Simulations and games are utilized to present course material in a manner that encourages students to successfully master certain skills or information. In the Law and Politics course at Central Connecticut State University (CCSU), students review copious information about a criminal case in a fictional world in order to write two appellate court opinions in two distinct jurisprudential styles. The mock world allows students to confront and consider their own judicial preferences and to develop and to demonstrate their critical thinking skills. The students have access to a wide variety of relevant and irrelevant documents, records, and information in the fictional world. Thus, the assignment requires the student to not only compose a judicial opinion but to identify the right evidence for that jurisprudential voice.
In an effort to create an enhanced sense of civic engagement within the U.S. population, a variety of initiatives have been launched recently. Predominantly, these efforts have focused on young adults in high school and college. Although some programs have targeted younger age groups as well, they are typically short in duration. This case study focuses on a small group of elementary school students who participated in a long-term youth engagement program. The participants’ civic knowledge, civic skills, and civic efficacy were measured at regular intervals throughout the 17 months of the program. The findings suggest that, at the end of the project, all of the participants demonstrated increased civic knowledge and skills, and an enhanced sense of civic efficacy. An analysis of what happened during the project and the lessons that may be applicable to those who undertake civic engagement projects with younger children is also offered.
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