Canadian & World Studies · Grade 11

Active learning ideas

Power, Privilege, and Systemic Inequality

Active learning works well for this topic because power, privilege, and systemic inequality are abstract concepts that students need to experience hands-on to truly grasp. When students move, discuss, and analyze, they connect their own lives to larger systems in a way that passive lessons cannot replicate.

• Ontario Curriculum Expectations
• ON: Equity and Social Justice: From Theory to Practice - Grade 12
• ON: Foundations - Grade 11

• 30–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 45 min · Whole Class

Simulation Game: The Equity vs. Equality Game

Students are given different 'starting points' (e.g., different amounts of money or time) and must complete a task. They then discuss whether 'treating everyone the same' was fair and brainstorm ways to create a more 'equitable' system.

Analyze how systemic racism manifests in Canadian institutions.

Facilitation Tip

During the Equity vs. Equality Game, circulate and quietly note which students struggle to see the difference between fairness and sameness, then provide targeted follow-up questions during the debrief.

What to look for

Pose the question: 'How might a person with unearned privilege unknowingly benefit from or perpetuate systemic inequality in their daily interactions?' Facilitate a class discussion, encouraging students to share specific scenarios and potential actions to mitigate these effects.

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

Activity 02

• Inquiry Circle
• 60 min · Small Groups

Inquiry Circle: The Institutional Audit

Groups research a specific institution (e.g., a university, a hospital, or a media outlet) and look for evidence of 'systemic bias' (e.g., in hiring, representation, or service delivery). They present their findings and suggest a 'reform' plan.

Differentiate between equality and equity with real-world examples.

Facilitation Tip

For the Institutional Audit, assign small groups specific institutions to research so every student sees how power operates in familiar systems.

What to look for

Provide students with two short scenarios, one illustrating equality and one illustrating equity. Ask them to identify which is which and write one sentence explaining their reasoning for each, referencing the core difference between providing the same versus providing what is needed.

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

Activity 03

• Think-Pair-Share
• 30 min · Pairs

Think-Pair-Share: Using My Privilege

Pairs discuss one area where they have 'privilege' (e.g., being able-bodied or speaking the dominant language). They brainstorm three ways they can use that privilege to 'ally' with or support someone who doesn't have it.

Explain how individuals can use their privilege to support social justice.

Facilitation Tip

In the Think-Pair-Share on privilege, set a timer for the pair discussion to ensure quieter students have space to articulate their thoughts before sharing with the whole group.

What to look for

Ask students to write down one Canadian institution (e.g., education, housing, justice) and briefly explain one specific way systemic racism might manifest within it, based on class discussions or research.

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

A few notes on teaching this unit

Teachers should approach this topic with care, balancing honesty about systemic issues with student well-being. Start with concrete activities before abstract discussions, and validate emotions while redirecting them toward action. Research shows that pairing personal reflection with systemic analysis builds deeper understanding than either alone.

Successful learning looks like students articulating how unearned advantages shape opportunities, identifying neutral policies with discriminatory outcomes, and applying the difference between equality and equity to real-world scenarios. They should also demonstrate empathy by recognizing their own position within these systems.

---

Watch Out for These Misconceptions

• During the Think-Pair-Share activity, watch for students who equate privilege with financial wealth or effort.

  Use the privilege inventory from this activity to redirect: ask students to list advantages they’ve had that weren’t earned, such as family support or language fluency, to show privilege is not just about money or work ethic.

• During the Institutional Audit activity, watch for students who believe systemic racism requires intentional discrimination.

  Use the system mapping exercise to show how neutral rules (like standardized testing) can produce unequal outcomes, then ask students to find examples where ‘fair’ policies create barriers for marginalized groups.

---

Methods used in this brief

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