All video game franchises attempt to improve with time. With PBS’ Mission:US, however, the delays were making us question whether there was going to be a second mission after all.
It has been a long time coming, but the second installment marks a solid improvement on the original.
The Neighborhood last visited this PBS interactive history game with its inaugural mission, which dealt with a young Boston boy dealing with the events leading up to the American Revolution. While we found it a worthy start, the mission was somewhat flawed with excessive dialogue, cartoonish, anime-like characters and lack of visceral action.
In this second mission, “Flight to Freedom”, the game moves to the mid-1800s as the slavery issue divides Americans. Lucy is an enslaved girl on the King plantation in northern Kentucky, near the Ohio River and the free state of Ohio. The story follows her daily life on the plantation, assisting fellow slaves escape north, escaping to freedom, being recaptured and sold at an auction, and hopefully fleeing again to freedom. Along the way, Lucy encounters abolitionists, free blacks, other slaves, overseers, haughty masters, slave catchers and others in American society with varied views on slavery.
Many of the flaws of the first mission have resurfaced. The Japanese-like characters and the excessive dialogue have remained. Also, certain aspects of the background seem somewhat sanitized. The slave quarters seem a little too spiffy (they look so well-built they resemble Levittown tract-housing), the fields seem a little too tidy, and the overseer and slave catchers seem a little too diplomatic (I’m sure they probably cussed more in real life).
The choice of crop at the plantation, furthermore, is interesting. Instead of cotton, tobacco or rice, the King plantation grows hemp, a once-valuable crop used in making bags, coarse clothes and especially rope.
I just wonder if my more street-savvy students would snicker at such a harvest, given hemp’s more potent and illegal cousin. Is that Snoop Dogg hanging out a little too long around those burning leaves?
Yet besides the cartoons, the sanitation and the subtle references to illicit drugs, Mission: US’ second mission does have marked improvements on its predecessor.
“Flight to Freedom” now allows the main character Lucy to say and do a wider variety of things. Unlike previous missions, which tend to move the story forward a little too linearly, Lucy can now be sneaky, aggressive, persuasive, obedient…even violent if she wants to. The game allows you to collect badges based on how you interact with characters and the situation. The badges also help you finalize the ending of the story the way you want it to end.
This makes the action more human and realistic—making the story all that more relatable to today’s students. After all, to make all enslaved people and free blacks look and act the same is a gross disservice. These people reacted to their situation in varied ways. It was a fine line between a seemingly obedient house servant and a Nat Turner-like insurrection.
Also, the dialogue is remarkably apt for the period. The first mission had colonists that sounded more like Nebraska than Boston. This time around, you can hear the twangs of the Ohio valley, from the drawls of the Kentucky planters and slave catchers to the Midwest nasal airs of Ohio abolitionists.
Lastly, the developers added a nice feature called Think Fast! About the Past for each mission. It’s a timed trivia game that allows you to learn more background information about each time period. Thankfully, the second mission game includes brutally honest information about the nineteenth century.
No, most northern whites were not abolitionists. Most abolitionists didn’t necessarily believe in racial equality. And life for free blacks in Canada was not exactly peaches and hockey sticks.
I hope in the future, PBS will develop missions with more action, longer plotlines and more realism. Yet “Flight to Freedom” is a great leap forward for the Mission:US franchise and it bodes well for upcoming installments.
Let’s see how long it takes to release Mission 3…let’s suppose by the end of the decade 😉
More Slavery Math Problems: Another Example of Clumsy Content Integration in NYC
Today’s post is proof positive that not every teacher visits the Neighborhood—especially when it’s for their own good.
A year ago, we looked at the plight of a Georgia teacher who made a clumsy and altogether disastrous attempt to integrate social studies with mathematics, using the brutality of slavery to teach word problems.
Not only was the attempt slapdash and insensitive (the latter through no fault of the teacher, I’m guessing) but grossly inaccurate and leaving students with less of an understanding of BOTH subjects.
At PS 59 in Manhattan yesterday, someone (who probably didn’t read my post of a year ago) attempted a similar integration effort, using social studies content with word problems for a class of 9-year-olds—in a neighborhood where many were the children of UN personnel.
Again, slavery was the subject of the day—which was another not-so-bright move given the school’s community base. Here are two examples:
“One slave got whipped five times a day. How many times did he get whipped in a month (31 days)?”
“In a slave ship, there can be 3,799 slaves. One day, the slaves took over the ship. 1,897 are dead. How many slaves are alive?”
And once again, a teacher trying to do the right thing in her mind gets herself in hot water.
Jane Youn assigned these kinds of questions for homework and almost handed them to a second class before a student teacher noticed the inflammatory questions and put the kibosh on the whole thing.
The Chancellor and the DOE displayed the appropriate amount of outrage, and “disciplinary action” will follow for the teachers responsible. Yet as in the Georgia case a year ago, what exactly is Ms. Youn’s crime?
Was she being deliberately insensitive? I would guess not. Slavery is so explosive as a topic that any instruction—of any level—could be construed as inappropriate or insensitive given the audience. After all, being around diplomat’s kids would give anyone a heightened sense of moral outrage over any perceived slight. Putting a dinner fork in the wrong place could cause an international incident.
Yet is Ms. Youn at fault for clumsy, irresponsible lesson design? Absolutely.
It’s not her fault entirely. Such is the current trend of integration that science and social studies content miraculously show up on standardized tests aligned with the Common Core Learning Standards we hear so much about. In this frenzy, a teacher with little, if any, time for content instruction would sneak social studies or science in any way they can…even if it means a math problem about slavery or a reading exercise about the discovery of the DNA double-helix.
However, it isn’t an excuse for bad planning. Real content integration—true integration—uses the vehicles of English Language Arts and math to expand understanding of content knowledge, or the “stuff” you have to know. A student should hone practical skills in reading, writing and math and also learn more about a subject.
For example, the way Ms. Youn phrased her questions leads me to believe she really didn’t give a shit about teaching the kids about slavery, but would rather assess their math skills. It’s obvious since her scenarios are so wildly unrealistic: whipping an enslaved man 5 times a day? Wouldn’t it be easier to sell him? How often did slave revolts happen during the Middle Passage? My guess: not very likely.
How about questions that showed how much commerce slave-based industries such as cotton contributed to the growth of Northern industry? Or if you dare touch the Middle Passage, how much an enslaved African was sold for on the market, and the profits of the slave-merchants per person?
If Ms. Youn really cared about content, she would’ve done enough research on slavery (as well as appropriate math skills) to answer the following:
In education today, the debate between content-driven versus skill-driven instruction has devolved into a chicken-before-the-egg argument: do skills drive content, or vice versa? The reality is that skills are necessary to understand content, yet skills cannot be mastered without basic content knowledge as a foundation. There’s no good answer to this.
Yet for the sake of Jane Youn and others who simply see social studies and science as a backdrop for their test prep, I do hope future teachers take integration seriously.
There’s too much at stake not to do so.
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Tagged as American History, Civil Rights, Commentary, Education, education reform, Educational leadership, Georgia, Homework, Jane Youn, Manhattan, Mathematics, Middle Passage, Opinion, Slavery, Social studies, Standards, Teachers, Teaching, U.S. History