The educational gaming series Mission US has been a core part of the 8th Grade Social Studies curriculum at Harmon Middle School in Aurora, Ohio, for years. Their newest mission, Spirit of a Nation, is an interactive case study that lays the groundwork for an exciting year in Social Studies, whether the class is a World History course or an American History course. I believe it would be a great experience to give students for five key reasons: 

1. “Spirit of a Nation” bridges the gap between the World History and U.S. History Social Studies curriculums – and supports state Social Studies standards for both!

In Ohio, 7th Grade Social Studies explores World History from 750 BC through 1600 AD, finishing with a study of the Spanish Explorers and Conquistadors. 8th Grade U.S. History begins with the Jamestown and Plymouth colonies, and includes first encounters between native peoples and English settlers. “Spirit of a Nation” offers an ideal bridge between the two courses as a case study of first encounters between native Apalachee people in what is now Florida, and Spaniards arriving in the 1600s. While not all states may have this same sequence of instruction, this case study of the Apalachee provides context for studying the Powhatan, the Pequot, the Iroquois, the Shawnee, the Cherokee… or any other Native American nation in any part of what becomes the United States, no matter when it’s covered in your curriculum.

“Spirit of a Nation” also directly supports state and national Social Studies standards and covers all four Social Studies strands: History, Geography, Government, and Economics. 

2. Like all Mission US games, “Spirit of a Nation” helps to personalize history.  

“Spirit of a Nation” tells the story of 15-year-old Nicki Seward, a descendant of the Apalachee people working as an intern at the Mission San Luis historical site in Florida. Archaeologists coach her to examine artifacts from the Apalachee culture – her culture – and to make inferences about their purposes and meaning, ultimately leading to a process of “historically imagining.” Nicki and players imagine themselves in the role of a different Apalachee teen at three key points – in Part 1, before Spanish contact; in Part 2, just as Spanish missionaries are starting to interact with the Apalachees; and in Part 3, later in the 1600s, when players have developed more complex relationships with and a range of different opinions about the Spanish. At the end of each part, Nicki and players create pop-up exhibits inspired by achievements earned in the mission. Seeing Nicki take pride in learning about her own history and culture can inspire students to seek connections to their own heritage, perhaps through a walkabout of their hometown community as we’ve done with our 8th graders in Aurora.

3. “Spirit of a Nation” engages students in considering multiple perspectives, which is important for gaining an honest understanding of any historical event.  

It isn’t a generalized Apalachee or Spanish perspective that students encounter, but individualized perspectives representing different persons, villages, and roles. For example, in Part 3, Nicki, as Apalachee teen Juan Chuba, interacts with a Spanish missionary who has been kind to Juan’s family, an Apalachee cousin who has determined to resist the Spanish, an Apalachee farming family that has been cheated by the Spanish, Spanish sailors and soldiers, and rival Timucua natives there to trade. Imagining themselves in different roles and considering different perspectives is key to understanding the choices made by every individual and group in the game. The Apalachee and Spaniards will each borrow from each other those things that will bring them advantage. Cultural diffusion will go both ways. This is a constant process that weaves throughout American History – leading into the Revolution and beyond – as European, Native American, and African cultures interact and become intertwined and somewhat interdependent.  Thus, beginning the year with “Spirit of a Nation” will give students even more of a toolkit of skills needed to better understand the “Spirit of 1776” in all its complexity. 

4. “Spirit of a Nation” requires students to make, reflect on, and face the consequences of their choices throughout the game. 

Different game choices lead students down different realistic pathways with different consequences. There are no “right” answers to a given situation, but better information that builds upon experience may lead to better outcomes. 

The Spirit of a Nation educator guide includes Mission Reflection activities and “Decision Trackers” to help students examine these choices more deeply. For example, in Part 3, students are asked to pick one of four ambitions for their role as Juan Chuba, and make complicated decisions about how to travel to port to complete his errands, which goods to trade and who to trade with as well as who to trade for, before finally deciding whether to tie their future with the Spanish missionaries, Apalachee farming families, or Apalachee rebels. The Decision Tracker asks them to consider what personal experiences influenced their decisions, and what dilemmas followed from the expanding influence of Spanish rule over time.

