A DOLL HOUSE by Henrik Ibsen SOCRATIC SEMINAR
Honors English 10
A Socratic Seminar is a type of higher-level dialogue based on the theory of the Greek philosopher, Socrates.
The idea behind the Socratic Method is that it is more important to enable students to think for themselves than
to merely fill their heads with the “right” answers. Therefore, he regularly engaged his pupils in dialogues by
responding to their questions with open-ended questions instead of answers.
Open-ended questions allow students to think critically, analyze multiple meanings in a text, and express ideas
with clarity and confidence. Students are required not to memorize bits of plot information, but to seek deeper
understanding of the complex ideas in a text and the application of those ideas to the larger themes of the text
and to the students’ own daily lives. This dialogue is exploratory and involves the suspension of biases and
prejudices. Discussion and debate are transfers of information designed to win an argument and bring closure
by seeking a “correct” answer. Americans are great at this. We do not, however, dialogue well. However,
once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that
stimulate thoughtful interchanges of ideas is more important that “the answer.”
It is important to remember, though, that a Socratic Seminar is a dialogue and not a debate. In other words,
we are not looking for a winner. In a Socratic Seminar, every person in the room not speaking is expected to
listen respectfully. Discuss ideas rather than each other’s opinions and feelings.
GROUND RULES FOR A SOCRATIC SEMINAR
All participants are expected to…
 Participate actively: Speak, listen, and draw others into the discussion.
 Come prepared with questions and possible answers.
 Ask one or two pre-written questions during the seminar.
 Answer three or four questions during the seminar. These may be questions asked originally
or follow-up questions.
 Refrain from interrupting.
 Support their ideas with evidence.
 Cooperate in a friendly discussion. 
During dialogue, participants may…
 Ask for clarification if a person’s comment
confuses them.
 Add to a comment made by another
person.
 Respectfully voice an opposing viewpoint.



No one may…
Criticize anyone’s opinions, comments, or
beliefs.
Interrupt when someone is speaking.
Respond in a manner that is in any way
contemptuous or derogatory.
RESPONSIBILITIES OF SEMINAR PARTICIPANTS
Before the Seminar:
1. Create four (4) questions for use during the Socratic Seminar in your Quote Analysis section.
Explanations of the four question categories are attached.
During the Seminar:
1. Listen to the questions posed by your classmates and consider potential responses and issues.
2. Discuss the questions posed, keeping to the subject and nature of the question, attempting to analyze,
criticize, and connect. Stick to the point currently under discussion; make notes about ideas you
want to come back to.
3. Make good use of the text! Responses must be supported by textual and experiential evidence in order
to receive credit. At times, be sure to call attention to specific passages relevant to the issue at hand.
When working with such a passage, cite the page number and allow time for others in the class to
locate it. Then, read it aloud.
4. Pretend the teacher, who will not speak, is not in the room. Direct your attention only to your
classmates and regard the teacher as a recording secretary on hand to take down information.
5. Take brief notes of points and examples that deepen your understanding, opinions that differ from your
own, and arguments that you find helpful, convincing, or worth trying to refute. Do not, however, allow
note-taking to cause you to lose the thread of the discussion.
6. Do not stay confused! Ask for clarification. 
QUESTION CATEGORIES
You are responsible for devising one of each of the following types of questions. Remember: These questions
must be original!
1. OPEN-ENDED QUESTION: Write an insightful question about the text that will require proof and group
discussion and “construction of logic” to discover or explore the answer to the question (give your
opinion with textual support to prove the argument!).
Example #1: Why does Randy hesitate to take control of the governing of the town from the start?
(from the Alas, Babylon)
Example #2: Why does Lucie Manette’s mother opt not to tell her about her father in prison?
2. WORLD CONNECTION QUESTION: Write a question connecting the text to the real world.
Example #1: If you were given a short time to pack only your few most precious belongings to
spend months with in hiding, what would you pack and why? (after reading Anne Frank: Diary of a
Young Girl).
