Assigned on May 12th
Due on May 29th
30 points if turned in on May 29th
50 points if turned in by May 22nd
Write a short detailed report, minimum one page typed (14 point) or one and a half pages hand written on one of the following topics:
1. William the Conqueror
2. Bayeux Tapestry
3. King Arthur
4. Joan of Arc
5. Charlemagne
6. The Crusades
7. Merlin the Magician
8. Johann Gutenberg
9. The Holy Grail
10. Machiavelli
Make sure you cite you sources. You may have to go to the library for information if you do not have internet access. You must cite at minimum one (1) source for full credit.
Sunday, May 11, 2008
Medieval Vocabulary
Pre test on May 20th
Main test on May 22nd
1. Medieval - A descriptive term for people, objects, events, and institutions of the Middle Ages.
2. Bubonic Plague - A highly contagious disease, usually fatal, caused by bacteria which are transmitted to humans by rat-borne fleas.
3. Fealty - Fidelity to one's lord; the feudal obligation by which the tenant or vassal was bound to be faithful to his lord.
4. Fief - A piece of land held under the feudal system.
5. Manor - The mansion of a lord with the land belonging to it.
6. Serf - A member of the lowest feudal class, attached to the land owned by a lord and required to perform labor in return for certain legal or customary rights.
7. Feudalism - A political and economic system of Europe from the 9th to about the 15th century, based on the holding of all land in fief or fee and the resulting relation of lord to vassal and characterized by homage, legal and military service of tenants.
8. Vassal - A person who held land from a feudal lord and received protection in return for homage and allegiance.
Main test on May 22nd
1. Medieval - A descriptive term for people, objects, events, and institutions of the Middle Ages.
2. Bubonic Plague - A highly contagious disease, usually fatal, caused by bacteria which are transmitted to humans by rat-borne fleas.
3. Fealty - Fidelity to one's lord; the feudal obligation by which the tenant or vassal was bound to be faithful to his lord.
4. Fief - A piece of land held under the feudal system.
5. Manor - The mansion of a lord with the land belonging to it.
6. Serf - A member of the lowest feudal class, attached to the land owned by a lord and required to perform labor in return for certain legal or customary rights.
7. Feudalism - A political and economic system of Europe from the 9th to about the 15th century, based on the holding of all land in fief or fee and the resulting relation of lord to vassal and characterized by homage, legal and military service of tenants.
8. Vassal - A person who held land from a feudal lord and received protection in return for homage and allegiance.
Tuesday, April 22, 2008
ANCIENT GREECE, ROME, AND EARLY AMERICA UNIT
Assignment for the 6th grade - Ancient Greece
First draft due on Thursday, April 29th
Final product due on Thursday, May 6th
Design the following:
Design a travel Brochure for one of the Greek Poleis
Argos
Athens
Corinth
Megara
Sparta
Project requirements:
In teams of 2-4 you will research and design a brochure or travelogue.
In researching the city-state, you will need to find information on:
a. tell us about the people of the polis
b. daily life in the polis
c. government of the polis
d. allies and enemies and any wars between poleis
Travel brochure
Must be a tri-fold brochure with writing or pictures on all 6 panels
A minimum of 4 panels MUST be information
1 panel MUST be graphics
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
Assignment for The 7th grade - Roman Empire
Option to do the travel show live on cam
http://www.palos118.org/south/curriculum/team6c/rome/
First draft due on April 29th
Final product due on May 6th
Design and produce a travelogue cable show on one of the Roman Provinces.
Project requirements
In teams of 2-4 you will research and design a travelogue cable show.
In researching the Roman Province, you will need to find information on EVERYTHING that is listed in the sample brochure attached.
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
General Information to tell the audience
• Where province is located and its population
• Size of province – compare to a “state” or size people will understand.
• A map of province
• Roman presence – type of province, type of senator, type of governor
• Why should you want to visit the Province
• Compare the Province to the current area now
• History of the province
• Famous battles that took place
• When Rome conquered the province
• Interesting historical facts and stories
• Roman influence: bridges, roads, plumbing, etc.
• Trade (what was grown there and traded)
• What do they do for work?
• What “tribes” do they come from?
• What languages do they speak other than Latin (the language of the Roman Empire)?
• What did they wear?
• What did they do for Entertainment?
• Compare them to a people you know today
You will pretend that you are on an actual television cable travel program. You will want to watch the Travel Channel to get some ideas of how the shows are produced. Use props and pictures to help get the information to the audience.
