Through an in-depth analysis of various primary and secondary sources, including a full reading of Dostoevsky’s novella, Notes from Underground, students in this lesson will identify, understand and be able to explain how Dostoevsky’s works focused on the moral depravity he saw as inherent in the emerging industrial society of mid-late 19th century urban Russia, how the major characters in Notes from Underground solicit both sympathy and disgust from readers, and finally how the novella fits into the genre of 19th century existential philosophy.

Through an analysis of primary and secondary sources, including a full text reading of the Treaty of Brest-Litovsk (1918), students in this lesson will identify, understand and be able to explain the provisions of the treaty, how the Germans forced the Russians into signing the treaty, and why Lenin and most of the Soviet leadership believed that peace at any cost was necessary.

Through the use of various primary and secondary sources, students in this lesson will identify, understand and be able to explain the basics of the Cold War armed standoff between NATO and the Warsaw Pact. Using this knowledge, students will then theorize and debate as to whether or not Putin’s latest moves in the Crimea signal his attempt to create another eastern bloc to oppose the modern incarnation of NATO, and what moves (if any) the members of the western alliance might be able to do to stop Russian advances in Eastern Europe.

Today, most American high school students learn about the Spanish American War through stories and images of Teddy Roosevelt and his Roughriders charging up San Juan Hill in Cuba, but few teachers discuss Puerto Rico. Through the investigation of primary and secondary sources, students here will identify, understand and be able to explain the details of how and why the United States came to rule over the island of Puerto Rico, what legal and constitutional status the US granted Puerto Rican citizens, and how the relationship between the US and Puerto Rico has evolved since 1898.

Through an analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain the true story behind the “Schindler Jews” and the famed “list”, how Oskar Schindler’s actions on behalf of his Jewish workers put the businessman in grave danger and cost him his fortune, and how the story of the list came to light for the public.

Through an analysis of primary and secondary sources, including radio broadcasts from the BBC and various video sources from the time, students in this lesson will identify, understand and be able to explain the German invasion of Poland on 01 Sep 1939, how the Germans were able to achieve such a complete victory over the Poles, and how the Western Allies (Britain and France) responded to Hitler’s moves against their Polish allies.

Through an analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain the provisions of the Nazi-Soviet pact of 1939, why the two ideological enemies signed the pact, and what the consequences were for Eastern Europe as a result of the pact.

Through an analysis of primary and secondary sources, including radio broadcasts from the BBC and various video sources from the time, students in this lesson will identify, understand and be able to explain the German invasion of Poland on 01 Sep 1939, how the Germans were able to achieve such a complete victory over the Poles, and how the Western Allies (Britain and France) responded to Hitler’s moves against their Polish allies.

How were the Spanish able to conquer the Incas so easily? What advantages did the Spanish have over the Incas in terms of technology? Why did Atahualpa discount the threat posed by Pizarro and the Spanish? Through the investigation of primary and secondary sources, students here will identify, understand and be able to explain the details of how and why the Spanish were able to conquer the Inca Empire of Peru, why the Indians (especially Chief Atahualpa) discounted the Spanish threat until it was too late, and finally what the legacy of the conquest meant for the native population of Peru then and today.

Through the investigation of primary and secondary sources, including written, digital and media sources, students in this lesson will identify, understand and be able to explain the details of the Roman Catholic Papal Conclave, its history and what role it still plays in the election of a new pope.

Through the investigation of selected primary and secondary sources, students in this lesson will identify, understand and be able to explain the basics of the Copernican or Heliocentric model of the universe, how Galileo picked up the idea and expanded upon it, and how heliocentrism challenged the established scientific and religious authorities of the time.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the details behind each of the Punic wars and how the Roman Senate used those conflicts as a stepping-stone towards the creation of a empire that would dominate the Mediterranean in the centuries to come.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the details behind the Lateran Accords of 1929 and how both sides used the agreement to solve the “Roman Question” vexing the Italian peninsula since 1870.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the details of the Pax Romana (Roman Peace), how the emperors of the day used their wealth to bring prosperity to the citizens and why the era ended in 180 CE with the death of Marcus Aurelius.

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 what happened to Pompeii and Herculaneum as a result of the Vesuvius eruption of 79 CE, what archaeologists found when they unearthed the Villa of the Mysteries, what the different frescoes depict in the villa, and what the scenes depicted in the paintings might be able to tell modern visitors about Roman society in the first century CE.

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 what happened to Pompeii and Herculaneum as a result of the Vesuvius eruption of 79 CE, what archaeologists believe the architecture, art and artifacts found in the cities can tell modern visitors about ancient Roman society, and what challenges conservationists might face in saving the ancient cites for generations to come.

Through an examination of both primary and secondary sources on the subject, including various types of visual media and electronic and written sources, students in this lesson will identify, understand and be able to explain how Tacitus, Suetonius and Cassius Dio each described the Great Fire of Rome in 64 CE and Caesar Nero’s possible role or responsibilities in the disaster. Students will also be able to explain how each ancient historian’s personal views might have clouded or sharpened his judgments on the subject. Finally, students will use the knowledge gained from this examination to develop an idea as to how to critique all primary sources.

Through an in-depth analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain the history behind San Marino, Europe’s oldest constitutional republic, how the tiny microstate was able to stay independent over the centuries, and what status the little republic holds today in the twenty-first century.

Through the investigation of primary and secondary sources, students in this lesson will identify, understand and be able to explain the story behind the School of Athens by Raphael, the techniques used by the artist to paint the masterpiece and how he used different images and people to convey his messages through the fresco.