Example #2: Write about the “best of times, the worst of times” in your life/your world right now and
why it fits this description. (Opening lines of A Tale of Two Cities)
Example #3: Lucie Manette’s mother made the difficult decision not to tell her daughter about her
father in prison. What is a difficult decision made by one of your parents, and what criteria were
considered in the decision making process?
3. UNIVERSAL THEME/CORE QUESTION: Write a question dealing with a theme(s) of the text that will
encourage group discussion about the universality of the text. Potential thematic issues from A Tale of
Two Cities include (but are not limited to) personal resurrection/renewal; revenge; injustice; redemption;
renunciation; rebirth; sacrifice; renewal of society; hope; love; human capacity for violence/evil; human
capacity for good; animalistic nature of humanity; social oppression; loyalty; corruption; the power of
suffering and sacrifice; secrets; dualities; appearance vs. reality; death.
Example: How was the concept of a judicial system depicted in A Tale of Two Cities in the various
cities, and how are judicial systems in various countries still demonstrating these violent
tendencies?
4. LITERARY ANALYSIS QUESTION: Write a question dealing with HOW the author chose to compose his
literary piece. How did the author manipulate point of view, characterization, diction, symbolism,
figurative language (for example)? How did he manipulate the English language to get his point and his
story across?
Example #1: What is the purpose of the war motif in A Separate Peace?
Example #2: How does Dickens use the metaphors of the Jackal and the Lion?
GRADING RUBRIC
Four (4) substantive questions, one (1) for each category,
Ready on the day of the seminar
/10 points
Asking one of your prepared questions during the
Socratic Seminar
/10 points
Each substantive response to the discussion, particularly
to the questions posed by your classmates
/5 points each (max 2)
If you are absent on the day of the class discussion, then you must complete the make-up assignment. You
must expand all four of your unique questions and then you will respond to two of the questions using
textual evidence and your own opinions.
PENALTIES: As this is also an assessment of the Listening and Speaking standards, you will be penalized for
breaking any of the Socratic Seminar rules. Criticism of the beliefs and views of others, interrupting a speaker,
responding in a contemptuous or derogatory manner to anyone, or getting the class off-topic will result in a
penalty of two points per infraction.
TIPS FOR SUCCESS
A Level Participant
 Participant offers enough solid analysis, without prompting, to move the conversation forward
 Participant, through comments, demonstrates a deep knowledge of the text and the question
 Participant has come to the seminar prepared, with notes and questions
 Participant, as shown through comments, actively listens to other participants
 Participant offers clarification and/or follow-up that extends the conversation
 Participant’s remarks often refer back to specific parts of the text.
B Level Participant
 Participant offers solid analysis without prompting
 Through comments, participant demonstrates a good knowledge of the text and the question
 Participant has come to the seminar prepared, with notes and questions
 Participant demonstrates active listening by clarification and/or follow-up comments
 Participant offers clarification and/or follow-up
C Level Participant
 Participant offers some analysis, but needs prompting
 Through comments, participant demonstrates a general knowledge of the text and question
 Participant is less prepared, with few notes and no questions
 Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments
 Participant relies more upon opinion and less on the text
Questions for the Seminar
OPEN-ENDED QUESTION: Write an insightful question about the text that will require proof and group
discussion and “construction of logic” to discover or explore the answer to the question (give your opinion with
textual support to prove the argument!).
WORLD CONNECTION QUESTION: Write a question connecting the text to the real world.
UNIVERSAL THEME/CORE QUESTION: Write a question dealing with a theme(s) of the text that will encourage
group discussion about the universality of the text. Potential thematic issues from A Tale of Two Cities include
(but are not limited to) personal resurrection/renewal; revenge; injustice; redemption; renunciation; rebirth;
sacrifice; renewal of society; hope; love; human capacity for violence/evil; human capacity for good; animalistic
nature of humanity; social oppression; loyalty; corruption; the power of suffering and sacrifice; secrets;
dualities; appearance vs. reality; death.
LITERARY ANALYSIS QUESTION: Write a question dealing with HOW the author chose to compose his literary
piece. How did the author manipulate point of view, characterization, diction, symbolism, figurative language
(for example)? How did he manipulate the English language to get his point and his story across?