Pre-viewing activity:
Introduce a K-W-L-chart to students. This can be a teacher-generated worksheet or students can create them in their notebooks/binders/digital devices. Ask them to write what they know about Kenya in the (“K”) column of the worksheet. Ask them to write what they want to know about the country Kenya in the (“W”) column. Students will complete the “L” column after they’ve watched the film clips to document what they learned from viewing it. The “K” and “W” sections are done independently.

The “L” section is done within a small group.

SOCRATIC SEMINAR PREPARATION:

SUGGESTION: You might want to schedule Group A and Group B’s Socratic Seminars for separate class days to ensure that each group has ample time to engage. If you are facilitating this seminar digitally, please consider methods for ensuring equal opportunities for students on digital platforms.

REMINDER: Not all students have an easy time engaging in class-wide conversation. Rather than failing a student for not participating, consider offering an alternative assignment after the seminar for those who struggle with speaking in larger groups.

Step 1:
Review with students that Socratic Seminars are question-driven discussions named after the philosopher Socrates who used questions to teach his students. In these discussions people don't talk over one another; they listen to each other's comments respectfully, they don't attack anyone's opinions and they agree to disagree. It is a model framework used for having difficult conversations.

Step 2:
Split students into two groups. They will sit in concentric circles, with Group A sitting in the innermost circle, and Group B sitting in the outermost circle.

Step 3:
Assign each person in Group B to a person in Group A. Tell students in Group B to sit directly behind their partners in Group A. Tell those in Group B that for the first round of discussion, it is their job to keep track of their partner’s comments, responses, and general approach to engaging in dialogue. Following this first discussion, those observing (Group B) will debrief and give constructive feedback about their partner’s participation.

Step 4:
Pass out at least three strips of paper to each student in Group A and instruct them to write their names on each slip. When a student wants to make a comment, he or she must drop a slip of paper on the floor inside the circle. In order to get full credit for this activity, each student must use all of his/her/their slips. The goal is not to force participation, but to engage students in a naturally-flowing, equitable, question-driven dialogue with their peers.

Step 5:
Explain that you are a silent facilitator—students should not look to you for justification or a change of direction for the discussion. They are responsible for answering each of the questions, and they may not move on to a new question if the one at hand hasn't been thoroughly addressed to the satisfaction of those engaged in the conversation. Remind them to refer specifically to the text, in this case, Softie. Remind them that the goal is to deepen discussion and ask new questions.

Step 6:
Pass out a list of open-ended questions that refer to the text of Softie. Explain that only the people in Group A are allowed to speak during the discussion. Everyone in Group B must remain silent at this time. Some essential questions to consider are:

• What are the expected/agreed upon benefits of being a citizen of a nation? Who influences those expectations and agreed upon benefits of citizenship?
• What systems do we have in the United States that are akin to the tribal systems in Kenya? Who created tribalism in Kenya? Why?
• What, if anything, should happen to elected officials, particularly Heads of State, who incite post-election violence amongst their constituents?
• Why are the people of Kenya afraid to speak out against the corruption in the government’s handling of their country? According to the documentary, what happens to people who do so? What are the dangers in speaking up for what is right? How do these dangers influence society’s civic engagement in the parliamentary process?
• How much have you learned about the three branches of the United States’ government and your role as a citizen of the U.S. during your K-12 education, thus far?
• What would make a young adult decide to enter into politics and try to become an elected official?
• Why are the people campaigning for Uhuru Kenyatta even though he is clearly against them?
• How much do we know about the lives and stories of political refugees seeking asylum within the international community?
• How critical are Black women to the global political landscape?
• What does it mean to run for office “the right way”?

DIGITAL SUPPORT TIP:

You might choose to offer a question to get the conversation started or to assign a facilitator whose job it is to step in when the conversation needs extra support. In a virtual space, teachers may consider grouping students, giving each group 2-3 questions with which to grapple, and placing students in breakout rooms to engage in the conversation. Teachers can “pop-in” to each breakout room to observe and lend support as needed.

Step 7:
Give the students a specific amount of time for the discussion, set a timer, and let them begin. Remind them that if they get stuck they can refer to the list of essential questions. Give them a 10-minute warning and a 5-minute warning.

Step 8:
When the discussion is over, have students in Group B give constructive feedback to their Group A partners. Afterwards, you can share your overall feedback with your students in Group A.

Step 9:
Repeat with Group B in the inner circle and Group A acting as observers in the outermost circle.