventually, she begins to see the similarities and to understand that she needs to respect and protect others even if they’re different. 5. Why do you think Sheldon’s mother has a hard time relating to the mouse?
Answer: Because she had false beliefs about the mouse. Sheldon’s mother thought mice were unintelligent and dirty. She didn’t know how smart, clean, and loving they actually are. These false beliefs made Sheldon’s mother think that the rights of the mouse and her family were less important than her own. 6. How does Sheldon persuade others to be kind?
Answer: He shows others how to be kind through his words and actions. Sheldon speaks up for those in need and teaches others how important it is to be nice to the mouse and her family. Sheldon also leads by example—he’s kind even when others are not. 7. If you were the mouse, how would you want others to treat you?
Answer: You would want others to treat you with kindness and respect. 8. Who does this story teach us we should have compassion for?
Answer: It teaches us to have compassion for everyone, including animals. All animals are individuals with their own personalities and needs. Other species experience the same emotions that we do, including love, pain, and fear. It’s important for us to treat all animals with respect. 9. What is the moral of the story?
Answer: The moral of the story is to treat others, including animals, the way you would want to be treated. 10. Why is it important to speak up for what’s right?
Answer: As kind people, it’s our job to speak up for what’s right and show others how to respect the rights of all animals. This makes the world a better place for everyone.
Science Connection: Shadows and Light
Discussion Questions Use these questions to discuss information about light and shadows with students. 1. What is light?
Answer: Light is a form of energy that moves like a wave.
What are some sources of light?
Answer: The sun, lamps, flashlights, headlights on a car, and celling lights are sources of light.
2. What is a shadow?
Answer: A shadow is created when an object bocks all or some of the light from a light source.
3. What can make shadows?
Answer: Animals, books, desks, trees, buildings—anything that can block light.
4. What causes the formation of a shadow?
Answer: When an opaque or a translucent object comes between a source of light and a surface, that object casts a shadow on the surface.
5. Why was the light able to move through the screen but not the puppet?
Answer: The puppet is opaque, meaning that it blocks all the light. The screen is translucent, meaning that it blocks some of the light. Some things, like the glass in a window, are transparent, meaning that they block no light.
6. What other objects are opaque?
Answer: People, books, desks, trees, buildings, etc.
7. What other objects are translucent?
Answer: Curtains, paper, frosted glass, etc.
8. What other objects are transparent?
Answer: Eyeglasses, drinking glasses, magnifying glasses, etc.
9. Why do you have a shadow?
Answer: Your body is opaque, so it blocks all the light from the sun or other light sources, creating a shadow.
10. What happened to the puppet’s shadow when the puppet was moved closer to the light?
Answer: The shadow got bigger, because the object was blocking more of the light.
11. What happened to the puppet’s shadow when you moved the puppet further from the light?
Answer: The shadow got smaller, because the object was blocking less of the light.
12. What other ways do you use shadow and light in your everyday life?
Answer: You use light to see. You can sit in the shadow of a tree on a hot, sunny day.
Like these ideas? Please share them to inspire other teachers to incorporate compassion for animals in creative ways throughout their curriculum.
Check Out Our Other Lessons Here!


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Monkeys Abused for Coconut Milk: Ask These Grocery Chains to Stop Supporting Forced Monkey Labor

Monkeys Abused for Coconut Milk : Ask These Grocery Chains to Stop Supporting Forced Monkey Labor Were monkeys forced to pick coconuts for your milk ?
Many kind people choose coconut milk instead of cow 's milk because they do n't want to support cruelty to animals .
But a disturbing PETA Asia investigation reveals that terrified young monkeys in Thailand are kept chained , abusively trained , and forced to climb trees to pick coconuts that are used to make coconut milk , meat , flour , oil , and other products .
PETA Asia investigators visited eight farms @ @ @ @ @ @ @ those for Thailand 's major coconut milk producers , Aroy-D and Chaokoh—as well as several monkey-training facilities and a coconut-picking competition .
At each one , they documented that these sensitive animals were abused and exploited .
Many monkeys , typically pigtail macaques , are illegally abducted from their families and homes when they 're just babies .
They 're fitted with rigid metal collars and kept chained or tethered for extended periods .
Wild pigtail macaques live in large family groups .
Females stay with their families their entire lives .
Mothers @ @ @ @ @ @ @ and the little ones rarely leave their mother 's side in the early weeks .
While they have the ability to move silently through the tree canopies , pigtail macaques have a wide range of calls and vocalizations to communicate over large distances .
When forced to harvest coconuts , they are denied the freedom to move around , socialize with others , or do anything else that 's meaningful to them .
These intelligent primates slowly lose their minds .
Driven to desperation , they pace and circle endlessly on the barren @ @ @ @ @ @ @ 're chained .
Despite being alerted to the ugly origins of Chaokoh and Aroy-D coconut milk , major grocery chains Publix , Costco , Albertsons , Kroger , Wegmans , Nam Dae Mun Farmers Market , Jewel-Osco , Save Mart , Woodman 's Market , Tony 's Fresh Market , and Super King Markets continue to sell these products .
This refusal to take a position against cruelty to animals is in contrast to the more than 25,000 other stores that have pledged not to purchase products from Chaokoh and Aroy-D , and @ @ @ @ @ @ @ products derived from monkey labor in Thailand .
Grocery chains around the world are taking a stand .
Walgreens Boots Alliance—with nearly 10,000 stores in the U.S. , the U.K. , and Thailand—has committed to not stocking Aroy-D or Chaokoh products and not knowingly selling any own-brand coconut food or drink products of Thai origin .
Cost Plus World Market , Food Lion in the U.S. , and Albert Heijn in the Netherlands have changed their purchasing decisions after being informed of the cruelty behind Thai coconut products .
Other coconut-growing regions—including Brazil @ @ @ @ @ @ @ humane , non-animal methods such as tractor-mounted hydraulic elevators , willing human tree-climbers , rope or platform systems , or ladders , or they plant dwarf coconut trees .
Studies have shown that these methods are superior to using monkeys , who ca n't distinguish between ripe and unripe fruit , and the ripe coconuts get bruised when the animals drop them to the ground .
Coconut water typically comes from coconuts grown on dwarf trees , including the Nam Hom variety , so harvesting them does n't require monkey labor .
But @ @ @ @ @ @ @ wo n't be used .
PETA has confirmed , however , that Harmless Harvest is among the companies that do n't use monkey labor for coconut water .
Please , next time you shop for groceries , if you see Aroy-D or Chaokoh coconut milk on the shelves , talk to the store 's manager and ask them to reconsider their relationship with these brands .
Contact grocery store chain management to let them know how you feel .
Personalized letters always work best .
Feel free to use the sample letter provided @ @ @ @ @ @ @ letter will carry more weight if you write your own customized message and subject line .

