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SOCIAL STUDIES Lesson Plan Format – MSSE 570/470/571/471 modified by Dr. Cude & Dr. Stern 8/08 Name: Alex Lagoda Date: 10-23-08 Original / Revision 103979656 Subject/Class: World History Grade Level: 10 Topic: The Mesopotamian Civilization (90 minutes) NCSS Strand # II: Time Continuity and Change; (c) identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social, economic, and political revolutions; Substrands: # VI: Power Authority and Governance; (a) examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare; (b) explain the purpose of government and analyze how its powers are acquired, used, and justified; #V: Individuals, Groups, and Institutions; (a) apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society; Essential Questions/Big Ideas: [Can be unit focused rather than lesson specific, broad in scope; questions worth pursuing which often relate to the students’ lives in some way.] 1. How did life around the Tigris and Euphrates rivers influence the civilization of the Fertile Crescent? 2. Why did early civilizations develop a social hierarchy? What was its purpose? 3. How did civilization and the development of city-states lead to the development of a social hierarchy and a patriarchal society? 4. What can we learn about ancient Babylonian Society from the Code of Hammurabi? 5. How do the laws in Code of Hammurabi compare to today’s idea of social justice and social norms? General Objective[s]: Standard WHI.1: The students will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D.; b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D.; c) identifying major geographic features important to the study of world history to 1500 A.D.; Standard WHI.3: The students will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley, and China and the civilization of the Hebrews, Phoenicians, and Kush, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) explaining the development of language and writing. Learning Outcomes: Understand… The structure, beliefs, and characteristics of ancient societies were influenced by the geographic features, climate, and environment of the area in which they lived. (Comprehension) Ancient civilizations developed a social hierarchy for the purpose of allocating various jobs and duties among social classes so as to create a functional society. (Comprehension) The laws of a society are based on age-old traditions and norms of social conduct and social justice. (Comprehension) Know… The unpredictable flooding of the Tigris and Euphrates rivers shaped the religion of the ancient Sumerians and Babylonians; they believed that the gods must be kept happy in order to ward of catastrophic floods and to ensure a good harvest, prosperity, and well being. (Analysis) The development of civilization and city-states resulted in the formation of a social hierarchy and a patriarchal society; because different people needed to do different jobs in order to have a functional society; and men ultimately became responsible for protecting their city-state and rulers were chosen according to their abilities as military leaders. Analysis) The ancient Sumerians and Babylonians made major advances in learning including; writing (cuneiform), mathematics, astronomy, medicine. (Knowledge) The Code of Hammurabi is the best preserved and most important ancient Mesopotamian code of law; many precepts and ideas in modern democratic law date back to the Code of Hammurabi, the code is sometimes thought of as the oldest known version of a constitution, in which even a king was not able to change certain fundamental laws. (Knowledge) Do… Identify Mesopotamia on map and explain how the geographic features of the region influenced the civilization of the Fertile Crescent. (Analysis) Describe the Sumerian’s religious beliefs and view of the afterlife; how might the hardships of living with the unpredictable and often catastrophic flooding of the Tigris and Euphrates rivers have shaped their beliefs and outlook on life? (Analysis) Explain how the development of civilization and city-states resulted in the formation of a social hierarchy and a patriarchal society. (Analysis) Analyze the Code of Hammurabi and see the similarities and differences between it and today’s ideas of social justice and social norms. (Analysis) Assessment: Methods of Evaluating Student Progress/Performance: First there will be a review of the previous lesson; students will be asked to repeat the key things that they have learned about the Egyptian civilization. Students will get a KWL graphic organizer with key terms that