Step 1: Select “Instructor Login” up above.

The first thing you will notice is the choice between “Student Login” and “Instructor Login.” Students will continue logging in with their CM username, country name, and password, but the procedure for instructors is different.

Step 2: Logging In

In order for us to allow instructors to jump between CM Country Accounts we needed to create a universal access point, so we chose to use the Action-Ed Account. Instructors will now log into civicmirror.com with the same logins they use for www.action-ed.com (i.e. email address and password … NO country names).

What’s great about this is educators can now retain a consistent identity throughout the Civic Mirror Community. Instead of being “Teacher of Country A” and then “Teacher of Country B,” educators will be themselves, making it easier to develop relationships with other CM Educators.

This is what the CM Login page for Instructors looks like.

Don’t worry, if you forgot your Action-Ed login information, you can always click the “Lost your password?” link at the bottom; it will take you to the webpage that allows you to reset it.

Step 3: Switching Countries

Once inside civicmirror.com instructors can toggle between countries using their “Settings” page. Instructors can also ‘retire’ countries they no longer use. This may help speed up the switching process.

Step4: Switching Countries Upon Logout

Another way you can switch countries is by simply clicking the “Logout” button. The logout pop-up box now has an option that will allow you to “Switch Countries,” taking you to your settings page.

This feature has been a long time coming. We hope it excites some of you as much as it excites us. If you have any questions about the new system or need help getting started, please contact us.

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COMMIT EARLY AND DIVE IN

The goal here is to pique your students’ interest right away. Also, if you plan on linking attitude and effort-based metrics to the game-start money and Hidden Agendas you will assign them with in the Citizen Profiles stage (e.g. punctuality, task completion, participation), then telling them on the first class usually gets students jazzed up right away … and often the ones you would least suspect.

Specifically, I would …

1. Introduce CM on the first day of classes, after you introduce the course content. Then, assign the first set of readings (that correspond to “Reading Check #1″ at the back of the Instructor’s Manual) for homework the next day. Tell your students they “can take as many hand-written/printed notes as they like to use for tomorrow’s open book reading check … you just want to ‘check’ that they’ve read it.”

2. Book your computer lab for the Practice Run on your 3rd class. Basically, in the first class you’ll introduce the curriculum and the Civic Mirror. In the second class you’ll conduct the reading check, mark it as a class, and move on to other course-beginning items of business. Then, at the end of the Class 2, assign the second set of readings (corresponding to “Reading Check #2″) for Class 3. In Class 3 you will start with Reading Check #2 and then, instead of marking it as a class, move straight into the Practice Run sequence of events (which are outlined in the Instructor’s Manual). Leave the group-marking of “Reading Check #2″ for Class 4.

Remember, because you’ve made the reading checks open book, anyone can succeed … making them “effort” tasks that you could link to the $$ assignments a few weeks down the road.

PLAN TO COMPLETE PRE-GAME EVENTS WITHIN 3 WEEKS

The pre-game events, where students build their nation, are lots of fun and could very easily be extended for quite some time. A few recommendations to keep the Civic Mirror enthusiasm alive and kicking:

3. Set a date for the Hex Auction early on and tell your students about this date. This will keep you focused and keep things moving.

4. Pre-select readings to run along side of the pre-game events and schedule reading checks. The whole point of doing this is to plan what chapters you want to link the Citizen Profile Hidden Agendas and money to so you can pick a “distribution date” in advance. Then, be sure to communicate the readings and the ‘distribution date’ to your students so they can gear up for it.

* Remember to tell your students that the open book reading checks (and any other attitude/effort metrics you decide to use) will be linked to these assignments.

Ultimately, this will force you to plan well, start the course at a good pace, and it will motivate your students to do well. I think you’ll be surprise by how much more your students will read when they know that their open book performance will be linked to their Citizen Profile assignments. I always love warning students (in an endearing manner of course) who don’t do their readings or continually arrive late, “You know, I don’t know how happy your Civic Mirror family is going to be when they see your game-starting bank account statement.” It’s amazing how motivating this is.

5. Have students “Create their National Identity” by the end of the 2nd week. This process takes two, 30-minute chunks of time that can be reserved at the end of two classes that week.

6. Consider skipping the “National Constitution” jigsaw activity if time is a real issue. This activity is GREAT in a civics or government class … but if time is an issue, then this would be event you could skip over then return to once the game is up and running.

7. Plan an “Elections Week” where you commit to completing i) the political party formation, ii) the campaign debates, and iii) the ballot-casting. One week is plenty of time to do this and, in order to reserve class time to cover content and connect how it relates to their developing CM Country, I often assign students to do their campaigning online in the discussion forums.

Hopefully these tips help you get the Civic Mirror off to a fun and quick start!

If you have any questions, please feel free to contact us!

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From Left to Right:

Amy Ross, M.Ed. (Action-Ed): Event host and facilitator.

Kelly Devenish, M.Ed. (The Woodlands School, Mississauga, ON): Author of the forthcoming “Rights and Responsibilities of Democratic Citizens” and “Financial Goal Setting and Entrepreneurship” learning modules.

Paul Chaffee, M.Ed. (Heritage Woods Secondary School, Port Moody, BC): Author of the forthcoming “Global Issues” learning module.

Cheryl Payne-Stevens, M.Ed. (The Woodlands School, Mississauga, ON): Author of the forthcoming “Power and the Political-Economic Spectrum” and “Canada’s Democratic History” learning modules.

Brenda Ball, M.Ed. (Crofton House, Vancouver, BC): Author of the “National Pursuits of Happiness” and “Justice and the Judicial Branches” learning modules.

Matt Anderson, M.Ed. (Community College of Allegheny County, Pittsburgh, PA): Author of the forthcoming “Market Forces: Supply, Demand, and Price” and “Government and the Economy” learning modules.

Lizanne Foster, M.Ed. (Queen Elizabeth Secondary, Surrey, BC): Author of the forthcoming “Viewing Your World (in Multiple Perspectives)” and “Managing Conflict, Effective Communication, and Community Building” learning modules.

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