This document discusses the development of early civilizations and the rule of law. It outlines three learning outcomes around tracing the development of ancient civilizations from the end of the Ice Age through the rise of the Sumerians, predicting punishments from the Code of Hammurabi, and explaining why written rules of law were essential to early city-states. The document then provides background information on early civilizations and the development of the first legal code created by King Hammurabi of Babylon.

3. Early Civilizations and the Rule of Law
Learning Outcomes
1. Trace the development of ancient
civilization from the end of the Ice Age
through the rise of the Sumerians.
2. Predict potential punishments for various
ancient crimes, and compare your answers
to actual punishments as assigned in the
Code of Hammurabi.
3. Explain why the development of written
‘Rules of Law’ were essential to the new
permanent agricultural city-states of
Mesopotamia.

4. Kickoff Question: Early Civilizations and the Rule of Law

5. Main Idea: Early Civilizations and the Rule of Law

6. 10,000 BC World Heats Up - Out of Ice
Mesopotamian City State: Constant War
Man = Hunters & Gatherers - Nomads
7,000 BC Agriculture: Permanent Homes
3000 BC Sumerians – 1st
Year Round Ag.
‘Innocent Until Proven Guilty’ - 282 Laws
Rule of Law = Written Law Code
King Hammurabi Gives ‘Code’ to Live By
Babylonians Strongest in Mesopotamia
King Hammurabi and His Written Code to Live By
Early Civilizations and the Rule of Law

7. Connecting the Notes: Early Civilizations and the Rule of Law

8. If a builder builds a house for a man
and does not make its construction
sound, and the house which he
has built collapses and causes the
death of the owner of the house,
the builder shall be put to death.

9. If a "sister of god" (nun) who is not
living in a convent opens a wine
shop or enters a wine shop for a
drink, they shall burn that woman.

10. If a man is in debt and is unable
to pay his creditors, he shall sell
his wife, son, or daughter, or bind
them over to service. For 3 years
they shall work for their purchaser;
in the 4th
they shall be free.

11. If the woman has not been careful
but has gadded about, neglecting
her house and belittling her
husband, they shall throw
that woman into the water.

12. If a son strikes his
father, they shall then
cut off his hand.

13. Exit Slip Question: Early Civilizations and the Rule of Law

15. Forms of Government
Learning Outcomes
1. Justify why government is necessary
for any functioning society.
2. Characterize the key elements of
various forms of government around
the world.
3. Simulate what it would be like to
establish a form of government from
scratch on a desolate island.

16. Kickoff Question: Forms of Government

17. Main Idea: Forms of Government

18. Democracy: Power with the People
Oligarchy: Power with Small, Elite Few
Greece = 1st
Direct Democracy
Republic: People Elect Representatives
Rome = 1st
Representative Government
Monarchy: King or Queen- Divine Right
Hitler, Stalin, Mussolini
Dictatorship: 1 Person Rules - Military
Autocracy: One Person Holds All Power
Why is Government Important? Human Nature, Survival of the Fittest
Forms of Government

19. Connecting the Notes: Forms of Government

20. Connecting the Notes: Forms of Government

21. Connecting the Notes: Forms of Government
1. Create a government that will serve the functions
that you as a class decide are important (hunting,
gathering, protection, etc.
2. Create a list of rules to live by. How will they be
enforced? What happens to those who break the
rules? Who makes future rules, if needed?
3. Decide on a name for your civilization and create a
flag or symbol that is appropriate for your
civilization.
4. Decide on roles for your group. Everyone must have
at least one.

22. Exit Slip Question: Forms of Government
1. How did you feel during the activity?
2. What are some advantages and
disadvantages to everybody having a say in
the decisions being made?
3. What are some advantages and
disadvantages to ONE person making the
decisions?
4. Based on this exercise, do you think people
can be trusted to govern themselves?

24. Signposts of Democracy
Learning Outcomes
1. Read about various elements of
democracy, and sketch a signpost
diagram that shows important
elements from the reading.
2. Examine multiple statements and
determine if each statement indicates
whether or not a country is on the
path to democracy.

25. Main Idea: Signposts of Democracy

26.  For this assignment, carefully read
the descriptions of the Basic
Principles of democracy.
 On the back of your paper, draw a
road. Along the road, label the 9
“signposts” that each society must
pass as they make their way toward
a perfect democracy.
 Next, list the factors which could
prevent a society from establishing
a democracy. Label these signs as
‘wrong turns’, ‘obstacles’ and
‘dangers’ along the road.
 At the end of your road, write
‘perfect democracy’. Then write
down some of the benefits people
will have in a ‘perfect democracy.’

27. Look at the following statements and decide whether each situation is a sign
that a country is on the road to democracy. Write ‘Yes’ if it is, ‘No’ if it isn’t.
Give reasons for your answer.
 1. The Legislature has passed a law requiring all youth between the age of 4
and 16 to attend school. Government schools are provided.
 2. Members of one of the local churches held a political forum and only
allowed representatives from one political party to attend.
 3. The Parliament had a gallery built in their assembly room so that visitors
could watch the proceedings.
 4. The constitution requires a Presidential election every five years.
 5. Teachers at Park Avenue don’t like the working conditions and decide to
go on strike.
 6. The police stop and shoot a known criminal. The criminal was not resisting
arrest but had killed other people.

