World Cultures and Geography II

Pre/Post Assessment Booklet

Grade 7-Hammurabi‟s Code

Diagnostic Writing Assessment: Research Simulation Task

Secondary Social Studies Prince George’s County Social Studies Office

Research Simulation Assessment Task

Template: Adapted from IFL PARCC Training

World Cultures and Geography II Pre/Post Assessment

Step 1: Activate Prior Knowledge Directions: Read the passage below: Mesopotamia is a Greek term meaning „between the rivers' and describes the area bordered by the rivers Tigris and Euphrates. In modern-day, Mesopotamia is the region of Iraq and much of Syria. It is geographically diverse as the Tigris-Euphrates River flows through varied landscapes. In ancient times, many city-states were spread along the Mesopotamian plain and waged war on each other for control of fertile agricultural land. Though many cultures coexisted in Mesopotamia, Babylonian culture was recognized throughout the region. King Hammurabi ruled Babylon from 1792-1750 BCE. During his time as king, he greatly expanded his kingdom from a city-state to a single empire. However, today he is most famous for a series of laws inscribed on large stone and named Hammurabi's Code. The Code serves as an important reflection of Babylonian society. Step 2: Text Reading and Analysis Directions: You will read (2) two texts and watch (1) one video clip that will provide perspectives on the importance of the rule of law in Babylonian society. As you are reading, think about the following question: How did Hammurabi’s Code establish the idea that the rule of law is an important part of society?

Text 1: Excerpt from “Hammurabi's Code: What Does It Tell Us About Old Babylonia?” and “Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE” Mesopotamian men and women viewed themselves as [servants] to the gods and believed humans were at the mercy of the god's…decisions. To counter their insecurity, the Mesopotamians [established] codes that regulated their relationships with one another. As ancient communities grew larger, they needed a stronger central government to complete and take care of necessary public projects – such as the canals that enabled Babylon to grow surplus foods – and to maintain law and order for keeping life in cities running smoothly. We know from records on clay tablets that Babylonia had an organized justice system. [Hammurabi‟s Code] was arranged in orderly groups, so that all men might read and know what was required of them. They were written on stone slabs and placed in noticeable places for the people to see. There were 282 laws as far as we know. A law code was… regarded as a subject for prayer, though the prayers were chiefly cursings of whoever shall neglect or destroy the law. Numerous laws dealt with questions of landholding, such as the establishment of conditions for renting farmland. Obedience was expected: "If a son has struck his father, they shall cut off his hand." All heavy crimes were punishable with death. If a person stole goods belonging to the temples, he was put to death, and so was the person who received the stolen goods…Providing false testimony in a murder case meant the same fate. Historical Question: How did Hammurabi‟s Code establish the idea that the rule of law is an important part of society? __________

Source: Excerpts from “Hammurabi's Code: What Does It Tell Us About Old Babylonia?” Retrieved July 2013 from the EDSITEment website http://edsitement.neh.gov/lesson-plan/hammurabis-code-what-does-it-tell-us-about-old-babylonia#sect-activities “Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE.” Retrieved July 2013 from the Fordham University website http://www.fordham.edu/halsall/ancient/hamcode.asp “Ancient Western Asia and the Civilization of Mesopotamia.” Retrieved July 2013 from the History Project via the EDSITEment website http://edsitement.neh.gov/lesson-plan/hammurabis-code-what-does-it-tell-us-about-old-babylonia#sect-activities

Text 2: “Law Code Stele of King Hammurabi, 792-1750 B.C.E.” Video Clip

from Smarthistory at the Khan Academy

Click the Link to Watch the Video: https://www.youtube.com/watch?v=_w5NGOHbgTw __________ Source: Retrieved June 2013 from Smarthistory at the Khan Academy from website https://www.khanacademy.org/humanities/art-history/art-history-400-c-e--ancient-cultures-1/ancient-near-east/v/law-code-stele-of-king-hammurabi--792-1750-b-c-e

Text 3: “The Code of Hammurabi,” Translated by L. W. King

Excerpt of the Introduction from Hammurabi’s Codes …Then Anu and Bel called by name me, Hammurabi, the exalted prince, who feared God, to bring about the rule of righteousness in the land, to destroy the wicked and the evil-doers; so that the strong should not harm the weak; so that I should rule over the black-headed people like Shamash, and enlighten the land, to further the well-being of mankind. Selected Laws from Hammurabi’s Codes Code 3. If any one bring an accusation of any crime before the elders, and does not prove what he has charged, he shall, if it be a capital offense charged, be put to death. Code 4. If he satisfy the elders to impose a fine of grain or money, he shall receive the fine that the action produces. Code 60. If any one give over a field to a gardener, for him to plant it as a garden, if he work at it, and care for it for four years, in the fifth year the owner and the gardener shall divide it, the owner taking his part in charge. Code 108. If a tavern-keeper (feminine) does not accept corn according to gross weight in payment of drink, but takes money, and the price of the drink is less than that of the corn, she shall be convicted and thrown into the water. Code 196. If a man put out the eye of another man, his eye shall be put out. [An eye for an eye] Code 228. If a builder build a house for someone and complete it, he shall give him a fee of two shekels in money for each sar of surface. __________ Source: Excerpt from “The Code of Hammurabi,” Translated by L. W. King. Retrieved July 2013 from the Avalon Project via the EDSITEment website http://edsitement.neh.gov/lesson-plan/hammurabis-code-what-does-it-tell-us-about-old-babylonia#sect-background

