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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 Gasts 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 Gasts 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 Gasts 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).

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
students 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 OSullivans 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 Gasts 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.

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?

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:

1.
2.
3.
4.

Students will sit in a circle to discuss the text.

Address each other, not the teacher.
Build off each others arguments and claims. For example, I agree with Cassie
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 others
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 OSullivans 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 OSullivan, 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 5560% 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.

Name: ___________________________________
DO NOW! Warm-Up Ticket
On the board is a picture of John Gasts 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? Whats 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?

Name: ____________________________________

Period: _______

Exit Ticket
Please read the following passage. As you read, underline words that relate to John
Gasts American Progress painting. Then respond to the question at the end of
the worksheet in the space provided.
Thomas OSullivan, 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?