HASS · Year 10

Active learning ideas

Measuring Wealth Inequality

Active learning lets students experience the consequences of wealth inequality firsthand, turning abstract data into tangible understanding. When students simulate real-world systems, debate policy choices, and analyze local housing data, they move beyond memorizing statistics to seeing how inequality shapes lives.

• ACARA Content Descriptions
• AC9E10K03

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 40 min · Whole Class

Simulation Game: The Wealth Distribution Game

Divide the class into five groups representing the five quintiles of Australian society. Distribute 'wealth' (e.g., tokens or lollies) based on real-world data (where the top 20% own over 60% of the wealth). This provides a powerful visual and emotional understanding of the scale of inequality.

Explain how wealth inequality is measured in Australia.

Facilitation Tip

During the Wealth Distribution Game, circulate with a timer visible to keep pace tight and conversations focused on the growing gaps between groups.

What to look for

Pose the question: 'If a government aims to reduce wealth inequality, what are the potential trade-offs between policies that support wealth creation and policies that ensure a basic standard of living for all?' Facilitate a class debate, encouraging students to cite specific Australian economic data.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The Housing Crisis

In small groups, students research the average house price in their suburb compared to the average wage. They calculate how long it would take a first-home buyer to save for a deposit. Groups present their findings and propose one policy change (e.g., more social housing or tax reform) to improve affordability.

Analyze the key factors contributing to the growing gap between the rich and poor.

Facilitation Tip

For the Housing Crisis investigation, assign roles so students analyze different datasets (mortgage stress, rental prices, zoning laws) before sharing findings.

What to look for

Provide students with a simplified dataset showing household net worth by quintile for Australia. Ask them to calculate the percentage of total wealth held by the top 20% of households and write one sentence explaining what this number indicates about wealth distribution.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Is Australia still the 'Fair Go'?

Students reflect on what the 'Fair Go' means to them. They discuss in pairs whether a child born into a poor family has the same opportunities as one born into a rich family. They then share their thoughts on the role of the government in 'leveling the playing field.'

Compare wealth distribution in Australia to other developed nations.

Facilitation Tip

In the Think-Pair-Share, provide sentence starters on the board to guide students from personal opinion to evidence-based argument.

What to look for

On an index card, ask students to write down one factor that contributes to wealth inequality in Australia and one policy that could potentially address it. They should briefly explain the connection between the factor and the policy.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should connect wealth inequality to students’ lived experiences by using local examples like Sydney’s housing market or regional superannuation differences. Avoid overwhelming students with complex tax policy details; instead, focus on how policies affect real people. Research shows role-playing economic simulations increases empathy and retention of economic concepts.

Students will explain the difference between equality and equity, identify factors that create wealth gaps, and evaluate policies that either widen or reduce inequality. They should connect economic data to human experiences and propose evidence-based solutions.

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Watch Out for These Misconceptions

• During the Wealth Distribution Game, watch for students who assume giving everyone $5000 solves inequality because it’s ‘fair.’

  Pause the game after Round 1 and ask groups to calculate how the $5000 changed relative wealth. Then show the ‘people at a fence’ illustration to model why equity requires targeted support.

• During the Collaborative Investigation on the Housing Crisis, listen for students who equate ‘income’ with ‘wealth.’

  During the data analysis, ask students to compare a household earning $100,000 with a $500,000 home versus a household earning $120,000 with no assets, highlighting how wealth includes more than annual pay.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share