Lesson Plan

• Describe the hypothesised relationship between per‑capita income and income inequality represented by the Kuznets curve.
• Explain the three stages of development and the key economic changes that occur in each.
• Analyse the main empirical evidence supporting and challenging the Kuznets hypothesis.
• Evaluate policy measures that can mitigate inequality during the peak‑inequality phase.

• Projector and slide deck
• Printed handout of the Kuznets curve diagram
• Worksheet with data‑analysis and discussion questions
• Whiteboard and markers
• Calculators (or spreadsheet access)

Begin with a quick poll: “Why do some rapidly growing economies see widening gaps between rich and poor?” Connect this to students’ prior knowledge of the Gini coefficient. Explain that by the end of the lesson they will be able to identify the shape of the Kuznets curve, critique its evidence, and suggest policies to address inequality.

1. Do‑now (5') – Students write three factors they think link growth and inequality on sticky notes.
2. Mini‑lecture (15') – Present the functional form \(G = \alpha + \beta Y + \gamma Y^{2}\) and the inverted‑U diagram using the projector.
3. Stage analysis activity (15') – In groups, students label a blank curve with the three development stages and match each stage to its economic changes.
4. Evidence debate (10') – Groups examine summary of empirical studies; one side argues the curve holds, the other highlights contradictions.
5. Policy brainstorming (10') – Teams design policy actions for the peak‑inequality phase and share ideas.
6. Formative check (5') – Exit ticket: “State one reason the Kuznets curve may not apply to all countries.”

Recap the inverted‑U relationship, the three stages, and the main criticisms discussed. Collect exit tickets to gauge understanding, and assign a short essay homework where students evaluate the relevance of the Kuznets curve for a country of their choice.