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HUMANITIES PART I I – UNIT 1

1 of 38National Paideia Center, 2013 | www.paideia.org

Module 2 - What is True and Good? - “Allegory of the Cave”

LIST OF CONTENTS

Information Sheet

Section 1: What Task and Standards?

Teaching Task

Common Core State Standards

Reading Standards for Informational / Explanatory Tasks

Speaking and Listening Standards

Writing Standards for Informational / Explanatory Tasks

Content Standards from State or District

Speaking and Listening Rubric

Writing Rubric for Informational / Explanatory Tasks

Section 2: What Skills?

Skill Cluster Overview

Section 3: What Instruction?

Instructional Ladder

Skill Cluster 1: Preparation for Module

Skill Cluster 2: Reading Process

Skill Cluster 3: Dialogue Process

Skill Cluster 3: Transition to Writing

Skill Cluster 4: Writing Process

Materials, References and Supports

Teacher Work Section

Module Appendix

Seminar Plan

Text

Vocabulary List

Seminar

Speaking and Listening Checklist



Module 2 - What is True and Good? - “Allegory of the Cave” (continued)

FOR INFORMATIONAL / EXPLANATORY

Information Sheet

Module Title (Title should Include text title and key ideas)

What is True and Good? – Plato’s “Allegory of the Cave”

Module Description (Overview to state course subject, key ideas, text, written product and audience)

This module is designed to be taught as part of a high school Humanities Course, specifically as part of a unit on how the Renaissance grew out of Ancient Civilization. The key ideas in this unit include knowledge, experience, goodness, truth, and wisdom—all part of the ancient philosophical tradition that has continued to shape the modern world. The seminar text for this module is the excerpt from Plato’s The Republic commonly known as “The Allegory of the Cave.” The written product that students will produce as a final product is an essay that analyzes what “The Allegory of the Cave” teaches us about the value of an education. The initial audience is each student’s parents or guardians, and this essay is intended to be used as a starting point for a serious discussion between students and their parents/guardians about their ambitions for the future.

Template Task (The writing assignment with blanks; include number, type, level)

Collection 2, Task 21: [Insert optional question.] After reading __________ (literature or informational text), write a _________ (report, essay, or substitute) in which you analyze ________ (content), providing examples to clarify your analysis. (Informational/Explanatory/Analysis)

Teaching Task (FIll in the blanks and be sure there is a clear connection between the question, task and text)

• What does Plato’s “Allegory of the Cave” teach us about getting an education?

• After reading Plato’s “Allegory of the Cave,” write a community newspaper article in which you analyze the allegory of the cave as an allegory for education, providing examples to clarify your analysis.

Big Ideas, Values (see Ideas and Values list on page 19 in the Paideia Course Manual)

• Knowledge• Experience• Truth• Wisdom

Grade(s)/Level 10

Discipline(e.g., ELA, science, history, other?)

Humanities

Course Humanities (or World History)

Author(s) Laura Billings, Terry Roberts

Contact Information • [email protected]• [email protected]




Section 1: What Tasks and Standards?

TEACHING TASK

Teaching Task (Before finalizing, draft your own response to text and revise)



Reading Texts (See Paideia Text Rubric on page 20 in the Paideia Course Manual for text selection rubric; provide text title here and include link to exact version or whole text in Appendix)

Plato’s “Allegory of the Cave” from The Republic, excerpt from Benjamin Jowett’s translation, from “The History Guide” at www.historyguide.org (in Appendix)

Background to Share with Students(Justify why it is important for students to read and study this text)

The “Allegory of the Cave” is one of the most important excerpts from Plato’s The Republic and applies to our lives today.

Extension (Note the written product, the audience and how the audience might respond)

Student essays will become the Introductory text for each Student Portfolio—to be re-visited throughout the year as a first attempt to define the value of an education. In addition, students will share their essays with their parents and/or guardians and participate in a semi-formal discussion with parents/guardians about their educational ambitions.Students’ writing should be published locally for the school/community audience.




COMMON CORE STATE STANDARDS (refer to grade level standards)Reading Standards vary by module type.

Section 1: What Tasks and Standards? (continued)

READING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Reading Standards

“When Appropriate” Reading Standards

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6. Assess how point of view or purpose shapes the content and style of a text.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10. Read and comprehend complex literary and informational texts independently and proficiently.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.




