The cell biology literature of the 19th and early-to-mid 20th centuries is full of the seminal works that were critical for the development of our current understanding of biology but were done using model systems that are no longer commonly used. We argue that these historical papers are ideal for the development of course-based research experiences, both because the background work is conceptually and technically straightforward, and because the study of the abandoned systems stopped prior to the availability of modern techniques. These abandoned systems offer outstanding opportunities for teaching modern light and electron microscopy techniques, thus providing students with opportunities to create new knowledge in cell biology. In addition, the authors of the early work are interesting subjects for storytelling, which can increase student engagement with a research topic and identification as a scientist. Here we report on the design of a course-based research class built on several foundational works including the early works of Hermann Henking, Michael J.D. White, Edmund Beecher Wilson, Sally Hughes-Schrader, and others that provide students with the same technical training they previously received in the cookbook lab. Students are trained to image both living and fixed spermatocytes, to prepare, section, and image specimens for electron microscopy, and to contribute to the publication of the research that is combined with the training. In the multiple iterations of the class, students also explored chromosome alignment during cell division and other cytological features such as mitochondrial structure and fusion during spermatogenesis. Students note that they value learning the techniques and scientific principles, in addition to exploring the unknown and creating new scientific knowledge.