PROVINCE CHOICES:
I. Africa
II. Numidia
III. Aegyptus
IV. Hispania
V. Gallia
VI. Bithynia
VII. Britannia
VIII. Italia
IX. Germania
X. Asia (Minor)
XI. Syria
XII. Judaea
XIII. Dacia
XIV. Acheae (Graecia)
Assignment for the 8th grade - Early America
A good resource to start - http://www.timepage.org/spl/13colony.html
First draft due on Thursday, April 29th
Final product due on Thursday, May 6th
This project MUST be typed and bound like a book. Some graphics/pictures should be in color.
Design the following:
Design a travel book for one of the 13 Original States
Project requirements
In teams of 2-4 you will research and design a brochure or travelogue.
There will be 6 chapters to your travel book:
a. background on the origins of the Colony/State and why/when is was founded
b. who were the individuals responsible for it establishment and tell the reader more about the people that lived there.
c. information about the State (location, geological features, topography)
d. history of the State from its formation to today (important facts and events)
e. tourist information about the State as it is today (2008)
f. graphics and pictures from the past and today
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
Assignment for the 6th grade - Ancient Greece
First draft due on Thursday, April 29th
Final product due on Thursday, May 6th
Design the following:
Design a travel Brochure for one of the Greek Poleis
Argos
Athens
Corinth
Megara
Sparta
Project requirements:
In teams of 2-4 you will research and design a brochure or travelogue.
In researching the city-state, you will need to find information on:
a. tell us about the people of the polis
b. daily life in the polis
c. government of the polis
d. allies and enemies and any wars between poleis
Travel brochure
Must be a tri-fold brochure with writing or pictures on all 6 panels
A minimum of 4 panels MUST be information
1 panel MUST be graphics
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
Assignment for The 7th grade - Roman Empire
Option to do the travel show live on cam
http://www.palos118.org/south/curriculum/team6c/rome/
First draft due on April 29th
Final product due on May 6th
Design and produce a travelogue cable show on one of the Roman Provinces.
Project requirements
In teams of 2-4 you will research and design a travelogue cable show.
In researching the Roman Province, you will need to find information on EVERYTHING that is listed in the sample brochure attached.
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
General Information to tell the audience
• Where province is located and its population
• Size of province – compare to a “state” or size people will understand.
• A map of province
• Roman presence – type of province, type of senator, type of governor
• Why should you want to visit the Province
• Compare the Province to the current area now
• History of the province
• Famous battles that took place
• When Rome conquered the province
• Interesting historical facts and stories
• Roman influence: bridges, roads, plumbing, etc.
• Trade (what was grown there and traded)
• What do they do for work?
• What “tribes” do they come from?
• What languages do they speak other than Latin (the language of the Roman Empire)?
• What did they wear?
• What did they do for Entertainment?
• Compare them to a people you know today
You will pretend that you are on an actual television cable travel program. You will want to watch the Travel Channel to get some ideas of how the shows are produced. Use props and pictures to help get the information to the audience.
PROVINCE CHOICES:
I. Africa
II. Numidia
III. Aegyptus
IV. Hispania
V. Gallia
VI. Bithynia
VII. Britannia
VIII. Italia
IX. Germania
X. Asia (Minor)
XI. Syria
XII. Judaea
XIII. Dacia
XIV. Acheae (Graecia)
Assignment for the 8th grade - Early America
A good resource to start - http://www.timepage.org/spl/13colony.html
First draft due on Thursday, April 29th
Final product due on Thursday, May 6th
This project MUST be typed and bound like a book. Some graphics/pictures should be in color.
Design the following:
Design a travel book for one of the 13 Original States
Project requirements
In teams of 2-4 you will research and design a brochure or travelogue.
There will be 6 chapters to your travel book:
a. background on the origins of the Colony/State and why/when is was founded
b. who were the individuals responsible for it establishment and tell the reader more about the people that lived there.
c. information about the State (location, geological features, topography)
d. history of the State from its formation to today (important facts and events)
e. tourist information about the State as it is today (2008)
f. graphics and pictures from the past and today
Grading
Each member of the project team will be required to keep a log of all they contribute to the project. The log will be checked weekly to see the progress you are making and who is doing what fort he project.
The log should be a daily accounting of what you have done. You need not work on the project every day, but when you do, log what you did and how long you worked on the project.
Each member must contribute equally.