Update (June 7, 2022): Victory! After hearing from PETA and thousands of concerned shoppers, Walmart has cut ties with Chaokoh!
Update (March 29, 2022): Supermarket chain Jewel-Osco has ended sales of Chaokoh brand coconut milk following more than 200,000 e-mails from PETA supporters and a PETA campaign against its parent company.
Update (June 17, 2021): Grocery giant Kroger has suspended its purchases of Chaokoh coconut milk following PETA’s campaign and investigations into forced monkey labor.
Update (May 11, 2021): Raley’s supermarkets have joined Albertsons and Target in dropping Chaokoh after hearing from PETA about monkey labor in its supply chain.
Original post
Were monkeys forced to pick coconuts for your milk?
Many kind people choose coconut milk instead of cow’s milk because they don’t want to support cruelty to animals. But a disturbing PETA Asia investigation reveals that terrified young monkeys in Thailand are kept chained, abusively trained, and forced to climb trees to pick coconuts that are used to make coconut milk, meat, flour, oil, and other products.
In 2019, PETA Asia investigators visited eight farms where monkeys are forced to pick coconuts—including those for one of Thailand’s major coconut milk producers, Chaokoh—as well as several monkey-training facilities and a coconut-picking competition. At each one, they documented that these sensitive animals were abused and exploited.
PETA Asia investigators returned in 2020 in response to claims by the coconut industry and the Thai government that monkeys were no longer being used for exported products. PETA Asia found that monkeys are still being used and that not only have Chaokoh and the Thai ambassador to the United States failed to take meaningful action to end the use of forced monkey labor, they’re also touting a misleading and inadequate audit system to lie to companies and consumers about the extent of forced monkey labor in the Thai coconut industry.
Many monkeys, typically pigtail macaques, are illegally abducted from their families and homes when they’re just babies. They’re fitted with rigid metal collars and kept chained or tethered for extended periods.
Wild pigtail macaques live in large family groups. Females stay with their families their entire lives. Mothers are highly protective of their babies, and the little ones rarely leave their mother’s side in the early weeks. While they have the ability to move silently through the tree canopies, pigtail macaques have a wide range of calls and vocalizations to communicate over large distances.
When forced to harvest coconuts, they are denied the freedom to move around, socialize with others, or do anything else that’s meaningful to them. These intelligent primates slowly lose their minds. Driven to desperation, they pace and circle endlessly on the barren, trash-strewn patches of dirt where they’re chained.
Grocers Take a Stand
Despite having been alerted to the ugly origins of Chaokoh coconut milk, major grocery chains Woodman’s Market and Tony’s Fresh Market continue to sell these products.
This refusal to take a position against cruelty to animals stands in contrast to the decision made by more than 33,000 stores to cut ties with coconut milk brands that use coconuts picked by monkeys.
Grocery chains around the world are taking a stand. Walgreens Boots Alliance—with nearly 10,000 stores in the U.S., the U.K., and Thailand—has committed to not stocking Chaokoh products and not knowingly selling any own-brand coconut food or drink products of Thai origin.
Target, Wegman’s, Jewel-Osco, Raley’s, Super King Markets, Kroger, Walmart, Cost Plus World Market, Food Lion, H-E-B, Sears, Nam Dae Mun, ShopRite, and Smart & Final in the U.S. and Albert Heijn in the Netherlands have changed their purchasing decisions after being informed of the cruelty behind Thai coconut products.
No Tropical Paradise
Other coconut-growing regions—including Brazil, Colombia, and Hawaii—harvest coconuts using humane, non-animal methods such as tractor-mounted hydraulic elevators, willing human tree-climbers, rope or platform systems, or ladders, or they plant dwarf coconut trees. Studies have shown that these methods are superior to using monkeys, who can’t distinguish between ripe and unripe fruit, and the ripe coconuts get bruised when the animals drop them to the ground.
Coconut water typically comes from coconuts grown on dwarf trees, including the Nam Hom variety, so harvesting them doesn’t require monkey labor. But that doesn’t necessarily mean that monkeys won’t be used. PETA has confirmed, however, that Harmless Harvest is among the companies that don’t use monkey labor for coconut water.
Take Action
Please send polite emails to grocery chains Woodman’s Market and Tony’s Fresh Market to let them know how you feel:
Scott Leeder
Vice President of Business Development
Woodman’s Market
[email protected]
Vince Gambino
VP of Sales and Marketing
Tony’s Fresh Market
[email protected]
Next time you shop for groceries, if you see Chaokoh coconut milk on the shelves, talk to the store’s manager and ask them to reconsider their relationship with these brands.


