Debate kit Grade 11 English Language Arts

Should Amberton Adopt Direct Potable Reuse? A Debate Kit

A grade 11 debate kit on whether a fictional inland city should treat its wastewater directly back to drinking quality, with two-sided evidence.

Objectives

  1. Students will evaluate two-sided evidence on a direct potable reuse resolution.
  2. Students will construct and deliver a rebuttal supported by named evidence.
  3. Students will distinguish documented facts from illustrative local scenarios in the evidence.

Vocabulary

Direct potable reuse
Recycling water straight into the drinking water system without a natural stop in between. It relies on many layers of treatment and around-the-clock monitoring.
Indirect potable reuse
Recycling water into drinking water with a natural stop along the way. Highly cleaned water is put into the ground or a reservoir, then drawn back out later and treated again for drinking.
Reverse osmosis
Reverse osmosis cleans water by pushing it through a membrane with holes so tiny that salt and most other dissolved things cannot fit through. It can even turn seawater into fresh water.

Also: public acceptance

Teacher overview

This is a two-team structured debate for a 50 to 60 minute block, with a second session for preparation if needed. Students argue for or against the fictional inland city of Amberton building a direct potable reuse system, which treats the city's own wastewater back to drinking-water quality and returns it directly to the supply. The resolution is genuinely contested: reuse offers a drought-proof local source, yet it raises real questions about cost, public trust, and whether a safer design exists. Both sides can be argued well by an informed student.

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 team's position Cites multiple pieces of evidence, distinguishes documented facts from illustrative scenarios, and explains their relevance
Rebuttal quality Does not respond to the opposing team's points 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 the team's 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, 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 only the two strongest points, and give rebuttal sentence starters ("Our opponents claim ___, but the evidence shows ___"). Let students deliver from written notes.

Extension

Ask students to research, using only the Evidence File, how the choice between direct and indirect reuse changes the "safer-by-design" argument, and to build a rebuttal that concedes the buffer's value while still defending direct reuse for a city that lacks the geology for one.

ELL supports

Pre-teach "direct potable reuse," "indirect potable reuse," "reverse osmosis," and "public acceptance" with a simple labeled flow diagram of wastewater becoming drinking water by each route. Allow students to deliver rebuttals from written notes rather than extemporaneously.