This project will be worth:
Member log up to 10 points
First Draft up to 20 points
Final product up to 30 points
Total up to 60 points
Wednesday, April 2, 2008
The Rise and Fall of the Greek and Roman Empires and America's Rise
Vocabulary Words
6th and 7th grades
1. Ancient - belonging to times long past especially of the historical period before the fall of the Western Roman Empire; "ancient history"; "ancient civilizations such as those of the Etruscans and Sumerians"; "ancient Greece"
2. Empire - a group of nations or peoples ruled over by an emperor, empress, or other powerful sovereign or government: usually a territory of greater extent than a kingdom, as the Roman Empire.
3. Senate - the supreme council of state of the ancient Roman Republic and later of the Roman Empire.
4. Polis - a city-state of ancient Greece (plural Poleis).
5. Emperor - the male sovereign or supreme ruler of an empire: the emperors of Rome.
________________________________________________________________________
8th grade words
1. Congress - the national legislative body of the United States, consisting of the Senate and the House of Representatives.
2. Parliament - the national legislature of the United Kingdom, made up of the House of Lords and the House of Commons.
3. Revolution - the overthrow of one government and its replacement with another.
4. Independence - freedom from control or influence of another or others (the successful ending of the American Revolution).
5. Democracy - government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.
6th and 7th grades
1. Ancient - belonging to times long past especially of the historical period before the fall of the Western Roman Empire; "ancient history"; "ancient civilizations such as those of the Etruscans and Sumerians"; "ancient Greece"
2. Empire - a group of nations or peoples ruled over by an emperor, empress, or other powerful sovereign or government: usually a territory of greater extent than a kingdom, as the Roman Empire.
3. Senate - the supreme council of state of the ancient Roman Republic and later of the Roman Empire.
4. Polis - a city-state of ancient Greece (plural Poleis).
5. Emperor - the male sovereign or supreme ruler of an empire: the emperors of Rome.
________________________________________________________________________
8th grade words
1. Congress - the national legislative body of the United States, consisting of the Senate and the House of Representatives.
2. Parliament - the national legislature of the United Kingdom, made up of the House of Lords and the House of Commons.
3. Revolution - the overthrow of one government and its replacement with another.
4. Independence - freedom from control or influence of another or others (the successful ending of the American Revolution).
5. Democracy - government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.
Tuesday, March 4, 2008
How to write a lesson plan
The following will help you write a lesson plan for the Student Designed Unit.
The Student Designed Unit information follows this entry.
How to Design a Lesson
Be a teacher!
PURPOSE
Lesson plans are not written for teachers to read to the class.
They are used to structure the lesson and to help with the flow of the class.
It takes time and effort to write a good lesson plan!
THINKING PARTS
Lesson plans are first of all a thinking process. This thinking process basically is completed in three parts.
First, determine the curriculum; that is, what the students will learn.
Second, determine at least one way to assist the students in learning the new curriculum.
Third, determine at least one way to evaluate the learning outcomes of the students.
WHAT AND HOW TO TEACH
What basic topic did you choose?
What are you going to talk about?
How can you make it interesting for the class, so they will follow your lesson?
KNOW YOUR MATERIAL!
REVIEW TO REINFORCE
Make sure that you review the material as you go along.
Check for understanding. Look at the students to see if they are paying attention, and if not, refocus them.
HOW YOU DO IT!
Be dynamic!
Speak to the students.
Use props, PowerPoint, handouts…
Make your topic EXCITING!
Don’t make your lesson to complicated.
Teach the students about your expertise!
Everyone will get their turn up here!
Have fun and it will show!
Sample Lesson Plan
The entire PowerPoint will be posted on my blog page…linked to schoolnotes.com
You may following the format I will show you, or use your own.
If you use your own, make sure it covers all the areas I will show you.
_________________________________________________________________________________
SAMPLE LESSON PLAN
Lesson Plan Title:
Topic to Teach:
General Goal(s):
Required Materials:
Anticipatory Set (Lead-In):
Step-By-Step Procedures:
Closure
(Reflect Anticipatory Set):
Assessment Based
On Objectives:
_____________________________________________________________________________
SAMPLE LESSON PLAN
Lesson Plan Title: Let’s write a Constitution
Topic to Teach: The Constitutional Convention
General Goal(s): To give the students in-depth knowledge of the Constitutional Convention in 1787.
To give the students a sense of what it took to write a constitution.
The lasting effect of the Constitution and the nature of a living document.
Required Materials: Hand-outs on National Government
PowerPoint presentation
Anticipatory Set (Lead-In): Why do you we have laws.
Step-By-Step Procedures: 1. Introduce lesson by having students talk about laws they know and why it is important to have laws.