COMMON CORE STATE STANDARDS (refer to grade level standards)Speaking and Listening Standards are the same for all three module types.


SPEAKING AND LISTENING STANDARDS

for ALL MODULE TYPES

“Built-in” Speaking and Listening Standards

“When Appropriate” Speaking and Listening Standards

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.




COMMON CORE STATE STANDARDS (refer to grade level standards)Writing Standards vary by module type.


WRITING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Writing Standards

“When Appropriate” Writing Standards

2. Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.





CONTENT STANDARDS from STATE OR DISTRICT

Standards Source:

NUMBER CONTENT STANDARDS




SPEAKING AND LISTENING RUBRIC

This is the same for all three module types.


SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Attention • Does not look at the person speaking.

• Occasionally turns and talks to person sitting nearby while another person is speaking.

• Looks at the person speaking during most of the discussion.

• Rarely talks while another is speaking.

• Looks at the person speaking during the discussion.

• Does not talk while another is speaking.

Engagement • Does not take notes related to the ideas being discussed.

• Occasionally takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

• Consistently takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

Articulation • Makes barely audible statements.

• Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

• Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

Explanation • Makes simple, somewhat unrelated or repetitive points/ statements.

• Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

• Provides insight related to fallacies within the text; tests assumptions and explores inferences.

• Refers to the text or another relevant source.

Table continues on next page




SPEAKING AND LISTENING RUBRIC (continued)


SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Expansion • Draws conclusions based on a single perspective.

• Refers to the text or another relevant source.

• Illuminates relevance; Notes positive/negative implications

• Acknowledges difference in own perspectives—before and now.

• Adds to previous statement by offering a more global/ holistic interpretation.

Connection • Does not ask questions.

• Does not refer to what else has been said.

• Considers another point of view and acknowledges personal bias.

• Asks authentic questions.• Paraphrases what else

has been said.

• Refers to another facet of an idea or another’s comment.

• Considers multiple points of view and acknowledges personal bias.

• Asks authentic, thought-provoking, open-ended questions.




WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS

Writing Rubrics vary by module type.


SCORING ELEMENTS

Not Yet Approaches Expectations

1 1.5 2 2.5

Focus • Attempts to address prompt, but lacks focus or is off-task.

• Addresses prompt appropriately but with a weak or uneven focus.

Controlling Idea

• Attempts to establish a controlling idea, but lacks a clear purpose.

• Establishes a controlling idea with a general purpose.

Reaading/Research

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Development • Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

• Presents appropriate details to support the focus and controlling idea.

Organization • Attempts to organize ideas, but lacks control of structure.

• Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Conventions • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.

• Sources are used without citation.

• Demonstrates an uneven command of standard English conventions and cohesion.

• Uses language and tone with some inaccurate, inappropriate, or uneven features.

• Inconsistently cites sources.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak.

• Content is irrelevant, inappropriate, or inaccurate.

• Briefly notes disciplinary content relevant to the prompt.

• Shows basic or uneven understanding of content.

• Minor errors in explanation.

Table continues on next page




WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)


Meets Expectations Advanced

3 3.5 4

• Addresses prompt appropriately and maintains a clear, steady focus.

• Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

• Establishes a controlling idea with a clear purpose maintained throughout the response.

• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

• Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

• Presents appropriate and sufficient details to support the focus and controlling idea.

• Presents thorough and detailed information to strongly support the focus and controlling idea.

• Maintains an appropriate organizational structure to address the specific requirements of the prompt.

• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

• Demonstrates a command of standard English conventions and cohesion, with few errors.

• Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.

• Cites sources using appropriate format with only minor errors.

• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

• Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.

• Consistently cites sources using appropriate format.

• Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.




Module Templates – Section 2: What Skills?

SKILL CLUSTER OVERVIEW

Skill Definition

SKILL CLUSTER 1: PREPARATION FOR MODULE

Task Analysis Ability to understand and explain the task’s prompt and rubric.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Background Information Ability to identify contextual information.

Inspectional Reading Ability to identify structural components of the seminar text.

Essential Vocabulary Ability to identify and master terms essential to understanding a text.

Analytical Reading Ability to read for meaning and inferences.

SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)

Pre-Seminar Process Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar or other discussion-based strategy.

Post-Seminar Process Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

SKILL CLUSTER 4: WRITING PROCESS

Note-taking Ability to select important facts and passages for use in one’s own writing.

Initiating the Task (Controlling Idea)

Ability to establish a controlling idea and consolidate information relevant to task.

Planning Ability to develop a line of thought and text structure appropriate to the task type.

Initial Draft and Development

Ability to construct an initial draft with an emerging line of thought and structure. • Ability to explain relevant and plausible implications.• Ability to address the credibility and origin of sources in view of your research

topic. • Ability to identify gaps or unanswered questions.

Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Editing Ability to proofread and format a piece to make it more effective.

Completion Ability to submit final work that is on task.




Section 3: What Instruction?

INSTRUCTIONAL LADDER

Pacing Skill & Definition

Product & Prompt Criteria for Scoring

Instructional Strategies

SKILL CLUSTER 1: PREPARING FOR THE TASK

Day 1 Task Analysis• Ability to

understand and explain the task’s prompt and rubric.

Bullets• In your own words,

what are the important features of a good response to this prompt?

• No scoring • Share examples of types of essays students will produce.

– http://www.ehow.com/how_5962052_analyze-allegory-literature.html

• Review key features of examples.

• Add to the classroom list.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Days 1-2

Background Information• Ability to

identify contextual information.

Notes• Take notes on timeline

and world map about Plato and Socrates.

• Complete and accurate background information is noted.

• Share with students either via short lecture, power point, video, or reading.

• Plato was a student of Socrates and wrote of lessons in a dialogue format. Discuss dialogue and essays as ways of communicating.

• Note that Plato was writing in 500 BC; Ancient Greece.

Days 2-3

Inspectional Reading• Ability to

identify structural components of the seminar text.

Labeling Text & Paraphrase• Label parts of the text by

numbering the talk turns in the text (1-76).

• Note who is speaking most and statements vs questions.

• Structural features of the text are visible and clear.

• Distribute copy of the printed text.

• Have students label talk turns and note patterns of text/dialogue.

• Read the first 50 talk turns aloud with students.

Days 2-3

Essential Vocabulary• Ability to

identify and master terms essential to understanding a text.

Vocabulary List• In your notebook, list

words and phrases essential to the texts.

• Add definitions, and (if appropriate) notes on connotation in this context.

• Lists appropriate phrases.

• Provides accurate definitions.

• Post vocabulary lists and assign student teams to locate definitions.

• Have students share and take notes to support understanding of all words.




Section 3: What Instruction? (continued)

INSTRUCTIONAL LADDER (continued)




SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)

Days 4-5

Analytical Reading• Ability to read

for meaning and inferences.

Notes• With your reading

team, complete the dialogue.

• While comparing ideas with your team mates, sketch the three most vivid scenes you imagine in the text.

• Captures key ideas of text in writing.

• Assign reading teams to complete the text.

• Encourage students to read through a second time.

• Direct students to make sketch of the three most vivid scenes in the text.

SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)

Day 6 Pre-Seminar Process• Ability to reflect

on personal communication habits and select appropriate speaking and listening goals.

Self-Assessment• Based on the

list of speaking and listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. See Appendix.

• Chooses appropriate individual process goal based on past seminar performance.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix along with the Speaking and Listening Checklist.

• Teacher should identify a collection of appropriate speaking and listening goals for the group.

• Students select what they will work on individually and note it in writing on the Seminar Process Assessment sheet included in the Module Appendix.

• The group participation goal is discussed and posted where all can see.









SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR) (continued)

Day 6 Seminar• Ability to think

critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar.

• Participate in the Seminar and focus on your goals.

• No scoring • PLEASE use the Seminar Plan in Appendix.

Day 6 Post-Seminar• Ability to

self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Self-Assessment• Reflect back on

your participation goal, then finish filling out the Speaking and Listening Checklist; write a short reflective work on your seminar performance in detail.

• Answers task by filling in form completely.

• Writes in detail about seminar participation.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix.

• Have a few representative students share their goal for speaking and listening and their performance.

• Likewise, may ask the entire class to reflect on the entire dialogue process, i.e. the group effort.

