1 - Start ~4 mins
Today you turn the rights and duties you have examined into one short charter this class will hold itself to.
A charter only works if every line is something a person can actually do, or refuse to do, on an ordinary Tuesday. Vague hopes do not count. By the end of this period the class will have agreed its own version, named where it will live, and decided how it will be used.
2 - What a Usable Line Looks Like ~9 mins
A charter statement has to be something you can check. If nobody could tell whether you kept it, it is not usable yet.
Listen to each pair. For each one, decide which version the class could actually hold someone to, and say why.
Pair A: "Be respectful" / "Do not interrupt when someone is explaining an idea."
Pair B: "Be inclusive" / "If two people are left without a group, invite them to join yours."
Pair C: "Stand up for others" / "If I hear a joke that targets someone's background, I say it is not okay."
Pair D: "Be fair" / "Share credit for work that was done together."
The pattern: name the action, not the virtue.
3 - Build Our Class Charter ~19 mins
First, listen while your class's own First lines we owe each other, the list you wrote in the first lesson of this strand, is read back. Those lines are raw material, not the finished charter. Keep, reword, or drop them as you go.
In small groups, draft under the four headings on the board. Each group takes one heading (or finishes early and helps a neighbour). Aim for at most two checkable statements per heading. Every statement must be something a person in this room could do, or refuse to do. Before plenary, each group hands up one line to keep (or reword) and one first line to drop, with a short reason.
Then the class works as one. Offer lines, challenge wording that is still a vague value, merge repeats, and mark each line agreed only on a clear up-or-down call (about twenty seconds for any dissent, then vote). The finished list is called Our class charter.
Our class charter
4 - Where It Lives ~5 mins
A charter nobody can find is not a charter.
As a class, agree three things out loud:
1. Where Our class charter will live for the rest of the course.
2. When you will actually use it (for example at the start of a discussion, after a disagreement, or before a citizenship action).
3. What happens if someone thinks a line is being broken.
Keep the answers short enough to write under the charter itself. Be ready in the recap to name one line and say when this class would actually use it next week.
5 - What You Covered ~3 mins
In this lesson you:
- Told the difference between a vague value and a charter line someone can actually keep
- Used First lines we owe each other as raw material, not as a finished product
- Agreed a shared artefact called Our class charter, with rights and responsibilities written as real actions
- Decided where the charter lives and how this class will use it
Before you leave: pick one line from Our class charter and say out loud when this class would actually use it next week. That is how the charter gets applied, not only where it sits.
Later work in this course will come back to the charter you agreed.
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