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Mission US is a great resource for teachers of all grade levels. The Mission US motto is ”SERIOUS HISTORY, SERIOUS GAMES.”
Recently, we noticed that Mission US has partnered with PBS Learning to create an interactive module to help teachers learn, prepare, understand and ultimately teach one of the many historical interactives.
To complete the module simply click on this link: Serious History, Serious Games: Using “Mission US” in the Classroom to Foster Historical Empathy. Once the module is completed, a teacher can print up a certification of completion and possibly use it for professional development.
Below are a few tips based on our experience completing the module.
- Highlighting & Annotating: Before starting, understand that there is an opportunity to highlight text and write comments about the text. This is a useful tool for teachers who believe in teaching annotating.
- MY WORK: The module will save work so you can go back to review and edit answers. It also allows you to complete part of the module and revisit it later to complete it.
- Go at Your Own Pace: Mission US is worth the time and effort to understand completely. It is a thorough presentation with important information. Allow the appropriate time to process the content and take the time to respond to the questions.
- Pick a First Mission: The most important question is where to start first? If you teach the American Revolution at the start of the school year, we recommend Crown or Colony. It was released in September 2010. We feel it is a great starting point, and what better way to learn about the Boston Massacre than to be walking the streets of Boston working as an apprentice in a print shop?
We have included the like to each page of the 25 page module. We recommend skimming below and then completing it on your own. Even as teachers who have used Mission US dozens of times, we felt the module was worth our time. It gave us a new perspective on why we teach it and better understanding of historical empathy
Introduction How can you use Mission US to foster historical empathy? (page 1)
This page introduces the content of the module and what a teacher can expect to learn about Mission US.
Why Teach and Learn History? (page 2)
Historian Ed Ayers shares his thoughts about teaching history.
Take Notes
Reflect on your purpose and experience as a history teacher.
- What in Ayers’ assessment do you agree with?
- What do you disagree with? What else do you think makes teaching history challenging?
- What successes and challenges have you experienced getting students to care and learn about history?
Making History Relevant – Historical Empathy (page 3)
Take Notes
- What do you know about historical empathy? Write down your definition of historical empathy in the space provided, and name any historical thinking skills you think are related.
You can save the answer and also EDIT a response, which is a nice option.
What is historical empathy? (page 4)
Read the following passage for an explanation of historical empathy. As you read, highlight words and phrases that you think are key to defining historical empathy, whether you included them in your initial definition or not.
For this passage, a teacher can highlight information and add a comment. The comment appears when you scroll over it.
Take Notes
- Click on MY WORK above to see what you wrote earlier when asked to define historical empathy on Page 3. What would you add or change based on what you have learned? Write your ideas here.
Video: (3:48) The brief video explains the philosophy and content of Mission US. It also mentions that over 3 million students and 100,000 teachers have used this amazing resource. Students are interviewed about their experiences with the game and what they enjoyed about it. One student mentions how she was able to relate to the individuals in the game. The video shares student learning success playing this game, which “highlights the role of ordinary people in our nation’s history… And includes the voices of those who are often ignored or marginalized by traditional accounts.” The content is created by a dedicated team from a variety of backgrounds. They are proud of the accessibility and ease of use. The games and resources are available for free.
“Mission US truly allows students to become a part of history. For a teacher, you can’t hope for anything better than that.” Teacher
The Mission US interactive experiences and classroom guides are designed with the following 4 ideas in mind:
- History should include the experiences and voices of all of the people in our diverse, democratic society.
- History is about understanding the clash of multiple perspectives.
- History is a disciplinary activity.
- History is alive.
Take Notes:
- What evidence did you see in the video of Mission US’s ability to help students develop historical empathy?
- What questions do you have about the missions and educational materials so far?
The video is clear. It shows the effort, energy, and commitment to providing a great experience for the students. It also shares feedback from students and educators. It is a great resource for all teachers to try.
Overview of Missions, Part 1 (Page 6)
FOR CROWN OR COLONY? (0:30)
Learn More: Players become Nat Wheeler, a 14-year-old apprentice in Boston in 1770. When fighting starts, they must decide what to do. They encounter both Patriots and Loyalists, and when rising tensions result in the Boston Massacre, they must choose where their loyalties lie.
A CHEYENNE ODYSSEY (0:30)
Learn More: Players become Little Fox, a Northern Cheyenne boy whose life is changed in 1866 by the encroachment of white settlers, railroads, and U.S. military expeditions. As buffalo diminish and the U.S. expands westward, players experience the Cheyenne’s persistence through conflict and national transformation.
CITY OF IMMIGRANTS (0:30)
Learn More: Players navigate New York’s Lower East Side in 1907 as Lena Brodsky, a young Jewish immigrant from Russia. Trying to save money to bring her parents to America, she works long hours in a factory for little money and gets caught up in the growing labor movement.
