The Game of Politics©

American Government Simulation


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The Game of Politics© macro simulation and the five micro simulations have been class tested and refined over a five-year period at Carroll Community College in Westminster, Maryland.  Additional class testing has been taking place at other colleges and universities throughout the United States.  Click coordinator for an evaluation from an instructor's perspective.

Just click on one of the following roles to see how participants evaluated the simulation from six months to two years after completing the exercise. You can examine comments for another role by clicking on the top of page link at the end of each section.

Media President
Speaker of the House Vice President
Senate Majority Leader Domestic Advisor
Member of Congress Foreign & Military Advisor


“The simulation makes all the complexity of real politics come alive through an absorbing and emotionally charged exercise that masterfully weaves personal, political and public issues together.  As the student players progress day by day though the game, they personally experience the lessons to be learned and come away with a depth of understanding beyond that of a traditional classroom experience.  This simulation is the next best thing to an actual internship, and in some ways better, because the entire class experiences the political drama together, generating interesting discussions long after the game and class have ended.”

Elaine Barnard-Luce, Media

“My role as the media was very interesting.  At the beginning of each class I was presented with several press releases originating from different sources.  From this information, I made the decisions about which issues to report on, and which to ignore.  It was challenging to remain factual and not be biased, or if I chose to be biased, which way to lean.  Frequently, rumors would circulate relating to certain members of Congress and the executive branch, and it was here that bias played a role.  Dealing with the Senate and House was enjoyable compared to the absolute hostility and evasiveness that I received from the executive branch of the government.  There were times that I possessed information that they did not, and I found that I began to take pleasure in witnessing their look of surprise and horror, especially from the Foreign Affairs Advisor, when confronted with a completely new issue.”

Edwina May, Media

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Speaker of the House

“As a former student and participant in the American government simulation, I can attest to its realism, educational value and its ability to engage students in an active learning process.  It provides eye-opening insights into the culture and process of the American political system.  Both the critical thinking skills and the increased understanding of the political process gained through this experience served to equip me with the necessary ability and knowledge to excel in both my undergraduate and graduate public policy courses.  The abilities to debate, think critically and clearly articulate were skills applicable to all my coursework.  It has been by far my most useful academic experience.”

Jason Shewell, Speaker of the House

“Being Speaker of the House was probably one of the most interactive and interesting ways of learning that I have experienced in my life.  You really get a taste of how the House works, plus all of the issues before Congress.  I am not particularly interested in math or numbers but it turned out that modifying and improving the budget was actually quite fun.

I thought when I was selected as Speaker that it would be hard, and I found out that I really enjoyed it.  I wouldn’t want to do it for a career but for the simulation I loved it.  I have always been a leader and an outgoing individual, so when our House faltered I stepped in and got things done.  So in conclusion, it was probably one of the most involved and influential roles that one can obtain.”

Brian Yingling, Speaker of the House

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Senate Majority Leader

“Never before in one of my classes have I been able to participate in a hands-on activity, like the simulation, that helped me to put the concepts from the class in such a perspective.  To me, Political Science and the workings of government have always been abstract ideas that I have never been able to fully understand.  But since completing my role in the Senate, not only do I understand the process of legislative decision making, but I am more interested in what is really going on in government today.

Overall, I would have to say that the simulation was an extremely valuable learning tool. It helped to cement and ‘make real’ the concepts that were presented to us in class.  I also now understand how laws and decisions are made, as well as how things like gossip, rumors, and outside pressure affect our nation’s decision makers.  Thank you for making a ‘scary’ subject like Political Science real, and more importantly, understandable.”

Apryl Hobman, Senate Majority Leader

“While at first I dreaded the thought of doing this, I came to enjoy the experience and value the lessons it was teaching me.  All the reading, lectures and discussion could not have taught us the individual and collective power and decision making of the government anywhere near as well as the simulation did.  Through the simulation, I learned that making choices is not easy or an individual thing.  No matter how right a choice was, there was someone with an opposing view that you had to persuade to your side or give up something to get the agreement on what you wanted.  Although all of us in the class had a similar view on things, we definitely did not see eye-to-eye on how to accomplish the goals and agenda before us.  The experience was real and insightful.”

Janice E. Grennon, Senate Majority Leader

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Member of Congress

“The simulation was more than just an educational experience.  A combination of situations involving commerce, religion and even the threat of nuclear war were issues we had to deal with.  Throughout the course of the simulation, we also passed certain bills, delayed some and killed even more.  For everyone involved the experience was a complete success.  The most important concept of American government that I learned from the simulation was that no one person or group can have total power in the decision making process.”

