Debate kit Grade 10 English Language Arts

Cardwell County's Cistern Ordinance: A Grade 10 Debate Kit

A structured debate on requiring rainwater cisterns in new homes, with a resolution, role notes, two-sided evidence with named sources, and a four-level rubric.

Objectives

  1. Students will build a case from a shared evidence file rather than from prior opinion.
  2. Students will rebut an opposing argument by addressing its reasoning rather than its conclusion.
  3. Students will distinguish a documented figure from a stakeholder's estimate when citing evidence.

Vocabulary

Cistern
A large tank that stores rainwater collected from a roof so it can be used later, usually for watering plants.
Cross-connection
A cross-connection is any place where drinking water pipes are linked to something dirty, like a garden hose left sitting in a bucket of soapy water. If the flow reverses, the dirty water can get sucked in.

Also: runoff coefficient, peak demand, retrofit, rebuttal

Teacher overview

This kit runs as a two-team policy debate across two class periods, with a first period for case building and a second for the rounds. The resolution asks whether a fictional county should require rainwater cisterns on new houses, and it is genuinely contested because the measure targets only new construction while the water problem belongs to everyone. Both sides can cite documented national figures, and both sides must handle the same awkward fact, which is that the driest weeks are also the weeks a cistern is most likely to be empty.

Rubric

Criterion Emerging Developing Proficient Advanced
Use of evidence Cites little from the file and relies on general opinion. Cites evidence but does not distinguish documented figures from scenario estimates. Cites at least three points accurately and labels each as documented or scenario evidence. Selects evidence for the work it does in the argument and explains why a documented figure outweighs an estimate.
Reasoning Asserts conclusions without connecting them to evidence. Connects some evidence to claims, with gaps the other side can exploit. Explains how each piece of evidence supports the claim it is offered for. Anticipates the limits of its own evidence and states the conditions under which the argument would fail.
Rebuttal Repeats the constructive speech instead of answering. Answers the opposing conclusion without addressing its reasoning. Identifies the opposing argument's weakest link and answers that link directly. Concedes what is true in the opposing case and shows why the remainder does not decide the resolution.
Delivery and organization Hard to follow; time is used poorly. Order is followable; time management is uneven. Signposted structure, clear transitions, and speeches that fit the time. Structure adapts to what the other side actually said, without losing the prepared case.

Differentiation

Support

Give these students a case skeleton with the claim written and three evidence slots labeled by number, so preparation begins with explanation rather than selection. Assign them cross-examination rather than constructive speaking for the first round, and provide two question stems: "Where in the file does that number come from?" and "Does your evidence show that it works in July?"

Extension

Assign these students the moderator and judge roles with an added task. After the round they write a one-page decision explaining which argument decided the debate and which evidence point either team failed to use, then propose an amendment to the ordinance that would answer the losing side's strongest objection.

ELL supports

Pre-teach cistern, runoff, peak demand, retrofit, and ordinance with a labeled sketch of a house showing gutters, cistern, spigot, driveway, and street. Provide the evidence file with the six points of each side already summarized in one short sentence apiece, and allow speeches to be delivered from a written script.

Extensions

Have students find whether their own city or county offers a rain barrel program, then write a short memo comparing that program's approach with the fictional ordinance debated here. A follow-on lesson can invite a stormwater program manager or a building inspector to describe how a requirement like this one is actually written and enforced.