1. What is the ideal from of government and why? Can the ...

WORLD HISTORY ENLIGHTENMENT DEBATE AND PRESS CONFERENCE 2016

OVERALL GOAL: OVERVIEW OF ENLIGHTENMENT
ACTIVITY: DEBATE / PRESS CONFERENCE

STUDENTS WILL BE BETTER PREPARED TO CRITICALLY ANALYZE FORMS OF GOVERNMENT
BOTH PAST AND PRESENT.

Students will create and participate in a debate / press conference to be attended by historical
figures and investigative reporters, all of whom have joined together to address the following 2
questions:

1. What is the ideal from of government and why?
2. Can the people be trusted to govern?

LEARNING OBJECTIVES:

 Students will assess the views of certain historical figures regarding the ideal form of government and whether
the people can be trusted to govern.

 Students will understand and analyze how various political philosophies have shaped the evolution of autocracies
and democracies.

 Students will evaluate where certain historical figures fit on an autocracy to democracy spectrum.
 Students will evaluate where certain modern rulers fit on an autocracy to democracy spectrum.

HISTORICAL FIGURES / GROUPS:

Students will work in groups of 3 to 4 students. Each group will be assigned one of the following historical figures:
1. Group 1 = Plato
2. Group 2 = Aristotle
3. Group 3 = Hobbes
4. Group 4 = Locke
5. Group 5 = Montesquieu
6. Group 6 = Rousseau
7. Group 7 = King Louis XIV
8. Group 8 = Queen Elizabeth
9. Group 9 = Wollstonecraft

ROLES:

Within each group, students will elect 1 of the following roles:

Actor.
 Plays the role of the historical figure at the debate/conference.
 Works very closely with the Historian/Press Agent to research, understand, and analyze the personality and
ideas of the historical figure.
 Speaks at the conference, which includes:
o (1) giving a 2 minute speech that, among other things, answers the questions what is the ideal form of
government and why, and can the people be trusted to govern) and includes at least 1 quote from the
historical figure; and
o (2) Answering questions from investigative reporters from other groups who will try to indirectly criticize
your views and favor their historical figure.
 Creates a costume and props that accurately, creatively, and effectively convey the personality and ideas of the
historical figure and use them at the debate / conference.

Historian/Press Agent.
 Works very closely with the Actor to research, understand, and analyze the personality and ideas of the
historical figure.
 Speaks at the conference, which includes: giving a 1 minute speech that enthusiastically introduces his
historical figure at the debate/conference.
 Assists the Actor in answering questions as necessary at the conference (the Actor would do the actual
answering, but he could consult with the Historian/Press Agent before doing so), and strategizes with the
Actor throughout the conference regarding how to make the historical figure look good.
 Creates a plaque (at least 11 inches long and 2 inches wide) that clearly and creatively shows:
o (1) the name of historical figure’s name and dates of birth and death, and
o (2) A symbol (not a drawing of the person) that accurately represents the personality and ideas of his
historical figure.

Investigative Reporter.
 Helps the historical figure look good by thoroughly questioning and pointing out weaknesses in other historical
figures’ viewpoints.
 Works with the Actor and Historian/Press Agent to research, understand and analyze the personality and ideas
of the historical figure.
 Researches the ideas of at least 6 other assigned historical figures (research materials will be provided by the
teacher). Research will involve providing written answers to questions about each additional historical figure.
The Investigative Reporter must brief the Actor and Historian/Press Agent on his findings to prepare the Actor
for questions at the conference.
 Creates at least 6 questions for other historical figures (1 question for each figure) at the debate/conference.
 Asks at least 2 relevant and challenging questions during the actual conference. Questions should effectively
promote the views of the Investigative Reporter’s historical figure and expose alleged weaknesses in other
historical figures.

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(For Groups with 4 persons): Social Media and Research Assistant.
 Makes a realistic and complete Facebook or Pinterest page that provides substantial information about the
historical figure.
 Researches 2 historical figures not examined by the Investigative Reporter in the same manner that the
Investigative Reporter has to research – answering questions on separate sheets of paper.
 Provide the Investigative Reporter with 2 questions to ask at the conference.
 Provide 2 realistic tweets promoting your historical figure on the day of the conference.

SCHEDULE:

Questions / Note taking Formats:
 Each group will receive a Biographical Briefing on their assigned persons. Questions appear throughout the
Briefing. All answers to those questions should be written in complete sentences on a separate sheet of paper.

 All notes on research materials required below must be written and provided on sheets separate from articles.

 No late passes or late grades will be permitted for any items due in connection with this project.

