This role play debate has participants take on the perspective of leftist Chilean university students in the late 1960s, just before Socialist Salvador Allende won the presidency and shortly thereafter was toppled by the military.
Should anabolic steroids remain banned? What about research cloning? In this activity, students work on constructing clear argumentative moral arguments using bioethical prompts. Read more about Steroids and Cloning
Assigned debates work well for weeks where several competing theoretical approaches are covered. This debate involves competing theories on approaches to explaining political attitudes.Read more about Explaining Political Attitudes
Each student is assigned to a country and asked to represent that country's views in a simulated debate to represent the War Guilt Clause negotiations at Versailles. Read more about War Guilt Clause Debate
The purpose of this activity is for students to present a complicated academic debate within their own debate. Asher Orkaby assigned students to a position in the debate and had them prepare their arguments before class. The students were paired together and asked to debate JFK's performance during the Cuban Missile Crisis. They based their arguments on readings assigned for the week. After presenting their arguments, the students fielded questions from their classmates. Read more about Cuban Missile Crisis Debate
In History of Science course "Brainwashing and Modern Techniques of Mind Control," students participate in a role play to debate the legality of torture and other types of coercive interrogation. Read more about Legality of Torture Debate
Professor Güven Güzeldere uses debates extensively in several of his courses, including Philosophy of Mind, Philosophy of Artificial Intelligence, and Philosophy of Religion. The debates consist of two teams of two or three students each, presenting and defending two opposing positions on a particular philosophical question (e.g., Can we attribute genuine emotions to robots or computational systems on the basis of affect-appropriate behaviors?).
In Caroline Light's course, WGS1238: Consuming Passions, students participate in a simulation where each student acts out the persona of either an invented/fictional character or a real public figure. They then debate a question regarding globalization in order to develop critical thinking and contextual skills around the course's topic on agency in the global marketplace. Read more about Globalization Character Simulation