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Urge Toronto Apartment Complex to End Pigeon Trapping!

Roselawn Terrace , a residential community in Toronto , Ontario , has reportedly once again hired a contractor to deploy traps and remove pigeons who are simply trying to eke out an existence in the area .
In addition to tearing wild families apart and leaving orphaned young to starve , such initiatives are traumatic for trapped animals , who experience immense panic and can succumb very quickly to exposure , stress , dehydration , or injuries sustained in frantic attempts to escape .
And as apparently evidenced by reported past trapping initiatives at this location , removing wildlife actually @ @ @ @ @ @ @ food supply accelerates breeding among survivors , while the inevitable newcomers arrive for the still-available resources .
PETA contacted representatives of the apartment facility but to no avail .
Now it ’ s your turn to speak up !
Please take a moment to call and send a quick note to the office manager of Roselawn Terrace , politely urging her to halt any trapping and commit to using humane deterrents instead : Personalized messages carry the most weight , but feel free to use our sample letter as a guide : I @ @ @ @ @ @ @ has reportedly once again hired a contractor to trap and remove pigeons who are simply trying to eke out an existence in the area .
In addition to tearing wild families apart and leaving orphaned young to starve , such initiatives are traumatic for trapped animals , who experience immense panic and can succumb very quickly to exposure , stress , dehydration , or injuries sustained in frantic attempts to escape .
Furthermore , as evidenced by reported similar past trapping efforts at this location , removing wildlife actually backfires because the resultant @ @ @ @ @ @ @ among survivors , while the inevitable newcomers arrive for the still-available resources , and the population then increases .
Please ditch the cruel and futile trapping initiative and commit to using tried-and-true humane wildlife deterrents !

Roselawn Terrace, a residential community in Toronto, Ontario, has reportedly once again hired a contractor to deploy traps and remove pigeons who are simply trying to eke out an existence in the area. In addition to tearing wild families apart and leaving orphaned young to starve, such initiatives are traumatic for trapped animals, who experience immense panic and can succumb very quickly to exposure, stress, dehydration, or injuries sustained in frantic attempts to escape.
And as apparently evidenced by reported past trapping initiatives at this location, removing wildlife actually backfires because the resultant spike in the food supply accelerates breeding among survivors, while the inevitable newcomers arrive for the still-available resources. PETA contacted representatives of the apartment facility but to no avail. Now it’s your turn to speak up!
Please take a moment to call and send a quick note to the office manager of Roselawn Terrace, politely urging her to halt any trapping and commit to using humane deterrents instead:
Erin Richardson
Office Manager
Roselawn Terrace
822 Roselawn Avenue
York, Toronto, ON M6B 184
[email protected]
416-780-9957
Send Polite Comments to Erin Richardson Now
Personalized messages carry the most weight, but feel free to use our sample letter as a guide:


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Cruel Fundraisers That Send Mixed Messages to Students

