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: Taylor Butler

Software Title: Teachingamericanhistory
URL: http://teachingamericanhistory.org/static/neh/interactives/americanrevolution/
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: Very interactive, goes over every major battle of the American
Revolutionary War in the Northern/Southern colonies. Gives students a review on Geography
while at the same time drilling them about the outcomes of each of the battles, and then details on
why the battles ended the way they did.
Suggestions for Improvement: A way to collect data from the student’s responses would be nice.
This way the teacher could track the student’s in-progress and realize what they are struggling in.
And also it would be fun if they had an option where the students could make their own interactive
map and compare it to the master one.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
SSUSH4 Analyze the ideological, military, social, and diplomatic aspects of the American
Revolution.
a. Investigate the intellectual sources, organization, and argument of the Declaration of
Independence including the role of Thomas Jefferson and the Committee of Five.
b. Explain the reason for and significance of the French alliance and other foreign assistance
including the diplomacy of Benjamin Franklin and John Adams.
c. Analyze George Washington as a military leader, including but not limited to the influence of
Baron von Steuben, the Marquis de LaFayette, and the significance of Valley Forge in the creation
of a professional military.
d. Investigate the role of geography at the Battles of Trenton, Saratoga, and Yorktown.
e. Examine the roles of women, American Indians, and enslaved and free Blacks in supporting the
war effort.
f. Explain the significance of the Treaty of Paris, 1783.
Grade Level/Content Area(s): 11th Grade/U.S. 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

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Description of how to implement in the class: Students will participate in the classroom
discussion on the American Revolution. After going through the Unit on the American Revolution
the students will begin a review session; the teachers will provide the students with laptops and be
given the URL address to type into the search engine. From there the students work at their own
pace but have to complete the “Study Guide” that is being given to them to keep them on the right
track while doing this activity.
* 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.