This understanding of choices and chains of consequences also helps students to better examine later historical events – such as how the Constitution was built of compromises – and to draw personally meaningful lessons from their study of history that can be applied to understanding their present.

5. “Spirit of a Nation” models “thinking like a historian.” 

Historians ask questions, and then work like detectives to find and sort through the available evidence in order to suggest possible answers. When new or different evidence is considered, old conclusions are often reconsidered, and new questions follow naturally. The most interesting questions aren’t DOK (Depth of Knowledge) level 1 who, what, where, and when questions, but DOK level 2 and higher order thinking why and how questions. 

Not only do students ask and answer questions in character with all kinds of people throughout the game, they also work to answer questions for their pop-up exhibits over the course of Spirit of a Nation. Students collect, categorize, and analyze evidence during each part of the game, which becomes a part of the planning for their exhibits. The Teacher’s Guide offers, as an extension, Document Analysis activities. For example, a Part 3 activity has students examine one of two artifacts encountered during the game,  note what they see, think and wonder about it, and consider what it might show about Apalachee culture, Spanish culture, or the intersection of the two.

Questioning shows thinking and kindles curiosity, and is the most important habit that Social Studies classes can encourage students to practice. This habit brings any activity in any topic in any unit to life for students because it personalizes the content.  

“Spirit of a Nation” models the skills that students will use and build upon throughout their year in an engaging, exciting, and validating way and inspires students to be curious, and to ask questions from day one.  I can’t think of a better way to start off any Social Studies course.

Paul Frankmann is a recently retired Social Studies and French teacher as well as Wrestling and Soccer coach with 38 years in the classroom. He taught 8th grade American History and French I at Harmon Middle School, in Aurora, Ohio, where he used several of the Mission US games as a core part of his 8th grade history curriculum. Paul has Bachelor’s Degrees in International Studies and French and an MAT in Secondary Education from Miami University of Ohio, as well as an MA in American History from Gilder Lehrman/Pace University. Beyond the classroom he has worked in education developing curriculum with the American Red Cross and the Cuyahoga Valley National Park. Paul lives in Aurora with his wife Angi, who teaches 8th grade Science at Harmon, along with their dog Ozzy and their Green Cheeked Conure Turq. They have two grown children, Justin and Emma, and are expecting their first grandchild this fall. 

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Starting this month, all users creating new individual accounts will be served up a randomly generated username created from our word bank. Each new username will include 1) a color, 2) a historical word related to one of our missions, and 3) a number. If users don’t like the username that is served up, they can customize the first two parts of their username. (They will not be able to control the number, which is served up in numerical order based on how many other users have the same first two parts.)

In addition, all users with pre-existing Student accounts will be prompted to select a new username created by the random username generator. (Users with pre-existing Teacher accounts will be able to keep their existing usernames.)

Note, this will NOT impact accounts created through the Teacher Dashboard. Those usernames will continue to be generated using the teacher’s last name and first initial.

We hope these changes will create a better, safer user experience for all! Please feel free to reach out to us at missionus@thirteen.org with any questions.

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1. Deletion of Student Accounts from Dashboard

To protect students’ personal data, all student accounts created via your Teacher Dashboard prior to June 1, 2025, will be deleted on August 1, 2025. This will eliminate the students’ data from our system and clear the way to allow you to generate new classes and student accounts for the new school year. [To accommodate summer school users, student accounts created via Teacher Dashboard from June 1-July 31, 2025, will be deleted on June 1, 2026.]

Please note that students are free to create their own independent accounts by going to “Create Account” and selecting “Student” on the first screen. We encourage students to do this if they plan to continue playing Mission US on their own! These non-Dashboard accounts will never be deleted as they do not require students to provide any personal data. 

2. Opt-In to Continue Using Dashboard

In addition, we require annual confirmation from teachers to allow us to retain their email addresses for purposes of using the Mission US Dashboard. The first time you log in on or after August 1st, you’ll see a pop-up message asking you to confirm before you can use the Dashboard again.

If you have any questions or concerns, please reach out to us at missionus@thirteen.org. This process will occur again at the end of the 2025-2026 school year.

