name of lesson: affective lesson 7: fairness · fairness prompts for values ladder tomorrow there...
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CCSD Final November 15, 2013
Name of Lesson: Affective Lesson 7: Fairness Topic: Fairness: Explore, Investigate and Discover
Gifted Standard and element(s):
G5: Evaluative Thinking: Students will evaluate and solve a variety of authentic problems.
b. Apply and adapt a variety of strategies to resolve problems and dilemmas, and evaluate
their effectiveness.
G7: Communication: Students will interact and exchange ideas, feelings, information,
thoughts, and knowledge with others.
a. Effectively communicate both verbally and nonverbally using a variety of modalities.
e. Use knowledge of language and appropriate conventions when writing, speaking,
reading, and listening.
G9: Self-Reflection: Students will reflect upon their own abilities.
a. Recognize and develop areas of strength in self.
b. Recognize areas of weakness in self and develop strategies for improvement.
G10: Respect For Others: Students will be respectful members of their communities.
b. Recognize the value of individual differences.
c. Recognize the strengths of others.
d. Actively listen to others in various situations.
G11: Self-directed Learners: Students will be self-directed learners.
f. Seek opportunities for self-growth through risk-taking, curiosity and the use of
complexity and imagination.
Unit Essential Question(s):
How do character strengths and virtues help us and others to be our best selves?
How can I recognize the use of character strengths and virtues in others?
How can I choose which character strengths to use in differing situations to achieve both
academically and personally?
How can I use character strengths and virtues to be a positive and productive community
member?
Lesson Questions:
What is a good definition of the character strength of fairness, and what does it look like in
my life? Why is it difficult to determine if something is fair or not? How can the character strength of fairness be used in my life to help me? What role does fairness play in relationships and life success?
Lesson Summary: In this lesson, students will explore, investigate and discover the character
strength of fairness through comparing and contrasting several definitions of fairness. They will also
discuss issues of fairness in different situations and make decisions about what they deem to be fair
or not. Finally, they will write about what fairness means to them.
CCSD Final November 15, 2013
Assessment Description/Performance Task:
Constructed response Informal assessment
Performance task Selected response
Brief Description of Assessment: After a structured class discussion, students will write their own
definition of fairness.
Instructional Methods:
Teacher Note: This lesson is based on ideas from the following website:
http://learningtogive.org/lessons/unit516/lesson2.html
Lesson Overview:
Hook: Discussion prompts to introduce the concept of fairness.
Students explore various definitions of fairness, and then make personal decisions about
what is fair or unfair in various situations.
Students write about what fairness means to them.
Hook/Activator: Give a token reward (sticker, or piece of candy) to a very select set of
students for an arbitrary reason (for example, those who greet you in the morning). Use any
arbitrary reason that might elicit a reaction of “that is unfair!” from the students. Lead a
discussion by asking some of the following questions:
“Think of a time in school when your teachers gave rewards (such as candy, stickers,
or privileges) for good work or behavior. Do you think it was fair to give some
students and not others a reward for good work? How did you feel about not getting
a privilege when someone else got one? Do you think it is fair to reward good
behavior or good work in school with candy, privileges, or grades?”
“Do you think fair treatment changes for different ages and in different settings? How
do you think fairness might mean different things to different people?”
Ask the students to think about what fairness means to them. Allow them a minute of thinking
time.
Teaching Strategy:
1. Tell students that you have some possible definitions of the concept of fairness. Display
different definitions of fairness on the walls around the room (attached). Tell them to read
all the definitions and then to choose the definition that makes the most sense to them by
standing next to it. (Teacher Note: If a student ends up alone in a group, ask him or her to
choose a second favorite definition. He or she may bring the first choice definition along
when moving to a different group. The two definitions may be combined.)
2. When they have chosen their favorite definitions, tell them to discuss in their groups why
they chose the definition and why they like it better than the others. They may like other
definitions, but they should focus on the positive (or differentiating) aspects of the chosen
definition.
3. After five minutes of discussion, the groups choose a representative who reads aloud the
definition and tells the rest of the class why they like their definition.
4. Debrief by asking the students to tell what they heard about fairness, reflecting on ideas
from all of the definitions that resonated with them, or made the most sense to them.
5. Ask the following discussion questions:
Did you find yourself agreeing with some people and disagreeing with others about
fairness? Why do you think different people have different ideas about fairness?
Is it possible to solve a conflict in which everyone thinks the resolution is fair?
CCSD Final November 15, 2013
When we talked about the definitions, did you recall times when you thought
something wasn't fair?
How do you feel when something seems unfair to you? How can you act on those
feelings?
6. Tell the students that you are going to read them a series of statements (below and
attached), and that you want them to take a stand to show how they feel about each one. To
accomplish this task, you will utilize the “Values Ladder” technique. (The “Values Ladder”
technique offers a great opportunity to practice active listening and other communication ELA
skills.) Ask students to imagine a line from one wall of the classroom to the other that
represents a continuum of “fair” to “not fair.” Tell students to take a stand somewhere on
the continuum that represents how they feel about that statement (without talking). They
can choose anywhere on the “ladder,” even in the middle if they are conflicted about the
issue. But they must be prepared when called upon to explain their position. Once the
students have settled on their places, ask for volunteers (one at a time) to explain their
reasoning. Alternatively, you may deliberately choose students to speak. Once the discussion
is complete about each statement, invite students to change their position if they have
reconsidered their beliefs. As the activity progresses, ask students to consider what all of
these statements have in common (they describe seemingly unfair practices). Try to
highlight student reasoning that considers why some of these issues exist in the world today,
even when they seem unfair. Help the students recognize that unfair practices continue
because they benefit someone. Identifying who is benefited, and why, may be the first step
toward changing unfair practices. For example: “How does it benefit others to have children
forced into labor to make goods and products?”