Jim Craighead, Member of Congress

“As a non-traditional student, I was apprehensive about this very interactive experience.  However, it became clear to me during the first session of the simulation that this was an experience that would truly affect and improve my thinking processes.  As the simulation progressed, not only did I become more confident in interaction and reasoning, I noticed how my classmates and I began forming distinct political stances.  Now that I have graduated I realize that this course was the most valuable course that I took.”

Sharon Franklin, Member of Congress

“The simulation allows students to truly understand the processes of government as well as feel the frustration inherent in a system where great amounts of activity can produce very small amounts of actual results.  The expectations of most students at the beginning of the simulation are very high and they hope to achieve great things.  As the semester wears on, most students look at the incredible pile of bills and hope to at least finish the budget and perhaps one or two bills.  On top of the frustration, there is a consistent stream of information pertaining to various story lines that are thrown in.  Finally to complete the reality of the situation is the constant badgering by 'The Press' in the news as well as the various press conferences where some may even lose their composure when they feel attacked.”

Nick Rose, Member of Congress

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“As President in the simulation, I constantly felt overwhelmed by the responsibility and workload.  Issues were thrown at me continually and I had to think on my feet and react quickly.  In order to cover all the issues, I utilized my executive staff frequently.  The job would have been impossible to handle alone.  While all the decisions were made by me, their input and job-related tasks proved invaluable to me.

The main lesson garnered from the simulation is the need to compromise.  Nothing in government is black and white; all areas are gray.  The ability to compromise allows you to fully implement your agenda.  After all, the important thing is to implement policy.  Without compromise, that is virtually impossible.”

Karen Loats, President

As part of the simulation, I was confronted with a variety of situations that tested both my ability to communicate with those who would oppose me, as well as my ability to maintain my integrity in the face of compromise.  One of the most daunting tasks that I had to face as President was an ethical dilemma that forced me to make a decision between telling a lie and risking the lives of foreign dignitaries.

The format of the government simulation afforded me the opportunity to gain unique insight into a political system that often seems chaotic to the uninitiated.  After participating in the simulation, I became more interested and active in the game known as American politics.

I have become more sympathetic to any person who is ‘unfortunate’ enough to be elected to the office of President of the United States.  The demands of the office must be overwhelming and I have gained a newfound respect for those who seek it.  I would encourage anyone who is interested in participating in such a simulation to do so; it is truly a unique and enlightening experience that offers unprecedented first-hand insight into the inner-workings of American politics.”

Marshall C. White, President

“As I am a very outgoing ‘leader type,' I assumed that the role would be challenging, but nothing I couldn’t handle without too much pressure.  I definitely underestimated the role of President.  It was the most pressure I could have imagined in any simulation.  Every day there were more and more national and international dilemmas arising to a point that it was difficult to keep track of them all, let alone come up with solutions to them.

If it wasn’t enough dealing with all of this, I was constantly watching not to jeopardize my own position as President.  My cabinet was very helpful in aiding my decisions; however we were not immune to our own problems arising within the administration.  Congress was almost oblivious to anything I would come to them with because they were so busy with legislation and the budget.  The media was certainly my worst enemy of all.  They were constantly criticizing every decision I made without any respect for my position at all.  Overall, the Presidency was a position filled with pressure and criticism.  I learned more from this simulation about government activity than I ever would have from a book and, in the end, I enjoyed the experience.”

Tammy Jo Mathis, President

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Vice President

“The simulation in an intense experience.  As a student, I went into the simulation with mixed emotions.  I just didn’t know how things were going to turn out.  As Vice President, the role was nearly impossible sometimes.  I was bombarded with new developments in the Story Lines on top of what I was already doing and while I was trying to advise the President on totally unrelated matters.  To say the least, it was completely frustrating at times, and in the end I came out with a new respect for the men and women working in all levels of government.”

Bryan Mech, Vice President

“Participating in the simulation, really helped me to fully understand how the government functions.  I was able to experience, first hand, the steps in creating laws and the time it takes to complete them.  I also learned what it takes to get laws in motion.  Moreover, the simulation also helped me learn where I stand in terms of my political beliefs.  I feel the simulation has fully reinforced the concepts, and without this exercise I don’t think that I would be as involved or interested in the subject.”

