Debate kit Grade 10 English Language Arts
Quarry Bend Reservoir Drought Allocation: A Debate Kit
A grade 10 ELA debate kit on whether a drought-stricken authority should cut farm irrigation to protect city drinking water, with two-sided evidence and a rubric.
Objectives
- Students will evaluate evidence on both sides of a drought water-allocation resolution.
- Students will construct and deliver a rebuttal supported by named evidence.
Vocabulary
- Water right
- The legal permission to take water from a river, lake, or aquifer and use it. Water rights decide who gets water when there is not enough for everyone.
Also: allocation, irrigation, fallow, drinking water supply
Teacher overview
This is a two-team structured debate for a class period, with a second session for preparation. Students argue for or against a drought authority cutting farm irrigation to protect a city's drinking water. The resolution is genuinely contested: a reasonable person could weigh a city's basic water needs against a farm region's livelihood and food production and land on either side. The kit uses a fictional reservoir so local figures can be set clearly, and it draws on real water-use facts to keep the arguments grounded.
Resolution & Background
Resolution: "During the drought, the Quarry Bend Reservoir Authority should cut irrigation deliveries to farms by one-third in order to guarantee the city's drinking water supply."
Background: The fictional Quarry Bend Reservoir serves both the fictional city of Quarry Bend and the farms in the valley around it. In a normal year there is enough water for everyone. After three dry years, the reservoir has dropped far below normal, and the authority must decide how to divide a shrinking supply. The city depends on the reservoir for drinking water, and farms depend on it for irrigation. Farms in this valley hold long-standing water rights, meaning they have a legal claim to a share of the water built up over decades. Cutting their deliveries by one-third would force some growers to fallow, or leave unplanted, part of their land. Agriculture is a large water user everywhere: it accounts for roughly 70 percent of the freshwater people withdraw worldwide. That scale is exactly why farm deliveries are the first place many people look for savings in a drought, and also why farm communities argue that cuts fall hardest on them.
Roles: Assign an affirmative team (arguing for the cut), a negative team (arguing against the cut), a moderator who keeps time and enforces turns, and two or three judges who score with the rubric. Each team prepares an opening claim, at least one rebuttal, and a closing statement.
Evidence File
Case for the cut (affirmative):
- Drinking water is a basic need with no substitute. People can adjust what they eat, but a city cannot function without safe tap water, so protecting the city's supply first is a defensible priority. (General reasoning for this debate.)
- Agriculture is the largest water user, accounting for roughly 70 percent of freshwater withdrawn worldwide, so even a partial cut to irrigation frees a large volume relative to what the city uses. (Source: FAO / UN Water.)
- Some farm products take far more water than others. Producing a pound of beef takes roughly 1,800 gallons of water, while a pound of wheat takes roughly 220 gallons, so choices about which crops to grow during a drought can save large amounts. (Source: Water Footprint Network global averages. Most of the beef figure is rainwater used by pasture and feed crops, not irrigation or tap water.)
- A fictional authority engineer's memo for this debate estimates that a one-third irrigation cut would keep the reservoir above the level needed to supply the city through a fourth dry year. (Illustrative estimate created for this debate, not a documented figure.)
Case against the cut (negative):
- The valley's farms hold long-standing water rights, a legal claim built up over decades, so cutting their deliveries by one-third overrides established law and sets a precedent that could unsettle every user who relies on such rights. (General reasoning for this debate.)
- Fallowing farmland does not only affect farmers. A fictional valley growers' association, created for this debate, argues that lost harvests would cut jobs at packing sheds, trucking firms, and local stores, spreading the harm well beyond the farms themselves. (Illustrative testimony created for this debate.)
- The same water-footprint facts cut both ways: because a pound of wheat takes only about 220 gallons while beef takes far more, the authority could target specific thirsty uses or offer to buy back water voluntarily, rather than imposing a flat one-third cut on all farms. (Source: Water Footprint Network global averages.)
- The city has conservation options of its own, such as tighter limits on lawn watering, that could stretch its supply without forcing farms to fallow land, so the cut may not be the only way to protect drinking water. (General reasoning for this debate.)
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Rubric
| Criterion | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence use | Repeats a claim with no cited evidence | Cites one piece of evidence without explaining its relevance | Cites at least two pieces of evidence and explains how each supports the position | Cites multiple pieces of evidence, explains their relevance, and distinguishes the real facts from the illustrative ones |
| Rebuttal quality | Does not respond to the opposing team | Responds to an opposing point but without new evidence | Directly rebuts a specific opposing point using evidence from the file | Rebuts multiple opposing points and explains why its own evidence outweighs them |
| Organization & delivery | Argument is hard to follow with no clear structure | Argument has a structure but transitions are unclear | Argument follows a clear claim, evidence, and conclusion structure | Argument is clearly structured, confidently delivered, and directly responsive to the resolution |
Differentiation
Support
Provide a simplified evidence card for each side listing the single strongest point, and give sentence starters for rebuttals, such as "Our opponents claim ___, but the evidence shows ___."
Extension
Ask students to propose a compromise the resolution does not offer, such as a smaller cut paired with a voluntary buyback, and defend it against both teams' strongest points using only the Evidence File.
ELL supports
Pre-teach allocation, irrigation, water right, and fallow with simple definitions and a labeled picture of a reservoir shared between a city and farms. Allow students to deliver rebuttals from written notes rather than speaking without preparation.