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The DebatesObjectives Students will:
Standards
NCSS Themes:
Materials Student Handout: The Presentation Suggested time Teachers can complete the entire lesson in four class periods of 45-50 minutes each, or they may chose to do only Class One or Class Two. Procedures Class One: The Format 1. Discuss the following: In what forums has the public "met" the candidates? (e.g. public appearances, campaign ads, Internet sites, news stories, talk show interviews, etc.) What is the purpose of a debate between/among the candidates? Who gets to participate in a presidential debate? To examine this question further, show the Video Clip: The Debate Debate and follow up with the discussion questions and activity from the the January 7, 2000 CNN NEWSROOM classroom guide. For the rules on presidential debates, see the Commission on Presidential Debates. 2. How do debates differ from other public forums? What is at stake during a debate? Who benefits from a televised presidential debate? What is the candidate's goal for the debate? What can the public learn from watching the debate? What do you think is the public's goal in watching the debate? What is the media's goal? Distribute Backgrounder: Understanding Televised Presidential Debates and discuss the following with students:
Optional: You may want to further explore the historical impact of debates on the outcome of the election. For more information see http://www.debates.org. Follow up with a discussion on the following: What criteria would you use to judge the "winner" of a debate? Are there any other qualities that a candidate must have to "win"? (e.g. physical appearance, honesty, intelligence) Does the method and presentation of an answer weigh equally with the content of the answer itself? Now consider television, radio, print or Internet (with streamed video clips and transcripts). Follow up with a discussion on the following: What criteria would you use to judge the "winner" of a debate? Are there any other qualities that a candidate must have to "win"? (e.g. physical appearance, honesty, intelligence) Does the method and presentation of an answer weigh equally with the content of the answer itself? Now consider television, radio, print or Internet (with streamed video clips and transcripts). Class Two: The Issues 1. Politicians have various methods at their disposal for communicating with, and appealing to, the public during an election debate. Introduce students to the following terms or concepts:
Have students provide examples of each one. 2. Direct students to brainstorm a list of 5-10 questions (depending on time and interest) that they would ask the candidates during a debate. Questions should address different issues. If you have sufficient time, you may want to encourage students to review the issues on http://publicagenda.com. Based on their questions, students should fill in Student Handout: The Issues. Students will use this chart, along with Student Handout: The Presentation, while they watch the debates. 3. Divide students into two groups, one representing the Republican camp and the other the Democratic camp. Within each group have students work in teams of 2 or 3. Assign to each group one of the questions. Students will act as consultants to their respective candidates. They should research and analyze their candidate's position statement on that issue and judge it against the public agenda statements (see www.publicagenda.org). The teams should come up with their recommendations for how the candidate should answer that question, if it were to come up. Will they recommend that the candidate use facts to support his views, appeal to audience's emotions, or strike a punch with a memorable quote? How might the opponent respond? How should the candidate stand, speak, use his or her facial expressions and body movements to demonstrate conviction and sincerity? Teams should be prepared with a response. Class Three: And the Winner Is . . . 1. Acting as moderator, ask each team of students the assigned question. Each team should present its recommendations. How do the responses compare? Did one team recommend using facts to make a point while the other recommended an emotional appeal? Which do you think is more effective? Students should be allowed sufficient time to defend their recommendations. 2. Homework: In their same roles as consultants, students will watch the debate(s) and will use their charts to evaluate their candidate's responses to the questions and performance during the debate. Have students rate the candidates on each of the criteria on a scale of 1-5, 5 being excellent and 1 being poor. Finally, students should add up all of the points, per category and then overall. The following day, have students share their reactions to the debate. On performance, how did the candidate score on the judging criteria? Did he or she come across as honest or intelligent? Why or why not? On Issues, which were raised? How did the format affect the topics of the questions? Did the candidate use facts to make a point or emotional appeal? What was his or her message for each of the issues? What did students learn about each candidate from the debate? How did the candidates' actual responses compare with the student recommendations? Were there any quotable moments? According to the students' criteria, who won the debate? What criteria were the determining factors in judging a "winner"? How did the students' criteria compare with the media and the public's assessment? 3. Distribute the Student Handout: "And Now a Word from CNN Reporters". How do CNN's "Inside Politics" anchors Judy Woodruff and Bernard Shaw regard the importance of debates? What are their preferred debate formats? How do their judgement criteria compare with those generated by students? How do their perspectives on debates compare with what students experienced? 2.Distribute copies of Student Handout: "And Now a Word from CNN Reporters". Compare the reporters' answers with students'. How do the CNN reporters see the role of the media? What are some of their challenges? How do the changes in the immediacy of information alter the way election news is covered and received? Bernard Shaw puts a lot of faith in voters doing their homework on the issues. Do you agree with his statement: "I'm convinced of the voter's savvy and independence; I'm less convinced of the news media's swaying powers." Can you think of any follow up questions that you would want to ask Bernard Shaw or the other reporters? 4. In a class discussion, evaluate the value of debates in the campaign process. Revisit the question: Are debates a valuable tool for evaluating a candidate and his or her stand on the issues? ASSESSMENT In addition to completing Student Handouts and a list of recommendations for their candidate, students should create a step by step plan for how to teach voters how to be critical debate watchers. INTERNET RESOURCES Vice President Al Gore Public Agenda is a nonpartisan, nonprofit public opinion research and citizen education organization based in New York City. It was founded in 1975 by social scientist and author Daniel Yankelovich and former Secretary of State Cyrus Vance. The Commission on Presidential Debates was established in 1987 to ensure that debates, as a permanent part of every general election, provide the best possible information to viewers and listeners. Its primary purpose is to sponsor and produce debates for the United States presidential and vice presidential candidates and to undertake research and educational activities relating to the debates. The organization, which is a nonprofit, nonpartisan corporation, sponsored all the debates in 1988, 1992, and 1996. |
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