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: Alissa Mislow

Software Title: The Mongols in World History Web Quest
URL: http://afe.easia.columbia.edu/mongols/index.html
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: great graphics and visuals, interactive features, clickable maps,
informative bibliographies. interactive timelines, and uses of primary and secondary sources.
Suggestions for Improvement: could be improved with an assessment and reporting feature.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
SSWH4 Analyze impact of the Byzantine and Mongol empires. 

a. Describe the impact of the Mongols on Russia, China, and the Middle East, include: the 
role of
Chinggis (Genghis) Khan in developing the Mongol 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: Students will start class by answering key warm
up questions regarding content learned about the Mongols from the previous lesson. The teacher
will pass out the Mongol web quest work sheet and laptops to each student. Each student will
navigate throughout the web quest and answer corresponding questions on their worksheets. The
students will be given the entirety of the class period to work on their web quests. If students are
not completed with the assignment before the bell rings, they may access and complete the web
quest from home. The teacher will hold a question and answer debriefing discussion about the
significance of Mongol rule in China and key figures of their empire.
* 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.