Teach and learn · teaching draft 0.1
A practical starter for a student-led reading group, campus club or educator-supported extracurricular group.
At Mason, the public student organization guidance describes student-led registration, with detailed HUB steps behind sign-in. The school examples below are local examples, not a common approval form. School groups should begin with an adult educator and the school guide.
Beginner sequence · proposed 50-minute meetings
Meeting 1
Build the five-stage map. Sort cash, workshops, check results and unmeasured claims. “Unknown” is a useful answer.
Suggested timing. 5 welcome; 10 case reading; 15 map; 15 sort claim cards; 5 exit
Take away. A map with one missing link.
Meeting 2
Calculate output costs and observed change, then compare cards A and B. Use fractions or the worked table if percentages are a barrier.
Suggested timing. 5 revisit; 10 fractions and costs; 15 counterfactual cards; 15 headline repair; 5 exit
Take away. A corrected headline and a question about evidence.
Meeting 3
Describe depth without grades. Compare welfare and rights/justice questions. Design an accessible route to disagree.
Suggested timing. 5 setup; 10 depth descriptions; 15 assigned moral roles; 15 feedback design; 5 exit
Take away. A decision-rights and feedback diagram.
Meeting 4
Use the brief template, hear a challenge and change one part. Retain an unresolved question instead of inventing certainty.
Suggested timing. 5 revisit; 15 fictional proposal; 15 peer questions; 10 revision and handover; 5 exit
Take away. A one-page proposal and a handover card for the next organizer.
The chapter workspace can prepare this four-meeting starter for explicit review, with tasks, a draft constitution and exports. The six-session fictional example remains available. Applying either reviewed kit replaces that local workspace only after its existing discard checks; the stored format is unchanged.
Explain the fictional case and invite disagreement without demanding personal disclosure.
Check formats, room arrangements and participation alternatives. Record arrangements, not private medical details.
Protect breaks and the planned ending.
Record material versions, decisions and open questions without attributing private comments or keeping a learner roster.
Keep private comments, personal stories, contact lists and account credentials out of shared notes. Learners can keep their own worksheets. Use fictional examples for a public contribution unless the appropriate permissions and editorial checks are in place.
Proposed invitation — edit before use Join a beginner discussion of charity as a system at [locally approved place] on [date and time]. We will use an invented case to ask what changed, what might have happened anyway and whose voice can change a decision. No prior knowledge, donation, account or personal story is required. Paper materials and quiet participation are available; arrange access adjustments through [locally approved route without public disclosure]. This is a proposed local activity using untested draft materials. Participation follows [institution’s eligibility and supervision rules]. It does not register a chapter or establish Charitology or institutional recognition. Contact [organizer role through the locally approved route] with questions. Do not put private contact details in a public copy of this template.
This template does not register a group. Eligible students or adult school staff should adapt it to current local requirements.
Proposed purpose: study the system of charity through fictional cases, fair moral disagreement and careful reasoning. This editable template is not an official registration or constitution approved by Charitology or an institution.
Participation is open to people eligible under [institution’s locally applicable rules]. An educator or organizer must set appropriate supervision and access arrangements. No donation, account, public profile, belief statement or personal giving disclosure is a condition of these activities.
Rotate or combine facilitator, access coordinator, timekeeper and notes/handover roles by agreement. Record roles rather than private learner details. Agree who can make arrangements and what needs institutional approval.
Proposed default: announce the next agenda and accessible materials in advance; seek agreement after hearing objections. If agreement is unavailable, record the disagreement and postpone commitments. Confirm [local decision and quorum rules] before adopting them. Nobody is required to state a personal moral or religious view.
Offer paper, spoken, written and quiet participation. Participants may pass or use assigned perspectives. Describe mechanisms without judging motives. Do not rank named charities. Request access arrangements through an appropriate private route without recording diagnoses.
Default: no funds are raised, held or directed in Charitology’s name. Do not make financial commitments, speak for Charitology or imply an institutional partnership. Any different local activity needs its own authorized process and is outside this starter template.
Using the kit does not register a chapter or establish affiliation, accreditation, credit or recognition. A proposed club or name remains subject to the institution’s local approval process and any separately required permission.
Hand over the material version, decisions, reasons, access arrangements, open questions and next owner role. Keep no learner roster for this activity and transfer no private notes, contact lists, personal stories or credentials. Review this draft with the next organizer before use.
Official-source examples
These source notes describe particular institutions or programs. Their rules do not grant permission elsewhere, and none is presented as a Charitology partner.
Mason describes registered organizations as student-led and routes organizers through Student Involvement.
The sign-in-only RSO HUB details were not inspected. This does not register a Charitology chapter.
A public Student Organizations question form offers a route to ask about current guidance.
No form was entered or submitted; no recruitment or membership-list access is implied.
McLean High School points students to Schoology for current club information and a new-club process.
Its internal packet was not accessed. An adult contact on the public page does not establish approval of this resource.
Woodson High School publishes a local example involving staff sponsorship and school/district review.
This is Woodson’s procedure. It is not substituted for McLean’s unpublished current packet or another school’s process.