Goals and Objectives
Goals
Objectives
- Students will learn the variety of inventions and contributions made by the civilizations of Mesopotamia.
- Students will learn about the leaders (Sargon, Hammurabi, and Nebuchadnezzar) and peoples (Babylonians, Assyrians, Chaldean's) who built the first empires in ancient Mesopotamia.
- Students will understand the political, social and religious beliefs and practices of the Sumerians.
Objectives
- Students will be able to describe the likely values and attitudes of the ancient Babylonians.
- Students will be able to compare and contrast the differences in modern expectations of behavior with the behavioral expectations illustrated in Hammurabi’s Code.
Content & Common Core Standards
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
4. Know the significance of Hammurabi’s Code.
RI6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI6.6.Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
4. Know the significance of Hammurabi’s Code.
RI6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI6.6.Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Historical Questions
- How has standards of behavior changed over time?
- Is punishment without deterrence necessary?
- Has morality/ethics improved over time? If so, how can we know it has?
Lesson Introduction
This lesson will begin with a class discussion about rules and punishment. The teacher will ask the following questions and write them on the board:
After students have had an opportunity to answer these questions, the teacher will point out that societies throughout the world and throughout history have differed in many ways in what they consider to be bad behavior and what constitutes an appropriate punishment for them. The teacher will also point out that many behavioral expectations are similar between civilizations that exist throughout time and space.
- What type of behavior should society punish through governmental action?
- What type of punishments are suitable for these bad behaviors?
- How can we justify the answers given in questions one and two?
After students have had an opportunity to answer these questions, the teacher will point out that societies throughout the world and throughout history have differed in many ways in what they consider to be bad behavior and what constitutes an appropriate punishment for them. The teacher will also point out that many behavioral expectations are similar between civilizations that exist throughout time and space.
Vocabulary
code
law
morality/ethics
values
empire
equality under the law
artifacts
primary sources
law
morality/ethics
values
empire
equality under the law
artifacts
primary sources
Content Delivery
Day One
The teacher will begin delivering content by passing out the Hammurabi and His Code worksheet. The teacher will start by instructing the class to follow along as he reads the introduction. The students will carefully follow along with the reading as the teacher reads about Babylon, Hammurabi and his code. This section will give students the proper background knowledge to understand and interpret the coming primary sources.
Once the teacher is finished reading the introduction of the worksheet he will answer any questions that the students may have about Babylon and Hammurabi. The students will then be instructed to pair up and complete the rest of the worksheet. In the worksheet, students will be asked to analyze several of the laws in Hammurabi's Code. Students will be asked to consider three important questions at the end of the readings. These questions will help the students understand the primary source document of Hammurabi's Code.
Day Two
On day two of the lesson, students will be reminded of the questions asked at the end of the Hammurabi and His Code worksheet. The teacher will lead a short classroom discussion on what answers were given to each question. The teacher will engage each group to share thoughts about the law code.
Then the teacher will announce that the next activity will also analyze primary source materials. However, these primary sources will be artifacts rather than documents. Artifacts are objects made by people and may reveal important aspects of the person or society who created it. The two artifacts discussed in this lesson were created during the time of ancient Babylon. The teacher will then tell students that the artifacts will be observed on an iPad and the analysis of the artifacts will be done using the Primary Source Analysis Tool on the Library of Congress website.
The teacher will then call out the names of each pair of students. One student from each pair will come to the front of the classroom and obtain a numbered iPad and scan three different CR codes on a paper taped to the front of the classroom. These CR codes will link the students iPad's directly to three different sites. Each site will be put on a different tab in their web browser. The first is a link to a video analysis of the Stele of Hammurabi's Code. The second is a link to the Unfinished Kudurru. The third is a link to the Primary Source Analysis Tool at the Library of Congress. The students will be instructed to analyse each of the primary sources using the Primary Source Analysis Tool. When completed the students will use the email option to send their completed analysis to the teacher. The teachers email will be written on the white board. If student express any confusion about the tool, the teacher will refer them to the primary source toolbox on the unit website.
The teacher will begin delivering content by passing out the Hammurabi and His Code worksheet. The teacher will start by instructing the class to follow along as he reads the introduction. The students will carefully follow along with the reading as the teacher reads about Babylon, Hammurabi and his code. This section will give students the proper background knowledge to understand and interpret the coming primary sources.
