Rule of Laws Past

Overview

In this 80-minute lesson, students explore how judicial systems began with early legal rules and developed into ways societies solve disputes fairly. They will use two case studies—Code of Hammurabi and the ten commandments as a law guide—to compare how rules were created, enforced, and justified, and then connect these ideas to the rule of law today.

Learning intentions

WALT:

• recognise that early legal rules helped societies settle disputes
• explain that laws can be written, religious, or decreed by leaders
• describe one feature of the Code of Hammurabi and one way rules guided behaviour in ancient traditions
• compare how ancient ideas about justice relate to modern rights and responsibilities, including fair processes

Success criteria

I can …

• describe how the Code of Hammurabi was used to deal with disputes
• explain what “proportional” punishment means using a simple example
• identify how the ten commandments functioned as moral/legal guidance
• compare similarities and differences between ancient justice and modern rule of law (fairness, consistency, and protecting people’s rights)

Curriculum links

• Social Sciences: Civics and Society — RIGHTS AND RESPONSIBILITIES (importance of shared responsibility and key laws protecting rights, explored through case study)
• Social Sciences: Civics and Society — CASE STUDY ON A KEY LAW (assess significance using evidence from a case study)
• Developing understanding of rights and responsibilities by considering fairness and consequences of rule-breaking in societies
• Supporting critical thinking by comparing perspectives and evidence across time

Lesson structure (80 minutes)

1. 0–10 min · Hook: “When rules are needed.” Teacher reads a short scenario (e.g., “A takes B’s tool”) and asks: “What rules should decide what happens next?” Students think, then record two possible outcomes and one reason for each.

2. 10–18 min · Mini-lesson: early dispute solving. Teacher introduces that early societies used royal decrees, religious teachings, and later written codes to manage disputes and maintain order. Students add a class definition: “A law is a rule that a society expects people to follow.”

3. 18–35 min · Case study 1: Code of Hammurabi. Teacher models a simple “case study lens” on the board: Who made the rules? How were disputes handled? Why were rules followed? Students read the teacher-provided brief summary of Hammurabi (written laws; proportionality) and complete a guided note-catcher with 3 facts and 2 inferences.

4. 35–45 min · Proportionality check (quick kinesthetic). Teacher explains lex talionis as “matched consequence,” using a safe, age-appropriate example (no graphic detail). Students do a quick scale activity: sort statement cards into “matched consequence,” “not matched,” and “unclear,” then explain one choice to a partner.

5. 45–62 min · Case study 2: ten commandments as guidance. Teacher clarifies that in ancient traditions, the ten commandments were used as a moral/legal guide for how people should live and resolve wrongdoing. Students identify 2 examples of guidance from the commandments (teacher-selected, classroom-appropriate) and match each to a “fairness principle” such as honesty, respect, or not taking what isn’t yours.

6. 62–72 min · Compare and connect (Venn or T-chart). Teacher draws a Venn diagram: “Hammurabi” vs “Ten commandments” with a centre: “Justice/fairness themes.” Students add comparison points using sentence starters: “Both…”, “Both aimed to…”, “Hammurabi…”, “The commandments…”, and “Today, this relates to…”

7. 72–80 min · Exit ticket: significance of laws. Teacher gives an exit ticket with one paragraph prompt: “Which case study shows how communities use shared responsibility to protect people? Use one example.” Students write independently, then hand in.

Resources

• Scenario cards for the hook (teacher-made)
• Teacher-provided short case study summaries for Code of Hammurabi and ten commandments (print or slide)
• Note-catcher worksheets (3 facts, 2 inferences; fairness principles)
• Statement cards for proportionality sorting
• Comparison organiser (Venn diagram or T-chart)
• Exit ticket slips or forms

Assessment

• Observe guided note-catchers for accurate understanding of rule-making and dispute handling
• Listen to partner explanations during proportionality sorting and fairness matching
• Exit ticket paragraph: use of evidence from both case studies and a clear comparison to shared responsibility/fairness

Differentiation

• Provide sentence starters for note-catchers and the exit ticket (e.g., “The rule was made by…”, “This matters because…”)
• Offer a word bank for key ideas: law, rule, dispute, fairness, proportional, guidance, shared responsibility
• For students needing challenge: ask them to judge which system is easier to apply fairly and justify with one reason
• For EAL/SEN: use images and short sentences in the case studies; allow oral responses recorded by teacher if required

Extension

• If time in a subsequent lesson: students select one modern “everyday rule” (school or community) and create a mini “code” with a fairness explanation, then compare it to Hammurabi or the commandments using the same lens.