Day 1: Tuesday, April 5, 2016
 Class work:
o Review answers to text questions on absolute monarchy in France (King Louis XIV) and limited monarchy in
England.
o Groups assigned and biographical readings distributed.
 Homework:
o Read the biographical reading for your historical figure. Answer the questions on a separate sheet of paper that
you attach to the biographical reading. When reading, highlight (with a real highlighter and not just a pen) any
quotes from your historical figure.
o Find 1 other article about your historical figure. Print the article and take notes using a separate sheet of paper
that you attach to the article.
o Read the description of the assignment (this document) and start to think about what role you want to play.

Day 2: Wednesday, April 6, 2016
o Class work:
o Meet in group to assign roles.
o Learn how to access further research materials using the U of D digital library.
o Additional research given to investigative reporters.
o Homework:
o Everyone: Look through closets for costumes and props for your historical figure!
o Actor and Historian/Press Agent: Find at least 1 other article on your historical figure’s personality and political
ideas. Print the article and take notes using a separate sheet of paper that you attach to the article.
o Investigative Reporter: Using additional biographical data on 6 other historical figures that will be provided to you
by the teacher, read and answer questions cited in 3 of the briefings.
o Social Media and Research Assistant: Using additional biographical data on 2 other historical figures that will be
provided to you by the teacher, read and answer questions cited in the 2 briefings.

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Day 3: Thursday, April 7, 2016

 Class work: NOTE THAT SOME PEOPLE ARE OUT THIS DAY ON FOCUS HOPE
o Decide on costumes, props and plaque.
o Actor: Work on Actor’s speech. Speech should include actual quote from your historical figure taken from the
Biographical Briefing or another research article. Speech must provide comprehensive answers to the 2 questions
stated above.
o Historian/Press Agent: Work on Historian/Press Agent’s speech. Speech should include significant biographical
information and promote the historical figure. DO NOT ADDRESS WHAT TYPE OF GOVENRMENT HE OR SHE FAVORS –
LEAVE THAT TO THEM TO DO IN THEIR SPEECH.
o Investigative Reporter and Social Media and Research Assistant: Brief Actor and Historian/Press Agent on viewpoints
of the historical figures you investigated so as to make them aware what the “competition” might say at the
conference / debate. Work on questions for press conference. The questions should help expose weaknesses in
other historical figures’ arguments and make your historical figure look good.

o Homework:
o Actor: Speech and costume.
o Historian/Press Agent: Speech and plaque.
o Investigative Reporter: Read and answer questions cited in the 3 briefings you have not yet read. Write at least 1
question for the 6 historical figures you read about.
o Social Media and Research Assistant: Make the Facebook page. The Facebook page should be realistic and include
several interests and reflect the figure’s views on government and whether the people can be trusted to govern.
Include at least 2 pictures of the figure and 1 other picture showing a symbol that represents the figure. Make 2
questions for Investigative Reporter regarding the 2 historical figures you read about.

Day 4: Friday, April 8, 2016

 Class work: NOTE THAT THIS IS A SHORTENED CLASS DUE TO THE PEP RALLY
o Confirm final details regarding plaque, costumes and props.
o Actor and Historian/Press Agent: Practice speeches.
o Investigative Reporter: Brief Actor and Historian/Press Agent on findings regarding other historical figures. Strategize
with group regarding what types of questions your historical figure may be asked.
o Social Media and Research Assistant. Provide the 2 questions to the Investigative Reporter. Continue to work on
Facebook page.

 Homework:
o Actor: Rehearse speech and review notes on “opposition research.”
o Historian / Press Agent: Complete plaque and practice introductory remarks.
o Investigative Reporter: Review all of your “opposition research” and fine tune all questions.
o Social Media and Research Assistant: Put finishing touches on Facebook page. Draft 2 tweets for day of debate /
conference. Tweets are to be put on 8 ½ x 11 paper and hung on the wall behind the speakers.

Day 5: Monday, April 11, 2016

 Class work: DEBATE / PRESS CONFERENCE!!!!!
o Historian / Press Agent: Displays plaque gives introductory speech and helps Actor with questions.
o Actor: Dresses in costume, gives speech, answers questions and vigorously debates with other historical figures
regarding the ideal form of government and why, and whether the people should be allowed to govern.
o Investigative Reporter: Sits in audience and asks questions of other historical figures designed to make his
historical figure look good.
o Social Media and Research Assistant: Sits in audience and posts tweets before and during conference.
o To be handed in the day of the conference:
 Actor: written speech (and have a costume to wear)
 Historian / Press Agent: written speech and plaque.
 Investigative Reporter: 6 written questions.
 Social Media and Research Assistant: 2 written questions. Written link to Facebook or Pinterest page. 2
written tweets.

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