Lesson Plan #1

1. Lesson Plan Information

Subject/Course:​ American History Name:​ American Revolution Socratic Seminar
Grade Level:​ 8-12
Topic:​ American Revolution

2. Expectation(s)
Expectation(s)​:
Students are expected to participate in all aspects of the lesson with their peers and individually; in order to be
assessed accordingly and be given appropriate grade deserved.

Learning Skills ​(Where applicable):

● Critical Thinking
● Communication
● Collaboration
● Information Management

3. Content
What do I want the learners to know and/or be able to do?
● What were the stated and accepted reasons behind the American Revolution?
● What reasoning and evidence were used to support the move for independence?

Today learners will:

Students will demonstrate understanding of the key ideas that fueled the American Revolution, in
particular republicanism, consent of the governed, natural rights, and limited government.

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Grade them on the quality of their T4 packets, which you should not collect until after the exam the next day (let
them use it for review), and on their performance according to the rubric.

5. Learning Context
A. The Learners
(i) ​What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
● Close reading
● Interpretation
● Analysis
● Discussion

(ii) ​How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners?​ (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Students of different learning abilities have room to demonstrate what they learn throughout the lesson with
discussions, readings and actual participation in the lesson. Integrating all kinds of abilities in the classroom setting.
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B. Learning Environment
● Post on the board the names of those students who will take part in the first seminar so that they will know
to form a circle on the floor upon entering the room. It’s also helpful to arrange the room in advance,
creating a circle of desks or tables large enough to seat just over half the class, giving those students in the
gallery a vantage point from which to observe the discussion.

C. Resources/Materials
● Students: One copy each of Revolution Era T4 document packet (see Appendix A) and the Socratic
Seminar Analytic Rubric
● Teacher: Copy of Revolution Era TA packet for reference; roster of students for notes during seminar (see
Appendix C); plastic poker chips – enough to provide each student in the seminar with two (in other words,
equal to the number of students in the class)

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? ​(e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)
Students will conduct a Socratic Seminar, using the Revolution Era T4 document packet, and
will be assessed using the Socratic Seminar Analytic Rubric (see Appendix B). “T4” stands for
‘talk to the text,’ and is a model I borrowed from a great English teacher, who required her
students to make extensive margin notes as they read anything, in order that they become more
active readers, write down thoughts about texts (which help them retain the information), and
enables classes to have more active discussions, since everyone has notes.

Questions:
● What were the stated and accepted reasons behind the American Revolution?
● What reasoning and evidence were used to support the move for independence?

MIDDLE:
Teaching​: ​How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
The class will be separated into two equal-sized groups and will conduct two Socratic Seminars,
in order that all students have an opportunity to participate in the discussion and review the
efforts of others.
In preparation for this seminar, give the students the Revolution Era T4 packet a few days in
advance of the date of the seminar. How much time you provide will depend on your students;
however, I recommend 3-4 days, with daily reminders and perhaps a short discussion of the
passages in the packet, in order that your students are well prepared. Doing the
seminar on the class day before the formal exam, since the two function as a matched pair.
Students are to fill out the T4 packet by reading each passage, writing a one-paragraph summary
of the passage’s key points where indicated, and in each empty cell to the right of the segments
of the passage write at least one clarifying point (something that stands out to them), and one
Level 2 (how or why) question. These points and questions will enable each student to take part
in the discussion immediately. Students must have their packets in order to take part in the
seminar – if you don’t bring your facts & reasons, you don’t get to participate.

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Application​: What​ will learners do to demonstrate their learning?​ (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Students who will take part in the first discussion are to sit on the floor and get out their T4 packets to review. Direct
the rest of the class to sit in the desks surrounding the circle of students on the floor. While the students are getting
settled, give two poker chips to each student in the inner circle. Once the whole class is settled, remind them that
each time they asked what they believe is a good question, or make a comment that they believe is insightful, they
are to toss one of their chips into the center. This serves two functions: first, it serves as signal to those in the
gallery that – hopefully – something worthwhile is about to be said and that they should take notice; and second, it
reminds each student taking part in the discussion that they must participate. Also emphasize that students in the
discussion may only speak when asking a question, or responding directly to one in play. To put it lightly, this is a
tremendous challenge to students – to most anyone, really – because it disallows people from simply chattering on
about what they think they know. Asking others and listening, then responding with comments or more questions, is
far more challenging and requires a great deal more self-discipline, both of the intellectual and behavioral sorts.
Remind the students in the gallery – those seated in the desks – that they are to take notes on the ebb and flow of
the discussion, using the backside of their T4 packet’s pages for notes so that they can refer to the document
passages themselves as needed.