2. Show PowerPoint on the Constitution and the Constitutional Convention.
3. Have students break into small groups to write a constitution for our school.
4. Compare our Constitution to the U.S. Constitution.
5. Review material.
6. Quiz on lesson and knowledge of Constitution.
Closure
(Reflect Anticipatory Set): Ask for discussion on the need for a Constitution now that one has been written.
Assessment Based
On Objectives: Write and administer assessment about the history of the Constitution, the writing of the Constitution, and lasting effects of the Constitution.
The Student Designed Unit information follows this entry.
How to Design a Lesson
Be a teacher!
PURPOSE
Lesson plans are not written for teachers to read to the class.
They are used to structure the lesson and to help with the flow of the class.
It takes time and effort to write a good lesson plan!
THINKING PARTS
Lesson plans are first of all a thinking process. This thinking process basically is completed in three parts.
First, determine the curriculum; that is, what the students will learn.
Second, determine at least one way to assist the students in learning the new curriculum.
Third, determine at least one way to evaluate the learning outcomes of the students.
WHAT AND HOW TO TEACH
What basic topic did you choose?
What are you going to talk about?
How can you make it interesting for the class, so they will follow your lesson?
KNOW YOUR MATERIAL!
REVIEW TO REINFORCE
Make sure that you review the material as you go along.
Check for understanding. Look at the students to see if they are paying attention, and if not, refocus them.
HOW YOU DO IT!
Be dynamic!
Speak to the students.
Use props, PowerPoint, handouts…
Make your topic EXCITING!
Don’t make your lesson to complicated.
Teach the students about your expertise!
Everyone will get their turn up here!
Have fun and it will show!
Sample Lesson Plan
The entire PowerPoint will be posted on my blog page…linked to schoolnotes.com
You may following the format I will show you, or use your own.
If you use your own, make sure it covers all the areas I will show you.
_________________________________________________________________________________
SAMPLE LESSON PLAN
Lesson Plan Title:
Topic to Teach:
General Goal(s):
Required Materials:
Anticipatory Set (Lead-In):
Step-By-Step Procedures:
Closure
(Reflect Anticipatory Set):
Assessment Based
On Objectives:
_____________________________________________________________________________
SAMPLE LESSON PLAN
Lesson Plan Title: Let’s write a Constitution
Topic to Teach: The Constitutional Convention
General Goal(s): To give the students in-depth knowledge of the Constitutional Convention in 1787.
To give the students a sense of what it took to write a constitution.
The lasting effect of the Constitution and the nature of a living document.
Required Materials: Hand-outs on National Government
PowerPoint presentation
Anticipatory Set (Lead-In): Why do you we have laws.
Step-By-Step Procedures: 1. Introduce lesson by having students talk about laws they know and why it is important to have laws.
2. Show PowerPoint on the Constitution and the Constitutional Convention.
3. Have students break into small groups to write a constitution for our school.
4. Compare our Constitution to the U.S. Constitution.
5. Review material.
6. Quiz on lesson and knowledge of Constitution.
Closure
(Reflect Anticipatory Set): Ask for discussion on the need for a Constitution now that one has been written.
Assessment Based
On Objectives: Write and administer assessment about the history of the Constitution, the writing of the Constitution, and lasting effects of the Constitution.
Sunday, March 2, 2008
Student Designed Unit - All Grades
Due March 17th
Each student will pick a topic from the categories listed below and design a lesson. Student will be expected to work both at home and in the classroom. Student will prepare a lesson plan to turn into the teacher and then teach the lesson to the class.
Student will also complete the following:
Write one paragraph on topic to be taught to class
Write a lesson plan
Teach your lesson given to the class
Design an assessment for the class to take (quiz)
Student will be assessed on:
10 points One paragraph on topic
20 points Ability to inform teacher and other students (lesson)
10 points Creativity in presenting lesson (dynamic)
10 points Making assessment (quiz) and answer key
20 points Report summarizing your presentation (1 – 3 paragraphs)
10 points Class evaluation of presentation
(3 things he/she did well and 2 things he/she could improve upon)
10 points Self evaluation
(3 things you did well and 2 things you could improve upon)
90 points Total
Class will be assessed on:
Assessment (quiz) made and given by student
Monday, March 3rd
Unit begins
Wednesday, March 5th
One paragraph on topic due
March 5th through March 14th
Work on lessons in class
Monday, March 17th
Lessons to class begin
Tuesday, March 18th
Lessons continue
Wednesday, March 19th
Lessons continue
Thursday, March 20th
Lessons conclude
YOU MUST BRING IN RESEARCH MATERIAL EVERY DAY!
YOU MUST BE READY TO PRESET YOUR LESSON ON MARCH 17th!