We wish you a smooth end to the school year, and a fabulous summer! We look forward to having you and your students back with Mission US next year.

The post For Dashboard Users: Planning for the end of the school year (and the start of a new one!) appeared first on MissionUS.

We’re delighted to welcome two special guests – Kathleen Kuo, Program Manager for Nevada Humanities and Director of the Nevada Center for the Book. and Brian Niiya, content director at Densho, an organization that preserves stories of the World War II Japanese American incarceration, and the editor of the online Densho Encyclopedia. Brian served as an advisor on Prisoner in My Homeland.

Register now to join Tuesday night’s session!

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This mission takes players back to the 1500s and 1600s to explore how American Indigenous people persisted and adapted during early encounters with Europeans, as well as how this past is researched and interpreted by archaeologists and historians.

You are Nicki Seward, a 15-year-old descendant of the Apalachee, an Indigenous people from northwestern Florida. As a present-day intern at Mission San Luis in Florida, you are exploring artifacts and other evidence about the past and using “historical imagination” to step into the roles of young Apalachee people in the 16th and 17th centuries. Your goal: to understand how they responded to the arrival of the Spanish and use the evidence you collect to create an exhibit for the museum.

The mission and accompanying classroom guide explore the following questions:

• What was life like for Apalachees and other Indigenous groups in the region before the arrival of the Spanish?
• What choices and dilemmas did Apalachees face in responding to the arrival and growing presence of the Spanish in the 1600s?
• How can archaeological evidence help us learn about how North American Indigenous groups retained their identity and adapted their culture in response to European colonization?

Play the game here and explore the teacher’s guide for a curriculum overview, classroom activities, standards alignments, historical background, additional resources, and more!

Learn more about the team behind Spirit of a Nation here.

Note: The game is currently available online and can be played via web browser on PC, Mac, or Chromebook. Downloadable PC and Chromebook apps will be available at a later date.

AND A REMINDER…

Our new Teacher Dashboard and PD Module are now available! For tips on using the Dashboard, view our Video Tutorial or PDF Guide.

The post “Spirit of a Nation” is now available! appeared first on MissionUS.

HISTORICAL ADVISORS

Aubrey Lauersdorf, PhD, is a specialist in the history of North American borderlands and the Native South in the sixteenth and seventeenth centuries. Her current book project is titled Apalachee Coast: Indigenous Power in the Colonial Gulf South. It shows how the Apalachees, an Indigenous polity in the modern-day Florida panhandle, leveraged their relationships with the Spanish and their Indigenous neighbors to become the major power in the Gulf South between 1527 and 1685. Dr. Lauersdorf is an Assistant Professor of History at Florida State University. She received her M.A. and Ph.D. from the University of North Carolina at Chapel Hill.

Tanya M. Peres, PhD, RPA, is Professor of Anthropology at Florida State University and a Registered Professional Archaeologist with two decades of field and lab experience. She uses the lens of zooarchaeology (the study of animal remains from archaeological sites) and the integration of artifactual, contextual, and ethnographic and ethnohistoric datasets to tackle questions pertaining to ancient and colonial migrations, economies, social hierarchies, foodways, symbolism, and other related phenomena in the Americas. She is co-director of the FSU Apalachee-Spanish Mission Archaeology Project and has excavated parts of Mission San Luis. Her publications include “Foodways Archaeology: A Decade of Research from the Southeastern United States,” Journal of Archaeological Research (2017). She has been on the Faculty at Florida State University since 2015, serving as Graduate Program Director 2017-2022 and Department Chair 2022-2024.

Other historical advisors:

• Rachel Briggs, PhD, Teaching Assistant Professor of Anthropology, University of North Carolina at Chapel Hill
• Rochelle Marrinan, PhD, Associate Professor of Anthropology, Florida State University
• Andrés Reséndez, PhD, Professor of History, University of California at Davis
• Mariana Zinni, PhD, Professor of Spanish, Queens College/City University of New York

APALACHEE ADVISORS & PARTNERS

Charissa Zenobia Bennett-Inabnet is a member of the Talimali Band, the Apalachee Indians of Louisiana, and currently serves as Second Chief. Her grandfather was Chief Gilmer Bennett. Ms. Bennett-Inabnet is an educator who has taught second grade for 17 years in Louisiana, where many Apalachees now reside. She acknowledges the support of other members who helped to collect research, documents, photographs and history during the course of her work on the game: Chief Arthur Bennett, Councilman Gilmer T. Bennett, Councilman Little John Bennett, Community Chief Alex Torres Tall, Councilwoman Regina Vercher LaCour, Councilman Alex Torres Tall III, and Community Chief Evelyn Shirley.

