The authors present an activity to help high school students conceptualize the sociopolitical complexity of global warming through an exploration of varied perspectives on the issue. They argue that socioscientific issues such as global warming present important contexts for learning science and that the social and political dimensions of these issues must be featured along with the underlying science. The activity is structured as a jigsaw in which learners explore multiple perspectives on the issue of global warming as they work to develop recommendations for national policy. (Contains 1 table.)