Fundraisers can bring a lot of opportunity to a school and its community , but an inhumane one can leave students with a lasting negative impression : that cruelty to animals is acceptable for personal gain .
TeachKind regularly receives accounts from concerned members of school communities about the use of animals in fundraising events .
By starting a conversation with your school , you can enlighten others and inspire them to keep compassion at the forefront when planning events .
Read more about these six cruel fundraisers and the animal-friendly alternatives that should replace them .
Teachers : Please @ @ @ @ @ @ @ below can be held virtually or allow for social distancing to ensure the safety of your school community during the COVID-19 pandemic .
Donkeys are patient , kind , intelligent animals .
They can recognize the faces of animals they haven ’ t seen for years , and they feel pain and fear just as any other animal does .
It ’ s not difficult to figure out that donkeys don ’ t enjoy playing in donkey basketball “ games , ” which involve students and adults riding on their backs while they @ @ @ @ @ @ @ confusing for them .
The lights , noise , and commotion of these events are extremely stressful for them ( as is the travel involved ) , and they ’ re often kicked , shoved , and shouted at .
Donkey basketball fundraisers desensitize young people to animal suffering and send kids the dangerous message that it ’ s OK to abuse and take advantage of those who are weaker than they are .
Children who are exposed to animal abuse are taught the dangerous lesson that cruelty is acceptable and that we @ @ @ @ @ @ @ our own entertainment—which can result in further animal abuse .
Bingo is still a popular moneymaker , but popular games like Scrabble , Yahtzee , and mahjong are great for tournaments , too , and can be played in real time online using video chat tools like Zoom or Skype .
Charge an entry fee and offer small prizes ( donated by area merchants ) for the winners .
Pigs are highly sensitive , perceptive , intelligent animals who excel at learning and understanding concepts .
Social , playful , gentle , and @ @ @ @ @ @ @ other , building nests , and relaxing in the sun .
At “ pig-kissing ” events , they are thrust into an unnatural and chaotic environment , surrounded by crowds of humans ( whom they view as predators ) , and sometimes subjected to rough handling by excited participants .
We have received reports that during such events , pigs have started shaking uncontrollably , urinated out of fear , and fled auditoriums in terror .
Furthermore , students and other attendees are put at risk as well—pigs can potentially transmit pathogens , @ @ @ @ @ @ @ and H3N2v , to humans .
Fashion shows are a fundraising staple and the perfect opportunity to promote cruelty-free alternatives to fur , leather , wool , and other animal-derived materials .
Add a twist by having a theme and encouraging local aspiring designers .
Squids are cephalopods and are capable of experiencing pain .
Just like dogs , cows , and chickens , they have complex nervous systems , try to escape from noxious stimuli , show physiological stress responses , and guard their wounds—their reactions when harmed fulfill the scientific criteria @ @ @ @ @ @ @ for their knack for problem-solving and feisty personalities , it ’ s no surprise that scientists declared in the 2012 “ Cambridge Declaration on Consciousness ” that they , like mammals and birds , experience the world consciously .
Squid-throwing events are as inhumane as they sound—students toss the dead bodies of these sensitive animals across gymnasiums .
This cruelty could easily be avoided by using bean bags or balls instead .
If you have access to a large playing field , it would be perfect for a socially distant kite parade !
@ @ @ @ @ @ @ small prizes for the largest kite , the one with the longest tail , the one that stays up the longest , the one that flies the highest , etc .
Events like this attract local media , so your group can get some publicity , too !
Imagine how strange and confusing it must be for wild animals who are taken into an unnatural environment like a school auditorium .
Being gawked at and touched by hundreds of students only adds to their stress .
Regardless of how long they ’ re @ @ @ @ @ @ @ severely distressed by the rigors of constant travel and public contact .
Children can and do care about animals without having to touch and hold them .
Using animals as interactive tools doesn ’ t foster respect—instead , children get the message that animals are ours to do with as we please .
Host a virtual “ Battle of the Bands ” event .
Different bands can perform in a competitive manner virtually , and the audience can choose their favorite .
Charge a nominal entry fee to participants and an entrance fee @ @ @ @ @ @ @ the winning band .
Be sure to publicize the event .
Animal companions require an emotional , physical , and financial commitment that can last up to 20 years .
As such , responsible animal shelters follow stringent screening , educational , and contractual procedures when deciding whether to finalize adoptions and have rigorous follow-up protocols to ensure that animals are receiving adequate care .
It ’ s likely that auction winners wouldn ’ t be evaluated for suitability and would possibly be overwhelmed by the responsibility involved .
When young animals grow @ @ @ @ @ @ @ ’ re commonly bounced from home to home—where they ’ re confined to lonely rooms or backyards and virtually forgotten—or wind up at overburdened shelters .
Please note that as a result of the homeless-animal overpopulation crisis ( to which breeders largely contribute ) , more than 6 million animals enter our nation ’ s shelters annually—and half are euthanized for lack of good homes .
Television news anchors , radio personalities , elected officials , and other local celebrities may be willing to have a virtual meal with a lucky winner or @ @ @ @ @ @ @ stations , etc .
For a cow tongue sporting event to occur , a smart , social , and sensitive cow is slaughtered .
Participants of these games usually find their “ sports equipment ” at a local butcher shop .
They then play a game of football using the dead animal ’ s body part as the ball .
Not only do these games desensitize students to the cruelty behind both the meat and dairy industries , they also promote a lack of respect for other living beings .
Ask high school @ @ @ @ @ @ @ athletes to recruit sponsors to pledge donations for each of their wins .
Your school can promote games to encourage locals to cheer on the home team and raise much-needed funds at the same time !
Want more information about cruel fundraisers and kind ones ?
Check Out the Animal-Friendly Teacher ’ s Guide to Fundraising !

