This article shows how the annotation practices in an archival text entitled "Progress and Achievement: A History of the Massachusetts State Federation of Women's Clubs: 1893-1931" anticipate key feminist rhetorical research commitments and in doing so present a unique pedagogical approach to creating multivocal stories in the writing classroom: layered feminist historiography. I define layered feminist historiography as a research and composing practice that utilizes aggregated layers to construct a multivocal narrative about the past. Such an approach invites students to (re)construct a history through material engagement and exciting DIY annotation practices. This article shares outcomes of a layered historiography assignment in a writing-intensive women's rhetorical history course. Through a qualitative analysis of projects and written reflections, I show that DIY material annotation yields valuable skills for students.