Once the teacher is finished reading the introduction of the worksheet he will answer any questions that the students may have about Babylon and Hammurabi. The students will then be instructed to pair up and complete the rest of the worksheet. In the worksheet, students will be asked to analyze several of the laws in Hammurabi's Code. Students will be asked to consider three important questions at the end of the readings. These questions will help the students understand the primary source document of Hammurabi's Code.
Day Two
On day two of the lesson, students will be reminded of the questions asked at the end of the Hammurabi and His Code worksheet. The teacher will lead a short classroom discussion on what answers were given to each question. The teacher will engage each group to share thoughts about the law code.
Then the teacher will announce that the next activity will also analyze primary source materials. However, these primary sources will be artifacts rather than documents. Artifacts are objects made by people and may reveal important aspects of the person or society who created it. The two artifacts discussed in this lesson were created during the time of ancient Babylon. The teacher will then tell students that the artifacts will be observed on an iPad and the analysis of the artifacts will be done using the Primary Source Analysis Tool on the Library of Congress website.
The teacher will then call out the names of each pair of students. One student from each pair will come to the front of the classroom and obtain a numbered iPad and scan three different CR codes on a paper taped to the front of the classroom. These CR codes will link the students iPad's directly to three different sites. Each site will be put on a different tab in their web browser. The first is a link to a video analysis of the Stele of Hammurabi's Code. The second is a link to the Unfinished Kudurru. The third is a link to the Primary Source Analysis Tool at the Library of Congress. The students will be instructed to analyse each of the primary sources using the Primary Source Analysis Tool. When completed the students will use the email option to send their completed analysis to the teacher. The teachers email will be written on the white board. If student express any confusion about the tool, the teacher will refer them to the primary source toolbox on the unit website.
Student Engagement
Day One
Hammurabi and His Code Worksheet
Hammurabi and His Code Worksheet
Day Two
Video Analysis of the Stele of Hammurabi's Code
Video Analysis of the Stele of Hammurabi's Code
Lesson Closure
The lesson will close with a T-chart journal entry. Using their answers to the assignment given on day one, the students fill out the t-chart. On the left side they will describe what they think is cruel and unfair about Hammurabi's Code. On the right side they will describe what they thought was fair and justified in Hammurabi's Code. The teacher will roam the room observing the answers given in each section of the t-chart.
Assessments
Formative
Students will be assessed informally in the introduction discussion. This will give the teacher an idea of how well students understand basic ideas of law and punishment. The teacher will also be able to assess students during the group activity on day one. While students are discussing the laws of Hammurabi's Code, the teacher will listen in on some of the conversations. On day two the teacher can assess the students ability to analyze primary sources. While in pairs, the students will be using the Library of Congress Primary Source Analysis Tool. The teacher will casually observe as the students react to the various questions presented on the website.
Summative
The teacher will be able to assess the students understanding of Hammurabi and Hammurabi's Code by reading the answers to the worksheet given on day one. He can also assess students ability to compare and contrast the differences between the ancient laws of Babylon and our modern standards of behavior. This can be done by observing the answers to the t-charts given at the end of day two.
Students will be assessed informally in the introduction discussion. This will give the teacher an idea of how well students understand basic ideas of law and punishment. The teacher will also be able to assess students during the group activity on day one. While students are discussing the laws of Hammurabi's Code, the teacher will listen in on some of the conversations. On day two the teacher can assess the students ability to analyze primary sources. While in pairs, the students will be using the Library of Congress Primary Source Analysis Tool. The teacher will casually observe as the students react to the various questions presented on the website.
Summative
The teacher will be able to assess the students understanding of Hammurabi and Hammurabi's Code by reading the answers to the worksheet given on day one. He can also assess students ability to compare and contrast the differences between the ancient laws of Babylon and our modern standards of behavior. This can be done by observing the answers to the t-charts given at the end of day two.
Accommodations for ELs and Students with Special Needs
ELs and striving readers will be given a vocabulary list to help with the challenging words used in the readings. The teacher will also give extra attention to groups with ELs and striving readers during the Hammurabi and His Code worksheet assignment. All ELs and striving readers will be paired up with advanced readers. This will allow the more advanced readers to model good reading to the struggling readers.
Another important accommodation for ELs and struggling readers in the Primary Source Toolbox., which includes a video and visual demonstration on how to use the Primary Source Analysis Tool. This will give ELs and striving readers a visual instruction rather than one solely on text.
Another important accommodation for ELs and struggling readers in the Primary Source Toolbox., which includes a video and visual demonstration on how to use the Primary Source Analysis Tool. This will give ELs and striving readers a visual instruction rather than one solely on text.