Solarpunk Socratic Seminars: A Curriculum of Hope Framework

 Solarpunk Socratic Seminars: A Curriculum of Hope Framework

Grades 6-8 | 20-Seminar Annual Curriculum

Foundation Principles

Core Philosophy

This curriculum combines classical Socratic inquiry with solarpunk optimism, creating a space where students engage in meaningful dialogue about humanity's potential to live in harmony with nature. Each seminar follows the structured approach of Socratic Seminars International while incorporating Mortimer Adler's levels of reading comprehension and simplified cooperative learning structures.

Essential Questions Driving the Year

• How can humans live in harmony with natural systems?
• What does justice look like in an ecological society?
• How do we balance individual needs with community and environmental wellbeing?
• What role does technology play in creating sustainable futures?

Seminar Structure & Roles

Pre-Seminar Preparation (Adler's Reading Levels)

1. Elementary Reading: Basic comprehension of texts
2. Inspectional Reading: Systematic skimming and structure analysis
3. Analytical Reading: Deep reading with questioning and note-taking
4. Syntopical Reading: Comparing multiple sources on the same topic

Student Discussion Roles (4 Roles Rotating Each Seminar)

1. Sage: The wise questioner who asks deep, thoughtful questions to guide the discussion
2. Scribe: Records key ideas, tracks who speaks, and summarizes main points
3. Boss: Keeps discussion on track, manages time, and ensures everyone participates
4. Bridge: Connects ideas between speakers and links to previous seminars or real world

Simplified Cooperative Learning Structures

• Think-Pair-Share: Individual thinking, partner discussion, then share with group
• Round Robin: Each person shares one idea in turn around the circle
• Gallery Walk: Students move around room reading and responding to posted ideas
• Mix and Mingle: Students walk around sharing ideas with different partners
• Circle Up: Whole group sits in circle for focused discussion

Whole Brain Teaching Integration

• Class-Yes: Attention-getting for transitions
• Teach-OK: Peer explanation of concepts
• Hands and Eyes: Active listening protocols
• Switch: Role rotation during seminars
• Because Clapper: Cause-and-effect reasoning practice

20 Seminar Topics & Framework

Unit 1: Foundations of Ecological Thinking (Seminars 1-4)

Seminar 1: "What is Our Relationship with Nature?"

Core Text: Excerpts from Robin Wall Kimmerer's "Braiding Sweetgrass" (adapted for grades 6-8) AI-Generated Support Article: "Indigenous Wisdom Meets Modern Science: A Student's Guide"

Discussion Structure:

• Sage Opening Question: "If plants and animals could vote on how humans treat the Earth, what would the results be and why?"
• Boss Mid-Discussion Question: "What evidence from the text shows different ways cultures view nature?"
• Bridge Connection Question: "How does the author's indigenous perspective compare to how you learned about nature in elementary school?"
• Scribe Closing Question: "Based on our discussion, what are three ways we could change our relationship with the natural world?"

Student Jobs:

• Sage: Asks deep questions about indigenous knowledge vs. scientific knowledge
• Scribe: Tracks examples of reciprocity with nature mentioned by classmates
• Boss: Ensures discussion covers both traditional and modern perspectives
• Bridge: Connects ideas to students' own experiences with nature

Cooperative Structure: Think-Pair-Share leading to full Circle Up discussion

Seminar 2: "Can Technology and Nature Coexist?"

Core Text: Ursula K. Le Guin's "The Dispossessed" (selected chapters, adapted for grades 6-8) AI-Generated Support Article: "Biomimicry: When Nature Inspires Innovation"

Discussion Structure:

• Sage Opening Question: "The people of Anarres live simply while Earth people have advanced technology - which society would you choose to live in and why?"
• Boss Mid-Discussion Question: "What examples can we find in the text of technology that helps rather than harms communities?"
• Bridge Connection Question: "How do the technologies described in this story compare to the biomimicry examples in our support article?"
• Scribe Closing Question: "What would 'appropriate technology' look like in our own school or community?"

Student Jobs:

• Sage: Explores philosophical questions about progress and simplicity
• Scribe: Lists different types of technology mentioned and their impacts
• Boss: Keeps focus on comparing the two different societies in the book
• Bridge: Connects fictional technologies to real-world sustainable innovations

Cooperative Structure: Gallery Walk with biomimicry examples, then Circle Up

Seminar 3: "What Does Community Mean?"

