For the passionate Jewish History teacher, the academic year is not long enough. There is much that you want to cover regarding core knowledge and academic skills while making space for both the topics and the types of projects and assignments that are most likely to engage the student. In this article, I offer a strategy for course design that balances core-knowledge coverage, academic-skills development, and in-depth engagement. I argue that, in Jewish History courses, core-knowledge can be covered in separate units that provide an extensive survey. This strategy ensures coverage of what the teacher considers essential and lays the foundations and provides historical references and context for in-depth learning which follows. That in-depth learning is