• In whatever format is preferred, both individual and group reflections should be archived for reference at the beginning of the next Seminar.








SKILL CLUSTER 3 – TRANSITION TO WRITING

Day 7 Capturing Ideas from Discussion• Ability to capture

in writing the ideas (and words used to name and discuss ideas) from the seminar discussion.

Short Response• In a quick write, note

your first reaction to the task prompt.

• Add some notes of things you know about this issue.

• After re-examining the prompt, note everything that you heard, said, or thought during the seminar that is related to the task. (Do not worry about grammar, punctuation, or spelling at this point.)

• No scoring • Link this task to earlier class content.

• Discuss student responses.

• Clarify timetable and support plans for the task.

SKILL CLUSTER 4 – WRITING PROCESS

Days 7-8

Note-taking• Ability to select

important facts and passages for use in one’s own writing.

Notes• From each text, make a

list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Identifies relevant elements.

• Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly.)

• Coach note taking.• Check that early

student work is in the assigned format (or in another format that gathers the needed information effectively).










SKILL CLUSTER 4 – WRITING PROCESS (continued)

Days 8-9

Initiating the Task (Controlling Idea)• Ability to

establish a claim and consolidate information relevant to task.

Opening Paragraph• Write an opening

paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

• Identifies key points that support development of argument.

• Revisit examples of opening paragraphs.

• Review what makes them strong or weak.

• Review the list that students created earlier to identify needed elements.

Day 10 Planning• Ability to

develop a line of thought and text structure appropriate to the task type.

Outline/Organizer• Create an outline

based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Creates an outline or organizer.

• Supports controlling idea.

• Uses evidence from texts read earlier.

• Coach students in making outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

Day 11 Inital Draft and Development• Ability to

construct an initial draft with an emerging line of thought and structure.

Draft• Write an initial draft

complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.









SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 12 Revision• Ability to refine

text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Multiple Drafts• Refine composition’s

analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accurate citations.

• Decide what to include and what not to include.

• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.

• Give useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues.

Day 13 Editing• Ability to

proofread and format a piece to make it more effective.

Correct Draft• Revise draft to have

sound spelling, capitalization, punctuation, and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Provides draft free from distracting surface errors.

• Uses format that supports purpose.

• Briefly review selected skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

Day 14 Completion• Ability to submit

final piece that meets expectations.

Final Work• Turn in your

complete set of drafts, plus the final version of your piece.

• Demonstrates that composition is on task and ready for evaluation.

• Celebrate!




Materials, References, and Supports

FOR TEACHERS

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Adler, Mortimer. How to Speak and How to Listen.

Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.

National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.

FOR STUDENTS

Dictionary: http://www.merriam-webster.com/

Timeline: http://www.tiki-toki.com/

World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html




Teacher Work SectionAdded Thoughts About Teaching This Module




seminar plan for: What is True and Good? –

“Allegory of the Cave”

Ideas: Knowledge, Experience, Truth, Wisdom




“The Allegory of the Cave”PLATO

The following selection is taken from the Benjamin Jowett translation (Vintage, 1991), pp. 253-261. Reprinted here for the sole purpose of this Paideia Seminar “The History Guide” at www.history guide.org.)

[Socrates] “And now,” I said, “let me show in a figure how far our nature is enlightened or unenlightened: --Behold! Human beings living in an underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.”

[Glaucon] “I see.”

[Socrates] “And do you see,” I said, “men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.”

[Glaucon] “You have shown me a strange image, and they are strange prisoners.”

[Socrates] “Like ourselves,” I replied; “and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?”

[Glaucon] “True,” he said; “how could they see anything but the shadows if they were never allowed to move their heads?”

[Socrates] “And of the objects which are being carried in like manner they would only see the shadows?”

[Glaucon] “Yes,” he said.

[Socrates] “And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?”

[Glaucon] “Very true.”

PRE-SEMINAR




PRE-SEMINAR

“The Allegory of the Cave” (p2)

[Socrates] “And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?”

[Glaucon] “No question,” he replied.

[Socrates] “To them,” I said, “the truth would be literally nothing but the shadows of the images.”

[Glaucon] “That is certain.”

[Socrates] “And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly

saw are truer than the objects which are now shown to him?”

