Lesson #5: Socratic seminar (90 minutes) Objectives/Goals Students will be able to close-read, annotate, and reflect on primary

y source documents in order to discuss historiography (that is, perspective taking) of the period known as Mandatory Palestine. Students will be able to cite specific textual evidence in order to back up claims. Students will be able to give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference (NCSS). Students will be able to demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views (NCSS). Standards NCSS Social Studies Standards Culture: explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference Time, Continuity, and Change: demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; identify and use various sources for reconstructing the past Individuals, Groups, and Institutions: identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts Power, Authority, and Governance: give examples of how government does and does not provide for the needs and wants of people, establish order and security, and manage conflict; identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations Global Connections: investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war Civic Ideals and Practices: recognize that a variety of formal and informal factors influence and shape public policy PA Reading/Language Arts Assessment Anchors B-K.1.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text B-C.2.1.1 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others B-C.3.1.1 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims B-C.3.1.2 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

E.1.1.2 Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s) E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events Common Core ELA for History/Social Studies RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) Materials & Preparations Individual copies of primary source packet, assigned the past week, complete with annotations and a separate summative document Pens Rubric Notebook/loose-leaf paper Classroom Arrangement & Management Concerns Class of 24 desks arranged in the shape of a large horseshoe around the room so that all students are visible to each other Management focus: The class and I have a developed protocol, which is in place for both Socratic seminar and debates/simulations. Some of these expectations include listening rather than waiting to be heard, synthesizing other students comments with their own, and disagreeing with the idea rather than the person who stated it. Use a rubric, developed by my classroom mentor, that includes a category for not following decorum and classroom expectations, as well as categories for synthesis level contributions, citations of text, facilitating the discussion, and attempts made, meaning that students demonstrate good listening by putting their hands down when they comments no longer fit in the discussion. Discussion Preparation (5 minutes) Students have time to look over their annotations and summative documents prior to beginning the seminar Socratic Seminar (80 minutes) Seminar usually begins with a time for students to discuss points that they found to be especially important from the reading. If necessary, the teacher will steer the discussion using questions that have been planned ahead of time. NOTE: Because I have not yet chosen the exact primary sources that the students will study for this discussion, I do not have specific questions planned at this time. Wrap-Up/Reflection (5 minutes) Students will self-assess their own performances in the seminar by writing a few sentences to be handed in as an exit slip before leaving class. Anticipating Student Responses

I will perform checks for understanding periodically throughout the discussion in order to ensure that students continue discussing pertinent content and that they really understand and can work with the material that they have read. As the facilitator of the discussion, I will be able to steer the conversation in case of misunderstandings or tangents. Assessment of Objectives/Goals I will assess students by checking for the presence of all students separate summative documents. Additionally, I will keep a rubric to record each students contributions to the graded discussion, as well as read students self-assessments that they will complete after the discussion. Accommodations Accommodations for students who may find the material too challenging Students will be able to discuss readings with those around them in order to prepare for the discussion. Additionally, students who are shy or lack confidence in their abilities to present challenging information will have the option not to participate in the discussion, although they will be encouraged to do so. If the reading material is too difficult for some students, the assignment can be modified, or students may even be provided with secondary sources or less challenging material on the same subject so that they may still participate. This way, students who are at a lower reading level can use materials that are more accessible to them while still performing the essential tasks of the assignment. Also, the active note taking graphic organizer can be modified to help these students with their annotations and separate summative documents. Accommodations for students who may need greater challenge and/or finish early Students are encouraged to bring extra outside reading material into the classroom for the discussion, provided that these sources pertain to the subject being addressed. In this way, they can learn more and help their classmates to gain even greater understanding of the topic being discussed.