Step 3: Analysis Directions: You have read two texts and watched a video about Hammurabi‟s Code. These three texts included a description of the justice system in Babylonian society. On a separate sheet of paper, write an essay to answer the question: How did Hammurabi’s Code establish the idea that the rule of law is an important part of society? Consider the argument each author used to demonstrate the importance of the rule of law in Babylonian society and analyze the strength of the arguments.

Use evidence from at least two of the provided texts to support your answer. (Summary/Analysis)

Be sure to include an explanation of the specific claims from the texts and cite strong and thorough evidence to support your answer. (Claim and Key Ideas/Details)

Be sure to follow the conventions of standard written English. Write your essay on the provided answer sheet.

To guide your answer, please consult the Social Studies Research Simulation Assessment Task Rubric.

Social Studies Research Simulation Assessment Task Rubric

Possible Points for Each Component

4 –The response shows

understanding of the content question. It is insightful, integrates knowledge and demonstrates powerful

application. 4 Points

3 – The response shows

some understanding of the content question. It is appropriate, application that demonstrates evidence of H.O.T.S

3 Points

2 –The response shows

knowledge of the content question. It is acceptable with some key ideas & shows little to no evidence of H.O.T.S

2 Points

1 – The response shows

knowledge of the content question. The response is related to the question, but is inadequate.

1 Points

0- The response is

completely incorrect or irrelevant.

0 Points Component: Summary/Analysis of Texts

☐ All assignment requirements met *Mastery of content knowledge *Inclusion of relevant & specific facts and information *Accurate analysis of facts and information that exceeds simple summary

☐Most assignment requirements met *Majority coverage of content displaying adequate understanding *Relevant use of facts and information *Mostly accurate analysis of facts and information

☐ Some assignment requirements met *Partial coverage of content displaying limited understanding *Inconsistent use of facts and information *Vague or underdeveloped analysis of facts and information

☐ Few to no assignment requirements met *Little understanding of content knowledge *Inaccurate or Absent use of facts and information *Inaccurate or Absent analysis of facts and information.

☐The response is completely incorrect or irrelevant.

Component: Claim in Text

☐ Demonstrates an in-depth understanding of the issue or problem posed

☐Demonstrates a reasonable understanding of the problem or issue posed and makes connections to prior knowledge

☐Demonstrates some understanding of the problem or issue posed with limited connections to prior knowledge

☐Demonstrates little to no understanding of the issue or problem posed.

☐The response is completely incorrect or irrelevant.

Component: Key Ideas and Details in Text

☐ Fully understands the point of view and argument of the author

☐Has reasonable understanding of the point of view and argument of the author

☐Has some understanding of the point of view and argument of the author

☐Demonstrates little to no understanding of the point of view and argument of the author

☐The response is completely incorrect or irrelevant.

Teacher Resources

*Administration and Scoring the Pre/Post Diagnostic Assessment

* Scaffolding Tools for Identified Research Simulation Task Assessment Items *Scaffolding Tools to Support Student Growth in the Classroom

Grade 7-Hammurabi‟s Code

Diagnostic Writing Assessment: Research Simulation Task

Secondary Social Studies

Administration of the Pre/Post Diagnostic Assessment Materials Needed: Copies of the assessment with the rubric Loose-leaf paper for written responses (student may provide) Student Answer sheets (located in EduSoft.) Pencils Research Simulation Task Texts The following three texts will be used in the set of assessment items:

Text 1: Excerpt from “Hammurabi's Code: What Does It Tell Us About Old Babylonia?” and “Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE”

Text 2: “Law Code Stele of King Hammurabi, 792-1750 B.C.E.” Video Clip

Text 3: “The Code of Hammurabi,” Translated by L. W. King Teacher Directions:

Students should write their responses on a separate sheet of paper. If an additional sheet is needed, please staple the response sheets together. DO NOT staple answer sheets. Students must write their name on all sheets.

Time: This Diagnostic Writing Assessment is untimed and may be given over 1 to 2 class periods.

