Rookie Rugby Common Core Connections

Rookie Rugby Common Core Connections:

Internet Articles: 1. Beginners Guide by IRB http://www.irb.com/mm/document/training/0/beginners20guide20en_7391.pdf a. Pg. 2 b. See below for article 2. http://www.life123.com/sports/team-sports/rugby/history-of-rugby.shtml a. See below for article 3. Rugby Definition http://wesclark.com/rrr/define.html 4. iRB Rugby Ready Booklet 2011 version http://www.irbrugbyready.com/pdfs/rugby_ready_book_2011_en.pdf a. has great info on player development (pg. 5), physical conditioning (pg. 10), and lifestyle (pg. 20), and rules of the game b. These pages could help answer more questions in the worksheet

Videos: 1. USA Rugby Youth Promotional Trailer: http://www.youtube.com/watch?v=yzW8n0UqwsM#t=234 a. Watch from 0 to around 3:00mins. Is 5:00 mins. In length

2. iRB Rugby and the Olympics http://www.irb.com/rugbyandtheolympics/index.html a. 2:39mins in length b. Focuses on principals and ideals that rugby empowers in people with the Olympics ideals

3. The American Rugby Tradition http://www.youtube.com/watch?v=FqEOQJNLyRE a. 2:05mins in length b. Focuses on the American tradition of how rugby has evolved in the US and the historic wins USA has had. c. Note: Video contains full contact hits from actual games, but includes men and women and is a great motivation video clip.

Discussion Questions/Worksheet: In the table below are some suggestions on how to incorporate the discussion questions/worksheet into your lesson plans.

Number Questions Suggestions on how to use: Common Core of Days to use Standard 1-2 days #1 and/or Use question(s) as discussion points. Video: listening, #2 speaking, writing (maybe) Video: Have students watch and listen for the questions. Then have students share what they heard to answer the question(s) Articles: reading, speaking, Writing (maybe) Article(s): Divide the students in small groups and read the article, then share the information they found to answer the question(s). Variation: Use all three articles and give different groups different articles.

Time Frame: No more than 5-7 mins each class 3-4 days #1,2, 5 or 6 Use question(s) as discussion points. Focus on one question a day to start Video: listening, the class with. Then save question 5 and/or 6 for the end of class on the speaking, writing (maybe) last day(s) to use as assessment/evaluation questions. Articles: reading, Video: Have students watch and listen for the questions. Then have speaking, Writing (maybe) students share what they heard to answer the question(s)

Article(s): Divide the students in small groups and read the article, then share the information they found to answer the question(s). Variation: Use all three articles and give different groups different articles.

Time Frame: No more than 5-7 mins each class 5-7 days #1,2, 3, 5 & Use question(s) as discussion points. Focus on one question a day to start Video: listening, 6 the class with. Then save question 5 and/or 6 for the end of class on the speaking, writing (maybe) last day(s) to use as assessment/evaluation questions. Articles: reading, Video: Have students watch and listen for the questions. Then have speaking, Writing (maybe) students share what they heard to answer the question(s). Variation: Give different groups of kids one discussion question to focus on and then report just their question’s information to the class. You could do a couple questions in one day, but would need more than 5-7 mins to watch and share.

Time Frame: No more than 5-7 mins each class 7 or more All Same as days 5-7, but add question number 4 with the video (not required Video: listening, questions but would be motivational and fun) speaking, writing (maybe)

Articles: reading, speaking, Writing (maybe) On the next page is a worksheet that can be used as a writing assignment or discussion questions. Depending on what sources you decide to use in class, you may need to remove or change a few of the questions to match the resources you choose. Below is also a key as to which questions can be answered using which resources. You do not need to use all the resources listed for each question, each resource can answer the question independently.

Resource Key for worksheet/discussion questions: Question #1- Articles 1, 2, or 3, Video 1(time 0:00-1:15) Question #5- Video 1 (4:15-5:02), Article 4 and they can Question #2- Video 1 (2:00-3:00), Article 4 draw their own conclusions Question #3- Video 1 (1:25-1:33), Video 2 (all), Video 3 Question #6- After either article and/or at least one (all), Article 4 video, they can draw their own conclusions Question #4- Video 3 (all), Article 4 Name: Date: Period: What is Rugby?

