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Learn More - Scope & Sequence
Game Events
Then, once the students have finished learning about and creating the identity of their nation (that is, once they’ve received their Citizen Profiles, elected their own government, and auctioned off their nation’s property), students work through the Game Events, repeating them as many times as their instructor decides to.
Reflection & Connection
Finally, throughout The Civic Mirror activity an instructor will guide his/her students through a variety of Reflection & Connection activities that will challenge students to think about what they learned, and to connect their experiences and ‘lessons learned’ to their lives and the real world.
PRE-GAME / NATION BUILDING EVENTS
In these events, students use what they’re learning about in the course curriculum to "construct" their nation.
|
Event |
Description |
Supplies/Equipment |
Classroom Video |
Time |
Importance |
|
Unit/Course Intro |
Instructor introduces the unit/course that The Civic Mirror will be run with, sharing its themes, big questions, and learning objectives. |
Instructors and Student manuals needed for this and every event |
n/a |
15 - 60 min |
optional to low |
Explanation of Civic Mirror |
Instructor gives students an overview of the game, its objectives, and the civicmirror.com program. |
Student manuals, civicmirror.com access, computer projector |
n/a |
30 – 60 min |
high |
|
Practice-Run of
Online Program |
Instructor walks students through a trial run of The Civic Mirror’s interactive functionalities with a mock trading session. |
Student manuals, civicmirror.com log-ins; computer lab with internet, projector |
 |
40 – 60 min |
high |
 |
Create National Identity #1 |
Students give their country a name and create an identity for it, including the names of the rich & poor cultures. |
Student manuals |
|
30 – 45 min |
medium to high |
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* Instructor Sets-Up Country |
Instructor creates Civic Mirror country scenario by assigning students with their citizen profiles and inputting national identity info into civicmirror.com |
Student manuals and license to use the full civicmirror.com program |
n/a |
1-2 hours of preparation |
high |
Create National Identity #2 |
Students can vote on more national identity items (e.g. flag, national slogan, etc.). All students are given their citizen profile and hidden agendas. |
Student Manuals, passwords print-outs, Hidden Agendas ready for delivery, computer lab with internet access. |
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20 – 60 min |
low to medium |
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National Constitution #1 |
Students study their National Constitution in groups, which is a modifiedversion of their own country’s constitution (e.g. U.S. Constitution, Canada’s). |
Student manuals |
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30 – 60 min |
medium to high |
National Constitution #2 |
If instructor assigned a constitution extension/review assignment, this class is used to peer evaluate and/or discuss it. |
Student manuals |
n/a |
40 – 60 min |
optional to low |
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Election Prep/Campaigns |
With their simulated identities known, students form their own political parties and campaign for office |
Student manuals, online forums to campaign, poll, etc. (optional) |
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15 min – 1 week |
low to medium |
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Elections |
Students make final speeches and/or have final debates. Everyone casts ballots for their candidates of choice, and winners are announced. |
Student manuals, ballot copies and box, |
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30 – 90 min |
high |
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Hex Auction |
With the money students are given to start the game, they bid to own and control the property in their country. Government bids too. |
Student Manuals, computer projector and/or computer lab with internet access. |
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30 – 80 min |
high |
* Not an in-class event, but a crucial preparatory event for the instructor
GAME EVENTS
When The Civic Mirror officially begins, these events are repeated as many times as the instructor likes.
The first round is the year 2000, then 2001, etc.
|
Event |
Description |
Supplies/Equipment |
Classroom Video |
Time |
Importance |
|
Winter
Government Event |
President gives national address; presents budget to Congress; House & Senate pass legislation, set tax rates, etc. (PM and House of Commons in Canada). |
Student manuals, copies of the student’s agendas, bills, etc., projector |
|
40 – 60 min |
high |
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Spring
Open Market |
Instructor “opens market” and students work to provide for their families by buying, trading, selling in their simulated economy on civicmirrror.com |
Student manuals, computer lab with access to civicmirror.com |
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40 – 60 min |
high |
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Summer
Town Hall |
In a round-table discussion, students air their grievances about personal plight, government, the economy and environment, and all work to resolve issues. |
Student manuals, computer projector |
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40 – 60 min |
high |
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Fall
National Court |
In mock trial format, unresolved issues are taken to court where a student judge and jury hear the civil suits and/or criminal accusations. |
Student manuals, gavel |
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40 – 60 min |
high |
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End of Year
Calculations + Performance Assessment |
Instructor “ends year” on civicmirror.com so that game pts, chance events and taxes are automatically calculated. Students then apply for hidden agenda points and evaluate their own performance. Instructor verifies student claims. |
Student manuals, Hidden Agenda applications, Performance Evaluation Rubric, computer projector |
n/a |
2-step process,
20 min each. |
high |
REFLECTION & CONNECTION
Throughout this process, there will be incredible opportunities for instructors to help students connect their Civic Mirror experiences to course curriculum, real world events (past and present), and – most importantly – their own lives. This may be done on an ongoing basis (which is most common), or as a final activity/assignment. The online community tools – discussion forums, wikis, and intra-messaging – allow for this to happen at home and outside of the classroom very easily. Students can talk with other students from all over the world about The Civic Mirror and all of the life-lessons they will learn while being citizens of their simulated nation.
To view more classroom videos that relate to teaching and learning with The Civic Mirror, please click the links below:
“I have parents calling me up telling me how much their kids are talking about what they are learning and how much fun they are having learning.”
Lee Kaiser, Teacher from Chemawa Indian School, Salem, OR
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