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Europe: A History by Norman Davies appeared in 1996.1 In addition to its substantial text (i.e., more than 1,200 pages including notes) and a massive appendix that includes more than 100 valuable maps, graphs, tables, charts, and lists, the book is marked distinctively by the inclusion of 301 capsules. "Capsules," as Davies notes in his preface, illustrate "narrower themes that cut across the chronological flow."2 They are boxed breaks both accompanying and interrupting the developing narrative, but they are purposely keyed, either directly or indirectly, to some event, person, object, concept, phenomenon, or other aspect of history; they offer a micro-history collection of intriguing and thoughtful commentary about subjects that are either ignored or merely grazed in standard texts. For teachers and students of European history or more broadly just history, these capsules have the potential to fascinate and appeal to a broad spectrum of tastes: fromAltmarkt andArchimedes to Zadruga and Zeus, from Codpiece and Vlad [Tepes] to Rouge and Usury. What attracted me to Davies' capsules is that for more than a decade prior to his book's publication I had included as part ofmy teaching my own version of capsules, or "breaks" as I call them.3 These breaks are employed to interrupt the lecture so as to offer a closer look-as if through a magnifying glassat selected subjects that are often ignored or, at best, treated summarily in course textbooks but are nevertheless related to the subject or time period being examined. Actually, these breaks are not interruptions as the word is commonly used. Instead, they are subject-friendly, oftenseamless detours, much like what urban explorers experience when they tum into side streets and alleys in order to take a closer look or get a better feel for a neighborhood. They also work as windows onto the historical landscape as they illuminate habits, institutions, structures, concepts, and panoramas. Based on comments from studentsafter class, in my office, and on student evaluation formsthese breaks are

“We’ll Be Right Back”: Introducing Constructive “Breaks” into History Lectures