Be sure to site the source(s) you used.

1. When, how, and where did rugby begin? What sport did rugby come from?

2. What are some of the rules of rugby?

3. What are some of the ideals/values that are incorporated into the game of rugby?

4. After watching the video, The American Rugby Tradition, in your own words, summarize what you think the American Rugby Tradition is.

5. After playing rugby, as well as reading and viewing the videos and articles, what do you think are some of the sports related skills that rugby builds?

6. Using the Venn Diagram below, what are some similarities and differences between the three sports of rugby, soccer, and football? Rugby

Football Soccer

Article #1

Rugby’s History & Ethos

Legend has it that in 1823, during a game of school football in the town of Rugby, England, a young man named William Webb Ellis picked up the ball and ran towards the opposition’s goal line.

Two centuries later, Rugby Football has evolved into one of the world’s most popular sports, with millions of people playing, watching and enjoying the Game. At the heart of Rugby is a unique ethos which it has retained over the years. Not only is the Game played to the Laws, but within the spirit of the Laws. Through discipline, control and mutual self-respect, a fellowship, and sense of fair play are forged, defining Rugby as the Game it is.

From the school playground to the Rugby World Cup final, Rugby Union offers a truly unique and thoroughly rewarding experience for all involved in the Game.

Safety The IRB Playing Charter The International Rugby Board publishes a Playing Charter setting out Rugby’s basic principles: conduct, spirit, controlled physicality and contest for possession. The Charter’s objective is to ensure that Rugby maintains its unique character both on and off the field.

The principles of Rugby are the fundamental elements upon which the Game is based and they enable participants immediately to identify the character of the Game and what makes it distinctive as a sport which is played by people of all shapes and sizes.

The IRB Playing Charter is incorporated within the IRB Laws of the Game and can be downloaded from www.irb.com in English, French, Spanish, Russian, Traditional Chinese, Japanese and Italian.

Source: iRB’s Beginers’ Guide to Union Rugby, pg. 2. http://www.irb.com/mm/document/training/0/beginners20guide20en_7391.pdf

Article #2 A Brief History of Rugby

By: Maeve Rich

The history of rugby is a bit muddled, with different historians and rugby clubs believing different versions of the origination of rugby. Many historians believe that rugby and soccer came about at the same time and developed down different paths all along. Others believe that rugby came from soccer. To them, William Webb Ellis started rugby when he was a student at Rugby School in 1823. During a game of soccer, it is believed that he picked up the ball and ran with it. Although this was against the rules at the time, other players saw the appeal and it became more common during games. This tale is not substantiated, but it is widely held to be true. In fact, the rugby world cup is known as the "William Webb Ellis Trophy."

Not everyone was pleased with this addition to soccer, and during a meeting at Freemason's Tavern in London, it was voted against. This caused a division in teams who were for running with the ball and those who weren't. Two separate sports evolved from this meeting.

It wasn't until 1845 that rugby got its first set of rules. Three rugby clubs sat down together and came up with a set of rules that they would follow. Not all clubs chose to follow these new regulations however, and rugby remained rather informal until 1870. This was when the Rugby Football Union was formed, tidying the game up a bit and cutting out some of the violence. A year later, the Rugby Football Union came up with the 59 Laws of the Game.

In 1871, Scottish rugby players challenged the English rugby players to a match (with Scotland eventually winning). By 1880 other countries had established rules for their rugby clubs.

Rugby became a paying sport in the 1890s. Though rugby players were not supposed to be paid, according to the rules of the Rugby Football Union, one club had been paying players who missed work to play "broken time" wages. The club was suspended, and a meeting ensued which led to twenty-two clubs to secede from the Rugby Football Union. They formed the Northern Union, which would eventually become the Rugby League. This new union changed the rules and number of players to draw more spectators, further separating the Rugby Football Union from the Rugby League.

Rugby was first played in the United States in 1874. The match pitted Harvard against McGill University. It remained well- liked in the US until 1924, when it was cut from the Olympics. In recent years it has started to become popular once again (though its popularity never really waned in the European countries).

Source: http://www.life123.com/sports/team-sports/rugby/history-of-rugby.shtml