Core Text: bell hooks' "All About Love" (adapted excerpts for middle school) AI-Generated Support Article: "Ecovillages Around the World: Living Examples of Community"

Discussion Structure:

• Sage Opening Question: "The author says 'love is an action' - what actions show love for a community and its environment?"
• Boss Mid-Discussion Question: "What challenges do the ecovillages in our article face, and how do they solve them?"
• Bridge Connection Question: "How are the relationship skills the author describes similar to what's needed for environmental teamwork?"
• Scribe Closing Question: "If we were designing our ideal community, what five rules or principles would we include?"

Student Jobs:

• Sage: Asks questions about balancing individual needs with group needs
• Scribe: Records different definitions of community that emerge in discussion
• Boss: Ensures both readings get discussed and connected
• Bridge: Links community-building ideas to environmental cooperation

Cooperative Structure: Round Robin sharing personal community experiences, then Circle Up

Seminar 4: "How Do We Define Progress?"

Core Text: E.F. Schumacher's "Small is Beautiful" (excerpts adapted for middle school) AI-Generated Support Article: "Measuring Success: Beyond GDP to Happiness Indices"

Discussion Structure:

• Sage Opening Question: "If 'bigger and faster' isn't always better, what should we use to measure if a society is successful?"
• Boss Mid-Discussion Question: "What examples from the text show the problems with only caring about economic growth?"
• Bridge Connection Question: "How do the happiness measures in our article compare to what the author suggests for measuring progress?"
• Scribe Closing Question: "What would a 'successful' middle school look like if we used these alternative measures instead of just test scores?"

Student Jobs:

• Sage: Challenges assumptions about what progress means
• Scribe: Tracks different ways of measuring success mentioned in discussion
• Boss: Keeps discussion focused on comparing different definitions of progress
• Bridge: Connects abstract concepts to students' own lives and school experience

Cooperative Structure: Mix and Mingle to share ideas about success, then Circle Up

Unit 2: Sustainable Systems (Seminars 5-8)

Seminar 5: "How Should We Grow Our Food?"

Core Text: Vandana Shiva's "Stolen Harvest" (adapted for grades 6-8) AI-Generated Support Article: "Permaculture Principles: Designing with Nature"

Discussion Structure:

• Sage Opening Question: "If you had to feed your family using only what you could grow in your backyard, what would you need to know and do?"
• Boss Mid-Discussion Question: "What does the author mean when she says industrial farming 'steals' the harvest from communities?"
• Bridge Connection Question: "How do the permaculture principles in our article solve the problems described in the main text?"
• Scribe Closing Question: "What would a school garden look like if we designed it using these sustainable principles?"

Student Jobs:

• Sage: Questions assumptions about how food should be produced
• Scribe: Tracks problems with industrial agriculture and alternative solutions
• Boss: Ensures discussion balances global issues with local solutions
• Bridge: Connects food production to community health and environmental health

Cooperative Structure: Think-Pair-Share about personal food experiences, then Circle Up

Seminar 6: "Where Should We Live?"

Core Text: Christopher Alexander's "A Pattern Language" (selected patterns, simplified) AI-Generated Support Article: "Green Architecture: Buildings That Breathe"

Discussion Structure:

• Sage Opening Question: "What's the difference between a house and a home, and how do buildings affect the way people feel and act?"
• Boss Mid-Discussion Question: "Which patterns from the text would make our school or neighborhood a better place to live?"
• Bridge Connection Question: "How do the green building examples in our article use the same principles as Alexander's patterns?"
• Scribe Closing Question: "If we could redesign our classroom or school, what three changes would make it work better for both people and nature?"

Student Jobs:

• Sage: Explores how physical spaces shape human behavior
• Scribe: Records specific building patterns and their purposes
• Boss: Keeps discussion focused on practical applications
• Bridge: Links architectural concepts to environmental sustainability

Cooperative Structure: Gallery Walk examining building patterns, then Circle Up

Seminar 7: "How Do We Power Our World?"

