Oct 29 2025 Understanding Leadership through Socratic Seminar: Napoleon Bonaparte

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Understanding Leadership through Socratic Seminar: Napoleon Bonaparte

Students will:

• Understand the Socratic Seminar method as a respectful, evidence-based discussion.

• Analyze Napoleon’s strengths, weaknesses, and legacy using Crossroads readings.

• Evaluate leadership and power through critical discussion and reflection.

• Practice active listening, speaking, and critical questioning skills.

BC Curricular Competencies:

• Assess continuity and change, cause and consequence.

• Explain differing perspectives on past events.

• Assess significance of people, places, events, and developments.

• Use Social Studies inquiry processes and communication skills.

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PART 1: INTRODUCING THE SOCRATIC SEMINAR (10 min)

1. Discussion Prompt

“What makes a great leader—and what can cause even great leaders to fall?”

Answer Key: (charisma, ambition, pride, strategy, empathy, etc.)

2. Mini-Lesson: What Is a Socratic Seminar?

• Named after the Greek philosopher Socrates, who believed in learning through questioning and dialogue, not memorization.

• A Socratic Seminar is a structured discussion where students explore complex ideas using evidence, reasoning, and respectful debate.

• It’s not about “winning” an argument but about deepening understanding.

Hand out: “Socratic Seminar Guidelines”

Review:

• Speak clearly and respectfully.

• Support all ideas with evidence (from Crossroads, notes, or prior knowledge).

• Listen actively and build on others’ comments.

• Avoid interrupting or dominating discussion.

PART 2: PRE-SEMINAR PREPARATION (20 min)

Materials:

• Crossroads: A Meeting of Nations (Napoleon section: “The Rise of Napoleon” through “Napoleon’s Downfall”)

• Socratic Seminar Worksheet: Napoleon 

Instructions

1. In pairs or small groups, students to reread or review the key textbook sections.

2. Fill out the four preparation sections on the worksheet:

3. • Strengths/qualities as a military leader

   • Weaknesses/flaws

   • Greatest contributions

   • What he could have changed

Encourage students to cite page numbers or quote short evidence.

Prompt to begin:

“Napoleon was both a hero and a tyrant. Was he ultimately good or bad for France and Europe?”

Encourage natural discussion and follow-ups using the provided sentence starters:

• “I agree with ___ because…”

• “Could you explain what you mean by…?”

• “I see it differently because…”

PART 4: REFLECTION (10 min)

After the seminar, students complete the Post-Seminar Reflection section of their worksheet.

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