Learning, Briefing Paper “Social Contract” www.learningtogive.org/resources/social-contract A positive school climate is made up of people making decisions about how to act and deal with each other. It is everyone`s responsibility to be a good school citizen. Students identify the qualities they value most and ask the school population what is going on and what students feel they need to improve. Write the words “social contract” on the board. Tell students that a social contract is an (unsaid) understanding between members of a group or community that defines rights and responsibilities and the expectation of dealing with each other. Tell students that they will play skits that will show what happens to a community if a social contract is broken. Encourage groups to be creative and explore the impact of the broken treaty on the community as a whole. Tell students that in the next lesson, they will draw a character, such as a mascot or superhero, who will guide the school in promoting a character trait that will improve the school climate. Tell them that to choose the top five characteristics, they will study the rest of the school to study what students think are the greatest needs and most important characteristics. The class uses Survey Monkey or another survey tool to create a school survey.
Discuss what they want to learn from the survey (look at what is important to students and what they need most). To develop survey questions, you can use students in groups and let each group develop a few questions in an assigned category (see below). After each skit, discuss the interaction and identify behaviours that were outside our expectations of the social contract. Ask the following discussion questions: Students can add to the list other positive character/behaviour traits that are important to them to practice at school. Students use www.surveymonkey.com or other survey tool to conduct a school-wide survey that assesses the positive characteristics that students deem to be improveable. Classify the groups into the following categories, from which you can develop some concrete questions: How are we going with our school climate? What are the main features? What needs to be improved? What are you willing to do? Each group writes 1-3 survey questions in its category using the specific characteristics that were created in its T-charts and class discussions. [Examples of questions: put the following community values in order of their meaning: Be kind to others, respect common property, have no tolerance for moral harassment, be on time, do your best work. How well is our school doing on a scale of 1 to 5 with its non-harassment policy?] Show them an example of the Likert scale when participants assess how strong they feel about different characteristics. This lesson contains the study phase of the service learning process. Students identify the needs of the school community through a school-wide survey and group discussions. Read the social contract written on the previous day`s graphic paper. Ask what are the most important positive qualities throughout the school to have a positive school climate.
Discuss what they think most children would choose in school. The manual includes three scenarios in which students can interpret and act. They explore the ideas of corporate contracts that, when broken, undermine the integrity of a community. Students interview an elderly relative or family friend about the most popular traits in college when he or she was your age. Students can provide a list of characteristics developed in the classroom and ask the senior to assess their importance in college years ago. Discuss how rights and responsibilities have changed or remained the same. Students write a paragraph in which they compare and contrast the expectations of the time and today. Pre