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Hammurabis Code Mesopotamia Lesson

Name:
Mercedes Jorgensen
Grade Level: 6th Grade

Date:

November 5, 2015

1. Content Objective(s)/State Standards:


6th Grade Social Studies State Standard 1: Students will
understand how ancient civilizations developed and how
they contributed to the current state of the world.
o Objective 3: Explain how modern governments can
trace some of their attributes to the systems of power,
authority, and governance established in ancient
civilizations.
a) Identify forms of government within these
civilizations.
b) Compare those forms to existing systems of
governance in today's world.
Content Objective: SWBAT compare Hammurabis code to
modern day government and systems of ruling.
Behavioral Objectives:
Selected students will follow explicit directions for a class
dramatization.
Students will work without talking during the beginning
reading/writing activity.
Students will listen quietly and pay close attention to gather
information during an instructional video.
Students will exercise appropriate computer use throughout
the various activities specified in the lesson.
Students will raise their hands and participate in a class
discussion about Hammurabis code and modern-day law.
2. Instructional Focus: Social Studies-Ancient Mesopotamia
Government vs. Modern-Day Government
3. Interesting Texts/Materials for Instruction
What text(s)/materials are you using for your lesson?
Hammurabis Code:
http://www.commonlaw.com/Hammurabi.html

Information Sheets for Selected Students


Reading Page: http://kids.britannica.com/comptons/article9275801/Mesopotamia
o http://kids.britannica.com/comptons/article196360/ancient-civilization
o http://mesopotamia.mrdonn.org/cuneiform.html
o http://www.ducksters.com/history/mesopotamia/ancient
_mesopotamia.php
Chromebooks
Tape
Blindfold
Saltine Crackers
Pencils
Access to Student Discussion Board
Whiteboard
Instructional Video: https://www.youtube.com/watch?
v=oDALXORbtR4
o https://www.youtube.com/watch?v=ZO1r2dvLSKo
Bubble-Post Program for Brief Formative Assessment
Picture of Hammurabis Code of Laws:
https://www.pinterest.com/pin/87046205267684961/
o https://en.wikipedia.org/wiki/Code_of_Hammurabi
4. Student Engagement: What engagement principle(s) are
you choosing for this lesson?
I will engage students in this lesson by: The lesson will begin
with a very engaging drama-filled activity that will involve several
students and get them in on the secret of the lesson. In addition,
my students love to use technology, and both video and
Chromebook activities will be integrated into the lesson. This
lesson also connects to the real world for students and will help
them see connections between ancient government and current
government.

5. Student Activity/Differentiation. What will your students be


doing to meet the purpose of your lesson? (listening, reading,
searching, writing, strategy instruction, group work, etc.)
What my students are actually DOING: Before, During, and
After.
Before:
1. The beginning activity will act as a way to activate
background knowledge. The class will be asked to read an
article online, take notes in a language notebook and then
write a summary paragraph of the information. Before this
activity begins, seven students will be pulled aside and
asked to misbehave during the initial reading and writing
activity. The following is a list of misbehaviors that the
students will be asked to accomplish:
a. Eating during Class
b. Talking out of Turn
c. Not Doing Homework
d. Breaking Another Students Pencil
e. Look at the Teacher in a Rude Way
f. Drinking in the Middle of Instruction
g. Tapping a Pencil Incessantly
2. Specific punishments will be enacted on each specific
student who has misbehaved. The following is a list of
punishments that match the above behaviors:
a. They must hold their tongue and stick it out for the
remainder of the lesson.
b. They must have their mouth taped shut.
c. They must write I will complete my homework next
time for the rest of the lesson.
d. They must have their hand taped behind their back for
the remainder of the lesson.
e. They must be blindfolded for the rest of the lesson.
f. They must eat 10 saltines in a minute and not get a
drink after.
g. They must have their pencil broken.
3. As a follow-up punishment, student A, B, C, and E will be
required to present their work to the class and face

chastisement. During this time, another student will stand


up and express their current disapproval of the way the
teacher is behaving. The teacher will follow with a gotcha!
and share the objective of the day with the students.
During:
4. The students will watch an instructional video on
Hammurabis code of laws. After the video they will be asked
to share one thing they learned on an online class board. A
brief class discussion of the information will follow where
students will determine how Hammurabis code is
similar/different to modern-day law. The teacher will pull up
translation of the code for students to read and compare
with and will show them a picture.
After:
5. Once the class has had the chance to compare Hammurabis
laws to modern day government and laws, students will write
a follow-up persuasive discussion post arguing whether we
should have kept Hammurabis law collection in todays
world.
How will you differentiate your instruction for struggling/gifted
learners?
Struggling Learners:
o May have a slightly different reading passage.
o May be allowed to write bullet points instead of a
paragraph for the initial activity and final discussion
post.
Gifted Learners:
o Will be selected to help as punished participants
because they wont feel attacked.
o Will be encouraged to write more on their initial and
final responses.

6. Writing/Communicating/Assessment: How will you know


students have met the purpose of the lesson? What will
students do to record their understanding?
The initial activity, the what did I learn? post and the final
discussion post will all act as assessment pieces in this lesson.
Students will be writing three different paragraphs noting
information gained from reading, information gained from the
instructional video, and from the lesson as a whole. If students
are able to make a good argument in the final assignment, it will
be clear they have recognized the objective of the lesson. In
addition, as the class discusses the differences between
Hammurabis code and modern government, the teacher should
be able to catch on whether students are making connections and
headed in the right directions.
7. Reflection: What were the strengths and or areas of
refinement of this lesson. Given what you taught in this lesson,
what are you teaching next?