Marla Parkhill, Vice President

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Domestic Advisor

“The government simulation gave everyone a deeper understanding of what it takes to run the country.  Instead of just memorizing each part of the government’s job descriptions, the role-playing allowed us to really learn what each part of the government does on a day-to-day basis.  It also gave me an appreciation for the difficult decisions that they always face.  I realized that the things that government gets criticized for are often unavoidable situations, and I also realized that government could be sneaky and underhanded about a lot more than I expected.  But, most importantly, we realized how long it takes to get anything done, especially in Congress.”

Jen Meyers, Domestic Advisor

“The role of Domestic Advisor was really an intriguing educational experience for me.  I could see, for example, how any decision that gets made helps some people and hurts others.  Somebody is always going to criticize what the administration does.  There is just no way to make everyone happy.  It was also interesting how certain decisions are made to try and win political support.  Now, I really understand why things are done the way they are done in politics.  I enjoyed this role and the opportunity to see first-hand how difficult it is to accomplish anything on domestic issues.”

Brian Zerner, Domestic Advisor

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Foreign and Military Advisor

“I have always been a very passive, easygoing and agreeable person.  These were also the exact opposite traits that were required for the President’s advisor or anybody in the executive branch for that matter.  To take on such a role, one must be very aggressive, outgoing and, in a sense, opinionated.  If not, you are liable to get pushed around a good bit.  I suppose that is why I chose such a contrasting role in the first place.  I was truly hoping that this simulation would help to bring out some of these traits in me.  Over the course of the simulation, that is exactly what happened and I resorted to the rest of the group’s ‘survival of the fittest’ mentality.  And you know what?  It felt pretty darn good.

A lesson to all of you who will participate in this simulation.  Choosing a role that you’re most comfortable with isn’t necessarily the best idea.  If your objective is to take away as much as you can from this simulation, then pick a role you know you won’t like.  You aren’t here to learn the things you already know about, are you?”

Jeremy Jollie, Foreign and Military Advisor

“Being the Foreign and Military Policy Advisor was something I will never forget.  From day one, the administration was plagued with problems like bombs, wars and the occasional rumor.  I really enjoyed the simulation.  I learned a lot about government and it never occurred to me before that the government was that hard to run.  It seemed that every decision that we, as the administration made, was counteracted by something else making our jobs very stressful.  There were days where it felt like we were going nowhere fast.  I think others would learn a lot from this simulation.  I know I did.”

Jennifer Gentile, Foreign and Military Advisor

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Other Participant Evaluations

“I found the Game of Politics exhilarating, overwhelming, fascinating, energizing and exhausting all in a single time frame.  As foreign and domestic advisor to the president, I was plagued with worry over what would be leaked to the press regarding our tracking of radioactive material in the hands of a terrorist group. I originally doubted my administration's ability to cope with racial strife and handle both domestic inflation and the rapid development of the Chinese economy.  I log-rolled and butted heads with both Representatives and Senators over budget issues, particularly defense. And in reflective moments I often doubted whether (real) government could work under these conditions.

Currently, I am working in a dual role as an intern and subcommittee Secretary in the Kansas legislature.  The issues are different, but the feelings are quite similar.  Never before has a previous experience, especially in college, better prepared me for the environment in which I now work.  As an observer of the political process I feel the undertones of the simulation daily.  And as a participant, I feel the pressures and stress placed on other working in state government.”

Two years later, I still look back with gratitude on our Game of Politics simulation which allowed fellow students and myself to take part in such a stimulating and worthwhile experience."

Participant, Wichita State University

“My job was to inform the public and address how it affected the American people.  I did not want to be perceived as just some woman gossiping about issues she is unaware of nor did I want to be used as a tool of the politicians.  I wanted to gain the trust of the public first and then deceive them.”

Participant, Wichita State University

“I used several strategies.  The first one I used was to launch offensive media attacks on people who failed to support my bill.  Second, I used my power position to leverage support for specific types of legislation.  Finally, I used persuasion to influence people that the actions I was taking was right and just.”

Participant, Wichita State University

“I learned how difficult it is to pass a bill.  Even in a simulation, it is very difficult to persuade others to support your bill.  A lot of people are stubborn and will not give an inch and expect a mile from everyone else.  If it is this tough in the simulation, I can imagine how tough it is in the real Congress.”

