Socratic Seminar (Inner/Outer Circle Method)

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1 Socratic Seminar (Inner/Outer Circle Method) Why? Because, as Socrates said, The unexamined life is not worth living. Freedom of expression is essential to enlightenment, and it s high time many of you started down the path toward enlightenment. I ve talked for most of the year, and mostly at you; now, it s your turn to talk with each other. Take what you ve learned (hopefully) and apply it. Focus: Like Mark Twain s The Adventures of Huckleberry Finn, John Steinbeck s The Grapes of Wrath is social criticism. How does Steinbeck achieve his aims? How effective is he? Format and Instructions: I will divide our class into two circles---a smaller, inner ½ circle and a larger outer circle. Twelve participants will be selected randomly for each session, except for the last (open class). Three open seats will also be provided for students in the outer circle who feel they have something significant to contribute. In order to access an open seat, simply leave the outer circle and join the inner one. You may stay as long as your topic is being addressed. Once it appears to have concluded, return to the outer circle. You will all have the novel, John Steinbeck s The Grapes of Wrath, highlighted and annotated, questioning and talking back to what you read. You will also have clean paper on which to take notes. Rules: A Socratic seminar is a discussion and not a debate. In other words, we are not looking for a winner. In a Socratic seminar, every person in the room not speaking is expected to listen respectfully. Inner circle participants may: ask for clarification if a person s comment confuses you. add to a comment made by another person. voice an opposing viewpoint. No one may: criticize anyone s opinions, comments, or beliefs. interrupt when someone is speaking. respond in a manner that is in any way contemptuous or derogatory. 1

2 General Responsibilities: Before each class: 1) Read and annotate the assigned chapters. 2) Formulate and write down 4-5 discussion questions based upon the assigned reading. 3) On the assumption that you will lead the day s discussion, write a brief (1-2 minute) statement about the reading. Your statement should set the stage for, and end by raising, one or more of your discussion questions. During class: Students in the inner circle 1) Listen to the introduction by the designated discussion leader and consider the discussion question(s) or issue(s) he or she raises. 2) Discuss (inner circle) or take notes on (outer circle) the issues raised, keeping to the subject of the readings, attempting to analyze, criticize, and connect. a. Analyze the readings to gain a deeper understanding of difficult concepts, examples, the author's position, and the author's arguments. b. Criticize the readings, articulating and defending personal opinions about the adequacy of the author's presentation and arguments. c. Connect the issues you have analyzed and criticized to material of previous assignments in order to discern broader themes, similar concepts, and comparable or contrasting opinions. 3) As you participate, make good use of the text, at times calling attention to specific passages relevant to the issue at hand. When working with such a passage, cite the page number and allow time for others in the class to locate it. Then, read it aloud. 4) Ignore the teacher, who will not speak. Direct your attention to other students and regard the teacher as a recording secretary on hand to take down information for use later in the course. 5) Take brief notes of points and examples that deepen your understanding; opinions that differ from your own; and arguments that you find helpful, convincing, or worth trying to refute. These notes may be useful when you want to contribute to discussion, when you formulate study questions for subsequent classes, or when you participate in discussion. Do not, however, allow note-taking to cause you to lose the thread of the discussion. Specific Responsibilities: 2

3 Inner Circle: You engage in discussion, actively participating but not dominating. (Silence = consent, and, oh yeah, a big fat red F for feckless, fearful, fatuous.) You read aloud excerpts of the text to support or make a point, drawing our attention to the words the author chose to use (diction). Listen to each other carefully. Look the speaker in the eye (eyes, shoulders, knees, toes!). Do not interrupt. Use each other s names: What Amanda said about Steinbeck s uses of pathetic fallacy... Paraphrase what the speaker before you has said to respond responsibly. Support or refute the prior speaker s ideas. Stick to the text. Your point or opinion only matters if you can support your ideas. If you are confused about another s point, question her/him. Discuss ideas; do not attack people. It is the dialectic, the debate, that makes us all more informed. Changing your mind or adding to your understanding means that your mind was open. We all win, if we learn from our discussion. Discussions, like sleepy horses, need some urging to keep them moving. Additional consideration (in terms of grading) will go to those who assume the role of discussion leader. A leader helps to keep the discussion moving and on track. Of course, if you can contribute something useful, do so; but other kinds of comments or actions on your part can sustain the discussion just as well as an injection of insight. Here are some suggestions: Get students to talk to each other. Ask for a response to the most recent comments. (Anyone have a response to Clara's opinion?) Or ask a specific student to respond. (Clara, do you agree with Ralph?) Get students to defend or explain their opinions. (Mark, why do you say that? What's your evidence or reasoning?) Encourage an exploration of differing points of view. When you hear conflicting views, point them out and get the holders of those views to discuss their differences. Perhaps ask a third person to sum up the two positions. Keep the class on the subject. If you are even halfway familiar with the material, you know when the discussion is no longer connected to it. Just say so. (We've gotten pretty far 3

