In Joshua 20, the Bible introduces the concept of Cities of Refuge, special places for those who accidentally caused harm.
Lesson
Engaging Introduction
Good morning, everyone! Today, we’re going to talk about something really interesting from the Bible. Let’s start with a question. Have any of you ever gotten in trouble for something you didn’t do on purpose? Like maybe you accidentally bumped into someone, and they thought you did it on purpose? How did that feel? It can be kind of scary, right? Because you didn’t mean to hurt anyone, but now you’re worried about getting into trouble.
In the Bible, there’s a story about something called the “Cities of Refuge.” These were special places God told Joshua to set up so that people who accidentally hurt others could be safe. It’s like getting a “pause” where you can explain what happened without anyone rushing to blame you. Don’t you think that sounds fair and kind? God has always been fair and kind, and He wanted to make sure everyone had a chance to be heard.
Our Bible lesson today comes from Joshua chapter 20. This chapter tells us all about these Cities of Refuge and why they were important. We’ll learn how God wants us to treat people fairly and make sure everyone is safe. So let’s get ready to dive into this story and see what we can learn from Joshua and these special cities!
Main Teaching Points
1. Understanding Justice and Mercy
First, let’s talk about two very important words: justice and mercy. Justice means making things right and fair. It’s like when there are rules at school, and everyone follows them so that things are fair for everyone. Mercy is a little different; it’s about being kind and forgiving, even if someone makes a mistake.
In Joshua 20, God showed how important both justice and mercy are. He asked Joshua to set up these cities where someone who had accidentally done something wrong, like hurt another person without intending to, could go. These cities were places where they could explain their side of the story to the leaders and be safe until the truth was known. God wants us to be fair and to give others a chance to explain and be forgiven.
2. The Purpose of the Cities of Refuge
Now, imagine you’re playing on the playground and someone accidentally throws a ball that hits another kid. Oops! They didn’t mean to do it. The Cities of Refuge were kind of like a safe zone for accidents like that. Back in Joshua’s time, if someone hurt another person without meaning to, like if they were chopping wood and the axe slipped and hurt someone, the person could hurry to one of these cities.
These cities were set up all over the land so that they would be easy to reach. It didn’t matter who you were; if you needed help, you could run to these cities and tell the leaders what happened. The leaders would listen carefully and give the person a safe place to stay until things could be figured out. This made sure that everyone was treated fairly and nobody would be punished unfairly.
3. The Role of the High Priest
Here’s another cool part: In these cities, the person had to stay there until the High Priest, who was a kind of leader and helper like your teacher or a guide, had passed away. This may sound a little strange, but the High Priest was an important person who helped decide matters of fairness and peace.
The lesson here is about being patient and following rules until situations are resolved. Just like waiting for a teacher to resolve a disagreement in class, waiting until the High Priest had finished his role meant that the person could finally go home peacefully. This part of the story teaches us that sometimes we have to wait for just the right time when we’ve made a mistake.
4. The Importance of Safety and Support
Another great part is that these cities were a sign that God cared about safety and protecting people. He made sure that everyone had a place to go when they needed help. Think of it like having a safe room in the school where you can go if you need a timeout or a place to feel safe until a teacher can help.
God’s set-up of these refuge cities reminds us that everyone should feel safe, and it’s important to help each other feel protected and supported. When someone’s sad or scared, wouldn’t you want to help them feel better too?
Personal Application for Elementary Students
Now that we understand more about these Cities of Refuge, let’s think about how we can apply this to our own lives.
Imagine you’re at school and you see someone who looks like they’ve made a mistake. Maybe they spilled their milk and are standing there, worried that they are going to get into trouble. What could you do? You could offer them a kind word, help them clean up, and make them feel not so alone. Just like the cities, you’re creating a space where they feel safe and understood.
Another way we can apply this lesson is through waiting patiently. Remember how the people had to wait in the cities until it was time to leave? Sometimes at school, maybe during recess or lunch, you have to wait your turn or wait for something to happen. Being patient and understanding that everything happens in its own time is an important lesson this story can teach us.
Finally, being fair to others is something we can practice every day. If someone does something that upsets you, try to listen to what they have to say. Maybe it was an accident, like losing their homework or bumping into you in line. By listening and giving them a chance, you’re being just like the leaders of the Cities of Refuge.
Interactive Discussion Questions
Let’s move on to some questions where everyone can share their thoughts!
