Learning to Give, Curriculum Division of The LEAGUE
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Unit Purpose:
Learners explore the role rules play in enhancing the common good, and they identify characteristics of one who plays the "game of life" in a way that promotes the common good. They define the concepts of contract and social contract and make an analogy between civil society and the "game of life" (includes rules, trust, and relationships). Through learning and playing the card game Bridge, students learn and practice life/social skills (problem solving, good character, interpersonal communication, collaboration, and discipline). They also learn valuable study skills of memory, concentration, and critical thinking.
Unit Objectives:
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.
- be introduced to the game of bridge.
- understand the connection between Bridge and "bridging the gap."
- brainstorm projects that promote the common good by entering into social contracts that revolve around playing the game of Bridge.
- define the vocabulary of Bridge.
- deal cards according to game playing etiquette.
- organize playing cards in a useable way.
- use mental arithmetic to count points for a hand.
- play Mini Bridge.
- practice interpersonal communication and collaboration following game rules.
- estimate and predict a “winning” bid.
- decide on and carry out a service project to Bridge the Gap with “Bridge”.
- reflect on new learning from the game of Bridge and from the service project.
Service Experience:
The learners use their newly acquired game-playing skill in an academic service-learning project that enhances the common good and serves to “bridge” cultural, ethnic, racial, generational, and/or gender gaps.
Unit Assessment:
Observe learner participation in the group discussions and activities. Assess reflection activities on completion and participation rather than content.
Observe students' ability to play Mini Bridge and/or Bridge.
School/Home Connection:
Students discuss with family members what “contracts” they hold. They explore the written and unwritten rules or understandings that are part of those contracts.
Students also seek ideas from their families for service projects involving Bridge.
Notes for Teaching:
Lesson Three is designed to teach Mini Bridge, with additional lessons to teach Bridge. It is highly recommended that the teacher have volunteers to help with this lesson, and to insure complete groups of four Bridge players. It is not necessary for the volunteers to be proficient in Bridge, but of course that would be most helpful.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Barbara Dillbeck
Curriculum Director
The LEAGUE Curriculum by Learning to Give
Dennis VanHaitsma
Curriculum Consultant
Learning to Give
Eric Petro
Albion Public Schools
Washington Gardner Elementary
401 E Michigan Ave
Albion, MI 49224
Mary Petro
Albion Public Schools
Harrington Elementary
Albion, Michigan
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