Sample Student Answer Sheet

Scoring the Pre/Post Diagnostic Assessment

This assessment tool will assist you in creating and carrying out your Student Learning Objectives for the school year. Scoring Instructions:

Score the student constructed response papers using the Social Studies Research Simulation Assessment Task Rubric found in this document.

The Social Studies Research Simulation Assessment Task Rubric is a 12-point rubric with 3 components:

o Summary/Analysis of Texts (SUM on student answer sheet) o Claim in Text (CLA on student answer sheet) o Key Ideas and Details in Text (KEY on answer sheet)

When scoring the Summary/Analysis of Texts component, please note that the bulleted “look-fors” are a guide, they are not inclusive or mandatory.

A score for each component must be placed on the student‟s answer sheet.

Answer sheets may not be scanned until all teacher-scored items have been scored and transferred to each student‟s answer sheet.

Teacher Note: It is suggested that teachers work with other colleagues to score the papers to create consistency across the school as to what constitutes satisfactory demonstration of each rubric score point for each component.

Social Studies Research Simulation Assessment Task Rubric (Score for All Components)

Possible Points for Each Component

4 –The response shows

understanding of the content question. It is insightful, integrates knowledge and demonstrates powerful

application. 4 Points

3 – The response shows

some understanding of the content question. It is appropriate, application that demonstrates evidence of H.O.T.S

3 Points

2 –The response shows

knowledge of the content question. It is acceptable with some key ideas & shows little to no evidence of H.O.T.S

2 Points

1 – The response shows

knowledge of the content question. The response is related to the question, but is inadequate.

1 Points

0- The response is

completely incorrect or irrelevant.

0 Points Component: Summary/Analysis of Texts

☐ All assignment requirements met *Mastery of content knowledge *Inclusion of relevant & specific facts and information *Accurate analysis of facts and information that exceeds simple summary

☐Most assignment requirements met *Majority coverage of content displaying adequate understanding *Relevant use of facts and information *Mostly accurate analysis of facts and information

☐ Some assignment requirements met *Partial coverage of content displaying limited understanding *Inconsistent use of facts and information *Vague or underdeveloped analysis of facts and information

☐ Few to no assignment requirements met *Little understanding of content knowledge *Inaccurate or Absent use of facts and information *Inaccurate or Absent analysis of facts and information.

☐The response is completely incorrect or irrelevant.

Component: Claim in Text

☐ Demonstrates an in-depth understanding of the issue or problem posed

☐Demonstrates a reasonable understanding of the problem or issue posed and makes connections to prior knowledge

☐Demonstrates some understanding of the problem or issue posed with limited connections to prior knowledge

☐Demonstrates little to no understanding of the issue or problem posed.

☐The response is completely incorrect or irrelevant.

Component: Key Ideas and Details in Text

☐ Fully understands the point of view and argument of the author

☐Has reasonable understanding of the point of view and argument of the author

☐Has some understanding of the point of view and argument of the author

☐Demonstrates little to no understanding of the point of view and argument of the author

☐The response is completely incorrect or irrelevant.

Scaffolding Tools for Identified Research Simulation Task Assessment Items

Teacher Note: Five scaffolding tools for the Research Simulation Task Assessment Items have been provided in this document to address identified areas in need of improvement.

A. Using Vocabulary To Develop a Compelling Question B. Summary of Texts 1 and 2 C. Claim in Text 2 D. Key Ideas & Details in Text 3 E. Analysis of Texts 1, 2, and 3

A. Using Vocabulary to Develop a Compelling Question

Directions: Please read the excerpt from “Hammurabi's Code: What Does It Tell Us About Old Babylonia?” and “Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE.” In this text, the writer describes the laws from the Code of Hammurabi. After you read, please answer the questions below. In the text, the author states: “We know from records on clay tablets that Babylonia had an organized justice system.” Part A _____Which one of the following phrases is the best definition of justice as it is used in the passage? A. honesty B. deserved punishment C. government D. civil rights and liberties Part B _____Which one of the following phrases from the passage best helps the reader understand the meaning of justice? A. “for keeping life in cities running smoothly” B. “written on stone slabs” C. “chiefly cursings of whoever shall neglect or destroy the law” D. “the ruling of gods was already firmly established” Part C What compelling question do you have of the authors of this text? __________________________________________________________________________

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B. Summary of Texts 1 and 2

Directions: You have just read an excerpt from “Hammurabi's Code: What Does It Tell Us About Old Babylonia?” and “Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE.” In this text, the writers stated key ideas and details about the Code of Laws. Select the key idea and cite specific textual evidence to support the writer‟s analysis of the impact of Hammurabi‟s Code on Babylonian society. Be sure to state your key idea before providing your analysis. Cite strong and thorough evidence from the text to support your analysis and be sure to follow the conventions of Standard Written English. (You may use your own paper.)

