• To ignite student interest in the topic.
• To have students define the issue and distinguish the points of difference between the
  viewpoints.

• Students will thoughtfully explore a multi-faceted topic with international implications.
• Students will recognize and articulate the multiple viewpoints (perspectives, positions) regarding the topic.

• 45 – 60 minutes

• Desks arranged for small group work

• Various thought-provoking materials – brief literature excerpts, political
  cartoons, short video clips, songs, speeches, poems, quotes, etc. – that reflect 3 to 5 different perspectives on the identified topic, or a related Choices curriculum unit with such materials included (see
  www.choices.edu/resources/individual.php)
• Chalkboard or whiteboard
• Worksheet 1: Guidelines for Developing a Presentation on Your Viewpoint Worksheet (one per student)
• Worksheet 2: Multiple Viewpoints Presentations Worksheet (one per student)
• Handout: Clarifying Questions Handout (one per student)

• Introduce the topic to the class and check for basic understanding (e.g., immigration is the act of entering and settling in a country of which one is not native. People in the U.S. disagree about what the right policy should be regarding immigration). 
• Explain that in this activity, students will explore multiple viewpoints on the topic. 

Tasks Assessment

Role of the Teacher 

• It is important for the teacher to choose a fairly complex, multi-faceted topic in which there are a variety of obvious perspectives that students can identify (e.g., U.S. immigration policy; U.S. dropping atomic bombs on Japan; individual countries over-harvesting threatened ocean fish species).
• The teacher needs to provide a variety of thought-provoking materials—brief literature excerpts, political cartoons, short video clips, songs, speeches, poems, quotes—that reflect 3 to 5 different perspectives on the identified topic. These can be collected by the teacher, or they may be found in a related Choices curriculum unit. S/he needs to present the materials in a neutral and balanced manner, regardless of her/his position, encouraging and assisting the students in developing objective descriptions, including supporting points, for their group’s assigned perspective. Remember, each group must advocate for its perspective, regardless of the way individual group members may feel about the topic. 
• It is important for the students to understand there are multiple perspectives on the topic. Through the materials, students should be able to appreciate all the viewpoints as viable options, which will help them establish an informed personal position later on in Step Five: Reflect of the process. The goal is that each perspective will appear so appealing that students will struggle in their choice of which perspective to support.