they will fill out before, during, and after the lecture. Before the lecture students will have ten minutes to write down what they already know about the key terms and what they would like to know. During the lecture they are free to jot down other things that they would like to know. After the lecture they will have 10 minutes to write down what they have learned about the key terms. The teacher will ask questions during the lecture to make sure that students are staying engaged. Students will also be doing a worksheet on the Code of Hammurabi in which they will be writing down what they can learn about Babylonian society by studying a few laws from the Code of Hammurabi. For homework students will be comparing and contrasting the Flood Story from the Epic of Gilgamesh with the Biblical story of Noah and the Ark. Gifted students who feel like they already have an understanding of the new material going into the lesson will have the option of going to the library to do further research on the Mesopotamian civilization instead of staying for the lecture. They will participate in filling out their KWL before the lecture. They will show what they have written in their KWL to the instructor. If what they have written down in their KWL confirms the fact that they are already fairly familiar with the new material they will be allowed to go to the library to do independent research on the Mesopotamian civilization. Specifically, they will be looking for information on Sumerian city-states, prominent Sumerian rulers, and codes of law which predate the Code of Hammurabi, such as the code of Ur-Nammu, the Laws of Eshnunna, and the codex of Lipit-Ishtar of Isin. They will be instructed to return in half an hour for the Code of Hammurabi guided practice activity. Content Outline: a. Hook b. Review Ancient Egypt c. Lecture The Mesopotamian Civilization 1. Mesopotamia: “the land between the rivers,” also called the Fertile Crescent. The Sumerians The Tigris and Euphrates Rivers 2. Floods and Irrigation Just as the Nile was vital to the survival of the Egyptians, the Tigris and the Euphrates were the lifeblood of the Sumerians. Unlike the Nile, the flooding of the Tigris and Euphrates was unpredictable and often catastrophic. The Epic of Gilgamesh, story of the Great Flood. 3. The First Cities Southern Mesopotamia- Ur, Erech, Eridu. Few natural resources, built with sundried brick. Trade Use of the wheel 4. Government and Society Hierarchy Ruler I. Led armies into battle with other city-states II. Seen as the chief servant of the gods III. Responsible for maintaining the city walls and the irrigation system High class o Leading Officials and high priests Middle class o Lesser priests, scribes, merchants, artisans Lower class a. Peasant farmers- Majority of the people Slaves o Most captured in war o Some sold themselves into slavery to pay off debts Role of Women o Patriarchal Society: As city-states grew men became more responsible for protecting and maintaining them. o Male gods replaced the Mother-goddess o Women became more dependent on men, but upper-class women still engaged in trade and owned property 5. Religion Polytheistic Believed that the gods must be kept happy in order to ward of catastrophic floods and to ensure a good harvest, prosperity, and well being. Ziggurat 6. Advances in Learning Cuneiform Mathematics Astronomy Medicine 7. The Code of Hammurabi First important attempt by a ruler to Codify law. Most of the laws had been around for centuries, Hammurabi codified them. The code is unusually strict by today’s standards but it did set down the fundamental principles of crime and punishment. Punishment varied according to the class of the person—hierarchy Criminal Law Civil Law d. KWL: Key Terms graphic organizer e. Guided Practice: Code of Hammurabi worksheet f. Whole-class activity: discussing Code of Hammurabi worksheet g. Introduce Homework Assignment DEAN CHART vocab. word City-state Cuneiform D=define Cities which exerted political and economic control over the surrounding countryside. E=examples Ur, Lagash, Uruk, Eridu. “Wedge-shaped,” Writing on the a system of cone of writing Uruinimgina. developed by the Sumerians using A=attributes Basic units of Sumerian civilization, Surrounded by a wall, dwellings were crammed together, the temple was the central and most prominent building, Ruled by a king who maintained an army and protected his subjects. Pictograms, Words are represented by simple pictures. N=non-examples Roman Empire, Babylonian Empire, A country or nation-state; Iraq, Israel, United States, Russia. Cyrillic. Ziggurat a reed