THE MONEY DISTRIBUTION GAME
Workshop Plan: Collaborating to Ensure Everyone Can Participate
Goal: Students learn the importance of teamwork, negotiation, and creating equal opportunities for everyone.
Materials Needed:
8 envelopes with fictitious money (e.g., in denominations of €5, €10, €20).
Group A (wealthier group): Each student receives €50, totaling €200 for the group.
Group B (less wealthy group): Each student receives €10, totaling €40 for the group.
Steps:
Introduction (10 minutes):
Explain that each student will receive an envelope with money, but some will have more money
than others.
Discuss the concepts of collaboration and equal opportunities.
Exploration of Possibilities (15 minutes):
Ask each group to think about what they can individually afford with their money.
Have them list what they would like to buy and how much it costs.
Negotiation Phase (20 minutes):
Bring both groups together and task them with working collaboratively to ensure that every
student can afford to buy something.
Encourage them to pool their money and negotiate who buys what.
Purchasing Phase (15 minutes):
Have each group present what they decided to buy and how they distributed the money.
Check if every student was able to buy something and encourage reflection on the process.
Reflection (10 minutes):
Discuss what students learned about teamwork, negotiation, and fairness.
Ask how they might approach the situation differently if they could do it again.
Example Scenario:
Group A (wealthier group):
Student 1: €50
Student 2: €50
Student 3: €50
Student 4: €50
Group B (less wealthy group):
Student 5: €10
Student 6: €10
Student 7: €10
Student 8: €10
Possible Purchases:
Group A could buy a shared activity that costs €160 (such as a group outing).
Group B could buy smaller individual items totalling €40 (such as small gifts).
By working together and pooling their money, both groups can ensure that every student is able to buy something, demonstrating the value of collaboration and fairness.
Adjust the amounts and scenarios based on the students’ age and level, and ensure there is
enough guidance and reflection throughout the workshop.
THE PRIVILEGE WALK
Workshop Plan: Understanding Social Inequality Through a Role-Playing Exercise
Target Group: 15 students, aged 17
Objective:
Help students understand how socio-economic status (SES) affects opportunities and
outcomes in life. By stepping into the shoes of young people from different SES backgrounds,
they will experience how starting points in life are unequal.
Materials Needed:
15 role cards: Each card describes the background of a fictional young person (see examples
below).
A large open space (e.g., a gym or classroom with space to move).
Tape or markers to create a starting line on the floor.
Steps:
- Introduction (10 minutes)
Briefly explain what socio-economic status (SES) is and how it can influence a person’s life chances.
State the goal: to reflect on social inequality and understand the challenges faced by those with fewer opportunities.
Emphasize empathy and respect during the activity.
- Role Assignment (5 minutes)
Distribute the role cards randomly. Each card contains information about the fictional character, including their family background, education level, income, and any specific challenges they face.
Example roles:
High SES: “Alex, 17. Parents are doctors. Lives in a large home, attends private school, tutors in math weekly.”
Low SES: “Maria, 16. Parents are unemployed. Lives in public housing, has to take care of
younger siblings after school.”
- The Stepping Exercise (20 minutes)
Instructions: All students stand in a line. Read out a series of statements. If a student feels the
statement applies to their character, they take one step forward.
Sample Statements:
“Your family can afford to pay for extra tutoring if you struggle in school.”
“You have access to a computer and internet at home.”
“You never worry about whether your family has enough money for food.”
“You have been encouraged to apply to university.”
“You feel safe walking in your neighborhood at night.”
“You can afford to join extracurricular activities like sports or music lessons.”
“You can attend university without worrying about student loans or finances.”
“You have access to high-speed internet whenever you need it.”
“You own a smartphone, laptop, or tablet for personal use.”
“You’ve never had to skip school because you couldn’t afford transportation.”
“You can afford private tutoring if you’re struggling in school subjects.”
“Your family owns the home you live in.”
“You have both parents actively involved in your life and decisions.”
“Your parents encourage you to dream big and aim for ambitious goals.”
“You have access to role models in your community who inspire you.”
“You’ve never had to worry about being taken away from your family.”
“You can access healthy, nutritious food every day.”
“You’ve never had to wait a long time to see a doctor or receive treatment.”
“You’ve never experienced stress or anxiety about where you’ll live next month.”
“You have never had to live with mold, leaks, or poor heating in your home.”
“You feel mentally and emotionally supported when facing challenges.”
“You have had the chance to travel abroad on vacation or study programs.”
“You’ve never had to quit an extracurricular activity because it was too expensive.”
“You’ve had the chance to learn a musical instrument or participate in a sport.”
“You’ve been able to buy new clothes or shoes when you needed them.”
“You’ve been on a school trip or exchange program.”
“You know someone who can help you find a job or internship in the future.”
“You’ve never felt excluded because of how much money your family has.”
“You can afford to celebrate holidays with gifts and special meals.”
“You’ve never been teased or judged for the clothes you wear or the items you own.”
“You feel comfortable inviting friends to your home without embarrassment.”
“You feel safe walking in your neighborhood during the day and at night.”
“You’ve never been afraid of being discriminated against because of your background.”
“You’ve never had to stay home to take care of siblings instead of attending school or activities.”
“You can speak freely about your beliefs without fear of judgment or backlash.”
“You’ve never had to rely on public services like food banks or shelters.”
Reflection During the Exercise: After about 10 statements, pause and ask the students to
observe their positions. Who has moved the furthest? Who is still close to the starting line? Then continue with the remaining statements.
