Where is debate televised

Madison: Univ. This book begins with an investigation of the context of the debates and the questions asked of the candidates. Then it examines issues addressed, strategies, and argumentation of Carter and Ford. Carlin, Diana B. The third agenda in U. Westport, CT: Praeger. In , the CPD initiated the DebateWatch program to help understand the audience for televised debates. This book integrates the findings of three years of this activity, reporting data from focus groups, surveys, and other sources on debate viewers.

Coleman, Stephen, ed. Televised election debates: International perspectives. New York: St. Commission on Presidential Debates. This webpage concerns American presidential debates from the general phase of the election.

It includes background on debates, transcripts of debates, and data on viewership of debates. Jamieson, Kathleen H. Presidential debates: The challenge of creating an informed electorate. New York: Oxford Univ. The authors examine political debate before the advent of televised election debates, the importance of broadcasting to political debates, the power of debates, the problems with debates, and the potential of debates.

Kraus, Sidney, ed. The great debates: Kennedy vs. Nixon, Bloomington: Indiana Univ. A reissue of the original, this book collects eighteen essays on the Nixon-Kennedy debates, the first general election debates in America. In addition to printing the texts of the four debates, the book contains sections on the background of these historic debates and on audience effects of the encounters.

Minow, Newton N. Inside the presidential debates: Their improbable past and promising future. Chicago: Univ. DOI: McKinney, Mitchell S. Each group or individual will write a paragraph describing the quality, why the quality is important to have as a leader, and how it can be identified in a candidate. Each quality should be accompanied by an illustration. Assemble the pages into a class book. Have students watch a debate, either on television or provide a video clip.

Using the guide book created in class, students will choose which candidate is their favorite and describe the qualities that make this person their choice.

Johnson, Mary Oates and Linda Scher. Candidates, Campaigns, and Elections , 4th edition. New York: Scholastic, A current and comprehensive teacher resource book that includes projects, activities, and literature links.

Suid, Murray. How to Be President of the U. An excellent book of ready-to-use activities. In addition to the documentary referenced above, there are videotaped reflections about the debate from people who witnessed it, historical information, commentary, and lesson plans for secondary school students. Commission on Presidential Debates : The official website of the agency that organizes the presidential debates, the Commission on Presidential Debates.

Includes the history of presidential debates and a Debate Watch voter education program. PBS Kids Go! Democracy Project : An effective, engaging introduction to civics concepts for elementary students. Common Core State Standards. Massachusetts History and Social Science Framework. Massachusetts English Language Arts Framework. Skip past main navigation. Kennedy Biography of John F. Kennedy and Jacqueline B. Televised Debates: Candidates Take a Stand. Overview Preparation Procedure Assessment Connections to Curriculum Standards Download this lesson plan , including handouts, as a pdf.

Essential Question What criteria should voters use to select a leader? Objectives Students will be able to: identify important elements of a debate, such as taking a stand on an issue. Preparation Prior Knowledge It is helpful for students to have an understanding of the electoral process before implementing this lesson. Students should be able to have cell phones in school. TV viewing should be limited to a certain number of hours a day.

Violent movies should be outlawed. People should be required to eat healthy food. The United States should send money to countries in need. Show the photograph of the debates and ask the following questions: What people do you see? What objects do you see? What do you think the candidates are doing? Explaining what they believe in, what they would do as president. Why is it important to have both candidates in the same place?

To hear what each candidate thinks is important, what they plan to do, and compare their ideas, knowledge, and beliefs. Part II: Picking a Winner 1. You may use the following prompts to help students generate ideas: What will viewers learn about the candidates during the debate? The details they give on a topic, their ideas, what they have accomplished What will they learn about their personalities? How they respond to difficult questions, how they hold up under pressure, their emotional responses, confidence What will they learn about how they speak?

Assessment Have students watch a debate, either on television or provide a video clip. Extension Generate a list of important issues in the upcoming election. While both campaigns agreed to this rule before the first debate, the president paid about as much attention to that as to anything Anthony Fauci or Tiffany Trump has ever said. Those tools turn out to be a mute button , strategically deployed for parts of the debate.

All other times, both microphones will work. Everyone involved has already been impugned by the president or his campaign. If you have cable or satellite TV or a live streaming TV service , take your pick. Again, the debate is scheduled to kick off at 9 pm ET 6 pm PT.