28. Look at the following statements and decide whether each situation is a sign
that a country is on the road to democracy. Write ‘Yes’ if it is, ‘No’ if it isn’t.
Give reasons for your answer.
 7. The constitution says that only people over the age of 18 who have lived
in the country for more than one year may vote.
 8. The constitution requires all working adults to pay a small amount of
money when they vote in order to help finance the expense of the election.
 9. One political party, which loses the election, demands that another
election be held immediately.
 10. The President is required to give a report to the people every year
explaining what he or she has done and the plans for the upcoming year.

29. Exit Slip Question: Signposts of Democracy

31. The Legacy of Ancient Greece and Rome
Learning Outcomes
1. Understand how early Greek and Roman ideas
about government eventually influenced the roots
of our own government in the United States.
2. Compose a chart that compares and contrasts
early forms of government in Greece and Rome.
3. Write a brief dialogue between a Roman citizen
and a Greek citizen each arguing that their style
of democracy is a better form of government.
4. Trace the views of Plato and Aristotle with regards
to the rule of law and illegitimacy of tyranny.

32. Kickoff Question: Legacy of Ancient Greece and Rome

33. Main Idea: Legacy of Ancient Greece and Rome

34. 1st
Basic Question: Who Rules?
Philosophers – Use Logic and Reason
Greece = City States: Gov = How Control
Greece is 1st
Dem. – ‘People Rule’
Direct Dem. - Active Involvement
Emperors Ruled Roman Empire
Rome Written Laws: Equal / Reason
Roman Elected Republic
Greece: Legislative, Executive, Judicial
Greeks Invent Democracy & Romans Add Representative Government
The Legacy of Ancient Greece and Rome

36. Direct Democracy Republic
“Citizens” = 18 Year Old
Males Vote Directly
People Elect Leaders Who
Make Gov. Decisions
3 Branches of Government
Leg., Exec., Judic.
2 Branches
Senate and Emperor
Used Reason to Make
New Laws
Written Laws that Applied
to Everyone

37. Connecting the Notes: Legacy of Ancient Greece and Rome

38. Exit Slip Question: Legacy of Ancient Greece and Rome

44. Judeo-Christian Tradition
Learning Outcomes
1. Compare and contrast various
religions and explore ways in
which religion contributed to the
development of democracy.
2. Assess and interpret the “10
Commandments” and understand
how the document laid a
foundation for modern law.

45. Kickoff Question: Judeo-Christian Tradition

46. Main Idea: Judeo-Christian Tradition

47. Judaism: 1 God - Live Moral Life
Christianity: 1 God, Jesus Messiah
People Can Choose Good or Evil
10 Command. = Soc. & Rel. Rules
Individuals Must Oppose Injustice!
Religion & Democracy = Equality!
Apostles Spread Christianity
Jesus Death = Sins of Others
Forgiveness, Love, Eternal Life
Religion Taught Self-Worth, Ethics, & the Need to Fight Injustice
Judeo-Christian Tradition

48. Document Questions:
 Do the first four
commandments concern
themselves more with the
Hebrews’ relationship with
God or with one another?
 What do the last six
commandments have in
common that distinguish
them from the first four?
 Create your own personal
“Ten Commandments” list
for life at school or at
home.

49. Exit Slip: Judeo-Christian Tradition

51. Democracy Develops in England
Learning Outcomes
1. Explore key events in the
establishment of democracy in
England including the Magna Carta,
the English Civil War, and the
Glorious Revolution.
2. Synthesize key events in the road to
democracy in England by creating an
animated timeline based on the
information discussed in the lecture.

52. Kickoff Question: Democracy Develops in England

53. Main Idea: Democracy Develops in England

54. Common Law: Jury, Judge, Precedent
House of Lords, House of Commons
Taxes Lead to the Magna Carta…
63 Guaranteed Rights, Limits the King
Parliament Must Agree to New Taxes
English Bill of Rights For the People
Glor. Rev.= Constitutional Monarchy
English Civil War Overthrows King
Divine Rights of Kings
“What Affects All, By All Should Be Approved”
Democracy Develops in England

55. 1180: Common Law- Trial by Jury
1350’s: Two Houses of Parliament
1213: Taxes Lead to Magna Carta…
1215: Magna Carta Limits the King
1216: King Must Check w/ Parliament
1689: English Bill of Rights for People
1642: English Civil War Executes King 1603: Divine Right for Kings
Assignment Directions:
 Below is a list of 8 events that led to the spread of democracy in England.
On the back of this piece of paper, put the events in order by creating an
animated “Timeline of Democracy in England”.
 For each event on your timeline, draw a simple sketch explaining the
event. Be sure to add color to your sketches and your timeline!

56. Exit Slip: Democracy Develops in England