English Language ArtsHealth9-12+
Football and CTE: Socratic Seminar Slides
By Claudia V.
A slide deck for a 9th grade Socratic Seminar on whether football should continue despite the risks of CTE. Students read pro and con articles, write a claim with two pieces of evidence and a counterargument, then discuss collaboratively, with speaker notes and a Do Now to guide the discussion.
Customize for your classroom
Teacher Guide & Tips
- Use this as a whole-class seminar in a 45 to 60 minute block, opening with the Do Now so students activate their evidence before discussion begins.
- Discussion question: What does the evidence show about the link between repeated head impacts and CTE, and how strong is that link? Follow up by asking whether the risks should change how football is played, funded, or watched.
- Scaffold for struggling readers: provide a sentence frame such as "I agree/disagree because the article states ___, which shows ___," and a short glossary for terms like CTE, concussion, and chronic.
- Extension for advanced students: ask them to evaluate the credibility and bias of each article's sources and to propose a policy compromise that addresses both sides.
- Estimated time: about 5 minutes for the Do Now and framing, 35 to 45 minutes for the seminar, and 5 to 10 minutes for reflection.
English Language ArtsHealth9-12+
Football and CTE: Socratic Seminar Slides
By Claudia V.
A slide deck for a 9th grade Socratic Seminar on whether football should continue despite the risks of CTE. Students read pro and con articles, write a claim with two pieces of evidence and a counterargument, then discuss collaboratively, with speaker notes and a Do Now to guide the discussion.
Customize for your classroom
Teacher Guide & Tips
- Use this as a whole-class seminar in a 45 to 60 minute block, opening with the Do Now so students activate their evidence before discussion begins.
- Discussion question: What does the evidence show about the link between repeated head impacts and CTE, and how strong is that link? Follow up by asking whether the risks should change how football is played, funded, or watched.
- Scaffold for struggling readers: provide a sentence frame such as "I agree/disagree because the article states ___, which shows ___," and a short glossary for terms like CTE, concussion, and chronic.
- Extension for advanced students: ask them to evaluate the credibility and bias of each article's sources and to propose a policy compromise that addresses both sides.
- Estimated time: about 5 minutes for the Do Now and framing, 35 to 45 minutes for the seminar, and 5 to 10 minutes for reflection.