Fundraisers can bring a lot of opportunity to a school and its community, but an inhumane one can leave students with a lasting negative impression: that cruelty to animals is acceptable for personal gain. TeachKind regularly receives accounts from concerned members of school communities about the use of animals in fundraising events. By starting a conversation with your school, you can enlighten others and inspire them to keep compassion at the forefront when planning events. Read more about these six cruel fundraisers and the animal-friendly alternatives that should replace them.
Teachers: Please note that all the animal-friendly alternatives listed below can be held virtually or allow for social distancing to ensure the safety of your school community during the COVID-19 pandemic.
1. Cruel Fundraiser: Donkey Basketball
Donkeys are patient, kind, intelligent animals. They can recognize the faces of animals they haven’t seen for years, and they feel pain and fear just as any other animal does. It’s not difficult to figure out that donkeys don’t enjoy playing in donkey basketball “games,” which involve students and adults riding on their backs while they play basketball and are surely terrifying and confusing for them. The lights, noise, and commotion of these events are extremely stressful for them (as is the travel involved), and they’re often kicked, shoved, and shouted at.
Donkey basketball fundraisers desensitize young people to animal suffering and send kids the dangerous message that it’s OK to abuse and take advantage of those who are weaker than they are. Children who are exposed to animal abuse are taught the dangerous lesson that cruelty is acceptable and that we have the right to exploit animals for our own entertainment—which can result in further animal abuse.
Animal-Friendly Alternative: Games Tournaments
Bingo is still a popular moneymaker, but popular games like Scrabble, Yahtzee, and mahjong are great for tournaments, too, and can be played in real time online using video chat tools like Zoom or Skype. Charge an entry fee and offer small prizes (donated by area merchants) for the winners.
2. Cruel Fundraiser: Pig-Kissing Events
Pigs are highly sensitive, perceptive, intelligent animals who excel at learning and understanding concepts. Social, playful, gentle, and loyal, they enjoy communicating with each other, building nests, and relaxing in the sun. At “pig-kissing” events, they are thrust into an unnatural and chaotic environment, surrounded by crowds of humans (whom they view as predators), and sometimes subjected to rough handling by excited participants. We have received reports that during such events, pigs have started shaking uncontrollably, urinated out of fear, and fled auditoriums in terror. Furthermore, students and other attendees are put at risk as well—pigs can potentially transmit pathogens, such as E. coli, salmonella, and H3N2v, to humans.
Animal-Friendly Alternative: Fashion Shows
Fashion shows are a fundraising staple and the perfect opportunity to promote cruelty-free alternatives to fur, leather, wool, and other animal-derived materials. Add a twist by having a theme and encouraging local aspiring designers.
3. Cruel Fundraiser: Squid-Throwing Events
Squids are cephalopods and are capable of experiencing pain. Just like dogs, cows, and chickens, they have complex nervous systems, try to escape from noxious stimuli, show physiological stress responses, and guard their wounds—their reactions when harmed fulfill the scientific criteria for pain.
Since cephalopods are known for their knack for problem-solving and feisty personalities, it’s no surprise that scientists declared in the 2012 “Cambridge Declaration on Consciousness” that they, like mammals and birds, experience the world consciously.
Squid-throwing events are as inhumane as they sound—students toss the dead bodies of these sensitive animals across gymnasiums. This cruelty could easily be avoided by using bean bags or balls instead.
Animal-Friendly Alternative: Kite Parades
If you have access to a large playing field, it would be perfect for a socially distant kite parade! Charge an entry fee, and give small prizes for the largest kite, the one with the longest tail, the one that stays up the longest, the one that flies the highest, etc. Events like this attract local media, so your group can get some publicity, too!
4. Cruel Fundraiser: Hosting Animal Exhibits
Imagine how strange and confusing it must be for wild animals who are taken into an unnatural environment like a school auditorium. Being gawked at and touched by hundreds of students only adds to their stress. Regardless of how long they’re kept in captivity, they can be severely distressed by the rigors of constant travel and public contact. Children can and do care about animals without having to touch and hold them. Using animals as interactive tools doesn’t foster respect—instead, children get the message that animals are ours to do with as we please.
Animal-Friendly Alternative: School of Rock
Host a virtual “Battle of the Bands” event. Different bands can perform in a competitive manner virtually, and the audience can choose their favorite. Charge a nominal entry fee to participants and an entrance fee to attendees. Offer a prize to the winning band. Be sure to publicize the event.
5. Cruel Fundraiser: Puppy Auctions
Animal companions require an emotional, physical, and financial commitment that can last up to 20 years. As such, responsible animal shelters follow stringent screening, educational, and contractual procedures when deciding whether to finalize adoptions and have rigorous follow-up protocols to ensure that animals are receiving adequate care. It’s likely that auction winners wouldn’t be evaluated for suitability and would possibly be overwhelmed by the responsibility involved. When young animals grow or the novelty wears off, they’re commonly bounced from home to home—where they’re confined to lonely rooms or backyards and virtually forgotten—or wind up at overburdened shelters. Please note that as a result of the homeless-animal overpopulation crisis (to which breeders largely contribute), more than 6 million animals enter our nation’s shelters annually—and half are euthanized for lack of good homes.
Animal-Friendly Alternative: Celebrity Auctions
Television news anchors, radio personalities, elected officials, and other local celebrities may be willing to have a virtual meal with a lucky winner or donate personal items, tours of their stations, etc.
6. Cruel Fundraiser: Cow Tongue Sporting Events
For a cow tongue sporting event to occur, a smart, social, and sensitive cow is slaughtered. Participants of these games usually find their “sports equipment” at a local butcher shop. They then play a game of football using the dead animal’s body part as the ball. Not only do these games desensitize students to the cruelty behind both the meat and dairy industries, they also promote a lack of respect for other living beings.
Animal-Friendly Alternative: Sponsored Athletes
Ask high school wrestlers, tennis players, and other athletes to recruit sponsors to pledge donations for each of their wins. Your school can promote games to encourage locals to cheer on the home team and raise much-needed funds at the same time!
*****
Want more information about cruel fundraisers and kind ones?


