60-Second

Presidents
ACTIVITY – The Great Debates
Overview:

Hold a classroom debate in which groups take the sides of individual presidents who disagreed on
specific issues. The two presidents represented need not have lived at the same time.

Goals:

 Students consider and explore major controversies in American policy

 Students take a side in order to espouse a particular point of view
 Students exercise debate skills in order to explore controversies

Materials:

 Access to computers and/or library

Steps:

1. Introduce students to the concept that certain major controversies have been important
throughout American history. These include (but are not limited to):

 America’s role in world politics (isolationism versus expanding sphere of influence)

 The role of government in Americans’ lives (very involved or very hands-off)
 Who government should support through policies (individuals or businesses)

2. Show the James Monroe and Franklin Roosevelt videos. Ask students to focus specifically on
their two men’s ideas about America’s role in the world. Ask:

 What was the basic point of the Monroe Doctrine?

 What was Roosevelt’s belief about America’s obligations abroad?
 How are these points of view similar or different?

3. Split the class into two groups, with one group supporting the Monroe Doctrine and the other
supporting Roosevelt’s belief that America should support basic freedoms around the world. Have
each group spend some time doing basic research into these points of view using encyclopedias,
online resources, and other research tools.

4. Have each group select a spokesperson to represent their point of view; other students in the
group will provide support in the form of research and information. Have each representative give
a very short introductory speech explaining their point of view. Then ask each to respond to the
following questions:

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  How did this president feel America should respond to problems outside its borders?
 What did this president do to further his ideas about international involvement?
 How did this president’s beliefs reflect the times he was living in?
 How would the president you’re representing respond to the other president’s ideas?

5. After hearing from each speaker, have each student write an individual essay presenting his or
her own point of view on the question “Should American get involved with international issues that
don’t directly affect Americans?” Students should express their own point of view and offer at least
three reasons or examples in support of their point of view.

6. Ask for volunteers to share their essays.

©PBS LearningMedia, 2015 All rights reserved.