The civil conversation model developed by the Constitutional Rights Foundation, like a Socratic seminar, engages students in close analysis of a text (note that text is broadly interpreted, since a visual or piece of music can serve as the text on which a conversation is based). The conversation takes place with the students in a circle. The teacher acts as a facilitator.

In using the civil conversation model, choosing the text is a key step in preparing for the discussion. The text should not be too long but should include provocative ideas that will spark conversation. As students read the text, they complete a reading guide, which serves as a “ticket” into the conversation. The guide requires them to (1) identify the topic and main points in the text, (2) list what they agree and disagree with in the text, and (3) pose questions about the text they believe are worthy of discussion.

Students are likely to need some coaching on what makes a good discussion question, as they are initially likely to pose factual questions that ask for additional information about the subject of the article. While these questions can be good spurs to additional research, they are not successful discussion questions. Good discussion questions ask students to think about an issue, to take a position and to back it with evidence.

One way to begin the conversation is by asking every member of the group to respond to cite something they agree and disagree with in the text, followed by asking the entire group to respond to give one of the questions they have about the text. The conversation can then continue by discussing the questions raised.

Another way to begin the conversation is for the facilitator to ask a question. This may be the most effective way to begin when students have not yet had sufficient practice using the model and developing questions. When they have had practice, the facilitator may ask students to share their most pressing questions and begin the conversation with a question shared by several students.

Following the conversation, students should have the opportunity to reflect on the conversation and assess their own and others’ contributions. This reflection can be prompted using such questions as: What worked? What improvements can we make in our next conversation? What insights did you have as a result of listening to others’ ideas?

The Constitutional Rights Foundation provides numerous examples of lesson plans employing the civil conversation model. The following are three examples:

• Civil Conversation based on To Kill a Mockingbird
• Civil Conversation based on the I Have a Dream Speech
• Civil Conversation on the gun debate