Emerging-Rule · rudi193-cmd · May 27, 2026
diff --git a/README.md b/README.md
@@ -32,12 +32,22 @@ No GitHub experience required. If you can edit a text file, you can contribute.
 | [Arguing with AI: Climate Evidence Debate](./lessons/science-6-8-arguing-with-ai-climate-debate.md) — students fact-check AI climate claims | 6-8 | Science | English |
 | [Who Wrote This? AI, Authorship, and Your Voice](./lessons/sel-9-12-who-wrote-this-ai-authorship.md) — reflect on AI and creative voice | 9-12 | SEL / Digital Citizenship | English |
 | [El Jardin de Numeros / The Number Garden](./lessons/math-k3-el-jardin-de-numeros-bilingual.md) — counting and number sense with AI | K-3 | Math | Bilingual |
-| [The Scribe Who Forgot His Dreams](./lessons/cs-k12-the-scribe-who-forgot-his-dreams.md) — how AI can help warmly without remembering you (story, no devices required) | K-12 | CS / AI Literacy | English |
+| [The Scribe Who Forgot His Dreams](./lessons/cs-k12-the-scribe-who-forgot-his-dreams.md) — how AI can help warmly without remembering you (story; no devices required) | K-12 | CS / AI Literacy | English |
 
 [See all lessons](./lessons)
 
 ---
 
+## Example submissions
+
+Draft lesson packs posted for community review (not yet piloted through Emerging Rule):
+
+| Showcase | Description |
+|----------|-------------|
+| [AI Literacy 9–12 (6-unit arc)](./showcases/ai-literacy-9-12/) | HS series + [Scribe](./lessons/cs-k12-the-scribe-who-forgot-his-dreams.md) companion · [Issue #5](https://github.com/Emerging-Rule/community/issues/5) |
+
+---
+
 ## How to Contribute
 
 ### Option A — GitHub (5 minutes)
@@ -51,9 +61,9 @@ Send your lesson to admin@emergingrule.com with subject `[Community Lesson]`.
 We will add it and credit you as contributor.
 
 ### What we need most right now
+- **CS / how AI works (Issue #5)** — proposed: [The Scribe Who Forgot His Dreams](./lessons/cs-k12-the-scribe-who-forgot-his-dreams.md) · [presentation brief](./research/emerging-rule-presentation-scribe-lesson.md)
 - Science lesson for grades 3-5
 - Social Studies or History lesson for middle school
-- Computer Science or coding lesson (any grade)
 - Spanish-only version of El Jardin de Numeros
 - AI and Education reading list for teachers
 

