This paper is designed to help teachers use historical documents for teaching by employing the strategy developed by Hilda Taba. Evidence that can be used in history instruction includes both records and remains. Records are those items that were produced to insure that information could be preserved, such as hieroglyphics, manuscripts, and oral accounts in the form of sagas and ballads. Remains are physical evidence that were not intended to provide information, such as buildings or tools. With Taba's methods students use records and remains while learning to synthesize historical knowledge. Three steps in the process are: (1) identifying points and examining similar aspects of selected topics; (2) explaining, comparing and contrasting, and identifying cause and effect relationships; and (3) forming inferences, implications, or extrapolations. To apply this model to using historical documents, the process involves collecting documents, organizing them, presenting them, and dealing with questions that move from the specific document to the framework in which it was produced and finally to conclusions about the place of the document in the larger historical picture. (IS)