OVERVIEW: Seminar discussions are not debates. The objective is to have an informed and collaborative dialogue about an intriguing text rather than to convince your peers that you are right. Seminar discussions are based on open-ended questions about a specific text. Such questions should challenge you to think critically, to examine different points of view on the text, and to express your ideas clearly and with confidence. The focus is not on being “right,” but instead on asking questions which will promote the thoughtful exchange of ideas.

Learning to take part in such discussions is an important component of learning history at the Louise S. McGehee School. Your participation will take two forms. Throughout the year, you will be a participant in many seminar discussions. As a participant, you are expected to read and take notes on the assigned text, to play an active role in the discussion both as a listener and as a contributor, and treat your peers with respect. You will also have two opportunities (1 each semester) to lead a seminar discussion on a specific text. As a discussion leader, you are expected to read and take notes on the assigned text in advance of the discussion, to set goals for the class, and to work with your discussion team to compose a thoughtful list of questions designed to promote a dialogue among your peers.

The articles you read will focus on different time periods, different individuals, and different issues. However, each historian will present a thesis statement and evidence to support his or her argument. Our discussions will focus on identifying that thesis and discussing how the historian makes his argument. Ultimately we will end up sharing our ideas about the argument and whether or not you agree with the historian’s interpretation. Keep in mind, the object is not to “win” the discussion but rather to arrive at a deeper understanding of the argument and the craft of historical scholarship

FIRST SEMESTER TEXTS AND DISCUSSION LEADERS

SECOND SEMESTER TEXTS AND DISCUSSION LEADERS

REQUIREMENTS & EXPECTATIONS OF SEMINAR DISCUSSION LEADERS (50 points)

Requirements:

• Read and take notes on the article in advance: identify thesis, evidence, and define your opinion
• Define at least three goals for the class—this is what you would want people to walk out of class feeling like they really understand these issues
• Craft a list of questions to structure the discussion
• Prepare opening remarks to frame the discussion
• Be prepared to synthesize the discussion at the conclusion of the class

Structure of the Seminars:

• Seminar leaders introduce and frame the discussion (5 minutes)
• Discussion (30 minutes – 35)
• Seminar leaders wrap up the discussion and synthesize the main points (5 minutes)

Missed Discussion Policy:

• If you miss a seminar discussion due to absence (whether planned or unplanned), you MUST turn in a summary of the article discussed within one week of your absence. This is YOUR responsibility. Failure to do this will result in a “zero” for that discussion and will lower your participation grade overall.

• If you plan to miss class on a day you are scheduled to lead discussion, you MUST notify me as soon as you are aware of the conflict. If your absence is unplanned, you (or a guardian) MUST call me at home or at school as soon as you know that you will miss class. This is YOUR responsibility. Failure to do this will result in a zero for the discussion and will lower your participation grade.

Seminar Discussion Leadership

The A discussion leader will

• demonstrates conceptual understanding of the article
• read and take thorough notes on the article
• identify and understand author’s thesis and evidence, considers nuances
• create a typed set of questions for class discussion which reflects a sophisticated understanding of article and will advance the discussion
• sets clear goals for discussion
• leads discussion effectively: uses wait time, not allowing one person to dominate, builds on discussion, offers positive feedback, listens effectively, makes connections
• offers effective wrap-up
• cooperates well with group

The B discussion leader will

• demonstrates competent understanding of the article
• read and take good notes on the article
• identify and understand author’s thesis and evidence, may lack nuance
• create a typed set of questions for class discussion which reflects a good understanding of article and will advance the discussion
• sets goals for discussion, meets most goals
• leads discussion competently but may have issues with wait time, allowing one person to dominate, building on discussion, offering positive feedback, listening effectively, making connections
• offers effective wrap-up
• cooperates well with group

The C discussion leader will

• read and take perfunctory notes on the article
• may miss some parts of author’s thesis and/or omit evidence
• create a typed set of questions for class discussion which reflects a basic understanding of the article, organization may be confused
• sets goals for discussion, may have difficulty meeting goals
• has difficulty leading an effective discussion: may not use wait time, may allow one person to dominate, does not build on discussion, does not offer positive feedback, does not listen effectively, does not make connections
• may have difficulty with wrap-up
• may have difficulty with group cooperation

The D discussion leader will

• demonstrates an inadequate understanding of the article
• read and take minimal or no notes
• does not identify or fails to understand author’s thesis and evidence
• create a typed set of questions for class discussion which reflects little or no understanding of the article, organization may be confused
• does not have clear goals for discussion
• does not lead an effective discussion: may not use wait time, may allow one person to dominate, does not build on discussion, does not offer positive feedback, does not listen effectively, does not make connections
• offers little or not wrap-up
• may have difficulty with group cooperation

The F discussion leader will

• not have read the article and not have notes
• reveals little understanding of author’s thesis and evidence
• does not have any questions
• does not have any goals for discussion
• not be present for discussion and does not notify the teacher beforehand

The A seminar participant will

• demonstrate conceptual understanding of the article
• read and take thorough notes on the article
• have a printed set of notes for discussion
• identify and understand author’s thesis and evidence, consider nuances
• participate effectively: build on discussion, offer positive feedback, listen effectively, make connections
• speak clearly, concisely, and articulately

The B seminar participant will

• demonstrate competent understanding of the article
• read and take good notes on the article
• have a printed set of notes for discussion
• identify and understand author’s thesis and evidence, may lack nuance
• participate competently in discussion but may have issues building on discussion, offering positive feedback, listening effectively, making connections

The C seminar participant will

• read and take perfunctory notes on the article
• may miss some parts of author’s thesis and/or omit evidence
• create a typed set of notes for class discussion which reflects a basic understanding of the article, organization may be confused
• have difficulty participating effectively in class discussion: does not build on discussion, does not offer positive feedback, does not listen effectively, does not make connections

The D seminar participant will

• demonstrate an inadequate understanding of the article
• read and take minimal or no notes
• not identify or fails to understand author’s thesis and evidence
• create a typed set of questions for class discussion which reflects little or no understanding of the article, organization may be confused
• not participate effectively in discussion: does not build on discussion, does not offer positive feedback, does not listen effectively, does not make connections

The F seminar participant will

• not have read the article
• not have any questions
• not participate in discussion
• not be present for discussion and does not notify the teacher beforehand

MISSED DISCUSSION POLICY

• If you miss a seminar discussion due to absence (whether planned or unplanned), you MUST turn in a summary of the article discussed within one week of your absence. This is YOUR responsibility. Failure to do this will result in a “zero” for that discussion and will lower your participation grade overall.

• If you plan to miss class on a day you are scheduled to lead discussion, you MUST notify me as soon as you are aware of the conflict. If your absence is unplanned, you (or a guardian) MUST call me at home or at school as soon as you know that you will miss class. This is YOUR responsibility. Failure to do this will result in a zero for the discussion and will lower your participation grade.