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Florida Fish and Wildlife Commission’s New COVID-19 Guidelines Fail Big Cats, Primates

As Local Roadside Zoo Is Still Offering Animal Encounters , PETA Urges Agency to Protect Captive Species Susceptible to Novel Coronavirus Miami – In response to the Florida Fish and Wildlife Conservation Commission ’ s ( FWC ) new recommendations for minimizing the risk to wildlife of contracting COVID-19 from humans , PETA sent a letter this morning urging the agency to expand its guidelines to apply to all captive species susceptible to the disease , including non-native big cats and primates .
In the letter , PETA notes that the World Organisation for Animal Health has reported that “ @ @ @ @ @ @ @ for COVID-19 , and several studies have found that certain primates are also highly susceptible .
Although eight big cats at the Bronx Zoo tested positive for the disease in April—and as the number of cases in humans is soaring statewide—the Zoological Wildlife Foundation ( ZWF ) is currently advertising hands-on encounters with big-cat cubs and baby primates , putting those susceptible animals at risk and highlighting the urgent need for the FWC to expand its recommended protections to include them .
“ Baby animals already have underdeveloped , vulnerable immune systems , @ @ @ @ @ @ @ public handling , putting them at particular risk of not only contracting COVID-19 but also not recovering from it , ” says PETA Foundation Deputy General Counsel for Captive Animal Law Enforcement Brittany Peet .
“ PETA is calling on the FWC to step up and protect these at-risk animals.
” The ZWF ’ s history of violating the federal Animal Welfare Act includes keeping highly social primates in solitary confinement , locking a wolf outdoors without shelter , and housing incompatible macaques together , resulting in bloody wounds .
The operation is @ @ @ @ @ @ @ , who served 12 years in prison for racketeering and narcotics violations and whose exotic-animal business served as a front for his drug-smuggling enterprise in the 1980s .
In response to an appeal from PETA—whose motto reads , in part , that “ animals are not ours to use for entertainment ” —the U.S. Department of Agriculture issued an advisory note in May recommending that exhibitors not allow the public to have contact with big-cat cubs , yet Tabraue continues to advertise these encounters .
PETA opposes speciesism , which is a human-supremacist @ @ @ @ @ @ @ visit PETA.org .

As Local Roadside Zoo Is Still Offering Animal Encounters, PETA Urges Agency to Protect Captive Species Susceptible to Novel Coronavirus
For Immediate Release:
July 30, 2020
Contact:
David Perle 202-483-7382
Miami – In response to the Florida Fish and Wildlife Conservation Commission’s (FWC) new recommendations for minimizing the risk to wildlife of contracting COVID-19 from humans, PETA sent a letter this morning urging the agency to expand its guidelines to apply to all captive species susceptible to the disease, including non-native big cats and primates.
In the letter, PETA notes that the World Organisation for Animal Health has reported that “cats are the most susceptible species” for COVID-19, and several studies have found that certain primates are also highly susceptible. Although eight big cats at the Bronx Zoo tested positive for the disease in April—and as the number of cases in humans is soaring statewide—the Zoological Wildlife Foundation (ZWF) is currently advertising hands-on encounters with big-cat cubs and baby primates, putting those susceptible animals at risk and highlighting the urgent need for the FWC to expand its recommended protections to include them.
“Baby animals already have underdeveloped, vulnerable immune systems, which are weakened by the stress of public handling, putting them at particular risk of not only contracting COVID-19 but also not recovering from it,” says PETA Foundation Deputy General Counsel for Captive Animal Law Enforcement Brittany Peet. “PETA is calling on the FWC to step up and protect these at-risk animals.”
The ZWF’s history of violating the federal Animal Welfare Act includes keeping highly social primates in solitary confinement, locking a wolf outdoors without shelter, and housing incompatible macaques together, resulting in bloody wounds. The operation is run by former drug kingpin Mario Tabraue, who served 12 years in prison for racketeering and narcotics violations and whose exotic-animal business served as a front for his drug-smuggling enterprise in the 1980s.
In response to an appeal from PETA—whose motto reads, in part, that “animals are not ours to use for entertainment”—the U.S. Department of Agriculture issued an advisory note in May recommending that exhibitors not allow the public to have contact with big-cat cubs, yet Tabraue continues to advertise these encounters.
PETA opposes speciesism, which is a human-supremacist worldview. For more information, please visit PETA.org.