Participant, Wichita State University

“It was the simulation that made the greatest impression and taught me the most about our political system.  It was the simulation, not the text and lectures that explained the impact of personality and individual values that impact decision-making and political culture.  These are values that have helped me with my internship with the Governor.  First, I better understand the tactful interaction between politicians and journalists. Just as we were  cautious with the media in the Game of Politics, we were instructed as interns not to talk to the media.  I feel the simulation really expanded my knowledge of American politics and better prepared me to participate in the political process, not just learn about it.”

Participant, Wichita State University

The Game of Politics does rock.  I've been able to incorporate that into two of my major papers this semester alone [three years after the experience].  That simulation provided me with with more insight into how politics plays out than any other textbook could have provided!  I wish more classes did things like that!”

Ryan Whalen (Media), Providence College

“I was invited to be a member of the Game of Politics simulation.  The simulation was long and not what I expected, but for me personally, getting up in front of people and presenting was a good opportunity to 'find my voice.'"

Participant, American Democracy Project Conference Simulation


“I don't think I ever told you what a huge success the simulation was in its second offering this fall.  It was just full of life and learning ... I'm really looking forward to the third offering of The Game of Politics simulation, this coming fall.  Thanks so much for this wonderful teaching tool."

Prof. Emily Stoper, California State University East Bay, CA

 "By “immersing” the students into a complex experience, I found that they sought out help and guidance to a greater degree than with other types of classroom activities and instruction.  

I also witnessed real growth in the students’ understanding of the political process and the limits on government power.  In particular, proposed bills were amended to eliminate unconstitutional provisions and to tailor them more narrowly to achieve the policy-making goal without undesirable impacts.... By requiring students to analyze the policy impacts of proposed legislation and then brainstorm and develop solutions to anticipated problems, students engage in higher-level processes such as analysis, synthesis, and evaluation.   This is one of the major benefits of the project!

Another key goal of the simulation was to increase student engagement.  At the conclusion of the simulation, I asked the students to complete a survey to assess their experiences with the simulation and recommend ways that it might be improved....   Of the 57 students who completed the survey, only five of them (less than 9%) expressed a strong or moderate preference for learning via reading and lecture.  Thirteen (23%) expressed a moderate preference for learning via the simulation, while 39 (almost 69%) strongly preferred the simulation experience over reading/lecture.  This is consistent with our expectations and hopes for the simulation,  and  I anticipate the numbers will favor the simulation even more strongly as we fine-tune the experience with future classes.

Roy Antley, Flathead High School,  Kalispell MT 

"I have been using the Bill-to-Law parts of ... The Game of Politics simulation for four years.  Its setup - roles, bills, news reports, script and all - presents a more accurate and complex reflection of national politics than any other college level simulation with which I am familiar."

Prof. Bruce Shefrin, LeMoyne College, NY

"Both micro simulations went fine and generally students loved them ... In addition, the chair of the Legislative Committee loved it so much that she signed up for the 331 class and brought a friend along ...."

Prof. Frank McKenna, Bowling Green State University, Bowling Green OH

"The simulation is well under way and the students are LOVING it.  They are wildly enthusiastic and really into their roles.  Their performance is getting better with each session...several of them have remarked that this is their favorite course.  They are definitely learning a lot about the workings of the 2 houses, the 25th amendment (after the the attempt on the president), the role of interest groups, etc."

"Several students have really seized the opportunity to fill leadership roles."

Prof. Emily Stoper, California State University, Hayward CA

"Prior to the simulation, I considered this class as somewhat weaker than my usual American Government classes.  It is significant that although we only had four 75-minute sessions of The Game, the final exam essays on the legislative process were definitely superior than in most previous classes.  I attribute the hands-on experience of the simulation as a strong causal factor in bringing about this decided improvement.  Consider me a true believer who plans to use The Game this coming semester as well as every semester I teach...You have definitely formulated a first-rate learning experience."

Prof. Melvin Kahn, Wichita State University, Wichita KS

"My students have reacted favorably to the use of The Game of Politics.  In their evaluations, they identified the benefits as being able to understand the limits and challenges of working through the legislative process, and the challenges of negotiating between two branches."

Prof. Patrick O'Connor, Oakland Community College, Auburn, MI

“The Congress simulation went very well.  I asked my students to write an essay evaluating the experience and I got some very good responses.  Most felt it went well and was a valuable experience.  One lady in her forties, who is coming back to school after a 20-year hiatus, expressed her appreciation for something hands-on that demonstrated the concepts she read in her book.  She struggled all quarter to understand the terminology, etc., in the book, but she said the simulation helped her see clearly what actually happens.  All the students felt that they understood the process better after the simulation."

