To take students deep into the process of the development of a scientific idea, we needed to engage the students not only in the real world data and documented history, but also in the process of constructing arguments. Students worked in collaborative groups of 4 in order to write, film, edit, and present their historical scientific debate. In order to prepare them for weighing abstract concepts using available evidence, students learned much of their content through hands-on labs, as well as internet research, related to their selected scientists.