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: Hayden Armistead

Software Title: USA Test Prep
URL: https://www.usatestprep.com/home
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: USA Test Prep is extremely user friendly. Many teachers use this
website when students need to review for a test. The website is requires a login provided by the
school. The teacher can track students’ grades, progress, and results. It is student paced, so
students do not need to rush to do their work. The software on USA Test Prep contains games,
drill and practice, reference materials, and video tutorials. Teachers can have entire lessons on
this website.
Suggestions for Improvement: USA Test Prep can be expensive for an individual teacher to
purchase, but the school usually provides it for the students (based on experience).

Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx

SSUSH15 Analyze the origins and impact of U.S. involvement in World War I. a. Describe the movement from U.S.
neutrality to engagement in World War I, including unrestricted submarine warfare and the Zimmerman Telegram. b. Explain
the domestic impact of World War I, including the origins of the Great Migration, the Espionage Act, and socialist Eugene
Debs.

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: (Ex: equipment needed, instructional model*,
what students/teachers will do, how activity will be introduced/concluded, how student learning
will be assessed, how assessment data will be used to inform/differentiate instruction. Minimum 2
paragraphs).

The lesson will start with a discussion-based lecture over the United States current stance of
neutrality and isolationism. The students will takes notes over what caused the United States to
enter WWI. After the lecture, the students will participate in a decrypting activity where they have
to decrypt a telegram. Once the students complete the activity, the whole class will have a brief
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 INSTRUCTIONAL SOFTWARE

discussion as to why the US would decide to enter the Great War. Next, the students will login to
USA Test Prep for the next activity. The students will test their knowledge through scenario-based
questions on quizlet. The assignment will be self-monitored. In order to successfully move onto
the final activity, the students will have two attempts to get a minimum of a 75. Those who do not
pass will receive a worksheet to complete for homework to reinforce their knowledge. After
everybody finishes their assignment on USA Test Prep, the students will answer an open ended
question over why they think the the United States should have or should not have entered WWI.
The other question will be another open-ended question will have the students answer what the
possible affects WWI will have on immigration in the United States. This will be preparing for the
next day’s lesson
* 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.