CONCLUSION: ​How will I conclude the lesson?

Once everyone is settled, display the following prompt on the board, and start the timer for the first discussion.
“What were the core beliefs of America’s founders during the Revolution, and why did these people rebel
against Great Britain?” ​Give the first group about 30% of the total class period to conduct their discussion, and
then take about 5-7 minutes afterward to hear specific feedback from those in the gallery. I usually required that
each student in the gallery give one specific comment, and then we’d move to the next student – be concise and be
specific, I’d ask. Then have the whole class switch sides and repeat. Sit off in a corner and stay as out of the way
as you can during both discussions – this forces the students to carry the weight of thinking and talking through the
work, instead of unconsciously seeking the support of the teacher.

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?
Additionally, in American History classes I’d pair a Socratic Seminar with each of the unit
exams throughout the year, with this being the 2nd – that way I had several primary source
documents at work in every unit, and students would be able to improve their discussion and
thinking skills throughout the whole year using this model.

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 Appendix A: Revolution Era T4 Packet

Patrick Henry, Give Me Liberty or Give Me Death

speech, 1775
…There is no longer any room for hope. If we wish to be
free—if we mean to preserve inviolate those inestimable
privileges for which we have been so long contending—if
we mean not basely to abandon the noble struggle in which
we have been so long engaged, and which we have pledged
ourselves never to abandon until the glorious object of our
contest shall be obtained—we must fight! I repeat it, sir, we
must fight! An appeal to arms and to the God of hosts is all
that is left us! They tell us, sir, that we are weak; unable to
cope with so formidable an adversary. But when shall we be
stronger? Will it be the next week, or the next year? Will it
be when we are totally disarmed, and when a British guard
shall be stationed in every house? Shall we gather strength
but irresolution and inaction? Shall we acquire the means of
effectual resistance by lying supinely on our backs and
hugging the delusive phantom of hope, until our enemies
shall have bound us hand and foot? Sir, we are not weak if
we make a proper use of those means which the God of
nature hath placed in our power. The millions of people,
armed in the holy cause of liberty, and in such a country as
that which we possess, are invincible by any force which our
enemy can send against us. Besides, sir, we shall not fight
our battles alone. There is a just God who presides over the
destinies of nations, and who will raise up friends to fight
our battles for us. The battle, sir, is not to the strong alone; it
is to the vigilant, the active, the brave. Besides, sir, we have
no election. If we were base enough to desire it, it is now too
late to retire from the contest. There is no retreat but in
submission and slavery! Our chains are forged! Their
clanking may be heard on the plains of Boston! The war is
inevitable—and let it come! I repeat it, sir, let it come.

It is in vain, sir, to extenuate the matter. Gentlemen may cry,

Peace, Peace—but there is no peace. The war is actually
begun! The next gale that sweeps from the north will bring
to our ears the clash of resounding arms! Our brethren are
already in the field! Why stand we here idle? What is it that
gentlemen wish? What would they have? Is life so dear, or
peace so sweet, as to be purchased at the price of chains and
slavery? Forbid it, Almighty God! I know not what course
others may take; but as for me, give me liberty or give me
death!
SUMMARY:

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 Thomas Paine: Common Sense (1776)
Some writers have so confounded society with government,
as to leave little or no distinction between them; whereas
they are not only different, but have different origins.
Society is produced by our wants, and government by our
wickedness; the former promotes our happiness Positively
by uniting our affections, the latter negatively by restraining
our vices. The one encourages intercourse, the other creates
distinctions. The first is a patron, the last a punisher.

