INSTRUCTIONAL

SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the “forms” feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.

Name: Troy Hiner

Software Title: Mapping History
URL: http://mappinghistory.uoregon.edu
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher) Allows teacher to create customized lessons for students Multi-user or
collaborative functions with others in class Multi-user or collaborative functions with others
beyond local class Accessible to students beyond the school day Accessible via mobile
devices Multiple languages Safety, security, and/or privacy features
Strengths of the Software: Mapping History provides a plethora of content for learners to analyze
and interpret. Furthermore, this resource provides interactive maps and timelines, enabling
learners to better reinforce content knowledge.
Suggestions for Improvement: Mapping history is easy to use however it is dated and is
reminiscent of a dusty book on a shelf. Mapping history needs to be updated and renewed.
Perhaps adding instructional videos to present its array of content as well.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx

SSWH3 Examine the political, philosophical, and cultural interaction of Classical Mediterranean
societies from 700 BCE/BC to 400 CE/AD.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman
Empire.

Grade Level/Content Area(s): 10th Grade World History
Bloom’s Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:
Learners will have already established a background knowledge of the Greek city Polis, specifically
Athenian Democracy. For this lesson learners are being introduced to the Roman Republic and will
be reading about its expansion in Italy from 509-31 BC on Mapping History. To begin this lesson,
ask learners what they know about the Roman Republic, most learners will give answers about the
Roman Empire. Take this time to introduce Mapping History and explain to the learners what they
will be doing. Have learners take notes on key information from the reading. Students can access
Mapping History either through a laptop or smart device. In the last 30 minutes of class have
1
 INSTRUCTIONAL SOFTWARE

students begin writing their argumentative essay comparing and contrasting Athenian Democracy
to the Roman Republic and arguing which is more effective/efficient. Students will be given a total
of three days to write their argumentative essay and will have access to Mapping History both in
and outside the classroom.

* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.