A Socratic Approach to History
For many students—and their parents—history is a boring exercise in memorization. This is no surprise. In many history classes, long lists of dates and facts succeed one another without reason or rhyme. After the year is over, students are left without a sense of why the world works as it does, with none of the critical thinking skills needed to make their way in it.
Classical Historian was founded to provide an inspiring alternative to modern history education. We engage and challenge students by empowering them to debate about history. The ‘Classical’ in our name refers to our use of the Socratic discussion format, which arose in the Classical world of Greece and Rome. A classical education trains students to be independent thinkers and lifelong learners who seek the truth in all things, not just history.
As an American company, we draw on the rich heritage of Western Civilization to promote the ideals of honest scholarship and responsible citizenship. We believe that a mature understanding of America’s cultural history leads to an appreciation for liberty, law, and morality.
Classical Historian was founded to provide an inspiring alternative to modern history education. We engage and challenge students by empowering them to debate about history. The ‘Classical’ in our name refers to our use of the Socratic discussion format, which arose in the Classical world of Greece and Rome. A classical education trains students to be independent thinkers and lifelong learners who seek the truth in all things, not just history.
As an American company, we draw on the rich heritage of Western Civilization to promote the ideals of honest scholarship and responsible citizenship. We believe that a mature understanding of America’s cultural history leads to an appreciation for liberty, law, and morality.
Teaching with the Socratic Discussion
Our Classical approach to teaching history has been used in both classroom and homeschool environments for 20 years. Our texts and courses impart critical thinking and research skills that enable students to differentiate between fact and opinion and formulate evidence-based arguments. After teaching them the "tools of the historian," we introduce open-ended questions that compel students to take a stand on major events and figures of the past. Once they are able to discover the truth about the past, students are better prepared to find it in the present.
Since history is open to differing interpretations, open and respectful dialog is a key part of Classical Historian’s method. Our students learn to defend their positions, to listen to alternative points of view, and to amend their conclusions when presented with compelling evidence. We hope that you and your students become a part of the conversation.
Since history is open to differing interpretations, open and respectful dialog is a key part of Classical Historian’s method. Our students learn to defend their positions, to listen to alternative points of view, and to amend their conclusions when presented with compelling evidence. We hope that you and your students become a part of the conversation.
A Deep Dive into Our Socratic History Method
Classical Historian takes an age-appropriate approach to teaching history. As Dorothy Sayers wrote in the 1940s, a student's educational life can be separated into three phases:
We've found that by engaging young students in the Grammar stage with history games, we can make memorization fun. Once students enter the Logic stage, we build on the facts they've already learned by teaching them how to research and analyze evidence. Then, during the Rhetoric stage, we empower them with the rhetorical skills needed to make persuasive arguments.
Our approach has five basic steps to guide students and teachers from the Grammar stage through the Rhetoric stage. They are:
- Grammar. In the Grammar stage, students from ages 3–11 encounter and memorize facts such as dates, events, and biographies.
- Logic. In the Logic stage, which lasts from ages 12–14, students learn the tools of the historian: how to analyze history and the basics of writing and speaking.
- Rhetoric. In the Rhetoric stage, from age 14 on up, students work on perfecting oral and written expression.
We've found that by engaging young students in the Grammar stage with history games, we can make memorization fun. Once students enter the Logic stage, we build on the facts they've already learned by teaching them how to research and analyze evidence. Then, during the Rhetoric stage, we empower them with the rhetorical skills needed to make persuasive arguments.
Our approach has five basic steps to guide students and teachers from the Grammar stage through the Rhetoric stage. They are:
- The Grammar of History
- The Tools of the Historian
- Research
- The Socratic Discussion
- Analytical Essays
Historical Card Games and the Grammar Stage
The grammar of history refers to the basic facts of an historical event – the “who, what, when, and where.” Though it is essential for historians to know the grammar of history, critical thinking is not required at this stage. As a result, this level is appropriate for children from pre-k through fifth grade. Students at this stage (from ages 3–11) are eager to memorize, parrot, and recite. This makes historical card games and history flashcards a great fit for many elementary students.
The Tools of the Historian
The tools of the historian are taught through the Classical Historian Socratic Discussion DVD Curriculum and the Take a Stand! series. Our materials teach the tools of the historian to both educators and students. If you wish to become an expert at teaching these tools, you may take our teacher certification seminars in person or through our distance learning teacher certification program.
