In this lesson the learners understand the concepts of contract and social contract and the important role that “rules” play in enhancing the common good. They will begin to identify some of the characteristics required of those who desire to play the “game of life” in such a way as to promote the common good. The analogy of civil society as the game of life (rules, trust, and relationships) will be explored.

The learner will:

• recognize the need for rules and regulations in games as well as in life.
• explore the concept of contracts and identify their importance in promoting the common good.
• identify characteristics that lend themselves to social contracts.
• identify ways to promote the common good by entering into social contracts.
  

Anticipatory Set:
Begin the class by reading/sharing some of the rules for one of your favorite games being careful not to actually mention the name of the game whose rules you are sharing. Ask the learners to raise their hands when they think they know what game you are describing.

• Ask for a few volunteers to share three of four rules of a game that they like to play or a game that they used to play and in turn have them share their rules with the total class following the same format that was used in the anticipatory set.
• Once several learners have had an opportunity to share some of the rules of the game that they chose to describe and the rest of the class has had an opportunity to "guess" the game that was being shared based on the rules, identify how many chose to share the rules of the same game and how many were more unique.
• Ask the learners whether or not they think the following statement is always true, sometimes true, or not true at all: Games would not be games without rules!  Encourage the learners to support their decision as to the truth of this statement offering examples and rationale.
• Ask: “What happens when an athlete doesn’t follow the rules”?
• Place the word contract on the display board and ask the learners this question, “If a professional athlete (choose one well known to the learners) enters into a contract with the owners of a team, what does this obligate the athlete to do? (Note: Some of the obligations for the athlete might include showing up to play the game, playing the game according to the rules, playing to the best of his/her ability, etc; What does it obligate the owners of the team to do? Some of the obligations for the owners of the team might include paying the professional athlete an agreed upon salary, provide adequate equipment and training, provide transportation to and from the games, etc…).
• Ask: “Do you think professional athletes have an unwritten contract with the youth of America? What might that contract include”?
• Lead the learner to understand that in a contract there are agreed upon rules/regulations that are to be followed and honored. Assuming that all games must have rules, challenge the learners to evaluate this statement: All people who enter into a game also enter into a contract with the other participants in that game?
• To make this concept clear, ask the learners to consider what they would do if they were an organizer of games for elementary school students and some of the students refused to follow any of the rules/regulations of the organized game?
• Have the learners discuss how this concept of contract plays out socially in their lives, in their classroom, in their school, in their community, and in their world and how important these social contracts are in the “game of life.”
• Ask learners to reflect on what they think is meant by the phrase “the game of life.” In light of what has already been discussed, if life is a game, what are some of the written rules (i.e.laws) and unwritten rules (kindness/compassion) of this game?
• Pose these questions: Who makes up "the rules of life"? How did they come into existence? Do the "rules of life" ever change? Why or why not?
• Write the word common good on the display board and share this definition: the common good is all about commitment and motivation on the part of individuals and organizations to promote the welfare of the community and to work together with other members for the greater benefit of all.
• Have the learners identify which of the rules they have identified for the “game of life” promote the common good, and what personal character traits help to promote the common good, i.e. honesty, perseverance, integrity, fairness, collaboration, caring, giving/sharing, etc.
• Assign the learners to groups of three and give them Somewhere Else High School worksheet (Attachment One) to discuss and complete.
• Read each “game” aloud and tally the groups' check marks for each one, taking a few minutes to talk through those that seem to lack a consensus.
• Tell the learners that they will soon be looking more closely at # 8 in the handout.
   

Have the learners inquire of the adults in their home what contracts, they (the adults) might be involved in presently/historically and what were some of the expectations that were a part of that contract.

Have the learners discuss with their families some of the “rules,” both written and “unwritten,” that are a part of their family’s “social contract” and how and why these “rules” came to be. Discuss whether or not these rules/regulations may change over time.  Why?  Or Why not?

• http://www.learningtogive.org 
  
  
• Learning to Give Briefing Paper: Common Good
  http://www.learningtogive.org/papers/
  index.asp?bpid=14 
  
  
• Learning to Give Briefing Paper: Social Contract
  http://www.learningtogive.org/papers/
  index.asp?bpid=222