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Socratic Seminar Lesson Plan Megan Zimpelman Context Overview (Title, Grade/Class, Length, Topic) This is a Socratic seminar lesson designed for a general 7th grade US History Part II class. Because this lesson will be the students’ first exposure to a Socratic seminar, the lesson has been shortened in terms of length - instead of the whole 60-minute class period, the seminar is designed for a 35-40 minute session. The text of this seminar is John Gast’s 1872 “American Progress” painting. Background Information This lesson will introduce students to their larger unit on Westward Expansion in the United States. By engaging in this seminar, students will hopefully discuss themes and ideas of the era, including Manifest Destiny, reasons for expansion, and the importance of technological advancements. The painting itself is filled with different images and historical representations for students to discuss, and serves as a good introductory text to both the time period and the Socratic seminar format. Instructional Model Rationale Socratic seminars introduce students to a new way of learning that relies on individual interpretation and contribution. Though this model is no doubt challenging, especially for students who have never engaged in a seminar before, it provokes an invaluable level of “student thought, dialogue, and ownership of learning” that cannot be achieved through a lecture or textbook reading (Canady and Retting, 29). The selected text for this seminar, John Gast’s “American Progress,” is an iconic piece of artwork that hosts many historical representations and images, and is open to several different interpretations. Unlike a lengthy transcript of a famous historical speech or a dense philosophical writing, which might be more appropriate for an upper level high school class, this painting is perfect for a first-time Socratic seminar for a general seventh grade class. Though the painting has very obvious symbols and images, it also provides the opportunity for students to delve deeper, and discuss larger themes of history and American values. Standards This lesson plan aligns with VA Standard USII.4a, which requires that students understand how life changed after the Civil War by “identifying the reasons for westward expansion, including its impact on Native Americans.” Additionally, this lesson complies with NCSS Standards 1B and 1C, and Standard 2E of Era 6, which focus on the effects of US territorial expansion on Native Americans, the ideology of Manifest Destiny, and the reasons for the settlement of the West. Objectives

● Students will examine and analyze John Gast’s “American Progress” (skills). ● Students will engage in and follow the norms of a Socratic seminar (skills). ● Students will listen to each others’ contributions in the seminar, and contribute with their own

analysis and arguments (skills).

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● Students will discuss the meaning of Manifest Destiny and the reasons for westward expansion (knowledge).

● Students will recognize the distinctly Western historical views and interpretations within the “American Progress” painting (knowledge).

● Students will identify and describe the language and meaning of Manifest Destiny and its influence on American thought and the idea of progress at the time (skills).

Assessment Students will be informally assessed throughout the seminar based on their contributions. The goal of a Socratic seminar is to engage all students in discussion, however, since this is the students’ first seminar, participation will not be the only means of assessment. As the teacher, I will monitor and track each student’s vocal participation throughout the seminar, but I will also have students complete an exit ticket as a way to assess their learning. In this exit ticket, students will respond to a prompt asking them to read a short passage, and then relate this passage to the “American Progress” painting. Students will write a short response, and should expand on ideas discussed throughout the seminar. The passage selected is excerpts from John O’Sullivan’s “The Great Nation of Futurity” essay, which also promotes the idea of Manifest Destiny and the superiority of American Progress. The goal of this exit ticket is for students to further understand the concept of Manifest Destiny in a historical context, and how this idea influenced American thought and action, especially in regards to Westward Expansion. Students should be able to pick out one specific phrase or sentence within the excerpt, and relate it back to a specific scene in the painting or point discussed during the seminar. Through this assignment, I am both evaluating the students’ understanding and synthesis of the seminar text and discussion, and assessing their level to reach a higher level of analysis. I will then grade these responses, and hand them back to each student both with notes on their response and their contributions during the seminar. Content and Instructional Strategies Seminar Text The text for this seminar is John Gast’s “American Progress” painting. This painting is famous for its portrayal of Manifest Destiny, an important theme that guided American life and justified expansion throughout the time period. The painting itself is packed with important historical images and representations for students to discuss, such as the influence of technology on expansion, the effect of expansion on Native Americans, and the plight of pioneers settling West. Overall, this painting serves as a perfect introductory text to a Socratic seminar.

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Opening Question Students will receive the following three questions as part of a warm-up ticket. When students first arrive to class, they will be instructed to answer the following three questions using the painting, which will be displayed on the digital projector screen. From these three questions, the third question will serve as the opening for the larger seminar.

1. What do you see in this painting? List and describe ten different things that are going on this painting.

2. Where do you think the people are headed in this picture? 3. What does the painter want you to notice, think, and feel? How does this painting make you feel?

Core Questions/Potential Follow-Up Questions Though the main point of a Socratic seminar is to let students determine the course of the discussion themselves, I will guide the students toward discussing the following three themes of questions if I think it is necessary.

1. Groups of People a. Who are all the different people represented in the picture? b. How are the different people and groups in this picture portrayed? Where are they placed

in the painting? c. What does their portrayal and placement say about history? d. What do you think the floating woman represents?