TOPICS
_______________
Choose a more specific area from within the following:
6th grade
1. Greek Mythology and Stories
2. Greek City-States
(Athens, Sicyon, Corinth, Sparta, Thebes, Argos, Mycenae, Delphi, Olympia)
3. Alexander the Great
4. India’s Caste System
5. Chinese Dynasties
6. Life of Confucius and his teachings
7. Roman Caesars
(Compare and contrast their lives and accomplishments for Rome)
7th grade
1. Ancient Rome
2. Medieval Japan and the role of the Samurai in 12th Century Japan
3. Medieval Feudal England
4. Meso-American and Andean civilizations
5. The Renaissance
6. William Shakespeare
7. The Scientific Revolution
8th grade
1. Revolutionary War with Great Britain
2. Slavery in America (Beginnings to the Emancipation Proclamation)
3. Manifest Destiny and the westward expansion of the United States
(Lewis and Clark, the Indian Trail of Tears)
4. American leaders – 1776 – 1863
5. French Revolution
6. The Industrial Revolution in America
7. Famous speeches
(e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address)
The topic you select from above will only be a starting point.
You must narrow down your research and find an appropriate subject to teach the class. Ask Mr. Rusnak for guidance.
Each student will pick a topic from the categories listed below and design a lesson. Student will be expected to work both at home and in the classroom. Student will prepare a lesson plan to turn into the teacher and then teach the lesson to the class.
Student will also complete the following:
Write one paragraph on topic to be taught to class
Write a lesson plan
Teach your lesson given to the class
Design an assessment for the class to take (quiz)
Student will be assessed on:
10 points One paragraph on topic
20 points Ability to inform teacher and other students (lesson)
10 points Creativity in presenting lesson (dynamic)
10 points Making assessment (quiz) and answer key
20 points Report summarizing your presentation (1 – 3 paragraphs)
10 points Class evaluation of presentation
(3 things he/she did well and 2 things he/she could improve upon)
10 points Self evaluation
(3 things you did well and 2 things you could improve upon)
90 points Total
Class will be assessed on:
Assessment (quiz) made and given by student
Monday, March 3rd
Unit begins
Wednesday, March 5th
One paragraph on topic due
March 5th through March 14th
Work on lessons in class
Monday, March 17th
Lessons to class begin
Tuesday, March 18th
Lessons continue
Wednesday, March 19th
Lessons continue
Thursday, March 20th
Lessons conclude
YOU MUST BRING IN RESEARCH MATERIAL EVERY DAY!
YOU MUST BE READY TO PRESET YOUR LESSON ON MARCH 17th!
TOPICS
_______________
Choose a more specific area from within the following:
6th grade
1. Greek Mythology and Stories
2. Greek City-States
(Athens, Sicyon, Corinth, Sparta, Thebes, Argos, Mycenae, Delphi, Olympia)
3. Alexander the Great
4. India’s Caste System
5. Chinese Dynasties
6. Life of Confucius and his teachings
7. Roman Caesars
(Compare and contrast their lives and accomplishments for Rome)
7th grade
1. Ancient Rome
2. Medieval Japan and the role of the Samurai in 12th Century Japan
3. Medieval Feudal England
4. Meso-American and Andean civilizations
5. The Renaissance
6. William Shakespeare
7. The Scientific Revolution
8th grade
1. Revolutionary War with Great Britain
2. Slavery in America (Beginnings to the Emancipation Proclamation)
3. Manifest Destiny and the westward expansion of the United States
(Lewis and Clark, the Indian Trail of Tears)
4. American leaders – 1776 – 1863
5. French Revolution
6. The Industrial Revolution in America
7. Famous speeches
(e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address)
The topic you select from above will only be a starting point.
You must narrow down your research and find an appropriate subject to teach the class. Ask Mr. Rusnak for guidance.
Monday, February 4, 2008
6th grade Law Unit Part 4 - Revised
6th grade Code of Hammurabi Mock Trial (Trial Date - Wed., February 12th)
PREPARATION: As a grade level, the whole 6th grade will review selected portions of the Code of Hammurabi.
LOGISTICS: The room is arranged in a semi-circle facing the king. The attorneys are encouraged to walk around and speak directly and clearly to the king and the jury. Bailiff sits on a stool next to the king.
ROLES AND RESPONSIBILITIES:
THREE HAMMURABIS – Must judge fairly, balancing protection of his/her laws with the protection of his/her people. Kings (or queens) are given a week to understand the cases and laws.
