Lesson Plan: Overview

Debate Over Ethics: "An eye for an eye"

Grade Level: 6th

Academic Standards

Standard 6-1:The student will demonstrate an understanding of the transition of humans from nomadic to settled life in the cradles of civilization.

6-1.4 Compare the cultural, social, and political features and contributions of civilizations in the Tigris and Euphrates, Nile, Indus, and Huang He river valleys, including the evolution of language and writing systems, architecture, religious traditions and forms of social order, the division or specialization of labor, and the development of different forms of government.


  Primary Sources
1740 South Carolina Slave Code.  Acts of the South Carolina General Assembly, 1740 # 670. South Carolina Department of Archives and History.


Full transcription coming soon!

L. W. King, translator, Hammurabi’s Code of Laws, Internet Ancient Sourcebook. http://www.fordham.edu/halsall/ancient/hamcode.html


A timer


In this lesson students compare and contrast the South Carolina Slave Code with Hammurabi’s Code of Laws in a lively debate.  They will demonstrate their historic knowledge and develop public speaking skills. The lessons will take one 40 minute class period.

1. Divide the students into two groups. One group will consist of students who will argue the harshness of the codes.  The other group will argue from the perspective of government and the necessity of the codes for the security of a society.
2. Teacher will use a bell or timer to give every student an opportunity to share his or her feelings and reactions during the debate.
3. At the end of class each group will make a closing argument on the harshness of the slave code. End of content


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Provided by the Teaching American History in South Carolina Project