Are you over 18 and want to see adult content?
More Annotations
A complete backup of careinternational.org.uk
Are you over 18 and want to see adult content?
A complete backup of madamemadeline.com
Are you over 18 and want to see adult content?
A complete backup of yellowdolphins.com
Are you over 18 and want to see adult content?
A complete backup of tochka-market-deutsch.com
Are you over 18 and want to see adult content?
A complete backup of colorprintingsystem.com
Are you over 18 and want to see adult content?
A complete backup of rachelkramerbussel.com
Are you over 18 and want to see adult content?
A complete backup of mercatinodellukulele.it
Are you over 18 and want to see adult content?
A complete backup of schoolofgreatness.africa
Are you over 18 and want to see adult content?
Favourite Annotations
Chiropraktik Praxis in Bonn | American Chiro Care
Are you over 18 and want to see adult content?
Email Cloud Services for Security & Archiving | Mimecast
Are you over 18 and want to see adult content?
Geronimo Stilton World | Official Website
Are you over 18 and want to see adult content?
Inkoop goud & zilver, transparante werkwijze: inkoopprijzen op website!
Are you over 18 and want to see adult content?
A complete backup of bellyburstinbabe.tumblr.com
Are you over 18 and want to see adult content?
Text
PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In ABOUT MISSION 4: "CITY OF IMMIGRANTS" City of Immigrants. Estimated time: 1-1.5 hours. In “City of Immigrants,” players navigate New York’s Lower East Side as Lena, 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. Watch trailer. PRISONER IN MY HOMELAND The year is 1941. You are 16-year-old Henry Tanaka. When the government forces you and 120,000 other innocent Japanese Americans into camps, how will you react? TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the MUS4 ACTIVITES PART4 VOCABULARY FINAL TEACHER’S GUIDE Vocabulary Activity Part 4: Factory Girls MISSION 4: “City of Immigrants” A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In ABOUT MISSION 4: "CITY OF IMMIGRANTS" City of Immigrants. Estimated time: 1-1.5 hours. In “City of Immigrants,” players navigate New York’s Lower East Side as Lena, 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. Watch trailer. PRISONER IN MY HOMELAND The year is 1941. You are 16-year-old Henry Tanaka. When the government forces you and 120,000 other innocent Japanese Americans into camps, how will you react? TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the MUS4 ACTIVITES PART4 VOCABULARY FINAL TEACHER’S GUIDE Vocabulary Activity Part 4: Factory Girls MISSION 4: “City of Immigrants” A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with OUR GOALS & ABOUT THE MISSIONS The goals of Mission US are to help middle and high school students: Learn how Americans struggled to realize the ideals of freedom, democracy, and equality. Understand the role of ordinary men and women, including young people, in history. Develop historical empathy. Build understanding and critical perception to think like anhistorian.
CITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Little Fox. Little Fox is a member of the Northern Cheyenne, one of several Indian tribes who lived in the northern Great Plains. He was born in the Powder River Valley (present-day Montana) and lives with his mother, sister, and uncle as part of a band with about 100 fellowCheyenne.
EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 throughFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke.UP FROM THE DUST
Frank Dunn. Frank (Ginny’s twin brother) is thirteen when “Up from the Dust” begins. He lives with his family on a wheat farm in the Texas Panhandle a few miles outside of Dalhart. He goes to school, helps take care of the beef and milk cows on the farm, and enjoys reading adventure stories in his spare time. PRISONER IN MY HOMELAND Funding for Mission US is provided by the Corporation for Public Broadcasting. Additional funding is provided by the National Endowment for the Humanities; U.S. Department of Education Institute of Education Sciences; U.S. Department of the Interior, National Park Service, Japanese American Confinement Sites Grant Program; The Page & Otto Marx, Jr. Foundation; Atran Foundation; Estate of TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
MISSION 1: “FOR CROWN OR COLONY?” PART 3: MARCH OF THE MISSION 1: “For Crown or Colony?” Part 3: March of the Apprentices (February 23- 26, 1770) Vocabulary Activity A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with terms and definitions your students may have MUS4 AT A GLANCE FINAL was intimidating, but not overly difficult. New York City at the turn-of-the-century was a large and modern urban center with elevatedrailroads,
HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In ABOUT MISSION 4: "CITY OF IMMIGRANTS" City of Immigrants. Estimated time: 1-1.5 hours. In “City of Immigrants,” players navigate New York’s Lower East Side as Lena, 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. Watch trailer. PRISONER IN MY HOMELAND The year is 1941. You are 16-year-old Henry Tanaka. When the government forces you and 120,000 other innocent Japanese Americans into camps, how will you react? TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the MUS4 ACTIVITES PART4 VOCABULARY FINAL TEACHER’S GUIDE Vocabulary Activity Part 4: Factory Girls MISSION 4: “City of Immigrants” A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In ABOUT MISSION 4: "CITY OF IMMIGRANTS" City of Immigrants. Estimated time: 1-1.5 hours. In “City of Immigrants,” players navigate New York’s Lower East Side as Lena, 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. Watch trailer. PRISONER IN MY HOMELAND The year is 1941. You are 16-year-old Henry Tanaka. When the government forces you and 120,000 other innocent Japanese Americans into camps, how will you react? TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the MUS4 ACTIVITES PART4 VOCABULARY FINAL TEACHER’S GUIDE Vocabulary Activity Part 4: Factory Girls MISSION 4: “City of Immigrants” A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with OUR GOALS & ABOUT THE MISSIONS The goals of Mission US are to help middle and high school students: Learn how Americans struggled to realize the ideals of freedom, democracy, and equality. Understand the role of ordinary men and women, including young people, in history. Develop historical empathy. Build understanding and critical perception to think like anhistorian.
CITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Little Fox. Little Fox is a member of the Northern Cheyenne, one of several Indian tribes who lived in the northern Great Plains. He was born in the Powder River Valley (present-day Montana) and lives with his mother, sister, and uncle as part of a band with about 100 fellowCheyenne.
EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 throughFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke.UP FROM THE DUST
Frank Dunn. Frank (Ginny’s twin brother) is thirteen when “Up from the Dust” begins. He lives with his family on a wheat farm in the Texas Panhandle a few miles outside of Dalhart. He goes to school, helps take care of the beef and milk cows on the farm, and enjoys reading adventure stories in his spare time. PRISONER IN MY HOMELAND Funding for Mission US is provided by the Corporation for Public Broadcasting. Additional funding is provided by the National Endowment for the Humanities; U.S. Department of Education Institute of Education Sciences; U.S. Department of the Interior, National Park Service, Japanese American Confinement Sites Grant Program; The Page & Otto Marx, Jr. Foundation; Atran Foundation; Estate of TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
MISSION 1: “FOR CROWN OR COLONY?” PART 3: MARCH OF THE MISSION 1: “For Crown or Colony?” Part 3: March of the Apprentices (February 23- 26, 1770) Vocabulary Activity A NOTE TO THE EDUCATOR: On the following pages, you will find “flashcards” with terms and definitions your students may have MUS4 AT A GLANCE FINAL was intimidating, but not overly difficult. New York City at the turn-of-the-century was a large and modern urban center with elevatedrailroads,
HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. InFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke. PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the ASSETS.MISSION-US.ORGWEB VIEW The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might alsovary.
HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toPART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. InFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke. PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
TEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. MISSION 3 PART 1 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions – Answer Key Part 1: Seeing Shadows MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the ASSETS.MISSION-US.ORGWEB VIEW The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might alsovary.
A CHEYENNE ODYSSEY
Little Fox. Little Fox is a member of the Northern Cheyenne, one of several Indian tribes who lived in the northern Great Plains. He was born in the Powder River Valley (present-day Montana) and lives with his mother, sister, and uncle as part of a band with about 100 fellowCheyenne.
FLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke.CITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 throughUP FROM THE DUST
Frank Dunn. Frank (Ginny’s twin brother) is thirteen when “Up from the Dust” begins. He lives with his family on a wheat farm in the Texas Panhandle a few miles outside of Dalhart. He goes to school, helps take care of the beef and milk cows on the farm, and enjoys reading adventure stories in his spare time. PART 2 VOCABULARY ACTIVITY Part 1 Review Questions. Part 2. Document-Based Activity: Translating a Newspaper Account of Christopher Seider’s Murder. Part 2 Review Questions. Part 2 Vocabulary Activity. Part 2 Writing Prompts. Part 3. Document-Based Activity: Making Death Larger than Life – “On the death of Mr Snider Murder’d by Richardson” by Phillis Wheatley PART 2 REVIEW QUESTIONS ANSWER KEY Part 2 Review Questions Answer Key. Part 3: Riding the Rails. Part 3 Document-Based Activity. Part 3 Vocabulary Activity. Part 3 Writing Prompts. Part 3 Review Questions. Part 3 Review Questions Answer Key. Part 4: A New Deal for Some. Part 4 Document-Based Activity. PRISONER IN MY HOMELAND The year is 1941. You are 16-year-old Henry Tanaka. When the government forces you and 120,000 other innocent Japanese Americans into camps, how will you react? MISSION 3 PART 4 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions Answer Key Part 4: Broken Words MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and the ASSETS.MISSION-US.ORGWEB VIEW The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might alsovary.
HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toCITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Black Moon. Black Moon is a Southern Cheyenne warrior whose family travelled with Chief Black Kettle's band. Even though Black Kettle had pledged peace with the whites, US soldiers attacked his settlement at Sand Creek in 1864 and killed over 100 Cheyenne. Black Moon escaped, but his entire family was killed.PART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
MISSION 3 PART 4 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions Answer Key Part 4: Broken Words MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and theTEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toCITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Black Moon. Black Moon is a Southern Cheyenne warrior whose family travelled with Chief Black Kettle's band. Even though Black Kettle had pledged peace with the whites, US soldiers attacked his settlement at Sand Creek in 1864 and killed over 100 Cheyenne. Black Moon escaped, but his entire family was killed.PART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
MISSION 3 PART 4 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions Answer Key Part 4: Broken Words MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and theTEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language.A CHEYENNE ODYSSEY
Little Fox. Little Fox is a member of the Northern Cheyenne, one of several Indian tribes who lived in the northern Great Plains. He was born in the Powder River Valley (present-day Montana) and lives with his mother, sister, and uncle as part of a band with about 100 fellowCheyenne.
EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 throughFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke.UP FROM THE DUST
Frank Dunn. Frank (Ginny’s twin brother) is thirteen when “Up from the Dust” begins. He lives with his family on a wheat farm in the Texas Panhandle a few miles outside of Dalhart. He goes to school, helps take care of the beef and milk cows on the farm, and enjoys reading adventure stories in his spare time. AVERAGE WHEAT PRICES, 1909-1940 Estimated time: 2-2.5 hours. In “Up from the Dust,” 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.Watch
TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
MISSION 3 PART 2 WRITING PROMPTS FINAL TEACHER’S GUIDE Writing Prompts Part 2: Friend or Foe? MISSION 3: “A Cheyenne Odyssey” 6. Mother Knows Best.At Fort Hat, it is very important that Little Fox acquire a new kettle for ESSENTIAL QUESTIONS FINAL TEACHER’S GUIDE Essential Questions MISSION 2: “Flight to Freedom” Mission 2: “Flight to Freedom” is designed to help students think about the following questions, among others. Keep them in mind as your students play the game.TEACHER’S GUIDE
TEACHER’S GUIDE Document Based Activity Part 2: Friend or Foe? MISSION 3: “A Cheyenne Odyssey” 4 Source 3: Backrest Backrests, made from willow shoots and buffalo sinew, were a ASSETS.MISSION-US.ORGWEB VIEW The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might alsovary.
HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toCITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Black Moon. Black Moon is a Southern Cheyenne warrior whose family travelled with Chief Black Kettle's band. Even though Black Kettle had pledged peace with the whites, US soldiers attacked his settlement at Sand Creek in 1864 and killed over 100 Cheyenne. Black Moon escaped, but his entire family was killed.PART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
MISSION 3 PART 4 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions Answer Key Part 4: Broken Words MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and theTEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language. HOME - MISSIONUSMISSION 1ABOUTTEACH Developed for use by middle school students in the classroom and beyond, Mission US is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from Mission US.PLAY - MISSIONUS
Watch Trailer. Start Mission. It’s 1770. You’re Nat Wheeler, a 14-year-old apprentice in Boston. When fighting starts, what will you do? YouTube. MissionUS. 227 subscribers. Subscribe. FOR CROWN OR COLONY? The wife of Benjamin Edes, Martha is interested in matters beyond her small household. As a member of the Daughters of Liberty, she take a leadership role in organized consumer boycotts. She expects Nat to support the patriot cause, and be an eager contributor toCITY OF IMMIGRANTS
A young Russian immigrant trying to make his way in New York by helping Jewish gang members collect debts. He enjoys dancing to American popular music and hopes to take Lena to the dancehall. James Poole. A young reporter for one of New York City’s “muckracking”newspapers.
A CHEYENNE ODYSSEY
Black Moon. Black Moon is a Southern Cheyenne warrior whose family travelled with Chief Black Kettle's band. Even though Black Kettle had pledged peace with the whites, US soldiers attacked his settlement at Sand Creek in 1864 and killed over 100 Cheyenne. Black Moon escaped, but his entire family was killed.PART 2 - MISSIONUS
Flight to Freedom. Estimated time: 1.5-2 hours. In “Flight to Freedom,” players take on the role of Lucy, a 14-year-old girls enslaved in Kentucky who escapes to Ohio. As Lucy joins a community of abolitionists, players discover that life in the “free” North is dangerous and difficult. In EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 PART 5 REVIEW QUESTIONS ANSWER KEY Part 5 Primary Sources. “30,000 Waist Makers Declare Big Strike” Article Excerpt. Rules for Pickets. Striking Garment Workers Holding “The Call” Photo. “Incident in the Shirtwaist Strike”. “Women in a Labor War” article. “Record of Police Persecution inthe Waist
MISSION 3 PART 4 REVIEW QUESTIONS ANSWER KEY FINAL TEACHER’S GUIDE Review Questions Answer Key Part 4: Broken Words MISSION 3: “A Cheyenne Odyssey” A NOTE TO THE EDUCATOR: The purpose of these questions is to check the students’ understanding of the action of the game and theTEACHER’S GUIDE
TEACHER’S GUIDE Review Questions Part 5: Uprising of the 20,000 MISSION 4: “City of Immigrants” 3 4) What were two rules the picketers had to follow? Don’t walk in groups of more than two or three.Don’t call anyone a scab or use abusive language.A CHEYENNE ODYSSEY
Little Fox. Little Fox is a member of the Northern Cheyenne, one of several Indian tribes who lived in the northern Great Plains. He was born in the Powder River Valley (present-day Montana) and lives with his mother, sister, and uncle as part of a band with about 100 fellowCheyenne.
