This lesson focuses on the concept of the afterlife and the importance of pleasing the gods and goddesses, the significance of tombs and tomb building, and the burial customs and traditions of the ancient Egyptians. After learning about all of these concepts, students will design a tomb, create a model of it, and complete a short written assignment explaining the design and contents of the tomb.

HISTORY H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

Compelling Questions:

How does historical thinking help us understand our world?

Chapter Supporting Questions:

How do we learn about the past?


Does thinking about the world with historical habits of mind help to make a better world?


How would you describe temporal thinking? Provide a scenario or specific event to illustrate.


What steps and tools do historians use to do their job?


How do historians collect and analyze evidence?


How do historians use evidence to construct theories, perspectives and hypotheses  (claims), and accounts about the past?


How and why are these historical claims controversial?

This resource looks at how the governments and people of England, Scotland, Ireland, and Wales, and of England's French territories, interacted in politics, warfare, religion, trade, and everyday life.

In this activity, students will study maps of the medieval city of Chertsey, make comparisons, and discuss areas of continuity and change.

In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance"”such as talking back, hitting their master or running away"“"“could result in being whipped, sold away from their families and friends, or even killed.