Traverse Explorer

U.S. History 

The First Presidential Inauguration of the United States 

Explore Washington’s first presidential inauguration.  

Engage

Learn about Washington’s inauguration in this Traverse 360. 

Analyze

Washington’s First Inaugural Address 

Genre: Speech | Creator: George Washington | Date: 1789 

Background 

George Washington delivered his first inaugural address to a joint session of Congress on April 30, 1789, in New York City, the temporary seat of the U.S. government. Originally, the inauguration had been planned for the beginning of March, but because of bad weather, the electoral vote could not be tallied until April 6, 1789. Washington won unanimously. 

Learn how George Washington addressed the nation in his first inaugural address.

Fellow-Citizens of the Senate and of the House of Representatives: 

By the article establishing the Executive Department, it is made the duty of the President “to recommend to your consideration such measures as he shall judge necessary and expedient.” 

The circumstances under which I now meet you, will acquit me from entering into that subject, farther than to refer to the Great Constitutional Charter under which you are assembled; and which, in defining your powers, designates the objects to which your attention is to be given . . . Since we ought to be no less persuaded that the propitious smiles of Heaven, can never be expected on a nation that disregards the eternal rules of order and right, which Heaven itself has ordained: and since the preservation of the sacred fire of liberty, and the destiny of the Republican model of Government are justly considered as deeply, perhaps as finally, staked, on the experiment entrusted to the hands of the American People. 

Excerpted from George Washington’s First Inaugural Address, 1789.

Collaborate

Wraparound

After students complete the lesson, pose the following question to students: 

What is the president’s role in creating major change?

Go around the room and have each student share aloud a short, quick response to the question. After all students have responded, ask:  

  • What common ideas did you share in the wraparound? 
  • What surprised you? 
  • What are you curious to investigate after this wraparound?

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

This was Washington’s first speech as U.S. president, addressed to Congress to express his hopes for a successful start to the new national government. 

Purpose

This speech introduced Washington’s goals and intentions as president. 

Intended Audience

The immediate audience for Washington’s speech was members of the Senate and House of Representatives. 

Source Considerations

This source conveys information about the ideals of government that Washington highly valued, such as “the eternal rules of order and right” and “the preservation of the sacred fire of liberty,” but this excerpt presents general statements without giving specifics. 

Scaffolding and Differentiation: Reading Comprehension Support

Genre    

Remind students that this text is an excerpt from what was originally delivered as a speech. Have students reflect on how reading a speech differs from hearing it. 

Style   

Washington uses long sentences and unfamiliar words. Encourage students to annotate to practice the reading comprehension strategy of summarizing as they read. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • Why did Washington give this speech?
    • (He was starting his new role as president.)
  • What was new about the government at the time this speech was given?
    • (This was the start of a new government under the Constitution.) 

Filter the Launchpad in Imagine EdgeEX

Imagine EdgeEX

December 2024

Quickly find exactly the information you need

Get to what you need in the Launchpad faster! Educators can now use filters in each widget to view the specific enrollments they wish to act on — saving them time. 

Create Sections in Bulk in Imagine EdgeEX

Text-to-Speech Now Available in Imagine IM

Imagine EdgeEX

December 2024

Increased accessibility for all students 

We are thrilled to share Imagine IM’s latest enhancement: text-to-speech. 

With text-to-speech, students can hear their assignments read out loud, making it easier to connect with the content. As the words are spoken, they’re highlighted on the screen, improving focus and supporting literacy development. 

Teachers have full control of the text-to-speech feature in class settings. You can adjust it for the entire class or turn it on for specific students, making it adaptable to your classroom’s unique needs. 

Imagine MyPath Grades 6–12 Lesson Refresh

Imagine EdgeEX

December 2024

Enhanced visuals and audio to increase student engagement

The Imagine MyPath grades 6–12 lessons are getting updated! While the video scripts, Mastery Checks, worksheets, and other resources you are familiar with will stay largely the same, updates to the visuals and audio will make the lessons more dynamic and engaging for your students. With approximately 40 lessons currently complete, you can expect to see the refreshed versions of all the lessons release on a rolling basis between now and September 2025. Keep an eye on the updated lesson video list in Imagine MyPath in the Help Center for the most up-to-date list of newly refreshed lessons. 

