Lesson Plan | Active Learning | Social Inequality

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is essential to establish a clear and focused foundation for the lesson, ensuring that students understand the key points that will be explored. Additionally, it serves to align students' expectations with the desired learning outcomes, facilitating the practical application of the concepts discussed at home. This approach helps maximize the effectiveness of classroom time, focusing on discussions and activities that will consolidate students' prior knowledge and promote a deeper understanding of the theme of social inequality.

Main Objectives:

1. Analyze the economic and social relations that contribute to social inequality, identifying their origins and consequences.

2. Discuss the various problems caused by poverty and how these impacts manifest in different areas of individuals' and society's lives.

Side Objectives:

1. Develop critical analysis and argumentation skills when discussing and debating social inequality.

Introduction

Duration: (15 - 20 minutes)

The Introduction serves to engage students and connect the pre-studied content with practical reality through problem situations that stimulate reflection and debate. Additionally, the contextualization seeks to show the relevance of the topic in real situations, increasing students' interest and understanding of the breadth and seriousness of issues related to social inequality. This stage prepares the ground for a more in-depth and applied discussion in the classroom.

Problem-Based Situations

1. Imagine that a new luxury products tax is proposed to help fund social programs. Discuss how this measure could affect social and economic inequality in the country.

2. Consider a region where most people work in subsistence agriculture. Discuss what public policies could be implemented to improve the social and economic conditions of these families.

Contextualization

Social inequality is not just a theoretical concept; it has real and visible impacts on our communities and the world. For example, the disparity in access to education and healthcare can be seen in urban and rural areas. Furthermore, recent phenomena such as political and social polarization have been associated with rising levels of inequality. Discussing these real cases can help contextualize the importance of studying social inequality.

Development

Duration: (70 - 80 minutes)

The Development stage is intended to apply the studied concepts in a practical and interactive way. The proposed activities aim to consolidate students' knowledge about social inequality, allowing them to explore the theme in depth and contextually. By choosing one of the suggested activities, the teacher facilitates active learning, collaboration among students, and the development of critical and analytical skills. This stage is crucial for forming a holistic and critical understanding of the social issues addressed.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Inequality Map

> Duration: (60 - 70 minutes)

- Objective: Develop research, data analysis, and presentation skills, in addition to promoting a deeper understanding of social inequalities in a local context.

- Description: In this activity, students will be divided into groups of up to 5 people to create an Inequality Map in their city or region. They will research data such as average income, access to public services, crime rates, and quality of life in different neighborhoods, and then use this information to create a visual map representing the existing inequality. The activity will involve using mapping and presentation software, and each group will prepare a brief explanation about the causes and consequences of the observed inequalities.

- Instructions:

• Divide the class into groups of no more than 5 students.

• Assign each group a region of the city or a specific study area.

• Guide students to research relevant data on inequality in the designated region.

• Instruct students on how to use online mapping tools to create their maps.

• Ask them to prepare a presentation for the end of the class, in which they will discuss their findings and what they imply for the local society.

Activity 2 - Family Budget Simulation

> Duration: (60 - 70 minutes)

- Objective: Understand the challenges faced by families from different social classes in managing their budgets, and develop decision-making skills under uncertainty.

- Description: Students, organized into groups, will receive different family profiles with varying incomes. They will then plan the family budget, deciding how to allocate resources for food, housing, education, health, and leisure. The activity will include the introduction of 'random events' that can impact the budget, such as unexpected expenses or salary increases/decreases. The goal is for students to experience the difficulties of managing a budget with limited resources and understand the implications of economic inequality in daily life.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute family profiles and inform the monthly income of each.

• Provide a list of essential expenses and instruct students to plan the family budget.

• Introduce random events that could affect the families' budgets.

• Ask each group to discuss the choices made and the difficulties encountered during the activity.

Activity 3 - Debate: Public Policies for Reducing Inequality

> Duration: (60 - 70 minutes)

- Objective: Develop argumentation skills and critical understanding of public policies aimed at reducing inequality, as well as promote understanding of different viewpoints on the topic.

- Description: This activity consists of a structured debate, in which students, divided into two large groups, will defend different approaches to reducing social inequality. Each group will prepare arguments based on sociological theories and practical examples to support their position. At the end of the debate, a vote will be taken to decide which group presented the most convincing arguments.

- Instructions:

• Divide the class into two large groups.

• Assign each group a theoretical perspective or a specific public policy to defend.

• Allow time for each group to prepare their arguments and research examples that support their position.

• Conduct the debate, allowing each side to present their arguments and refute those of the opponent.

• Conclude with a vote and a discussion about what was learned during the debate.

Feedback

Duration: (10 - 15 minutes)

The purpose of this feedback stage is to consolidate students' learning, allowing them to reflect on the activities performed and articulate the knowledge acquired. Through group discussion, students can compare different perspectives and approaches, which helps deepen the understanding of the theme of social inequality and strengthens their argumentation and critical thinking skills.

Group Discussion

To start the group discussion, the teacher may suggest that each group share their main findings and challenges encountered during the activities. It can also be asked that each group reports how the activities helped change or reinforce their perceptions of social inequality. This exchange of experiences can be facilitated using a whiteboard or flip chart, where students can note the key points discussed.

Key Questions

1. What were the main factors you identified as causes of social inequality in your activities?

2. How could the public policies discussed in the activities be implemented or improved in real life?

3. In what way did the activities influence your understanding of the importance of discussing and acting against social inequality?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion is to consolidate the knowledge acquired by the students, ensuring that they can link theoretical concepts with the practical experiences lived during the lesson. Additionally, it aims to reinforce the relevance of the study of social inequality, motivating students to continue reflecting and acting on these issues in their lives and communities.

Summary

In this final stage, the teacher should summarize the main points addressed regarding social inequality, recapping the causes, consequences, and practical examples discussed during the lesson. It is important to reinforce discussions about public policies, such as the new luxury products tax and strategies to improve the social and economic conditions of agricultural regions.

Theory Connection

Today's lesson was carefully planned to connect theory with practice. Through activities such as the Inequality Map, the Family Budget Simulation, and the Debate on Public Policies, students were able to apply the theoretical concepts studied at home to practical and contextual situations, allowing for a deeper and integrated understanding of the theme.

Closing

Finally, it is crucial to emphasize the importance of studying social inequality in our daily lives. Understanding these dynamics helps to form more conscious citizens who are prepared to engage in debates and actions aimed at improving the social and economic conditions of their communities and the world at large.