Empire Rise Slides Empire of Law
The Rise of Hammurabi and the First Code
Lesson 1: Hammurabi and the Babylonian Empire
The Conqueror's Problem
"Imagine you have just conquered 20 different city-states. Each city has its own gods, its own customs, and its own rules about how to treat neighbors."
How do you make them all follow the same rules?
Use Force?
Use Religion?
Create One Law?
Build a Wall?
Hammurabi the Great
Reigned: c. 1792–1750 BCE
The 6th King of the Amorite Dynasty.
The Babylonian Empire
Unified all of Mesopotamia under his rule.
A "Righteous King"
Claimed his power came directly from the gods to bring justice to the land.
Babylon
The Jewel of the Euphrates
Hammurabi turned a small city-state into a massive empire using diplomacy and military skill.
Why Write It Down?
Publicity
The laws were set in public places so no one could claim they "didn't know" the law.
Stability
Unified diverse groups of people under a single set of expectations.
Divine Right
Showed that Hammurabi was chosen by the gods to be the "Shepherd of the People."
"To bring about the rule of righteousness in the land... so that the strong should not harm the weak."
— Prologue of the Code
Discussion Time
Does "the strong should not harm the weak" mean everyone is equal?
Option A: Yes
It means the law protects everyone regardless of their power or money.
Option B: No
It means the King is the only one allowed to be strong, and he decides what 'harm' is.
Prologue Analysis Worksheet The King's Word
Analyzing the Prologue of the Code
Name:
Date:
Historical Context
Before listing any of his 282 laws, Hammurabi wrote a prologue . This was an introduction where he explained why he was writing the laws and who gave him the authority to do so. In ancient Mesopotamia, kings often claimed that gods chose them to rule.
Primary Source: The Prologue (Excerpt)
"Anu and Bel [gods] called me, Hammurabi, the exalted prince, the worshiper of the gods, to cause justice to prevail in the land, to destroy the wicked and the evil, to prevent the strong from oppressing the weak, to go forth like the sun over the Black-headed Race [the people], to enlighten the land and to further the welfare of the people. Hammurabi, the shepherd, named by Bel, am I, who brought about plenty and abundance..."
1. According to the text, who gave Hammurabi the authority to create these laws? Why is this significant for a leader?
2. Hammurabi uses two metaphors to describe himself: "the sun" and "a shepherd." What do these metaphors suggest about his role as a king?
The Sun:
A Shepherd:
3. Hammurabi claims his goal is "to prevent the strong from oppressing the weak." If you were a common farmer in Babylon reading this, how would you feel about your new king?
4. Critical Thinking: Based on the prologue, what does Hammurabi want his people to believe is the most important purpose of government?
Social Studies | Ancient Mesopotamia
Unit: Code of Justice
Foundations Teacher Guide King of Justice
Teacher Facilitation Guide
Lesson 01
Foundations
Learning Objectives
Contextualize Hammurabi's reign within the history of Mesopotamia.
Analyze primary source text to identify political and religious motivations.
Evaluate the use of propaganda in ancient legal systems.
Essential Questions
"How does a leader unify diverse peoples? Why is it important for laws to be public?"
Pacing Guide
Hook Discussion 10m
Direct Instruction 15m
Source Analysis 20m
Exit Reflection 05m
Instructional Roadmap
1
The Conqueror's Hook
Display the "Conqueror's Problem" slide. Have students brainstorm in pairs. Focus the discussion on the difficulty of maintaining order without a shared cultural understanding. Introduce Hammurabi as the leader who solved this through law.
"Look for students to mention 'fear' or 'religion'. Point out that Hammurabi used BOTH, but unified them through a written code."
2
Empire Context
Use the slides to explain the geographical scope of the Babylonian Empire. Emphasize that Babylon was not just a city, but the center of a diverse, multi-ethnic empire that needed standard rules for trade and safety.
