Engagement and Learning in Political Games

Teachers from different states share their experiences using the educational game 'Win the White House' to teach students about election logistics and the Electoral College. Mark Solomon from St. Louis, Missouri, highlights the game's popularity among his students. Julan Gamino from Florida notes how the game helped her students, who read below grade level, engage in meaningful discussions about political strategies. Megan Padet from Virginia describes her students' initial skepticism and eventual enthusiasm for the game, leading to extended play sessions.

What was the reaction of Mark Solomon's students to the 'Win the White House' game?

• They did not understand the game.

• They preferred other games.

• They found it boring and unhelpful.

• They were highly engaged and learned a lot.

What did Mark Solomon's students do during downtime?

• They played outside.

• They asked to play 'Win the White House'.

• They took naps.

• They did extra homework.

How did Julan Gamino's students demonstrate their understanding of political strategies?

• By ignoring the game.

• By making insightful comments about political strategies.

• By refusing to play the game.

• By asking to play a different game.

What was a notable outcome of students playing 'Win the White House' in Julan Gamino's class?

• They stopped attending class.

• They became disinterested in politics.

• They requested more homework.

• They made comments that showed a deeper understanding of political strategies.

What did Julan Gamino's students say about trying to win California?

• They believed it was impossible for a Republican.

• They thought it was unnecessary.

• They didn't care about California.

• They thought it was easy.

What did students do that showed their continued interest in the 'Win the White House' game?

• They forgot about the game.

• They only played it when forced.

• They stopped playing it after the election.

• They played it during math class.

What was the main educational benefit of the 'Win the White House' game according to the teachers?

• It was a good time filler.

• It was a fun activity with no educational value.

• It distracted students from their studies.

• It helped students understand the Electoral College.

What was Megan Padet's students' initial reaction to the 'Win the White House' game?

• They immediately loved it.

• They were excited from the start.

• They were skeptical and thought it would be 'teacher fun'.

• They refused to play it.

How did Megan Padet's students' perception of the game change after playing it?

• They disliked it even more.

• They enjoyed it and played for extended periods.

• They found it too easy.

• They thought it was irrelevant.

What was a common theme among the teachers' experiences with the game?

• Students were uninterested.

• Teachers found it difficult to implement.

• The game was too complex for students.

• Students were highly engaged and learned about elections.