This lesson will introduce students to the notions of fairness and equality. Students will use drama games to begin to explore the concepts of equity and equality.

Lesson Overview

Estimated Time: 2-3 class periods plus rehearsal and performance time as needed

Learning Goals/Big Ideas/Key Questions
  • What is Equality?
  • Is “fair” enough?
  • How does developing my vocabulary help me in various areas of life?
Readiness

This lesson draws on common Drama and Language activities such as Tableau, Word Study, and brainstorming. Ideally students will have previous knowledge of the conventions of Tableau, however, those can easily be taught alongside the core lesson.

Terminology
Materials
  • Chart Paper and Markers/White Board/Jam Board or other note taking option
  • Individual copies of PDF #1 Word Study 1
  • Computer with Internet Access
  • Projector
  • Speakers
  • Masking Tape
  • A drama block or chair (for standing on) OR a meter stick

Minds On

Whole Class > Identifying Barriers: Getting the Job (or not…)

This fun (and frustrating) activity will help students begin to conceptualize the differences between equality, equity, and justice. If possible, take students to an open space with a blank wall. A regular classroom space will work if needed. Before beginning this activity, teachers should be acutely aware of the physical needs and challenges of their students and adjust accordingly. For example, if one student uses a mobility device (wheelchair, cane, crutches), have all students hang their tape from a seated position. While this activity, by nature, is meant to enable students to analyze and identify systemic barriers within the activity, this cannot be at the expense of students with existing barriers.

  1. Give each student a piece of masking tape and have them write their name on it.
  2. Teacher in Role as Hiring Manager - In role, explain to students that they are all applying for a very important job. The only requirement for hiring is that the piece of tape be safely hung on the wall as high as possible; the person who gets their tape the highest gets the job. Be sure to establish expectations that work for your class (feet must remain on the floor, two foot jump, running jump…).
  3. Give each student a turn to hang their tape - only one turn each. The winner is declared based ONLY on who hangs their tape the highest.
  4. Record the students’ thoughts and feelings to the prompts below on a chart paper/Jam Board/shared document. Save these findings to refer back to later. 

Teacher Prompt: Likely the tallest student in the class was the successful candidate. Was that a fair way to hire an employee? Why or why not? Did some students have an advantage over others? Did you feel like you had a chance at getting the job?

  1. As a full class, or in small groups, brainstorm ways this activity can be fairer for all students. Some ideas might be: stand on a chair/Drama box, use a meter stick to help reach, get help from a peer, etc. The hiring expectation remains that it is the person who can hang their tape the highest that wins.
  2. As a class, vote on one idea to help students hang their tape higher. For example, all students get to stand on a chair or use a meter stick to hang their tape higher. Alternatively, students can choose a tool that best suits their individual needs. Repeat the activity, this time allowing all students to use the chosen tool.
  3. Record the students’ thoughts and feelings to the prompts below on a chart paper/Jam Board/shared document. Save these findings to refer back to later.

Teacher Prompt: Who won this time? Was it more fair this time? Should everyone get to use a tool or technique? Was there anyone who didn’t need help? Are there any better solutions?

Action

Whole Class/Individual/Pairs > Word Study: Equality

  • Hand out copies of PDF #1 - Word Study 1. As a class, preview the handout and read the sample sentence for equality together.
  • Then, have students brainstorm a student-friendly definition for the term; students should copy the definition onto their handout then read the definition aloud as a class.
  • Next, have students work through the synonyms, completing the sentence, and sketching a tableau individually.
  • Finally, have students work in pairs or individually to come up with the first four lines in a scene about equality.
  • When finished, encourage students to share their ideas with a peer or with the whole class. Students should keep the completed handout for future reference.

Consolidation

Small Groups > Conceptualizing Equality

  • Divide students into small groups. Using their completed individual work on PDF #1 - Word Study 1, each student will share their idea for the equality Tableau.
  • Then, students will create an idea using elements from the different ideas contributed by each group member.
  • Encourage students to reflect on their experiences from “Getting the Job (or not…)” as they create their Tableau.
  • Remind students to include the Conventions of Tableau in their performance (levels, depth, action, facial expressions, body language, focal point, remain frozen).
  • Once groups have created and rehearsed their tableau, have each group perform their Tableau for the class. Encourage students to provide feedback for each other.
  • Record the students’ thoughts and feelings to the prompts below on a chart paper/Jam Board/shared document.
  • Save these findings to refer back to later. 
Key Concepts for Discussion
  • How did each group effectively incorporate the conventions of Tableau?
  • How did we use our bodies to express the concept of equality?
  • Is equality good enough? Can we do better?
  • Is equality the same as fairness?
Assessment

Use the following examples to help assess the students’ understanding of Tableau or use the Tableau Sample Rubric.