stylus to create wedgeshaped impressions on a clay tablet. (Spielvogel 784). Pyramid-like temple dedicated to the chief god or goddess of an ancient Sumerian city-state (Ellis 1021). Ziggurat of Ur Codify To arrange and set down in writing (Ellis 1014). Code of Hammurabi Hierarchy System of ranking people within a society (Ellis 1016). Rulers, Nobles, Priests, Freemen, slaves. Like everything else it was constructed of sun-dried brick. The pyramid-like temple was supposed to give the illusion of a stairway to heaven upon which gods could come down to Earth. At the top was a shrine to the chief god or goddess of the city. It was stepped. Usually refers to the setting down of laws in writing and making them official. These laws may have existed as an oral tradition before they were codified. Has been an inherent trait of human society since the dawn of civilization. Its purpose is to make sure that everyone has a job in the society. However, the system is often manipulated so Egyptian pyramids, Washington Monument, church. Cuneiform records of an annual grain harvest. Congress, Communism (in theory) Patriarchal Criminal law Civil law A society characterized by families which are headed by the father, husband, or oldest male. The branch of law which deals with offenses against others such as robbery, assault, or murder (Ellis 40). Protestant Christian Society, Muslim Society The branch of law which deals with private rights and matters, such as business contracts, property inheritance, taxes, marriage, and divorce (Ellis 40). The Code of Hammurabi; Law #129 & 131: Concerning marital unfaithfulness. The Code of Hammurabi; Law # 25,196, 210: Concerning robbery, assault, and murder. that the higher classes (priests, nobles) prosper at the expense of the lower classes. Male children are Iroquois tribe of preferred; Wives Native are to submit to Americans their husbands in all things. Comprised of standards and norms of civic and moral behaviors of a particular society; such as the concept of “an eye for an eye.” The severity of the punishment depended on the social class of the offender. Comprised of standards and norms of civic and moral behaviors of a particular society; such as the idea of having only one spouse, the idea that children should be respectful and obedient to their parents at all times and that wives should be submissive to their husbands, and the idea that unfaithfulness was legal The Code of Hammurabi; Law #129 & 131: Concerning marital unfaithfulness. The Code of Hammurabi; Law #210: Murder should be repaid by death. grounds for divorce. Student and Teacher Activities with Estimated Time Blocks: a. Hook: (5 min.) Students are asked the following question: Please do not mention any names, but do any of you know somebody who has taken something that wasn’t theirs before, or shall we say “stolen”? Students will be asked to write down in their notebooks what they think would be an appropriate penalty for stealing. The instructor will ask for some examples of what students wrote down. Then the instructor will ask if anybody knows what the punishment for theft was according to the Code of Hammurabi (those that did the assigned reading in the text book have a good chance of know the answer). Students will be asked what they think about that punishment and whether they think it is appropriate. Instructor will tell the students that they will learn more about Hammurabi’s Code today. b. Review: (10 min.) Ancient Egypt Life along the Nile River Yearly floods The Old Kingdom, Middle Kingdom, and New Kingdom Pharaohs had absolute power, built pyramids Religion Hieroglyphics, papyrus c. Lecture: (20 min.) The instructor will be using a power point and the students will get a graphic organizer with key terms. o KWL (Know, Want to Know, Learned) Graphic Organizer: Students will be working on a Key Terms KWL graphic organizer before, during, and after the lecture. Before the lecture: (10 min.) Students will have 10 minutes to fill out some of what they know and what they want to know. During the lecture: Students will be able to add things to their KWL. After the lecture: Students will have 10 minutes to write things that they have learned in their KWL. 1. Mesopotamia: “the land between the rivers,” also called the Fertile Crescent. Map of the Fertile Crescent: Instructor will point out that this area is where present-day Iraq is located as well as parts of Iran, Turkey, Jordan, and Kuwait. The Sumerians: Developed agricultural communities and established the first cities. The Tigris and Euphrates Rivers 2. Floods and Irrigation Just as the Nile was vital