Exercise Checklist


Professor name

Professional title
As you want it to appear on the website

More about you (optional)
Include any pertinent information about your teaching approach, background, or current appointment
Ex: I normally teach Composition courses; I specialize in Queer Theory, etc.


Course name and number

Department and/or learning community in which course was taught

More about your course and/or your students
Two sentence description. Ex: this is a survey course commonly taken to fulfill general education requirements; this is an honors seminar taken by liberal arts students; etc.


Exercise title

Exercise learning objectives
Reminder: a learning objective is a statement in specific and measurable terms that describes what the student will know or be able to do as a result of completing the exercise. An example of a good exercise objective: “Students will be able to analyze 19th century manuscript maps and integrate them into 5 page research paper on the waterfront.” Less effective objective: “Students will gain experience with maps.”

Visit description and agenda
Don’t forget about intros and wrap-ups

Please describe what context was needed and how and when it was provided (secondary sources, lectures, activities, etc.)

End products
What did students produce as a result of this exercise? Please submit any assignment instructions.

How do you measure whether or not students met the learning objectives? Ex: the answers they provided during wrap-up, blog posts or handouts, their final projects, etc. If you have a rubric or grading criteria, please submit it.

Personal narrative about the exercise
Can address the following:

  • broader pedagogical goals (as opposed to learning objectives)
  • the development and evolution of this exercise
  • differentiation (how the exercise benefits students of different abilities or preparedness)
  • challenges or benefits you experienced

Adaptability (optional)
Please share any ideas you have about how this exercise could be used in other educational contexts:  a different course or department, with more or less advanced students, with different documents or collections, etc.

Which SAFA archival literacy skills does this exercise address? (select any which apply)

Document analysis

  • Paleography and decoding
  • Close reading (“detailed and careful analysis of a written work”)
  • Visual analysis
  • Identifying and finding information needed to understand a document (vocabulary words, names, places, etc.)
  • Observing and summarizing
  • Identifying and analyzing bias and audience
  • Posing larger questions raised by a primary source

Using primary sources

  • Connecting primary source documents to contextual material from class
  • Making an argument based on primary source evidence
  • Choosing and using effective examples

[ ]  Please submit final drafts of your revised course materials as a Word document, including:

  • Assignment instructions and related materials (such as bibliographies)
  • In-archives handouts
  • Blog prompts
  • Rubrics or grading criteria

[ ]  Please submit the final draft of your revised document citations as a Word document

Depending on your exercise, you may need to pare down or select the strongest suites of documents. Please prioritize documents for digitization. You can annotate this list, if needed.


SELECT ONE: Would you like a “Contact Me” link associated with your website content?

[  ]  Yes, I would like inquiries sent to this email address: _________________________

[  ]  No, please do not include a “Contact Me” link on my profile/content


We will credit you as the author of your submitted exercise. We reserve the right to edit and reformat your work as necessary for the SAFA website. We will contact you for approval of substantive changes to your submission.   

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A three-year, FIPSE-funded program at Brooklyn Historical Society