Zoe Gough

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EDSS471Assignment2:AncientHistoryUnit1AreaofStudy1
Rationale
FormyunitplannerIhavechosentoexplorethenewAncientHistorysubject,focusingon
Unit1AreaofStudy1AncientMesopotamia.
ThroughtheunitIhaveincorporatedtheuseofseveraldifferenthistoricalthinkingconcepts
fromSexiasinordertofocusstudentstotheuseofprimarysourcematerialandtheeffectsof
changeandcontinuityinthisparticularregion(2015).Withtheuseofminilecturestoconvey
importantinformationIhavemadesuretoleaveroomfordifferentiationwithstructured
handoutstoassiststudentsinnotetakingbeingscaffoldedarounddifferentabilitylevels.
AsisstressedinthenewstudyguideIhavemadesuretoincludealargeamountofprimary
sourceanalysis,withstudentsbeingexposedtodifferentformsofevidenceandhistorical
accounteachlessonandcompletingformalprimarysourceanalysisnearlyeveryweek.Ihave
usedVanSlederightsmodelofsourceanalysisasthebasisformytasksinordertoguide
studentstowardsacriticalapproachtoprimarysources(2013).Thedifferentprimarysource
analysisexercisesalsohelptobuildstudentsconfidenceandskillstoassistthemin
completingthefinalsummativetaskinWeek10.Theprimarysourcetasksarealsoableto
tailedtoindividualstudentscapabilitiesasthequestionscanbescaffoldedtodifferentability
levels.Ihavealsoincorporatedmanyvisualanddiscussionactivitiestocatertodifferent
studentsengagement.
AssessmenttaskshavebeenstructuredusingBloomsTaxonomyinordertoguidestudents
towardscriticalthoughtandevaluationofprimaryresourcesthroughquestioningtechniques
(1956).
DuetothemoreflexiblenatureoftheUnit1&2curriculumIhavetakencaretoincorporate
studyandevaluationofthelivesofwomeninAncientMesopotamia.Althoughnotexplicitly
requiredintheunitoutlineIbelieveitprovidesamorewellroundedunderstandingof
civilisationsandalignswithmanyinterestingprimarysourcesavailable.

Zoe Gough

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Ancient History Unit Planner Template

Area of Study: Unit 1 Ancient Mesopotamia AOS 1: Discovering Civilisation
Outcome: OncompletionofthisunitthestudentshouldbeabletoexplainthedevelopmentofcivilisationinMesopotamia.Toachievethisoutcomethe
studentwilldrawonkeyknowledgeandkeyskillsoutlinedinAreaofStudy1.
Length: 10 weeks (equivalent to 40 x 50 minute lessons)
Wee
k

Key Knowledge

Scientificmethodsusedby
archaeologiststodetermine
theageofobjects,aswell
asrelativeandabsolute
dating.
Thefeaturesofcivilisation
asunderstoodbyhistorians
andarchaeologists,andthe
significanceoftheconcept.
Thephysicalenvironment
ofMesopotamiawith
particularreferenceto
topography(includingthe
riversTigrisandEuphrates)
andclimateandits
relationshiptothegrowth

Key Skills

Content (Identify
key concepts)

Pedagogies (Identify
higher order thinking
skills)

Resources

Assessm

Considerthehistorical
significanceofthe
establishmentofcities.

SubstantiveConcepts:

IntroductiontoUnitandVCE
Historyrequirementsof
students.

MiniLectureHandouts

Formative:

MesopotamiaInteractive
WebsiteGeography

ExitTicket
PMIQchart

http://www.mesopotamia
.co.uk/geography/home_
set.html

PrimarySou
Analysis

Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.

Civilisation,Discovery.
ProceduralConcepts:
HistoricalSignificance,
PrimarySources.
Content:

MiniLectures(all
accompaniedbyworksheetsto
assiststudentswithwritten
andvisualnotetaking.)

TimeMaps

Whatarehistoricalsources
andhowtheyareusedto
reconstructthepast?

Thegeographyandbeginnings
ofMesopotamia.
Whatisaprimarysource?

http://www.timemaps.co
m/civilizationancient
mesopotamia

Howhistoriansuseartefacts,
accountsandarchaeological
informationtoreveal
informationaboutthelivesof

LeavingaTrace

MesopotamianArtifacts

Activitytoteachstudentsto
drawinformationfromprimary

https://oi.uchicago.edu/c
ollections/highlights/high

Zoe Gough

ofurbansettlements
(includingtheneedto
constructcanals).