December 6, 2024 4:21 pm

School of the Week: Students thrive at Thomas Mifflin School

Published by: The Philadelphia Tribune

The success of the Thomas Mifflin School does not just rely on the students’ academic excellence and personal growth. The teachers, parents and staff also play a pivotal role by providing students with endless opportunities they might not receive anywhere else.

Read Full Article

May include subscriber-only content

Traverse Explorer

U.S. History 

The Attack on Pearl Harbor 

Explore the events of December 7, 1941, at Pearl Harbor. 

Engage

Learn about Pearl Harbor’s location significance in the Explainer video. 

Analyze

A Day of Infamy

Genre: Speech | Creator: Franklin D. Roosevelt | Date: 1941 

Background 

One day after the Japanese attack on Pearl Harbor, President Franklin D. Roosevelt delivered this speech to a joint session of Congress. In describing the actions of the Japanese military, Roosevelt hoped to convince Congress to declare war against Japan and usher American troops into World War II. 

Discover President Roosevelt’s reaction to the attack on Pearl Harbor.

Transcript: 

Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. 

The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American Island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack. 

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. 

The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. 

Yesterday the Japanese Government also launched an attack against Malaya. 

Last night Japanese forces attacked Hong Kong. 

Last night Japanese forces attacked Guam. 

Last night Japanese forces attacked the Philippine Islands. 

Last night the Japanese attacked Wake Island. And this morning the Japanese attacked Midway Island. 

Excerpted from “President Franklin D. Roosevelt’s ‘Day of Infamy’ Speech.” 

Collaborate

Lift-A-Line 

Have students identify one phrase from A Day of Infamy they particularly noticed. Have them use this line to write a Lift-a-Line poem. Students should 

  • start with the line they lifted from the source; and  
  • write several lines that communicate an idea or emotion connected to the source or chapter. 

Partner students to share their poems and discuss similarities, differences, surprises, and takeaways. 

Call on several students to share how writing or discussing their poems shaped their understanding of the source or chapter.  

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

This is the first part of the famous speech from President Roosevelt to a joint session of Congress the day after the Pearl Harbor attack. In the speech, he informs the public about the bombing. 

Purpose

The purpose of the speech was to persuade both Congress and the American people that war was the only way to respond to the Japanese attack. 

Intended Audience

The audience was Congress, the American people listening on the radio, and the broader international audience of Japanese leaders and U.S. allies. 

Source Considerations

Roosevelt had long wanted the United States to become involved in World War II, and the bombing of Pearl Harbor was the tipping point. The speech was aired live on the radio. Roosevelt concludes the speech by asking Congress to declare war. They did so 30 minutes later. 

Scaffolding and Differentiation: Reading Comprehension Support

Genre    

The power of this speech, combined with the shock of the attack, persuaded Congress to quickly declare war, and it won the assent of the American populace. Ask students to reflect on the rhetoric Roosevelt uses. 

Vocabulary  

Vocabulary that may challenge students includes infamy and solicitation. Be sure students are aware that Guam, the Philippines, Wake Island, Midway Island, and Hawaii were U.S. territories at the time of World War II. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • What are two quotes from the source that reflect the author’s perspective on the bombing of Pearl Harbor?
    • (Answers will vary but may include “Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked” or “I regret to tell you that very many American lives have been lost.”) 
  • How would you summarize each of these quotes in your own words?
    • (Answers will vary but may include “The decision to cover some candidates more than others is often driven by economics, as outlets want to publish stories they think will drive traffic;” “many publications differentiate themselves by shifting from news to analysis;” or “Thanks to data-journalism tools that make verification fast and accurate, fact-checking has become a major part of the election media cycle.”)

December 2, 2024 10:00 am

Imagine Learning Acquires Pango Education to Advance AI-Powered Personalized K–12 Solutions

Strategic Acquisition Accelerates Imagine Learning’s Efforts to Create Impactful, Curriculum-Informed AI™ for Schools

Tempe, Arizona — December 2, 2024 — Imagine Learning, the nation’s largest provider of digital-first curriculum solutions, today announced the acquisition of Pango Education, a UK-based generative AI platform tailored for educational purposes. This strategic move enhances Imagine Learning’s capacity to deliver innovative, AI-driven solutions that empower educators and create impactful learning experiences.

