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Privilege For Sale

This lesson provides an opportunity for students to experiment with privilege and oppression is a controlled way.

Learning intentions:

  • Reflect on the value and importance of human and sexual rights for themselves and others
  • Identify elements that inform their ideal sexual self
  • Demonstrate an understanding of the socio-cultural factors that may influence a person’s experience of sexual identity, inequality, and intimacy

Digital Educator: Vanessa

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 60 minutes

    Course duration

  • Two

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Privilege For Sale lesson, students will expand on the concepts of privilege and human rights.

    The lesson is based around the first activity, requiring students to 'buy' human and sexual rights. This experiential process becomes the focus for the remainder of the discussions. 


    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

    Empty space, drag to resize

    Student Printouts

    You can use your local currency, however, you will need to make sure it adds up to the amounts listed in the Cheat Sheet. 

    Additional Information

    Not applicable.
    Key Concept 1: Relationships
    1.3 Tolerance, Inclusion and Respect.
    •  Key idea: It is important to challenge stigma and discrimination and promote inclusion, non-discrimination and diversity. 


    Key Concept 2: Values, Rights, Culture and Sexuality
    2.2 Human Rights and Sexuality.
    •  Key idea: There are local and/or national laws and international agreements that address human rights that impact sexual and reproductive health. 
    •  Key idea: It’s important to know and promote human rights that impact sexual and reproductive health.


    Key Concept 4: Violence and Staying Safe
    4.1 Violence.
    •  Key idea: Everyone has a responsibility to advocate for people’s health and well-being free from violence.


    Key Concept 5: Skills for Health and Wellbeing
    5.5 Finding Help and Support. 
    •  Key idea: Everyone has the right to affordable, factual and respectful assistance that maintains confidentiality and protects privacy.


    Key Concept 8: Sexual and Reproductive Health
    8.1 Pregnancy and Pregnancy Prevention.
    •  Key idea: Unintended pregnancies occur, and all young people should be able to access the services and protections necessary for their health and well-being.
    • This lesson explores privilege and oppression and can be challenging for a wide range of students. It is important to be mindful of the intersectionality of these issues and the ways that historically excluded groups might experience life. 
    • Sometimes when running this activity, there is debate between men and women as many men do not realise that women experience a considerable amount of oppression and do not have the same privileges or rights in action as men. Monitor discussions, and if necessary challenge students by asking for examples of how people might have different experiences based on their gender. You may also refer to facts about the gender pay gap in Australia (or your location), the high rates of domestic homicide, maternal and infant mortality. 
    1. Using the follwoing quote from Layla F. Saad students should discuss what this means when we talk about gender and sexuality as a source of privilege or oppression: “The relationship between white privilege and white supremacy – white privilege is the “reward that white and white-passing people receive in exchange for participating in the system of white supremacy […] voluntarily or involuntarily.” 
    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so.

    In Year 11 and 12 you can deliver lessons from either year level. It can be helpful for Year 12's to explore more foundational issues in the Year 11 curriculum. It is also beneficial for Year 11's to have access to more advanced lessons from the Year 12 curriculum.  

    Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    Group Agreements & Pod Mapping should be the first lesson as per best practice.

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