The students read a news article about a controversial topic and slip into a certain role. They prepare in small groups arguments for their points of view. After that a plenum discussion takes place. There, one person of each group volunteers to take this role with the prepared arguments.
The goal is to look at this topic from different perspectives and to get into a certain role. The other students observe the discussion and try to reflect the different roles afterwards.
Following roles are suggested:
The fact checker
He/she argues with facts and as objective as possible with references stated in the article.
He/she has an emotional point of view and asks about the feelings and worries of the concerned people
He/she argues only about the difficulties, risks, dangers in the discussion.
He/she is searching for the advantages and chances in this topic. He tries to motivate and cheer the others
The solution maker
He/she is the creative one in this discussion and tries to develop solutions for this problem.
He/she leads the discussion and is observing the arguments. He/she makes sure that everybody will contribute to this discussion.
- Get into the topic
15min short introduction and article reading
The teacher gives a short introduction about the next 1,5hrs and hands out the newspaper article. The students read this article.
- Explanation of tasks and collecting the arguments
15min group discussion
Each student takes one role card and build groups of the same roles. They prepare arguments for the following discussion. The students must not explain the roles to other groups.
- Discussing the arguments
30min plenum discussion
One student of each group volunteers for the plenum discussion where he/she takes the point of view of his group. The moderator starts with a short introduction into the topic and asks the others to discuss it from their point of view.
The other students observe the discussion without intervening and try to reflect it.
- Reflect the discussion
30 min moderated discussion
After finishing the discussion the other students guess who of the discussers was in which role. Following questions might help: Which arguments were raised? Which role carried his point? Who was most authentic? How did the discussers concluded? How they feel in their roles?