Through an in-depth analysis of various primary and secondary sources, students in this lesson will identify, understand and be able to explain the stories behind King Arthur and the Arthurian legends, theorizing and taking a position as to whether the sources support the contention that Arthur actually existed.

Through an in-depth analysis of various primary and secondary sources, students in this lesson will identify, understand and be able to explain Chaucer’s Canterbury Tales, how the story uses its characters to delicately challenge different segments of English society in the 14th century, and how and why Chaucer’s opus has continued to maintain its relevance in the 600+ years since the poet died.

Through an in-depth analysis of various primary and secondary sources, students in this lesson will identify, understand and be able to explain why King Henry II and Archbishop Thomas Becket quarreled, what eventually happened to both men as a result of their conflict, and how Henry II’s penance and prostration in front of Thomas Becket’s tomb was seen as appropriate in a time where the Catholic Church had power over the state, not only in England, but also in all of Christendom.

Through an in-depth analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain how the Sadler Report of 1833 sought to dramatize the plight of British proletariat children working in deplorable conditions, how it was received by British society, and how Parliament responded to the report by passing the Factory Act of 1833.

By an in-depth analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain how Wilfred Owen’s poetry is shaped by an intense focus on extraordinary human experiences, and how it tries to give the readers a specific message about the futility of war.

By an in-depth analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain England’s role in driving the continent towards war in 1914 (including Parliament’s foreign policy decisions that drove the UK away from Germany and towards France), the British reaction to the crisis in the Balkans that fateful summer and what Foreign Secretary Sir Edward Grey meant when he uttered the now famous statement about the “lamps going out all over Europe.”

Students in this lesson will identify, understand and be able to explain the basic facts behind what happened in London and in Flanders in the last days of the Great War, the British public’s reaction to the war, and the story behind Remembrance Day (Armistice Day) in England and around the world, not only in 1918 but also today.

Students in this lesson will identify, understand and be able to explain the Great London Fire of 1666, how it started, what it destroyed and how the government responded, and finally how Christopher Wren and others responded by remaking London in stone, changing the old capital into the modern city it is today.

Through an in-depth analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain how Thomas Malthus saw the ratio between population growth and food supplies, and whether or not he believed government programs designed to help the poor were in the end good for society.

Students in this lesson will identify, understand and be able to explain the basic facts of the English Civil War, the establishment of Commonwealth rule under Oliver Cromwell and the Glorious Revolution that brought William and Mary to the throne by the end of the century. As part of this lesson, students will also examine the English Bill of Rights, a document passed by Parliament in Dec 1689 that laid out not only the provisions and limits on the monarch’s power and the relationship between the crown and Parliament, but also established certain basic fundamental rights such as freedom of petition, freedom of speech and no cruel and unusual punishments for all English citizens. These same rights, so essential to our founding fathers a century later, would find their way into the American Bill of Rights of 1791.

Through an analysis of primary and secondary sources, including a reading of Rudyard Kipling’s famous poem The White Man’s Burden (1899), students in this lesson will identify, understand and be able to explain why the poem was written, what Kipling meant by the “burden”, and how the work came to symbolize the Age of European Imperialism in the decades before the Great War.

Through an in-depth analysis of various primary and secondary sources, including excerpts from a modern English translation of the Anglo-Saxon heroic epic Beowulf, students in this lesson will identify, understand and be able to explain the story of Beowulf’s adventures fighting in defense of others, how the epic poem fits into the overall story of Anglo-Saxon culture and why the poem continues to be studied over 1000 years after it first appeared in writing.

Through an in-depth analysis of various primary and secondary sources, including excerpts from Bede’s "Historia ecclesiastica gentis Anglorum" ("Ecclesiastical History of the English People"), students in this lesson will identify, understand and be able to explain how and why Bede wrote his most famous work (including his motives for writing it), and why Bede’s History has been so important to the study of Latin Christendom and Medieval England for the last 1100 years.

Through an in-depth analysis of various primary and secondary sources students in this lesson will identify, understand and be able to explain the Anglo-Saxon period in English history, including why the “invaders” or “settlers” (depending on perspective) came to the former Roman province of Britannia, how the Anglo-Saxon kingdoms functioned politically and culturally during the time they were in control of the island, why the Normans were able to conquer Britain in 1066, and finally how Anglo-Saxon culture influenced (and continues to influence) modern British culture today.

Through an in-depth analysis of various primary and secondary sources, students in this lesson will identify, understand and be able to explain the different theories of how and when Stonehenge was built, what the site’s purpose may have been, and how it’s seen today, both by the British and by visitors from around the globe.

Students in this lesson will identify, understand and be able to explain the basics of Locke’s ideas on society and government by reading and analyzing excerpts from his two major philosophical works, An Essay Concerning Human Understanding (1689) and Two Treatise on Government (1690), thereby gaining a better understanding of how Locke’s writings influenced Jefferson and the other founding fathers.

Through an analysis of primary and secondary sources, students in this lesson will identify, understand and be able to explain the Munich Accords of 1938, what issues were inherent with the “Czechoslovakian Question” and how Chamberlain’s policy of appeasing Hitler at Munich ultimately emboldened the German chancellor to go after even more territory.

Through an in-depth analysis of various primary and secondary sources, students in this lesson will identify, understand and be able to explain the story behind the Prague Spring of 1968, what reforms Dubcek and his comrades tried to implement, how the people took to the new reforms, and ultimately how the Soviets and other Warsaw Pact countries responded to what was going on in Czechoslovakia.

In this lesson, students will identify and research the fauna and flora of the Monteverde Cloud Forest, as well as construct a life-size replica of an assigned animal, then present their findings to the class in the target language.

Through the investigation of primary and secondary sources, students here will identify, understand and be able to explain the details of how Figueres came to power in Costa Rica in 1948, what changes to Costa Rican domestic society he instituted by executive decree or supervised through overseeing the writing of a new constitution, how he positioned Costa Rica as a powerbroker in international circles, and how the legacy of Don Pepe is seen by the people of Costa Ricans today as they move forward into the twenty-first century. For American students using this lesson in Spanish classes, there will be specific primary and secondary sources in Spanish, although most of the lesson plan will be in English.