Learning to Give, Curriculum Division of The LEAGUE
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Unit Overview:
Unit Purpose:
While this unit introduces the basic vocabulary of the game Bridge, it also uses the language of game playing and Bridge to discuss social skills and teamwork. Learners discuss the importance of rules and etiquette in games, as well as in the "game of life." Students learn game procedures, playing card attributes, math skills, and communication skills while having fun with games.
Focus Question: How do rules help us do well in games and in life?
Unit Objectives:
The learner will:
- identify the need for rules in a game and in life.
- recognize consequences for not following the rules of a game.
- determine geographic location by North, South, East, West.
- use group cooperation to complete a task.
- experience the value of rules for group cooperation.
- identify the cards in a typical playing card game by name and typical rank.
- recognize the meaning of vocabulary used in playing card games.
- identify the meaning of the word etiquette and how it might differ from playing a game merely by the rules.
- recognize the meaning of new vocabulary.
- understand that different cards may be assigned different ranks and values.
- order cards from greatest to least value.
- play a card game in partnership, using etiquette, as well as established rules, to guide play.
- calculate points in a hand of cards and among partners.
- recognize that many of the games he/she plays are learned from others.
- comprehend how helping someone learn something might be considered a service.
- learn to play a new card game.
- complete a service activity by teaching others how to play a game.
- deal cards according to game playing etiquette.
- organize a hand of playing cards in a usable way.
- use mental arithmetic to count points for a hand.
- practice interpersonal communication and collaboration following game rules.
- estimate and predict a “winning” bid.
- learn and play Mini-Bridge.
Service Experience:
Students practice fair play, taking turns, and helping others in games and in the game of life. The class brainstorms ways to do these things in their lives. Then they try some things out and come back to class and report what they did and how people responded. Discuss how being kind and fair helps ourselves and others.
An optional part of this unit is to have the learners teach a card game to another class. (Lesson Four)
Unit Assessment:
Teacher observation of learner participation with the rules and etiquette required for the various game activities.
Notes for Teaching:
While this unit is written for learners in grades three to five, Lesson Five may be too challenging for some elementary students. Each teacher will need to assess the ease with which the learners are able to participate in Lessons One to Four and their ability to play the game of Tricks (Lesson Four), before making the decision to introduce Lesson Five and learning the game of Mini Bridge.
Recruit volunteers to give extra support while teaching Mini Bridge (Lesson Five). Of course, having volunteers who are familiar with the game of Bridge is most desirable, but not necessary.
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
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