Debate kit Grade 11 English Language Arts

Easements or a Treatment Plant for Havershaw's Wellfield?

A grade 11 debate kit on whether a fictional town should protect its recharge area with farmland easements or build nitrate treatment, with two-sided evidence and roles.

Objectives

  1. Students will argue a resolution that sets a permanent land remedy against a technological one.
  2. Students will use a multi-year data table to characterize a trend without overstating what it predicts.
  3. Students will rebut an opposing case by contesting its evidence rather than restating their own.

Vocabulary

Nitrate
Nitrate is a form of nitrogen that plants use as food. It gets into water from fertilizer, animal waste, and septic systems, and too much of it is unhealthy for both people and streams.
Ion exchange
A water treatment method that swaps unwanted charged particles in the water for harmless ones held on tiny resin beads. It is used to remove PFAS and to soften hard water.

Also: recharge area, conservation easement, legacy contamination, willing seller

Teacher overview

This is a two-team structured debate that runs across two class periods, one for preparation from the shared evidence file and one for the rounds and the judges' decision. The resolution asks whether a fictional town facing rising nitrate in its wells should spend a one-time reserve on protecting the land above its aquifer or on building a treatment plant, and the question is contested because the two remedies fail in different ways. Protection is permanent but slow and depends on landowners agreeing; treatment is certain and scheduled but never stops costing money and addresses only the contaminant it was designed for. Students who assume the environmentally protective option is automatically the right one will be unprepared for the strongest argument against it, which is that nitrate already in the ground will keep arriving no matter what happens on the surface.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Argues from position alone without citing the file Cites one item without stating what it establishes Cites at least three items and states what each establishes Cites precisely, separates documented sources from testimony written for the debate, and claims no more than each item supports
Rebuttal quality Does not answer the other side Restates its own case in place of an answer Answers a named opposing argument with evidence Answers the opposing argument at its strongest, concedes what is true in it, and shows why the remainder does not decide the resolution
Use of the data table Ignores the well record Repeats a figure without interpretation Reads the trend correctly and connects it to a claim Reads the trend correctly, contrasts the rising and steady wells, and states what the table cannot establish before relying on it
Organization and delivery No discernible structure; time unmanaged Structure present but transitions unclear Claim, evidence, and conclusion follow in order within the time limit Case builds across all four speakers, and the closing consolidates it without introducing new evidence

Differentiation

Support

Give these students an evidence card holding the two strongest items for their assigned side, each already paired with the claim it supports, so preparation begins at reasoning rather than selection. Provide rebuttal frames such as "Our opponents rely on ___, but that source establishes only ___," and assign them the second speaker role, where the task is to present prepared evidence rather than to respond without notice.

Extension

Assign these students to the judging panel with an added task: after the vote, each writes a paragraph naming the argument the losing side could have made from the shared file and did not, and explaining why it would have been stronger than what was said. The task requires reading both cases closely rather than one.

ELL supports

Pre-teach "recharge area," "easement," "nitrate," and "regeneration" with a labeled cross-section showing fields, water moving down through sandy soil, and the wells below. Provide a two-column planner headed "What I claim" and "Where it comes from," and a comparison card contrasting a one-time cost with an annual one. Allow speeches to be delivered from written notes, and let a partner manage timing so the speaker can concentrate on delivery.

Extensions

Have the class draft the one paragraph the town would have to add to either proposal to answer its own weakest point: a monitoring plan that would tell Havershaw whether the easements were working, or a plan for what the plant would do if a second contaminant appeared later. Comparing the two paragraphs shows students that the choice between the remedies is partly a choice about which uncertainty a town is willing to live with.