1. Why do you think it’s important to have a safe place like the Cities of Refuge?
Guide the students by explaining that everyone deserves a second chance when making a mistake. Just like when we play games and sometimes have “do-overs,” these cities allowed for justice and fairness.
2. How can you be like a “safe place” for your friends at school?
Encourage the students to think of helpful, kind actions they can do for others. They could share how listening to a friend when they have a problem or inviting someone to play who might be left out can be ways to support and comfort others.
3. What can we learn about being patient from the story of the Cities of Refuge?
Help students understand the value of waiting and trusting the process. They can share how they might wait for their chance to use the swings or how they follow the rules for taking turns.
4. Can you think of a time when you showed mercy to someone? What happened?
Give the children a chance to reflect on their experiences of forgiveness and kindness. Discuss how offering forgiveness and understanding helps everyone, just like God intended with the Cities of Refuge.
By exploring these questions, the students can connect the biblical lesson to their daily lives, understanding justice, mercy, and kindness in a new and meaningful way.
Games
Game 1: Refuge Relay
Objective:
Learn the purpose of the cities of refuge by racing to safety.
Number of Players:
4-12
Materials Needed:
– Masking tape or cones to mark a starting point and a finish line
– 6 Hula hoops or large circles made from rope/paper plates to represent cities of refuge
– Index cards with scenarios (e.g., “Accidentally broke a neighbor’s window” or “Tripped and fell into someone’s garden”)
– Stopwatch (optional)
Setup:
Create a space where players can run. Mark a starting line and a finish line with masking tape or cones. Arrange the hula hoops at different spots between the start and the finish line.
Instructions:
1. Explain that Joshua 20 outlines the purpose of cities of refuge, places where people who caused accidental harm could flee for safety.
2. Divide players into teams.
3. Each team lines up at the starting line.
4. At “Go,” one player from each team draws an index card with a scenario and must race to a city of refuge (hula hoop) to be safe while their teammates cheer them on.
5. After reaching a city of refuge, they race back to the start and tag the next player.
6. The game ends when all players have had a turn. The team with the fastest time wins.
How It Reinforces the Lesson:
This relay simulates the urgency of fleeing to a city of refuge, highlighting the lesson of seeking safety and justice in times of unintentional harm.
—
Game 2: City Builders
Objective:
Understand the strategic placement and purpose of cities of refuge.
Number of Players:
4-8
Materials Needed:
– A large map of Canaan (can be drawn or printed)
– Small building blocks or Lego sets
– Cards with the names of the six cities of refuge (Kedesh, Shechem, Hebron, Bezer, Ramoth, and Golan)
– Timer
Setup:
Spread a large map of Canaan on a table or the floor. Place building blocks nearby.
Instructions:
1. Discuss the cities of refuge and why they were strategically placed.
2. Players take turns drawing a card with a city’s name and placing the corresponding block on the map where they think the city is located.
3. Use the timer to give each player a set amount of time to place their block.
4. After all cities are placed, discuss the importance of each location concerning accessibility and safety. Use the map to verify correct placements.
5. For more fun, have each player add a decorative feature (e.g., a tree or a wall) to their city to personalize it.
How It Reinforces the Lesson:
This game helps students visualize the locations of the cities of refuge and understand their significance during biblical times, reinforcing geography and the concept of sanctuary.
—
Game 3: Scenario Solutions
Objective:
Discuss scenarios where cities of refuge might be needed and think through solutions.
Number of Players:
3-10
Materials Needed:
– Scenario cards with problems and questions about fleeing to a city of refuge
– Paper and pencils
– A “soundmaker” (e.g., bell or whistle)
Setup:
Distribute pencils and paper to each player.
Instructions:
1. Hand out scenario cards to pairs or small groups of players.
2. Each group reads their scenario aloud and discusses possible solutions, focusing on conflicts or accidents that could cause someone to flee to a city of refuge.
3. Groups write their responses on paper, considering what actions the person in their scenario should take and the role of the cities of refuge.
4. Use the “soundmaker” to signal when it’s time to switch scenarios between groups.
5. Conclude with each group sharing their original scenario and solution with everyone.
How It Reinforces the Lesson:
By discussing and solving real-life situations using the concept of a city of refuge, students learn the principles of mercy, justice, and problem-solving outlined in Joshua 20.