THREE ATTORNEYS—who prepare for three cases (they conduct two). Attorneys are simply given the case laws, and have to create the "why" of an assumed broken law. Attorneys serve as defenders, and must be creative and convincing in their cases. They may call no witnesses. The law was broken. Attorneys are given a week to prepare cases.
BAILIFF/READER OF THE LAW—opens the court, and reads the laws as the cases are called, and again before Hammurabi "decides" the verdict. This student is given a copy of the laws ahead of time in order to practice, and clarify any unfamiliar terms. (These may be two separate positions if more students are involved.)
SCRIBES—(any number of students) will record the court proceedings as primary sources for history. They are given a string of yarn to tie around their heads to symbolize ancient Mesopotamian "wisdom." Since scribes can read and write, they are the wisest citizens of Babylon!
PROSECUTOR—the teacher. (This works much better than using other students. It keeps the court moving, and provides a better challenge to the defending attorneys.)
OTHER—other students are assigned roles such as the lawbreakers (who may only speak on their own behalf with the permission of Hammurabi), and a jury, who cannot speak, but may hold up guilty innocent cards (black or white stones) if Hammurabi asks for an opinion. (Every student should participate in some way.)
COSTUMES: Hammurabi wears a crown of some type, and a robe (colored sheet) in order to "feel" authentic. Any gold chains or rings may also be worn to emphasize the king’s divine right to be king and owner of all property. The king sits on a chair (throne) on top of the teacher's cleared desk, which sits against the wall for safety. Attorneys dress up nicely.
Each class will be able to select one of the 9 cases below to present.
ATTORNEY CASES:
CASES FOR ATTORNEY AMRAM & HAMMURABI 1
1st CASE---Case Law # 168: "A father wants to put his/her son/daughter out of the house!" (You are defending the FATHER!)
2nd CASE---Case Law #59: "This person cut down his/her neighbor's fig tree, which was hanging over into his/her garden!"
3rd CASE---Case Law #226: This person is a brander of cattle, and stole another person's slave, and tried to remove the first owner's slave-mark (brand)!"
4th CASE---Case Law #25: "This person was kind enough to help put out his/her neighbor's fire, but took a ring when he/she left."
5th CASE---Case Law #209: "This seignior (person) hit another seignior's pregnant daughter, and she lost the baby!"
6th CASE---Case Law #14: "This person has stolen the son of another man in order to make that son their slave. The boy is only eleven--a minor!"
7th CASE---Case Law #204: "This free person hit another free person on the cheek!"
8th CASE---Case Law #248: "This person borrowed (hired) another person's ox, and while he had that ox, it was injured!"
9th CASE---Case Law #175: (tough!) "This slave-boy married a free man's daughter. She has had two children by this slave-boy. Now the slave-boy's
OWNER wants to own the children AND the slave-boy!"
Attorney's Instruction Sheet
Congratulations! You have been selected as a lawyer for the defense in
Hammurabi's Court!
- Read the crime, and the penalty for the crime.
- You MUST assume your lawbreaker is guilty of breaking the law.
- YOUR job is to convince Hammurabi that there was a good REASON for the crime, or that other facts need to be presented.
- Be CREATIVE in your defense, but you cannot come up with stupid or unreasonable reasons. IF THEY DON'T SOUND REASONABLE, YOU WILL LOSE THE CASE.
- NEVER argue with the King. The more respect you show, the better your chances.
- You may NOT call witnesses. The case rests on YOUR ability to convince.
- Your lawbreaker MAY speak in his/her own defense (WITH PERMISSION OF THE KING).
- You may dress any way you choose, and/or bring notes to trial.
- Be ready for the teacher to take the other side of the case. YOU MUST BE PREPARED AND CREATIVE!!
- The King's decision in final.
Hammurabi's Instruction Sheet
Congratulations! You have been selected as the Great King Hammurabi in
"Hammurabi's Court"!
- Read the crimes, and the penalty for the crimes.
- You MUST listen to each attorney, and not forbid him or her to speak.
- YOUR job is to be fair. You are not on a 'power trip'!
- You must protect your law, so that people do not feel it is OK to break it. This would ruin your culture!
- Your job is ALSO to protect your people--including the lawbreakers, if they are innocent of the law’s full penalty.
- NEVER argue with the attorneys. The more respect you show them, the more honorable YOU will appear!
- You may speak to the lawbreakers if you feel necessary. But let the lawyers do their job!
- The lawbreaker MAY speak in his/her own defense with your permission.
- You may make the penalty LESS than what your law states (if you feel the lawbreaker is still guilty, or the attorney did a great job), but you may not make the penalty MORE. (You might prepare some lesser punishments ahead of time.)