We also acknowledge the support of Chief Troy Kerry, Co-Chief Lee Martsching, Secretary Lenore Troquille, and Council Members Reagan Rousell and Serena Simonsen. 

London Vallery is a Louisiana Creole of Apalachee descent and an astrobiological researcher with a focus on Indigenous knowledge systems. She has an academic background in History, Philosophy of Science, and Planetary Sciences with degrees from Harvard University, University of Cambridge, and the University of Aberdeen. During the production of the game, Vallery consulted on the representation of Indigenous ecological sciences and methodologies.

VOICEOVER CAST

J.L. Acevedo (Father Diego) is a multiple award-winning actor with over 3 decades of experience in Theatre, Film, TV and Radio. Some of his credits include among others: His one man show “Experiencias Clásicas” at Clásicos en Alcalá de Henares in Spain. His most recent U.S. performances were at ASOLO Rep as Santiago in Anna in the Tropics by Nilo Cruz, New York Classical Theatre in Shakespeare’s Henry IV, Cincinnati Playhouse in the 2020 Regional Tour of Destiny Of Desire by Karen Zacarias. Other credits include in Theatre: Native Gardens, House on the Lagoon, The Mayor of Zalamea, Fuenteovejuna, Los Entremeses, Tierra del fuego, Verano Verano, The Knight of Olmedo, Security, Preying on Instinct, Woyzeck, King Lear etc. Film: Kiss of The Damned, 79 Parts, Fake. TV: Billions, Blacklist, Law & Order SVU and Criminal Intent. For more info follow him on Instagram at jla_irrefutable.

Luis Bermudez (Esteban, sailor) is a second generation Latine Actor, and proud son of Cuban immigrants. He has appeared in over 100 cartoons and video games, such as Invincible Fight Girl as Mbrandon, Final Fantasy XIV: Dawntrail as Koana, Jurassic Park: Chaos Theory as Bobby Nublar, Bane in DC Dark Legion, and countless other projects like The Simpsons, Cyberpunk 2077: Phantom Liberty, Grimsburg, and Call of Duty: Black Ops 6.

Thomas Berryhill (Bip): Hesci (Hello), my name is Thomas Lee Berryhill Jr., but I go by TJ. I am Mvskoke (Creek), Seminole, and Cherokee, born in Oklahoma and raised in Kansas. I hold an A.S. from the College of the Muscogee Nation and a B.S. in Business Administration. Currently, I work as the recruiter for the College of the Muscogee Nation. While I’ve always had a passion for the film industry, in recent years, I’ve worked as background talent in movies and television, including Fancy Dance and Twisters. These experiences have inspired me to pursue principal roles and expand into screenwriting. Beyond acting, my goal is to help elevate Native voices in the industry, supporting other Native storytellers and creating authentic narratives that empower our communities. Through both writing and acting, I aim to ensure Indigenous perspectives are seen and heard in a meaningful way.

Dylan Carusona: Lunyūnte Ta Ha Wīse (Cuy/Kamasa) is an enrolled member of the Oneida Nation, of White Earth Ojibwa decent, as well as Italian & Irish American. He’s grateful to be a part of such a progressive & revolutionary form of education. Dylan grew up with video games in the 80’s & 90’s. “Choose your own adventure” books became popular too, partly because you could read the same book & get a different outcome every time. These kind of books can be read 100’s of times by the same person without the same plot. PBS has always been informative & educational & brings true stories to life in their programming. This informative video game is about sharing culture & making it fun & interactive for the user. The internet, documentaries & TV programing still can be great tools of education. PBS has always nurtured & saw the potential & obligations to inform, educate & share everyday local life & people with its audience. Dylan’s honored to be a part of the Mission US video game family. Dylan is a classically trained actor, holds a BFA in acting & is a graduate of Idyllwild Arts Academy. Hono den tenu (Our Minds are One).

