By clustering interpretive and analytical activities around historical records, teachers discover that they have not added to their already full curriculum, but simply enhanced it. Contact the repositories that may have needed records. Identify, for repository staff, major themes emphasized in the classroom. Make it clear to reference staff that a specific item is not necessary, but records representing certain themes or subjects are most useful. It is helpful to look over the finding aid to determine if there are specific parts of the records that would be useful, or if the whole group of records needs to be reviewed.
Most repositories inform researchers of special rules for using their resources.
Once the copy of the document is in hand, make a complete citation of the location of the original on the back of the copy. Some historical organizations have educational outreach programs and staff who are willing to make a presentation on site. Published documentary teaching materials help by saving time and making a wider variety of historical record facsimiles available to teachers. Contact regional historical organizations for information about their publications. Search the Internet for appropriate web sites.