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As students enter the room distribute a number of sweets/biscuits/stickers unevenly. Some students

should have a lot, some students have none. Keep a majority of the sweets/biscuits/stickers for yourself.

When all the students are seated ask the question: “Is this fair?” Encourage students to discuss this as a

class. Ask the students to discuss how they feel about the amount of sweets/biscuits/stickers

they have.

Explain to the students that you have the most because you are the oldest.

Ask students if they think this is fair and should you redistribute the sweets/biscuits stickers on this basis?

Introduce the idea o social inequality as the subject or this lesson. This definition

might be useful “a situation in which people are not equal because some groups have

more opportunities, power, money, etc than others” (source: MacMillan dictionary)

Present students with the true or false statements about the various forms of inequality.

Ask students to work individually to decide whether each statement is true or false.

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Now present students with the actual answers. Follow this with a discussion about the statements.

Use the last question to lead to an introduction of how inequality can have many different forms

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Display the speech bubbles from the six activists stuck around the room. Ask students to read the statements and stand next to the one they most identify or agree with.

Ask some students to explain their choices.

Split students into small groups to prepare a presentation about an area of inequality. Students can use the information on the fact files and other sources of information they have access to – newspapers, the internet, etc.

Each presentation should last one minute and should explain why the inequality is a serious issue.

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Impact chain

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To me, inequality is....

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