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The purpose of this resource is to enhance student’s awareness of the many types of inequality that exist in the world. The activities introduce the students to the idea of social disparities and explore the consequences of these inequalities on society as a whole and economy.
Students will discuss the notion of inequality, answer questions, present a persuasive argument based on research, present the class with a form of inequality, present a day in a life of a person who experiences a disparity and create an "impact chain" based on the inequality.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Students have the opportunity to discuss social inequality issues. They will consider different points of view as well as various opinions on the issues.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource exposes the different facets of social inequality. It addresses gender inequalities, disabilities, racial and ethnic groups, and geographic location.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The resource offers learning activities that primarily allow students to come to greater knowledge of this subject.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
The different learning situations offered by the resource offer students the opportunity to question, reflect, position themselves and discuss the subject. Students have the opportunity to debate on statements by activists on different types of inequality.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The resource is part of a collaborative educational project that aims to promote the global goals of sustainable development announced by the United Nations. It aims to raise awareness that there are different types of inequality in the world and to raise awareness of the consequences of inequality on society as a whole.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The document makes students aware of the differences that exist according to the geographical location in which other children live.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Most learning activities provide opportunities for discussion and debate to enable the emergence of new ideas and therefore multiple and new solutions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Questions and challenges that students have to think about and deepen are already determined by the resource. Students also have, for example, to answer a true and false questionnaire about social inequalities.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Most activities are for auditory learners
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Learning activities turn out to be more theoretical than practical. In addition, one of the proposed activities is the creation of an impact chain focused on an inequality that would be chosen by the group of students.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The resource does not have specific evaluation methods. It offers many opportunities for self-assessment and reflection.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students will have the opportunity to present their knowledge through the proposed activities and through debates about injustice.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
One of the activities suggests that students think of something that represents inequality in their community or on their way to school. The activity proposes to take a picture or write a short description and describe the consequences of this inequality.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
There are activities on which students have the opportunity to further deepen certain questions.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|