Briana Gonzalez (Alap / Chinacosa) is an Indigenous Mexican actor based in Chicago. With experience in film and theater, Gonzalez debuted with her lead role in The Sundance supported film, The Original Shareholder Experience, that traveled the festival circuit across the US and Canada.  With the lead role in the college production “CASINA” and as Jesus in the short film, “The Last Supper,” Gonzalez has made it her mission to expand Native and Mexican representation — honoring her ancestral roots. With her love for performance and her recent venture into voice acting, Gonzalez hopes to bring new life and nuance through characters and future projects.

Lulu Goodfox (Nicki Seward) is a 16-year-old honor roll student from both the Osage and Pawnee Nations. Lulu was given the Osage name of E Nah Doe Pe meaning Looking at the Eagle and had the honor of serving as the Osage Nation Princess from 2023-2024. Lulu is an aspiring actress having booked a co-star role on Rutherford Falls as Young Reagan and was cast in the Broadway play, The Thanksgiving Play, to portray No More Mascots via mini-film which ran from March to June 2023 in New York City. Lulu was most recently accepted into the Oklahoma Summer Arts Institute at Quartz Mountain in the acting discipline for the summer of 2024, a prestigious arts education program.

Joshua Orsi (Asta) is excited to be working with Mission US. He is a Native artist based out of Jersey City. He recently moved to the area and hopes to build a new community in his new home. He wants to thank his partner and cute fluffy boys for all their support. If you need any good cat pics hit him up.

Erik Ransom (Professor Alvarez / Spanish Friar) – From an early age Erik was mentored in Voice, Speech, Accents and Dialects by Jim DeMonic, former Head of Voice & Speech at the American Academy of Dramatic Arts. After receiving his B.A. in Vocal Performance from T.C.N.J., Erik went on to perform in countless plays, musicals and operas, before diving into on-camera acting and voiceover work. Currently, Erik can be seen playing opposite Orange is the New Black’s Taryn Manning and Disney’s Encanto’s Diane Guerrero as one of the stars of Happy Yummy Chicken (PeacockTV) and recurring as François on the Emmy-nominated series Tainted Dreams (Amazon Prime). He narrates and portrays multiple supporting roles in the musical adventure audio series The World to Come, featuring Adrienne Barbeau (A 2021 Webby Award honoree). In the hit PC strategy game Terra Invicta, Erik voices the role of Project Exodus’ Director Khalid Al’Ashgar and Vox Reaper in the forthcoming “Fatal Fury: City of the Wolves” from SNK Studios. Check out www.erikransom.com for more!

Samibah Straits (Isfane) is a 14-year-old freshman at the Native American Community Academy in Albuquerque. Born in Peru, she proudly embraces her heritage as a blend of Quechua from her mother’s side and Navajo from her father’s side. Samibah has been acting for three years, with her first role in the short film Silt. She has also appeared in the Woodwalkers trilogy, having recently celebrated the premiere of the first film and completed filming for the second. Next summer, she will be filming the third and final movie in the series. In addition to her film pursuits, Samibah is a participant in The Tribal Youth Justice Fellowship Program. Her passions extend beyond acting; she enjoys horseback riding, archery, martial arts, and spending time with her animals. With dreams of becoming a veterinarian, Samibah is dedicated to her studies and her artistic endeavors.

