INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the forms feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.
Name: Matt Richardson
Software Title. ICIVICS.
URL: https://www.icivics.org/games
Function(s) of Instructional Software (check all that apply):
Drill and Practice

Tutorial

Simulation

Instructional Game

e-books/e-references

Features of the Software (check all that apply):

Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher)
Allows teacher to create customized lessons for students
Multi-user or
collaborative functions with others in class
Multi-user or collaborative functions with others
beyond local class
Accessible to students beyond the school day
Accessible via mobile
devices
Multiple languages
Safety, security, and/or privacy features
Strengths of the Software: Great example of showing policies of party, and how the campaign
trail works. Focuses on delegates, popular support.
Suggestions for Improvement: Have more than a couple of policies to choose from.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
SSCG8 The student will demonstrate knowledge of local, state, and national elections. a. Describe
the organization, role, and constituencies of political parties. b. Describe the nomination and
election process. c. Examine campaign funding and spending. d. Analyze the influence of media
coverage, campaign advertising, and public opinion polls. e. Identify how amendments extend the
right to vote.
ISTE 1- Empowered Learner Students leverage technology to take an active role in choosing, achieving
and demonstrating competency in their learning goals, informed by the learning sciences.
Grade Level/Content Area(s): 12th American Government.
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Description of how to implement in the class: (Ex: equipment needed, instructional model*,
what students/teachers will do, how activity will be introduced/concluded, how student learning
will be assessed, how assessment data will be used to inform/differentiate instruction. Minimum 2
paragraphs).
This activity will allow the teacher to assess the students of what they already know about the
election process and campaigning. The teacher will allow the class to work on this instructional
game in the computer lab. All students must have access to a computer to complete this game. The
activity allows students to take part in the election process and to examine campaign funding,
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INSTRUCTIONAL SOFTWARE
media coverage, and campaign advertisement.
Student learning will be assessed on how well the student ran their campaign. If a student was able
to be elected President, then they completed the game correctly. Other students will get close but if
they do not win it doesnt necessarily mean they do not know how to the election process works.
This activity allowed the teacher to introduce content information such as election process,
number of delegates in certain states, public opinions, and polls
* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.