1. By the end of this lesson, we will: * be able to identify the crux of an issue (First Key of Paul’s Reasoning Model – Issue). * make reasoned decisions based on a well- thought purpose (Second Key of Paul’s Reasoning Model – Purpose).

2. Each team takes a corner of a square-shaped seating, facing the presenting team in the centre.

3. 1. Make a brief oral report on a self-selected social/world issue. 2. Deliver precisely your team line and purpose at the beginning of your reporting. 3. Others take notes when listening to the presenting team. 4. Check if the presented content supports and conveys the team line and the effectiveness. 5. Use the first two Keys of Paul’s Reasoning Model, Issue and Purpose, to evaluate the teamlines. 6. A tip to work out a convincing team line: Just to medicate when illness comes. To think is to solve the problem, but not to create more. Stay focused on the issue at question, and the purpose of your team (i.e. to speak for or against the motion).

4. Key 1: Issue 1. What questions are you raising? 2. What questions are you addressing? 3. Is this the most important question, or are there underlying questions that are embedded and that need to be answered?

5. Key 2: Purpose 1. What are you trying to accomplish? 2. What is your central aim? Your purpose? 3. What is the function of this ___________ (system, machine, tool, etc?)

6. More coming Keys 3 – 8…

7. Read the given articles. Locate all issues mentioned from the articles. Sit in two rows, facing each other. Call out an issue they located. Then pass the charge to the right/left-handed classmate as illustrated in the Issue Finding Seating Plan. Don’t repeat the but you say ‘pass’if you run out of idea. Listen, learn, get inspired for ideas.

8. Find any articles at: http://library.thinkquest.org/C005627/Learn /Database/Sample_Speeches/religious_educ ation_abolished.htm https://cirt.gcu.edu/blogs/thoughts-on- teaching/should-schools-teach-values http://www.education.com/reference/articl e/what-values-should-be-taught/

10. Review all the issues raised. Use the key questions of Issue and Purpose, to keep the relevant, cross out the irrelevant, group and label the related items. Arrange the items in an organisational chart.

12. Perform Devil’s Advocate. Work out the issues at question for an Opposition Team for a given motion. Here is a suggested one: Values should be taught in school. Use the T-Diagram to think up and organise ideas from the opposite perspective.

14. Form the Affirmative and Opposition Teams to debate on a motion next lesson. Each team uses the Organisational Chart to brainstorm and elaborate the details of the issues and think about the assumptions of the opposite side to accomplish the purpose (i.e. team line) of their argument.