Written rules and what people make of them

How a pact or a resolution sets out what is fair, and how such a text can shape the way people see an issue (B1.5).

Lesson 2 of 3 2 of 7 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to analyse how legislation, the courts and public policy approach equity and social justice issues, and how they affect people's perceptions. The museum offers two texts, a pact written in seventh-century Medina and a United Nations resolution; Canadian statutes, court decisions and policies come from your class. 1

Curriculum expectations, with their official codes

  • B1.5 analyse how legislation, the courts, and public policy approach equity and social justice issues […], and how they can affect people’s perceptions of these issues

Before you start

A thought to carry into the lesson.

The lesson

What does a text change that a custom does not?

Look at who is named in the text, what it promises each of them, and who is to settle a dispute. Then ask what a reader who never lived through the events would take the text to say about the issue.

Go deeper

Read the pact as a text about disputes. In the summary of The Sealed Nectar, the Constitution of Medina tells the believers to unite against whoever transgresses or seeks injustice, sin or aggression, even if he is one of their own sons; no believer kills a believer on account of an unbeliever, nor supports an unbeliever against a believer; and God's protection is one, so that the least of them may grant protection on behalf of all 2 3. For the Jews who follow the believers the clauses promise support and assistance, neither wronged nor allied against 2, and a treaty that left them complete freedom in religion and property 4. The last clause on disputes says that what they dispute is referred to God and to the Prophet ﷺ 3. Notice who is given the last word, and who is promised protection against whom.

How do we know?

The record gives a summary of a summary. It says that the book mentions sixteen clauses 2, that the book summarises the text of the treaty without giving all of its wording, and that the museum presents the clauses as a summary of Ibn Hisham's account. The Scholars note adds that the sources preserve parts of the document through Ibn Ishaq and others, that the reports differ in the order and detail of its clauses, and that each clause therefore needs a source. The record of the International Day to Combat Islamophobia is a different kind of evidence: it cites the United Nations' own page for the Day 5 and an English Wikipedia revision of 24 May 2026 6, and it reports what the General Assembly adopted and appointed, not what followed in any country.

Think about it

The pact says that what the parties dispute is referred to God and to the Prophet 3. The 2022 resolution proclaims a Day and calls for a global dialogue on a culture of tolerance and peace 5, and the 2024 resolution calls on member states to take legislative and policy measures and asks the Secretary-General to appoint a Special Envoy 5. Take a position: does a text that names who settles disputes shape people's view of an issue more than a text that urges dialogue and measures, and what is the strongest objection to your position?

Into the museum

Try this

Read The Constitution of Medina and International Day to Combat Islamophobia. Make a two-column list: who each text names, and what it asks of them.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Yes. That is the one from this lesson.

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

In your own words: what does The Constitution of Medina have to do with this lesson?

Compare with the card

A pact among the communities of Medina. In Medina the Prophet concluded a treaty among the believers of Quraysh and Yathrib and those who followed them. Al-Raheeq al-Makhtum lists among its clauses: the believers unite against whoever seeks injustice, sin or aggression, even if he is one of their own sons; the Jews who follow the believers have support and are neither wronged nor allied against; disputes go to God and the Prophet. The record notes that the early reports differ in the order and detail of the clauses. What does a written pact do that a custom does not?

In your own words: what does International Day to Combat Islamophobia have to do with this lesson?

Compare with the card

A General Assembly resolution. On 15 March 2022 the United Nations General Assembly adopted resolution A/RES/76/254 by consensus, proclaiming 15 March the International Day to Combat Islamophobia. In 2024 it adopted a resolution condemning incitement to discrimination, hostility or violence against Muslims, calling on member states to take legislative and policy measures, and requesting a Special Envoy. How might a text like this change what people think the issue is?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Social Sciences and Humanities
  2. 2. al-Raheeq al-Makhtum — Safi al-Rahman al-Mubarakpuri, p.187
  3. 3. al-Raheeq al-Makhtum — Safi al-Rahman al-Mubarakpuri, p.188
  4. 4. al-Raheeq al-Makhtum — Safi al-Rahman al-Mubarakpuri, p.192
  5. 5. United Nations: International Day to Combat Islamophobia, 15 March (observance page)
  6. 6. International Day to Combat Islamophobia — English Wikipedia
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