Fair and Unfair

By Vivian McKnight

 

“Fairness means treating people equitably, without bias or partiality. It means actively working to set aside self-interest or group loyalty when rendering a judgment. In day to day life, fairness manifests itself in simple ways such as taking turns, listening intently, sharing, and not taking advantage of others based on their weaknesses. Impartiality is a key part of fairness. Being impartial doesn’t mean having no biases—rather it means knowing what those biases are, striving to set them aside, and requesting outside perspectives as needed. While inspired by the ideal of justice, fairness is not sameness or always following the letter of the law. Fairness makes room for us to generate solutions and compromises based on reason and circumstance.” (http://www.wisdomcommons.org/virtue/47-fairness/quotes) Fairness, to the concept of a preschooler or kindergartner, can be quite an obstacle to overcome. It can be even more difficult when examples are not given for the children to understand that certain things may be fair or unfair. As a teacher, I would need to be able to demonstrate this process by using anti-bias and culturally relevant fun and thoughtful activities.

One activity I could choose is from the Roots and Wings book is called “Fair and Unfair”. I chose this activity because I feel children need to know that even if we are different we still have to have fairness. It is the impartiality that keep us working together to solve problems that arise whether they are individual or group related. I also felt compelled because I hear children on the playground, where I currently am employed, feeling like the game they are playing is unfair at times and I see kids on the playground treating other kids unfairly.

I feel my activity is age appropriate for children ages 5-8 years old, although, fairness can be appropriate at any age as soon as children become social and begin to interact with others and making friends and seeing, not necessarily understanding, different perspectives in other children. According to the book Infants, Children, and Adolescents, sixth edition by Laura Berk, “Selman’s stages of perspective thinking; Level 0(ages 3-6) Children recognize that self and others can have different thoughts and feelings, but they frequently confuse the two, Level 1 (ages 4-9) Children understand that different perspectives my result because people have access to different information, Level 2 (ages 7-12) Children can “step into another person’s shoes” and view their own thoughts, feelings and behavior from the other person’s perspective. They also recognize that others can do the same, Level 3 (ages 10-15) Children can step outside a two-person situation and imagine how the self and other are viewed from the point of view of a third, impartial party. And Level 4 (ages 14-adult) Individual understands that third party perspective taking can be influenced by one or more systems of larger societal values.” (Berk, 492) It is the Level 0 stage where I would like to help teach the child recognizes that two different people can be “ok” with the different thoughts and feelings. According to our Roots and Wings book “Children at this age (5-6) can be very rule bound and rigid in their behavior. They like to make rules and will get into conflicts of “fairness”. (R&W, 18) It is beneficial at this time for children to actually see what is fair and unfair, whether it is a picture or in action in the classroom or playground. If the children work together to see what is fair and unfair the conflicts of fairness should disappear over time.

A few possible themes that could be used for demonstrating fairness are Friends, Feelings, Hero and Sheros, and My People.  There are also a few goals that I could incorporate into my activity. The first one would be Increasing children’s ability to interact, talk and play with people who are different from them. Social interaction begins the minute children get together. Each child is different, from a different background and they will need to “recognize that people can work together to help each other” (R&W, 141) especially when they see something that is not fair and their feelings are hurt. The second goal would Promote group problem solving. As a group the children can think about how to solve the feelings that may be hurt with the unfair pictures, objects or actions. The third goal would be to Help children notice and do something about unfair behavior and events. The pictures, objects or actions will help children actually see what fairness and unfairness looks like. It would also allow them to think about how they could act when unfairness was recognized and be able stand up for what is right in fairness.

I am meeting these goals in a few ways. The first is by having a variety of unfair and fair pictures in a bag for the children to pull out. The second is by talking with the children as a group and introducing the word “stereotype” so that they can know how to prevent it happening in the classroom or playground. Lastly, I will be visually showing the children what fairness and unfairness looks like and discussing the feelings that go along with each of them.

The materials needed for “Fair and Unfair” are “”Feeling” box, or a paper sack; collection of actual ethnic objects; pictures that accurately portray people from other cultures; stereotypical objects such as greeting cards, cartoons, holiday decorations, and small toy figures.” (R&W, 227 sack.  I could also use pictures showing children acting fairly or unfairly. According to the description in the Roots and Wings book I will place items in a bag and let the children play a guessing game on the items they pull out and they will guess if it is fair or unfair.  I will then remind the children that some of the unfair items may portray people in a way that is not a true portrayal of the person or a correct behavior being displayed towards a friend. These pictures or objects may make people feel sad or hurt.  I will then let them know that there are other pictures or objects that will show people who they really are or also show them the fair way on how to treat a friend. These pictures or objects would make people feel happy because it portrays the person for who they are as a person or the action will be that of fairness.