Takehome
Take-Home Assignment: Understanding Joshua 20
Objective:
Learn about Joshua 20 and the Cities of Refuge designated for the Israelites, and understand how kindness and fairness are important in our lives today.
Assignment Overview:
Read Joshua 20 with your family. Discuss how the Cities of Refuge helped people in need and think about how we can create safe places in our lives.
Reflection Section:
1. Discussion Questions:
– What are Cities of Refuge, and why were they important in the story of Joshua?
– How did the Cities of Refuge help those who made mistakes without meaning to?
– Can you think of a time when you needed help and someone provided you with a safe place or advice?
2. Family Activity: Creating a Safe Space:
– As a family, designate a “safe space” in your home where anyone can go when they need some quiet time or to talk about their feelings.
– Decorate it with comforting items like pillows, drawings, or a special family photo.
3. Role Play:
– Act out a situation where someone has made a mistake and how they can ask for help in getting it resolved peacefully.
– Talk about how it feels to be forgiven and to forgive.
4. Drawing Exercise:
– Draw a picture of what you think a City of Refuge would look like. Include features that make it welcoming and safe.
– Share with your family why you chose those features.
5. Kindness Pledge:
– Write a family kindness pledge promising to support each other and be a safe person for someone who may need help.
– Everyone signs it and places it somewhere visible in your home.
Wrap-Up:
Discuss as a family how you can create a welcoming and understanding environment both in your home and community. Reflect on how the story of Joshua 20 inspires us to be better friends, siblings, and neighbors.
Due Date:
Please complete and share your reflections and activities by the end of the week.
Visuals
Presentation Slide Ideas for Joshua 20
—
Slide 1: Introduction to Joshua 20
Visual Suggestion:
– Illustration of the Bible with a path leading to six different cities marked on a map of ancient Israel.
Caption: “Discovering the Cities of Refuge.”
Description:
The slide should show a simple map with dots marking the cities of refuge: Kedesh, Shechem, Hebron, Bezer, Ramoth, and Golan. There should be arrows or a path leading to these cities from a central point to emphasize their significance.
—
Slide 2: Purpose of the Cities of Refuge
Visual Suggestion:
– Cartoon-style depiction of two children with speech bubbles discussing what a safe place looks like.
Caption: “What is a Safe Place?”
Description:
Illustrate a scenario where children are discussing the concept of a safe place. Include a background showing a city wall with gates, representing protection and refuge.
—
Slide 3: The Role of the Cities of Refuge
Visual Suggestion:
– Simple drawing of a person running to a city gate, with friendly guard figures welcoming them.
Caption: “Running to Safety: How Refuge Works”
Description:
This image can demonstrate the theme of finding refuge in a time of need. Show character expressions of relief as they approach the city gates and are welcomed in.
—
Slide 4: Understanding Justice and Mercy
Visual Suggestion:
– Scales balancing two concepts: ‘Justice’ and ‘Mercy’ with images symbolizing each (e.g., a gavel for justice and a heart for mercy).
Caption: “Balancing Justice and Mercy”
Description:
Include icons or small drawings on each side of the scales. Explain or ask what each side represents to foster understanding of the importance of both concepts in the story.
—
Slide 5: Modern Application
Visual Suggestion:
– Drawing of a classroom with students sitting in a circle, sharing and listening to each other.
Caption: “Where is Your Safe Place?”
Description:
Encourage students to think about their own safe places where they feel protected and can share freely, just like the cities of refuge. The image can depict a teacher and students in a circle discussion format, emphasizing openness and trust.
—
These visuals aim to make the story of Joshua 20 engaging and accessible for elementary students while fostering a discussion around the themes of safety, justice, and mercy.
Memory Verse
Key Verse:
Joshua 20:4 (NIV) – “When they flee to one of these cities, they are to stand in the entrance of the city gate and state their case before the elders.”
Creative Ways to Memorize:
1. Rhyme:
“Run to the city, make your case at the gate,
Stand before the elders, don’t be late!”
2. Song:
Use the tune of a simple children’s song like “Twinkle, Twinkle, Little Star”:
“When they flee to one of these,
To the elders state it, please.
At the city gate, they stand,
Tell their story, just as planned.”
3. Motions:
– Run motion: Pretend to run in place for “flee to one of these cities.”
– Gate motion: Hold arms out wide like opening a gate for “stand in the entrance of the city gate.”
– Talking motion: Make a talking hand puppet with one hand for “state their case.”