Core Text: Amory Lovins' "Reinventing Fire" (adapted excerpts for middle school) AI-Generated Support Article: "Solar Punk Cities: Renewable Energy Success Stories"

Discussion Structure:

• Sage Opening Question: "If you had to convince a town to switch from coal power to solar power, what arguments would you use?"
• Boss Mid-Discussion Question: "What obstacles does the author identify that prevent us from using more renewable energy?"
• Bridge Connection Question: "How do the real cities in our article overcome the challenges described in the main text?"
• Scribe Closing Question: "What energy changes could our school make that would save money and help the environment?"

Student Jobs:

• Sage: Questions assumptions about energy needs and sources
• Scribe: Tracks different types of renewable energy and their benefits
• Boss: Balances discussion of problems with discussion of solutions
• Bridge: Connects large-scale energy issues to personal and school choices

Cooperative Structure: Mix and Mingle sharing renewable energy ideas, then Circle Up

Seminar 8: "What is Wealth?"

Core Text: Charles Eisenstein's "Sacred Economics" (excerpts simplified for grades 6-8) AI-Generated Support Article: "Gift Economies and Mutual Aid: Alternative Economic Models"

Discussion Structure:

• Sage Opening Question: "Is a person who has lots of money but no friends wealthy? What does it really mean to be rich?"
• Boss Mid-Discussion Question: "How does the author explain the difference between money and wealth?"
• Bridge Connection Question: "How do the gift economy examples in our article challenge our usual ideas about money and ownership?"
• Scribe Closing Question: "What would change in our school if we focused more on sharing and cooperation instead of competition and individual achievement?"

Student Jobs:

• Sage: Challenges common assumptions about money and value
• Scribe: Records different definitions of wealth that emerge
• Boss: Ensures discussion covers both individual and community aspects
• Bridge: Links economic concepts to students' daily experiences

Cooperative Structure: Think-Pair-Share about personal definitions of wealth, then Circle Up

Unit 3: Governance and Justice (Seminars 9-12)

Seminar 9: "How Should We Make Decisions?"

Core Text: Murray Bookchin's "The Ecology of Freedom" (adapted for middle school) AI-Generated Support Article: "Consensus Building: Tools for Democratic Decision-Making"

Discussion Structure:

• Sage Opening Question: "What's the difference between someone making a decision FOR you versus WITH you, and why does it matter?"
• Boss Mid-Discussion Question: "What examples does the author give of how nature makes 'decisions' without having a single leader?"
• Bridge Connection Question: "How do the consensus tools in our article compare to the natural decision-making processes described in the text?"
• Scribe Closing Question: "What decisions in our school or family could be made better if more people had a voice?"

Student Jobs:

• Sage: Explores different types of power and authority
• Scribe: Tracks examples of democratic vs. authoritarian decision-making
• Boss: Ensures discussion includes both theory and practical applications
• Bridge: Connects governance concepts to students' experiences in groups

Cooperative Structure: Round Robin sharing decision-making experiences, then Circle Up

Seminar 10: "What Do We Owe Future Generations?"

Core Text: Edith Brown Weiss' "In Fairness to Future Generations" (excerpts adapted) AI-Generated Support Article: "The Seventh Generation Principle in Action"

Discussion Structure:

• Sage Opening Question: "If you knew your great-great-grandchildren would have to live with the consequences of a decision you make today, how would that change your choice?"
• Boss Mid-Discussion Question: "What examples does the author give of how past generations' decisions affect us today?"
• Bridge Connection Question: "How do the Seventh Generation examples in our article put these ideas into practice?"
• Scribe Closing Question: "What's one decision our class, school, or community could make differently if we thought about its impact seven generations from now?"

Student Jobs:

• Sage: Questions short-term thinking and immediate gratification
• Scribe: Records examples of intergenerational impacts
• Boss: Balances discussion of past, present, and future perspectives
• Bridge: Links abstract concepts to concrete decisions students face

Cooperative Structure: Gallery Walk with timeline activity, then Circle Up

Seminar 11: "How Do We Resolve Conflicts?"

Core Text: Marshall Rosenberg's "Nonviolent Communication" (adapted for middle school) AI-Generated Support Article: "Restorative Justice in Environmental Conflicts"

Discussion Structure:

• Sage Opening Question: "What's the difference between winning an argument and solving a problem?"
• Boss Mid-Discussion Question: "What are the four steps the author suggests for communicating during conflicts?"
• Bridge Connection Question: "How do the environmental conflict examples in our article use these communication principles?"
• Scribe Closing Question: "How could we use these skills to handle disagreements in our classroom or with friends?"

