CHY 4U1 - Congress of Campion Political Ideologies In-Class Debate
The 19th century was a period of great political
upheaval and turmoil. In 1848, revolutionary
fervour broke across continental Europe. The
waves of revolution were set in motion in
France. It did not take long before the rest
of Europe was hit with a tsunami of popular
uprisings and revolts. Like a domino effect,
country after country would be hit by revolt.
Denmark, the German States, the Italian States,
Belgium, Wallachia, and the Habsburg's
Austrian Empire would all be shaken by
popular revolt. Economic disparity, abuse of
workers rights, and a lack of political equality
were all causes for the wave of revolutions in
1848 Europe. Industrialization
and economic and technological leaps were
causing major socio-economic changes in
European societies before and up to 1848.
In 19th Century Europe, fundamental economic
changes, characterized by the consolidation of
wealth, caused massive unemployment as well as the outbreak of famines. The European
Revolutions of 1848 represent a widespread emergence of situations, across much of Europe,
where populist human aspirations variously sought constitutional, liberal, nationalist or socialistic
changes in society often at the cost of traditionally influential dynastic or religious authorities.
Countries scrambled to establish good governments based on reason and logic or were gobbled
up under dictatorships and totalitarian rule. What would you do?
Your Task
In groups of 4-5 people of your own choosing, you will be assigned one of the
following 19th Century ISMs and argue its merits in a town hall debate. Your first
order of business will be to define first what exactly your “ISM” is. Next, you must
figure out what your ISM feels about the natural state of mankind or what is the
True nature of man. From there, based on that, you can argue how your ideal
society should work and operate. As a group, it is your responsibility to ensure
that you do your own research on what you think may be the criticisms of your
system. Examine the works of some of the major thinkers who are associated with
your ISM in order to support your argument during the debate. Remember, every
other group will be arguing why their “ISM” is best and why yours is not! You must
debate within the context of what is going on in the 19th century and before that,
meaning you cannot argue from the standpoint of modern day or what has
happened in the world in the last century.
How the Debate will work
-
Groups will be assembled together and will occupy a designated area of the classroom.
Each group will be given the opportunity to deliver an opening statement.
Once each group has presented its opening, the floor is open to contributions by any member of
the class who is first recognized by the Speaker of the House (the teacher).
Order and decorum must be maintained at all times and marks will be deducted from those
students who fail to follow proper debate protocols.
Every member of the group must participate at least once in order to be marked.
Participants will be evaluated not necessarily on the quantity or how many time they spoke, but also
on the quality and content of what they say (see rubric).
At the end of the debate, all groups will be given a 3 minute recess where they can discuss final
statements before the final presentation/summaries.
A secret vote will be conducted at the end to determine the popular vote, however the teacher will
ultimately have the final decision as to which group won.
ISM
Communism/Socialism
Conservatism/Monarchy
Nihilism/Anarchism
Liberalism
Capitalism/Social Darwinism
Other?
Political Thinkers associated with it to
research…
Karl Marx, Fredrich Engels, Jean Jacques
Rousseau,Saint Simon, Robert Owen…
Thomas Hobbes, Edmund Burke, Klaus von
Metternich…
Freidrich Neitzcshe, Pierre Joseph Proudhon…
Jeremy Bentham, John Stuart Mill…
Adam Smith, Herbert Spencer…
CHY4U – Congress of Campion Political Ideologies In-Class Debate Evaluation Rubric
Name: _______________________ # of Contributions to Debate: ________________
Communism/Socialism
Conservatism/Monarchy
Nihilism/Anarchism
Liberalism
Capitalism/Social Darwinism
Other?
Assessment
Criteria
Knowledge and
Understanding
-
-
Did not
meet
expectations
understanding of
issues and
concepts involved
factual knowledge
Evidence of
research
Communication
-
Level 0
(-5)
delivery: speech
and language
delivery: fluency,
impact on
audience
formal debate
procedures
followed
Did not
meet
expectations
Level 1
(5/10)
Level 2
(6/10)
Level 3
(7/10)
Level 4
(8/10)
-limited
understanding of
issues and
concepts
-some
understanding of
issues and
concepts
-considerable
understanding of
issues and
concepts
-thorough
understanding of
issues and
concepts
-limited
supporting
research,
evidence, and
example
-some supporting
research,
evidence, and
example
-moderate
supporting
research,
evidence, and
example
-thorough
supporting
research,
evidence, and
example
-speaks with
limited
effectiveness; may
be difficult to hear
and understand
-speaks with some
effectiveness
-speaks with
considerable
effectiveness
-speaks with a
high degree of
effectiveness
-presentation
shows
considerable
polish, and
attempts to
engage audience
-presentation
shows is highly
polished, and
engaging to the
audience
-presentation
shows limited
polish, does not
engage audience
-presentation
shows some
polish, and
attempts engage
audience
Mark
/10
/10