Social Studies Learning Design

Ugandan History Wiki Page

Grade 5
By Laura Slater
 Standards of Alignment
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.

CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
ISTE Student Standard: 1.3 Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others.
 TECHNOLOGIES
WHAT - Google Chrome or Duck Duck Go
WHY - These are easy services for students to
use to locate a large range of information on
their topic. The teacher will include a lesson on
internet security, safe surfing, privacy issues,
and determining reliable sources.
PICRAT - These are Interactive and Amplifying,
as the students search for their own
information, interacting with the sources that
surface.
Internet
Search
WHAT - Project Gutenberg, Internet Archives,
Wikimedia Commons, Librivox, Creative
Commons, CK12, Openstax
WHY - These are providers of free and open-
source media for students to incorporate into
their final project.
PICRAT - The use of these sites is technically
Interactive and Amplifying, but the students will
use what they find there in Creative and
Transformative ways. They are creative in their
choices of what they are searching for.

TECHNOLOGIES
WHAT - Flip
WHY - Flip is a video sharing and
communication app that allows students to
share their thoughts and information
interactively with the other members of their
group.
PICRAT - This technology is Creative because
students are sharing their own thoughts and
contributions and it is Amplifying because it
enhances the collaboration process and allows
it to continue outside the classroom, when the
students are home.
Communication
and Media
Recording
WHAT - Screenpal
WHY - This video recording app will be used for
students to record videos for their artifacts to be
added to their page.
PICRAT - This is both Creative and
Transformative because the students are
creating something entirely new and are
recording presentations in a way that can not be
done without the technology. (One could argue
that it is merely amplifying an in-person
performance, but there is a difference in the final
product being used well beyond performance.)

TECHNOLOGIES
WHAT - Google Docs, Slides, Sketchbook, Adobe
Illustrator, etc.
WHY - These are apps used to create text
documents, audiovisual presentations, illustrations,
maps, and other artifacts for the group page
PICRAT - These apps are Creative and
Transformative because the students are creating
unique artifacts to represent their information and
thoughts. Some of the apps are more Amplilfying
because they are merely digital versions of written
papers or drawn illustrations, but the use is ultimately
transformative.
Media and
Internet
Production
WHAT - PBWorks
WHY - This is a website builder that can be used
in classrooms for projects like our class wiki.
PICRAT - This is both Creative and
Transformative because the students are
creating something entirely new and are
contributing to broader knowledge of the subject
in a way that would not be possible without this
technology.
ACTIVITIES
1. The teacher will divide the students into groups and will allow groups to choose
which event(s) in Ugandan history they wish to cover.
2. Groups will collaborate to assign roles.
3. Students will conduct research and will share their information with their group-
mates via Flip.
4. Each individual student will maintain a Research Collection Document, which will
consolidate their information and references.
5. Groups will meet to discuss the research and compare different viewpoints of the
same events to determine a clear(er) sense of the event.
6. Students will work together and individually to create artifacts representing their
events and any conflicting viewpoints.
7. The artifacts will be uploaded onto the group wiki page and organized into a
cohesive whole.
8. Students will complete peer evaluation forms for each of their group-mates.
ASSESSMENT TASKS

Group Wiki page

Individual Research Collection Document

Peer Evaluation forms

IMPACT
Students learn the value of multiple viewpoints of an issue or event
and gain experience discerning and discussing this with others.

They also gain experience in research and internet skills, group

collaboration, and the use of varied technologies to express their
thoughts and information.

Finally, the students have learned more about their current country
from their own research and collaboration as well as from other
student groups, and they are able to express themselves in a
coherent manner for general benefit.
ATTRIBUTIONS

By
Openclipart: By GDJ

By
Freepik:

By
Design Circle: