Tasks

1. 1. As a class, have students analyze for meaning a few materials (brief literature excerpts, political cartoons, short video clips, songs, speeches, poems, quotes, etc.) that represent different viewpoints on the topic. The idea here is to ignite interest in the topic and identify/define the different viewpoints related to it. 

      Note: Depending on the complexity of the topic and the amount of background knowledge and understanding the students have or do not have about it, the teacher may want to assign basic informational reading as homework for the night before. 

   2. Next, have students weigh the pros and cons of the various viewpoints expressed in the materials. 
   3. Arrange students in small groups and assign each group ONE of the multiple viewpoints on the topic.
   4. Working in their groups, have students analyze the viewpoint they were assigned. As they do this, they should take notes on the “Guidelines for Developing a Presentation on Your Viewpoint Worksheet” to prepare for presenting this viewpoint to the class. This worksheet guides students to focus on the following criteria: 
      1. Compose a positive summary of the viewpoint.
      2. Identify two values (those discussed in Step One: Identify) that are embraced by the viewpoint.
      3. Address the questions: Why would this viewpoint be the best choice? Who or what would benefit? 
      4. Explain how the viewpoint might look in operation, if it would be adopted. 

         Extension: Have students include a visual or interactive piece in their presentations. This exercise helps students capsulize the main idea of their assigned viewpoint, as well as helping the other students remember this viewpoint as compared to others. 

   5. Ask a spokesperson from each group to advocate for the position of the group, using the “Guidelines for Developing a Presentation on Your Viewpoint Worksheet.”
   6. As each spokesperson presents the viewpoint of her/his group, the other students should fill out the “Multiple Viewpoints Presentations Worksheet. 

      Extension: If students have created visual representations, post them on the walls throughout the rest of the deliberation process. 

   7. After each presentation, give students in the audience a chance to formulate and then ask questions to the presenting group. The presenting group should answer these questions to clarify and enlighten students about their viewpoint. Even during this question-and-answer
      period, the presenters must advocate for the position they were assigned, whether they believe in it or not. The idea here is to explore multiple perspectives on the topic. 

      Note: Before the first question-and-answer period, the teacher should introduce the concepts of clarifyingand probing questions and encourage students to use them rather than questions that challenge or critique. See the “Clarifying and Probing Questions Handout” below. 

   8. After all the viewpoints have been presented, the teacher should lead a discussion in which students share their initial thoughts on the multiple viewpoints. This way, they can voice how they truly feel about the topic. 

Conclusion: Explain that these viewpoints will be explored in more detail during subsequent related activities and that, in those activities, they will be asked to collect data to support each of the viewpoints so that they can begin to formulate a more complete personal position on the topic. 

Go Back to Step Two