Through the investigation of selected primary and secondary sources, students in this lesson will identify, understand and be able to explain the importance of Istanbul’s Hagia Sophia, how and why it was constructed, why it was converted from a church to a mosque by the Ottomans in 1453, how its design inspired later western architects and why the great building is seen today as a cultural masterpiece.

Through the investigation of selected sources, students in this lesson will identify, understand and be able to explain in detail the Great Schism of 1054 that split the Christian Church into Eastern Orthodoxy and Roman Catholicism, what different theological and political issues caused the rift, and what attempts have been made to reconcile those differences.

Through the investigation of selected primary and secondary sources, students in this lesson will identify, understand and be able to compare and contrast in detail how different Christian and Muslim accounts saw the Fall of Constantinople in 1453, and then by judging the historical and cultural context of the sources, students will be able to assess the validity of the different versions of the story. As a follow-up, students should be able to use the knowledge gained from this lesson plan to assess and explain Winston Churchill’s assertion that history is written by the victors.

Through the investigation of selected primary and secondary sources, students in this lesson will identify, understand and be able to explain why Constantine the Great chose to relocate the Roman capital to Byzantium, how the city preserved and expanded Greco-Roman philosophy and scholarship after the fall of Rome in the 5th century CE, and why, after over 1000 years as a center of Christianity, Constantinople fell to the Muslim forces in 1453.

Through an in-depth analysis of various primary and secondary sources, including a thorough examination of the young girl’s diary itself, students in this lesson will identify, understand and be able to explain the story of Anne Frank and how her thoughts and feelings expressed in the diary help tell the story of Nazi-occupied Holland and the Holocaust.

Through the use of various primary and secondary sources, including excerpts from John Calvin’s famous book, Institutes of the Christian Religion (1536), students in this lesson will identify, understand and be able to explain Calvin’s basic arguments behind salvation through predestination and how the spread of his ideas left an indelible and lasting legacy on the Protestant Reformation in Europe in the 16th century and later with the Puritans would settle the New England colonies in the 17th century.

Through an examination of both primary and secondary sources on the subject, including various types of visual media in addition to electronic and written sources, Students in this lesson will identify, understand and be able to explain the basics of Dadaism as a rejection of bourgeois culture during the Great War and how Dada artists and poets intentionally used irrational nonsense, satire and irony in an attempt to bring sense to the world around them.

Students in this lesson will interpret written text in the target language regarding the controversy surrounding the Valley of the Fallen, compare and contrast both sides of the argument, then develop a logical argument as to whether Franco’s remains should remain at the Valley or be moved to a different location. Students will then use debate structure and expressions to debate, in a formal setting, the future of Franco’s remains.

Students in this lesson will interpret written text in the target language regarding the controversy surrounding the Valley of the Fallen, compare and contrast both sides of the argument, then develop a logical argument as to whether Franco’s remains should remain at the Valley or be moved to a different location. Students will then use debate structure and expressions to debate, in a formal setting, the future of Franco’s remains.

In this lesson, students will use an actual family tree of the Spanish Royal Family to practice family vocabulary in the target language, then construct a family tree of their own using proper pedigree symbols.

Students in this lesson will critique masterpieces from the Museo del Prado, both objectively and subjectively, using art vocabulary in the target language (Spanish), then research biographical information on the artists that created them.

In this lesson, students will compare and contrast the beliefs and practices of Christianity, Judaism and Islam using informational text in the target language. Students will also analyze the relationships and possible source of conflict between people of different belief systems, and brainstorm solutions directed toward them.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the story of the Abraham Lincoln Brigade, including how and why the brigade formed, its experiences in Spain during the civil war, and how these soldiers were treated when they returned home.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the details of the Reconquista, how Muslim forces came to rule over Christian Iberia, the cultural contributions Spanish Moors developed, and ultimately what led to their downfall after such a long rule.

In this lesson, students will interpret Federico García Lorca’s Romance de la Guardia Civil española, critique the work using a list of guided questions, and analyze how it serves as a social commentary for both the Spain of Lorca’s time and of today.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the details of Al-Andalus (Moorish Iberia), including how Muslim forces came to rule over Christian Iberia, the cultural contributions Iberian Moors developed, and ultimately what led to their downfall after such a long rule.

Through an examination of both primary and secondary sources on the subject, including various types of visual media in addition to electronic and written sources, Students in this lesson will identify, understand and be able to explain the basics of Surrealism as it developed as a movement in the aftermath of the Great War, how surrealism served as a vehicle for the rejection of traditional bourgeois culture, how Salvador Dalí specifically fit into the surrealist movement, and how he influenced other artists over the span of his long 20th century career.

In this lesson, students will infer relationships in history from prior knowledge about the Plaza Mayor, King Philip III, and the Islamic presence in early Spain. Students will also interpret an excerpt of Cervantes’ "El coloquio de los perros" and how it serves as a commentary on Christian views of the Moriscos in the early 17th century.

Through an examination of both primary and secondary sources on the subject, including various types of visual media in addition to electronic and written sources, Students here will identify, understand and be able to explain the basics of Surrealism as it developed as a movement in the aftermath of the Great War, how surrealism served as a vehicle for the rejection of bourgeois culture prevalent after the war, and how Salvador Dali and Luis Bunuel specifically fit into the surrealist movement in Europe.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the story of Hannibal Barca of Carthage, how he was able to outwit and out maneuver the Roman army time and time again during the Second Punic War and why is crossing of the Alps is still considered today to be one of the greatest military maneuvers of all time.