[Glaucon] “Far truer.”

[Socrates] “And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which are now being shown to him?”

[Glaucon] “True, he will.”

[Socrates] “And suppose once more, that he is reluctantly dragged up a steep and rugged ascent, and held fast until he’s forced into the presence of the sun himself, is he not likely to be pained and irritated? When he approaches the light his eyes will be dazzled, and he will not be able to see anything at all of what are now called realities.”

[Glaucon] “Not all in a moment,” he said.

[Socrates] “He will require to grow accustomed to the sight of the upper world. And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves; then he will gaze upon the light of the moon and the stars and the spangled heaven; and




he will see the sky and the stars by night better than the sun or the light of the sun by day?”

[Glaucon] “Certainly.”

[Socrates] “Last of all, he will be able to see the sun, and not mere reflections of him in the water, but he will see him in his own proper place, and not in another; and he will contemplate him as he is.”

[Glaucon] “Certainly.”

[Socrates] “He will then proceed to argue that this is he who gives the season and the years, and is the guardian of all that is in the visible world, and in a certain way the cause of all things which he and his fellows have been accustomed to behold?”

[Glaucon] “Clearly,” he said, “he would first see the sun and then reason about him.”

[Socrates] “And when he remembered his old habitation, and the wisdom of the cave and his fellow-prisoners, do you not suppose that he would felicitate himself on the change, and pity them?”

[Glaucon] “Certainly, he would.”

[Socrates] “And if they were in the habit of conferring honors among themselves on those who

were quickest to observe the passing shadows and to remark which of them went before, and which followed after, and which were together; and who were therefore best able to draw conclusions as to the future, do you think that he would care for such honors and glories, or envy the possessors of them? Would he not say with Homer,

Better to be the poor servant of a poor master,

and to endure anything, rather than think as they do and live after their manner?”

[Glaucon] “Yes,” he said, “I think that he would rather suffer anything than entertain these false notions and live in this miserable manner.”

[Socrates] “Imagine once more,” I said, “such a one coming suddenly out of the sun to be replaced in his old situation; would he not be certain to have his eyes full of darkness?”

[Glaucon] “To be sure,” he said.

[Socrates] “And if there were a contest, and he had to compete in measuring the shadows with the prisoners who had never moved out of the cave, while his sight was still weak, and before his eyes had become steady (and the time which would be needed to acquire this new habit of sight might

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be very considerable) would he not be ridiculous? Men would say of him that up he went and down he came without his eyes; and that it was better not even to think of ascending; and if any one tried to loose another and lead him up to the light, let them only catch the offender, and they would put him to death.”

[Glaucon] “No question,” he said.

[Socrates] “This entire allegory,” I said, “you may now append, dear Glaucon, to the previous argument; the prison-house is the world of sight, the light of the fire is the sun, and you will not misapprehend me if you interpret the journey upwards to be the ascent of the soul into the intellectual world according to my poor belief, which, at your desire, I have expressed whether rightly or wrongly God knows. But, whether true or false, my opinion is that in the world of knowledge the idea of good appears last of all, and is seen only with an effort; and, when seen, is also inferred to be the universal author of all things beautiful and right, parent of light and of the lord of light in this visible world, and the immediate source of reason and truth in the intellectual; and that this is the power upon which he who would act rationally, either in public or private life must have his eye fixed.”

[Glaucon] “I agree,” he said, “as far as I am able to understand you.”

[Socrates] “Moreover,” I said, “you must not wonder that those who attain to this beatific vision are unwilling to descend to human affairs; for their souls are ever hastening into the upper world where they desire to dwell; which desire of theirs is very natural, if our allegory may be trusted.”

[Glaucon] “Yes, very natural.”

[Socrates] “And is there anything surprising in one who passes from divine contemplations to the evil state of man, misbehaving himself in a ridiculous manner; if, while his eyes are blinking and before he has become accustomed to the surrounding darkness, he is compelled to fight in courts of law, or in other places, about the images or the shadows of images of justice, and is endeavoring to meet the conceptions of those who have never yet seen absolute justice?”

[Glaucon] “Anything but surprising,” he replied.

