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  1. 1. Michelle Koslow Presents: Lesson on Hammurabi’s Code of Laws
  2. 2. Hammurabi’s Code of Laws <ul><li>Grade Level: 6th Grade Learning Styles Class </li></ul><ul><li>Subject Area: Social Studies </li></ul><ul><li>Tools used </li></ul><ul><ul><li>Notebook Software </li></ul></ul><ul><ul><li>SMART Board </li></ul></ul><ul><ul><li>www.makebeliefscomix.com </li></ul></ul>
  3. 3. Prior Knowledge <ul><ul><ul><li>In Social Studies, students have learned about: </li></ul></ul></ul><ul><ul><ul><li>Mesopotamia </li></ul></ul></ul><ul><ul><ul><li>Geography and characteristics of land </li></ul></ul></ul><ul><ul><ul><li>Tigris and Euphrates Rivers </li></ul></ul></ul><ul><ul><ul><li>Problems with rivers </li></ul></ul></ul><ul><ul><ul><li>In Language Arts, students have learned: </li></ul></ul></ul><ul><ul><ul><li>Writing paragraphs </li></ul></ul></ul><ul><ul><ul><li>Oral presentations </li></ul></ul></ul>
  4. 4. Purpose <ul><li>The students will identify Hammurabi. </li></ul><ul><li>The students will explain Hammurabi’s code of laws. </li></ul><ul><li>The students will develop a solution to one of Hammurabi’s problems. </li></ul><ul><li>The students will defend their decisions about the code violation. </li></ul><ul><li>The students will represent their views visually using comic. </li></ul>
  5. 5. Task: Day 1 <ul><li>Read aloud teacher created worksheet. </li></ul><ul><li>Use highlighters or pencils to underline main ideas in reading. </li></ul><ul><li>Share ideas/solutions to the problem. </li></ul><ul><li>Determine, in pairs, how to respond to Hammurabi’s situations. </li></ul><ul><li>Write two paragraphs in order to solve the situation. </li></ul><ul><li>Homework: Complete well developed paragraphs </li></ul>
  6. 6. Task: Day 2 <ul><li>Share paragraphs on solutions </li></ul><ul><li>Review www.makebeliefscomix.com </li></ul><ul><li>Students work independently </li></ul><ul><li>Students create version of interaction of Hammurabi and others </li></ul><ul><li>Technology used: </li></ul><ul><li>Computer lab </li></ul><ul><li>www.makebeliefscomix.com </li></ul><ul><li>Homework: Complete comic </li></ul>
  7. 7. Task: Day 3 <ul><li>Oral presentations of comics </li></ul><ul><li>Technology used: </li></ul><ul><li>SMART Board </li></ul>
  8. 8. Teacher Preparation <ul><li>Copies of teacher created worksheets </li></ul><ul><li>Familiarity with topic </li></ul><ul><li>Familiarity with www.comic.com </li></ul><ul><li>Knowledge of SMART Tools </li></ul>
  9. 9. Higher Order Thinking <ul><li>Do you agree with the actions of your classmates? </li></ul><ul><li>How can you select a solution to the problem? </li></ul><ul><li>What changes would you make to solve this problem differently? </li></ul><ul><li>Suppose you could find a solution for Hammurabi, what would you do? </li></ul>
  10. 10. Rubric: Hammurabi Comic Needed 2 or more reminders to complete each task Successfully navigated through teacher eBoard but not comic website Had 5 or 6 spelling or punctuation errors Completed all requirements with at least two slides for comic strip 2 Did not complete assignment Could not navigate technology Had 7 or more spelling or punctuation errors Completed all requirements with only one slide for comic strip 1 3 4 Needed 1 reminder to complete each task Completed all tasks without additional reminders or cues Effort Successfully navigated through comic website but not teacher eBoard Successfully navigate through comic website and teacher eBoard Technology Had 3 or 4 spelling or punctuation errors Had no more than two spelling or punctuation errors Spelling and Punctuation Completed all requirements with at least three slides for comic strip Completed all requirements with at least four slides for comic strip Content
  11. 11. Social Studies Standards <ul><li>Standard 2 </li></ul><ul><li>Key idea: the study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. </li></ul>
  12. 12. Standards (cont.) <ul><li>Performance indicator: know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. </li></ul><ul><li>Performance indicator: know some important historic events and developments of past civilizations. </li></ul><ul><li>Key idea: study the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. </li></ul><ul><li>Performance indicator: investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history. </li></ul>
  13. 13. ISTE Technology Standards <ul><li>Basic Operations and Concepts </li></ul><ul><li>Students have a sound understanding of the nature and operation of technology systems. </li></ul><ul><li>Students are proficient in the use of technology. </li></ul><ul><li>Technology Productivity </li></ul><ul><li>- Students use technology to enhance learning and promote creativity. </li></ul>
  14. 14. Standards (cont.) <ul><li>Social, Ethical and Human Issues </li></ul><ul><li>Students practice responsible use of technology systems, information and software. </li></ul>
  15. 15. Time Line <ul><li>Day 1: </li></ul><ul><ul><li>5 minute prior knowledge discussion </li></ul></ul><ul><ul><li>20 minute read aloud and discussion </li></ul></ul><ul><ul><li>10 minute introduction to project and independent practice </li></ul></ul><ul><li>Day 2 </li></ul><ul><ul><li>5 minute review of Hammurabi’s Code of Laws </li></ul></ul><ul><ul><li>15 minute introduction to www.makebeliefcomix.com </li></ul></ul><ul><ul><li>22 minute independent practice </li></ul></ul>
  16. 16. Time Line (cont.) <ul><li>Day 3 </li></ul><ul><ul><li>35 minute presentations of comic strips </li></ul></ul><ul><ul><li>7 minute wrap up of lesson and concepts </li></ul></ul>