On Oct. 16, Miller Middle School 7th graders in Sarah Whitehurst's social studies class raise their hands to share claims, context, and evidence during a structured Socratic seminar focused on restorative versus punitive justice.
On Oct. 16, 7th-grade social studies students at Miller Middle School brought history and modern ethics together in a classroom debate on justice, responsibility, and consequences.
Led by Social Studies Teacher Sarah Whitehurst, the lesson challenged students to analyze ancient laws alongside their own school environment. The activity centered around a fundamental question: What is the most effective, appropriate, and fair way to impose consequences?
To prepare, students completed a document-based question packet that examined Hammurabi’s Code, an ancient Babylonian law code created in 1754 B.C.E. that operated on an "eye for an eye" principle. Students compared those ancient laws with modern concepts of punitive and restorative justice, as well as their school’s behavior expectations outlined in the Miller Behavior Matrix.
Arranged in a circle and with district staff observing, students participated in a Socratic seminar — a student-led, structured discussion technique focused on open-ended dialogue and textual evidence. Throughout the debate, students were required to state a claim, provide context and evidence from their research packets, and present an analysis.
Miller Middle School Social Studies Teacher Sarah Whitehurst (standing, far right) prepares her 7th-grade class to engage in a Socratic seminar on ancient and modern consequences.
To keep conversations constructive, students were encouraged to use respectful sentence stems — such as "I see where you're coming from, but I disagree" — building directly on habits they developed in 6th grade.
"I find it so effective to sit in a circle and talk to other humans," Whitehurst said. "Not only does it help students build on their knowledge by learning from peers, it also helps students understand how to disagree in an agreeable, credible, and respectful way."
She added that while students could theoretically “discuss” the topic with an Artificial Intelligence (AI) chatbot, it’s nowhere near the same.
“It is important to have those face-to-face interactions with peers to learn how to handle spontaneity and to have composure and a sense of community,” she said.
During the debate, 7th-grade students evaluated the effectiveness of ancient punishments versus modern restorative practices, with many students praising restorative justice for the way it provides opportunities for healing and long-term resolution.
“I think Hammurabi’s Code is effective, but I don’t think it’s appropriate or fair,” said 7th grader Jordan Johnson. “Law 195 of the code says, ‘If a son has struck his father, his hand shall be cut off.’ But what if it’s self-defense?”
Johnson added that using restorative justice leads to better outcomes for all parties. “It will help the harmed party regain what they have lost, and help the harming party do better. The system will lead to more peace, as well as to more effective laws and happier people."
Classmate Jed Snitselaar agreed.
“Restorative justice ends the harm instead of spreading the harm,” he said. “Community members develop compassion through intentional sharing. Through listening, they can help somebody get their life back.”
A student speaks during Sarah Whitehurst’s 7th-grade social studies Socratic seminar on Oct. 16 while classmates listen and prepare to respond.
During the class, students also examined how real-world limitations — such as time, funding, and administrative resources — impact how school consequences are created and implemented.
For Whitehurst, bringing real-world relevance into classroom discussions helps students discover the broader value of social studies.
"I want them to learn how to argue in a respectful and credible way and how to empathize," Whitehurst said. "My goal every year is to make things relevant. So having other adults in the room, having their discussion shown off to the world — it makes them more engaged."
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School Storytellers: Thank you to Miller Middle School Social Studies Teacher Sarah Whitehurst, who shared this story tip.
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