The objective of this type of activity is to make students comfortable with reading about, analyzing and discussing historical issues, problems, people and events using varying sources. The seminar is broken down into two days. One day one, students will work in groups of 3-4 and focus on evaluating the readings utilizing steps 1-3 from the "6 Steps to Critical Reading" document. This is to ensure that all students are comfortable with the content and language of the documents. Participation on day 1 does NOT exonerate you from participating on day 2, and students are urged to work carefully and deliberately through the documents on Day 1 with their small group. On Day 2, the class will perform an inner circle/outer circle seminar where the focus will rely specifically on steps 4-6 of the "6 Steps to Critical Reading" document.
You will need to complete the assigned reading(s) thoroughly before you come to class. I want to see and hear evidence that you have actively read and understand the documents. Notes in your journal as well as thoughtful notes on the discussion handout. You should have well thought out comments and questions that you would like to pose during the discussion. In other words, have an intellectual conversation with the documents. Ideally, the questions you generate should fall in line under one of the categories of "What Questions Do We Ask of The Past? Thinking Like A Historian".
When you come into class, pick up a discussion sheet. Find three colleagues and arrange your desks, facing each other, so that you can engage in a conversation regarding the reading.
All students should have their documents/readings, discussion sheet, and a writing utensil with them. Starting at the beginning of the reading (go figure), your group should review the information using the steps outlined in the "6 Steps to Critical Reading". In addition, I will supply 4-5 questions that will steer you in the direction of higher-order, critical thinking. You are urged to utilize these questions ONLY if your group is having a hard time engaging in discussion or if you think you have exhausted your knowledge base.
With five minutes left, groups will work to generate potential questions and advanced discussion points for Day 2 of the Socratic Seminar.
As you come into class for Socratic Circles, pick up a discussion sheet. I will choose the group that will start in the inner circle and the outer circle. Groups will both get a chance to be in both inner and outer circles.
Every student will have their documents, discussion sheet and a pen or pencil. All students will take notes on key points, questions posed and points of view in the left column of the discussion sheet. Any thoughts, questions, or differing points of view discussed, should be written in the right hand column. I want to see evidence of your active participation and thinking processes during the discussion whether it is in the inner or outer circle. The inner circle is the active circle and the outer circle is the passive observation circle.
Inner-Circle Responsibilities: All students in the Inner-Circle will participate in active discussion directly. I will pose the first question and then it is up to you, the students, to lead the discussion. Address the question and discuss deeper meaning and thoughtful answers while posing new questions to delve deeper into the topic.
After about 10 minutes or so I will stop the discussion and turn to the outer circle. At this time the outer circle has a chance to make comments or ask questions. Then the groups exchange positions and round 2 will begin with the next question being posed by me.
Grading of this Assignment: Your grade will be based on the following criteria: