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: Madeline Ensley
Software Title: iCivics: Do I Have a Right?
URL: https://www.icivics.org/games/do-i-have-right

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: (Examples: Great graphics, fast paced, motivates students with
rewards, etc.) The game has good graphics with a cartoon-like feel. It is fast pacedlike a real
lawyers office might be. This game motivates students as they want to keep up their reputationit
almost becomes a competition with the students and the media in the game. Students also get to
make choices on their avatar and whom they hire for their law firm. There is also an option to play
the game with only the Bill of Rights Amendments instead of all 27.
Suggestions for Improvement: (Examples: Has some errors in content that need to be corrected;
Would be nice if there were reporting features; App is free but has add-in costs that would be
annoying to students) I wish there were a reporting feature to see which Amendments students
missed the most. This would be a great data tool to see where remediation could be needed. It does
give students a screen that says how many cases they won/lost, but it is not broken down by
amendment. iCivics is free, but some of the features require an account. iCivics could improve its
security by requiring every feature to be account-protected.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
(Be specific. See Common Core Standards or Georgia Performance Standards and paste them in
here. Example: MCCK.CC.1 Count to 100 by ones and by tens.)
SSCG3 The student will demonstrate knowledge of the United States Constitution
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
ISTE 5: Computational Thinker- Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.

Grade Level/Content Area(s): 12th grade/ American Government

INSTRUCTIONAL SOFTWARE

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 instructional game would be an excellent wrap-up or review activity after teaching the
Constitutional Amendments. In this game, students work as Constitutional lawyers in a law firm.
Potential clients come in and present a case. Students have to decide whether or not these people
should go to court and if they have a right based off of the Amendments. It is an excellent tool for
students to apply knowledge of the Amendments. To implement this in my class, I would spend the
first half in a teacher-led discussion of the Amendments. I would have students follow along with a
pocket Constitution. After moving through the material, I would transition to this game, which will
be student centered. I would show students how to access the game and instruct the students to
use their knowledge of the Amendments to problem solve during the game. I would allow students
to self-pace, but would give an incentive in order to reduce goofing off. I would tell students that
the first person to solve twenty cases would receive extra credit on their upcoming test.

Although this game could be accessed with a students BYLD device like a smartphone, in order
to optimize the experience, a bigger screen like an iPad/tablet or a computer would be ideal. Using
a mobile lab or even taking students to a computer lab is also a good option. Although this game is
set up as an individual game, students could share one device and work in a partnership. This
flexible grouping would be a good differentiation strategy to use with this activity. Although this
game does not produce a data sheet of student performance, in order to monitor progress, I would
have students use their BYLD device to take a picture of their results screen. I would then have the
students upload that picture into our Learning Management system as an assignment. To conclude
the day, I would have students complete a quick write assignment in which they describe
challenges of the game as well as which amendments they were most and least comfortable with.
This quick write would serve as a ticket out the door, and is also a way to monitor student
learning.

* 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.