This educational research was conducted to determine what affective and cognitive effects two different teaching methods have upon a group of 10th grade students learning about the Constitution of America. Both the experimental class, taught by the simulation-game method, and the control group, taught by the lecture discussion method, were instructed by the same teacher for a period of ten days. Pre- and post-experiment content examinations and attitude surveys were given to the two groups to determine comparative effects. Providing no statistical evidence to support the hypothesis that simulation-games enhance the ability of the student to acquire more factual and conceptual knowledge, this study does indicate that games can influence students' attitudes and values in a given direction. These findings also indicate a need for further investigation of such elements as measurement of retention, relevance, and transfer factors, and effects of the two teaching methods of different achievement levels. Appendices include a teaching guide of the game "Constitution Today," content and attitude tests, and a bibliography. Related documents are ED 048 176, ED 049 099, and ED 049 100. (Author/SJM)