My son had to do something similar, but with slavery in America.
“You’re going to defend it?”
“Well, no - not me personally - but I can argue for or against it. I figure ANYBODY could argue against it. I want to do the hard one and argue FOR slavery in America.”
It was a VERY interesting paper, and he made a lot of really good points. One of the key aspects was slavery in AMERICA. With the contention that if they hadn’t been brought to the U.S. they would have ended up dead after a few years in slavery elsewhere (Africa, the Caribbean, etc.)
He got an “A” on it too.
I think the case would be harder for the Holocaust though. Although I think one could make the case that as terrible as the Holocaust was, ultimate good came from it as the Holy Land was reclaimed by the Jews.
Well it was a sin.
Are you nuts!!?? “Ultimate good came from it”????
You should read Martin Gilbert’s The Holocaust and then let’s see if you still think “ultimate good” came from the most horrific event in the history of mankind.
Good for him. This could have been a very informative and formative process if allowed to proceed. Obviously the “for” side won the argument at some point in history. Society needs to understand what makes the “for” argument so compellling and how to effectively rebut it. How is that done without knowing the “for” argument?
Pretty strong point to make in favor of his choice.