To Kill a Mockingbird Socratic Seminar
On the upcoming block day we will have a Socratic Seminar in which we discuss the chapters in To Kill a
Mockingbird that deal with Tom Robinson’s trial and its aftermath. Your assignment is to prepare for the
seminar ahead of time, participate in the seminar and capture the main ideas of the discussion in your notes.
A Socratic Seminar is a formal discussion, named after the famous Greek philosopher, Socrates, who literally
gave his life for his belief in the power of provoking people to uncover the deeper meanings of important topics.
The purpose of our dialogue is to build understanding together of the text we are reading, using the process of
rigorous and thoughtful dialogue. In a Socratic Seminar we follow all of the norms of respect and participation
that we have used in previous discussions.
Here are some of the skills and tasks of a Socratic Seminar:
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Define abstract terms
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Summarize others’ views
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Ask thoughtful questions
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Invite others to speak
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Make direct textual references (with page numbers)
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Ask clarifying questions
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Expand on others’ ideas
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Exhibit leadership
Here are some of the behaviors we will seek to avoid during Socratic Seminar:
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Interrupting or dominating the discussion
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repeating another person’s point
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getting distracted
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“zoning out”
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seeking to entertain rather than participate authentically
The specific topic we will discuss in the seminar is the culpability (look up this word if you don’t know it) of
various characters in To Kill a Mockingbird in relationship to what happens to Tom Robinson. In order to
prepare for our discussion, bring notes to the seminar in which you address the following questions, noting page
numbers for specific textual references that back up your answers:
1.
2.
3.
4.
5.
6.
7.
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10.
Did Tom Robinson have a fair trial?
Why did the community support Bob and Mayella Ewell?
To what extent was Mayella free to speak the truth?
What were Tom Robinson’s options when he was in the house with Mayella? Should he have done
something different from what he did?
What role did Judge Taylor play in the outcome of the trial?
When Tom is being cross-examined by Mr. Gilmer he says, “I felt right sorry for her.” Why was this
a mistake? Why is it that “nobody liked Tom Robinson’s answer.” P. 197
Review Atticus’ closing remarks pp. 202-205. Detail his reasons for why Tom Robinson should not
be convicted.
Why do you think the jury convicted Tom?
What do you learn about the different attitudes toward Maycomb’s black population from the
conversation at Aunt Alexandra’s ladies tea? How do these attitudes help explain Tom’s conviction?
Why does Miss Maudie get so angry? Pp. 231-233
Re-read Aunt Alexandra and Miss Maudie’s conversation on p. 236. What are they saying about the
moral responsibility of the citizens of Maycomb in the trial’s outcome?
On Socratic Seminar Day—Facilitation notes
Physical arrangement: Students who are caught up on the reading (through chapter 24), may participate in the
discussion and sit in the circle. Those who are not prepared to participate need to sit outside the circle and read
while students inside the circle write, then listen and take notes while the discussion is going on.
Bell work on day of the seminar: rank in order of culpability for the death of Tom Robinson the following
characters: Mr. Gilman, Bob Ewell, Mayella Ewell, individuals on the Jury, Dolphus Raymond and Tom
Robinson himself. Give students 5 minutes to write to this in the Socratic seminar circle.
Spend 5-10 minutes on “Celebrations”: Good news, someone or something I’m thankful for, something funny
(not mean or sarcastic), something I like, admire or appreciate about someone in this class (not looks),
something I’ve done lately that makes me proud because I helped someone or did the “right thing.”
Review preparation handout about goals and skills for the seminar. Remind students that they need to take notes
during the seminar of important ideas shared. An addition responsibility of the outer circle is to notice what is
going on in terms of discussion—does everyone participate? Do people seem to listen to each other? Ask
clarifying questions?
For inside circle, look at the person on your right (don’t include me). You will be giving this person feedback as
a participant at the end of the discussion. Keep track of the number of times this person speaks during the
discussion and which skills he/she exhibits.
Opening question: who was responsible for Tom Robinson’s death?
Additional questions to spur dialogue:
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Why did the Ewell’s make the accusation in the first place?
How does Mayella’s sexual abuse impact her testimony?
How does Mayella’s sexual abuse impact your feelings about her culpability? Does it mitigate
culpability?
Will anyone marry Mayella?
What creates a Bob Ewell?
Go back to preparation questions
Other ways to keep the discussion interesting:
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Stop for a few minutes once in awhile if necessary to take a text check break so that students can
look for evidence.
Periodic check ins. What have you heard that has been particularly interesting? A go-round or target
students who have said little.
Summarize the range of responses to a particularly stimulating question and restate these to students
Use one or two questions as a quick go round the circle
Wrap up:
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2.
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4.
Hear from each participant—one thing you are left with to think about as a result of this discussion
Hear from the outer group—what feedback can you give the participants about their discussion?
Write a note to the person on your right about his/her participation and give it to him/her.
At the bottom of your notes, evaluate yourself as a participant today. What did you notice? What
could you improve?