3
Prologue Deep-Dive
Distribute the Prologue Analysis Worksheet . Have students read the excerpt aloud as a class before working independently. Focus on the word 'Prevail' and the metaphors 'Sun' and 'Shepherd'.
Key Insight: By calling himself a 'Shepherd', Hammurabi is saying he owns/protects the 'flock' (the people). It's a balance of care and absolute control.
Extension Ideas
Have students write their own 'prologue' for a set of classroom rules, using metaphors to describe their role or the teacher's role in the 'empire'.
Support Strategies
Provide a vocabulary bank for the prologue excerpt (e.g., 'Exalted' = high rank; 'Oppressing' = treating cruelly). Pair students for the metaphor section.
Stele Secrets Slides Stones of Power
The Physical Evidence of Justice
Lesson 2: Analyzing the Stele
The Giant Finger
"Why did Hammurabi carve his laws on a seven-foot-tall black diorite stone that looks like a giant finger pointing at the sky?"
Meeting the God
The Scene at the Top
At the very top of the stele, we see Hammurabi standing before Shamash , the sun god of justice.
Shamash wears a horned crown and rays of light shoot from his shoulders.
He hands Hammurabi a measuring rod and a ring —symbols of rule and justice.
"I am not making these laws up; they come from the Divine Source."
Message Sent
Think: If the laws come from a god, can you argue with them?
The Written Word
Written in Cuneiform script.
Language: Akkadian .
Arranged in columns that wrap all the way around the stone.
Why stone?
Clay tablets break. Stone lasts forever. This law was meant to be permanent .
"Hammurabi's code was carved so deeply that even if you tried to scrape it off, the ghost of the law would remain."
Where is it now?
The Louvre Museum, Paris
It was stolen by the Elamites in the 12th century BCE and taken to Susa (modern-day Iran), where it was eventually discovered by French archaeologists in 1901.
Discovery: 1901 Height: 7.4 ft
Visual Evidence Activity The Basalt Messenger
Visual Literacy & Symbol Analysis
Name:
Date:
1
The Anatomy of a Stele
Sketch Area
Sketch the relationship between Hammurabi and Shamash at the top, and the text below.
In the box to the left, sketch the Stele of Hammurabi. Then, use arrows to label the following features:
The Sun God Shamash: Sitting on a throne, larger than the king.
Hammurabi: Standing, receiving the law.
The Cuneiform Columns: The actual text of the laws carved below the figures.
The Measuring Tools: The rod and ring held by the god.
2
The Power of Choice
A. Size Matters: Why is the god Shamash depicted as sitting, but still taller than Hammurabi who is standing? What does this artistic choice communicate to the viewer?
B. Public Access: Most people in ancient Babylon could not read cuneiform. If they couldn't read the laws, why was it still important to have the 7-foot stone standing in the city square?
Visual Literacy Activity | Lesson 2
Stele of Hammurabi Analysis
Eye for an Eye Slides Eye for an Eye
The Principle of Retaliation (Lex Talionis)
Lesson 3: Crime and Punishment
The Builder's Blunder
"If a builder builds a house for someone, and does not construct it properly, and the house which he built falls in and kills its owner..."
What should happen to the builder?
Fined Money?
Sent to Prison?
Put to Death?
Lex Talionis
"The Law of Retaliation"
This is the idea that a person should receive the exact same injury they inflicted on someone else.
Eye for an eye.
Tooth for a tooth.
Bone for a bone.
Balance
The goal was to make sure the punishment fit the crime—literally.
Three Types of Crimes
Personal Injury
Assault, blinding, breaking bones, or accidental death.
Property
Theft, burglary, destroying a house, or damaging a field.
Family Law
Marriage, adoption, inheritance, and family disputes.
Your Mission
In your groups, you will analyze several "Law Files." Your job is to predict the punishment based on Lex Talionis and see how close you get to Hammurabi's actual code.
Ready to Judge?
