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: Mandrell Perryman

Software Title: World Economics Game
URL: http://www.worldgameofeconomics.com/WorldEconomicsGame.htm
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: Uses recent economic events in history; Allows for competition with
other students or others outside the classroom; Evaluates performance following completion;
Deepens student understanding of how macroeconomics works in real world situations
Suggestions for Improvement: Teacher needs access to assessments; Needs to have a feature so
an entire class can participate against each other or other classes within a school or school system;
Perhaps a free version would make the game more popular;
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx

SSEMA3 Explain how the government uses fiscal policy to promote price stability, full employment,
and economic growth.
a. Define fiscal policy.

b. Explain the effect on the economy of the government’s taxing and spending decisions in
promoting price stability, full employment, and economic growth.

c. Explain how government budget deficits or surpluses impact national debt.

Grade Level/Content Area(s): 12th Grade – Government/Economics

Bloom’s 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:
Students will be divided into groups of 4. Each group of 4 will be its own country and will play
against and compete with the other groups. Each group makes decisions on fiscal policy and trade.
The standard game goes to 100 points and takes about 30 minutes. The instructor will facilitate
the activity by giving instruction to start the game, explaining situations as they arise during the
game, and moderating the game.
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 INSTRUCTIONAL SOFTWARE

Students will be assessed by their participation in the game and overall performance. Being that
the game is a formative assessment, it is intended to gauge the level of understanding of the class
as a whole and to cater review for the upcoming unit test.

* 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.