Overview of Missions, Part 2 (page 7)
UP FROM THE DUST (0:30)
Learn More: Players take on the roles of twins Frank and Ginny Dunn, whose family wheat farm is devastated by the Great Depression and Dust Bowl. As they experience the hardships of the 1930s, players learn about Americans’ strategies for survival – as individuals, communities, and a nation.
PRISONER IN MY HOMELAND (0:30)
Learn More: Players follow the experiences of teenager Henry Tanaka, whose family is forced to leave their home on Bainbridge Island, Washington, for a prison camp in Manzanar, California, in 1941. Players grapple with the choices and challenges faced by more than 120,000 Japanese Americans as they coped with their unjust incarceration during World War II.
NO TURNING BACK (0:30)
Learn More: Players become 16-year-old Verna Baker, born and raised in the Mississippi Delta. As she moves to the city of Greenwood to start high school in 1960, a movement for civil rights is gaining momentum. Players must decide to what extent they will take part in the struggle for freedom and equality.
Mission US and Historical Empathy (page 8)
Video (5:49) Mission US “Prisoner in My Homeland” This talks about how students can view history through the eyes of peers from the past. It is valuable for historical empathy that the characters are the approximate age of many high school students. The characters in the game face similar choices to some of the students. Students experience daily life in the camp in Manzanar. There are also actual historical figures in the game. Students will interact with primary sources, collect smartwords, and earn badges. The main dilemma comes in part 3 when the character has to answer two challenging questions. The epilogue recounts the events that followed in the years after. There is a comprehensive teacher guide that was developed with an impressive team of educators and community members.
Take Notes
- What do you notice in the video about how “Prisoner in My Homeland” helps foster historical empathy and the other historical thinking skills discussed on this page?
- What stands out to you about the Mission US design and development process?
High school students are faced with many of the choices Henry has. This might make for a stronger connection to the character. Mission US provides so many great resources for teachers.
Mission US and Student Engagement (page 9)
Jen A., a veteran Mission US teacher who has used it in both middle and high school classrooms, can give us a glimpse. Read her reflection about the impact of Mission US on her students below. As you read, highlight words, phrases, or sentences that describe something that you would value in your classroom.
There is a reflection of the teacher’s experience using Mission US.
Take Notes
- Choose a word, phrase, or sentence that you highlighted in Jen’s teacher reflection above. Take a moment to describe it below and explain why you chose it as something you value in your classroom.
I love it when students share experiences and can work together. Being able to defend choices and hear other perspectives is great!
Mission US in Students’ Words (page 10)
Video (4:03) This video traces the impact of another Mission US interactive experience, “City of Immigrants,” from concept to classroom and lets you hear from another teacher and his students themselves about its impact.
Take Notes
- What opportunities and challenges do you see in using narrative interactive experiences such as Mission US?
- What impact do you think it will have on your students?
Mission US can allow students to make connections. I like how one student, with an accent, comments on how she likes that the character has an accent. The student points out that when people hear an accent, they become aware that the individual with an accent was not born in America and may be treated differently. I think many students will have a positive experience with these games.
“Before we look at the educator materials that accompany Mission US, this is a good time to review what you have learned so far.
To see your saved or submitted work again, click MY WORK at the top of the page. We also recommend you take some time now to go to the Mission US website. There, you can learn more about each interactive experience and even try playing a mission. (You will need to create a free account in order to play.)
Take Notes
- Explore the missions on the Mission US website, and then find at least 3 opportunities (total) to deepen or extend your existing course or curriculum. Describe those opportunities in the appropriate boxes below (leaving the other boxes blank).
Mission US Classroom Guides (page 12)
Mission US Classroom Guides Each Mission US interactive experience is accompanied by a Classroom Guide. The guides offer an extensive set of resources to support using the missions in your class. The classroom guide activities fall into four categories:
- Decision Trackers (note-taking)
- Mission Reflections (discussion questions)
- Document Analysis Activities
- Document-based Writing Activities
Take Notes
- Review the available materials and activities in the Classroom Guide for a Mission US interactive experience you are interested in integrating into your class. We recommend you start with the Curriculum Overview chart in the “Teach This Section” of each guide.
- Identify the mission most strongly aligned to your educational objectives and curriculum.
- Write down a preliminary list of the activities you and your students will complete during your use of Mission US.
- Next, identify which of the Essential Questions and Historical Thinking Skills (listed in the Curriculum Overview) would be central to your teaching with the mission.