S00143310

peoplefromancient
civilisations.Whatis
civilisation?

archaeologicalsources.Using
classroomobjectstopractice
archaeologicalquestioning:

Theemergenceofearly
Mesopotamiancities
(3500BC).

Whenwasthis
made/discovered?

Geographyofregion.
Developmentofurbanlife
betweenTigresand
Euphrates,andthepractices
andinstitutionsofearly
urbanlife.Thetransition
fromfarmingtocities.

Whomadeit?
Whydidtheymakeit?
Whatusedoesithavein
society?
PrimarySourceAnalysis
Extendingtechniquesdeveloped
toformalprimarysource
analysisonearlypottery,using
VanSlederightsourceanalysis
techniques.
MappingActivity
Givenabasicgeographicalmap
andtracingpaperstudentsto
createamultilayeredannotated
maptoshowtheexpansionof
settlementusingtheinteractive
website.

lightscollection
mesopotamia

Zoe Gough

Thephysicalenvironment
ofMesopotamiawith
particularreferenceto
topography(includingthe
riversTigrisandEuphrates)
andclimateandits
relationshiptothegrowth
ofurbansettlements
(includingtheneedto
constructcanals)
Theoriesaboutthe
developmentofagriculture.

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Considerthehistorical
significanceofthe
establishmentofcities.

Explainthecausesand
consequencesofthe
developmentofcities

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative:

Civilisation,Discovery.

FromHunterGathererto
Farming

AgriculturalTheories

ExitTicket

http://www.goldenagepro
ject.org.uk/965.php

321

ProceduralConcepts:
CauseandConsequence.
Content:
Urbanrelianceon
agriculturaldevelopment.
Developmentofagricultural
practices,domesticationof
animals,andtheincreased
interdependenceofpeople
andland.
Examinationofthetheories
aboutthedevelopmentof
agricultureincludingthe
oasishypothesis,nuclear
zonehypothesis,population
pressurehypothesis.

Jigsaw
Groupsareassignedoneofthe
theoriesofagricultural
developmenttoresearchand
createasummary,providing
primaryevidencetosupportthis
idea.
StudentsthanJigsawandhaveto
discusswithnewgroupwhich
theorytheyprefer.Sharegroup
results.
BreakfastCauseandEffect
Throughexaminingstudents
dailybreakfastandmodernday
supplyanddemandcreatea
tabletodisplayCause
populationneedsandEffect
growthinagriculturein

JigsawWorksheetfor
studentstocompilenotes
YouTubeClip
AgriculturalRevolution
https://www.youtube.co
m/watch?v=Yocja_N5s1I

FarmingArtifacts
http://mesopotamia.lib.uc
hicago.edu/learningcolle
ction/search.php?
theme=First%20Farmers

PrimarySou
Analysis

Zoe Gough

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Mesopotamia.
PrimarySourceAnalysis
Comparetwoagricultural
images.
3

Theoriesaboutthe
developmentofagriculture.
Theconsequencesofthe
inventionofagriculture,
includingitsimpactonthe
(re)distributionofresources
andtheensuingriseof
societieswithcomplex
hierarchies.

Explainthecausesand
consequencesofthe
developmentofcities.
Explaincontinuityand
changeinthe
developmentofthe
Mesopotamian
civilisation.

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative:

Civilisation.

TheSocialHierarchy

SocialHierarchy

ProceduralConcepts:

IdentityChart

ChangeandContinuity

Focussingonwomen,createan
identitychartlookingathow
womenslivewereaffectedby
social/political/economic
changes.Whatweretheirroles
inthefamily,workplace,
politics?

http://www.hierarchystru
cture.com/mesopotamia
socialhierarchy/

ExitTicket
TwitterSum

Content:
Socialandeconomiceffects
ofagriculturaldevelopment
andthechangeofliving
standardsandsocial
practices.Architectural
changesfrommudbrick
templestopalacesand
defensivewalls.
Developmentofsocial
stratificationandhierarchy.
Culturaldevelopmentsin
SumerianandAkkadianlife
includingcraftspecialisation.

