“ This is also when the boys consider the counterargument , which builds the boys ’ empathy as they weigh the reasons behind opposing perspectives .”
when consulting a seemingly objective source like our central text , A History of the U . S . by Joy Hakim , the boys look at how the information is presented , and consider what information was omitted . This practice allows the boys to authentically form their own opinion on a historical event rather than taking a text ’ s stance at face value .
After thorough analysis of a historical decision , they formally prepare for a Socratic seminar discussion by organizing their ideas into an outline . This outline is intentionally identical to the outline used when planning a written argument in order to underscore that no matter the modality , a well-crafted argument needs a clear stance , reasons , and detailed evidence to support these reasons . This is also when the boys consider the counterargument , which builds the boys ’ empathy as they weigh the reasons behind opposing perspectives .
At the beginning of the year , our study of decisions focuses on the beliefs of George Washington ’ s key advisors , Alexander Hamilton and Thomas Jefferson , who represent the ideals of the Federalist and Democratic-Republican political parties respectively . The boys leave these seminars empowered ; they feel like school has taken on a new importance as we debate issues that informed many of the laws we still live by . They ’ ve had their first taste of a political opinion , and for many , there ’ s no turning back .
Soon after , we leave the roles of the leaders in government , and enter the murkier world of those who take charge in reaction to governmental choices . One way we accomplish this shift is learning about Nat Turner , whose famous 1831 rebellion against his enslavement led to the killing of hundreds . In posing , “ Was Nat Turner right in attempting a slave rebellion ?”, the boys ponder the role of the oppressed , and weigh the pros and cons of standing up to the oppressor . This debate also pushes boys to thoughtfully consider word choice : is “ right ” on par with “ lawful ”? The English teacher in me loves this side to the debates as boys learn the complexity of language and its consequential implications . Moreover , we couple this debate with our study of Frederick Douglass , whose approach to abolition was quite different . In this way , boys ’ opinion-forming does not end with one Socratic seminar in a vacuum . Rather , the conversation continues as they compare their opinions from one debate to the next , and ultimately form an even bigger stance on the historical trends in America . •
Abby Malone is Language Arts Curriculum Coordinator and a Fifth Grade homeroom , Sixth Grade English , and Fifth and Sixth Grade American History Teacher at Saint David ’ s School .
Grade Seven - Primary Sources Lead
By Drew Burton
How do we help students understand the past ? In the seventh-grade history program , which spans over 3,000 years of history from ancient Greece to ancient Rome , this question is at the forefront of our pedagogical approach . One way in which we attempt to answer this question is through the use of primary source material . The raw materials of history , primary sources are original documents and objects produced at the time under study . We use them to invite students into the world of a particular historical subject . For instance , an invitation into the “ Dark Age ” of ancient Greece requires an analysis of Homer ’ s Iliad and Odyssey , texts used for the education of Greeks for hundreds of years in antiquity . Much like a detective uses clues to solve a crime , we ask students to use primary sources as historical evidence – evidence that will allow them to build their critical
The Socratic seminar builds from six through seventh and eighth grades with reflection on the process essential to honing skills .
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