Is Fair, Fair?

Instructions

Discuss: What Does Fairness Mean?

• Today we are going to talk about fairness. What does it mean to be fair?
• What is an example of something or a situation that is fair? What about something that is not fair?
• How does it feel when something is not fair? What do you do when something is not fair?

Read: Fair Shares

• We’re going to read/listen to a book called “Fair Shares” by Pippa Goodhart. As you listen, think about what you might do to help a character be fair to another character.
• Optional places to pause for discussion:
  • (1:27) When Bear says it is not fair for Hare to have two chairs, while Bear only has one:
    • Which is more fair? For Hare and Bear to have the same number of chairs or for Hare to have an extra one? Why?
  • (1:52) With the same number of chairs, Bear can reach the pears but Hare can’t:
    • Bear said having the same number of chairs was fair. But now Hare can’t reach the pears – is this fair? What do you think?
  • (2:45) Bear and Hare point out that Fly doesn’t have any chairs or pears:
    • Fly says she doesn’t like pears – does this change anything about what’s fair?

Discuss: Equality versus Equity

• What is an example of unfairness in this story?
• What did the characters do to make the situation fairer for everyone?
• When Hare and Bear had the same number of chairs, we call this “equality”, which means that everyone is treated exactly the same no matter who they are.
• Was Hare able to reach the pairs when Hare and Bear each had an equal number of chairs? [No. So even though Hare and Bear each had an equal number of chairs, Hare still could not reach the pears. So equality doesn’t always work if we want everyone to have the opportunity to be successful.]
• Can you think of an example where it is best for people to be treated the same or get the same amount of something? [Possible answers: every student gets the same amount of recess time; every student has a cubby where they can put their belongings; every student gets the exact same two pencils at the beginning of the school year.]
• What happened next to help Hare reach the pears? [Bear gave Hare another chair.] When Hare and Bear each have the number of chairs they need to reach the pears, we call this “equity.” Even though Hare and Bear have different numbers of chairs, they both can reach the pears now.
• Can you think of a time when it would be better for everyone to get what they need, even if it is not the same as others? [Possible answers: a student who needs a stool to reach a book on a bookshelf; a student in a wheelchair who needs a ramp to get to class because they can’t take the stairs]
• What else could Bear have done to help when Hare couldn’t reach the pears? [Possible answers: share the pears with Hare, lift Hare up so Hare could reach the pears, shake the tree to make the pears fall]
  • Real world application: What can we do in our classroom and school to make sure things are fair for everyone? (e.g., notice if someone needs help, share what we have with each other, give other students a chance, support each other when something is challenging, change school or classroom rules)
• How do you think Bear feels when Hare can finally reach the pears? Is he happy for Hare? How do you know?
  • Do you think Bear might be feeling any other feelings? If so, what might he feel?
  • Do you think Bear might feel that there aren’t enough pears for him now, now that he has to share?
  • Is it true that there wouldn’t be enough pears for him if he has to share with Hare? How do you know?
  • What would you say to Bear if he thinks there aren’t enough pears for him if he helps Hare reach the pears?
  • Real world application: Think about a time when it was hard for you or maybe a friend or sibling to share something. What made it hard? What would you say to someone who was having a hard time sharing something?

Source

Jenna Whitehead, Ph.D., Simon Fraser University

Evidence That It Works

Researchers have discovered that children as young as 12 months demonstrate knowledge of what is fair and what is not. However, our capacity to act on this propensity for fairness does not appear until several years later, when children are at least three years old.

For example, our dislike of situations in which others get more than we do emerges around four years of age, suggesting that this dislike may be innate in us. In contrast, more complex expressions of fairness, such as rejecting a situation when we ourselves get more than others, appear to be more strongly shaped by cultural norms. As such, students may require explicit teaching and practice to fully understand and act on these more complex forms of fairness. For example, discussing and setting clear classroom norms and agreements around fairness can help to increase equitable behaviors among students.

Why Does it Matter?

While fairness is key to building a peaceful and just society, the complexity of deciding what is fair and what is not challenges even the best of us. Schools play a crucial role in helping students develop and practice the skills necessary for creating communities and institutions that uphold fairness, equality, and equity. Indeed, studies have found that when students stand up against discrimination, advocate for marginalized peers, and speak out about injustices—actions that demonstrate their genuine understanding of these concepts and values—they help to foster more positive peer relationships and well-being for all students.

And when schools prioritize these values through actions such as implementing policies that ensure equal treatment across gender, race, and socioeconomic status, and incorporating culturally representative educational materials, both student engagement and a sense of inclusion increase, as well.