Sample Task

Debate – Students will engage in philosophical debate explaining the argument that were

presented in support and against the institution of slavery during the 18th and 19th centuries.

The task will include

1. Identifying the major interest groups

a) Britain

b) Plantocracy

c) Religious bodies

d) Humanitarian Groups

e) Economic Groups (for and against)

f) Political Institutions (for and against)

2. Analyzing main attitudes towards slavery in the Caribbean between the period

18th and 19th century (at least seven arguments for and against).

3. Categorize and expand on the various arguments under the following headings

a) Social

b) Political

c) Economic

d) Religious

4. Divide students randomly into 2 groups:

a) Pro-Slavery Team

b) Anti-Slavery Team.

5. Engage in a Debate using the various arguments with the different sides

presenting one argument under each category. Each group will be aloud 3 minutes
 for each member’s contribution (2 minutes – presentation of their argument, 1

minute – rebuttal).

6. Write a reflection about what you learnt about the attitudes and arguments

towards the Transatlantic Trade in Africans. (500 words)

The purpose of the task.

The purpose of this debate task is for students to engage in inquiry-based learning and

acquire the skills of evaluation. Instead of the teacher lecturing to the students, they will be

engaged in a series of task geared towards developing a more meaningful understanding of the

topic. The debate task is structured where the learner is required to conduct research in parts 1, 2,

3 and 4 to prepare themselves to debate against an opponent in part 5. While part 6 engages the

learner to engage in self-reflection. This task enables the students to examine both sets of views

on slavery and equip them to better evaluate any side.

Insight about the concept.

The unit of work in the Caribbean History syllabus, “Metropolitan Movements Towards

Emancipation”, is a large unit that encompasses a wide variety of themes and information. The

main aspect of a debate task is to help students understand essential critical-thinking and

presentation skills. It can nurture rational thinking, citizenship, manners, organization of

thoughts, persuasion and public speaking.

The tasks allow students the opportunity to examine Slavery in the Caribbean from

different perspectives and will facilitate a greater understanding of the unit. Additionally, it will
encourage the students to perform procedural, investigative and research skills and organization

skills so that they become better history students.