Blog Post 6 - Integrating Gaming and Simulations Into My Classroom

 This game is designed for social studies and civics. It aims to help students understand the importance of government and how the United States functions.

https://ed.icivics.org/node/42/resource

Picture: Illustrating icivics glossary imbedded 

• I would use this game or simulation during the Civics and Participation unit or during Civics Week in the spring. I would also include it in Unit 3: The Constitution, part of the 7th grade social studies curriculum. In this unit, students learn about the Bill of Rights and the key rights guaranteed by the 13th, 14th, 15th, 19th, and 26th Amendments. They also learn how to tell the difference between constitutional and non-constitutional complaints, figure out which amendments apply to legal issues, and explain constitutional rights in their own words.

• To introduce the game or simulation, I would start with a quick review of the Bill of Rights and key amendments like the 13th, 14th, 15th, 19th, and 26th, so students understand the rights they’ll be exploring.

• I would explain that the activity is a fun and interactive way to learn how these rights apply in real-life situations. One great feature of the game is that it already includes a vocabulary section for important terms that come up, like “protest,” which helps support students as they play. Students can also save these words within the game to review later. Even with this built-in support, I would still provide a vocabulary list at the start to give students a reference. 

• Before students begin, I would do a short demo lesson to show them how to play the game, model the steps, and explain the goals. I would also work with a small group to play the game together and give more targeted support to those who need it, especially students with.

• Throughout, I’d make sure students have what they need to succeed, including sentence starters, note sheets, and guidance during gameplay. After the simulation, we’d have a class discussion to wrap up thoughts on the game. Also, students would complete a written reflection assignment  to connect what they learned to real-life civic responsibilities.

• To assess students, I would look at how well they understand and explain the rights in the game. I’d check their note sheets or reflections to see if they can connect scenarios to the correct amendments and use key vocabulary. The vocabulary is key in this assignment because in their written piece about their understanding of civic responsibility, I would be checking to see if they included vocabulary from the game in their writing.

• Also, as they play, I’d circulate the room and listen to how they talk about the game to see if they’re using the right terms and thinking clearly. This would help me see both their understanding and their literacy skills.