GraffitiBoard
Studentstodiscussondifferent
posterpaperaroundtheroomthe
rolesofdifferentpeopleinthe
socialhierarchy.

DailyLife
http://www.ancient.eu/art
icle/680/

InteractiveMesopotamia
http://www.mesopotamia
.co.uk/menu.html

PrimarySourceAnalysis
GalleryWalk

PrimarySource
DocumentsBritish
Museum

Differentprimarysources
aroundtheroomthatstudents

http://www.britishmuseu
m.org/learning/schools_a

PrimarySou
Analysis

Zoe Gough

Theconsequencesofthe
inventionofagriculture,
includingitsimpactonthe
(re)distributionofresources
andtheensuingriseof
societieswithcomplex
hierarchies.

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Explaincontinuityand
changeinthe
developmentofthe
Mesopotamian
civilisation.
Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.

Comparisonbetweensecular
andspirituallife.

havetomovearoundanswering
inquiryquestions.

nd_teachers/resources/cu
ltures/ancient_mesopota
mia.aspx

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative;

Culture,Power.

RiseofPolitics

PoliticalHierachy

ProceduralConcepts:

Conflictbetweencitystates

HistoricalSignificance,
HistoricalPerspectives,

IcebergDiagrams

http://www.hierarchystru
cture.com/mesopotamia
politicalhierarchy/

FormalLot
Diagram

PrimarySources.
Content:
Theriseofpoliticalpower
andgoverningsystems,and
theconceptofcitystate.
Whowerethelords,
assembliesandpriestkings?
Developmentofconceptsof
ownershipandformalised
tradeexchange.
Riseofconflictandwarfare
andhowthisimpactsonthe

Examinetheunderlyingfactors
toriseoflordsandassemblies.
Drawinknowledgeof
agriculturalandurban
development.
FourCornersDebate
Studentsparticipateinafour
cornersdebateanswering
questionsaboutthepositiveand
negativeeffectsofagricultural
developmentforthecitizensof
thecitystates.
FormalLotusDiagram

http://landbetweentherive
rs.weebly.com/daily
life.html
Theemmegenceof
kingship
http://www.piney.com/B
abUmmLag.html

DebateSum
ofonequest
andresponse

Zoe Gough

Thedevelopmentof
writing,itsuseintradeand
managingrevenue,andthe
importanceofwritten
sourcestohistorical
inquiry.

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Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Askquestionsabout
civilisationin
Mesopotamiato
informhistorical
inquiry.

developmentofcitylawsand
growth.

FormativeAssessmentSee
Below

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative:

Communication.

EducationinAkkadiaandSumer

TabletSources:

ExitTicket

ProceduralConcepts:

TheCylinderSeals

SOSSumm

HistoricalSignificance,
CauseandConsequence.

WritingEvolution

http://metmuseum.org/co
llection/thecollection
online/search/329081

Content
Thedevelopmentofwriting
andtheneedforrecording
systemsandscribes.
Impactofthedevelopmentof
languageandwritingon
trade,communication,
educationandreligion.
Whatinstigatedtheevolution
fromclaytokensto
cuneiformwritingandthe

Studentstocommunicatea
simplemessageaboutfarmingor
shoppinginancient
Mesopotamiausingonlyimages,
swappingwithanotherstudentto
translate.Wasitaneffective
toolofcommunication?Why
wasthedevelopmentofwriting
significantfortheprogression
ofsociety?
PrimarySourceAnalysis
Examiningdifferenttablets,

http://metmuseum.org/co
llection/thecollection
online/search/329079
https://www.smm.org/ant
hropology/cuneiform/cat
alog/smm12
SumerianCuneiform
Proverbs
http://www.sumerian.org
/proverbs.htm

PrimarySou
Analysis

Zoe Gough

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cylinderseals?
Discussionofdevelopment
oflanguagealongsidesocial
hierarchywiththeSumerian
andAkkadiandialects,and
accesstoeducation.

Politicalinstitutionsand
developmentsduringthe
period,includingthereign
ofSargonofAkkad(his
risetopower,the
establishmentandgrowth
oftheAkkadianEmpire,
andhislaterreign)andthe
ThirdDynastyofUr.

Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.

