Fair vs. Equal
Is there a difference?
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Rochel Schwarzmer
Marilyn David IVDU School
Introduction
“It’s
not fair!” Have you ever been in a situation at school at home where you found
yourself feeling like you have been treated unfairly? Sometimes, we feel we
should be treated exactly the same way as our peers or siblings. If we do not
get what the other does, we can feel upset and feel as though we are not cared
for or that things are not being done fairly. For example, you receive
different homework than your friends and your teacher often gives your friend
different math tools than your own. Often, you find yourself getting upset at
your teacher for treating you unfairly, affecting your ability to focus on
tasks and classwork.
What
can you do?
Task
To help develop your
understanding about the concept of “fairness” and “equality” you will
Role Play the following scenarios:
·
You are a parent with three children of different ages. Decide
how bedtime will work so that each child feels they are being treated fairly.
·
You are a therapist and your student refuses to miss class for
her session. She says it is not fair that she must miss a class. How will you
explain how going to therapy is fair, no matter what time is chosen for the student?
·
You are a teacher who is teaching
a math group of four. Each student is up to different parts of your lesson. The
homework you give relates to the level your students are up to. One student
complains that she wants the other students’ homework and it is not fair that
the homework is different than hers. What should be said?
·
You are a doctor in the emergency room. Five people come in
feeling sick. One has a paper cut. One has a gunshot wound. One has fever. One
has just had a stroke. One has a broken finger. Show how you would react to
each patient. Will each patient receive the same treatment or will each patient
be treated differently?
Process:
1. Define
the problem: How is understanding fairness causing a problem?
2. Gather
evidence: give examples of situations you were in when you felt you were
not being treated fairly.
3. Identify
the causes: what makes us feel that we are not being treated fairly?
4. Evaluate
an existing policy: what is being done now regarding these situations that is not
helping us understand why things seem to be unfair?
5. Develop
solutions: write three different ideas that may be able to help understand
the difference between fair and equal in a classroom.
6. Select
the best solution: Which solution will work best to help us clarify this issue?
Resources:
Evaluation
Your
grade will be based on independent working skills, creativity, participation in
activities, and public speaking skills. Refer to the rubric to see details.
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Criteria |
4 |
3 |
2 |
1 |
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Excellent |
Proficient |
Adequate |
Limited |
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3 P’s: Participation,
Preparation presentation |
Always willing and focused during group work and presentation. |
Usually willing and focused during group work and presentation |
Sometimes willing and focused during group work and
presentation |
Rarely willing and focused during group work and presentation |
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Presentation of character |
Convincing communication of character’s feelings, situation
and motives |
Competent communication
of character’s feelings, situation and motives |
Adequate communication
of character’s feelings, situation and motives |
Limited communication
of character’s feelings, situation and motives |
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Achievement of purpose |
Purpose is clearly established and effectively explained |
Purpose is clearly established and generally explained |
Purpose may be established but may not be sustained. |
Purpose is vaguely established and may not be sustained. |
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Use of non-verbal Cues (voice, gestures, eye contact, props,
costumes) |
Impressive variety of non-verbal cues is used in an exemplary
way. |
Good variety of non-verbal cues is used in a competent way. |
Satisfactory variety on non-verbal cues used in an acceptable
way. |
Limited variety of cues used in a developing way. |
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Imagination and creativity |
Choices demonstrate insight and powerfully enhance role play |
Choices demonstrate thoughtfulness and completely enhance role
play. |
Choices demonstrate awareness and developing acceptably
enhance role play |
Choices demonstrate little awareness and do little to enhance
role play. |
Conclusion
Thanks
for taking part in this WebQuest! By participating in this WebQuest you have
learned about the difference between the meaning of fair and equal. You have
learned how understanding the difference helps to understand some of the things
that we experience throughout the day. By using research, you have come to
realize that fair does not always mean equal. The purpose of this WebQuest was
to help us learn about the way our siblings, classmates and other individuals
are treated and why. Finding this understanding, many things will be simpler
and seem fairer.
Standards
ELA
Standard 3: Language
for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas,
information and issues.
Standard 4: Language
for Social Interaction
Students will listen, speak, read, and write for social interaction. Students
will use oral and written language that follows the accepted conventions of the
English language for effective social communication with a wide variety of
people. As readers and listeners, they will use the social communications of
others to enrich their understanding of people and their views.
Drama
1. Students will create and perform theatre pieces aswell
as improvisational drama. They will understand and use the basic elements of
theatre in their characterizations, improvisations, and play writing. Students
will engage in individual and group theatrical and theatre-related tasks, and
will describe the various roles and means of creating, performing, and producing
theatre.