Student Jobs:

• Sage: Explores assumptions about conflict and competition
• Scribe: Tracks communication strategies and their effects
• Boss: Keeps discussion focused on practical conflict resolution skills
• Bridge: Connects communication theory to real situations students face

Cooperative Structure: Role-play scenarios with processing circles

Seminar 12: "What is Environmental Justice?"

Core Text: Robert Bullard's "Dumping in Dixie" (excerpts adapted for grades 6-8) AI-Generated Support Article: "Young Environmental Justice Leaders Making Change"

Discussion Structure:

• Sage Opening Question: "Why do you think polluting industries are more often located in poor neighborhoods than wealthy ones?"
• Boss Mid-Discussion Question: "What evidence does the author provide that environmental problems and social problems are connected?"
• Bridge Connection Question: "How do the young leaders in our article address both environmental and social justice issues?"
• Scribe Closing Question: "What environmental justice issues exist in our own community, and what could we do about them?"

Student Jobs:

• Sage: Questions assumptions about fairness and environmental protection
• Scribe: Records connections between environmental and social issues
• Boss: Ensures discussion covers both problems and potential solutions
• Bridge: Links national/global issues to local community concerns

Cooperative Structure: Mix and Mingle examining local environmental data, then Circle Up

Unit 4: Culture and Creativity (Seminars 13-16)

Seminar 13: "How Do Stories Shape Reality?"

Core Text: N.K. Jemisin's "The Fifth Season" (selected chapters, adapted) AI-Generated Support Article: "Solarpunk Literature: Imagining Better Worlds"

Discussion Structure:

• Sage Opening Question: "How do the stories we tell ourselves about the future affect what actually happens?"
• Boss Mid-Discussion Question: "What does the author show us about how societies can either break down or come together during crises?"
• Bridge Connection Question: "How do the solarpunk stories in our article offer different visions than typical dystopian science fiction?"
• Scribe Closing Question: "If you were writing a story about our world 50 years from now, would it be hopeful or frightening, and why?"

Student Jobs:

• Sage: Explores the power of imagination and storytelling
• Scribe: Tracks different visions of the future presented
• Boss: Balances discussion of fictional elements with real-world connections
• Bridge: Links storytelling to students' own hopes and fears about the future

Cooperative Structure: Think-Pair-Share creating story scenarios, then Circle Up

Seminar 14: "What is Beauty's Purpose?"

Core Text: John Keats' poetry and contemporary eco-poetry (selected, adapted) AI-Generated Support Article: "Art as Activism: Creative Responses to Climate Change"

Discussion Structure:

• Sage Opening Question: "Keats wrote 'Beauty is truth, truth beauty' - what do you think he meant, and do you agree?"
• Boss Mid-Discussion Question: "How do the poets we read use beauty to make us think differently about nature?"
• Bridge Connection Question: "How do the art activists in our article use creativity to inspire environmental action?"
• Scribe Closing Question: "What role should beauty and art play in solving environmental problems?"

Student Jobs:

• Sage: Explores the relationship between aesthetics and ethics
• Scribe: Records different purposes of art and beauty mentioned
• Boss: Ensures discussion connects poetry to environmental themes
• Bridge: Links artistic concepts to activism and social change

Cooperative Structure: Gallery Walk with student-created artistic responses, then Circle Up

Seminar 15: "How Do We Celebrate?"

Core Text: Various cultural celebration traditions (compiled excerpts adapted for grades 6-8) AI-Generated Support Article: "Seasonal Festivals: Connecting Culture to Natural Cycles"

Discussion Structure:

• Sage Opening Question: "What's the difference between a celebration that brings people together and one that divides them?"
• Boss Mid-Discussion Question: "What patterns do you notice in how different cultures celebrate the changing seasons?"
• Bridge Connection Question: "How do the festivals in our article strengthen people's connection to their local environment?"
• Scribe Closing Question: "What celebration could our school or community create that would honor both cultural diversity and our local ecosystem?"

Student Jobs:

• Sage: Explores the deeper purposes of celebration and ritual
• Scribe: Records different types of celebrations and their meanings
• Boss: Ensures discussion includes multiple cultural perspectives
• Bridge: Connects celebration traditions to environmental awareness

Cooperative Structure: Round Robin cultural sharing, then Circle Up

Seminar 16: "What Does It Mean to Be Human?"

