Socratic Seminar: Overview and Preparation

On Wednesday, we will finish the Reconstruction unit and hold a Socratic seminar.

We will try to answer one big question: Did Reconstruction successfully solve the problems caused by slavery and the Civil War?

A Socratic seminar is a student-led conversation. The teacher's role is that of an observer. That means you will ask questions, respond to other students' questions, and comment on other students' responses. "The discussion does not follow the protocols of typical classroom situations, in that there is no person leading the discussion and there is no need for raised hands to speak. ... There is an expectation that all students in the Socratic discussion participate." (source)

During the conversation, you will apply everything you learned previously in this class. You will have time on Tuesday to review all the texts and videos we worked with earlier, and prepare some talking points on main themes.

Prompt Questions

Here are some prompt questions. However, you will be responsible for coming up with your own questions that will fit the conversation in class:

1. What was Reconstruction? How did Reconstruction change America?
2. What were the key events and themes of Reconstruction?
3. What were different plans for Reconstruction?
4. What was the impact of Black political and economic leaders during the Reconstruction Period?
5. How did Black people and people of color wield power and resist white supremacy?
6. How did Black people rebuild their identity and sustain agency throughout history? 
7. What were some key movements that we explored? What were their impacts? (source)

Typical Socratic Seminar Rules

On Tuesday we will also discuss the typical rules for the seminar. Here are some examples that you might want to consider and adopt:

• Talk to each other, not just to the discussion leader or teacher.
• Refer to evidence from the text to support your ideas.
• Ask questions if you do not understand what someone has said, or you can paraphrase what another student has said for clarification (“I think you said this; is that right?”).
• You do not need to raise your hand to speak, but please pay attention to your “airtime”—how much you have spoken in relation to other students.
• Don’t interrupt.
• Don’t “put down” the ideas of another student. Without judging the student you disagree with, state your alternate interpretation or ask a follow-up question to help probe or clarify an idea. (source)

Useful Phrases

These phrases should help you engage in the discussion with the others:  (source)

Evaluation and Grading

Throughout the seminar, you will also observe another student and evaluate their participation. On Thursday, when we summarize all our work on this unit, you will have time to discuss how the seminar went with each other. As the result of your participation you will receive a grade for this seminar.