Tomorrow there is an essay due that is worth one-fourth of your grade. Boys must write
ten pages, but girls only need to write one page.
Students wearing running shoes today get an extra five minutes recess.
If you have blond hair, you may sit down today. There are no desks for the rest of the
class.
You are allowed to use the computer only if your last name begins with S.
Many girls in Pakistan cannot go to school because they must help their mothers,
but boys may attend the local school.
Often the U.S. schools with the poorest students have the fewest learning resources.
Many children in our own state go to sleep hungry, and some do not have a bed to sleep
in.
In the US in 1776, only white men that owned land had the right to vote. In 1870, the
15th Amendment granted men of color the right to vote, but many were still kept from
voting. In 1920, the 19th Amendment guaranteed women the right to vote.
There are an estimated 27 million slaves in the world today, many of them are children
who are in forced labor, and we may be using some of the products they make.
(Teacher Note: Attached to this lesson is an extension for this lesson if time or opportunity
allows.)
Summary by the Learner: Give each student an index card and ask them to answer the
question “What does fairness mean to you?”
Differentiation:
Students who have difficulty expressing their positions in the Values Ladder may need further
questioning to lead them communicate effectively about their feelings or beliefs.
CCSD Final November 15, 2013
For more thoughtful students, ask them to generate their own “Fairness” prompts for the
“Values Ladder” activity.
In classes where students have more developed discussion skills, allow them to question each
other during the “Values Ladder” activity.
If students try to dominate discussion, you may want to set a rule that each student may only
volunteer twice during the “Values Ladder” activity.
Materials for this Lesson:
Token student rewards (stickers or candy for instance) for the hook activity
Definitions of Fairness (attached)
“Values Ladder” fairness prompts (in lesson and attached)
Index card for each student for use in the summary of learning.
Vocabulary for this Lesson:
Fairness: Treating all people the same according to notions of fairness and justice; not letting personal feelings bias decisions about others; giving everyone a fair chance
CCSD Final November 15, 2013
Fairness is treating everybody the same.
CCSD Final November 15, 2013
Fairness is responding to people with
what they need and deserve,
even if it means different
treatment.
CCSD Final November 15, 2013
Fairness is using the same rules for everyone.
CCSD Final November 15, 2013
Fairness is using
an open mind to make
decisions.
CCSD Final November 15, 2013
Fairness is being free from
prejudice or favoritism.
CCSD Final November 15, 2013
Fairness is
following the rules.
CCSD Final November 15, 2013
Fairness is listening to
others to make sure you
understand their thoughts and feelings.
CCSD Final November 15, 2013
Fairness is considering all the facts before
making a decision.
CCSD Final November 15, 2013
Fairness Prompts for Values Ladder
Tomorrow there is an essay due that is worth one-fourth of your grade. Boys must write
ten pages, but girls only need to write one page.
Students wearing running shoes today get out of class five minutes of extra recess.
If you have blond hair, you may sit down today. There are no desks for the rest of the
class.
You are allowed to use the computer only if your last name begins with S.
Many girls in Pakistan cannot go to school because they must help their mothers,
but boys may attend the local school.
Often the U.S. schools with the poorest students have the fewest learning resources.
Many children in our own state go to sleep hungry, and some do not have a bed to sleep
in.
In the US in 1776, only white men that owned land had the right to vote. In 1870, the
15th Amendment granted men of color the right to vote, but many were still kept from
voting. In 1920, the 19th Amendment guaranteed women the right to vote.
There are an estimated 27 million slaves in the world today, many of them are children
who are in forced labor, and we may be using some of the products they make.
CCSD Final November 15, 2013
LESSON EXTENSION
1. Brainstorm with the students a list of things they believe are not fair today. This "Not
Fair" list may include ideas from personal issues, or world issues, or issues within your
own school. For instance, the primary playground is nicer than the 3rd-5th grade
playground. This may raise some emotions as students will likely have opposite ideas on
some issues; remind them that a brainstorm does not include judgment [an opinion].
Continue to take down all their topics, but don't engage in discussion. They will recognize
that not everyone has the same ideas of what is fair. Allow five minutes for the
brainstorm.
2. Ask the students to write (in a journal) the top three to five issues from the "Not Fair"
brainstorm that they feel most strongly about. They do not have to share this list.
3. Ask the students to choose one of these issues to analyze from the opposite perspective
[point of view]. For example, if they feel it isn't fair that they have a 9:00 bedtime, they
should compare and contrast the perspectives of their parents and themselves. Or if they
think women are treated unfairly in Afghanistan, they can list the reasons that the
practice is not fair, and the existing barriers that prevent equal rights. In their journals,
they make a chart that shows both sides of their selected issue(s). If time allows,
encourage them to reflect on one personal issue and one global issue.
4. After students write and reflect for about five minutes, bring the group back together as a
whole. If there is time, ask the students what they noticed about their thinking when they
tried to see the other side. Lead the students to recognize that even on an issue that
seems so clearly unfair, there may be an opposite point of view that prevents the easy
resolution of the issue. Discuss the difference between feeling something is unfair and
knowing something is unfair. Ask the students whether there is anything they can do
when they think something is unfair. Discuss action they can take when they KNOW
something is unfair.