Core Text: Adrienne Maree Brown's "Emergent Strategy" (excerpts simplified for middle school) AI-Generated Support Article: "Biomimicry and Human Organization: Lessons from Nature"

Discussion Structure:

• Sage Opening Question: "If humans are part of nature, why do we so often act like we're separate from it?"
• Boss Mid-Discussion Question: "What examples does the author give of how humans can organize themselves more like natural systems?"
• Bridge Connection Question: "How do the biomimicry examples in our article show us new ways to think about human cooperation?"
• Scribe Closing Question: "What would change about how we live if we really saw ourselves as part of the web of life?"

Student Jobs:

• Sage: Questions assumptions about human uniqueness and separation
• Scribe: Records examples of natural systems and human applications
• Boss: Keeps discussion balanced between individual and collective perspectives
• Bridge: Links biological concepts to social and personal behavior

Cooperative Structure: Mix and Mingle sharing nature observations, then Circle Up

Unit 5: Action and Implementation (Seminars 17-20)

Seminar 17: "How Do We Start Change?"

Core Text: Grace Lee Boggs' "The Next American Revolution" (excerpts adapted for grades 6-8) AI-Generated Support Article: "Youth-Led Environmental Movements Around the World"

Discussion Structure:

• Sage Opening Question: "What's the difference between complaining about problems and actually working to solve them?"
• Boss Mid-Discussion Question: "What does the author mean when she says we need to 'grow our souls' to change the world?"
• Bridge Connection Question: "How do the young activists in our article put these ideas about personal and social change into practice?"
• Scribe Closing Question: "What's one change you could start making in your own life that would also help your community and environment?"

Student Jobs:

• Sage: Explores the connection between personal growth and social change
• Scribe: Records different strategies for creating change
• Boss: Ensures discussion covers both individual and collective action
• Bridge: Links activism concepts to students' own potential for leadership

Cooperative Structure: Think-Pair-Share about personal change goals, then Circle Up

Seminar 18: "What Can We Do Here and Now?"

Core Text: Local case studies and success stories (compiled for specific community) AI-Generated Support Article: "School Sustainability Projects: Student-Led Initiatives"

Discussion Structure:

• Sage Opening Question: "What's one problem in our community that young people are uniquely positioned to help solve?"
• Boss Mid-Discussion Question: "What do the local examples show us about what's already working in our area?"
• Bridge Connection Question: "How do the school projects in our article compare to what we could do at our own school?"
• Scribe Closing Question: "If our class had the power to make one change in our school or community, what should it be and how would we do it?"

Student Jobs:

• Sage: Questions assumptions about young people's ability to create change
• Scribe: Records specific local issues and potential solutions
• Boss: Keeps discussion focused on practical, achievable actions
• Bridge: Links global concepts to immediate local opportunities

Cooperative Structure: Gallery Walk with local project planning, then Circle Up

Seminar 19: "How Do We Maintain Hope?"

Core Text: Rebecca Solnit's "Hope in the Dark" (adapted for middle school) AI-Generated Support Article: "Resilience and Regeneration: Bouncing Forward from Challenges"

Discussion Structure:

• Sage Opening Question: "What's the difference between hope and wishful thinking?"
• Boss Mid-Discussion Question: "What examples does the author give of positive changes that nobody expected to happen?"
• Bridge Connection Question: "How do the resilience strategies in our article help people maintain hope during difficult times?"
• Scribe Closing Question: "What gives you hope about the future, and how can you help others feel hopeful too?"

Student Jobs:

• Sage: Explores the nature of hope and its relationship to action
• Scribe: Records sources of hope and strategies for resilience
• Boss: Balances acknowledgment of problems with focus on possibilities
• Bridge: Links abstract concepts of hope to concrete experiences and actions

Cooperative Structure: Round Robin hope sharing, then Circle Up

Seminar 20: "What Is Our Legacy?"

Core Text: Student-generated reflections and manifestos from the year AI-Generated Support Article: "Vision 2050: Students Imagine Their Future World"

Discussion Structure:

• Sage Opening Question: "What do you want people to remember about your generation and how you responded to the challenges of our time?"