Organized by Standards: AP US Government and Politics Alignment

The US Government Simulation matches multiple AP US Government and Politics standards completely, mostly, and partially. Below is an overview which standards are met as such:

Completely

• 1.1 LOR-1.A.1, 1.3 CON-1.A.2, 1.6 PMI-1.A.1, 1.6 PMI-1.B.1, 1.7 CON-2.A.1, 1.9 CON-2.C.1
• 2.1 CON-3.A.1, 2.1 CON-3.A.3, 2.2 CON-3, 2.2 CON-3.B.5, 2.4 CON-4.A.1, 2.5 CON-4.B.3, 2.7 CON-4.D.1, 2.9 CON-5.B.1, 2.10 CON-5.B.3, 2.14 PMI-2.C.1, 2.14 PMI-2.D.1, 2.15 P,MI-2.E.1
• 3.1 LOR-2.A.2, 3.1 LOR-2.B.1, 3.4 LOR-2.C.4, 3.8 LOR-3.B.4
• 5.2 MPA-3.C.2, 5.3 PMI-5.A.1, 5.6 PMI-5.E.1, 5.6 PMI-5.F.1, 5.7 PMI-5.G.2, 5.8 PRD-2.A.1, 5.11 PRD-2.E.1, 5.11, PRD-2.E.3, 5.12 PRD-3.A.2

Mostly

• 1.2 LOR-1.B.1, 1.2 LOR-1.B.3, 1.8 CON-2.B.1
• 2.2 CON-3.B.8, 2.11 CON-5.C.1
• 5.1 MPA-3.B.1, 5.5 PMI-5.D.1, 5.13 PRD-3.B.2

Partially

• 2.6 CON-4.C.2
• 3.3 LOR-2.C.2,  3.6 LOR-2.D.1, 3.8 LOR-3.B.2
• 4.2 MPA-1.B.1
• 5.4 PMI-5.C.3, 5.9 PRD-2.C.1

Length of Simulation & Class Time

Period 1 – 4

At the beginning of each Period in the US Government Simulation, students receive a Period briefing based on their role. This gives them limited information that pertains to a larger storyline that they use to negotiate with their peers as well as make informed decisions. Instructors have access to each of the four Period Briefings for all roles in the instructor dashboard. We recommend reviewing these briefings ahead of the class so instructors can better understand what to expect in the simulation.

Suggested Base Knowledge of Students

Class Assignments

• Role Research Assignment: When registering, students are prompted to identify their level extroversion and responsibility. They also choose their top 5 roles and after submitting the simulation takes all students information into account to assigns roles. Prior to registering, student can research and provide reasons why they chose their top 5 roles in this simulation. 
• Memos: Reflection is key in students understanding their education and Statecraft simulations are no exception to the rule. Instructors can provide students with a list of memo prompts from which they can choose the one that applies to their unique experience on a weekly basis. 
• Debrief Presentation: This presentation is designed to illuminate, for the entire class, key concepts that are experienced most  intensely by certain students rather than the whole class. For example, members of Congress will most directly experience the pressures of seeking reelection and passing legislation, and these questions prompt members of Congress to share these experiences with others. It is recommended that you spend at least 30-60 minutes of class time focusing on debriefing after the simulation has concluded for the semester. 

• Weekly emails go straight to the instructors inbox and describe: an overview of sim play; a list of students who are performing well; and a list of students who might need more encouragement.
• Within the instructor dashboard, there is a Student Events tab that lists every action a student takes and can be perused to gain a overview of the direction of the sim.
• Instructors can log into each students’ dashboard and read their messages and chats to see with which peers a student may be interacting. 

Grading

The following grading criteria is a basic recommendation and can be customized to fit your classroom needs.

• 5% – Simulation Performance: Students’ simulation performance score is out of 100 points possible, and is based on your achievement of in-game  goals. For example, members of Congress will earn points for reelection and achievement of policy goals. Details of students’ goals and an updated performance score throughout the simulation will be available on the student simulation dashboard and viewable by instructors. Students who  achieve a score of 71-75 (out of 100) which implies satisfactory (though mediocre) performance and they will receive full credit (5%). Higher scores will earn students up to 2.5% (.5% per every 5 additional Sim Points) extra credit toward their course grade. 
• 5% – Role Research Assignment: Students research the roles and submit an assignment that include their top 5 roles, descriptions, duties, and why they are interested in each role.
• 10% – Simulation Participation: Students can connect the course materials more meaningfully to their US Government class by writing weekly memos. Each completed memo per Period can count as 2% of their overall grade.
• 15% – Paper or Debriefing Presentation: The paper or debriefing presentation requires you to integrate your simulation experience with a variety of course concepts. For example, part of the paper may ask you to describe conflicts between the President and Congress in the U.S. Gov simulation and relate these to the Constitutional powers given to each branch of government.

Read Scott Pangrazzi’s Case Study