Imagine Learning’s acquisition of Pango Education accelerates the development of its proprietary Curriculum-Informed AI™ tools, designed to address the growing need for personalized, standards-aligned educational solutions. With Pango’s innovative technology, Imagine Learning will enhance its ability to support educators in creating custom lesson plans and assessments, streamlining workflows, and responding quickly to evolving curriculum standards nationwide. This integration ensures that Imagine Learning’s solutions not only save teachers time but also deliver more engaging and effective learning experiences for students, meeting the diverse needs of today’s classrooms.

Elevating Education with Curriculum-Informed AI™

Imagine Learning’s Curriculum-Informed AI™ represents a new paradigm in education technology, providing a safe, reliable, and curriculum-aligned foundation for AI-powered tools. Unlike solutions trained on broad internet data or static textbooks, Imagine Learning’s AI operates within its research-based curriculum to ensure every interaction meets the highest educational standards.

“We are excited to integrate Pango Education’s innovative AI technology into Imagine Learning’s robust curriculum portfolio, setting the stage for transformative advancements in personalized learning,” said Jonathan Grayer, Chairman and CEO of Imagine Learning. “This acquisition amplifies our ability to customize lesson plans, adapt to evolving state standards, and create seamless, impactful learning experiences for the 18 million K–12 students we serve.”

Pango was founded in London, England, in 2018 by former math educator Adam Still and software engineer Richard Still. Their platform was developed to help teachers save time by streamlining access to diverse educational resources. By bringing Pango’s technology into its portfolio, Imagine Learning will expand its ability to offer educators practical, customized tools that address classroom needs more efficiently and effectively.

“Integrating Pango’s AI capabilities allows us to provide teachers with more control and flexibility in creating lesson plans and assessments,” said Jason Fournier, VP of Product Management, AI Initiatives at Imagine Learning. “This alignment with our rigorous content standards ensures that educators can meet the unique needs of their students while adapting quickly to curriculum and standards changes. The result is a set of tools that keeps pace with the demands of today’s classrooms.”

Imagine Learning reinforces its commitment to empowering educators with tools that address real-world challenges in the classroom by integrating Pango’s technology. Combining curriculum-aligned innovation with practical solutions advances Imagine Learning’s mission to support teachers and enhance student learning outcomes. This acquisition marks another step forward as Imagine Learning provide resources to meet the evolving demands of K–12 education.

About Imagine Learning

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions, working alongside teachers to support 18 million students in over half of the districts nationwide. Our core portfolio includes Imagine IM, Imagine Learning EL Education, Twig® Science, and Traverse. Our robust supplemental and intervention suite equips learners with personalized instruction for English and Spanish literacy, math, coding, and more. Imagine Edgenuity® and Imagine EdgeEX offer innovative courseware solutions, complemented by Imagine School Services’ Certified Teachers. Imagine Learning. Empower potential. Learn more: imaginelearning.com.

Organize Courses into Trimesters, Quarters, or Modules in Imagine EdgeEX

Imagine EdgeEX

November, 2024

More flexibility with course organization

Educators can now create custom course splits. They can organize a course into trimesters, quarters, or modules to align with their grading/marking periods. 

Course customization in Imagine EdgeEX

New Views Available in Imagine MyPath Cumulative Standards Proficiency Report  

Imagine EdgeEX

November 2024

Now Available: District-and School-Level Views 

Have you had a chance to use the new Cumulative Standards Proficiency Report yet? Using student performance data from lesson mastery checks, this report provides a comprehensive view of students’ mastery of grade-level state standards to help you to easily identify skill gaps, tailor instruction, and support student learning.  

The report is available at the student-, class-, and now school- and district-levels. Read more about this helpful report and how to use it. 

school vs district views

New Rostering Experience Across Supplemental Suite

Imagine Learning Supplemental Suite

November 2024

Easily print scannable student login cards 

Additional functionality has been added to the new rostering experience for Imagine Language & Literacy, Imagine Español, Imagine Galileo K–12, Imagine MyPath, Imagine Science Corner, and Imagine Purpose. Educators can now print student login cards for classes or individual students.  

These cards also contain a QR code that can be scanned with the device’s camera to log in without a username and password. We recommend sending family letters home with login cards so parents and caregivers understand how to help students use these programs outside of school. Learn more. 

ID card example