4 from the readings; let's get back on the subject.) Or simply consult your list of questions. Any sensible response to one of your questions is bound to be pertinent. Point to a particular passage in the text relevant to a comment made by one person, or to a discussion among several. This might be a passage that challenges, or sums up and confirms, the views being expressed. Don't fill every silence with your own voice. Any discussion will lapse occasionally. It is not your job to avoid all silence. Some quiet periods are productive. Students who are not so quick to speak will frequently get the chance they need when others are quiet. Outer Circle: You are silent but talking back by taking notes. When do you think the inner circle sparked? How did that happen? Track the person most directly in front of you. Did he/she contribute well (neither dominate nor duck discussion)? Explain. To what idea were you dying to respond? What would you have said? What was the single most important idea that was discussed? Why? What was the single most important idea that didn t get discussed? Why? What could have made the discussion even more constructive? Seminar Sessions/Reading Schedule ule: All seminars will take place in the media center unless otherwise instructed! Seminar #1 January 6 th 7th Chapters Seminar #3 January 8 th 11th Chapters 23-first 1/2 of 26 Seminar #4 January 12 th, 13th Chapters 2 nd ½ 26., 27 Seminar #5 January 14 th 15th Chapters 28-end Grading: A rubric is attached. Your notes and novels will also be collected at the end of the session for review. This activity counts as 2 major grades for the quarter, since it s rather intensive. NOTE: If you are present and not prepared for inner circle participation on the day that you are called, you will be assigned to take an open seat or to replace an absent participant at another session. You will receive no more than a C range grade, should this occur once. Elements of the novel to consider, always with the idea that each contributes in some way to a social critique that the author offers his reader: 4

5 Traditional: How are symbols used? How do we feel about characters, and why? How do characters interact? How do they compare/contrast? What theme(s) are embraced in the reading? What is setting used? How are Biblical allusions applied? Select a compelling quotation to discuss. What commentary is being proffered in this quote? What is the effect of point of view in the novel? How and why does it shift? Definition of America Historical biographical How would Steinbeck react to Transcendentalism? What does the author add to the ongoing conversation/definition of America? In a historical sense in The Grapes Of Wrath th, is the rise of corporate capitalism good, evil or neither, just a inevitable evolution of a free market system that seeks to maximize profits and hopefully create a better standard of living for the majority of Americans while some are left behind? What does Steinbeck appear to be suggesting? Linguistic: Pay attention to the type of language used in any given chapter. Is it formal or informal? Are any words repeated, and, if yes, to what effect? Feminist: How are women viewed by the male characters? by the author? What roles do women play? Psychoanalytic: What elements are phallic, and which yonic? Are masculine/feminine elements positive? negative? Is Mother Nature a positive force, or a negative one? According to Jung we are all on a journey (or can be) towards individuation, we have to reconcile our shadow self with our persona and come to terms with a valid identity that is real for us in a complex world. In Grapes the characters are faced with a fundamental societal shift from an agrarian, small farm, tenant/landlord identity to one with corporate farms, technology replacing much of the traditional labor force and work determined by technocrats concerned with the bottom line and a system, that tries to maximize productivity while lowering costs, in short the moderns capitalist system. Do the Joads succeed in 5

6 forming a new identify that works in their new world? If so what is that identity and how odes is serve the self? Politico-Social/Marxist: What political or social statement is the author making, and is he making them directly or indirectly? What political and social ramifications does Steinbeck forebode? What warnings are given/promises made, and in through what means? Who has power, and who does not? What creates power? What leeches it? What ideology does Tom Joad embrace? Jim Casy? Ma, etc.? 6

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