1. Movie Guide 2. Getting Started 3. Discussion Questions/Essay Topics 4. Research Topics 5. Self-Selected Vocabulary 6. Creative Writing Response Project 7. Socratic Seminar Approach 8. Analytical Paragraph Writing Using Song Lyrics 9. Poetry 10. "Corporate Cops" 11. Bowling for Columbine & Martin Luther King, Jr. 12. Tolerance Unit 13. Whose Terrorism? 14. Create Your Own Cartoon History 15. Journalism 16. Drama 17. Documentary Film Project 18. Role of the Media 19. The "Real" Reality Television 20. Curricular Connections 21. Contributors & Dedication 22. Mike's Action Guide For Students

A SOCRATIC SEMINAR APPROACH
TO BOWLING FOR COLUMBINE

This activity can be designed in two shorter periods or be used during one block period. While the teacher does get the seminar organized, the seminar itself is entirely student-driven. During the actual seminar, the teacher should sit outside the circle of responders and not interject.

• Have students generate at least 3 discussion questions each about the film.
• In groups of 3-4, have the students choose the best 2-3 questions from their group. As a class, generate a list of 21-30 questions and write these on the board or on an overhead.
• Divide the questions into 3 groups of 7-10.
• Divide the class into three groups and give each group a list of 7-10 questions. Students should write down their list of questions.
• Each student should brainstorm/freewrite about the assigned questions. This can be given as homework or during a 10-minute silent time in class.
• Each group gets the opportunity to act as responders and discuss their questions for 15 minutes. The group should sit in a circle where the other students in the class can observe them and take notes on points raised that they find important. Before this happens, the teacher should designate a student seminar leader. This person's role is to keep the students focused, make sure all the questions get addressed during the time allowed and everyone gets a chance to respond. This person is welcome to add his/her opinion at times but is primarily there to act as a facilitator.

Depending on how much time you give the students to discuss, this seminar can count as a quiz and the teacher can score their participation with the following rubric.