– Elders motion: Gesture pointing to wise people with imaginary beards for “before the elders.”
4. Memory Challenge:
– Create a simple paper cutout of a city gate.
– Write the verse on the gate and practice saying the verse each time you “open” the gate.
– Time how fast you can recite it while opening the paper gate.
These activities are designed to engage elementary students in a fun and interactive way, helping them to memorize the verse effectively.
Group Activity
Activity 1: Story Reenactment
Objective: Understand the concept of cities of refuge and their significance.
Instructions:
1. Divide the students into small groups of 5-6.
2. Assign roles to each group (e.g., someone accidentally causing harm, the person seeking refuge, a priest, city guardians, and avengers).
3. Provide a simple script or plot outline for the reenactment based on Joshua 20.
Roles:
– Harm Doer: Explains how the accident happened.
– Refuge Seeker: Explains why they need to find a city of refuge.
– Priests/City Elders: Decide whether to allow the person to stay in the city.
– City Guardians: Explain the rules of the city of refuge.
– Avenger: Express their feelings about the situation.
Discussion Prompts:
– Why was the city of refuge needed?
– How do you think the person seeking refuge felt?
Participation:
– Each student plays a role and shares their thoughts during a debrief.
—
Activity 2: City of Refuge Map Creation
Objective: Explore the geographical location of the cities of refuge and their purpose.
Instructions:
1. Provide each group with a map outline of the Land of Canaan.
2. Assign each group a city of refuge to research from Joshua 20 (Kedesh, Shechem, Hebron, Bezer, Ramoth, and Golan).
3. Have groups mark their assigned city’s location on the map and decorate it.
Roles:
– Researcher: Finds information about their city.
– Artist: Draws or crafts the city on the map.
– Presenter: Shares the findings with the class.
– Writer: Notes key points about the city.
Discussion Prompts:
– What makes your city unique compared to others?
– Why was it important for these cities to be spread out?
Participation:
– Each group presents their city and shares what they’ve learned with the class.
—
Activity 3: Role-Playing and Reflection Circle
Objective: Reflect on the concept of justice and mercy.
Instructions:
1. Have students sit in a circle after reading a summary of Joshua 20.
2. Provide scenario cards that describe different situations and ask whether these should be directed to a city of refuge.
Roles:
– Card Reader: Reads the scenario aloud.
– Thinker: Reflects on whether the scenario requires refuge.
– Responder: Shares their idea of justice in the situation.
– Questioner: Asks what could have been done differently.
Discussion Prompts:
– What does it feel like to need refuge?
– How can we show mercy in our lives today?
Participation:
– Each student takes turns performing a role and expressing their opinion during discussions.
Download PDF for Group Activity
Journaling
Journaling Prompts for Joshua 20
Reflection
1. Understanding Refuge
– What is a city of refuge as described in Joshua 20? Why do you think it was important for people to have a place like this?
– Imagine you are someone seeking refuge in one of these cities. How might you feel when you arrive at the city gates?
Personal Application
2. Finding Safety
– Have you ever had a place you went to feel safe or to calm down when things were difficult? Describe what that place is like and how it makes you feel.
– How can you be a source of safety and kindness for someone who is having a tough time?
3. Making Amends
– Joshua 20 focuses on providing a fair chance for people to explain their actions. Have you ever made a mistake and wanted a chance to make it right? What did you do and how did it feel?
Open-Ended Questions
4. Thoughtful Actions
– Why do you think it’s important to listen to both sides of a story before making a decision about what happened?
– How can doing this help prevent misunderstandings among friends or classmates?
5. Connecting with Others
– Think about a time when you helped someone or someone helped you. What did you learn from that experience about the importance of support and understanding?
Prayer
6. Gratitude and Guidance
– Write a short prayer thanking God for the places and people who make you feel safe. Ask for help in being a source of refuge and understanding for others.
Encourage students to take their time with each prompt, considering their experiences and how they relate to the lessons from Joshua 20.