[Socrates] “Any one who has common sense will remember that the bewilderments of the eyes are of two kinds, and arise from two causes, either from coming out of the light or from going into the light, which is true of the mind’s eye, quite as much




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as of the bodily eye; and he who remembers this when he sees any one whose vision is perplexed and weak, will not be too ready to laugh; he will first ask whether that soul of man has come out of the brighter light, and is unable to see because unaccustomed to the dark, or having turned from darkness to the day is dazzled by excess of light. And he will count the one happy in his condition and state of being, and he will pity the other; or, if he have a mind to laugh at the soul which comes from below into the light, there will be more reason in this than in the laugh which greets him who returns from above out of the light into the cave.”

[Glaucon] “That,” he said, “is a very just distinction.”

[Socrates] “But then, if I am right, certain professors of education must be wrong when they say that they can put a knowledge into the soul which was not there before, like sight into blind eyes.”

[Glaucon] “They undoubtedly say this,” he replied.

[Socrates] “Whereas, our argument shows that the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the

world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good.”

[Glaucon] “Very true.”

[Socrates] “And must there not be some art which will effect conversion in the easiest and quickest manner; not implanting the faculty of sight, for that exists already, but has been turned in the wrong direction, and is looking away from the truth?”

[Glaucon] “Yes,” he said, “such an art may be presumed.”

[Socrates] “And whereas the other so-called virtues of the soul seem to be akin to bodily qualities, for even when they are not originally innate they can be implanted later by habit and exercise, the of wisdom more than anything else contains a divine element which always remains, and by this conversion is rendered useful and profitable; or, on the other hand, hurtful and useless. Did you never observe the narrow intelligence flashing from the keen eye of a clever rogue --how eager he is, how clearly his paltry soul sees the way to his end; he is the reverse of blind, but his keen eyesight is forced into the service of evil, and he is mischievous in proportion to his cleverness.”




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[Glaucon] “Very true,” he said.

[Socrates] “But what if there had been a circumcision of such natures in the days of their youth; and they had been severed from those sensual pleasures, such as eating and drinking, which, like leaden weights, were attached to them at their birth, and which drag them down and turn the vision of their souls upon the things that are below --if, I say, they had been released from these impediments and turned in the opposite direction, the very same faculty in them would have seen the truth as keenly as they see what their eyes are turned to now.”

[Glaucon] “Very likely.”

[Socrates] “Yes,” I said; “and there is another thing which is likely or rather a necessary inference from what has preceded, that neither the uneducated and uninformed of the truth, nor yet those who never make an end of their education, will be able ministers of State; not the former, because they have no single aim of duty which is the rule of all their actions, private as well as public; nor the latter, because they will not act at all except upon compulsion, fancying that they are already dwelling apart in the islands of the blest.”

[Glaucon] “Very true,” he replied.

[Socrates] “Then,” I said, “the business of us who are the founders of the State will be to compel the best minds to attain that knowledge which we have already shown to be the greatest of all-they must continue to ascend until they arrive at the good; but when they have ascended and seen enough we must not allow them to do as they do now.”

[Glaucon] “What do you mean?”

[Socrates] “I mean that they remain in the upper world: but this must not be allowed; they must be made to descend again among the prisoners in the cave, and partake of their labors and honors, whether they are worth having or not.”

[Glaucon] “But is not this unjust?” he said; “ought we to give them a worse life, when they might have a better?”

[Socrates] “You have again forgotten, my friend,” I said, “the intention of the legislator, who did not aim at making any one class in the State happy above the rest; the happiness was to be in the whole State, and he held the citizens together by persuasion and necessity, making them benefactors of the State, and therefore benefactors of one another; to this end he created them, not to please themselves, but to be his instruments in binding up the State.”




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[Glaucon] “True,” he said, “I had forgotten.”

[Socrates] “Observe, Glaucon, that there will be no injustice in compelling our philosophers to have a care and providence of others; we shall explain to them that in other States, men of their class are not obliged to share in the toils of politics: and this is reasonable, for they grow up at their own sweet will, and the government would rather not have them. Being self-taught, they cannot be expected to show any gratitude for a culture which they have never received. But we have brought you into the world to be rulers of the hive, kings of yourselves and of the other citizens, and have educated you far better and more perfectly than they have been educated, and you are better able to share in the double duty. Wherefore each of you, when his turn comes, must go down to the general underground abode, and get the habit of seeing in the dark. When you have acquired the habit, you will see ten thousand times better than the inhabitants of the cave, and you will know what the several images are, and what they represent, because you have seen the beautiful and just and good in their truth. And thus our State which is also yours will be a reality, and not a dream only, and will be administered in a spirit unlike that of other States, in which men fight with one another about shadows only and are distracted in the struggle for power, which in their eyes is a great good. Whereas the

truth is that the State in which the rulers are most reluctant to govern is always the best and most quietly governed, and the State in which they are most eager, the worst.”

