Discussion Questions

These questions will help students explore the major ideas and themes in the program. See the Program Summary for descriptions of specific program segments.

Before Watching
1. Reagan once said, "Government is not the solution to our problem. Government is the problem." Write this statement on the board and ask students if they agree or disagree with it. After brainstorming a list of federally-funded programs, discuss the impact of federal, state, and local government on everyday life. What are the benefits of government programs? What are the drawbacks? Create a chart listing the pros and cons of "big" government. (You may also want to ask students to review how the role of government has changed since the beginning of the 20th century.)

2. Introduce the concept of "supply-side economics" to the class. What do students think of this theory? What groups do they think would benefit from this economic idea? Which groups might be hurt by it? As they watch the film, have students consider the success or failure of this economic theory.

3. Ronald Reagan was sometimes called the "Teflon" president -- scandal and controversy didn't seem to "stick" to him and he remained popular. He was also called the "Great Communicator" -- someone who had the ability to appeal to people through his anecdotes and rhetoric. Discuss the meaning of these two labels with students. As they watch the program, have them note instances where they think each label applies. Ask them to observe how Reagan's personality and behavior helped earn him these nicknames. How did these attributes affect Reagan's presidency?

After Watching
1. Review the chart created above (Before Watching, Question #1). What policies and actions did Reagan take to limit or reduce the size of government? What were the short- and long-term effects of his programs? How did changing the scope of government affect different segments of the American people? Compare and contrast the actual affects of reducing government with the theoretical pros and cons. Ask students if they want to revise the original chart.

2. Review the ideas underlying "supply-side economics." Ask students to analyze Reagan's attempts to apply this theory. Do they feel that it worked? What were the benefits? What were some of the problems? Why did the national debt grow so quickly? Was the tripling of the national debt consistent with Reagan's ideas? Why or why not?

3. Have students evaluate Reagan's presidency. How did his policies and beliefs help or hinder progress domestically? How did his foreign policies harm or improve international relations? Was Reagan responsible for ending the Cold War, as some people assert? Why or why not? Which label -- the "Great Communicator" or the "Teflon president" -- best describes his legacy? How do different segments of the population -- men, women, people of color, and poor people -- feel about Reagan?