Quiz
Quiz on Joshua 20
Multiple-Choice Questions
1. What is the main purpose of the cities of refuge mentioned in Joshua 20?
a) To serve as markets
b) To provide a place for worship
c) To offer safety for those who accidentally caused a death
d) To hold community meetings
2. How many cities of refuge were designated?
a) Three
b) Five
c) Six
d) Ten
3. Who could seek refuge in these cities?
a) Criminals
b) Foreigners
c) People who accidentally harmed someone
d) Kings and queens
True/False Questions
4. True or False: The cities of refuge were only for people from foreign lands.
5. True or False: The person seeking refuge had to explain their situation to the city elders.
Short-Answer Questions
6. Why was it important for the person seeking refuge to stay in the city until the high priest died?
7. Name one of the cities that served as a city of refuge.
Answer Key
1. c) To offer safety for those who accidentally caused a death
2. c) Six
3. c) People who accidentally harmed someone
4. False
5. True
6. It was important because it ensured they were protected from revenge until their case could be fairly decided, and staying until the high priest died symbolized a period of atonement.
7. Examples: Kedesh, Shechem, Hebron, Bezer, Ramoth, or Golan.
Teacher Tips
Teacher Notes and Tips for Teaching ‘Joshua 20’
Overview:
Joshua 20 discusses the establishment of cities of refuge in Israel. These cities served as safe havens for individuals who accidentally committed manslaughter, allowing them to await a fair trial.
Pacing Suggestions:
– Lesson Duration: 30-40 minutes
– Introduction (5 minutes): Briefly introduce the book of Joshua and its historical context.
– Main Content (15-20 minutes): Read through and explain Joshua 20 in segments.
– Activities (10-15 minutes): Engage students with interactive discussion and a creative activity.
– Conclusion (5 minutes): Recap key points and check for understanding.
Ways to Explain Difficult Concepts:
1. Cities of Refuge:
– Compare it to “safe zones” on a playground where students can go if they feel scared or need a break.
– Explain that these cities were part of ensuring fairness and protection in ancient times.
2. Accidental Manslaughter:
– Simplify by saying sometimes people might make a big mistake without meaning to. Discuss the difference between intentional and unintentional actions.
3. Fair Trial:
– Explain that just like when there’s a dispute at school, adults need a way to figure out what’s fair and just, which is why there’s a trial process.
Guidance for Managing Student Engagement:
– Storytelling Method: Use vivid storytelling to capture their interest. Begin with a short, relatable story about misunderstandings and fairness.
– Interactive Discussion: Prompt students with questions such as, “What would you do if you were accused of something by mistake?” to make personal connections.
– Visual Aids: Use maps to show the location of the cities of refuge within Israel. Simple drawings or printed maps could help children visualize the setting and size of the region.
– Role Play: Organize a mock scenario replicating a trial, showing how cities of refuge would work, involving willing participants or volunteers.
– Creative Activity: Have students draw a city of refuge or create their own “safe zones” using art supplies. This provides a hands-on way to internalize the lesson.
Conclusion and Recap:
Summarize that Joshua 20 is about kindness, fairness, and protecting people. Encourage students to think about how they can help make their environment a safe space for everyone.
Check for Understanding:
– Ask students to recount why cities of refuge were needed.
– Let volunteers explain what they would do if they ended up in such a city.
– Facilitate a quick Q&A for any questions they may have.
This strategy ensures the lesson is engaging, interactive, and relatable, thus keeping the students interested and helping them to grasp complex concepts.
Crafts
Hands-on Craft: “Cities of Refuge Map”
Materials List:
– Large sheet of construction paper or poster board
– Colorful markers or crayons
– Scissors
– Glue sticks
– Printed images of cities or simple cut-out shapes labeled as: Kedesh, Shechem, Hebron, Bezer, Ramoth, and Golan
– Small stones or pebbles
– Stickers or stamps
– Copy of the Bible or a printed excerpt of Joshua 20
Step-by-Step Instructions:
1. Preparation: Begin with a brief discussion about Joshua 20, focusing on the concept of cities of refuge and their purpose for those who accidentally committed offenses.
2. Map Layout:
– Provide each student with a large sheet of construction paper or poster board. This will serve as their “Map of Refuge.”
– Encourage students to use markers or crayons to draw a rough outline of the biblical land on the paper. They can refer to a map in the Bible or create a simplified land drawing.
3. City Placement:
– Hand out the printed images or cut-out shapes labeled with the names of the six cities of refuge: Kedesh, Shechem, Hebron, Bezer, Ramoth, and Golan.
– Instruct students to glue these onto their map in their approximate biblical locations. Discuss with them how these cities were distributed to ensure accessibility for all.
4. Decorative Elements:
– Allow students to decorate their maps with stickers or stamps to symbolize safety and refuge, using stars, hearts, or other symbols.
