History should be made compulsory in SA schools

Afirmative:

Introduction:
1. Good morning/afternoon/evening Mr/Madam Chairman, Ladies and
Gentlemen
2. The topic for our debate is ‘that History should be made compulsory in SA
schools

Definition:
1. We, the affirmative team, define history as the study of past events,
particularly in human affairs and compulsory as something required by law or a
rule;
And the The topic is about history being a required subject for all South African
schools.

2. We, the affirmative team, believe that this statement is true.

Team split:
1. Today as first speaker, I will be talking about the cultural identity and the
active Social citizenship that history provides to all of us.

2. Our second speaker will be talking about

3. Our third speaker will rebut the negative team and sum up our team case.

Arguments:
I am going to discuss 2 points.

2. My first point is about cultural and historical identity. Cultural and historical
identity are the unique characteristics, traits, and events that define a
community's customs, traditions, beliefs, values, language, and heritage, By
learning about their history, students can develop a sense of pride and
appreciation for their culture and tradition.One example of how cultural and
historical identity can be a positive thing for students is the teaching of African
American history in schools. When students learn about the struggles,
accomplishments, and contributions of African Americans throughout history,
they develop a greater appreciation for diversity, empathy for people from
different backgrounds, and a sense of pride in their own cultural heritage.

3. Now my second point ia about Active citizenship and Social Cohesion.

Studying history helps individuals understand the evolution of social, cultural,
and political systems, promoting civic engagement and participation. It fosters a
sense of community and shared heritage, encouraging individuals to work
towards common goals and promoting social cohesion.By learning about the
political roots and social movements of issues in history, citizens are better
equipped to advocate for change and participate in informed political action,
promoting active citizenship.

Ending:
So Mr/Madam Chairman, Ladies and Gentlemen In conclusion, studying history
helps promote active citizenship and social cohesion by providing citizens with
an understanding of past political movements and a sense of cultural and
historical identity. This knowledge can lead to informed advocacy for change,
mutual respect, and a sense of community among diverse groups.

I'm Isaura and yes, i believe that history should be made compulsory in South
African schools.

thank you
Negative:

Introduction:
1. Good morning/afternoon/evening Mr/Madam Chairman, Ladies and
Gentlemen

2.My name is Isaura and The topic for our debate is ‘that History should be
made compulsory in South African schools.

Definition:
1. We agree with the definition given by the affirmative team.
OR
We disagree with the definition given by the opposition. (If you disagree explain
why the opposition’s
definition is wrong.)

My definition:
We define history as the study of past events, particularly in human affairs and
compulsory as something required by law or a rule;
And the The topic is about history being a required subject for all South African
schools.

2. However we, the negative team, believe that this statement is false.

Team split:
1. Today as first speaker I will be talking to you about the potential bias and
limited resources of history as a compulsory subject.

2. Our second speaker will be talking about

3. Our third speaker will rebut the affirmative case and sum up our team case.

Arguments:
1. I am going to discuss 2 points.

My first point is about potential bias. because it can lead to an incomplete and
one side understanding of history resulting in a distorted view of events, which
reinforces social, cultural, and political biases and perspectives for example
some curriculum materials may be written from a particular perspective,
omitting certain events and glorifying others.
As evidence a study in the United States found that required history education
often presented a Eurocentric narrative, abandoning the accomplishments and
contributions of people of color and perpetuating stereotypes and prejudice.
(Barton & Levstik, 2004).

3. my second point is about limited resources. When history is mandatory for all
students, it means that all schools must organize resources to teach it.
However, some schools may not have the same level of funding or access to
resources, such as textbooks or technology, that other schools do.

Furthermore, if schools are required to teach history but do not receive

sufficient funding, this can also limit the resources available to teach other
subjects, as schools may need to prioritize funding for teaching required
subjects which can lead to a lack of of resources and support for subjects that
students may be most interested in or have a greater aptitude for.

According to a report by the National Council for the Social Studies, many
schools have been cutting social studies programs, including history, due to
budget constraints. The report states that schools have reduced the number of
history and social studies classes offered, and have also decreased aponsor for
textbooks, technology, and professional development for history teachers.

Ending:

So Mr/Madam Chairman, Ladies and Gentlemen, in conclusion making history a

mandatory subject in schools can have drawbacks like resource constraints and
potential bias, which need to be addressed to ensure students receive neutral
and comprehensive education on the topic.

I'm Isaura and , i don't believe that history should be made compulsory in South
African schools.

Thank you