Level of Familiarity 3
What is it?
Creative Debate is a discussion strategy that incorporates different roles and perspectives which students play during the discussion (Billmeyer & Barton, 1998). Students are directed to have a specific point of view during the discussion and use appropriate evidence to support their assigned perspective. A third of the class is debating while the other two thirds take positions for and against and act as observers. Students will need appropriate evidence and key ideas about each person in order to effectively debate.
Why use it?
I selected this strategy for my students because it would help them get a better grasp of the perspectives during the Great Depression, specifically in review of Roosevelt’s New Deal. This strategy will better define all perspectives of Franklin Delano Roosevelt and his New Deal, including critics. Students will be specifically debating the effectiveness of the New Deal from the points of view of FDR, layperson (for), layperson (against), Dr. Francis E. Townsend, Huey Long, Father Charles Coughlin. I am slightly modifying the debate in order to better suit my students. For instance, students will discuss their individuals’ opinions and supporting evidence in groups before the whole class discussion begins so that students will have enough appropriate evidence needed to defend their positions.
When use it?
This strategy should be used for specific content concepts that are controversial and have multiple perspectives available. For my students, I use this strategy with lots of scaffolding. The strategy will occur after substantial review of the New Deal and its components the week prior. The week of, students will be assigned specific roles prior to the debate class (Friday). Students will also have researched their roles/people to have a stronger understanding of their individual’s opinion during the week. Another scaffold is a review of key ideas for each role in small groups prior to the full class debate.
How to use it:
Before the debate:
- After extensive studying of Roosevelt’s New Deal the week prior, students will be assigned roles (FDR, Layperson (for), Layperson (against), Dr. Francis E. Townsend, Huey Long, Father Charles Coughlin).
- Students will research their roles further in class library visits. Books will be pre-selected and sorted for students to access.
- Students will complete their Creative Debate Role Worksheet with their individual’s opinions of the New Deal and supporting evidence.
The debate:
- I will remind students of debate ethics. I will also hand out notecards that have appropriate phrasing for students (e. g. “Thank you _________. I disagree because _________.”).
- I will then direct students into their groups as individual roles so students can discuss their person’s opinion and combine supporting evidence.
- As a whole class, students will each get a ten minute slot of time to “have the floor” and play their role in front of the group. The students who are not directing the debate will be observers taking notes of the debate as a whole. Students need to take notes in order to be able to continue the debate when it’s their turn.
- Once each group of students has had a chance to debate, I will direct students to reflect on the debate and what they have learned (included on Creative Debate Handout).
(Extension/HW: After the in-class debate, students will write their own opinions of the New Deal citing specific evidence/people to support their thinking.)
What it looks like:
Name: ________________________________________ Creative Role Worksheet
Directions: Review your role for our debate in class Friday. Determine whether your individual is for or against the New Deal. Explain the main reason why your individual is for or against the New Deal. Then, collect evidence supporting your individual’s position.
Example Role:
FDR- After creating the New Deal in an effort to save American livelihood, I am scornfully met with critics of my plan. I need to find a way to convince my peers of the New Deal and its potential success.
Franklin Delano Roosevelt | FOR | AGAINST |
Layperson (For) | FOR | AGAINST |
Layperson (Against) | FOR | AGAINST |
Dr. Francis E. Townsend | FOR | AGAINST |
Huey Long | FOR | AGAINST |
Father Charles Coughlin | FOR | AGAINST |
What is the main reason you are FOR or AGAINST the New Deal?
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Evidence:
Name: ___________________________________ Creative Debate Handout
Directions: Each group will have ten (10) minutes of debate time. If you are NOT debating, you must take notes so you can follow the discussion. Write the key points discussed by each role in the space below.
Debate Slot 1:
FDR | |
Layperson (For) | |
Layperson (Against) | |
Dr. Francis E. Townsend | |
Huey Long | |
Father Charles Coughlin |
Debate Slot 2:
FDR | |
Layperson (For) | |
Layperson (Against) | |
Dr. Francis E. Townsend | |
Huey Long | |
Father Charles Coughlin |
Debate Slot 3:
FDR | |
Layperson (For) | |
Layperson (Against) | |
Dr. Francis E. Townsend | |
Huey Long | |
Father Charles Coughlin |
Reflections:
- How difficult was it to play a specific person? Was it a challenge to support your thinking with evidence? Why/Why not?
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- What NEW knowledge did you you learn about the New Deal from the different perspectives? (List at least 2)
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