EYEWITNESS ACCOUNTS OF THE SAND CREEK MASSACRE A Cheyenne Odyssey. Estimated Time: 1.5-2 hours. In “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed 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 throughFLIGHT TO FREEDOM
Henry. Henry is a nineteen-year-old field hand on Master King’s plantation. Henry is a good friend of Lucy’s family. In addition to his duties in the fields, Henry is also responsible for tending the smokehouse – cutting wood and maintaining the fire whenever hogs have been butchered and are ready to smoke.UP FROM THE DUST
Frank Dunn. Frank (Ginny’s twin brother) is thirteen when “Up from the Dust” begins. He lives with his family on a wheat farm in the Texas Panhandle a few miles outside of Dalhart. He goes to school, helps take care of the beef and milk cows on the farm, and enjoys reading adventure stories in his spare time. AVERAGE WHEAT PRICES, 1909-1940 Estimated time: 2-2.5 hours. In “Up from the Dust,” 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.Watch
TEACHER’S GUIDE: MISSION 1: “FOR CROWN OR COLONY?” AT A GLANCE Buy 4 items for Mrs. Edes’ spinning bee. (But don’t buy anything imported!) At midnight, spy on a secret Sons of Liberty meeting or tryto
MISSION 3 PART 2 WRITING PROMPTS FINAL TEACHER’S GUIDE Writing Prompts Part 2: Friend or Foe? MISSION 3: “A Cheyenne Odyssey” 6. Mother Knows Best.At Fort Hat, it is very important that Little Fox acquire a new kettle for ESSENTIAL QUESTIONS FINAL TEACHER’S GUIDE Essential Questions MISSION 2: “Flight to Freedom” Mission 2: “Flight to Freedom” is designed to help students think about the following questions, among others. Keep them in mind as your students play the game.TEACHER’S GUIDE
TEACHER’S GUIDE Document Based Activity Part 2: Friend or Foe? MISSION 3: “A Cheyenne Odyssey” 4 Source 3: Backrest Backrests, made from willow shoots and buffalo sinew, were a ASSETS.MISSION-US.ORGWEB VIEW The purpose of these questions is to check the students’ understanding of the action of the game and the history embedded in that action. Since the outcome of gameplay can vary depending on the choices the student makes, the answers to the questions might alsovary.
A public media project* Create Account
* Log In
CREATE AN ACCOUNT
All fields are required CHOOSE A USERNAME AND A PASSWORD.Add a username
Enter your password
Confirm and re-enter your password IN CASE YOU FORGET, CHOOSE A REMINDER QUESTION. Select a reminder question: What is your pet's name?Where were you born?What was your kindergarten teacher's name?What is your favorite animal?What's your favorite school subject?What's your favorite TV show? __Your answer
TELL US A LITTLE ABOUT YOURSELF.City
State:
Outside
USAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrictOf
ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest VirginiaWisconsinWyoming __I am a
Student
Teacher
Other
Grade level
K-45-89-12College/UniversityOther __ Your school (optional) Your email (optional) Enter your email address if you would like to receive occasional updates about Mission US. How did you hear about Mission US? (optional)Clear form
Submit
LOG IN TO MISSION USEnter your username
Enter your password
Forgot your password? | Not yet registered?Go
RESET YOUR PASSWORD
1. Enter your username 2. Select your reminder question: What is your pet's name?Where were you born?What was your kindergarten teacher's name?What is your favorite animal?What's your favorite school subject?What's your favorite TV show? __Enter your answer
Enter your new password Re-enter your new passwordNext Go
* Play
* Teach
* About
*
*
* Play
* Teach
* About
WELCOME TO MISSION US SERIOUS HISTORY, SERIOUS GAMES WEBINAR RECORDING AVAILABLE: CONNECTING ASIAN AMERICAN HISTORY ANDANTI-ASIAN RACISM
View the recording of this recent webinar, which included _Mission US_ and other public media resources to support teaching about anti-Asian racism in the context of Asian American history. A NOTE TO PARENTS AND TEACHERS _Mission US_ is committed to teaching complex topics in American history. We recommend that educators and parents/caregivers preview game content to ensure it is appropriate for your students/children. A NOTE TO PARENTS AND TEACHERS Developed for use by middle school students in the classroom and beyond, _Mission US_ is a deeply-researched, award-winning educational media project with proven positive impact on history learning. _Mission US _is part of an expanding body of “serious games” that immerse users in historical and contemporary problems in ways that encourage perspective-taking, discussion, and weighing of multiplekinds of evidence.