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Tinsley Mortimer Appears on New PETA Billboard: ‘Buy Shoes, Not Dogs’

TV Star and Recent Chicago Transplant Urges Fans to Adopt From Shelters , Where Millions of Homeless Animals Wait for Loving Homes Chicago – The Real Housewives of New York City star Tinsley Mortimer is officially settling down in Chicago—and she ’ s marking the occasion by appearing on a larger-than-life pro-adoption PETA billboard , which just went up in River North .
“ [ W ] hen you find out how many homeless animals that are in need of a loving home and family , there ’ s just absolutely no excuse to buy from a breeder , ” @ @ @ @ @ @ @ .
She adopted her beloved dogs ( and ad co-stars ) , Strawberry and Shortcake , and says , “ A dog , I think , really knows when they ’ ve been rescued .
They know that you ’ ve taken them out of a situation and given them a loving home .
And you have given them a second chance at life .
What they give you , though , is so much more rewarding.
” Around 70 million dogs and cats are homeless in the U.S. at any given time @ @ @ @ @ @ @ U.S. homeless-animal population is taken in by animal shelters each year , and many must be euthanized as a result of chronic neglect or because there aren ’ t enough good homes for them .
The rest struggle to survive on the streets , where they are hit by cars , are attacked by other animals and people , and suffer and die from diseases , infections , and other injuries .
That ’ s why PETA urges everyone to adopt animals from shelters—and never buy from breeders or pet stores , which @ @ @ @ @ @ @ have their animal companions spayed and neutered .
Mortimer joins a long list of celebrities—including fellow Real Housewives stars Joanna Krupa , Bethenny Frankel , and Adriana de Moura—who ’ ve worked with PETA or its affiliates to promote kindness to animals .
The billboard is located at 319 W. Ontario St. , between N. Orleans and N. Franklin streets .
PETA—whose motto reads , in part , that “ animals are not ours to abuse in any way ” —opposes speciesism , which is a human-supremacist worldview .
For more information , @ @ @ @

TV Star and Recent Chicago Transplant Urges Fans to Adopt From Shelters, Where Millions of Homeless Animals Wait for Loving Homes
For Immediate Release:
July 30, 2020
Contact:
Moira Colley 202-483-7382
Chicago – The Real Housewives of New York City star Tinsley Mortimer is officially settling down in Chicago—and she’s marking the occasion by appearing on a larger-than-life pro-adoption PETA billboard, which just went up in River North.
“[W]hen you find out how many homeless animals that are in need of a loving home and family, there’s just absolutely no excuse to buy from a breeder,” Mortimer explains in a video for PETA. She adopted her beloved dogs (and ad co-stars), Strawberry and Shortcake, and says, “A dog, I think, really knows when they’ve been rescued. They know that you’ve taken them out of a situation and given them a loving home. And you have given them a second chance at life. What they give you, though, is so much more rewarding.”
Around 70 million dogs and cats are homeless in the U.S. at any given time. An estimated 10% of the U.S. homeless-animal population is taken in by animal shelters each year, and many must be euthanized as a result of chronic neglect or because there aren’t enough good homes for them. The rest struggle to survive on the streets, where they are hit by cars, are attacked by other animals and people, and suffer and die from diseases, infections, and other injuries. That’s why PETA urges everyone to adopt animals from shelters—and never buy from breeders or pet stores, which contribute to the homeless-animal overpopulation crisis—and always have their animal companions spayed and neutered.
Mortimer joins a long list of celebrities—including fellow Real Housewives stars Joanna Krupa, Bethenny Frankel, and Adriana de Moura—who’ve worked with PETA or its affiliates to promote kindness to animals.
The billboard is located at 319 W. Ontario St., between N. Orleans and N. Franklin streets.
PETA—whose motto reads, in part, that “animals are not ours to abuse in any way”—opposes speciesism, which is a human-supremacist worldview. For more information, please visit PETA.org.


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Photos: Dog Rescuer Thanked With $1,500 Reward, Gift Basket for Her Own Canine Companion

PETA Says Good Samaritan Saved Lucious From a Bad End , Ensured His Safe Return to the Isle of Wight Animal Shelter Newport News , Va. – At a private , socially distanced celebration on Wednesday , PETA presented local resident and good Samaritan Regina Jackson with a check for $ 1,500 and a gift basket full of goodies for her own beloved dog in thanks for her rescue of Lucious , a pit bull who went missing from a foster home backyard in early June .
Photos can be found here .
After Lucious disappeared , PETA and Isle @ @ @ @ @ @ @ concerted effort to find him .
All seemed lost , but in the middle of the night on July 4—when animals are typically terrified by the booming explosions of fireworks—Jackson saw someone push a dog out of a car on W. Mercury Boulevard and try to run him over .
She immediately stopped , coaxed the frightened dog into her car , and took him home to feed and care for him .
When a friend sent her an article about PETA ’ s search for Lucious , she recognized his picture and @ @ @ @ @ @ @ Ms .
Jackson is a good neighbor .
If she hadn ’ t seen that Lucious was in trouble and helped him , his ordeal could easily have ended in his death , ” says PETA Senior Vice President Daphna Nachminovitch .
“ PETA is sure that her kindness will inspire other people to be watchful and get involved when an animal is at risk.
” PETA—whose motto reads , in part , that “ animals are not ours to abuse in any way ” —cautions families to keep an eye on animal @ @ @ @ @ @ @ never leave them unattended in the backyard , where they can be hurt , escape , or even be stolen by cruel people .
For more information , please visit PETA.org .