-Your decision in final.
HAMMURABI'S COURT SESSION
BALIFF: "Hear ye, hear ye-- the courtroom of the Great Hammurabi is now in session! Hear ye the decisions of the great Lord of the Universe, Ruler of the Land between the Two Rivers, and King of Babylon and Sumer!"
TEACHER: (Case # is called out)
{ATTORNEY (with that case #) and the LAWBREAKER come forward.}
{LAWBREAKER: Kneels before the Great King!}
ATTORNEY: "Oh Great Hammurabi, Lord of the Universe--Wise Servant of the gods Ishtar & Marduk--I come to plead my case. What say ye?"
HAMMURABI: "Speak to me of this lawbreaker's crime or reason to come before my face!"
ATTORNEY: (Reads the Case Law)
HAMMURABI: "What says my holy law?"
BALIFF: (Reads the Law #, and its penalty!)
ATTORNEY: Pleads the lawbreaker's case. He or she must give GOOD reasons for lawbreaker's crime or situation. He/she must be CREATIVE, and must NEVER ARGUE! He/she must CONVINCE Hammurabi, but not offend him in ANY way, or the penalty of the law may simply be sentenced, and the attorney punished! (Lawbreaker may speak only if the king feels the attorney is not "creative" enough to present a good case)
(Attorney MUST assume the situation/crime is TRUE, and NO WITNESSES may be called. The PROSECUTOR may ask questions or talk to the attorney, king or jury)
HAMMURABI: "What says my holy law?"
BALIFF: (Reads the Law #, and its penalty!)
Finally, HAMMURABI says: "Hammurabi states that for such a case: THE
DECISION IS:________"
Hammurabi then ends the case by saying: "IT IS DONE" With these words, the case is OVER!
RUBRIC: 50 points
Participation in case selection 5 points
Review of the 9 cases with appropriate laws 10 points
Case preparation notes based on the specific law 20 points
Trial performance 10 points
Self evaluation 5 points
PREPARATION: As a grade level, the whole 6th grade will review selected portions of the Code of Hammurabi.
LOGISTICS: The room is arranged in a semi-circle facing the king. The attorneys are encouraged to walk around and speak directly and clearly to the king and the jury. Bailiff sits on a stool next to the king.
ROLES AND RESPONSIBILITIES:
THREE HAMMURABIS – Must judge fairly, balancing protection of his/her laws with the protection of his/her people. Kings (or queens) are given a week to understand the cases and laws.
THREE ATTORNEYS—who prepare for three cases (they conduct two). Attorneys are simply given the case laws, and have to create the "why" of an assumed broken law. Attorneys serve as defenders, and must be creative and convincing in their cases. They may call no witnesses. The law was broken. Attorneys are given a week to prepare cases.
BAILIFF/READER OF THE LAW—opens the court, and reads the laws as the cases are called, and again before Hammurabi "decides" the verdict. This student is given a copy of the laws ahead of time in order to practice, and clarify any unfamiliar terms. (These may be two separate positions if more students are involved.)
SCRIBES—(any number of students) will record the court proceedings as primary sources for history. They are given a string of yarn to tie around their heads to symbolize ancient Mesopotamian "wisdom." Since scribes can read and write, they are the wisest citizens of Babylon!
PROSECUTOR—the teacher. (This works much better than using other students. It keeps the court moving, and provides a better challenge to the defending attorneys.)
OTHER—other students are assigned roles such as the lawbreakers (who may only speak on their own behalf with the permission of Hammurabi), and a jury, who cannot speak, but may hold up guilty innocent cards (black or white stones) if Hammurabi asks for an opinion. (Every student should participate in some way.)
COSTUMES: Hammurabi wears a crown of some type, and a robe (colored sheet) in order to "feel" authentic. Any gold chains or rings may also be worn to emphasize the king’s divine right to be king and owner of all property. The king sits on a chair (throne) on top of the teacher's cleared desk, which sits against the wall for safety. Attorneys dress up nicely.
Each class will be able to select one of the 9 cases below to present.
ATTORNEY CASES:
CASES FOR ATTORNEY AMRAM & HAMMURABI 1
1st CASE---Case Law # 168: "A father wants to put his/her son/daughter out of the house!" (You are defending the FATHER!)
2nd CASE---Case Law #59: "This person cut down his/her neighbor's fig tree, which was hanging over into his/her garden!"
3rd CASE---Case Law #226: This person is a brander of cattle, and stole another person's slave, and tried to remove the first owner's slave-mark (brand)!"
