Assign each team within a group one side of the issue to represent. It is important to do this randomly. Inevitably some students will be assigned to a side of an issue that they do not believe in, but this is perhaps desirable. It is important to remember that the issue selected becomes the focus of the curriculum. The content becomes the support for the issue.
Students begin to use the content during the second phase of the model.
The students, working in their cooperative teams, use the library and other resources to gather, clarify, and synthesize facts about the issue. The students begin to identify values and value conflicts and raise questions about opposing views. Prepare for an adequate number of days in the library or for working with other resources. The teacher should be prepared to give guidance to both the students and resource people when necessary. For example, the teacher may need to address interview techniques, help students learn to read for fact versus opinion, or assist with questionnaire design.