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The Socratic Discussion in History

The Socratic Discussion in History. John De Gree classicalhistorian.com. The De Gree Family. My Inspiration. Growing Up in a Large Family My Dad and my Grade 6-12 Schooling Learning Czech and German Abroad 22 Years of Teaching, 18 years of Parenting , and the Call to Perfection

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The Socratic Discussion in History

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  1. The Socratic Discussion in History John De Gree classicalhistorian.com

  2. The De Gree Family

  3. My Inspiration Growing Up in a Large Family My Dad and my Grade 6-12 Schooling Learning Czech and German Abroad 22 Years of Teaching, 18 years of Parenting , and the Call to Perfection Books: Carl GustavsonA Preface to History, Jacques Barzun The Modern Researcher Lack of Critical Thinking Education in History

  4. Teaching Students How to Search for the Truth in History is Like Teaching Someone How to Fish Instead of Giving Him a Fish.

  5. Classical Education in History? • It is a Methodology, first implemented by Greek Historians Herodotus and Thucydides… • The Tools of the Historian • Open-Ended Questions • Research in Primary and Secondary Resources • The Socratic Discussion • The Analytical Writing Process

  6. Dorothy Sayers – Modern Proponent of Classical Education – A Methodology of Learning Grammar Stage – before age 11 Dialectic, or Logic, Stage – from 11 - 13 Rhetoric Stage – from 14

  7. Why Study History with a Classical Approach? Importance of a Classical Education in History • Humans are ‘built’ this way • Understand the Meaning of the Past • Understand What is Happening Today • Become a Decision-Maker and a LEADER

  8. The Tools of the Historian 1. Opinion or Fact? 2. Making Historical Judgment 3. Supporting Evidence 4. Analyzing Primary and Secondary Sources 5. Using Quotes 6. Paraphrasing 7. Prioritizing by Importance 8. The Socratic Discussion 9. Cause and Effect 10. Compare and Contrast 11. Change over Time 12. Writing Process: Thesis Statement, Conclusion, Topic Sentence, Closer, Outline, Rough Draft, Revising, Counter Argument

  9. Tool #1: Fact, or Opinion A fact in history is a statement that is accepted as true and is not debatable. A fact often refers to a date, a person, or a document. For example, “The Declaration of Independence was written and signed in 1776.” We know this happened because we have the original document, the men who wrote and signed this document wrote about it, and observers wrote about it as well. There is no doubt in anybody’s mind whether the facts in this statement are true.

  10. Fact or Opinion? • An opinion is an expression of somebody’s ideas and is debatable. Opinions that are based on facts and good reasoning are stronger than opinions not based on facts. In history, opinions alone tend to be less persuasive than when a person supports his opinions with facts.

  11. Fact or Opinion? • Opinion or Fact? • 1. Life for early man was more peaceful than our life today. • 2. Teachers who are nice don’t assign homework. • 3. Almost everybody’s favorite food is pizza. • 4. Mesopotamia means “the land between two rivers.” • 5. Sumerians were the first people to use wheeled vehicles.

  12. Fact or Opinion, et al Which is the Stronger Argument? Student A or B? …… Judgment Supporting Evidence Other Tools

  13. Open-Ended History Questions What was the greatest reason for the End of the Roman Empire? Why did Rome change from persecuting Christians to adopting Christianity? Was Napoleon a hero or a villain? Was Charlemagne more pagan or Christian? Who held more power in medieval Europe: The Popes or the Kings? What was the primary reason for the Reformation? Was the U.S. justified in dropping the atomic bomb on Japan? Compare and contrast a free market system to a planned economy. Which is better? What is the proper role of religion in American education? Who has been America’s greatest demagogue?

  14. Question Types of the Historian(also on AP Tests) Cause and Effect Change over Time Compare and Contrast Define and Identify Statement/Reaction Evaluation Analyzing Viewpoints

  15. Questions: Influences of History (Barzun and Gustavson) Technology Social forces Institutional factor Revolution Individual in history The role of ideas Power International organization Causation Loyalty

  16. Research Primary Sources Secondary Sources Various Authors !

  17. The Socratic Discussion Students present their argument and the Teacher/Tutor asks them to defend it with evidence and logic. View Sample Beware: The outcome may be different than what you think!

  18. Analytical Writing Lessons Thesis, Outline, Rough Draft, Revising Turn the Socratic Discussion into an Analytical Essay Why? Good Talkers Don’t Always Do the Work!

  19. Teacher’s Role: Experts Need Not Apply Be Patient Kind Compassionate Questioning Know What You Don’t Know = Be The Best Person/Mom or Dad!

  20. Online Classes Grades 6-9 Ancient Civilizations Medieval Civilizations American History

  21. The Classical Historian:The Socratic Discussion in History www.classicalhistorian.com John De Gree

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