– Ask them to place small stones or pebbles around each city, emphasizing their protective nature.
5. Labeling and Final Touches:
– Have students label each city clearly and possibly add major landmarks or regions mentioned in the text.
– Encourage creativity by letting them color and embellish the surrounding areas.
6. Review and Reflection:
– Once the maps are completed, gather students to revisit the lesson. Discuss how the cities offered protection and refuge, relating it to the lesson of forgiveness and justice.
– Allow students to share their maps and explain the symbolism or decorations they’ve chosen.
Reinforcement of the Lesson:
This craft reinforces the lesson by providing a visual and interactive representation of the cities of refuge. As students physically place and label each city, they gain a better understanding of their locations and significance. Discussing the purpose of these cities helps reinforce the ideas of safety, justice, and God’s provision. Additionally, by integrating creativity and personal reflection, students can internalize the biblical principles in a memorable and meaningful way.
Music
Songs:
1. “God is Our Refuge”
– Paraphrase/Lyrics Idea: Sing about God being a place of safety and refuge, similar to the cities of refuge described in Joshua 20. Highlight that God is like a strong fortress where we are protected.
– Suggested Actions: Have the students act as if they are running to a safe place, then pretend to enter and close the doors snugly, showing relief and safety.
– Connection to Lesson: Emphasize that just as the cities of refuge provided safety for people in ancient times, God is always our refuge and strength.
2. “Run to You, God”
– Paraphrase/Lyrics Idea: Write about the idea of turning to God when in trouble, inspired by the fleeing to a city of refuge. Include lines like “When I am afraid, I run to You, You cover me and make me new.”
– Suggested Actions: Encourage kids to make running motions with their arms and “hug” themselves when they sing about God covering them.
– Connection to Lesson: This activity relates to the concept of seeking God’s protection, akin to finding safety within the city boundaries.
Worship Activities:
1. City of Refuge Simulation
– Activity: Set up stations around the room to represent cities of refuge. Describe scenarios where students pretend they must find shelter and decide which station to run to.
– Purpose: Helps students understand the role of refuge cities in providing peace and safety, relating it to finding comfort in God.
2. Craft: A Refuge Poster
– Activity: Provide materials for kids to draw or paste images of places that make them feel safe. Include a caption with “God is My Refuge.”
– Purpose: Allows students to visualize personal places of refuge, reinforcing God’s role as a spiritual refuge.
3. Short Drama Presentation
– Activity: Set up a simple drama where one student acts needing refuge, others represent the city gates, allowing the seeker in and celebrating their safety.
– Purpose: Engages children with the story of cities of refuge through creativity and dramatization.
Music Connection:
Through these musical activities and songs, students can better understand Joshua 20 by connecting the ancient practice of seeking refuge to their own lives, underlining that just like those cities, God is a personal refuge for each of them.
Scripture Background
Background Notes for Joshua 20
Historical Context:
– Ancient Israel: Joshua 20 takes place during the time when the Israelites, led by Joshua, have settled in the Promised Land, Canaan, after their escape from Egypt.
– Division of Land: The land was divided among the 12 tribes of Israel. As part of this organization, specific cities were chosen for particular purposes.
Cultural Insights:
– Cities of Refuge: The concept of Cities of Refuge was an ancient legal system meant to ensure justice and protect people who had accidentally harmed someone. These cities provided a safe place where individuals could escape retaliation until proper judgment was given.
– Justice and Mercy: In biblical times, families might pursue vengeance if a relative was harmed (considered justice). Refuge cities balanced this by offering mercy to those who did not intend harm.
Theological Insights:
– God’s Provision: The establishment of Cities of Refuge demonstrates God’s desire for justice and mercy. It shows that God cares about fairness and protecting people from unjust harm.
– Value of Human Life: These cities underline the high value placed on human life and the seriousness of maintaining community justice among God’s people.
– Symbolism: The cities symbolize a place where one can find safety and a new start, which can be connected to themes of forgiveness and protection found in Christianity.
Teaching Points:
– Explain how the law helped the community live peacefully by providing a system for resolving conflicts.
– Highlight God’s concern for fairness and the importance of listening to both sides of a story.
– Discuss with students how modern justice systems aim to protect and help people, drawing parallels between ancient practices and today’s standards of law and safety.
Download PDF for Scripture Background
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