"We were fortunate to have a student in the class who was a natural for the media personality.  On very short notice, he did his job with a great deal of flair and an instinct for news-as-entertainment, sleazy innuendo, etc.  I wish I could clone him for use the next time I teach the class.”

"One comment many students made was that they didn't realize congress members worked so hard.  And I didn't even use all the press releases, memos, etc.  After all our effort over three days, only one piece of legislation passed both houses, and I (acting as the president) vetoed it.  They couldn't muster the two-thirds necessary to override, so the week ended with no legislation at all.  I pointed out that only a very small percentage of bills proposed make it through the process, so this was actually very realistic."

"The Supreme Court simulation worked well, too, but since we only had one room available to us, we had to dispense with some of the pomp and ceremony.....Again, we had some budding lawyers emerge from the students and most of the Supreme Court justices did a very good job of questioning them during arguments.  The students almost universally said that being a Supreme Court Justice would be too hard for them.  There are too many life and death decisions that they felt unprepared to make.  Once again, it gave them a new appreciation for the work of the Supreme Court and the difficulties involved in reaching decisions."

Prof. Deborah Wallin, Skagit Valley College, Oak Harbor, WA

"My own impression was that the game is an incredibly helpful educational tool as well as being a masterwork of art.  My students thoroughly enjoyed experiencing The Game and dozens of them thanked me for providing them with what several of them called the 'ultimate learning opportunity'."

"A superb educational resource that I feel lucky and proud to have participated in.  I plan to continue utilizing The Game of Politics in the future and share it with my colleagues in the discipline.  On our relatively small campus, the reputation of The Game spread, not only among students, but also among faculty....I had four of my senior political science majors and three other faculty participate in a session as representatives of foreign countries or interest groups--they all loved it!"

Prof. Eric Patterson, Vanguard University, Costa Mesa CA

“The students really enjoyed it and I could tell from their essay exams that they learned something.   I'm going to use it again this semester."

Prof. Pamela Rodgers, University of Wisconsin-La Crosse, La Crosse  WI

“I used Webster v. Board of Education of Toledo for our moot court recently.  The case worked very well and the 'United States Supreme Court of Loretto' was closely divided.  At one session, the Court decided in favor of Webster.  At the other session, the Court decided in favor of the Board of Education"

"I plan to use one of your cases for another moot court next year.  I haven't decided which case I'll use, but there are a few that would work well."

Prof. Joseph Melusky, St. Francis University, Loretto PA

“It is such an amazing learning tool. Most of my students were non-political science majors who enrolled in my class in order to satisfy a general education requirement.  However, they were completely engaged in the simulation.  Even students who had confessed to me that they didn’t 'get' politics rolled up their sleeves and dived in.  For me, the greatest strength of the activity is the way it engaged even shy, disinterested, cynical and lazy students.

I believe that most of the students ended the semester with a new-found appreciation of how politics works.  For my part, I was pleasantly surprised by the ability of my students, again, non-majors.  I was impressed with some clever maneuvers – from the infamous juice label filibuster employed by one senator, to vote trading, to attaching killer amendments to bills, to consciously deciding to ignore certain issues (such as the sex scandal at the military academy).

Prof. Mara Marks, Loyola Marymount University, Los Angeles CA 

“I've had to schedule two 75-minute debriefing sessions -- and that's a good thing.  Lots of talk, reflection, insights.  Lots of chances to use student comments to teach about the subtleties of group pressure, legislative power, the role of the media, the cross-pressures of representation.  Lots of good stuff.  Thanks for creating this simulation and letting me be a small part in its evolution."

Prof. Bruce Shefrin, Le Moyne College, Syracuse NY

“I have really enjoyed teaching a Model U.S. government course based for the The Game of Politics for the past three years.  Each time I've taught it's attracted more students....  So I just wanted to THANK you for the tremendous creativity and expertise that you put into this simulation.  I wish I had started using it earlier in my career."  

Prof. Emily Stoper, California State University, East Bay, CA

“...I had the President give his opening speech a day earlier, with the questioning, and I had each student introduce him/herself and do a brief oral Role Analysis.  Plus I distributed the mailbox correspondence the same day, in Session 0, as it were.  Nevertheless, when Session 1 came around, they got right to work and were so involved that after the 50 minutes, I left the room and they were still there until a couple caught on that class was over."  