to the survival of the Egyptians, the Tigris and the Euphrates were the lifeblood of the Sumerians. Unlike the Nile, the flooding of the Tigris and Euphrates was unpredictable and often catastrophic. The Epic of Gilgamesh, story of the Great Flood. It is very similar to the Biblical flood story. There were actually numerous ancient civilizations around the world which had a version of the flood story, even the civilizations of the Americas had one. You will learn about the Aztecs later this year. 3. The First Cities Southern Mesopotamia- Map: Instructor will point out a few ancient Sumerian cities in southern Mesopotamia such as Ur, Erech, and Eridu. Few natural resources, built with sundried brick. What do you think happened to mud-brick buildings when the river flooded them? Answer: They got swept away! Trade: Archeologists have found goods from as far away as Egypt and India in the remains of Sumerian cities. Use of the wheel: We do not actually know for sure where the wheel was first invented, but the Sumerians made extensive use of the wheel. 4. Government and Society Hierarchy Ruler I. Led armies into battle with other city-states II. Seen as the chief servant of the gods III. Responsible for maintaining the city walls and the irrigation system High class o Leading Officials and high priests Middle class o Lesser priests, scribes, merchants, artisans Lower class a. Peasant farmers- Majority of the people Slaves o Most captured in war o Some sold themselves into slavery to pay off debts Role of Women o Patriarchal Society: As city-states grew men became more responsible for protecting and maintaining them. o Male gods replaced the Mother-goddess o Women became more dependent on men, but upper-class women still engaged in trade and owned property 5. Religion Polytheistic Believed that the gods must be kept happy in order to ward of catastrophic floods and to ensure a good harvest, prosperity, and well being. Ziggurat: A temple or stairway to the gods. It is interesting that very similar structures were built in Mexico by the Ancient Aztecs who you will learn about later this year. 6. Advances in Learning Cuneiform: “Wedge-shaped” writing in which a reed stylus was used to create wedge-shaped impressions on a clay tablet. Grew out of a system of pictographs that priests used to record goods brought to temple storehouses. As the writing evolved it was used not only in recording grain harvests but also myths, prayers, laws, treaties, and business contracts (Ellis 36). Mathematics: Mathematics-developed basic algebra and geometry- Number system based on 6, divided the hour into 60 minutes and the circle into 360 degrees, as we still do today. Astronomy: Studied the stars- created an accurate calendar. Medicine: Complex surgeries, Eye Surgery. 7. The Code of Hammurabi First important attempt by a ruler to Codify law. Most of the laws had been around for centuries, Hammurabi codified them. The code is unusually strict by today’s standards but it did set down the fundamental principles of crime and punishment. Punishment varied according to the class of the person—hierarchy Criminal Law Civil Law 282 laws, there was no number 13, it was an unlucky number even then. d. KWL: (10 min.) Students will write down what they have learned about the key terms in their KWL graphic organizer. e. Guided practice: (15 min.) Hand out the worksheet with the laws from the Code of Hammurabi, and instruct students to use those laws to make inferences about Babylonian society. Students may work alone or with a partner to complete this part of the activity (Taylor). f. Whole-class activity: (15 min.) Have students share their inferences about Babylonian society regarding religion, jobs, marriage and the family, slavery, etc. g. Introduce Homework Assignment:(5 min.) Instructor will hand out and explain a worksheet on “The Great Flood,” which is a comparison of the flood story from the Epic of Gilgamesh and the Bible. Students will be using an on-line source to answer the questions on the worksheet (http://www.religioustolerance.org/noah_com). Materials Needed for the Lesson: Bibliography/Resources Used: 1. Duiker, W. J., Spielvogel, J. J. (2001). World History: Comprehensive Volume. Belmont, California: Wadsworth/Thompson Learning. 