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: Leah Quattrochi

Software Title: Esri Interactive Maps
URL: http://www.esri.com/industries/education/schools#%20
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: Esri’s maps are gorgeous to look at and generally easy to use. These
features make it engaging software for students to use. Also, there are maps dealing with many
different content areas. This software would be useful for any type of Social Studies class and
probably outside of the discipline as well (i.e. epidemic maps in a Science class).
Suggestions for Improvement: The website can be a little confusing to navigate, but if given a
direct link, students will have no problem interacting with the maps. Also, the onus for
assessments is on the instructor, which gives you a great deal of freedom but could also be a
detraction if you are looking for an instruction and assessment tool.
Standards Addressed: SSWG2 Evaluate how the physical and human characteristics of places and
regions are connected to human identities and cultures.
SSWG4 Assess the characteristics, spatial distribution, and migration of human populations on the
earth’s surface.
a. Assess demographic patterns of population using graphs, maps, and other models (e.g.,
Demographic Transition Model, population density maps, and global migration patterns)
Note: this lesson is most useful for building map skills (particularly North American political geography) and getting students
excited about geography, and less so for introducing new content. This is not to say it cannot be done.

Grade Level/Content Area(s): 9th Grade World Geography

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: In this lesson, students will work in pairs using
this map and an accompanying worksheet to map out where Marvel Superheroes come from. The
sheet also provides the backstory, powers, and real name of each character, accompanied by
dynamic and colorful graphics. Students will color code their maps, placing each superhero. It is
likely that students will question why so many superheroes come from New York, and the
instructor can use that opportunity to recall or introduce the ideas of Megalopolis and
1
 INSTRUCTIONAL SOFTWARE

urbanization, ideas that are featured in the North America unit. More broadly, the class should
discuss why nearly all of the superheroes are North American and why that might be. This will
bring up the question of diversity in American comic books, and population density contributing to
the audience for comic books (e.g. perhaps there are so many superheroes from New York because
that is a large market for Marvel), and many other topics related to cultural and population
geography. This activity does not introduce or reinforce geographical minutia but rather gets
students to work on their map skills and think about bigger cultural questions surrounding
geography and media.
Note: credit to Troy Hiner for the original idea and materials for this 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.