SubstantiveConcepts:
Power,Empire.
ProceduralConcepts:
ChangeandContinuity.
Content:
Therisetopowerandreign
ofSargonofAkkad(2334
2279)andtheestablishment
oftheAkkadianEmpire
Extensionofterritorybeyond
Mesopotamiaandchangesto
politicaltitlesandstatusof
womenunderSargonsrule.

frompictographstocuneiform,
describingtradedeals.Using
knowledgeofdevelopmentof
writingtodiscusshowtrade
developed.

MiniLectures

MiniLectureHandouts

Formative:

TheStoryofSargonofAkkad

MappingActivity

ExitTicket
PMIQchart.

IdentityTable
Compareandcontrastlife
before,duringandafterSargons
rulefordifferentmembersofthe
socialclasses.
FishbowlDiscussion
Studentstopreparequestions
andanswerstoallocatedtopic
aboutSargonofAkkadslifeand
conductaclasscirclediscussion.
Mapping
Usingmapsfromweek1,create

SargonofAkkad
http://www.ancient.eu/Sa
rgon_of_Akkad/
LegendofSargon
http://history
world.org/legend_of_sar
gon.htm

Zoe Gough

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furtherannotatedmapstoshow
theexpansionofterritoryunder
Sargonsrule.

Therepresentationof
Sargoninancientsources,
includingTheEpicofthe
KingofBattleandThe
ChronicleofKings.

Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative:

Power,Empire.

TheEpics

EpicofCreation

ProceduralConcepts:

MythandHistory

http://www.metmuseum.
org/toah/hd/epic/hd_epic.
htm

ExitTicket
Storyboard.

HistoricalSignificance,
PrimarySources.
Content:
Examinationofkeycultural
textsincludingTheEpicof
theKingofBattleandThe
ChronicleofKings.
Distinctionbetween
historicalaccountandmyth.
Discussionofhowstoryand
mythshapehistoricalevents

LevelsofQuestions
Lookingateachmythstudents
tocreateandanswerslevelsof
questions:Factual,Inferential,
andUniversal.

EvidenceLogs
Comparinghistorical
informationfromprevious

LifeofaPoet
http://www.ancient.eu/En
heduanna/

PrimarySou
Analysis

Zoe Gough

S00143310

evidence.

andperception.Howto
historiansmakedistinctions
betweenfactandmyth.
Howdostoriesandcultural
expressionsshapebeliefs,
valuesandattitudesof
people?

Politicalinstitutionsand
developmentsduringthe
period,includingthereign
ofSargonofAkkad(his
risetopower,the
establishmentandgrowth
oftheAkkadianEmpire,
andhislaterreign)andthe
ThirdDynastyofUr.

Comparethe
perspectivesofpeople
inAncient
Mesopotamiaon
kingship.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.

SubstantiveConcepts:
Power,Empire.
ProceduralConcepts:
ChangeandContinuity,
HistoricalPerspectives.
Content:
FalloftheAkkadianDynasty
andriseoftheThirdDynasty
ofUr.
Economicdevelopmentand
formationofcodesoflaw
UrNammu.
ImpactofUrNammuon

weekswithstatementsand
eventsfromtheEpics.

PrimarySourceAnalysis
Compareahistoricalaccount
withasectionofoneofthe
epics.

MiniLectures

MiniLectureHandouts

TheThirdDynastyofUr

MarriageContract

TheUrNammu

http://jewishchristianlit.c
om//Topics/Contracts/ma
rri02.html

LivingGraph
Createalivinggraphofpolitical,
economicandsocialchangesto
womenslivesintheThird
DynastyofUrusingSexias
approachtochangeand
continuity.
IdentityCharts(tobe
comparedtochartsfromweek
3)

AdvicefromFatherto
Son
http://legacy.fordham.ed
u/Halsall/ancient/2200ak
kadfather.asp

Formative:

ExitTicket
TwitterSum

PrimarySou
Analysis

Zoe Gough

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trade,womensrightsand
everydaylife.

Createanidentitychartfor
womenintheThirdDynastyof
Ur.
PrimarySourcesAnalysis
Comparingtheadvicefrom
fathertoson,andthemarriage
contractfordepictionand
positionofwomeninsociety.

Thesocial,politicaland
culturalfeaturesofAncient
Mesopotamiaasreflected
inthematerialrecordand
TheEpicofGilgamesh

Explainthebeliefs,
valuesandattitudesof
peopleinAncient
Mesopotamiaas
reflectedinprimary
sources.
Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

Formative:

Empire,Identity.