Society in every state is a blessing, but government even in

its best state is but a necessary evil in its worst state an
intolerable one; for when we suffer, or are exposed to the
same miseries by a government, which we might expect in a
country without government, our calamities is heightened by
reflecting that we furnish the means by which we suffer!
Government, like dress, is the badge of lost innocence; the
palaces of kings are built on the ruins of the bowers of
paradise. For were the impulses of conscience Wear,
uniform, and irresistibly obeyed, man would need no other
lawgiver; but that not being the case, he finds it necessary to
surrender up a part of his property to furnish means for the
protection of the rest; and this he is induced to do by the
same prudence which in every other case advises him out of
two evils to choose the least. Wherefore, security being the
true design and end of government, it unanswerably follows
that whatever form thereof appears most likely to ensure it to
us, with the least expense and greatest benefit, is preferable
to all others.

Here then is the origin and rise of government; namely, a

mode rendered necessary by the inability of moral virtue to
govern the world; here too is the design and end of
government, viz. freedom and security. And however our
eyes may be dazzled with snow, or our ears deceived by
sound; however prejudice may warp our wills, or interest
darken our understanding, the simple voice of nature and of
reason will say, it is right.

I draw my idea of the form of government from a principle

in nature, which no art can overturn, viz. that the more
simple any thing is, the less liable it is to be disordered, and
the easier repaired when disordered; and with this maxim in
view, I offer a few remarks on the so much boasted
constitution of England. That it was noble for the dark and
slavish times in which it was erected is granted. When the
world was overrun with tyranny the least therefrom was a
glorious rescue. But that it is imperfect, subject to
convulsions, and incapable of producing what it seems to
promise, is easily demonstrated

Absolute governments (tho' the disgrace of human nature)

have this advantage with them, that they are simple; if the
people suffer, they know the head from which their suffering
springs, know likewise the remedy, and are not bewildered
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 by a variety of causes and cures. But the constitution of
England is so exceedingly complex, that the nation may
suffer for years together without being able to discover in
which part the fault lies, some will say in one and some in
another, and every political physician will advise a different
medicine.

There is something exceedingly ridiculous in the

composition of monarchy; it first excludes a man from the
means of information, yet empowers him to act in cases
where the highest judgment is required. The state of a king
shuts him from the world, yet the business of a king requires
him to know it thoroughly; wherefore the different parts,
unnaturally opposing and destroying each other, prove the
whole character to be absurd and useless.

Mankind being originally equals in the order of creation, the

equality could only be destroyed by some subsequent
circumstance; the distinctions of rich, and poor, may in a
great measure be accounted for, and that without having
recourse to the harsh, ill-sounding names of oppression and
avarice. Oppression is often the consequence, but seldom or
never the means of riches; and though avarice will preserve
a man from being necessitously poor, it generally makes him
too timorous to be wealthy.

But there is another and greater distinction for which no

truly natural or religious reason can be assigned, and that is,
the distinction of men into KINGS and SUBJECTS. Male
and female are the distinctions of nature, good and bad the
distinctions of heaven; but how a race of men came into the
world so exalted above the rest, and distinguished like some
new species, is worth enquiring into, and whether they are
the means of happiness or of misery to mankind.

In the early ages of the world, according to the scripture

chronology, there were no kings; the consequence of which
was there were no wars; it is the pride of kings which throw
mankind into confusion. Holland without a king hath
enjoyed more peace for this last century than any of the
monarchical governments in Europe. Antiquity favors the
same remark; for the quiet and rural lives of the first
patriarchs hath a happy something in them, which vanishes
away when we come to the history of Jewish royalty.

Government by kings was first introduced into the world by

the Heathens, from whom the children of Israel copied the
custom. It was the most prosperous invention the Devil ever
set on foot for the promotion of idolatry. The Heathens paid
divine honors to their deceased kings, and the christian
world hath improved on the plan by doing the same to their
living ones. How impious is the title of sacred majesty
applied to a worm, who in the midst of his splendor is
crumbling into dust.
SUMMARY:

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 Articles of Confederation, 1781
TO ALL TO WHOM THESE PRESENTS SHALL COME,
WE THE DELEGATES OF THE STATES AFFIXED TO
OUR NAMES SEND GREETING.

