Prepared by: Linda Nieder, Lincoln Middle School, Park Ridge, IL
 

Current Area: Social Studies  6th Grade  Ancient Mesopotamia

Curricular Unit and Purpose: Hammurabi’s Code
 

This unit is built around the section on ancient Mesopotamia that introduces students to the first known codified system of laws, known as Hammurabi’s code. The purpose of the activity is to make the learning of this unit of social studies relevant and interesting as well as to develop children’s social and moral concepts. It connects this unit in history with rules and norms that affect their own lives at school.

The focus of the unit is upon the differences between social conventions and norms particular to social systems, and rules for justice and protection of personal safety. Students should readily see the value of rules that regulate morality and safety.

Because sixth grade students are likely to be entering a phase of “negation” of social convention, they are likely to denigrate the value of such norms. This unit will not overcome the negation but will challenge their notion that such rules can simply be dispensed with.

The unit also helps students evaluate just and unjust laws, and apply that understanding to conventions that support such injustices.
 

Materials: Social studies textbook, copy of school discipline code, article from Junior Scholastics “Laying Down the Law,” sticker dots, butcher paper, and markers.

Time: 4-40 minute class periods.

Example of Teaching Procedures

Day 1

Brainstorm different types of laws (community laws, parent rules, sports rules, school rules, cafeteria rules) to list on butcher paper.

Discussion on laws/rules
Are all laws fair and just? Select from the list the ones that support fairness and justice.
What do these laws have in common?
Would it be wrong or okay to do these things even if there were no laws or rule?
What do these rules or laws add?
Can you identify any rules that protect people’s safety? Are they all necessary? Should people do these things if there is no rule or law? What do the rules add if anything?

How about these other things that are listed, would it be okay to do these things if there was no rule or law? What do these rules or laws add? [This discussion will likely center around conventions]

In general, get to the importance laws have and why.

After discussion list laws that come under each of the categories that were listed on the butcher paper. Give each student five dots and have them place them on the five most important laws/rules. Take the top ten and have students get into groups and prioritize the order of importance.

Discuss the order and importance. Similar to the last discussion.
 

Day 2

Introduce Hammurabi and his code of laws

Read and Discuss
Ask the students if they feel that Hammurabi’s laws were fair and just why or why not?
Read the article and show the pictures (from Junior Scholastic). Ask the questions form the back of the Junior Scholastic which have students reflect on rules and norms. Look at similarities and difference of the laws today as listed in Junior Scholastic with those of Hummurabi’s day.
 

Day 3

Small and Large Group Discussion
Pass out school code. Have students individually prioritize these rules, and discuss the reasons for their prioritization.

Now reconsider which rules might be important for an orderly society.
 

Day 4

Small Group Projects and Classroom Presentations
Put students in groups and have them be a group of city council members and write a set of laws and consequences they feel would be fair and just to all of society.

Share this through group presentations.