Students learn about the foundational contributions of Mesopotamia and nearby Phoenicia to Western law and language. They read, interpret, and discuss parts of Hammurabi’s code. Then, they follow developments in writing from pictograms to cuneiform to the alphabet.
Students read an introduction to the experience that highlights how written symbols can communicate many different ideas and presents the lesson objectives. They examine an image of early Sumerian pictographs and respond to a word cloud prompt describing what they see in the photo. After learning that the symbols are ancient Sumerian pictographs and among the earliest known examples of writing, students post to a class wall explaining whether they would prefer to use pictographs or an alphabet and why.
Teacher MovesIntroduce the focus of the experience and review the objectives. Provide background on the pictograph tablet from Kish to situate the image historically. Facilitate discussion of students’ wall responses, drawing out their reasoning about the advantages and disadvantages of pictographs versus an alphabet.
Students examine an image of a Sumerian cuneiform document and read a brief description of the inscription as a list of gifts to a high priestess. They then watch Sumer—Writing and read the “Writing” section and story from Mesopotamia: Writing, using a graphic organizer to take notes on pictograms, writing materials, cuneiform, and the languages that used it. Next, they read Phoenicians: Sailing Away to learn how Phoenician traders developed and spread an alphabet, and complete a second graphic organizer capturing key ideas and dates about Phoenician writing and trade. Using their notes, students create a visual timeline of the invention of writing that includes major developments and time periods for pictographs, cuneiform, and the alphabet, adding additional entries for important changes or archaeological findings.
Teacher MovesPrompt students to infer what the cuneiform plaque and its inscription reveal about Sumerian society, including the skill of scribes, the value of writing, the status of priestesses, and the importance of religion. Monitor students as they complete both graphic organizers, checking that they capture accurate information about Sumerian and Phoenician writing. After students create timelines, select an interesting or exemplary example to share and discuss with the class to highlight the sequence and significance of key developments in writing.
Students view an image of the U.S. Constitution and read about how writing allows laws to be recorded and preserved over time. They respond in a table to the question “Why are stable laws important to a civilization?” Then they learn that Hammurabi’s Code is one of the earliest and most complete sets of written laws and that it influenced later legal traditions. Students watch the first two minutes of Turning Points in History: Hammurabi's Code of Laws to gain background on Hammurabi and his code, and examine an image of the stone stela bearing the code. They read Hammurabi’s Code: An Eye for an Eye, focusing on the sections “Hammurabi's Code: An Eye for an Eye” and “A Need for Justice,” and answer several multiple-choice questions about the origins, meaning, and social impact of the code. Finally, they post to a class wall explaining the connection between writing and laws, then read and respond to at least two classmates’ posts with questions or positive comments.
Teacher MovesDiscuss student ideas about why stable, written laws matter, emphasizing how they contribute to safety, clear expectations, and predictable consequences. Use the image of the Hammurabi stela to ask students who the figures are and what the scene suggests about the relationship between Hammurabi and the gods, clarifying that the code was presented as divinely sanctioned. Encourage students to connect what they learn from the video and reading to their own responses about how writing enables laws to be created, preserved, and shared, and prompt them to engage thoughtfully with peers’ posts.
Students view an image of the prologue of Hammurabi’s Code and then read the boxed section “The Laws” in Hammurabi’s Code: An Eye for an Eye to examine specific legal provisions. In small groups, they decide whether they think the code was mostly fair or mostly unfair. Each group splits into two sub-groups, with one side arguing “fair” and the other “unfair,” even if that does not match students’ personal views. Sub-groups discuss and gather evidence from specific laws, and a reporter from each side records supporting reasons in shared tables labeled “Fair” and “Unfair.”
Teacher MovesLead a whole-class discussion comparing and contrasting the reasons groups listed for considering Hammurabi’s Code fair or unfair, and, if desired, guide students toward a class consensus while acknowledging differing viewpoints. Use students’ ideas about fairness to explore how ancient laws have shaped modern concepts of justice, asking which elements of Hammurabi’s laws resemble or differ from laws today and highlighting that many students may see the code as harsh even while recognizing its lasting influence.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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