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I examine the impact of simulations on student learning and on the growth of
civic competence in an introductory American government class. By civic competence, I
refer to an individual’s ability to make sense of vast amounts of political information; to
work with others (and against other people’s ideas) where appropriate; and to develop
effective strategies for political action. The simulations I describe here are successful in
building political skills for students, across sex and racial lines. Students emerge from
the class more confident in their skills at handling the tasks that effective civic
participation requires. What is more, I show that their feelings of confidence are driven
largely by the skills they have attained and not by the objective political knowledge they
possess. These results provide strong evidence that we ought to reconsider how we teach
students in the introductory American government class.
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