Florida SS.68.AA.1.4

Social Studies8th GradeUnderstand the causes, courses and consequences of the slave trade in the colonies.

The Standard

Describe the history and evolution of slave codes.

Florida Next Generation Sunshine State Standards for Social Studies

Teacher's field guide

What Students Need to Do: Students explain how colonial governments built slave codes over time, making slavery racial, inherited, and permanent. They connect specific laws to limits on movement, family life, literacy, property, assembly, and legal rights.
What Mastery Looks Like: A student can sequence examples such as Virginia's 1662 law and 1705 code, then explain what changed and why. The student can use a law excerpt to identify who gained power, who lost rights, and a likely consequence.
Common Misconceptions: Students may think all colonies adopted one code at the same time, or that the rules stayed unchanged. They often confuse colonial slave codes with Black Codes after the Civil War or Jim Crow laws.
How to Assess It: Exit ticket: “All children borne in this country shall be held bond or free according to the condition of the mother.” Identify the rule and explain one lasting effect.

Lesson moves

Have groups arrange cards for Virginia's 1662 and 1705 laws and South Carolina's 1740 code, then add consequence cards beneath each.
Ask students to write: How did making a child's status follow the mother strengthen racial slavery across generations?
Run a source match: students pair code excerpts with movement, assembly, testimony, literacy, or punishment, then justify each match.
Search the Smithsonian online collection for a slave code document, then write a museum label in two sentences about its effect on daily life.

Keep exploring

Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.