ReligionandBeliefin
Mesopotamia

YouTubeVideoThe
EpicofGilgameshAn
Animation

PracticePrim
SourceAnal
fornextwee
Summative.

ProceduralConcepts:
HistoricalSignificance,
PrimarySources.
Content:
ExplorationoftheEpicof
Gilgamesh.
Roleofmythologyand
religioninMesopotamia.
GodsandGoddesses,
daemonsandmonsters.

StepstoHistoricalInquiry
ClassStoryboard
Smallgroupsareeachgivena
tabletfromtheEpicandare
requiredtocreateanimageto
representtheevents,annotate
theimageanddiscusshowthe
imagereflectorcontradict
historicaleventsorchanges
studied.Worktobesharedasa

https://www.youtube.co
m/watch?v=qOrfrHys8g8
TeachersResource:
Extendednarrativeof
Epic
http://www.aina.org/boo
ks/eog/eog.pdf
EpicofGilgamesh

Zoe Gough

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Theimpactreligionon
Mesopotamianidentity.

storyboard.

Images

PrimarySourceAnalysis

http://www.mythfolklore.
net/3043mythfolklore/rea
ding/gilgamesh/gallery.ht
m

Usingreligiousimagesto
discussroleofmythologyin
Mesopotamianlife.
Basedonexactstructureof
Summative.

GodsandGoddesses
http://www.mesopotamia
.co.uk/gods/explore/exp_
set.html
SumerianMythology
http://home.comcast.net/
~chris.s/sumerfaq.html

Zoe Gough

10

Thefeaturesofcivilisation
asunderstoodbyhistorians
andarchaeologists,andthe
significanceoftheconcept.

S00143310

Comparehistorical
interpretationsofthe
developmentof
civilisationin
Mesopotamia.
Constructarguments
aboutthedevelopment
ofcivilisationin
Mesopotamiausing
primarysourcesand
historical
interpretationsas
evidence.

SubstantiveConcepts:

MiniLectures

MiniLectureHandouts

CivilisationandEmpire.

ReviewofCivilisation

ProceduralConcepts:

PreparationforSummativeTask

BBCImageGuideto
Mesopotamia

HistoricalPerspectives,
ChangeandContinuity

GiveOne,GetOne

Content:
Social,politicaland
economicchanges
throughoutMesopotamian
period.
Howhistoriansuseartefacts,
accountsandarchaeological
informationtoreveal
informationaboutthelivesof
peoplefromancient
civilisations.

Studentstocreateandanswer
inquiryquestionsabout
social/politicalandeconomic
changeinMesopotamia.
MindMap
Studentstocreateavisual
summaryoflast10weeksto
helpwithrevision.
SummativePrimarySource
AnalysisSeeBelow

http://www.bbc.co.uk/his
tory/ancient/cultures/mes
opotamia_gallery.shtml

Summative
PrimarySo
Analysis

Zoe Gough

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FormativeAssessmentLotusDiagram

StudentsaretousetheLotusDiagrambelowtocreateavisualandwrittensummary
ofwhattheyhavelearntsofar.
1. Aroundthecentralheadingstudentsaretocomeupwith8questionsaboutthe
developmentofMesopotamiancivilisation.Eachquestionisthentobe
answeredwithacollectionofhistoricalfacts,primarysourceevidenceand
gatheredknowledge.
Thequestionsmustcover:
Geography
AgriculturalTheories
Urbanlife
WomeninMesopotamia
PoliticalPower
Conflictincitystates
2. Usingthestudentsnotestheyarethentoformtheirinformationintoone
paragrapheachtoanswereachquestion.

Seeexamplesinthediagrambelow.

Zoe Gough

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Zoe Gough

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Lotus Diagram
From hunter gatherers to
farmers

Domestication

Urban growth

Oasis hypothesis

How did agriculture change

the lives of ancient
Mesopotamians?

Farming artefacts

Nuclear -zone
hypothesis

Population pressure

map of the region

How did agriculture change

the lives of ancient
Mesopotamians?

Ancient
Mesopotamia

Graphic Organiser Template VCAA 2008

Zoe Gough

LotusDiagram

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VeryGood

Good

Satisfactory

Unsatisfactory

Studenthaspresentedawide
rangeofquestionsthatrequire
bothfactualanswersand
evaluatecauseandconsequence.
(4marks)

Studentpresentsarangeof
questions,whichrequirefactual
answersandsomeevaluation.

