Now your students have memorized the Genealogical proof Standard we need to help them understand just what it means. The first principle is. "We conduct a reasonably exhaustive search in reliable sources" for all pertinant information.
How are you going to teach your students that a"reasonably exhaustive search" does not mean the research until they are tired?
Personally I joke about it to reinforce the point. I also tell them war stories behind some of the brilliant genealogy articles I've read over the years. Stories I learned by asking the authors. So I tell them of the woman who researched long hours puzzling over some Texas local tax records, then in the Eureka moment called her elderly client long after midnight, getting him out of bed to share the discovery. I tell them about the researcher who devoted three 8 hour days in succession reading microfilmed records just to eliminate a possibility. And I tell them of the man who examined every genealogy and family history on a common family name in Virginia in hopes of finding a connection to his research subject. These genealogists did not quit because they were exhausted. They researched until they had exhausted the sources.
The principle also refers to doing a search of "reliable" sources. Generally reliable sources are original documents and image copy derivatives which contain primary information. Students need practice using those concepts to sort out records. They need a wide variety of records to examine and consider in light of a research question. The question might be "When did Isaak Nears die?" The student is given a set of records that provide positive and negative indirect evidence of death including such things as marriage records of his children, census enumerations, cemetery transcriptions, tax and assessment rolls, probate records, directory listings, a genealogy, a biographical sketch, etc. The instructor walks the students through an analysis of each record to examine reliabilty of each, and help them rank these records. This is a good time to discuss the credibilty of each record. Credibility of the record really is of course about the credibilty of the informant.
Having walked through one set, the students are given a second set and asked to repeat the exercise without guidance. This sort of exercise can be put in objective form with questions asking students to rank the records most to least reliable. And it can be tested in a multiple choice question listing four different rankings, only one of which is correct/
Or it can be tested by subjective questions. "Which cluster of records are the most reliable indicators of Isaak Nears death date? Explain your reasoning in 200 words or less"
With an understanding of exhaustive searches, and reliable sources, the student is ready to move on to source citation.
It seems to me you could do a 2.5 hour workshop on the whole issue of reliability and credibility of sources. What do you think? Does this make sense? Your comments are welcome.