oTable of contents
o Introduction to Topic

I. Themes/Habits used

II. Identify a First-Order Document for teaching your Group's topic. (Written reasons for why this is 1st Order document; What kind of source? Why chosen? How is it tied to the overall theme or sub-theme?)

oThe actual 1st Order Document and an analysis of the document. (References to an analysis guide will help. Sourcing Heuristic, Corroboration Heuristic, Contextualization, and Comparative will be helpful.)

III. The actual Second-Order Documents, and rationale for why they are 2nd Order (3 + docs; at least one is non-print; at least one is secondary)
o Show evidence that you have used the Internet in your research
o A list of a primary sources and secondary sources
o At least three types of Primary Sources: (Print documents; Electronic
Media; Folklore/Folkways/Mythology; Arts (Fine or Graphic); Physical
Environment/Material Culture)
o A list of 2nd Order Document(s)/material
(Following the list explain how and why the 2nd Order documents are related to the 1st Order document. References to Sourcing Heuristic, Corroboration Heuristic, Contextualization, and Comparative will be helpful.

IV. The actual Third-Order Documents, and rationale for why they are 3rd Order
o List of 3rd Order Documents anticipating documents/materials students
might find
o A plan for using the documents in the classroom
o A mechanism to assess the classroom plan

V. Bibliography/References for First-/Second-/and Third-Order Documents

(Team members work together during the Institute to develop the team's Report Kit (outlined above), and present that Kit to the Institute on Friday. It is our hope that each Team will begin with the head-start comprised of the collecting of sources (documents, artifacts, images, etc.) that each you are now doing. Ultimately we think the distinctions of First-/Second-/and Third-Order documents will be valuable to you, and to your students, as you think about, study, and teach history.)

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Last updated on February 26, 2003

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