One book I might read is “Share and Take Turns” by Cheri J. Meiners and. This book could show the children how to share and take turns. Another book I might read is “Playing the Game” by Kate Petty. This book would also help demonstrate fairness out on the playground as the children play with each other.

In conclusion, “Everyone is worthy, loveable, equal, deserves respect, is important, has feelings, and is similar and different.” (HD 25, handout). As a teacher, it is at this time to build these wonderful ideas into the amazing minds of our children that surround us, at home, at work and in our community.

Poster from the Second Step Program website:

http://dnndev1.secondstep.org/Portals/0/EL/EL_Program_Materials/Mini_Posters/Fair_Ways_to_Play_poster.pdf

 

 

Arrow to the Sun Video of Partial Reading

Click on the title above to view a Youtube.com partial reading by Kristyn Annas

Arrow to the Sun

Author and Illustrator: Gerald McDermott
Copyright Date 1974
 

Brief Summary:

A boy was born to a young maiden on Earth through the ray of the sun. He lived and grew up in a Pueblo Community and he was teased by other boys because he did not have a father. The boy and his mother felt sad, so the boy leaves home in search of his father. He begins his journey asking adults if they can help lead him to his father. None of the adults speak to him, but one, a wise man, who turns him into an arrow and shoots him towards the sun. The boy reaches the sun and asks the Lord of the Sun if he is the boy’s father. Instead of a yes or no reply the boy is asked to go through a set of trials in Kivas to prove he was the son of the Lord of the Sun. The boy is successful and is now worthy to be the son of the Lord of the Son. The boy is sent back home to spread the spirit of the Sun into the Pueblo community. The community then celebrates his return with a dance.

Questions to consider when evaluating this book:

Does their representation include specific culture information or does it just follow stereotypes?

I think it tries to capture specific culture information, but let’s check the accuracy of a few items:

Birth – As a Christian I see the book resembling a Virgin birth as represented in the Bible. This is contrary to what is posted through a Pueblo Native American website which states, “The Pueblo Indians religious history is different than the average Christian religion history. Their religious beliefs are based on the creation of life.  The persons seen as the creators of life are the centrality and the basis of their religion.  In the early 1900’s these Indians were looked upon in different lights.  White man compared the Pueblo rituals and religious routines with his own. “(http://www.ic.arizona.edu/ic/mcbride/ws200/soll-twen.htm)

Pueblo clothing – The clothing depicted for Early Native Americans in this book have the “Aztec” artistic style with the characters clothed in full length out fits. According to another website the traditional style was the following, “In most tribes, Native American men wore breechclouts or breechcloths (a long rectangular piece of hide or cloth tucked over a belt, so that the flaps fell down in front and behind), sometimes with leather leggings attached in colder climates.”, “In other tribes Indian men wore a short kilt or fur trousers instead of a breechcloth. Most Indian men did not use shirts, but Plains Indian warriors wore special buckskin war shirts decorated with ermine tails, hair, and intricate quillwork and beadwork. “Most Native American women wore skirts and leggings, though the length, design, and material of the skirts varied from tribe to tribe. In some Indian cultures women's shirts were optional and were usually treated more like coats, while in others, women always wore tunics or mantles in public.  (http://www.bigorrin.org/pueblo_kids.htm, Laura Redish and Orrin Lewis)

Kivas – The book shows it where someone my go to face trials, which may be partly true, but the boy shown here had to prove who that his father is his father. I feel this concept is not appropriate for anyone to have to ever prove. The following explains what a Kiva is and does, “In olden times, a kiva was a large underground chamber or room used for secret religious ceremonies. The Pueblo prayed to kachinas in the kivas.  Today, modern kivas are circular or rectangular in shape. They have a fire pit in the center and a timbered roof. There is an opening in the floor - a hole - that represents the entrance to the lower world. The Pueblo believed that all life climbed up from the lower world to enter this world. Hopi tradition tells of their people inhabiting three underworlds before finally moving into their present one, in this world. Most Pueblo people believed the same. Kivas were the center of Pueblo religious life. The Pueblo believe that people must live in harmony with nature. They believe that things will work out, if they conduct ceremonies correctly. (http://nativeamericans.mrdonn.org/southwest/puebloreligion.html)

Dance of life – The dance of life in Pueblo life is considered a religious prayer. According to another website, “Dances are deeply sacred to tribal members. Please behave as you would in a church. Religious beliefs are private, so avoid asking questions about the meaning or timing of a dance.” (http://www.santafenm.info/pueblos.htm)

Who has the power in the story? What is the nature of their power and how do they use it?

The Lord of the Sun has the power. He uses it to create the boy, create trials in the Kiva and put his spirit into the boy to bring back to Earth’s “world of men”.

Who has wisdom? What is the nature of their wisdom and how do they use it?

The arrow maker had the wisdom. He did not talk to the boy, but he knew what the boy was in need of therefore making the boy into the arrow and shooting him towards the sun.

What are the consequences of certain behaviors? What behavior or traits are rewarded and how? What behaviors are punished and how?

The other boys teased him and caused him and the boy’s mother to be sad. No consequence for the other children, but the boy made a decision to find out who his father was. The other adults seemed to reject him by not even acknowledging his question. Lastly, the boy had to prove himself to be worthy to be as a son. The boy’s reward was that he had a father.

How is the language used to create images of people of a particular group? How are the artistic elements used to create those images?

The words are few and the use of pictures is more dominant in the storytelling. The artwork has an “Aztec” design to ALL characters and environments in the book.

Who has written this story? Who has illustrated it? Are they inside or outside the groups they are presenting? What are they in a position to know? What do they claim to know?

The Author and Illustrator are one in the same. He is NOT part of the Pueblo community, but has studies art in colleges within the United States. Gerald does specialize in folklore and mythology in his book writing according to the website http://www.geraldmcdermott.com/biography.htm.

Whose voices are heard? Whose are missing? 

The boy’s voice is being heard and his need to find out who he is. The unspoken voice of the adults in the book is the ones missing. They are using actions, but not culturally correct. According to the website “Both genders took part in storytelling, music and artwork, and traditional medicine.” (http://www.bigorrin.org/pueblo_kids.htm, Laura Redish and Orrin Lewis) I find it hard to believe that the adults did not care enough to talk to this boy when story telling is a part of the Pueblo Native American life.

What do this narrative and these pictures say about race? Class? Culture? Gender? Age? Resistance to the status quo?

Race – That Native Americans need to look like Aztecs

Class – One needs have a father to be respected in the community.

Gender – The boy feels sad because he is teased because he does not have a father.

Age – The boy seemed to be young to be running off.

Resistance to the status quo – The boy, even though rejected, was determined to find his father no matter what it took.

Analyze the illustrations for stereotypes.  What are people doing that may create or perpetuate a stereotype?

A definite stereotype is definitely the artwork that most Native Americans have an Aztec (including the feather on his head) look to them. Another stereotype could include Native Americans always to dance to celebrate when in fact a dance is a type of prayer for the Pueblo Tribe.

Analyze the storyline.  How are problems presented and resolved?

A boy is teased for not having a father and the boy resolves it by going in search of his father. The boy then has to prove himself to be worthy to be a son. The boy is successful and proves him worthy to be the father’s son.  

Would you recommend this book? 

This award winning book won the 1975 Caldecott Medal for its illustrations within the story. The illustrations, as awesome art as they may be, do not depict the Pueblo Native Americans it reflects on the front of the book. To look at the storyline it reflects a nice simplicity to the flow of the book and the use of the pictures helps narrate and could easily catch a child’s eye as well as their attention. Although being folklore or even myth the storyline does not demonstrate true Pueblo Native American activities. These are the reason I would not choose this book for my classroom.  

Debbie Reese, a Pueblo Native American, also has her thoughts in regards to “Arrow to the Sun”. I like her perspective because she is coming from a point of view as a Native American. She feels very strongly that the book does NOT portray true Pueblo Native American life.  Her words “think about all the Pueblo Indian children who are reading his book, know that it is wrong, but have to regurgitate his words for their teachers when they discuss the book in the classroom. And think about all the non-Pueblo children who are being mis-educated through this book.”, really struck me in that yes, I need to read what is true to children if I am to correctly educate in race, culture and ethnicity to children. (http://americanindiansinchildrensliterature.blogspot.com/2009/04/scholastic-guide-to-arrow-to-sun.html)

 

Contrary to my thoughts, I had a few teachers where I work feel that it was a great book to bring in diversity into the classroom. There are even a few websites that also give teachers ideas on how and what to present before and after reading this book.  The websites are http://www.teachingbooks.net/tb.cgi?tid=429&a=1 and http://www.scholastic.com/browse/collateral.jsp?id=32388.

 

In summary, just because a book may be an award winning book, have very bright and colorful pictures, be simplistic in its presentation does NOT mean it is an appropriate choice for younger children. What it does mean is take the time and do the research. They are many books out there, be wise and open up the book before you judge its cover.

 

 

 

 

Picture saved from this website: http://picturebooksreview.blogspot.com/2013/02/arrow-to-sun-1974.html