4th CASE---Case Law #25: "This person was kind enough to help put out his/her neighbor's fire, but took a ring when he/she left."
5th CASE---Case Law #209: "This seignior (person) hit another seignior's pregnant daughter, and she lost the baby!"
6th CASE---Case Law #14: "This person has stolen the son of another man in order to make that son their slave. The boy is only eleven--a minor!"
7th CASE---Case Law #204: "This free person hit another free person on the cheek!"
8th CASE---Case Law #248: "This person borrowed (hired) another person's ox, and while he had that ox, it was injured!"
9th CASE---Case Law #175: (tough!) "This slave-boy married a free man's daughter. She has had two children by this slave-boy. Now the slave-boy's
OWNER wants to own the children AND the slave-boy!"
Attorney's Instruction Sheet
Congratulations! You have been selected as a lawyer for the defense in
Hammurabi's Court!
- Read the crime, and the penalty for the crime.
- You MUST assume your lawbreaker is guilty of breaking the law.
- YOUR job is to convince Hammurabi that there was a good REASON for the crime, or that other facts need to be presented.
- Be CREATIVE in your defense, but you cannot come up with stupid or unreasonable reasons. IF THEY DON'T SOUND REASONABLE, YOU WILL LOSE THE CASE.
- NEVER argue with the King. The more respect you show, the better your chances.
- You may NOT call witnesses. The case rests on YOUR ability to convince.
- Your lawbreaker MAY speak in his/her own defense (WITH PERMISSION OF THE KING).
- You may dress any way you choose, and/or bring notes to trial.
- Be ready for the teacher to take the other side of the case. YOU MUST BE PREPARED AND CREATIVE!!
- The King's decision in final.
Hammurabi's Instruction Sheet
Congratulations! You have been selected as the Great King Hammurabi in
"Hammurabi's Court"!
- Read the crimes, and the penalty for the crimes.
- You MUST listen to each attorney, and not forbid him or her to speak.
- YOUR job is to be fair. You are not on a 'power trip'!
- You must protect your law, so that people do not feel it is OK to break it. This would ruin your culture!
- Your job is ALSO to protect your people--including the lawbreakers, if they are innocent of the law’s full penalty.
- NEVER argue with the attorneys. The more respect you show them, the more honorable YOU will appear!
- You may speak to the lawbreakers if you feel necessary. But let the lawyers do their job!
- The lawbreaker MAY speak in his/her own defense with your permission.
- You may make the penalty LESS than what your law states (if you feel the lawbreaker is still guilty, or the attorney did a great job), but you may not make the penalty MORE. (You might prepare some lesser punishments ahead of time.)
-Your decision in final.
HAMMURABI'S COURT SESSION
BALIFF: "Hear ye, hear ye-- the courtroom of the Great Hammurabi is now in session! Hear ye the decisions of the great Lord of the Universe, Ruler of the Land between the Two Rivers, and King of Babylon and Sumer!"
TEACHER: (Case # is called out)
{ATTORNEY (with that case #) and the LAWBREAKER come forward.}
{LAWBREAKER: Kneels before the Great King!}
ATTORNEY: "Oh Great Hammurabi, Lord of the Universe--Wise Servant of the gods Ishtar & Marduk--I come to plead my case. What say ye?"
HAMMURABI: "Speak to me of this lawbreaker's crime or reason to come before my face!"
ATTORNEY: (Reads the Case Law)
HAMMURABI: "What says my holy law?"
BALIFF: (Reads the Law #, and its penalty!)
ATTORNEY: Pleads the lawbreaker's case. He or she must give GOOD reasons for lawbreaker's crime or situation. He/she must be CREATIVE, and must NEVER ARGUE! He/she must CONVINCE Hammurabi, but not offend him in ANY way, or the penalty of the law may simply be sentenced, and the attorney punished! (Lawbreaker may speak only if the king feels the attorney is not "creative" enough to present a good case)
(Attorney MUST assume the situation/crime is TRUE, and NO WITNESSES may be called. The PROSECUTOR may ask questions or talk to the attorney, king or jury)
HAMMURABI: "What says my holy law?"
BALIFF: (Reads the Law #, and its penalty!)
Finally, HAMMURABI says: "Hammurabi states that for such a case: THE
DECISION IS:________"
Hammurabi then ends the case by saying: "IT IS DONE" With these words, the case is OVER!
RUBRIC: 50 points
Participation in case selection 5 points
Review of the 9 cases with appropriate laws 10 points
Case preparation notes based on the specific law 20 points
Trial performance 10 points
Self evaluation 5 points
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