Crime and Consequence Worksheet Crime & Consequence
Babylonian Case Files
Name:
Team:
Instructions
Below are scenarios based on the Code of Hammurabi. For each case, Predict the punishment based on the principle of Lex Talionis (Retaliation). Then, wait for the teacher to reveal the Actual Law .
Case File #1: The Eye
INJURY
"If a man has destroyed the eye of another free man..."
Your Prediction
Write prediction here...
Actual Law (Reveal)
Case File #2: The Robber
PROPERTY
"If a man has broken into a house (through a hole)..."
Your Prediction
Write prediction here...
Actual Law (Reveal)
Case File #3: The Builder
NEGLIGENCE
"If a builder built a house for a man and the house fell in and killed the son of the owner of the house..."
Your Prediction
Write prediction here...
Actual Law (Reveal)
Case File #4: The Son
FAMILY
"If a son has struck his father..."
Your Prediction
Write prediction here...
Actual Law (Reveal)
Summary Question
In Case #3, why do you think the law punished the builder's son instead of the builder himself? What does this tell you about Babylonian ideas of justice?
Law and Order Key Answer Key
Crime & Consequence Case Files
Lesson 03
Teacher Resource
Case File Actual Law (Hammurabi's Code) Discussion Notes #1: The Eye "If a man has destroyed the eye of another free man, his own eye shall be destroyed." (Law 196) The most famous example of Lex Talionis. Pure retaliation. #2: The Robber "If a man has broken into a house, he shall be killed before that hole and be buried there." (Law 21) Harsh deterrent. The punishment happens exactly where the crime occurred. #3: The Builder "If [the house falling] killed the son of the owner, the son of that builder shall be put to death." (Law 230) This is often shocking to students. It shows that sons were seen as property/extensions of the father. #4: The Son "If a son has struck his father, his hands shall be cut off." (Law 195) The punishment targets the instrument of the crime (the hands).
Critical Summary (Insight)
The Builder's Son Case: This law usually sparks the most debate. It's essential to guide students to understand that in Babylonian society, the family was a unit. If a man loses a son, the "eye for an eye" logic dictates the offender must also lose a son. This challenges modern concepts of individual responsibility.
Pacing Tip
Reveal the actual laws one by one after students have made their predictions. This builds suspense and encourages "legal reasoning." Ask students: "Did Hammurabi's law surprise you? Is it more or less fair than your prediction?"
Social Studies | Ancient Mesopotamia
Lex Talionis Guide
Social Hierarchy Slides The Social Ladder
Inequality in the Eyes of the Law
Lesson 4: Inequality Under the Law
Who are you in Babylon?
Awilu
The Nobles
Priests, government officials, and wealthy landowners. They have the most power.
Mushkenu
The Commoners
Farmers, merchants, and craftspeople. They are free but not wealthy.
Wardu
The Slaves
Often prisoners of war or people in debt. They have the fewest rights.
Does an Eye always equal an Eye?
Scenario: A Noble strikes a Noble
"He shall have his own eye destroyed."
Retaliation
Scenario: A Noble strikes a Commoner
"He shall pay one gold mina." (A fine)
A Fine
Why the difference?
If the goal of the code was "fairness," why does a noble only pay a fine for hurting a commoner?
Men and Women
Property Rights
Babylonian women could own property, engage in business, and even work as scribes or priests.
Family Status
However, the law often treated women as under the control of their fathers or husbands. Punishments for women were often more severe in family disputes.
"Equality" was not a concept in ancient Babylon.
The Big Debate
"Is a legal system just if it treats people differently based on who they are?"
PRO-Hammurabi
At least there are rules! A fine is better than no justice at all.
ANTI-Hammurabi
Justice should be the same for everyone regardless of wealth or status.
Unequal Justice Analysis Worksheet The Weight of a Mina
Comparing Justice Across Social Classes
Name:
Date:
Side-by-Side Analysis
Read the two laws below. They both involve the same crime (knocking out a tooth), but the consequences are very different.
Law #200
"If a man has knocked out the tooth of a man who is his equal , his tooth shall be knocked out."
