Democracy and fairness

The idea of fairness is ingrained in democracy. We are taught to be fair, act fair and play fair. Fairness is the first step toward equality in thought and action.

Since this is a chapter about the judiciary, kids must understand concepts like justice, equality and fairness. These are the reason we have a justice system in our country – since it is promised to us in our constitution and our preamble.

Fairness:

We judge fairness in a relative way, usually in comparison with our peers. A common whine that children use to persuade their parents to buy something is 'Everybody else has got one!'
True fairness would be where everyone has the same, or there is an equitable system of balance, such as where those who work harder get more than those who are lazy. The problem is that, when thinking just of ourselves, my definition of fair and your definition of fair is likely to be different.
Fairness tends to be more agreeable when we both look objectively at something and agree to apply the same rules. Shared rules of fairness (which often appear asvalues) help us live in peace together.

Unfair is not the opposite of fair

What we often call unfair is not necessarily the opposite of fair, particularly when applied to ourselves. What I will be happy to have myself, I would think unfair if other people had

The golden rule

'Do unto others as you would have them do unto you'’. This is known as The Golden Rule, because it an almost sacrosanct social rule. It is about a balanced fairness, that counteracts the tendency to use different rules for myself and for others.
The thought of being thought unfair by other people can be a very powerful motivator. I will often be kind and fair because I fear other people seeing me break the golden rule.

Activity 1: Fair or unfair?

Time needed: 30 minutes

Pre preparation:

Before students enter the room, divide them into two groups by the month they were born (e.g., Jan.-June and July-Dec.).
Also get some gifts that you can give half the classroom. Something really small, like chocolates or pencils.

Explanation:

Divide students into two groups without telling them why they are being separated.
Direct the students in each group to sit in different areas of the room.
Choose one of the groups to favor. Without explaining why, give everyone in your favored group a few pieces of chocolates (or new pencils). Explain to the class that only one group will get the gift.
That same group will be the only ones to get other special privileges (such as extra recess time, no homework, being first in line, etc.) Students in the other group likely will protest.
After a few minutes (or until someone in the other group says, “that’s not fair!”), stop the exercise.
Ask students if they know what determined whether they were in the favored group or the non-favored group. Encourage all guesses and share the answer.

Questions for exploration:

(Note: Write the word, “fair” on the board.) Think about the following question: What does the word, “fair” mean to you? Pair up with another student and share your ideas about the definition of fair. Try to come up with answers you both like and share them with the rest of the class.
Do you think that it was “fair” or “unfair” that some kids got candy and other special privileges? Why or why not? If not fair, what would have made it fair?
Talk with your students about how you could turn it into a fair situation? Share answers with the class.
Do you think the rules in your classroom are usually fair? Share examples.

Give worksheet no. 1 after this exercise. It should not take more than 10 minutes for the kids to do the worksheet. You can even do it collectively as a class.