PETA Says Good Samaritan Saved Lucious From a Bad End, Ensured His Safe Return to the Isle of Wight Animal Shelter
For Immediate Release:
July 30, 2020
Contact:
Nicole Meyer 202-483-7382
Newport News, Va. – At a private, socially distanced celebration on Wednesday, PETA presented local resident and good Samaritan Regina Jackson with a check for $1,500 and a gift basket full of goodies for her own beloved dog in thanks for her rescue of Lucious, a pit bull who went missing from a foster home backyard in early June.
Photos can be found here.
After Lucious disappeared, PETA and Isle of Wight County Animal Services launched a concerted effort to find him. All seemed lost, but in the middle of the night on July 4—when animals are typically terrified by the booming explosions of fireworks—Jackson saw someone push a dog out of a car on W. Mercury Boulevard and try to run him over. She immediately stopped, coaxed the frightened dog into her car, and took him home to feed and care for him. When a friend sent her an article about PETA’s search for Lucious, she recognized his picture and called Animal Services right away.
“Ms. Jackson is a good neighbor. If she hadn’t seen that Lucious was in trouble and helped him, his ordeal could easily have ended in his death,” says PETA Senior Vice President Daphna Nachminovitch. “PETA is sure that her kindness will inspire other people to be watchful and get involved when an animal is at risk.”
PETA—whose motto reads, in part, that “animals are not ours to abuse in any way”—cautions families to keep an eye on animal companions when they’re outdoors and never leave them unattended in the backyard, where they can be hurt, escape, or even be stolen by cruel people.
For more information, please visit PETA.org.


petapeoplefortheethicaltreatmentofanimals--2020-07-30--Urgent From PETA: Hot-Weather Survival Tips for Animals in Montana

Missoula , Mont .
– With a heat advisory in effect for the Missoula area , animals—who can quickly succumb to heatstroke if left outdoors or in a parked car—are at risk .
Twenty-four animals have already died this year from heat-related causes—and since social distancing because of COVID-19 extends store wait times and prolongs errands , PETA is concerned that this summer could see an unprecedented number of hot weather–related animal deaths .
Anyone who leaves animals outside or in vehicles to suffer in severe weather may be prosecuted for cruelty .
The following tips will help keep animal @ @ @ @ @ @ @ Never leave an animal inside a hot vehicle .
Temperatures can quickly soar in parked cars , and a dog trapped inside can die from heatstroke within minutes—even if the car is in the shade with the windows slightly open , which has little to no effect on lowering the temperature inside the car .
PETA offers an emergency window-breaking hammer for help with intervening in life-or-death situations .
• Keep animals indoors .
Unlike humans , dogs can sweat only through their footpads and cool themselves by panting , so even brief @ @ @ @ @ @ @ Anyone who sees animals in distress and is unable to help should note their locations and alert authorities immediately .
• Avoid hot pavement .
When outdoor temperatures reach the 80s , asphalt temperatures can climb to 140 degrees , causing pain , burns , and permanent damage to dogs ’ paws after just a few minutes of contact .
Walk dogs on grass whenever possible , and avoid walking in the middle of the day .
Never run with dogs in hot weather—they ’ ll collapse before giving up , at which @ @ @ @ @ @ @ to save them .
PETA has released a featuring Mckenna Grace .
For more information , visit .

For Immediate Release:
July 30, 2020
Contact:
Brooke Rossi 202-483-7382
Missoula, Mont. – With a heat advisory in effect for the Missoula area, animals—who can quickly succumb to heatstroke if left outdoors or in a parked car—are at risk. Twenty-four animals have already died this year from heat-related causes—and since social distancing because of COVID-19 extends store wait times and prolongs errands, PETA is concerned that this summer could see an unprecedented number of hot weather–related animal deaths.
Anyone who leaves animals outside or in vehicles to suffer in severe weather may be prosecuted for cruelty.
The following tips will help keep animal companions safe in hot weather:
Never leave an animal inside a hot vehicle. Temperatures can quickly soar in parked cars, and a dog trapped inside can die from heatstroke within minutes—even if the car is in the shade with the windows slightly open, which has little to no effect on lowering the temperature inside the car. PETA offers an emergency window-breaking hammer for help with intervening in life-or-death situations.
Temperatures can quickly soar in parked cars, and a dog trapped inside can die from heatstroke within minutes—even if the car is in the shade with the windows slightly open, which has little to no effect on lowering the temperature inside the car. for help with intervening in life-or-death situations. Keep animals indoors. Unlike humans, dogs can sweat only through their footpads and cool themselves by panting, so even brief sun exposure can have life-threatening consequences. Anyone who sees animals in distress and is unable to help should note their locations and alert authorities immediately.
Unlike humans, dogs can sweat only through their footpads and cool themselves by panting, so even brief sun exposure can have life-threatening consequences. Anyone who sees animals in distress and is unable to help should note their locations and alert authorities immediately. Avoid hot pavement. When outdoor temperatures reach the 80s, asphalt temperatures can climb to 140 degrees, causing pain, burns, and permanent damage to dogs’ paws after just a few minutes of contact. Walk dogs on grass whenever possible, and avoid walking in the middle of the day. Never run with dogs in hot weather—they’ll collapse before giving up, at which point, it may be too late to save them.