The missions are not simulations, nor truly games in the sense that there is no “winning” or “losing,” nor do users get a score or grade. The games are sophisticated interactive narratives grounded in historical scholarship, developed in collaboration with community stakeholders and scholars who are experts in the historical periods that are depicted. We also conduct formative testing with diverse students, and involve educators who help ensure that the material is developmentally and academically appropriate for children in the target age group, grades 5-8. In addition to serving a growing base of more than three million users in all fifty states, _Mission US_ has garnered praise from educators, parents, students, and critics, and received endorsements from Common Sense Media, the Parents’ Choice Award, the Japan Prize for Educational Media, the International Serious Play Awards, and the Games for Change Award for “Most SignificantImpact.” Research
has shown that the series increases students’ history knowledge and skills, and is especially effective for reaching struggling learners who have difficulty learning from a textbook. Before integrating a mission into the curriculum, we strongly encourage parents and educators to preview the entirety of that mission themselves, and make certain it is appropriate for their children/students and community. In the TEACH section of this website, we have provided a vast array of background information, activities, discussion starters, primary source documents, suggestions for further reading and research, and other resources to assist in contextualizing missions for students and helping them to understand the difficult choices and circumstances faced by Americans of different backgrounds. To learn more about _Mission US _and our development process, visit the ABOUT section of this website and, as always, please feel free to reach out to the _Mission US _team at missionus@thirteen.org.PLAY MISSION US
1770 THE AMERICAN REVOLUTION FOR CROWN OR COLONY? Watch Trailer Start Mission 1848 THE ANTEBELLUM ERAFLIGHT TO FREEDOM
Watch Trailer Start Mission 1866 WESTWARD EXPANSIONA CHEYENNE ODYSSEY
Watch Trailer Start Mission 1907 THE IMMIGRANT EXPERIENCECITY OF IMMIGRANTS
Watch Trailer Start Mission 1929 THE GREAT DEPRESSIONUP FROM THE DUST
Watch Trailer Start Mission1941 WORLD WAR II
PRISONER IN MY HOMELAND Watch Trailer Start MissionTEACH MISSION US
Mission US includes extensive teaching materials for each mission. The educator guides feature:MISSION PREVIEW
Link to preview or play the Mission. CLASSROOM ACTIVITIES Document-based activities, vocabulary builders, writing prompts, review questions, and more. OVERVIEW INFORMATION Essential questions, gameplay guides, standards alignments, and more.CLASSROOM VIDEOS
Professional development videos showing educators using the missions with their students. HISTORICAL BACKGROUND Information on characters, events, and other historical content inthe games.
PRIMARY SOURCES & RESOURCES Primary sources and suggestions for further reading, viewing, andresearch.
Learn More
WHAT PEOPLE ARE SAYING ABOUT MISSION US “I have really enjoyed using these activities with my students… We did each part, discussed it, and I used several of the resource work-sheets to check for comprehension. This is also a great way to teach perspective. Each student shared what they did, the decisions they made, and their fate and perspective… ALL students, regardless of their academic level, were totally engaged throughout the entire time we used this activity. I hope you will do another in the upcomingyears.”
DEBBIE B. MILLER, 5TH GRADE SOCIAL STUDIES TEACHER, SOMERSET, KY “Just wanted to say thank you for putting together this wonderful website and having it free of charge too! My son (11yrs old) is homeschooled and he has been enjoying the missions all day today. The only problem I have with it is that I can’t get him to stop for other subjects!!! Design and mechanics of the missions are so well done and the educational subject matter is presented in an interesting and engaging way. Love it! Keep up the great work and thank youagain.”
ELAINE, HOMESCHOOLING PARENT “I simply wanted to write and thank you for creating such a truly wonderful and immersing mission about the American Revolution. My 8th graders absolutely loved playing today, and at least one went straight home and finished the whole mission. My last period class was so completely absorbed in the mission that I think I could have left and they wouldn’t have noticed for a good half hour… It shows many different perspectives regarding the tensions and eventual conflict, and kids don’t even realize how much they’re learning. Kudos toyou all!”
DOUG GRIFFITH , TEACHER, STATESVILLE, NC “I’ve been playing mission-us since I was in 8th grade and right now I’m currently a junior. I really enjoy all four missions because it helps you get a feel of the historical era people in the past had dealt with. I also like how we get to choose certain paths for the characters. I really hope this program continues to make different missions because I enjoy all of them.”AUSTIN, STUDENT
“Games can truly place students in the past / build an emotional connection to the past as well as going to a location. My students constantly bring up what happened to their characters in the @Mission_US games! … I embed the parts throughout my units, which gives kids a concrete basis for more abstract ideas. Their teachers’ guides are amazing, too.” MICHELLE MOSES, TEACHER “I just wanted to send a thank you for creating this game! My students cheer when they hear we are heading to the computer lab to play. This is the best interactive way for the students to really see what life was like in these time periods, and how their decisions affect the history and the lives of these characters. These games are terrific and I would love to see more available.” TICEY CHRISTENSON , TEACHER “I will never forget when I found this website in 5th grade. I am now in 8th grade and about to go into high school. Thank you for being with me all the way.”ROY, STUDENT
“My students LOVE these simulations and Mission US exposes them to history in a completely different way from reading and traditional research. They are placed in situations where they can truly consider many of the factors that have impacted the history of our country. There is quality information and we all love the use of primary documents throughout the missions. I also have many students whose reading levels are far below grade level yet can access these materials with the aid of the audio voice overs and working with partners on something they are enjoying. Thank you for the activity guides which save me so much time in figuring out how to accomplish this task. I love that you provide editable documents that I can customize for my unique groups! I cannot thank you enough. I hope you continue to develop amazing resources like these that are free to ourstudents.”
