1. Socratic Seminar Prep

2. EQ
How government involvement and legislation come in to conflict or impact economic decisions?

3. Learning Objectives
I can cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
I can use textual evidence to develop higher level questions.

4. Process Number each paragraph (will need to refer back to text later)
Pre-read article: Read without annotating
Annotate the article: highlighting main ideas or any terms that are not familiar, write questions in the margins for need clarification

5. Creating Questions
Create six level 2 open ended questions that illicit deep discussion. Questions, that create conversation and challenges others to think critically about the given topic

6. Format for, level 2 questions
In the 9th paragraph, the article states, “Several of the liberal justices questioned what other types of business owners would be exempt if the court made an exception for Phillips.” Given that Phillips considers himself an artist, if I walk through a sandwich shop, could they consider themselves a sandwich artist?

7. Socratic Seminar Scoring A Level Rubric
-Participation/Response/Questioning: The students asks at least 3 open-ended question that leads to an active and engaged discussion. The questions are well articulated and clear. The question references specific information from either material provided in class or outside information brought by the student. Student responds on multiple occasion that adds to ongoing discussion.
-reference/citing: The student participates on multiple occasions. They reference specific factual information in their participation either through questions or responses and they successfully build off of previous comments made by students.
-Outside Information: The student brings in and discusses specific outside evidence that goes beyond the article or movie that is the launching point of the discussion. This can include articles, notes from documentaries, and notes over previous chapters, etc. The student interweaves the outside information seamlessly in their participation of the seminar.

8. Articles to Read

9. Socratic Seminar Discuss, do not debate
Respect different thoughts and ideas
Be courteous,
Goal is the pursuit of deeper understanding by learning from each other
Your goal is to understand the ideas, issues, concepts and values reflected in the text

10. When a question is asked. Write down the question.
Hints
When a question is asked. Write down the question.
Build off others questions or response.
Stay on topic and refer to the text during discussion
Ask for clarification of both ideas and definitions

11. Process
The groups will be picked at random to decide order, after 5 minutes of prep
Each participant must ask 3 questions
Each participant must respond 3 times.
Each participant must cite textual evidence 3 times.

12. As a group please select 3 questions for a classroom discussion.
Class discussion
As a group please select 3 questions for a classroom discussion.
Questions need to be asked by three different people
Groups must respond to classroom questions

13. Post Seminar Reflection
It is always important to reflect on different experiences we might have whether they be personal or in this case academic.
Why reflect? Believe it or not, reflection leads to personal growth and professional growth
Reflection Questions:
If you had a preconceived opinion about the given topic, did your opinion change or did you gain a different perspective?

14. Make up Socratic seminar
Those who did not have the opportunity to participate previously will have that opportunity today
Entire class will either participate as active listeners or actual participants
The Socratic seminar will be based on questions raised in article on our class web-site . All students are required to develop 6 open-ended question to include in their interactive notebook