Facing Injustice Together

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Lesson Overview

Unit Title: Rights, Needs, and Justice
Lesson Number: 5 of 10
Lesson Title: Injustice and Inequality in Society
Duration: 60 minutes
Year Group: Year 6
Number of Students: 30
Subject: Religious Education
Curriculum Area:

• Key Stage 2 - Religious Education
• Engages with the following elements from locally agreed syllabuses and the Non-statutory National Framework for RE:
  • Learning from religion: reflecting on the implications of religion and belief, including issues of justice and fairness.
  • Learning about religion: understanding how beliefs influence values and actions.

This lesson is designed to delve deeper into injustice through meaningful, age-appropriate discussions and activities linking religious teachings with real-world relevance.

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Learning Intentions

By the end of the lesson, students will be able to:

• Define injustice and inequality using age-appropriate language.
• Recognise examples of injustice and inequality in a range of societies, including modern and historical contexts.
• Relate religious and non-religious perspectives to real-life issues of fairness and justice.
• Discuss how individuals and communities are affected by inequality and how beliefs influence action.

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Success Criteria

Students can:

• Explain what inequality and injustice mean in simple terms.
• Identify at least two examples from case studies and describe how they affect individuals.
• Make basic comparisons between religious and non-religious perspectives on justice.
• Engage in respectful discussion with peers, showing empathy and critical thinking.

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Key Vocabulary

• Injustice
• Inequality
• Rights
• Fairness
• Community
• Discrimination
• Responsibility
• Compassion

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Resources Needed

• PowerPoint slides (provided by the teacher or adapted from this plan)
• Printed mini case study cards (provided below)
• Whiteboard and markers
• Post-it notes
• 'Justice Jar' slips (template provided below)
• A3 group worksheets for reflection task
• Timer or stopwatch
• Optional: calming music for reflection

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Lesson Structure (60 minutes)

1. Starter Activity – Inequality in a Jar (10 mins)

Objective: Spark curiosity and discussion about what inequality might mean in practical terms.

• Set up three jars of sweets on the front table. One has lots, one a few, one none.
• Randomly assign students to teams A, B, and C.
• Announce that Team A can each have 3 sweets, Team B one sweet, and Team C none.
• Observe reactions. Ask:
  • "How fair does this feel?"
  • "What might be different if this happened in society every day?"

📍 Prompt key language: “fair”, “equal”, and “unfair”.

Teacher Note: The sweet distribution is simply a simulation. Sweets will be equally distributed fairly before moving on.

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2. Teaching Input – What is Injustice and Inequality? (10 mins)

Objective: Define main concepts clearly and accessibly.

Use PowerPoint slides:

• Slide 1: Key definitions

  • Injustice: When people are treated unfairly or denied rights.
  • Inequality: When access to opportunities or resources is not equal.

• Slide 2: Real examples in child-friendly terms:

  • Some children don't have access to school.
  • Some people are treated unfairly because of their skin colour, gender, or beliefs.

• Slide 3: Link with religious teachings:

  • Use Christian, Muslim, Sikh and Humanist teachings.
    • Christianity: “Love your neighbour as yourself.” (Mark 12:31)
    • Islam: “Stand firm in justice…” (Qur’an 4:135)
    • Sikhism: Guru Nanak taught equality of all.
    • Humanism: We all matter equally because we are human.

🗣 Mini discussion: “Can you think of a story you’ve read where someone was treated unfairly? How did it make you feel?”

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3. Group Activity – Case Study Carousel (20 mins)

Objective: Explore injustice and its consequences more deeply.

Set up four activity stations around the room, each with a mini-case study (provided below). Split the class into mixed-ability groups of 6.

Each station includes:

• Case Study Card
• Questions to discuss:
  1. What is unfair in this story?
  2. How might the people feel?
  3. What could be done to stand up for justice?

Rotate groups every 5 minutes.

Example Case Studies:

1. School Closed for Girls — Inspired by Malala Yousafzai’s story.
2. Unequal Wages for Same Job — Two workers doing the same job but paid differently.
3. Refugee Family Denied Help — A family seeking shelter refused support.
4. Name Discrimination — A boy with a ‘foreign-sounding’ name left out of clubs.

📦 You may adapt scenarios based on current local or global examples relevant to your cohort.

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4. Reflection and Class Discussion (10 mins)

Back in whole-class setting.

Use a talking object or softly play calming background music during this phase.

Ask individually or in pairs:

• “Which story affected you most?”
• “What would you do if you saw something unfair happening?”

Stick reflections on an A3 “Justice Wall”.

Emphasise:

• Everyone has a voice in standing up for justice.
• Small actions can make a big difference.

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5. Justice Jar (5 mins)

Each student writes one way they can make the world fairer on a small card ("Justice Jar slip").

Examples: “Help someone speak up”, “Include everyone at break”, “Tell an adult if I see bullying”.

Collect in a see-through jar labelled Justice Begins with Me.

💡 Keep the jar visible in the classroom for the rest of the unit.

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6. Plenary – Exit Question (5 mins)

On small post-its, students answer:

“What is one thing I learned today about injustice or inequality?”

Stick answers near the door on the “Steps to Justice” poster.

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Assessment for Learning (AfL)

• Observation during group discussions
• Responses on “Justice Jar” and “Steps to Justice”
• Contribution to “Justice Wall” A3 posters
• Use formative questioning to assess understanding and emotional engagement

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Differentiation

• SEND and EAL: Visual supports with symbols, simplified vocabulary on cards, adult-supported groups
• Greater Depth: Encourage comparing multiple belief systems' teachings using Venn diagram challenges or extended reflection

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Cross-curricular Links

• PSHE: Empathy, anti-bullying, rights and responsibilities
• English: Oral communication, persuasive language during group discussion
• History: Opportunity to link back to past rights movements (e.g., civil rights, Suffrage)

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Extension / Homework (Optional)

Create a ‘Justice Journal’ entry:

• "Write or draw about a time you saw (or stood up against) unfairness—real or in a story. How would someone from a religion or worldview respond?"

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Teacher Reflection (Post-Lesson)

• Which students showed most empathy?
• Were students able to connect religious values to justice?
• Consider inviting a community speaker or running a mock debate next week to build on today’s insights.

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“Justice is what love looks like in public.” – Cornel West (include this quote visually next to your RE display board).

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Next Lesson Preview:
💬 Students will take a closer look at religious leaders and activists who stood up to injustice (e.g., Desmond Tutu, Malala, Guru Nanak). They will explore how faith and belief inspired action.