Below is a list of tools we teach through our Teaching the Socratic Discussion DVD program and the Take a Stand! series. The DVD program features John De Gree teaching the tools of the historian to two students, ages 15 and 11. The Take a Stand! books provide lessons that students complete with the guidance of their teacher.
1. Fact or Opinion?
2. Judgment
3. Supporting Evidence
4. Primary or Secondary Source Analysis
5. Using Quotes
6. Paraphrasing
7. Researching Various Sources
8. The Socratic Discussion in History
9. Making a Counterargument
10. Understanding Cause and Effect
11. Understanding Compare and Contrast
12. Understanding Bias
13. Using Evidence and Not Emotion to Form Judgement
14. Writing a Thesis Statement for an Analytical History Essay
15. Writing an Outline for an Analytical History Essay
16. Writing a Rough Draft for an Analytical History Essay
17. Revising an Analytical History Essay
18. Citing Sources in the Text of an Analytical History Essay
19. Writing a Works Cited Page
Below is a list of tools we teach through our Teaching the Socratic Discussion DVD program and the Take a Stand! series. The DVD program features John De Gree teaching the tools of the historian to two students, ages 15 and 11. The Take a Stand! books provide lessons that students complete with the guidance of their teacher.
1. Fact or Opinion?
2. Judgment
3. Supporting Evidence
4. Primary or Secondary Source Analysis
5. Using Quotes
6. Paraphrasing
7. Researching Various Sources
8. The Socratic Discussion in History
9. Making a Counterargument
10. Understanding Cause and Effect
11. Understanding Compare and Contrast
12. Understanding Bias
13. Using Evidence and Not Emotion to Form Judgement
14. Writing a Thesis Statement for an Analytical History Essay
15. Writing an Outline for an Analytical History Essay
16. Writing a Rough Draft for an Analytical History Essay
17. Revising an Analytical History Essay
18. Citing Sources in the Text of an Analytical History Essay
19. Writing a Works Cited Page
Forces That Influence History
Many different forces interact to shape historical events. In our Take a Stand! books, we challenge young historians to analyze the effects of the following forces:
a. Technology
b. Social processes
c. Institutional factors
d. Revolution
e. Great individuals
f. Ideas
g. Power
a. Technology
b. Social processes
c. Institutional factors
d. Revolution
e. Great individuals
f. Ideas
g. Power
Researching Socratic Discussion Questions
Research is the first and most important step of any historical analysis. However, research expectations should reflect student abilities.
Between the ages of 11 and 12, young historians shouldn't be expected to review many different sources unless they can handle a multitude of viewpoints. We think that a sixth grader will benefit from starting with one or two sources for each question. As the child's capacities grow, they should be challenged to use as many primary source documents and conflicting sources as they can find.
Once students master the tools of the historian, they are ready to conduct self-directed research. Open-ended questions provide the best way for students to sharpen their research skills because they are open to competing interpretations. Without exposure to differing points of view, students are left unprepared to analyze conflicting viewpoints. As a result, our Socratic discussions revolve around open-ended questions that are impossible to answer with a simple yes or no. Instead, they require explanation.
Some of the questions that we challenge our students with include:
In their Socratic discussions, students will learn that it is possible to look at history from varying vantage points. This exercise trains the mind to be open to, and critical of, differing interpretations in the search for truth.
Between the ages of 11 and 12, young historians shouldn't be expected to review many different sources unless they can handle a multitude of viewpoints. We think that a sixth grader will benefit from starting with one or two sources for each question. As the child's capacities grow, they should be challenged to use as many primary source documents and conflicting sources as they can find.
Once students master the tools of the historian, they are ready to conduct self-directed research. Open-ended questions provide the best way for students to sharpen their research skills because they are open to competing interpretations. Without exposure to differing points of view, students are left unprepared to analyze conflicting viewpoints. As a result, our Socratic discussions revolve around open-ended questions that are impossible to answer with a simple yes or no. Instead, they require explanation.
Some of the questions that we challenge our students with include:
- What caused the Roman Empire to change from persecuting Christians to adopting Christianity as the state religion?
- How did technology change American society from 1950 to 1990?
- What caused the fall of the Soviet Union?
- Compare and contrast the Incas with the Aztecs.
- Compare and contrast the reasons Martin Luther and King Henry VIII founded new religions.
