Structured Academic Controversy: The Federal Bureaucracy’s Role in the U.S. Constitutional Republic

Lesson Components

Students will analyze primary sources from four previous presidents regarding their views on the federal bureaucracy.
Students will apply information from the four sources to form a consensus statement on the role of the bureaucracy in the United States government.

Teacher Resource:

Student Resources:

Before beginning this activity, students should be familiar with the definition of bureaucracy. If necessary, they should review the introductory video “What is the Bureaucracy?”

Distribute and review the handout What is Structured Academic Controversy? This document includes the Structured Academic Controversy (SAC) protocol and guidelines. Review the guidelines for the activity as a class.
Scaffolding note: To demonstrate how the Structured Academic Controversy process works, you can demonstrate a practice topic such as “Should the voting age be lowered?”

Distribute the Structured Academic Controversy Graphic Organizer.
Ensure students understand the essential question they will address.
Distribute the two primary sources:
- Team A: Supporters of Bureaucratic Government: Woodrow Wilson and Franklin Roosevelt
- Team B: Critics of Bureaucratic Government: Herbert Hoover and Ronald Reagan
Divide students into groups for the activity. A traditional Structured Academic Controversy is implemented in small groups of 2-6 students. Each group is divided into Team A and Team B. Each group will read, annotate, and argue the major points of each source. Adjust group size to fit your classroom needs. This activity can also be implemented as a class, taking turns with each document. Instruct students to refer to the What is a Structured Academic Controversy handout throughout the activity.
Scaffolding notes:
- It is helpful to post times on the board or use an online timer, so students can see how much time they have remaining for each step.
- This activity can be shortened for struggling readers or shorter class times by choosing Wilson, Roosevelt, Hoover, or Reagan. The teacher can decide or allow students to form groups based on the sources they choose.

Invite students to share the consensus statements they created. What patterns do students see? Did anything surprise them?
Scaffolding note: If students are reluctant to share, have groups post their statements on Post-it notes around the classroom or on a class site where all can read and review them.
Direct students to respond to the guiding question at the bottom of the handout from their own perspective.
Ask students to reflect on the procedures of the Structured Academic Controversy approach. Was it helpful to see both sides of the issue? Did it lead them to a greater understanding of the issue? Was it challenging to argue a side with which you did not agree? Why? Ensure students fully explain their responses. If students are reluctant to share their views, have them write them down or share them with a partner or in a small group.