In its draft for the new curriculum for upper secondary school religious education classes the state of North Rhine-Westphalia plans to include a more in-depth examination of artificial intelligence. Taking this as an opportunity, we are developing a short series of lessons in the context of upper secondary schools that will combine the practical use of AI and reflection thereof with the theoretical examination of the topic. The focus lies on anthropological questions in light of the rise of AI technology and is to be held in an 11th and 12th grade class in spring 2026. In theoretical perspective, the focus here is on the (in)equality at stake: To what extent do humans and AI differ? How does AI change our view of humans by increasingly imitating abilities that we previously thought only humans were capable of? This series will then be reflected upon from a religious education and ethical perspective. Four goals are being pursued: 1. The series applies the objectives of the curriculum. 2. AI is not only examined from a theoretical perspective, but also from a practical one. The thesis is that, particularly from an anthropological and ethical perspective, practical examination of the possibilities and limitations of AI reinforces the theoretical examination. 3. The main tool we use is "fobizz," which complies with the GDPR and is therefore suitable for use in schools. Its suitability for this purpose is tested, especially in contrast to tools frequently used by students, such as ChatGPT. 4. Finally, from an ethical perspective, the question arises as to whether the use of AI in school lessons can actually negate inequalities between students, as is often claimed, or whether it is more likely to lead to a digital divide. An extensive survey of students conducted before and after the project will be used to analyse and reflect on the results.