WHEREAS, the Delegates of the United States of America

in Congress assembled did on the fifteenth day of November
in the year of our Lord One Thousand Seven Hundred and
Seventy-seven, and in the Second Year of the Independence
of America agree to certain articles of Confederation and
perpetual Union between the States of New Hampshire,
Massachusetts-bay, Rhode Island and Providence
Plantations, Connecticut, New York, New Jersey,
Pennsylvania, Delaware, Virginia, North-Carolina,
South-Carolina and Georgia in the Words following, viz.

"Articles of Confederation and perpetual Union between the

States of New Hampshire, Massachusetts-bay, Rhode Island
and Providence Plantations, Connecticut, New-York,
New-Jersey, Pennsylvania, Delaware, Maryland, Virginia,
North-Carolina, South-Carolina and Georgia."

ARTICLE I
The stile of this confederacy shall be "The United States of
America."

ARTICLE II
Each State retains its sovereignty, freedom and
independence, and every power, jurisdiction and right,
which is not by this confederation expressly delegated to the
United States, in Congress assembled.
SUMMARY:

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 Appendix B: Socratic Seminar Analytic Rubric
Socratic Seminar Analytic Rubric
Excellent
Demonstrates respect for
the learning process; has
patience with different
opinions and complexity;
shows initiative by asking
Conduct others for clarification:
brings others into the
conversation, moves the
conversation forward;
speaks to all of the
participants; avoids talking
too much.
Understands question before
answering; cites evidence
from text; expresses
Speaking thoughts in complete
sentences; move
& conversation forward;
Reasoning makes connections between
ideas; resolves apparent
contradictory ideas;
considers others’
viewpoints, not only his/her
own; avoids bad logic.
Pays attention to details;
writes down questions;
responses take into account
Listening all participants;
demonstrates that he/she has
kept up; points out faulty
logic respectfully;
overcomes distractions.
Thoroughly familiar with
the text; has notations and
questions in the margins;
key words, phrases, and
ideas are highlighted;
Reading possible contradictions
identified; pronounces
words correctly.
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Good
Generally shows
composure but may
display impatience
with contradictory or
confusing ideas;
comments, but does
not necessarily
encourage others to
participate; may tend
to address only the
teacher or get into
debates.
Responds to questions
voluntarily; comments show
an appreciation for the text
but not an appreciation for
the subtler points within it;
comments are logical but
not connected to other
speakers; ideas interesting
enough that others respond
to them.
Generally pays attention
and responds thoughtfully
to ideas and questions of
other participants and the
leader; absorption in own
ideas may distract the
participant from the ideas of
others.
Has read the text and comes
with some ideas from it but
these may not be written out
in advance; good
understanding of the
vocabulary but may
mispronounce some new or
foreign words.
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Fair
Participates and expresses a
belief that his/her ideas are
important in understanding
the text; may make
insightful comments but is
either too forceful or too
shy and does not contribute
to the progress of the
conversation; tends to
debate, not dialogue.
Responds to questions but
may have to be called upon
by others; has read the text
but not put much effort into
preparing questions and
ideas for the seminar;
comments take details into
account but may not flow
logically in conversation.
Appears to find some ideas
unimportant while
responding to others; may
have to have questions or
confusions repeated due to
inattention; takes few notes
during the seminar in
response to ideas and
comments.
Appears to have read or
skimmed the text but has
not marked the text or made
meaningful notes or
questions; shows difficulty
with vocabulary;
mispronounces important
words; key concepts
misunderstood; little
evidence of serious
reflection prior to the
seminar.
Unsatisfactory
Displays little respect for
the learning process;
argumentative; takes
advantage of minor
distractions; uses
inappropriate language;
speaks to individuals rather
than ideas; arrives
unprepared without notes,
pencil/pen or perhaps even
without the text.
Extremely reluctant to
participate even when called
upon; comments illogical
and meaningless; may
mumble or express
incomplete ideas; little or no
account taken of previous
comments or important
ideas in the text.
Appears uninvolved in the
seminar; comments display
complete misinterpretation
of questions or comments of
other participants.
Student is unprepared for
the seminar; important
words, phrases, ideas in the
text are unfamiliar; no notes
or questions marked in the
text; no attempt made to get
help with difficult material.
 Appendix C: Suggested Student Roster

Student Name #Q #C Notes:

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