diff --git a/lessons/ai-literacy-9-12-index.md b/lessons/ai-literacy-9-12-index.md
@@ -0,0 +1,196 @@
+# AI Literacy for High School — Series Index
+**Grades 9–12 · AI Literacy · 6-Unit Arc**
+
+> **Example submission** — posted for Emerging Rule community review. See [`showcases/ai-literacy-9-12/README.md`](../showcases/ai-literacy-9-12/README.md).
+
+> *"The unexamined tool is not worth using."*
+
+A structured series of standalone lessons for high school educators teaching
+AI literacy — how AI systems work, who shapes them, and what that means for
+students navigating a world that increasingly runs on them.
+
+Each lesson meets the **posole criterion**: usable by any teacher with 30
+students, no devices required for the core activity, no prep beyond reading
+the lesson file. Devices and extensions are offered but never assumed.
+
+Lessons are designed to build on each other but can stand alone. A teacher
+who only has one class period can pick any unit and run it.
+
+---
+
+## Series Philosophy
+
+High school students are not too young for the hard questions. By 9th grade,
+most of them have already used AI to write something, have had AI decide
+something about them (a feed, a recommendation, a filter), and have opinions
+about it — often contradictory ones. These lessons start there.
+
+The arc moves from *mechanics* to *ethics* to *agency*:
+
+1. Demystify the technology (it is not magic, not alive, not neutral)
+2. Surface who makes choices and why (training data, design decisions, incentives)
+3. Return ownership to the student (you are not a passive user; you are a citizen)
+
+No coding required at any point. Philosophy, writing, debate, and discussion
+are the primary modes.
+
+---
+
+## Lesson Table
+
+| # | Title | Theme | Primary Mode | Time | Status |
+|---|-------|-------|--------------|------|--------|
+| 01 | [The Oracle That Guesses](#lesson-01) | How LLMs work (prediction, not knowledge) | Discussion + demo | 50 min | Example |
+| 02 | [Whose Voice Is This?](#lesson-02) | Training data, bias, representation | Close reading + debate | 50 min | Example |
+| 03 | [The Consent Ledger](#lesson-03) | Data, privacy, who benefits | Case study + writing | 50 min | Example |
+| 04 | [The Mirror Test](#lesson-04) | AI, identity, and what makes thought human | Socratic seminar | 50 min | Example |
+| 05 | [The Unfinished Map](#lesson-05) | Critical evaluation of AI outputs | Lab (with or without devices) | 50 min | Example |
+| 06 | [After the Tool](#lesson-06) | Agency, futures, student manifestos | Creative writing + share-out | 50 min | Example |
+
+---
+
+## Lesson Summaries
+
+### Lesson 01
+**The Oracle That Guesses**
+*How language models work — prediction, not understanding*
+
+Students examine what it actually means for a system to "answer" a question.
+The central provocation: every word an AI produces is a guess about what word
+should come next. There is no comprehension. There is no intention. Starting
+from that fact, students explore why the outputs can still be useful, still
+be surprising — and still be wrong in ways a human wouldn't be.
+
+**No devices required for core.** Optional: teacher runs a live prompt
+comparison (same question, wildly different phrasings) on a projected screen.
+
+---
+
+### Lesson 02
+**Whose Voice Is This?**
+*Training data, bias, and who gets represented*
+
+If a model learns from text, it learns from *some* text — written by *some*
+people, in *some* languages, about *some* subjects. This lesson asks: whose
+voices are overrepresented? Whose are missing? What does a model "know" about
+your community, your language, your history — and how would you find out?
+
+Includes a structured close-reading of AI-generated descriptions of two
+contrasting communities, followed by student analysis and rewrite.
+
+---
+
+### Lesson 03
+**The Consent Ledger**
+*Data, privacy, and who benefits from your information*
+
+Students trace the lifecycle of a single data point — a search query, a photo,
+a voice recording — from the moment they produce it to the moment it enters
+a training pipeline. The lesson surfaces the asymmetry: students generate
+enormous value; they rarely receive it. The discussion anchors on consent:
+what would *informed* consent actually look like here?
+
+Case study format. Students play roles (user, company, regulator, future
+model) and argue their position before the class.
+
+---
+
+### Lesson 04
+**The Mirror Test**
+*AI, identity, and what makes thought human*
+
+A Socratic seminar structured around one question: *Is there a difference
+between a very good simulation of understanding and understanding itself —
+and does it matter?* Students bring their own positions. The teacher facilitates
+without resolving. Side threads: what do students lose if AI writes for them?
+What do they keep?
+
+Designed to surface genuine disagreement. Pairs well with the Scribe parable
+([cs-k12-the-scribe-who-forgot-his-dreams.md](./cs-k12-the-scribe-who-forgot-his-dreams.md))
+as a pre-read.
+
+---
+
+### Lesson 05
+**The Unfinished Map**
+*Critical evaluation of AI outputs — the practical skill*
+
+Students receive three AI-generated responses to the same factual question.
+One is accurate. One is confidently wrong. One is accurate but misleading
+through omission. Their job: figure out which is which, and articulate *how*
+they figured it out. The lesson builds a shared class rubric for evaluating
+AI output that students can carry forward.
+
+**Device-optional variant included** for classrooms with no access.
+Printed response cards provided in lesson file.
+
+---
+
+### Lesson 06
+**After the Tool**
+*Agency, futures, and what students want to build*
+
+The capstone. Students write a short manifesto: *Here is what I think AI
+should be used for. Here is what I think it should not. Here is what I am
+willing to do about it.* Manifestos are shared aloud. No grade on content —
+only on completion and genuine engagement.
+
+Designed to end the series with students as agents, not just analysts.
+Optional extension: students submit their manifesto as a GitHub contribution
+to this repository.
+
+---
+
+## Bilingual Notes
+
+Spanish translations of each lesson are a stated goal of this series.
+Lessons 01 and 04 are prioritized for bilingual release (widest classroom reach).
+Translators and bilingual educators are warmly invited to fork and submit.
+
+---
+
+## Contribution Notes
+
+Each individual lesson file will follow the naming convention:
+
+```
+lessons/ai-literacy-hs-[NN]-[slug].md
+```
+
+Example:
+```
+lessons/ai-literacy-hs-01-the-oracle-that-guesses.md
+```
+
+Each file will include a `## For Teachers` block with:
+- Suggested time
+- Facilitation notes
+- Discussion scaffolds
+- Optional extensions (devices, Spanish version, cross-subject ties)
+- CC BY 4.0 license block
+
+---
+
+## Author
+
+Sean Campbell (`rudi193-cmd`)
+Systems architect, music educator, former D&D club facilitator.
+Fifteen years in a classroom-adjacent role. Knows what "no prep" actually means.
+
+Human direction and editorial judgment are authoritative throughout.
+AI (Claude, Anthropic) assisted drafting and formatting.
+
+---
+
+## License
+
+This work is licensed under
+[Creative Commons Attribution 4.0 International (CC BY 4.0)](https://creativecommons.org/licenses/by/4.0/).
+
+You are free to share and adapt this material for any purpose, including
+commercial use, provided you give appropriate credit.
+
+---
+
+*Series submitted to [Emerging Rule / community](https://github.com/Emerging-Rule/community).*
+*Questions or collaboration: open an issue or reach out via the repo.*