When teaching the U.S. history survey, this professor draws on his own area of expertise and uses a collaborative class website to make the most out of a single visit to the archives.

This professor models historical research methods for students through a scaffolded project that culminates in a final paper. Over the course of three visits to the archives, students move from analyzing one document to examining an entire archival folder.

A history professor discusses how, in a survey course with lots of material to cover, she made time for a visit to the archives to examine runaway slave ads with her students.

A history professor argues that by doing archival research, students interpret evidence and draw original conclusions, thus exhibiting the “higher order” skills described by Bloom’s Taxonomy.