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.
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
This debate about whether judicial review is compatible with democracy is meant to get students thinking about what sort of ideal democracy is, and to see both its procedural and substantive components. Read more about Judicial Review and Democracy
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
How did race, gender, employment, and other characteristics condition people's responses to revolutionary activities during the American Revolution? In this activity, students take on different personas and consider whether they would support a boycott of British goods. Read more about Reactions to Revolution?
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?). Each team gets a first period for presenting, and then a second period for a rejoinder to the opposing team and their own response. The debate concludes with an open question-answer period that involves the whole class.Read more about Philosophy Debates