Subjects: Civics/government, US History
Grade Level(s): 6-8
Time Frame: 1, 50-minute period
Objectives [What the student should know and be able
to do at the end of the lesson]:
1.0 Overall: In this lesson, students participate in
a Socratic seminar to discuss and defend the importance of
participating in representative government. Students will take
a position on the importance of participating in government.
articulate views on the importance of participating in government
and defend arguments, and successfully participate in a Socratic
seminar
Bloom's Taxonomy: CongressLink lesson plans are built
around Bloom's
taxonomy. The purpose of the taxonomy is to provide a coherent
format for lessons and to make it easier for teachers to design
them according to CongressLink's standards.
2.0 Knowledge: Students recall the ways citizens can
participate in representative government.
3.0 Understanding: Students summarize ways to participate
in representative government. Students understand the meaning
of Plato quote.
4.0 Application: Students explain advantages and disadvantages
of participation in our government.
5.0 Analysis: Students compare the advantages and disadvantages
of participation.
6.0 Synthesis: Students hypothesize on what could happen
if citizens did not participate in representative government.
7.0 Evaluation: Students evaluate the importance of
participating in representative government.
Procedure/Sequence
Class 1
Introduce format of Socratic seminar if students have not conducted
before-Students will be divided into inner circle and outer
circle. Inner circle discusses focus questions (see below).
Outer circle observes inner circle. After half class is over,
circles switch so that all students have chance to participate
in discussion. For this discussion, outer circle will take
notes on how many times inner circle participants defend
their ideas with specific examples.
Explain goals of seminar:
(1) Have students lead the discussion (teachers should stay
out as much as possible!)
(2) Hear and voice different opinions
(3) Have a respectful conversation (try to avoid hand-raising-give
students the chance to practice normal conversation skills!)
(4) Include all members of the circle in the discussion (ie,
give everyone a chance to talk)
Post Plato quote where all can see or pass out handouts with
quote on:"The punishment of wise men who refuse to take part
in the affairs of government is to live under the government
of unwise men."
Focus questions for Socratic seminar: What does this quote
mean? Do you agree or disagree with this quote? Why? What does
it mean to participate in representative government? What are
the different ways citizens can participate? What are advantages
and disadvantages to participating? What would happen if citizens
did not participate? How important is it to participate in
representative government? Begin discussion.
Leave time in between switching circles to debrief how first
circle did in terms of defending their ideas and overall quality
of discussion. Repeat after second circle has discussed.
Materials:
Quote from Plato (either printed on paper for students or
on board): "The punishment of wise men who refuse to take part
in the affairs of government is to live under the government
of unwise men."
National Standards Addressed by Lesson [based on National
Standards for Civics and Government, Center for Civic Education,
1994. Citation based on section, subsection, standard of the
document]:
V. C. 2. Civic responsibilities
V. E. 1. Participation in civic and political life and the
attainment of individual and public goals
V. E. 3. Forms of political participation
V. E. 5. Knowledge and participation
Evaluation/Assessment: See: http://www.congresslink.org/rubric/pdf
Author(s):
Hilary G. Conklin
This project is supported by a Robert H. Michel Civic Education
Grant sponsored by The Dirksen Congressional Center, Pekin, IL. |