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Students should discuss how Native Americans are being pushed out of the painting, while the white settlers are coming from behind, and what this says about history.

2. Technology a. What different types of technology do you see in the painting? b. How is technology portrayed in this painting? c. How has technology influenced American history? How does it influence the world

today? d. What is the role of technology in this painting? Why is it included?

Students should discuss the importance of technology in history and the changing technology of the era, pointing to the telegraph, railroads, and bridges in the background.

3. Westward Expansion a. Why might people have moved West? b. How does the painter portray the West in this painting? c. How do you think the painter feels about Westward Expansion?

Students should discuss possible reasons for Westward expansion, and discuss the significance of why the West is dark and the East is light, and what this says about the attitudes of the era.

4. Manifest Destiny a. What do you know about Manifest Destiny? b. How is Manifest Destiny symbolized in this picture?

Students should discuss the meaning and importance of Manifest Destiny, how it guided Westward Expansion and its significance in American history. Preparation for Seminar Text (5-7 minutes) As mentioned above, students will prepare for the seminar by answering three questions as part of a warm-up ticket. Once they have answered these three questions, I will ask students to share in their small groups (they sit in groups of three) their answers to the first and second questions. This will act as a way for students to break the ice of discussion, and prepare them for the larger seminar. Room Arrangement (3-5 minutes) The classroom is arranged with students sitting in desk groups of three. I will have students complete their discussion tickets and warm-up activity in these small groups, and instruct them on seminar norms in this setting. Once these activities have been completed, I will have students form their seats into a circle in front of the classroom, where there is large open space. This activity should take no longer than three minutes, so I will have to closely monitor and guide the students as they complete this part of the lesson. Preparation for Seminar Discussion Skills (3-5 minutes) In order to prepare students for the actual seminar portion of this lesson, I will explain the basic norms and expectations of a seminar to my students. I will first explain the basic expectations and set-up of a seminar, which will be novel to many students who will not have participated in one before. These expectations and norms are listed below:

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1. Students will sit in a circle to discuss the text. 2. Address each other, not the teacher. 3. Build off each other’s arguments and claims. For example, “I agree with Cassie…” 4. Refer back to the text. Point out something specific in the painting, and explain what you have to

say about it. 5. Be respectful of each other, even if you disagree. 6. All students must participate! Listen to your classmates, think about the painting, and share your

views. I will write these norms on the classroom whiteboard, so that students can refer back to them throughout the discussion if needed. Because the discussion ticket will be completed in class, I should be able to ensure that each student completes the assignment. I will monitor my students’ progress and instruct each student to work diligently on the questions. Seminar Procedures (15-20 minutes) Once the desks have been rearranged in a circle, I will ask students the opening question, What does the painter want you to think, notice, or feel about this painting? I will ask students to refer back to the text, pointing to specific items in the painting that they notice, or feel particularly strong about, or have questions about. Students will hopefully share their responses, and build off each from this opening question; however, if needed, I will guide students in their discussion with the aforementioned guiding and core questions. Additionally, if the seminar discussion stalls, or has limited participation, I will prepare further, generic follow-up questions that will simply encourage students to continue talking and participating in the seminar. These follow-up questions could involve asking students to further expand on or clarify their points by relating it back to the text or by using the text as evidence. As the discussion facilitator, I will listen attentively to the students’ contributions, and if necessary, be ready to guide students toward more collaborative discussion. For example, if one student repeats a point that has already been touched upon, I will ask students to recall the original statement, and then connect the two or further add to the discussion using their classmates’ previous responses. Hopefully, this will encourage students to both listen to each other during the seminar and participate by building off each other’s responses. Post-Seminar and Debrief (10-15 minutes) After 15-20 minutes of solid discussion, or a perceived good “stopping point,” I will ask students to return their chairs to their assigned seats. I will then distribute the exit ticket, in which students will be asked to read John O’Sullivan’s “The Great Nation of Futurity,” and underline phrases or words that relate to the painting and the discussion. Students will then write a short paragraph explaining why they underlined these phrases or words, and why they relate to the original text. Students will also be asked to briefly give their opinion on the lesson. Before distributing this prompt, however, I will briefly summarize the main points of the discussion, and give the class as a whole feedback on their overall performance. I will start with positive feedback, and

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then offer suggestions for future seminars. I will also ask students for their feedback, as well, encouraging students to vocalize their opinions on seminars, and what changes could be made in the future.

John O’Sullivan, “The Great Nation of Futurity,” 1839 We are the nation of progress, of individual freedom, of universal enfranchisement. Our future history will be to establish on earth the moral dignity and salvation of man -- the undeniable truth and goodness of God. America has been chosen for this mission among all the nations of the world, which are shut out from the life-giving light of truth. Her high example shall put an end to the tyranny of kings, and carry the happy news of peace and good will to millions who now endure an existence hardly better than that of beasts of the field. Who, then, can doubt that our country is destined to be the great nation of futurity?

