Socratic Seminar Guidelines
 I believed that truth could be attained through inquiry and discussion by scholars.

How it will look?
Presenters should prepare about 5-7 minutes (no more or much less than this) of introduction to the main ideas of the chapters. Then these presenters should open with a leading question to get conversation started. This question should be essential to the chapter and should be a point of real controversy with implications for today. It should NOT be an assigned QoD or DBQ question. After this, students will be required to keep conversation rolling along with follow-ups and other questions.

Grading
Presenters and students in the class will receive grades for these discussions.

Presenters are graded on the quality and relevance of guiding questions, ability to keep discussion meaningful and moving forward (i.e. follow-up questions), allowing room for multiple viewpoints, preparation and knowledge of material.

Students in class will be graded based on the relevance and quality of responses, frequency of responses, mastery of material, and ability to point out proof for their theses via text.

If discussion is not forth-coming, the entire class may receive a grade of M (for missing assignment).

Schedule
See Master Reading Schedule for due dates and dates of presentation. These dates are subject to change, but groups and class will be well notified of these changes.
Tips for Sustaining Discussion
Discussions, like stubborn donkeys, need some urging to keep them moving. A discussion leader can often keep things moving with only modest prodding. Of course, if you can contribute something useful, do so; but other kinds of comments or actions on your part can sustain the discussion just as well as an injection of insight. Here are some suggestions:
1) Get students to talk to each other. Ask for a response to the most recent comments. (Anyone have a response to Clara's opinion?) Or ask a specific student to respond. (Clara, do you agree with Ralph?)
2) Get students to defend or explain their opinions WITH history. (Marvin,  why do you say that? What's your evidence or reasoning?)
3) Encourage an exploration of differing points of view. When you hear conflicting views, point them out and get the holders of those views to discuss their differences. Perhaps ask a third person to sum up the two positions.
4) Point to a particular passage in the text relevant to a comment made by one person, or to a discussion among several. This might be a passage that challenges, or sums up and confirms, the views being expressed.
5) Don't fill every silence with your own voice. Any discussion will lapse occasionally. It is not your job as leader to avoid all silence. Some quiet periods are productive. Students who are not so quick to speak will frequently get the chance they need when others are quiet. If the silence gets too heavy, take advantage of the other students' lists of questions. (Ginny, give us one of the questions you brought to class.)
Don’t feel stupid, just speak up. We will enforce civilized discourse here.