Preparing to Use Mission US (page 13)
How do you get started? Consider the following suggestions to help you prepare to launch Mission US with your students:
These suggestions come from Lily Exantus, M. Ed., a veteran Mission US teacher and advisor.
- Set specific goals for using Mission US.
- Consider where and when your students will be able to play the mission.
- Play the mission and reflect on the experience before sharing it with your students.
- Consider the political climate of your school and the community it serves.
- Cultivate a supportive classroom environment for class discussion.
- Seek opportunities to support and extend students’ learning.
Set Specific Goals for Using Mission US (page 14)
Take Notes
- What are your goals for using Mission US?
- What is most appealing to you about approaching history in your class through an interactive, narrative experience?
- How will Mission US support the instructional goals you have set for yourself and your class?
- What do you hope students will get out of the experience?
Consider Where and When Students Play (page 15)
Take Notes
- Answer the questions below about location and time in your context:
- Consider the technology available at your school and to your students in their homes. Considering accessibility and equity, what location(s) are best to ask your students to play Mission US?
- Which model of implementation (high integration, medium integration, or low integration) is most aligned to your goals and feasible in your context?
Play the Mission and Prepare for Student Responses (page 16)
Take Notes
- Which of the three bulleted considerations is most significant to you as you prepare to use Mission US in your classroom? What other considerations are on your mind?
Consider the Political Climate of Your School and Community (page 17)
Many teachers take a proactive approach to addressing concerns that might arise from students, parents, school administrators, or the larger community. The steps they take before introducing Mission US to their students may include:
- Informing relevant school administrators of their plans to use Mission US, and providing them with information about the mission’s content.
- Sending a letter home to families introducing the interactive experience, explaining their goals for using it in class, and giving families the option to opt out.
- Consider adapting the model letter template provided here.
Take Notes
- What responses to Mission US might arise from students, parents, school administrators, and the larger community where you teach?
- What steps will you take before introducing the mission in class to address concerns that might arise? How might you respond to concerns that are raised after students have begun to play the mission?
The Classroom Environment and Class Discussion (page 18)
Video (2:22) 5 Things to Know Before You Play the Game
- Mission US is a role-playing game.
- There are no right or wrong answers.
- Your choices impact your character’s fate.
- You will encounter difficult aspects of US history.
- There is never just one story.
Take Notes
- How can you provide sufficient time in class for students to discuss and process their experiences with Mission US together?
- How have you cultivated an environment in your class that is inclusive, respectful, and reflective?
- Where can you go for training, resources, and support in building and nurturing a respectful classroom community that is able to discuss challenging topics together?
Supporting and Extending Learning (page 19)
Take Notes
- What resources and organizations in your community can you reach out to for support and to extend your students’ learning from Mission US? Brainstorm a list here.
Click on MY WORK above to review your notes and reflections from throughout this module. The following questions can help you build on the thinking you have already done and begin to create a concrete implementation plan.
- Which mission do you think is the best candidate to try first with your students? Why?
- Which unit in your curriculum does it fit into? When in the school year do you teach that unit?
- How do the themes and skills developed in the interactive experiences and classroom guides (i.e., primary source analysis, civic engagement, historical thinking) support the dominant themes and skills of your social studies instruction?
- What content and skills do you think your students will need to learn and practice before beginning the mission?
- How much class time do you usually dedicate to the events and concepts presented in the mission?
- Make a rough estimate of how much classroom time you’d like to dedicate to this mission.
- Based on your answers to the previous questions, do you think that incorporating the interactive experience will require you to modify or extend your unit? Explain why or why not.
Take Notes
- Use the space below to respond to the questions above and begin to outline a plan for implementing one or more Mission US interactive experiences in your classroom.
These quiz questions are a great check-in. Read the answers closely and carefully.
Wrap Up and Next Steps (page 22)
Write a final “Connect-Extend-Challenge” reflection to summarize what you are taking away from this module:
- How does Mission US connect with what I already value and practice in teaching history?
- How can Mission US help me extend or deepen my practice in teaching history?
- What challenges will I face as I integrate Mission US and the approach it offers to teaching U.S. history into my classroom, and how will I address them?
Final Reflection and Feedback (page 23)
Serious History, Serious Games: Using MUS in the Classroom to Foster Historical Empathy
Please provide feedback on the Mission US professional development module by answering the four questions below. Email us at missionus@thirteen.org with any additional feedback you would like to share. When you complete the survey be sure to return to the module to download your certificate of completion.
Additional Thoughts
I have been using Mission US for many years. I love that you are connected with PBS learning. This was a fantastic module. It gives a great understanding of how to prepare to use Mission US in the classroom.
If you are completing this interactive lesson as part of a PBS LearningMedia assignment, tap Hand in My Work. Otherwise, tap Print My Work to print or save the file as a PDF