TOPEZ PATTERSON , K-5 TECHNOLOGY TEACHER, P.S. 123Q, NEW YORK CITY “You’ve managed to do something wonderful with interactions that books, movies, and story-telling can’t always offer, and what’s more you’ve made it available to everyone by providing it in a browser and making it free… I can’t wait to see more productions and would happily volunteer for and support Mission US.” REBEKAH MCFARLAND, TEACHER “I just had to write to say that this is a truly remarkable game and a wonderful way to learn about such a rich time in our country’s history. I hope you make many more of these covering other historical time periods. Kudos to all involved in bringing this to our children. I grew up learning history the old fashioned way – textbooks! This game makes it all come alive in an interesting way that doesn’t speak down to the children. Really appropriate for all ages. Completely well done in all regards.” MICHELE PULLMAN , TEACHER “I love it. — Okay. I was forced to play this for class and we had to answer questions about the decisions we made and it’s due this coming Monday. I ended up playing this and the bonus games sooo many times because it was great and loads of fun. I don’t know how many praises you get but this was great. I look forward to any updates you create. Thanks soooo much for a good, educational way to spend my freetime.”
MACI, STUDENT
“I can’t even express how incredible the whole of @Mission_US is. I used it with students for many years. It is moving and exceptional. I cannot recommend it enough. It is designed for students, but I love it with my heart and so have the adults I know who have played it. The teaching materials (free!) are impeccable. From awareness and basic understanding, to a multitude of writing prompts and primary sources, to connections to current events, they are amazing!” CARRIE GARRETT, SCHOOL LIBRARIAN AND TEACHER OF 27 YEARS, LEXINGTON,KY
“I have used parts of it in 7th grade Social Studies class for several years now and have been consistently impressed by the quality of the content and support materials… My students were very engaged by the game and often played it on their own at home and/or play it multiple times. They identified with the characters and had a much better understanding of the events that they “experienced” in the game. This, combined with the quality of the content, has convinced me that gaming can (and will?) have a place in education.” ANNEKE RADIN-SNAITH, LIVING IS LEARNING, EDUCATOR/BLOGGER “I just want to give your team a sincere thank you for creating the Mission US modules. I shared the lessons with my 11 year old son and he played both modules with boy characters and helped his sister with the two ‘girl’ modules…for fun! He wanted to keep playing and playing. He enthusiastically completed every piece of the modules, even the knowledge reviews…voluntarily…on his own! I have thoroughly enjoyed watching him and his sister interact with the lessons. I know they are both better off for having completed them. I highly recommend your team’s Mission US to any family with middle school-aged students.” MIRIAM PACHECO PLAZA, PARENT “Dear Mission US, Thank you so much for creating your website! Your games are super fun. I am a 6th grader and, your games made me love history more and made me want to learn a lot more about history! Completing your missions made me feel like I was in that part of history, and was part of it. But now that I have completed all of your missions, and watched all of the videos, I have nothing to do after school. So because me and many other kids love history, PLEASE, make a 4th, and 5th, and 6th mission,and on and on, and on. PLEASE!!!!!! Thank you sooooo much!”BAILEY P, STUDENT
“Students, even those who identified themselves as not liking history at all, fell in love with mission-us.org. You know you have a great product when moans of ‘NOOOOOO’ fill the room when you say it is time to move on. The content knowledge students gained from the simulations allowed for much deeper discussion than I have experienced at the fifth-grade level. I will (along with my team) definitely make mission-us.org a part of my curriculum.” REVIEWER, TEACHERS’ CHOICE AWARDS “These Missions are the best lessons I’ve ever found in any subject area, the most motivational, most flexible and thoroughly supported with background material. I will recommend these often as a great example of what modern schooling should look like.” STEVE REINER , TEACHER “I teach United States History to new immigrant students (ELLs) at The Brooklyn International High School in Brooklyn, NY. I can’t tell you how much I LOVE your simulations and what an asset it has been for my ELL students. What a way to bring the history alive for them and give them more context than I’m able to provide. They struggle with the games but stick with it and enjoy while learning and reinforcing the concepts and ideas we talk about in class… Thank you for the assistance to my class and my students in learning and enjoying UShistory.”
SCOTT JACKSON, TEACHER, BROOKLYN, NY “I’ve been using MUS in my 7th grade social studies class for about 4-5 years. An excellent engagement tool with an abundance of supporting resources! I constantly introduce the wonderfulness of MUS to teachers! Thank you!” APRIL HINDS, TEACHER “I teach 4th grade in CO and this addresses our learning targets in ways I would never be able to reach my students through any other typical medium. THANK YOU! This ‘game’ was totally amazing! It teaches history in an empathetic way– I can’t WAIT to use it in my classroom next year!!! I love the simple, but real graphics, the authentic voices, and the true consequences good/bad to my choices asI play.”
