Lesson: Poker Chip Game Social Inequality (Two Days)

Unit:
Roll of Thunder, Hear My Cry
Learning Goal:
1. Students will understand social inequality and the meaning of oppression.
2. Students will be able to work cooperatively in groups.
Rationale:
Through participating in this game, students will understand first-hand what it is like to be
socially separated and what that separation signifies. Participants have a chance to progress from
level of society to another by acquiring more points by trading poker chips with other
participants. Once the society is established, the group with the most points is given the right to
make the rules of the game. The power group generally makes rules which maintain or increase
its power and which those being controlled deem unfair. Through the simulation of this game,
students are able to see the divide in society. It is a game that illustrates social class, race,
ethnicity, religion, etc. and allows for students to visualize and analyze social inequality.
Common Core State Standards: RL 8.7, SL 8.1, SL 8.2
Assessment:
1. Students will participate in an activity simulating social inequality and oppression.
2. Students will participate in a group discussion based on the activity.
3. Students will work together to create a best answer.
Materials:
PowerPoint with class lists
Poker Chips (3 different colors)
Lunch bags
Stickers (3 different colors)
Discussion questions
Best Answer Worksheets
Procedures:
Writers Notebook: No Notebook
Poker Chip Game (All class period)
Break groups into 3 groups (have lists already created on PowerPoint )
Put a bag of poker chips in the center of each group

Students will pick a total of 3 poker chips

Explain point system
o Black = 40
o Red = 20
o White = 10
o Blue = 5
o Two chips of the same color = +5
o Three chips of the same color = +10
Round One
Explain trading rules
Trading Rules:
o 1 minute to trade
o You can trade with anyone in the class
o You can have more than 3 chips after the trading session
o No Talking!
o No Cheating!
o If you cheat, your chips will be taken from you, and you will go to jail (this is
supposed to be very vague students can be sent to jail for any reason)

After trading, students will add up their scores and report them to the teacher
Write their score next to their name on the white board
Based on their score, the teacher will separate students into three different groups
(high/rich, medium/middle class, low/poor) groups do not have to be even
Give each group a different colored sticker to put on their shirt (high = red, medium =
blue, low = yellow)
The high/rich group will now make a rule/lawany rule (examples: no sitting, other
groups have to stand on one leg, etc.)
Students will put their poker chips back into their group bag
Shuffle and pick three new poker chips

Round Two
Same point system applies
Same trading rules apply
Students will trade for one minute
Students will count their score
Based on the scores, rearrange groups groups do not have to be even
If students moved groups, give them the sticker for their new group
The high/rich group will make a new rule/law
The high/rich group will be given cookies (they can share to other groups if they wish)

Put chips back in groups bag

Shuffle and pick 3 new chips

Round 3 - Repeat
Day Two Discussion
Writers Notebook: Free write (15 minutes)
What is oppression?
Who is oppressed?
Empathy vs. Sympathy
o Students will write in their notebooks for 7 minutes
o Share responses
Individual Discussion Questions (15 minutes)
Individually, students will complete the following discussion questions in complete
sentences. They will critically think about that the poker chip game was simulating and
how it connects to what we are learning and our society
1. What group were you in in yesterdays game?
2. What were your feelings about being in that particular group?
3. What did you do to get chips? Were you aggressive? Did you give up?
4. How might this game be like real life?
5. Describe some historical situations that are similar to the game.
Small Group Work (20 minutes)
Students will get in small groups and share their responses to the discussion questions
Based on their responses, collectively, they will generate a best answer that answers
either question 4 or 5
Once they have written their best answer, they will share out to the class