By Tien-Shun Lee
Professors in Queens are developing an online civics course as part of an effort funded by the Verizon Foundation to increase civic participation, especially among minorities.
Curriculum for the course is being created by professors at St. John’s University and Queens College in conjunction with members of the New Immigrant Community Empowerment organization. It will include a game called “Maxiopolis,” where players mimic members of a city council.
“The intention is to make citizens aware of their rights and responsibilities, and to make politicians more responsible for their constituents,” said Alina Camacho-Gingerich, the chair of St. John’s University’s Committee on Latin American and Caribbean Studies, and the director of the civic education project.
The development of the online course is the second part of a three-phase project to empower citizens, especially minorities, by educating them on civics and the democratic process. During the first phase of the project, which started last spring, numerous meetings, forums and workshops were organized, where political candidates were asked to talk with constituents.
The online course, which is being funded with a $15,000 grant from Verizon, will be available to anyone with access to the World Wide Web. It is targeted to be finished in about a year.
“The curriculum will include how the national, state and local governments work, how a bill becomes a law, and how candidates are elected,” said Camacho-Gingerich. “There will be some self-evaluation built into the course, and opportunities for students to ask questions and make comments through e-mail or chat rooms.”
The city council simulation game, “Maxiopolis,” is being developed by Jack Zevin, a professor of education at Queens College, and his colleague Michael Krasner, a professor of political science.
During the game, players are given constituents to represent. Bills are then introduced, players debate the bills, and vote yes or no. Players win points by introducing bills and getting them passed.
Examples of bills that could be debated include proposals to build a power plant, a garbage dump or a stadium in the neighborhood.
An offline version of the game has been tested at several middle schools and high schools.
“The premise of the game is great,” said Daphne Kohavy, a teacher who tried out the game with her honors American history class at Cardozo High School in Bayside. “What ends up happening is the kids start fighting, venting … they get involved because they like activities where debate is involved, and it’s very interactive. Some come out of the game with a new-found interest.”
Kohavy said some kids in her class did not know that they had local assemblymen or councilmen, and did not want to learn about government because they felt that government was never going to do anything for them.
“I think games like this help them to understand politics is within their reach, that it’s something that is attainable,” Kohavy said.
Zevin hopes that the online version of the game will be as successful as the offline version.
“We really disapprove of thousands of lessons on how a bill becomes a law,” Zevin said. “With the simulation, they’re learning, but it’s just fun. They don’t even realize what’s happening to them.”
Camacho-Gingerich declined to comment on what the third phase of the civic education project would involve, because the grant for that phase has not yet been approved by Verizon.
Reach reporter Tien-Shun Lee by e-mail at Timesledger@aol.com, or call 229-0300, ext. 155.