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C. Claim in Text 2 Directions: You will now watch the video clip, “Law Code Stele of King Hammurabi, 792-1750 B.C.E.” You will watch this video twice in order to answer the three-part item below. Part A During your first viewing, watch to gain an understanding of the claims made in the video. Write down one of these claims. Identify basic information about what the narrators are saying about Hammurabi‟s Code. __________________________________________________________________________

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Part B During your second viewing, pay attention to the reasoning and evidence used to support the claim you selected. Interpret what you think it means. Select three pieces of textual evidence that support the claim. Write down these pieces of evidence. __________________________________________________________________________

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Part C Finally, write a brief evaluation of the claim, assessing whether the reasoning is valid and the evidence is relevant and sufficient to support the claim. __________________________________________________________________________

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D. Key Ideas & Details in Text 3

Directions: After you read “The Code of Hammurabi” translated by L. W. King, please answer the three-part question below.

Part A Determine the key idea that is developed by the details of “The Code of Hammurabi.” Write what the text says explicitly as the key idea as a sentence. __________________________________________________________________________

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Part B Select three particular details that support the key idea you determined in Part A. Write down these details. __________________________________________________________________________

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Part C

Finally, write a brief analysis of how each detail helps to develop the key idea. Write your three analyses. __________________________________________________________________________

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E. Analysis of Texts 1, 2, and 3

Directions: You have read several sources of information about Hammurabi‟s Code and the justice system in Babylonian society. Consider the argument each author makes to demonstrate the importance of the rule of law in Babylonian society and analyze the strength of the arguments. Write an essay that analyzes the strength of the arguments in at least two of these sources based on the given reasoning and evidence. Include an explanation of the specific claims of the texts and cite strong and thorough evidence from both texts to support your argument. Be sure to follow the conventions of standard written English. Write your essay on your own paper.

What happened? Include the 5Ws.

Restate the controversy or historical question.

Include your claim/answer to the historical question. And use evidence to support your claim.

Track your evidence with citations.

Evaluate credibility of the author or source.

Scaffolding Tools to Support Student

Growth in the Classroom

Teacher Note: Teachers are encouraged to integrate the provided general scaffolding tools into their lessons to provide additional student support with summary and analysis, identifying claim, and identifying key ideas and details of various texts. The graphic organizers can be used to assess if completed independently, or used as a learning guide.

I. Summary: How to Summarize a Non-Fiction Passage II. Summary: Knowledge Organizer Chart III. Claim: Graphic Organizer IV. Key Ideas & Details: I-READ Organizer V. Analysis: WRITE Strategy

How to Write Your Essay student handout; Helpful Phrases for Writing Historical Arguments

I. Summary: How to Summarize a Non-Fiction Passage

Directions: Read closely then answer with evidence. Topic: _______________________________________________________________________________ List words that are important to understanding it.

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What are four important facts or ideas in the passage?

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What is the main idea of the passage? _______________________________________________________________________________________

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EXCEED: On another page, write a summary. In the first sentence, tell the main idea. Then use facts to explain that idea.

__________ Polk Bros. Foundation Center for Urban Education http://teacher.depaul.edu Strategic Thinkers © 2008

II. Summary: Knowledge Organizer: Chart Directions: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Title: ________________________________________________________________________________

Summarize what your chart shows.

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__________ Polk Bros. Foundation Center for Urban Education http://teacher.depaul.edu Strategic Thinkers © 2008

III. Claim: Graphic Organizer

Source:

Claim Write claim as a sentence here:

Evidence #1

Evidence #2

Evidence #3

Evaluation Write evaluation of support for claim here:

IV. Key Ideas & Details: I-READ Organizer Source:

Key Ideas and Details

Write what the text says explicitly as a sentence here:

I-READ

I Identify the author’s

argument in response to the

historical question

Write line numbers here: Write analysis of the author‟s point of view here:

R

Read each paragraph and ask about the author’s main idea

Write line numbers here: Write analysis of author‟s main idea here:

E

Examine the author’s reliability

Write line numbers here: Write analysis of the author‟s reliability for the information here:

A Assess the influence

of context

Write line numbers here: Write analysis of how place/location of events influence what is going on in the text here:

D Determine the quality of the author’s facts

and examples

Write line numbers here: Write analysis of how the facts or examples support the author‟s argument here:

V. Analysis: WRITE Strategy Directions: You have read several sources of information. Consider the argument each author makes. Write an essay that analyzes the strength of the arguments in at least two of these sources based on the given reasoning and evidence. Include an explanation of the specific claims of the texts and cite strong and thorough evidence from both texts to support your argument. Be sure to follow the conventions of standard written English. Write your essay on your own paper.

What happened? Include the 5Ws.

Restate the controversy or historical question.

Include your claim/answer to the historical question. And use evidence to support your claim.

Track your evidence with citations.

Evaluate credibility of the author or source.