Teacher Notes
In the WebQuest Babylonians and the Code of Hammurabi, students work together to research daily life in ancient Mesopotamia and how people's lives were affected by Hammurabi's code of law. Students assume the roles of scribe, student learning to be a scribe, farmer, soldier, craftsperson, merchant, upper class wife, free wife, astronomer, or medical practitioner. In their role, students research Hammurabi's Code and find three specific laws that might have affected them. After completing worksheets about life under Hammurabi's Code, students then form groups of 4–5 to write a conversation about how their lives are affected by Hammurabi's Code. One student from each role contributes to the conversation. They conclude by performing their conversations for the class.
Students who do exemplary work on this WebQuest will learn about
- Mesopotamian civilization
- various jobs and social classes in Mesopotamia
- the purpose of Hammurabi's Code
- some of the specific laws in Hammurabi's Code
- how Hammurabi's Code might have impacted specific groups of people
When to use this WebQuest
The WebQuest Babylonians and the Code of Hammurabi works best after students have studied Chapter 3, "Ancient Mesopotamia," and Chapter 4, "Early Empires."
Team roles This WebQuest requires you to divide the class into groups two different times: once to do their preliminary research, and again to write their conversations. The purpose of this multiple grouping is to allow students to work together on their research, interact with students who have studied other roles in Mesopotamian society, and then write a conversation involving a variety of people. Assign students to one of the following roles and then have the groups complete their worksheets.
After students have completed their worksheets, assign students to new conversation groups of four or five students each. Each of these conversation groups should be comprised of students from different roles; avoid having two students with the same role in a group. This will keep the conversations more lively and will allow students to learn about as many other roles as possible.
Worksheets Print out worksheets for each student. Every student will need a copy of their completed worksheet when they go to their conversation group. The answers to the questions will help students decide what to say in their conversations.
The Performances When all groups have finished writing their conversations, allow them time to practice their conversations. On performance day, encourage students to wear costumes or use props to enhance their roles. If time permits, allow the audience to ask questions of the performers.
Follow-up You may wish to end the performances with a closing discussion of the impact of Hammurabi's Code on the citizens of Babylon. Here are some questions to discuss:
Team roles This WebQuest requires you to divide the class into groups two different times: once to do their preliminary research, and again to write their conversations. The purpose of this multiple grouping is to allow students to work together on their research, interact with students who have studied other roles in Mesopotamian society, and then write a conversation involving a variety of people. Assign students to one of the following roles and then have the groups complete their worksheets.
- scribe
- student learning to be a scribe
- farmer
- soldier
- craftsperson
- merchant
- wealthy wife
- free wife
- astronomer
- medical practitioner
After students have completed their worksheets, assign students to new conversation groups of four or five students each. Each of these conversation groups should be comprised of students from different roles; avoid having two students with the same role in a group. This will keep the conversations more lively and will allow students to learn about as many other roles as possible.
Worksheets Print out worksheets for each student. Every student will need a copy of their completed worksheet when they go to their conversation group. The answers to the questions will help students decide what to say in their conversations.
The Performances When all groups have finished writing their conversations, allow them time to practice their conversations. On performance day, encourage students to wear costumes or use props to enhance their roles. If time permits, allow the audience to ask questions of the performers.
Follow-up You may wish to end the performances with a closing discussion of the impact of Hammurabi's Code on the citizens of Babylon. Here are some questions to discuss:
- What do you think of Hammurabi's laws? Do they seem fair?
- Were people in some social classes treated more fairly than others?
- What would it have been like to live under Hammurabi's Code?
- How do these laws compare to some of our laws today?