Prof. Robert Trudeau, Providence College, Providence, RI

“Wow! I can't thank you enough!  We are still running it and I'm sure I've made several mistakes as I've had to make decisions on the go - but overall it has been a huge success.  All in all it's been great fun - the story lines have been terrific and I think next year I will build in some 'research days' for my students to come to full grips w/some of the items - ie. "Medshare" or genetically enhanced U.S. agriculture.

Again - HUGE SUCCESS - I'm looking forward to next year already.

Thanks - I wish I could have been in one of your classes!"  

Craig Zetterberg, Wheatland H.S., Wheatland, CA

“...the simulation definitely builds community among members of an online class. Those who do the work of the simulation interact with each other more than at any other point of the course. This cooperation is great to watch. Also, many of the students say it brings alive the process in a way reading and lecturing cannot. I think it helps them appreciate some of the difficulties of leadership, too. And for some of them, the fun of the game really enhances the course as a whole. They find it exciting to apply what they've learned about earlier in the course."  

Prof. Elizabeth Gordon, Kennesaw State University, Kennesaw GA

“You may recall that I first used the GOP for my Into to American Politics courses at St. Lawrence last fall. It was a really wonderful experience that I plan on repeating this this fall"  

Prof. Darby Morrisroe, St. Lawrence University, Canton NY

“... we're doing Game of Politics right now in two American Government courses.  The students love it."  

Prof. Robert Whitaker, Hudson Valley Community College, Troy NY

“I don't know if I ever told you about one freshman student who really flourished ... Well, this shy kid volunteered for Senate Majority (or maybe Minority) Leader.  I forget which one.  But, he did a great job.  Years later, he found me in my new academic department to tell me what an impact the experience of the simulation had had on him."  

Prof. Mara Marks, Loyola Marymount University, Los Angeles CA

“Overall, the first question students asked when I asked for their input was whether we could do it again ... Altogether, I think it was a successful first run and I'm looking forward to including it in future courses ..."  

Prof. Robbin Mellen, Mississippi State University, Starkville MS

“I just finished it today...  I used it as the last quarter or so of the class, as a way to apply what we had learned earlier.  The students "got it" right away and engaged in it with passion.  The president's early press conference was particularly effective and set the tone.  They were able to reflect on the impact of the rules on their conduct, and loved dealing with the issues.  I had 33 students, so gave roles to the Administration and the two houses, but no Supreme Court.  The sequential assignment of roles was particularly well-conceived and effective."  

Prof. Chalmers Brumbaugh, Elon University, Elon NC

“We are seven sessions into the simulation in my Government classes and I think the kids are learning a lot.  I am having the kids do journal form/reflection-type assessments and have seen some significant improvements (from very superficial rote completion to significantly deeper and more sophisticated evaluation of the policy implications of their decisions). It's still challenging for many of them ... but, I do think they are learning a lot more than if I were to stand and lecture most of the time about processes and rules.  One kid raised an issue about the constitutionality of a bill the other day with no prompting!.  

Roy Antley, Flathead High School,  Kalispell MT 

"Thank you for agreeing to host the simulation as part of our meeting. I know that the participants loved it. The simulation taught people more about how government works and helped them understand how difficult it is to be a policy maker ...Thank you again for providing such an engaging and educational experience for our meeting attendees."

Cecilia Orphan (National Manager), American Democracy Project, Washington D.C. 

"The Game of Politics engages students in an authentic and comprehensive process-of-government experience.  Instead of merely reading about government, students assume key roles in an actual political environment--as legislators, chief executive, advisors and even media.  Through active learning, student achievement is greatly enhanced."  

Roy Antley, Flathead High School,  Kalispell MT 

"Thanks for all of your hard work on this--my students get a lot out of it. "  

Prof. Rob Robinson, University of Alabama,  Birmingham AL 

"We used the simulation towards the end of last semester and the students really enjoyed it.  I thought it did a great job of teaching them the concepts.  I think it would even be better with a bigger group of students (I had a smaller class this past semester.  I thought it was a great product."

Adam Rudar, Green Bay Academy,  Green Bay, WI 

"The simulation debriefing took place on Monday, and the simulation was excellent.  The students were able to maintain momentum over the full 6 sessions, and they came very close to passing a budget."

Prof. Eric Boyer, Colby-Sawyer College,  New London, NH 

"The macro group is going great guns, and are beginning to get deeply involved.  I set up two online forums (Democrat & Republican) and offered them to each side to facilitate out of class communication - I don't know if they'll use them, but at least they have the option."

Dan Wagenberg, Brien McMahon HS,  Norwalk, CT 

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