Professional Documents
Culture Documents
Alignment:
Standard Objective Assessment Activity(ies)
Students will Warm-Up
Expectation PS6.1.1 examine JigSaw graphic
Students will Hammurabi’s Code organizer Thumbs Up /
examine the and how it has Thumbs Down
necessity and affected our laws Exit Ticket
purpose of today through a Mini lecture
government in early Jigsaw activity.
world history. Jigsaw
Indicator PS6.1.1.1
Students will identify Exit ticket
and compare forms
of government and
various distributions
of power, such as
those found in
ancient
civilizations,
dynastic China, and
absolute and
constitutional
monarchies.
Materials Needed:
-PowerPoint
-Pencils
-120 copies of Sources B, C, D, & E
-Jigsaw worksheet
-Exit tickets
Technology Integration/Needs:
A computer and screen is needed to project the PowerPoint and class instructions.
Lesson Procedure:
Warm-Up: Students will answer this warm-up question on their drill sheets using their prior
knowledge. “Why are laws important? What do they do for our society” After students write
down their answers, I will ask students to share some of their responses.
Transition: “While some of these scenarios may seem ridiculous to you, they were very
real in Ancient Mesopotamia.”
Activity 2: Jigsaw
Students will be placed into groups before class. The groups will be their jigsaw group, expert
groups, and each group will be assigned a leader indicated by italics. Group leaders are
responsible for ensuring their group stays on task. Each student will be assigned a reading. The
student must read their source three times and then take notes on their source in the graphic
organizer. Then, students will meet with their expert groups to make sure they all understand
the source well enough to teach it and have gathered the same important information. I will be
checking in on groups as they are meetings. Then students will go back to their jigsaw groups
and teach their group members about their source. They will take notes on the other sources.
We will then discuss their initial impressions of the code and go over the sources to make sure
the correct information was taught. I will then go over the significance of Hammurabi’s code
and ask students to think about how it is relevant today.
Transition: “To finish today’s lesson, I would like for you to respond to today’s exit
ticket.”
Differentiation:
-I will repeat student answers so the hearing-impaired student can hear other student responses.
-The CC class is not very low but my pacing and instruction will slow down to accomodate
students.
-Groups have been predetermined by each students’ ability. The source each student was
assigned was determined by the student’s reading comprehension.
Name: Date:
Section:
Exit Ticket
1.
Pick one of Hammurabi’s laws that would be useful
today. Explain why.
2. Pick one of Hammurabi’s laws that would not be
useful today. Explain why.
Name: Date:
Section:
Exit Ticket
1. Pick one of Hammurabi’s laws that would be useful
today. Explain why.
2. Pick one of Hammurabi’s laws that would not be
useful today. Explain why.
Name: Date:
Section:
Hammurabi’s Code - Jigsaw
Source B Source C
Source D Source E