[Glaucon] “Quite true,” he replied.

[Socrates] “And will our pupils, when they hear this, refuse to take their turn at the toils of State, when they are allowed to spend the greater part of their time with one another in the heavenly light?”

[Glaucon] “Impossible,” he answered; “for they are just men, and the commands which we impose upon them are just; there can be no doubt that every one of them will take office as a stern necessity, and not after the fashion of our present rulers of State.”

[Socrates] “Yes, my friend,” I said; “and there lies the point. You must contrive for your future rulers another and a better life than that of a ruler, and then you may have a well-ordered State; for only in the State which offers this, will they rule who are truly rich, not in silver and gold, but in virtue and wisdom, which are the true blessings of life. Whereas if they go to the administration of public affairs, poor and hungering after their own private advantage, thinking that hence they are to snatch the chief good, order there can never be; for they




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will be fighting about office, and the civil and domestic broils which thus arise will be the ruin of the rulers themselves and of the whole State.”

[Glaucon] “Most true,” he replied.

[Socrates] “And the only life which looks down upon the life of political ambition is that of true philosophy. Do you know of any other?”

[Glaucon] “Indeed, I do not,” he said.

[Socrates] “And those who govern ought not to be lovers of the task? For, if they are, there will be rival lovers, and they will fight.”

[Glaucon] “No question.”

[Socrates] “Who then are those whom we shall compel to be guardians? Surely they will be the men who are wisest about affairs of State, and by whom the State is best administered, and who at the same time have other honors and another and a better life than that of politics?”

[Glaucon] “They are the men, and I will choose them,” he replied.

[Socrates] “And now shall we consider in what way such guardians will be produced, and how they are to be brought from darkness to light, -- as some are said to have ascended from the world below to the gods?”

[Glaucon] “By all means,” he replied.

[Socrates] “The process,” I said, “is not the turning over of an oyster-shell, but the turning round of a soul passing from a day which is little better than night to the true day of being, that is, the ascent from below, which we affirm to be true philosophy?”

[Glaucon] “Quite so.”




enlightened

unenlightened

marionette

disabused

liberated

compelled

conceive

dazzled

habitation

felicitate

entertain

acquire

ascending

inferred

rationally

hastening

dwell

divine

endeavoring

bewilderments

implanted

paltry

rouge

mischievous

circumcision

impediments

compulsion

providence

broils

VOCABULARY LIST

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Content

BACKGROUND INFORMATION

• Determine essential facts necessary to understand context of key text.

• Share with students either via short lecture, power point, video, or reading.

• Have students do additional research as appropriate.

INSPECTIONAL READING

• See that each student has a copy of the printed text or can closely view.

• Have students take first look at text structure.

• Direct students to label the parts of the text for common referencing.

• Read the text (or the first section) aloud with students.

VOCABULARY

• Have students work with categories of words.

• Define for them rare or contextual terms.

• Have students define and practice using high frequency words.

ANALYTICAL READING

• Coach students in reading the text a second and third time responding in detail to the key ideas.

• Provide graphic organizer for notes when appropriate.

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ProcessPrepare participants to participate in seminar discussion with a version of the following script.

DEFINE SEMINAR

• “A Paideia Seminar is a time when we talk with each other about important ideas.”

• “The main purpose of seminar is to arrive at a fuller understanding of the textual ideas and values in this speech of ourselves, and of each other. We are going to work together and practice thinking about (list great ideas).”

FACILITATOR AND PARTICIPANT RESPONSIBILITIES

• “As participants, I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas. You can help each other do this by using each other’s names.”

• “You do not need to raise your hands in order to speak; rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk.”

• “You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, ‘I disagree with Joanna because…,’ focusing on the ideas involved, not the individuals.”

