Policies in the Real World - Debate and Discuss

After introductions etc., students will self-allocate to tables in the room (6-8 students per table) according to their preferred topic and side (e.g., pro or con). Several tables will be reserved for students who prefer to be spectators: not to debate but merely to observe and possibly ask questions or offer comments at the end.

 

The table teams then each have 25 minutes to prepare their positions. For each team, one student will be charged to record a summary of the points raised and the team's argument. A different student will be chosen to be the main presenter, though others may aid the presentation, according to circumstances.

 

Each team will have a few minutes to present their position to the entire room, with a short period for Q&A from the audience. (The time per team will depend partly on how many teams we have.) 

 

All participants will have a chance to debrief, discuss what they may have learned or how their viewpoint may have changed. During this time, all participants will submit ballots on which team made the strongest case for its position.

 

Final 5 minutes: the moderators will lead final comments and debriefing, and overall question: What policies will best help this generation?

Ground Rules

Each team's argument should address:

The debates should be about ideas and outcomes. They should not include attacks on people or classes of people, or critique of their assumed motives. No throwing of pizza.

 

 

Rent control question: would the wider adoption of rent controls help the long-run economic well-being of this generation?

 

Tariffs: will the current tariff program (or a similar) program help the long-run economic well-being of this generation?

 

Immigration quotas and fees for skilled workers: will the current program of reducing H1-B visas or similar programs for easing or increasing the U.S. employment of skilled foreign workers help the long-run economic well-being of this generation?