Studentpresentsarangeof
questionsdrawingonfactual
knowledgeandrecall.

Studentdoesnotsatisfactorily
complete8questionsaddressing
thespecifiedtopics.

(3marks)

(2marks)

(0marks)

Studentshowsahighly
sophisticatedbreadthof
knowledgeanddrawsupon
historicalaccounts,datesand
primarysourcematerial.

Studentshowsabreadthof
knowledgedrawingupondates
andprimarysourcematerial.

Studentshowssomerangeof
knowledgeareasandusessome
datesorprimarysourcematerial.

Studentdoesnotaddress
knowledgeareasorprovide
information.

(3marks)

(2marks)

(0marks)

Studentpresentsmostly
structuredparagraphswithan
attemptatanalysis,using
evidencefromthelotusdiagram.

Studentsanswersquestions
usingevidencefromlotus
diagram.

Studentdoesnotconstructclear
paragraphstoaddresstheir
questions.

(2marks)

(0marks)

Satisfactoryuseofgrammar,
punctuation,spellingand
expressionwithnomorethan7
mistakes.

Unsatisfactoryuseofgrammar,
punctuation,spellingand
expressionwith10ormore
mistakes.

(2marks)

(0marks)

AssessmentRubric
Formulationofquestions

Choiceofinformationandevidence

(4marks)
Structureandflowofparagraphs

Studentpresentsclear
paragraphswithtopicsentences
andananalysisofhistorical
materialtoanswertheir
questions,usingtheirevidence
fromthelotusdiagram.

(3marks)

(4marks)
Useandpropercontrolofgrammar,
punctuation,spellingandexpression

Veryclearexpressionwithno
morethan3mistakesin
grammar,punctuationand
spelling.
(4marks)

Clearexpressionwithnomore
than5mistakesingrammar,
punctuationandspelling.
(3marks)

Zoe Gough

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TotalMarks/16

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SummativeAssessmentPrimarySourceAnalysis
StudentstocompleteaPrimarySourceAnalysisbyansweringthefollowingquestionsin
relationtothesourcebelow.

The Akkadan Precepts, c. 2200 BCE

Do not set out to stand around in the assembly. Do not loiter where there is a dispute, for in
the dispute they will have you as an observer. Then you will be made a witness for them,
and they will involve you in a lawsuit to affirm something that does not concern you. In
case of a dispute, get away from it, disregard it! If a dispute involving you should flare up,
calm it down. A dispute is a covered pit, a wall which can cover over its foes; it brings to
mind what one has forgotten and makes an accusation against a man. Do not return evil to
your adversary; requite with kindness the one who does evil to you, maintain justice for
your enemy, be friendly to your enemy.
Give food to eat, beer to drink, grant what is requested, provide for and treat with honor. At
this one's god takes pleasure. It is pleasing to Shamash, who will repay him with favor. Do
good things, be kind all your days.
Do not honor a slave girl in your house; she should not rule your bedroom like a wife, do
not give yourself over to slave girls....Let this be said among your people: "The household
which a slave girl rules, she disrupts." Do not marry a prostitute, whose husbands are
legion, an Ishtar-woman who is dedicated to a god, a kulmashitu-woman..... When you have
trouble, she will not support you, when you have a dispute she will be a mocker. There is no
reverence or submissiveness in her. Even if she is powerful in the household, get rid of her,
for she pricks up her ears for the footsteps of another.
My son, if it be the wish of a ruler that you belong to him, if you are entrusted with his
closely guarded seal, open his treasure house and enter it, for no one but you may do it.
Uncounted wealth you will find inside, but do not covet any of that, nor set your mind on a
secret crime, for afterwards the matter will be investigated and the secret crime which you
committed will be exposed.
Do not speak ill, speak only good. Do not say evil things, speak well of people. He who
speaks ill and says evil---people will waylay him because of his debt to Shamash. Do not
talk too freely, watch what you say. Do not express your innermost thoughts even when
you are alone. What you say in haste you may regret later. Exert yourself to restrain your
speech.
Worship your god every day. Sacrifice and pious utterance are the proper accompaniment
of incense. Have a freewill offering for your god, for this is proper toward a god. Prayer,
supplication, and prostration offer him daily, then your prayer will be granted, and you will
be in harmony with god.
The fear of God begets favor, offering enriches life, and prayer brings forgiveness of sins.
Source: George A. Barton, Archaeology and The Bible, 3rd Ed. (Philadelphia: American
Sunday-School Union, 1920), p. 408.

