America: The Last Best Hope, Volume II Enhanced, Chapter 4, The Boom and the Bust
Chapter 4 Debate: Resolved: Prohibition was a total failure and
such efforts to control peoples’ lives should never be attempted by
government.
Introduction
Teachers can use class debates to help students understand conflicting perspectives of a
past time and place or of a contemporary issue. This often involves dividing the class
into two or more parts and assigning each group a role. Students are then encouraged to
take on that role and argue their position. They need to argue the position they are
assigned, regardless of whether or not they agree with that position. Sometimes, teachers
may encourage students to know both sides of the argument and have the two sides
switch roles midway through the debate.
Objectives of This Debate
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Students will know the legal aspects of prohibition and the impact the effort to
enforce the law had on American culture.
Students will connect the challenges our government faced enforcing Prohibition
to the challenges it faces enforcing other laws relating to morality today.
Background
Some people in the 1920s referred to Prohibition as a “Noble Experiment.” The effort to
ban alcoholic beverages began in the 19th century as temperance movements. Many
progressives of the early 20th century were prohibitionists because they saw the
destructive impact alcohol had on the lives of poor workers in the squalid industrial cities
they wanted to reform. There was also an anti-immigrant undertone to the movement, as
native Protestants were much more likely to support such a ban than were immigrant
groups for whom alcohol was an important cultural aspect. World War I and the need for
steady, efficient factory workers only spurred the call for Prohibition. The 18th
Amendment made the national ban a reality and the 1919 National Prohibition Act (often
known as The Volstead Act) set up the mechanics of enforcement.
Although the law did lead to a decrease in the consumption of alcoholic beverages, it
proved impossible to enforce and led to crime waves in major American cities.
Throughout the 1920s “wets” called for an end to Prohibition, while “drys” insisted it
remain in force. In the end Americans abandoned their experiment when the 21st
Amendment was added to the Constitution in 1933.
Procedures
This debate can be done in one class period. The teacher should divide the class into two
parts, each side making arguments either for or against the resolution. Students should be
reminded that they should stick to their role and argue passionately for their position,
despite what they personally may believe. They should also be encouraged to base their
points on factual information, rather than opinion and emotion.
Each side of the debate should research both their position AND the position of their
opponents. This is important in the event the teacher elects to have the sides change
positions. It also makes for a better debate because each side is better able to counter
arguments of their opponents.
Students should be able to use America: The Last Best Hope to find dual perspectives on
these issues, but teachers will also need to provide background through short lectures or
explanations. Students can also do research on their own to find arguments to support
their point of view. Primary sources from the period can be particularly valuable as a
side builds its case.
The following chart represents basic points that should be covered by both sides.
Teachers should not immediately give students these points. They might be offered to
each side after students have had time to research on their own, or they might be withheld
until after the debate and used as a summary or to debrief the debate.
A blank version of the chart is offered at the end of this debate. Students may use this
blank chart to take notes as they research their positions in the debate.
When the debate takes place, arrange student desks or chairs with the two debate factions
on opposite sides of the classroom facing each other. The teacher should serve as a
moderator, beginning the proceedings, laying out the resolution, and calling on members
of each side in alternating order. If the debate begins to lag, the teacher may call a short
break and have each side “caucus” to rethink their positions and prepare responses to
arguments made by the other side.
Resolved: Prohibition was a Failure
Affirmative
Negative
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The law was widely ignored
throughout the 1920s.
All classes of people from all walks
of life ignored Prohibition, leading
to disrespect for laws in general.
It is unwise to try to make laws
concerning morality. To drink or
not to drink is a moral decision.
Making alcohol illegal put its sale
in the hands of organized mobs and
led to crime waves across America.
Alcohol is an important part of
many cultures. Government has no
right to legislate against that.
Why should government tell people
what they can or cannot do in their
private lives?
Many people lost their jobs as
breweries and other manufacturers
closed.
The government lost important tax
revenues during prohibition.
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The fact is that alcohol
consumption went down
dramatically during Prohibition.
Governments legislate morality all
the time. Virtually every law
reflects some moral principle.
Alcohol destroys lives and families.
Banning it helped lead to a healthier
society.
People who drink to excess are not
just making a “private” decision.
They are often a danger to others
(example: drunk drivers).
Any jobs lost were made up for by
increased worker productivity
(because of being more sober),
leading to a stronger economy.
Government should not depend on
taxes drawn from people making
destructive choices.
If Prohibition was a failure,
impossible, and unwise, why do we
continue to have similar laws
(drugs) today?
America: The Last Best Hope, Volume II Enhanced, Chapter 4, The Boom and the Bust
Student Debate Sheet
Name___________________
Date____________________
As your group researches their position on these issues, use the following table to record
your views and prepare for the debate. You should research and prepare for both sides of
this debate. As the debate progresses, make notes made by the opposing side that your
side did not anticipate.
Resolved: Prohibition was a Failure
Affirmative
Negative