180 { Discrimination: Prices and Choices MATERIALS IMPLEMENTATION DISCUSSION “Worksheets A, B, and C: Is ‘The Same” Always ‘Fair’?” pp. 207-209, ften equate being “fair” with ts about the way in which we of ui ‘ being “eon, sae” (The American College Dictionary defines equality as "the sun ten 1c . quantity, value, rank, or ability,” and equity as “that whieh? is Talk or “ths equal; correspondence in fair and just.”) | eee spss The Ramirez family got a pizza. Mr. Ramirez says he's going 0 be “i ag, ild—two pieces to 30-pound, 3-year-o| Sa rata Sti MipRe oaaL tee aadecis ELGG Tair, Why to pieces to 1 10-pound, 13-year- 8 . Sh le fi LY OF Why noyy Is “the same" fair? Then ask each student to write another example from her own jig on file card. Share these examples. Ask the students to watch for examples in our cise where fair is not equal. Tell them to keep their data in a notebook because they wil, share their findings periodically with a partner during the week. Tell students they will be working with a partner on a worksheet about fairness, will read about a situation involving two students and then each will write an inea monologue for one character. An interior monologue is the imagined thoughts and fering of a person. It answers the question “How might this person experience this situation” Tell students that after they write their interior monologues they will share them with, their partners. They will go on to reflect on what they heard and rethink the situation, Divide students into heterogeneous pairs and distribute worksheets so some Pairs are working on A, some on B and some on C. Tell students each member of the pair must be ready to report on the pair's responses to the questions once the class reconvenes. When pairs have completed their writing and discussions, come together as a class. Sitin cil if possible. Take each situation separately; for example, begin with Lynne and Paul Tell students that, as a class, we will repeat the process they did in pairs for each situ tion. Our final responses may be similar to or different from our original, pair-originaed responses once we hear a variety of interior monologues. 1. Aska student to read the situation in Worksheet A. 2. Ask the students who wrote interior monologues for the same character to read them. What have we learned about the feelings and experiences of this person?” 3. Repeat for the second character. 4. Did the students have any thoughts, feelings, or experiences in common? Ifo, vb! 5. Has heating the interior monologues affected your thoughts or feelings about he situation or characters? If so, how? 6. Ask someone from each partnership to share how they decided to change the Won to make it more satisfying to each, and also fair. Discuss these resoluio™ What is fair? Does fair mean the same? G Repeat the above for Worksheets B and C. 5. nd ing discussion of, situations B and C, ask students what they've aoa aaicaatp between fairness and being the same. Discuss way # ions in their own lives, For more ideas for using interi 5, work inkis using interior monok S, St istensen’s Rethinking Our Classrooms, Volume | logues, see Linda Christe! Jeane! hey cit