The aim of this thesis is to theoretically show how to use historical-ethnographic sources for the elaboration of two working models used to teach gender inequality in sociology classes in high schools. In order to encourage students’ development of higher-level thinking skills, a constructivist approach in teaching has been chosen. Both working models contain text fragments describing situations in which gender inequality can be recognized, but they differ in students’ engagement. In the first working model, together with a previously designed analytical form, students use reading and working on the text methods and they critically approach the analysis of texts in the chosen area of gender inequality. On the other hand, in the second working model students propose a creative solution to a certain problem of gender inequality using the essay writing method. This paper, due to the lack of methodical approaches to teaching gender inequality, has offered an interdisciplinary, innovative, contemporary and current approach to the topic and in the same time has laid foundations for further research and development of methods for teaching gender inequality and the implementation of topics into the curriculum of sociology subjects. Also, it has set standards for the in-depth processing of sociological concepts. In order to implement working models, flexible steps have been elaborated, so they offer a possibility of upgrading and adapting them after being practically implemented in sociology classes.