Kaili Turner (Dr. Duval) is a Black, Indigenous (enrolled member of Nipmuc Nation) comedian, actress, writer, producer, puppeteer and single mother to two boys. Raised between Boston and Mashpee, MA (Indian Country). She’s a lover of fried chicken and fry bread. Her motto, “a spoonful of laughter helps the message go down” which blends comedy and edutainment. Turner has performed at Lincoln Center, as part of the Lucille Lortell nominated cast NYC, Woolly Mammoth (DC), RedCat (LA), The Walker (MN), Penobscot Theatre (Maine) The Strand (Boston), , Currently, Kaili is currently producing Sheen the Musical, a hilarious new musical with her collaborators, as well as working on her pilots Squannit and Fk’d Up & Fabulous, and you can see her puppet Onika live on IG (@iamqueenonika). To continue to stay connected and see what’s new with her you can go to www.KailiYTurner.com

Daniel Warrior (Timucuan Trader) Daniel Warrior is a Native American voice-over artist, actor, and storyteller with a commanding presence and a rich, resonant voice. A proud member of the Mvskoke (Creek), Absentee-Shawnee, and Rosebud Sioux tribes, Dan has worked on such major productions as Killers of the Flower Moon, Yellowstone, and Tulsa King. He has also lent his voice to National Geographic, showcasing his ability to capture the depth and spirit of Indigenous narratives. At 6’10”, Dan’s powerful presence extends beyond the screen and microphone. He is an advocate for Native representation in media, as well as a motivational speaker and a storyteller committed to sharing the beauty and resilience of Indigenous culture. His experience as a radio DJ and his natural ability to connect with audiences make him an ideal voice for projects seeking authenticity and depth. Dan is currently based in Oklahoma, where he continues to pursue his mission of uplifting Native voices in entertainment.

CURRICULUM DEVELOPERS

Lori Lachowski is a member of the Turtle Clan from the Tuscarora Nation. She works as a teacher at Niagara Wheatfield Senior High School in Western New York. Her curriculum focuses on teaching Haudenosaunee History, Tuscarora History, and contemporary issues facing Indigenous communities today throughout Turtle Island and across our globe. 

Daniel Sigward is an independent educational consultant with expertise in developing curriculum for middle and high school social studies classrooms. He specializes in creating curricula that explore the individual and collective choices people made in pivotal moments of history and our contemporary civic life. A former middle school social studies teacher, Dan worked at Facing History & Ourselves for more than ten years, where he researched, wrote, and edited classroom resources about the Holocaust, the Reconstruction Era in U.S. history, and a variety of other topics. As a consultant, Dan has developed curriculum for organizations—including Facing History, Mission US, StoryCorps, Literacy Design Collaborative, the Fred T. Korematsu Institute, and others—dedicated to helping young people develop the historical understanding and civic skills and dispositions they need to promote and sustain democracy.

PRODUCTION TEAM

WNET is one of the foremost providers of national programming for public media, including Great Performances, Nature, American Masters, Amanpour & Company, and history and children’s media projects. Its many NEH-funded productions includes Jazz Ambassadors, Shakespeare Uncovered, American Masters biographies, and the Peabody Award-winning The African Americans: Many Rivers to Cross. WNET’s award-winning, multi-platform productions for children and families include Freedom: A History of US; Oh Noah!. and Cyberchase. WNET is also the chief public television broadcaster in the New York region and creator of the digital/broadcast channel ALL ARTS. It is a leader in community engagement, educational outreach, and digital media that extend public media’s reach and impact.  

American Social History Project is a research center based at The Graduate Center, CUNY. Recipient of fourteen NEH grants, it has done pioneering work in the production and use of print, film, video, and digital media to enhance the teaching of history. These include Who Built America? (textbooks, documentaries and CD-ROMs) and the websites History Matters: The U.S. Survey on the Web, The Lost Museum: Exploring Antebellum American Life and Culture, and Picturing U.S. History. ASHP also leads programs that help teachers use the latest scholarship, technology, and learning methods. 

Electric Funstuff applies the principles of game design to products with educational outcomes. EFS works with experts to translate research and best practices into engaging interactions – finding the sweet spot that balances the needs of gameplay with learning objectives. Clients include Scholastic, The Grow Network (McGraw-Hill), Sony Online Entertainment, Nick Jr., Sesame Workshop, The Princeton Review, and Fisher-Price. 

William Tally (evaluator) is senior research scientist at Education Development Center, Inc. and a leading researcher on digital media and history teaching and learning. Among many credits, he evaluated nine DOE Teaching American History projects, helped create and evaluate the Library of Congress program Teaching with Primary Sources program, and conducted all formative and summative evaluations on previous Mission US games. Tally conducted formative evaluation at key stages to inform development of the game.

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