In their Socratic discussions, students will learn that it is possible to look at history from varying vantage points. This exercise trains the mind to be open to, and critical of, differing interpretations in the search for truth.
Types of Socratic History Questions
Our Socratic history questions fall within the following categories:
- Change Over Time
- Cause and Effect
- Compare and Contrast
- Define and Identify
- Statement/Reaction
- Evaluation
- Analyze Viewpoints
Teaching the Socratic Approach to History
Often, teachers feel unequipped to lead Socratic discussions about history. However, Socrates noted that the wise person is the one who knows what he does not know. To be a great Socratic teacher, expertise in world history is not necessary. What is essential is the adoption of a method of questioning. While Socrates used questions to pursue the truth in philosophy, we use Socrates' method of questioning to pursue the truth in history.
Once an interpretive question is chosen and the student has researched and formed a perspective on it, the teacher needs to ask appropriate questions. Beyond the introductory level of “Who, what, where, when, why, how?” however, the educator must ask, “What evidence do you have that supports this?” This is the ultimate question in any history class. If the evidence is weak, then the student’s judgment will be weak as well. After all, how can there be a strong conclusion with weak evidence?
Instead of telling the student what to think, the Socratic teacher challenges their conclusions, forcing them to defend their position with historical evidence. If other students are present, the teacher should encourage them to debate with the intention of arriving at the best possible conclusion together. The goal is to create a scholarly atmosphere where students are free to express their ideas but careful to cite the historical evidence that supports their argument.
In a homeschool environment, students may not always have someone to debate with. If that is the case, home educators can still use our homeschool history curriculum to challenge young historians. Instead of debating other students, the young historian should be challenged to present a perspective that runs contrary to their own intuitions. In doing so, they will be forced to reckon with other points of view.
Once an interpretive question is chosen and the student has researched and formed a perspective on it, the teacher needs to ask appropriate questions. Beyond the introductory level of “Who, what, where, when, why, how?” however, the educator must ask, “What evidence do you have that supports this?” This is the ultimate question in any history class. If the evidence is weak, then the student’s judgment will be weak as well. After all, how can there be a strong conclusion with weak evidence?
Instead of telling the student what to think, the Socratic teacher challenges their conclusions, forcing them to defend their position with historical evidence. If other students are present, the teacher should encourage them to debate with the intention of arriving at the best possible conclusion together. The goal is to create a scholarly atmosphere where students are free to express their ideas but careful to cite the historical evidence that supports their argument.
In a homeschool environment, students may not always have someone to debate with. If that is the case, home educators can still use our homeschool history curriculum to challenge young historians. Instead of debating other students, the young historian should be challenged to present a perspective that runs contrary to their own intuitions. In doing so, they will be forced to reckon with other points of view.
Analytical Essays
A good history essay makes a persuasive argument about an issue on which opposing viewpoints are possible. And while style always helps, substance is of far more importance than rhetorical flair. The key is to provide evidence that convinces the reader to take one's perspective seriously.
One can write a narrative that lists the major moments of the Renaissance without making an argument. However, such an essay would only demonstrate the student's ability to comprehend the reading. In the Socratic approach to history, mere comprehension is not enough.
Rather, history essays should demonstrate careful reasoning and analysis. This means going beyond the facts and into the realm of judgment. For example, a student who argues that Leonardo da Vinci was the most influential artist of the Renaissance is doing more than regurgitating information — they are evaluating evidence.
Our history curriculum is based on questions that compel students to write persuasive essays. Each assignment is crafted so that the student must take a stand on an issue that can be answered from a variety of perspectives. The prewriting activities give students the necessary guidance to find relevant evidence, and simple, effective lessons guide students through the writing process.
One can write a narrative that lists the major moments of the Renaissance without making an argument. However, such an essay would only demonstrate the student's ability to comprehend the reading. In the Socratic approach to history, mere comprehension is not enough.
Rather, history essays should demonstrate careful reasoning and analysis. This means going beyond the facts and into the realm of judgment. For example, a student who argues that Leonardo da Vinci was the most influential artist of the Renaissance is doing more than regurgitating information — they are evaluating evidence.
Our history curriculum is based on questions that compel students to write persuasive essays. Each assignment is crafted so that the student must take a stand on an issue that can be answered from a variety of perspectives. The prewriting activities give students the necessary guidance to find relevant evidence, and simple, effective lessons guide students through the writing process.
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