• “As the facilitator, I am primarily responsible for asking challenging, open-ended questions, and I will take a variety of notes to keep up with the talk turns and flow of ideas. I will help move the discussion along in a productive direction by asking follow-up questions based on my notes.”

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Process (continued)

INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING

• “Now, think about how you usually talk in a group. How do you usually talk?”

• “Consider this list of personal participation goals that are listed on the board.” (OR on the Speaking and Listening Check List.)

Possibilities:

Speak at least three times

Ask a question

Look at the person speaking

Use others’ names

Agree and disagree respectfully

• “Please choose one goal from the list and commit to achieving it during the discussion we are about to have and write your personal goal in your name tent.”

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Reiterate that our purpose is to discuss important ideas and values including: Knowledge, Experience, Truth, and Wisdom. Arrange seats so that everyone can see each other’s face.

Opening Question(s) – Identify main ideas from the text

• Choose one sentence from the text that you find most thought-provoking and read it aloud. (round-robin response)

• Explain why you chose that sentence. (spontaneous discussion)

Core Questions – Focus/analyze textual details

• Socrates refers several times to the cave as a “prison” and the cave dwellers as “prisoners” and then compared them to humanity in general. Why do you think he does this?

• Is the “allegory of the cave” like the process of getting an education? hy or why not?

• Who (refer to the text) does Socrates believe should take on the responsibilities of leadership in the state? Why?

• What role does dialogue play in the allegory? Who is involved and what are their roles?

Closing Question(s) – Personalize and apply the textual ideas

• Where do you see yourself (at this point in your life) in the “Allegory of the Cave”?

• What have your learned about yourself from Socrates’ description?

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ProcessAssess individual and group participation in seminar discussion.

ASSESS INDIVIDUAL / GROUP GOALS

• “Thank you for your focused and thoughtful participation in our seminar.“

• “As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect on your relative success in meeting the personal process goal you set prior to beginning the discussion. Please review the goal you set for yourself and reflect in writing to what extent you met the goal. In addition, note why you think you performed as you did. (Pause for reflection.)

• “Would several volunteers please share your self-assessment and reflection…”

• Note goals for next seminar:

– “Given your performance today, please jot down what goal you might productively set for yourself in our next seminar.”

– “As always, our goal is continuous improvement: both as individual seminar participants and as an evolving seminar group. Thanks again for your participation.”

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Content

UNDERSTANDING THE ASSIGNMENT



BRAINSTORMING CONTENT

• From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Note in particular quotes that you can use to illustrate your response to the writing task.

STRUCTURING THE COMPOSITION

• Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

WRITING THE FIRST DRAFT

• Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.

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Content (continued)

REVISING

• Refine composition’s analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accurate citations.

• Decide what to include and what not to include.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues through a writer’s workshop approach.

EDITING

• Revise draft to have sound spelling, capitalization, punctuation and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Briefly review selected skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

PUBLISHING THE FINAL COPY

• Turn in your complete set of drafts, plus the final version of your work.

• Celebrate!

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Speaking and Listening Checklist Before SeminarSelect (underline or circle from left column) one or two skills that you will focus on during this seminar.

After SeminarSelf-assess your participation in this Paideia Seminar by circling the number you would rate yourself.

0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.

To summarize, I feel my participation in seminar today was: __________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

PAIDEIA SEMINAR SELF-ASSESSMENT

SKILLS SPECIFIC SKILL RATING

Attention • I look at the person speaking during the discussion.• I do not talk while another is speaking. 0 1 2 3 4 5

Engagement • I take notes related to the ideas being discussed.• I give way to others as a way of sharing the talk time. 0 1 2 3 4 5

Articulation • I make clear and accurate statements.• I speak at appropriate pace & volume.• I use relevant vocabulary and grammar.

0 1 2 3 4 5

Explanation (Justifica-tion)

• I provide insight about the discussion topic.• I refer to the text or another relevant source. 0 1 2 3 4 5

Expansion • I consider another point of view.• I add to a previous statement by offering a more

global/holistic interpretation. 0 1 2 3 4 5

Connection • I refer to another comment.• I consider multiple points of view.• I ask thought-provoking, open-ended questions.

0 1 2 3 4 5

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