COLLEEN RAFFERTY , TEACHER, COLORADO “I am an educator from Oklahoma and a Cheyenne… I appreciate your efforts of providing a perspective of the Cheyenne in Mission 3. Often times, our perspective is omitted or minimized in US history. I taught US history and I believed students should always learn as many perspectives as possible… I would certainly forward this to teachers and, history teachers in particular.” FUNSTON WHITEMAN, HIGH SCHOOL ASSISTANT PRINCIPAL “I’m 12 and I really like both of your missions I have completed them. I’m wondering if you could make more, though,the sad thing is that most schools don’t teach in this way…The textbooks just don’t engage kids. if my school would put this in the classroom kids might like history more.”BEN, STUDENT
“I have really enjoyed using these activities with my students… We did each part, discussed it, and I used several of the resource work-sheets to check for comprehension. This is also a great way to teach perspective. Each student shared what they did, the decisions they made, and their fate and perspective… ALL students, regardless of their academic level, were totally engaged throughout the entire time we used this activity. I hope you will do another in the upcomingyears.”
DEBBIE B. MILLER, 5TH GRADE SOCIAL STUDIES TEACHER, SOMERSET, KY “Just wanted to say thank you for putting together this wonderful website and having it free of charge too! My son (11yrs old) is homeschooled and he has been enjoying the missions all day today. The only problem I have with it is that I can’t get him to stop for other subjects!!! Design and mechanics of the missions are so well done and the educational subject matter is presented in an interesting and engaging way. Love it! Keep up the great work and thank youagain.”
ELAINE, HOMESCHOOLING PARENT “I simply wanted to write and thank you for creating such a truly wonderful and immersing mission about the American Revolution. My 8th graders absolutely loved playing today, and at least one went straight home and finished the whole mission. My last period class was so completely absorbed in the mission that I think I could have left and they wouldn’t have noticed for a good half hour… It shows many different perspectives regarding the tensions and eventual conflict, and kids don’t even realize how much they’re learning. Kudos toyou all!”
DOUG GRIFFITH , TEACHER, STATESVILLE, NC “I’ve been playing mission-us since I was in 8th grade and right now I’m currently a junior. I really enjoy all four missions because it helps you get a feel of the historical era people in the past had dealt with. I also like how we get to choose certain paths for the characters. I really hope this program continues to make different missions because I enjoy all of them.”AUSTIN, STUDENT
“Games can truly place students in the past / build an emotional connection to the past as well as going to a location. My students constantly bring up what happened to their characters in the @Mission_US games! … I embed the parts throughout my units, which gives kids a concrete basis for more abstract ideas. Their teachers’ guides are amazing, too.” MICHELLE MOSES, TEACHER “I just wanted to send a thank you for creating this game! My students cheer when they hear we are heading to the computer lab to play. This is the best interactive way for the students to really see what life was like in these time periods, and how their decisions affect the history and the lives of these characters. These games are terrific and I would love to see more available.” TICEY CHRISTENSON , TEACHER “I will never forget when I found this website in 5th grade. I am now in 8th grade and about to go into high school. Thank you for being with me all the way.”ROY, STUDENT
“My students LOVE these simulations and Mission US exposes them to history in a completely different way from reading and traditional research. They are placed in situations where they can truly consider many of the factors that have impacted the history of our country. There is quality information and we all love the use of primary documents throughout the missions. I also have many students whose reading levels are far below grade level yet can access these materials with the aid of the audio voice overs and working with partners on something they are enjoying. Thank you for the activity guides which save me so much time in figuring out how to accomplish this task. I love that you provide editable documents that I can customize for my unique groups! I cannot thank you enough. I hope you continue to develop amazing resources like these that are free to ourstudents.”
TOPEZ PATTERSON , K-5 TECHNOLOGY TEACHER, P.S. 123Q, NEW YORK CITY “You’ve managed to do something wonderful with interactions that books, movies, and story-telling can’t always offer, and what’s more you’ve made it available to everyone by providing it in a browser and making it free… I can’t wait to see more productions and would happily volunteer for and support Mission US.” REBEKAH MCFARLAND, TEACHER “I just had to write to say that this is a truly remarkable game and a wonderful way to learn about such a rich time in our country’s history. I hope you make many more of these covering other historical time periods. Kudos to all involved in bringing this to our children. I grew up learning history the old fashioned way – textbooks! This game makes it all come alive in an interesting way that doesn’t speak down to the children. Really appropriate for all ages. Completely well done in all regards.” MICHELE PULLMAN , TEACHER “I love it. — Okay. I was forced to play this for class and we had to answer questions about the decisions we made and it’s due this coming Monday. I ended up playing this and the bonus games sooo many times because it was great and loads of fun. I don’t know how many praises you get but this was great. I look forward to any updates you create. Thanks soooo much for a good, educational way to spend my freetime.”
MACI, STUDENT
“I can’t even express how incredible the whole of @Mission_US is. I used it with students for many years. It is moving and exceptional. I cannot recommend it enough. It is designed for students, but I love it with my heart and so have the adults I know who have played it. The teaching materials (free!) are impeccable. From awareness and basic understanding, to a multitude of writing prompts and primary sources, to connections to current events, they are amazing!” CARRIE GARRETT, SCHOOL LIBRARIAN AND TEACHER OF 27 YEARS, LEXINGTON,KY
“I have used parts of it in 7th grade Social Studies class for several years now and have been consistently impressed by the quality of the content and support materials… My students were very engaged by the game and often played it on their own at home and/or play it multiple times. They identified with the characters and had a much better understanding of the events that they “experienced” in the game. This, combined with the quality of the content, has convinced me that gaming can (and will?) have a place in education.” ANNEKE RADIN-SNAITH, LIVING IS LEARNING, EDUCATOR/BLOGGER “I just want to give your team a sincere thank you for creating the Mission US modules. I shared the lessons with my 11 year old son and he played both modules with boy characters and helped his sister with the two ‘girl’ modules…for fun! He wanted to keep playing and playing. He enthusiastically completed every piece of the modules, even the knowledge reviews…voluntarily…on his own! I have thoroughly enjoyed watching him and his sister interact with the lessons. I know they are both better off for having completed them. I highly recommend your team’s Mission US to any family with middle school-aged students.” MIRIAM PACHECO PLAZA, PARENT “Dear Mission US, Thank you so much for creating your website! Your games are super fun. I am a 6th grader and, your games made me love history more and made me want to learn a lot more about history! Completing your missions made me feel like I was in that part of history, and was part of it. But now that I have completed all of your missions, and watched all of the videos, I have nothing to do after school. So because me and many other kids love history, PLEASE, make a 4th, and 5th, and 6th mission,and on and on, and on. PLEASE!!!!!! Thank you sooooo much!”BAILEY P, STUDENT
“Students, even those who identified themselves as not liking history at all, fell in love with mission-us.org. You know you have a great product when moans of ‘NOOOOOO’ fill the room when you say it is time to move on. The content knowledge students gained from the simulations allowed for much deeper discussion than I have experienced at the fifth-grade level. I will (along with my team) definitely make mission-us.org a part of my curriculum.” REVIEWER, TEACHERS’ CHOICE AWARDS “These Missions are the best lessons I’ve ever found in any subject area, the most motivational, most flexible and thoroughly supported with background material. I will recommend these often as a great example of what modern schooling should look like.” STEVE REINER , TEACHER “I teach United States History to new immigrant students (ELLs) at The Brooklyn International High School in Brooklyn, NY. I can’t tell you how much I LOVE your simulations and what an asset it has been for my ELL students. What a way to bring the history alive for them and give them more context than I’m able to provide. They struggle with the games but stick with it and enjoy while learning and reinforcing the concepts and ideas we talk about in class… Thank you for the assistance to my class and my students in learning and enjoying UShistory.”
SCOTT JACKSON, TEACHER, BROOKLYN, NY “I’ve been using MUS in my 7th grade social studies class for about 4-5 years. An excellent engagement tool with an abundance of supporting resources! I constantly introduce the wonderfulness of MUS to teachers! Thank you!” APRIL HINDS, TEACHER “I teach 4th grade in CO and this addresses our learning targets in ways I would never be able to reach my students through any other typical medium. THANK YOU! This ‘game’ was totally amazing! It teaches history in an empathetic way– I can’t WAIT to use it in my classroom next year!!! I love the simple, but real graphics, the authentic voices, and the true consequences good/bad to my choices asI play.”
COLLEEN RAFFERTY , TEACHER, COLORADO “I am an educator from Oklahoma and a Cheyenne… I appreciate your efforts of providing a perspective of the Cheyenne in Mission 3. Often times, our perspective is omitted or minimized in US history. I taught US history and I believed students should always learn as many perspectives as possible… I would certainly forward this to teachers and, history teachers in particular.” FUNSTON WHITEMAN, HIGH SCHOOL ASSISTANT PRINCIPAL “I’m 12 and I really like both of your missions I have completed them. I’m wondering if you could make more, though,the sad thing is that most schools don’t teach in this way…The textbooks just don’t engage kids. if my school would put this in the classroom kids might like history more.”BEN, STUDENT
ABOUT MISSION US
_Mission US_ is an award-winning educational media project that immerses young people in transformational moments from U.S. history. Developed for use by middle school students in the classroom and beyond, _Mission US_ is a deeply-researched, award-winning educational media project with proven positive impact on history learning. To date, more than three million registered users across the country have played and learned from _Mission US_. _Mission US_ is committed to teaching complicated and sensitive topics in American history. We recommend that teachers/parents preview gamecontent
to
make sure it is appropriate for their students/children.Go to about
_Mission US_ is an award-winning educational media project that immerses young people in transformational moments in U.S. history.* Play
* Teach
* About
*
*
* Privacy Policy
* Help
* Contact Us
* Create Account
* Log In
A public media project*
*
PRODUCED BY
*
FUNDED BY
*
*
Funding for Mission US is provided by the Corporation for Public Broadcasting. Additional funding is provided by the National Endowment for the Humanities; U.S. Department of Education Institute of Education Sciences; U.S. Department of the Interior, National Park Service, Japanese American Confinement Sites Grant Program; The Page & Otto Marx, Jr. Foundation; Atran Foundation; Estate of Bhagwant Gill; and Helena Rubinstein Foundation. 2021 THIRTEEN Productions LLCDetails
Copyright © 2024 ArchiveBay.com. All rights reserved. Terms of Use | Privacy Policy | DMCA | 2021 | Feedback | Advertising | RSS 2.0