Teaching undergraduates about social stratification can be a difficult endeavor. As a number of authors have noted, undergraduate students are sometimes resistant to learning about social stratification, a phenomenon that may be due, in part, to the fact that many undergraduates are from privileged backgrounds and "find it difficult to go beyond individualistic explanations to a structural analysis of social stratification." In this paper, the authors present an exercise they developed to help circumvent this difficulty by introducing social stratification in the context of undergraduates' reward system--their grades. They describe the exercise in detail, discussing how it works and how students typically respond. They conclude the paper by discussing some of the possible limitations of the exercise and providing some comments on the effectiveness of the exercise as well. (Contains 3 figures.)