Today's lesson began with two short introductory videos. The first was a series of clips showing 7 Natural Wonders of the World, including Victoria Falls (Zambia/Zimbabwe, Africa), Mt. Everest (Nepal, Asia), and the Grand Canyon (USA, North America), to name a few. Henry effectively answered numerous higher-order questions; an example being, "What factors make a location likely to become a 'natural wonder of the world'?". The second video included clips of 7 Man-Made Wonders of the Ancient World. (Look ahead: we will be viewing a clip of 7 Modern Wonders of the World in the next lesson). Again, Henry showed the foundational understanding, exhibited in his responses to several analytical and synthesis-type questions, of size and scope of a natural or man-made "structure" being a key ingredient in being claimed a "wonder". However, it was the connections between wonders of the ancient and wonders of the modern world. To the question, "what do all these man-made structures have in common?", Henry again noted the size, but he made another strong analysis that was interesting. Henry seemed to point his awareness toward man-made wonders being in cities or populated areas, and natural wonders being in places away from the city, ie rural areas. The lesson concluded with a critical negotiation between Henry and I. On Monday, we discussed a World Map Project, which I usually encourage as a enrichment activity with students. However, it became apparent that Henry has a strong grasp of physical and political maps. I assessed him on latitude/longitude, and he understood how climate changes as latitude ascends, north or south, from the equator, and how this affects human actions/decision/culture. So, after a brief discussion, I opted to allow Henry to create his own World, which he will need to incorporate these critical understandings to produce a viable society. Henry agreed to the project idea and we shook on his commitment to it.