Hunter W Kjar

March 27, 2024

Writing 313

Author: Hunter W Kjar, Emma Robinson, and Halle

Title: Writing portfolio: Writing like a Historian

Abstract: understanding the world of historical writing is a necessary skill for students to

understand to help them entitle, create, and describe past events and present it in a way that

anyone could understand it.

Grade level: 5th

In-class Instruction Time: Approximately 45 minutes

Group Size: Whole group, individual and small groups

Life Skill: Writing skills, collaboration, appropriate linguistic decision making, creativity.

Teaching Style: Lecture, breakout group discussion, graphic organizer, etc.

Intended Learning Outcomes: Students will be able to create ‘roadside’ historical markers

using appropriate linguistic choices and historical accuracy.

Background: The students have already learned about the basics of historical learning, being

that they understand how to pull information from a primary source such as pictures, videos, and

real events. They will be taking this knowledge and applying their previous knowledge of a non-

biased storytelling to writing the ‘road-side’ historical marker.

Materials and Plan:

Primary source: Picture of the Salt Lake City Trolley and news clipping quote
“The line experimented with other power sources, using a streetcar driven by a small on-board

steam generator on the Warm Springs line in 1874. But mules were still used until 1889, when

conversion to electricity began.”

Step one: write down observation phrases of information. i.e. Electric Train Car, Waiting people,

busy street, lots of cars, steam powered engines. etc.

Step two: Take these phrases and turn them into sentences using background knowledge. i.e. The

Salt Lake Trolley ran alongside cars in downtown salt lake. Or the steam powered cars were later

replaced with electricity.

Step Three: create a ‘significance statement’ why was this important at the time and today, how

beneficial was it, why should people know about it?

Step Four: Identify writer’s bias. Revise and complete.

Apply to Writing:

After completing the Salt Lake Trolley writing assignment together as a class so they understand

what to do, I will break each of the student into groups of 4 or 5 and give them each a new

primary source to use. They will be given a graphic organizer that follows the same 4 steps as the

example question and then be asked to work together with their group and create a new

‘roadside’ marker for their event, or historical item. I will be going around the classroom as they

do so and make sure they are understanding the instructions clearly and doing they