In 45 short video clips, ranging in length from 53 seconds to over three minutes, scholars Jo-Ann Hart, Shala Haeri, Farzaneh Milani, Mariam Habibi, Joseph Cirincione, and Linda Miller look at Iranian history over the 20th and 21st centuries, focusing on events that led up to the 1979 Revolution, the Revolution and the Iran Hostage Crisis, and the effects of those events on Iran today. The clips examine how the U.S. was involved in all of these events. Intended to accompany the Choices Program's curriculum Iran Through the Looking Glass: History, Reform, and Revolution, these clips may still be used independently.

Registration is required, but free.

In 19 short video clips, ranging in length from 58 seconds to three and a half minutes, scholars Jim Blight, janet Lang, and Sergei Khrushchev examine the events that led up to the Cuban Missile Crisis, the Crisis itself, and the personalities involved. Intended to accompany the Choices Program's curriculum The Cuban Missile Crisis: Considering Its Place in Cold War History, these clips may still be used independently.

Registration is required, but free.

In 17 short video clips, ranging in length from 52 seconds to over two minutes, scholars Susan Allee, Paulo Sérgio Pinheiro, and David Kennedy look at how global response to genocide has developed over the past century and examine U.S. response to several genocides. Intended to accompany the Choices Program's curriculum Confronting Genocide: Never Again?, these clips may still be used independently.

Registration is required, but free.

In 28 short video clips, ranging in length from 40 seconds to over three minutes, a range of experts, including both politicians and scholars, discuss the history of nuclear weapons, the present political and military global situation and views of nuclear weapons, and the future of nuclear weapons. Intended to accompany the Choices Program's curriculum The Challenge of Nuclear Weapons, these clips may still be used independently.

Registration is required, but free.

Heather A. Williams of the University of North Carolina at Chapel Hill discusses the paradox of Abraham Lincoln's legacy in popular culture—the simultaneous desire to "know" Lincoln and the impossibility of reconstructing a totally complete and objective picture of the man.

Loren Schweninger of the University of North Carolina at Greensboro describes the relationship between Abraham Lincoln and Frederick Douglass, including their meeting in the White House following Lincoln's inaugural address.

John David Smith of the University of North Carolina at Charlotte considers Abraham Lincoln's reasons for allowing black troops to fight in the Civil War and for issuing the Emancipation Proclamation.

Joseph T. Glatthaar of the University of North Carolina at Chapel Hill describes President Abraham Lincoln's military policy, focusing on his emphasis on saving the Union and the place of race issues in this philosophy.

Paul D. Escott of Wake Forest University looks at Confederate expectations going into the Civil War that the war would be swift and decisive, and contrasts them with Jefferson Davis's expectations. He also outlines the challenges the South and Davis faced during the war, and attempts to assess Davis's performance as a leader.

William C. Harris of North Carolina State University describes the qualities Lincoln possessed that directed his leadership decisions during the Civil War.