Last lesson, your group wrote draft charter statements under five headings: respect, consent, privacy, responding to harm and fair use. Today each group pitches (presents) its best statement, and then the class joins similar lines and votes on the final list. Then you decide where the charter will live and how to use it.
If your group's drafts are missing, write two lines now that start with "I will" or "We will", so you can still pitch.
Before you pitch, look at the table.
| Hard to keep | Easy to check |
|---|---|
| “Be nice.” | “Ask before posting a photo of someone else.” |
| “Don’t be a bystander.” | “If I see a pile-on, I tell one adult the same day.” |
| “Respect privacy.” | “I don’t screenshot a private chat into a group.” |
A vague line is hard to keep because it does not say what to do. A clear line names the action, so you can tell if it happened. A pile-on is when lots of people join in against one person, and a bystander is someone who sees it happen.
Each group pitches one statement. Then the class joins lines that say the same thing and votes on which go in. Last, the class decides where the charter lives and how to use it.
Which draft from your group do you most want in the final charter, and why?
Work in the same groups as last lesson. When it is your turn, read out your statement, say which heading it goes under, and give one reason it belongs in the charter.
| Move | Time | What you do |
|---|---|---|
| 1. Choose | 2 min | Pick one statement your group still stands by. Cut anything vague. Rewrite any line that is not something a student can actually do. |
| 2. Pitch | 30 seconds | Read the statement, name the heading, and give one reason it belongs in a charter for inside and outside school. |
| 3. Respond | 20 seconds | While another group pitches, write down one good thing about their statement or one question that would make it clearer, not both. For example: “Is this clear enough?” or “Does this cover messaging apps as well as school work?” |
| 4. Merge | 20 seconds each time | After five or six pitches, the class joins lines that say nearly the same thing into one stronger line. Your group then gives a thumbs-up or suggests changing one word. The class leaves out any statement nobody can give a good reason for. |
You do this step together as a class, using the list on the board.
- Suggest wording from your seats, and two students take turns typing the agreed lines into the list. The activity already shows some suggested lines. Only use one of these if a heading is missing something important, and put it in your own words.
- Everyone votes on each line with thumbs up or thumbs down. If more than half the class votes for a line, it is marked adopted, which means it goes into the charter. If the class is split, improve the wording once and then vote again.
- As a class, decide where the charter will live, such as a shared class folder or the classroom wall. Then decide how you will use it, such as checking it before you publish or when something goes wrong online.
- Your teacher saves a copy of the finished charter the class way, in the place your class keeps its work, so you can find it later.
Our class charter
You now have one shared charter, written in your own words and adopted by the class. It is not a list of punishments but a set of rights and responsibilities you chose for going online, in school and outside it.
A statement belongs in the charter if anyone in the class could follow it without asking what it means. You also decided where the charter will live and how you will use it, so it will not be forgotten after today.
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