Policy Issues: Gender Equality and Income Inequality

Essential Question

How do we measure equality?  

Learning Objectives

  1. Students will identify gender stereotypes and how these gender stereotypes affect our society today.
  2. Students will summarize the various factors leading to income inequality and create possible solutions to end poverty.
  3. Students will analyze the relationships between gender equality and income inequality to determine their position on each issue.

Content Connections


Teacher Resources

Gender Equality Activities

Gender Equality Chalk Talk 

After reading articles from the Election Issues Text Set: Gender Equality, have students answer guiding questions with a silent Chalk Talk Activity. Students will have a written dialogue with their peers. Students can include quotes, personal connections, illustrations, and facts from the articles they read.

    • Guiding Questions: Why is gender equality important? Do women and men in the U.S. get paid the same salary for the same amount of work? How are boys and girls treated differently in school? In how they are raised? How does culture affect your opinions on gender norms and in your role as it pertains to gender?
  • Conclusion: Once students have responded, debrief and reflect about the various perspectives on this topic and what it means during this presidential election.

Income Inequality Activities

Income Inequality Infographic

After reading articles from the Election Issues Text Set: Income Inequality, have students represent the information they learned by creating their own infographic. This infographic can be created digitally or on paper. As students create their own infographic have them reflect on the guiding questions below. Optional: Have students create one possible solution related to the issues contributing to income inequality today. 

    • Guiding Questions: What facts or statistics should others be aware of in relation to income inequality and poverty? What is income inequality? What can be done to help eliminate poverty? What communities are most and least affected by income inequality? Why?
  • Conclusion: Have students do a gallery walk to view infographics created by their peers. Have them reflect on new findings, facts, or evidence. How does their infographic compare?

Belief Statement

I believe that _____ because ____.

  • Teacher Note: Students will complete this statement as a culminating reflection for each issue to inform their final election decisions.


After completing the activities above, take on the perspective of someone else who might live in the United States to discuss or write about the guiding questions below.

  • Guiding Question: How does what you look like affect how you’re treated, the salary you make, and career you have?

Student Polling

Teacher Instructions

Use the polling questions as a pre- or post-formative assessment to gauge student interest and engagement with election issues. Share the polling links below with your students so that they can monitor their beliefs throughout the election season. 

Poll 1

Should a woman be the next face of the $20 bill?

Poll 2

Are individuals responsible for living in poverty?

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