Students will understand how ancient civilizations developed and how they contributed to the current state of the world. Students will raise their hands and participate in a class discussion about Hammurabi's code and modern-day law.
Students will understand how ancient civilizations developed and how they contributed to the current state of the world. Students will raise their hands and participate in a class discussion about Hammurabi's code and modern-day law.
Students will understand how ancient civilizations developed and how they contributed to the current state of the world. Students will raise their hands and participate in a class discussion about Hammurabi's code and modern-day law.
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?