- Debrief and Discussion (20 minutes)
Group Reflection: Bring everyone together to discuss their experience.
How did it feel to step forward (or not)?
Did they notice patterns about who was able to move further?
How does SES influence opportunities in real life?
Key Questions:
What surprised you most about this exercise?
What factors contribute to unequal opportunities in society?
What can individuals or communities do to address these inequalities?
- Conclusion (5 minutes)
Summarize the key takeaway: socio-economic factors can greatly influence life chances, and
recognizing this is the first step toward building a fairer society.
Encourage students to think about ways they can support equality in their communities.
Example Role Cards:
Alex (High SES): Parents are doctors. Attends private school. Travels abroad for holidays.
Maria (Low SES): Parents are unemployed. Helps care for siblings. Struggles with school.
Liam (Middle SES): Parents are teachers. Access to school resources but limited luxury
expenses.
Fatima (Low SES): Refugee background. Limited language skills but hardworking.
Sophie (High SES): Parents own a company. Private lessons in piano and math.
Noah (Low SES): Parents work in a factory and earn just enough to get by.
Doesn’t have a private space to study, does homework at the kitchen table.
Often takes on odd jobs to pay for school supplies.
Yara (High SES):
Attends an international school and speaks three languages.
Parents easily pay for tutoring and sports activities.
Already has a network through her parents’ connections.
Samir (Low SES):
Lives in a small apartment with seven family members.
Parents don’t speak the local language well, so he helps with letters and appointments.
Can’t afford new clothes and often feels excluded.
Eva (Middle SES):
Has access to basic needs but no money for luxuries.
Can participate in sports through a municipal subsidy program.
Parents encourage her to work hard in school but can’t help with homework.
Jamal (Low SES):
Lives in a disadvantaged neighbourhood and sometimes feels unsafe.
Doesn’t have a computer at home, so he has to do homework at the library.
Often has to balance school and work to contribute to the family income.
Lotte (High SES):
Parents are lawyers. Spends summers traveling to luxury destinations.
Has weekly sports coaching and private tutoring for exams.
Feels little stress about school because she knows alternative options are always available.
Workshop Parasite
Workshop Plan: Exploring Social Inequality Through the Movie Parasite
Target Group: 10 students (16–18 years old)
Duration: 80 minutes
Objective:
Students will analyze key scenes from the movie Parasite to discuss themes of social inequality, class dynamics, and the barriers between the wealthy and the poor. The workshop aims to encourage critical thinking about societal structures and foster empathy.
Materials Needed:
- Clips from Parasite (selected scenes; see below for suggestions).
- Projector or screen to show the clips.
- Discussion prompts (printed or displayed).
- Whiteboard or flip chart for notes.
- Pens and paper for students to jot down ideas.
Workshop Outline:
- Introduction (10 minutes)
- Briefly introduce the movie Parasite (2019, directed by Bong Joon-ho).
o Plot summary: A poor family infiltrates a wealthy household, leading to
tensions that reveal stark class divides.
o Themes: Social inequality, privilege, aspirations, and exploitation.
- Explain the purpose of the workshop: to analyze how the film portrays class
differences and their impact on people’s lives.
- Ask:
o “What do you know about social inequality?”
o “Have you ever seen or experienced an example of class divides in real life?”
- Scene Viewing and Analysis (50 minutes)
- Show selected scenes from Parasite (keep clips short, around 3–5 minutes each). After each scene, facilitate a discussion.
Scene 1: The Kim Family’s Basement Home (5 minutes)
- Context: The Kim family lives in a semi-basement apartment, highlighting their poverty. The scene shows them folding pizza boxes for money and dealing with a flood.
- Discussion Questions:
o How does the movie portray their living conditions?
o How does the setting reflect the family’s social status?
o What emotions did this scene evoke for you?
Scene 2: The Park Family’s Luxury Home (5 minutes)
- Context: The Kim family enters the Park family’s lavish, modern house. Compare the
two families’ environments.
- Discussion Questions:
o How does the Parks’ home reflect their privilege?
o What contrasts do you see between the two families’ lifestyles?
o How does the house symbolize power and control?
Scene 3: The Rainstorm (5 minutes)
- Context: A rainstorm that the Park family enjoys from the safety of their home leads
to the Kim family’s basement flooding.
- Discussion Questions:
o How does this scene emphasize inequality?
o Why is the rainstorm seen as beautiful by the Park family but devastating for
the Kims?
o What does this say about differing perspectives based on class?
Scene 4: The Climactic Party Scene (5 minutes)
- Context: A birthday party at the Park family’s house escalates into chaos, exposing
underlying tensions.
- Discussion Questions:
o How does this scene reveal the divisions between the families?
o What role do power and status play in the characters’ actions?
o How does the party symbolize privilege and ignorance?
- Group Activity: Reflection and Empathy Exercise (15 minutes)
- Divide students into pairs:
o Assign each pair to a family (Kim or Park).
o Ask them to write a short letter from the perspective of their assigned family,
expressing their views on life, struggles, or privileges.
- Share and Discuss:
o Pairs share their letters with the group.
o Facilitate a discussion on how it felt to empathize with the characters’
perspectives.
- Conclusion and Takeaways (5 minutes)
- Recap key points discussed during the workshop.
o How does Parasite depict social inequality?
o What insights did students gain about privilege, aspirations, and class divides?
- Closing question: “What can we do as individuals or as a society to address these
inequalities?”
Adjustments for Time:
- If you need more time for discussion, reduce the number of scenes to three.
- If students are unfamiliar with the movie, provide additional context for each scene.