Q1.Whenwasthistextwritten,andwhatareaofMesopotamiawasitcreated?(2marks)
Q2.Identify4aspectsofdailylifethatthedocumentcommentson.(2marks)
Q3.Byreferringtoatleast2aspectsofdailylifefromthedocumentandusingyourown
knowledge,explainhowthelifeofeverydaypeoplewasregulatedinAncientMesopotamia.
(6marks)

Zoe Gough

S00143310

Q4.Usingextractsfromthedocumentandyourownunderstanding,evaluatetowhatextend
thisdocumentprovidesanaccuratedepictionofthelivesofpeopleinAncientMesopotamia.
(10marks)
PrimarySourceAnalysis

VeryGood

Good

AssessmentRubric
Q1.Whenwasthistextwritten,
andwhatareaofMesopotamiawas
itcreated?

Studentidentifiesboththedate
andareaofMesopotamia(2
marks)

Studentide
orarea

Q2.Identify4aspectsofdailylife
thatthedocumentcommentson.

Studentidentifies4aspectsof
dailylifefromthedocument.

Studentid
dailylife

(2marks)

Q3.Byreferringtoatleast2
aspectsofdailylifefromthe
documentandusingyourown
knowledge,explainhowthelifeof
everydaypeoplewasregulatedin
AncientMesopotamia.

Studentreferstoat2ormore
aspectsofdailylifeand
constructsclearparagraphswith
topicsentenceswhichexplainin
detailhowlifewasregulated,
usingevidenceandhistorical
accountstosupportanswers.

Studentrefersto2aspectsof
dailylifeandconstructsclear
paragraphstoexplainhowlife
wasregulated,usingsome
evidenceandhistoricalaccounts
tosupportanswers.

Studentre
aspectsof
lifewasreg
evidencean
tosu

(4marks)

(6marks)

Q4.Usingextractsfromthe
documentandyourown
understanding,evaluatetowhat
extendthisdocumentprovidesan
accuratedepictionofthelivesof
peopleinAncientMesopotamia.

Studentuseskeyexcerptsfrom
thedocumenttosupporta
thoroughcriticalanalysisofthe
effectivenessofthedocumentto
depictthelivesofpeople,using
arangeofevidencetobackup
arguments.
(10marks)

Studentusesexcerptsfromthe
documenttosupportan
examinationoftheeffectiveness
ofthedocumenttodepictthe
livesofpeople,usingof
evidencetobackuparguments.
(6marks)

Students
fromthedo
discussion
ofthedoc
livesofp
evidenceto

Zoe Gough

S00143310

References
Bloom,B.S.(Ed.).Engelhart,M.D.,Furst,E.J.,Hill,W.H.,Krathwohl,D.R.
(1956).TaxonomyofEducationalObjectives,HandbookI:TheCognitive
Domain.NewYork:DavidMcKayCoInc.
Seixas,P.,&Morton,T.(2013).TheBigSix:Historicalthinkingconcepts.Toronto:Nelson
Education.
TheHistoricalThinkingProject.(2015).HistoricalThinkingConcepts.Retrievedfrom
http://historicalthinking.ca/historicalthinkingconcepts
VanSledright,B.A.(2013).AssessingHistoricalThinkingandUnderstanding:Innovative
designsfornewstandards.London:Routledge.
VanSledright,B.A.(2013).WhatDoesItMeantoThinkHistoricallyAndHowDoYou
TeachIt?SocialEducation,68(3),230233.

VCAA.(2015).HistoryStudyDesign20162020.Retrievedfrom
http://www.vcaa.vic.edu.au/Documents/vce/history/HistorySD2016.pdf

VCAA.(2015).AdviceforTeacher:AncientHistory.Retrievedfrom
http://www.vcaa.vic.edu.au/Pages/vce/studies/futuresd.aspx

VCAA.(2008).LotusDiagramTemplate.Retrievedfrom
http://www.eliminatedengue.com/library/lotus_diagram_template.pdf