Class Context:
Noble vs. Noble
Law #201
"If he has knocked out the tooth of a free man [commoner] , he shall pay one-third of a gold mina."
Class Context:
Noble vs. Commoner
1. In your own words, what is the main difference between the punishments in Law #200 and Law #201?
2. Why do you think Hammurabi allowed nobles to pay a fine for hurting commoners, rather than suffering the same injury?
Debate Preparation
Essential Question: Is a legal system just if it treats people differently based on who they are?
Arguments FOR the Code (It's Fair)
Think: Safety, order, having any law is better than chaos...
Arguments AGAINST the Code (It's Unfair)
Think: Human rights, equality, protecting the poor...
"I believe the Code of Hammurabi was (circle one) JUST / UNJUST because..."
Tribunal Simulation Slides Court is in Session
The Babylonian Tribunal
Lesson 5: Simulation Finale
The Judges of Babylon
"You have been appointed by King Hammurabi to deliver justice to the people of Mesopotamia."
Your Mission:
Listen to the evidence.
Identify the social class of those involved.
Apply the Code strictly.
The Final Word
Your ruling must follow the Stele. No exceptions.
Trial Procedure
1
The Accusation
A citizen brings a complaint to the tribunal.
2
Evidence
Both parties state their case and social status.
3
Consult the Code
Judges find the matching law on the Stele.
4
The Verdict
The punishment is announced and recorded.
Judicial Conduct
False Accusations
If you accuse someone of a crime and cannot prove it, you shall be put to death. (Law #1)
Respect the Court
Speak only when the head judge allows. Use formal language.
Consistency
Judges who change their mind after a verdict is signed are removed forever. (Law #5)
Deliberation
Talk to your fellow judges. Agree on the law before speaking.
Post-Trial Reflection
"How did it feel to apply laws that you might personally think are unfair?"
Was justice served today in the Babylonian sense? Was it served in the modern sense?
Verdict Form Handout Official Verdict
Babylonian Tribunal Record
Seal of Hammurabi
ID: TRIB-5502
Chief Judge:
Court Date:
1. Case Details
The Accused (Name/Class)
The Victim (Name/Class)
Summary of the Accusation
2. Legal Consultation
Identify the Law Number and text from the Code of Hammurabi that applies to this case.
Law Number
Text of the Law
3. The Final Verdict
In the name of King Hammurabi, the shepherd of the people, we hereby decree that the punishment shall be:
Seal of the Tribunal
Post-Trial Thought: Did the social class of the people involved change your decision? Why or why not?
Judge Facilitation Teacher Guide Tribunal Guide
Simulation Setup & Facilitation
Lesson 05
Teacher Resource
Classroom Setup
Divide the class into groups of 3 (The Judicial Tribunal).
One student in each group is the "Head Judge" (speaks for the group).
Provide each group with a Verdict Form .
Ensure students have their Social Ladder slides or notes for reference.
Teacher's Role
You are the Royal Clerk . You will read the case scenarios aloud. Your job is to answer questions about the social status of the people in the cases and clarify any legal terms from the Code.
Simulation Case Scripts
Case A: The Silver Theft
"A Mushkenu (commoner) has stolen a silver cup from the temple of Marduk. He was caught trying to sell it in the market. He claims he did it to feed his hungry family."
Applicable Law (for teacher reference): Law #6: "If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death."
Case B: The Broken Bone
"A noble man has accidentally broken the arm of his neighbor's slave in a dispute over a property line. The slave can no longer work in the fields."
Applicable Law (for teacher reference): Law #199: "If he put out the eye of a man's slave, or break the bone of a man's slave, he shall pay one-half of its value."
Debrief Discussion Guide
Which was harder: deciding the punishment for a commoner or a noble?
Hammurabi claimed these laws brought 'righteousness'. Does his definition of righteousness match yours?
What is the difference between Retaliation (Eye for an Eye) and Restitution (Paying for what you broke)?
