NOTE: If you want this website to recall your individual progress, and/or if you are a teacher and you want class accounts for assignments with a teacher dashboard, select "Register" under the "Login" tab above. Use is free and is intended to remain free.

By Jeff Vanke, Harvard History Ph.D. (1999, the before times).
Vanke teaches high school in the public schools of Virginia, and he has also taught at Harvard College, Guilford College, Kaplan University, and elsewhere, in the subjects of History, International Studies, Human Geography, College Composition, French, German, and Mathematics (Certification for College Dual Enrollment). Vanke has authored a number of articles, a book on European Union history, and two historical novels.

The philosophy behind this website's curriculum is to explore the truths and causes of human suffering, non-suffering, and happiness, in security, health, worldview, prosperity, freedom, and stability, across the course subjects above. The motivation is the perceived lack of any such website or similar learning tool or even any such non-dogmatic comprehensive curriculum.

The goals guiding this website are (1) test preparation and (2) comprehensive general education into post-secondary levels of the humanities and social sciences. The latter goal is meant to be universal to humans everywhere, so that any desired sub-global focus should appear in a separate course so as not to imbalance a heading course of global design.

The website's targeted audiences are (1) individual self-motivated learners and (2) students under teacher-class-assignment options for teachers to leverage grades motivation.

The content delivery includes very brief explanations and links after some submitted answers, but it avoids embedded readings and videos (for now) and user writing per se.

The methods toward this website's goals include
(1) content coherence;
(2) structured content "Overviews" in concentric circles of relative importance within each course and course unit;
(3) spaced repetition of content learning;
(4) a scoring system that accounts for repetition and maintenance over time;
(5) scaling each course to 1000-2000 concepts and facts (and adding likewise-scaled subset courses as needed); and
(6) succinct questions akin to flashcards in various forms, including fill-in-the-blank, multiple-choice single- and multiple-answer, maps, and sorting in order (chronological and otherwise).
      The database architecture is designed for later implementation of
(7) differing phrasings and approaches to question users per each specific concept or fact (to ensure comprehension along with memorization);
(8) Computerized Adaptive Learning; and
(9) content testing in controlled testing environments with lockdown browsers, ultimately with certification of test-demonstrated completion (with heavy weight on the most salient concepts).