Resources

● Digital projector and screen ● Powerpoint presentation with high-quality “American Progress” image ● Warm-up ticket worksheets ● Exit ticket worksheets ● Whiteboard and whiteboard markers

Differentiation This lesson can be modified for all types of learners. The painting allows for different levels of analysis, and can lead to diverse topics of discussion. Our graduate-level course used the painting to spark discussion in the beginning of the year, and my seventh graders were able to discuss the imagery of the painting at length. Learners of differing levels will be able to discuss the meanings and themes of the painting at different lengths and depths. As the teacher, I can prepare opening and guiding questions that are more challenging, or devise an exit ticket that requires a higher level of thinking if I have higher-level learners. Likewise, I can also modify the lesson for ELL or lower-level learners. Adaptations I specifically selected a painting as the text for this seminar because several of my students read on an elementary level, and a painting, unlike a poem or speech, is easier for students who struggle with reading and comprehension. However, this painting still allows for the development of critical analysis and higher level thinking that are essential parts of a seminar. When I taught this lesson, I closely monitored my students with IEP or 504 plans while they completed their warm-up tickets, and in some cases, clarified certain depictions in the painting or asked guiding questions to help them uncover deeper meanings of the text. Post-Teaching Reflection I taught this lesson to my seventh graders during the month of November, and it was met with about a 55-60% success rate, as predicted by educator and Socratic seminar advocate John Zola. Though the students did an excellent job of pointing out the images and symbolism of the painting, they had trouble following the logistical procedures of a seminar. They still addressed me as the teacher when speaking, and not each other, and many students circled around the same point instead of acknowledging and building off of each other, as I had hoped. I was initially concerned about the level of participation among my students, and

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although there was never a moment of extended silence, I did notice that a few students spoke several times, while some students did not speak at all. In the future, I will need to consider using specific techniques in order to encourage all students to participate – perhaps some sort of tally system as discussed in several Socratic seminar literature. Fortunately, I came up with my own guiding questions prior to the seminar, which helped in regards to maintain student participation and engagement. I asked these guiding questions if I felt students got stuck on one particular point or strayed too far from the overall theme of the seminar, and they generally kept the students actively engaged. Likewise, I made a point of encouraging the participation of all students, and gently encouraged students who participated quite frequently to practice their listening and observation skills during the seminar. That being said, I think this lesson went well in terms of engaging the students’ Higher Level Thinking, Deep Knowledge, Substantive Conversation, and Ethical Valuing, all PASS Standards. My seventh graders especially focused on the portrayal of Native Americans in the painting and their treatment during expansion, and many became visibly upset when discussing the specifics of their treatment. By the end of the seminar, many students reached the conclusion that American settlers treated Native Americans unjustly during Westward Expansion (Ethical Valuing). Furthermore, students developed a stronger knowledge of the concept of Manifest Destiny, and enjoyed discussing and grappling with this concept (Higher Level Thinking, Deep Knowledge). With this specific seminar and Socratic seminars in general, I think the remaining PASS standards of Connections to the World Beyond the Classroom and Integration could easily be achieved by devising additional guiding questions or exit ticket prompts aimed at achieving these goals. When I asked my students what they thought of the lesson, the majority of my students responded positively, with a few exceptions from students who explained they felt uncomfortable sharing their opinions with the entire class. Because of their responses, I might explore breaking my students into two smaller groups of ten or twelve students for future seminars to eliminate this “intimidation” factor and encourage more participation. Additionally, when I asked my students what they thought of the text selected for this lesson, the majority of students responded that they liked analyzing a painting versus a reading or speech. Several students responded that they would like to have future seminar around a video or song clip, which I will take into consideration as I plan future lessons. Overall, I think this lesson went well as an introductory foray into Socratic seminars, and built a good foundation for future seminars.

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Name: ___________________________________

DO NOW! Warm-Up Ticket On the board is a picture of John Gast’s painting, “American Progress.” Using the painting, answer the following questions. Be as detailed as possible! You will discuss these answers in small groups, and then together as a class. 1. What do you see in this picture? What’s going on? Describe the setting, the people, the weather, etc. 2. Where are the people headed in this picture? 3. What does the painter want you to notice, think, and feel? How does this painting make you feel?

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Name: ____________________________________ Period: _______

Exit Ticket Please read the following passage. As you read, underline words that relate to John Gast’s “American Progress” painting. Then respond to the question at the end of the worksheet in the space provided. Thomas O’Sullivan, “The Great Nation of Futurity,” 1839 We are the nation of progress, of individual freedom, of universal

enfranchisement. Our future history will be to establish on earth the moral

dignity and salvation of man – the undeniable truth and goodness of God.

America has been chosen for this mission among all the nations of the world,

which are shut out from the life-giving light of truth. Who, then, can doubt

that our country is destined to be the great nation of futurity? How does this passage relate to the painting? What phrases remind you of the painting, and why?