Learners explore the role games 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. 
Focus Question: How do game rules and strategies apply to life? 

 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. 
• identify attributes and benefits of 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 the playing of the game of Bridge.
• define the vocabulary of Bridge.
• deal cards according to game-playing etiquette.
• organize playing cards in a usable 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.
• learn the shape of a no-trump hand.
• open the bidding with 1 no trump.
• bid and respond to a suit contract.
• open a major with 5+ cards.
• open 1 diamond with four cards in each minor.
• with three cards in each minor, open 1 club.
• with two suits of equal length, open the higher ranking suit first.
• with no five-card or longer major, open the longer minor.
• with no five-card or longer major, and two four-card minors, open with 1 diamond.
• with no five-card major and two three-card minors, open 1 club.
• with only one suit with 5 or more cards, open that suit.
• categorize his or her hand and become the describer.
• revalue opener's hand.
• become the describer.
• state the advantages of competitive bidding.
• state the disadvantages of competitive bidding.
• state how vulnerability affects scoring.
• explain the penalty double.
• identify the number of points needed for a slam contract.
• identify three hands for bidding the take-out double.
• practice responding to a take-out double.
• learn the artificial bid Stayman.
• learn the appropriate use of the Stayman convention. 
   

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.

Do you know there are over 800 million possible Bridge hands with a deck of 52 cards?