2. Gaynor Ellis, E., Esler, A. (2003). World History: Connections to Today. Upper Saddle River, New Jersey: Prentice Hall. 3. Spielvogel, J. J. (2003). World History: Modern Times. Columbus, Ohio: Glencoe/McGraw-Hill. 4. Comparison of the Epic of Gilgamesh flood story and the Biblical flood story. Retrieved October 20, 2008 from http://www.religioustolerance.org/noah_com 5. Taylor, M. B. Laws and government: Hammurabi’s Code. Retrieved October 27, 2008, from http://www.learnnc.org/lp/editions/careerstart-grade7/4442 6. Map of Ancient Mesopotamia. Retrieved October 20, 2008, from http://www.eduplace.com/kids/socsci/ca/books/bkf3/maps/ 7. Noah’s Ark. Retrieved October 20, 2008 from http://images.google.com/url?q=http://www.bringyou.to/apologetics/p82.htm&usg=AF QjCNEjabA9bCeOePXcPdsmjOtsnT9DYA 8. Ziggurat of Ur. Retrieved October 20, 2008 from http://www.flickr.com/photos/jmcfall/46769923/ 9. The upper part of the stela of Hammurabi's code. Retrieved October 20, 2008 from http://www.islamic-architecture.info/WA-IQ/WA-IQ.htm Differentiation: ELL/struggling readers ADHD Gifted The KWL graphic organizer should help ELLs and struggling readers focus on the key terms that they should be looking out for. The laws on the Code of Hammurabi Worksheet are paraphrased into a level of everyday English that is easy for young people to understand. ELLs and struggling readers will find this especially helpful, but all students will find it easier to make sense of the laws, and even bright and gifted students shouldn’t find the language to be too simple. The fact that we will be going over the Code of Hammurabi worksheet as a class is helpful for ELLs and struggling readers because they get a chance to ask questions and clarify what they may have not understood. The power point contains some nice illustrations, which are always good for ELLs and struggling readers. The KWL graphic organizer should help ADHD students focus their attention by letting them know which terms they should be looking out. So even if their attention often wanders they will at least be pulled back in when they hear a term that they need to be listening for. Gifted students who feel like they already have an understanding of the new material going into the lesson will have the option of going to the library to do further research on the Mesopotamian civilization instead of staying for the lecture. Specifically, they will be looking for information on Sumerian city-states, prominent Sumerian rulers, and codes of law which predate the Code of Hammurabi, such as the code of Ur-Nammu, the Laws of Eshnunna, and the codex of Lipit-Ishtar of Isin. They will be instructed to return in half an hour for the Code of Hammurabi guided practice activity. Subject Matter Integration/Extension: This lesson is the second lesson on the cradles if civilization. The previous lesson was on Ancient Egypt and the lesson after this one will be on the Indus River Valley and the Yellow River valley civilizations. Coming into this lesson, students would have already studied the basic components of early civilizations including farming, the domestication of animals, and the establishment of permanent settlements in a lesson entitled “The Dawn of History and the Beginnings of Civilization,” which was before the lesson on Ancient Egypt. They would have been introduced to irrigation and the importance of living near rivers in the lesson on Ancient Egypt. The most important new material or concepts that students will be taking from this lesson are the ideas of hierarchy and the codification of law. Students get to see how people of different social strata got different treatment before the law. They also get to expand their understanding of how a people’s surroundings, in this case the river, influence their religious beliefs and outlooks on life. They also get to see how great stories or Epics are passed around and modified over the years by various civilizations. Reflections on Lesson Plan I believe that a lesson should be differentiated and should address the needs of a diverse classroom. I provided the opportunity for gifted students to do some further independent study from which they may actually learn something instead of sitting through a lesson on things that they already know. I also tried to help students who may have trouble staying focused by providing a KWL graphic organizer so that they would know to look out for key terms. In this lesson the instructor refers to a map quite often. I believe that geography and history go hand in hand. Borders of civilizations, empires, and regions have shifted over the millennia. Names of countries and cities have changed over the years. It is important for students to be familiar with the geography of the world today and also with the historical geography of the world. I also believe that illustrations are very helpful and they make things interesting not only for ELLs and struggling readers, but for all students.