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
- Students will argue a resolution that sets a permanent land remedy against a technological one.
- Students will use a multi-year data table to characterize a trend without overstating what it predicts.
- 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.
Resolution & Background
Resolution: The town of Havershaw should spend its water-supply reserve on permanent conservation easements over the farmland above its wellfield, rather than on building a nitrate treatment plant.
Background. Havershaw is a fictional town of about fourteen thousand people. All of its drinking water comes from four wells in a shallow sand and gravel aquifer at the edge of town. The land that recharges that aquifer covers roughly nine hundred acres and is farmed by three families who grow corn and hay and who apply nitrogen fertilizer each spring.
Nitrate is a nutrient that moves readily with water through sandy soil. It is regulated in drinking water because high concentrations are hazardous to infants. Two of Havershaw's four wells have shown rising nitrate over twelve years, and Well 2 now sits close enough to the state's drinking water standard that the utility takes it out of service during the late summer, when concentrations peak.
The town holds a water-supply reserve large enough to fund one of two responses, not both. The first is a treatment plant using ion exchange, which passes water through a resin that captures nitrate and is periodically regenerated with brine that must then be disposed of. The second is a set of permanent conservation easements bought from the three farms, restricting fertilizer application rates in the recharge area and requiring cover crops, while leaving the families as owners and farmers of the land.
Roles. Two teams of four argue the resolution. The first speaker gives a four-minute constructive case; the second presents the team's evidence and takes two minutes of cross-examination; the third gives a three-minute rebuttal naming a specific argument from the other side; the fourth closes in two minutes without new evidence. One student moderates and keeps time. The remaining students judge using the rubric and must write, before voting, the one piece of evidence that moved them and the one they found weakest.
Evidence File
Nitrate in the Havershaw wells (fictional utility record).
| Well | Nitrate in 2014 (mg/L) | Nitrate in 2020 (mg/L) | Nitrate in 2026 (mg/L) |
|---|---|---|---|
| Well 1 | 2.1 | 2.4 | 2.6 |
| Well 2 | 4.8 | 7.1 | 9.2 |
| Well 3 | 3.3 | 5.0 | 6.4 |
| Well 4 | 1.9 | 2.0 | 2.2 |
Case for buying the easements.
- The record shows a source problem, not a treatment problem. Wells 2 and 3, which lie beneath the cultivated portion of the recharge area, both roughly doubled over twelve years, while Wells 1 and 4 barely moved. A remedy applied at the surface addresses what the table shows is actually changing. (Source: fictional Havershaw utility record above.)
- An easement is permanent and unselective. It reduces what reaches the aquifer regardless of which substance later turns out to matter, while a plant built for nitrate removes nitrate and nothing else. (Source: memo from the town's consulting hydrogeologist, written for this debate.)
- The town's costs stop. Easement payments are made once. An ion exchange plant carries salt, energy, and brine disposal costs every year it operates, and those costs enter the rate base permanently. (Illustrative comparison created for this debate.)
- The recharge area is small and well defined. The consulting hydrogeologist's memo states that roughly nine hundred acres, held by three owners, sit above the wellfield, so protection here is achievable in a way it would not be for a large watershed with hundreds of owners. (Source: hydrogeologist's memo, written for this debate.)
- The families keep farming. The easement restricts application rates and requires cover crops rather than ending cultivation, so the town is buying a practice change rather than removing land from production. (Source: draft easement terms prepared for this debate.)
Case for building the treatment plant.
- Easements do not remove what is already underground. Groundwater moves slowly, and residence times run from days in the atmosphere to centuries or millennia in deep groundwater. Havershaw has never measured travel time in its own aquifer, so no one can say how many years of already-applied nitrogen are still on their way to the wells. The town could buy every easement and still exceed the standard. (Source: USGS Water Science School on residence times; travel time in this aquifer is unmeasured.)
- Treatment produces compliance on a known schedule. A plant is designed, permitted, built, and turned on. An easement program depends on three separate families agreeing to permanent restrictions, and one refusal leaves a gap in the recharge area that the other two easements cannot close. (Illustrative point created for this debate.)
- The financing is not equivalent. The town's consulting engineer reports, in a memo written for this debate, that the state loan program ranks treatment projects well ahead of land purchases, so a plant is far more likely to attract low-interest borrowing while the reserve spent on easements would get no such help. (Illustrative institutional constraint created for this debate.)
- The affected families are not neutral parties. In testimony written for this debate, one farm's owner says a permanent restriction lowers what her land can ever be used for, that the payment does not replace the yield difference over decades, and that she would rather sell the farm outright than accept a limit her children cannot lift.
- Control stays with the utility. A plant is operated by staff the town employs and monitored continuously. An easement's benefit depends on private landowners following its terms years after the payment, and enforcement means the town suing its own neighbors. (Illustrative point created for this debate.)
A caution for both sides. The table records four wells at three dates. It shows that two wells rose and two did not, and it is consistent with fertilizer as the cause, but by itself it does not establish that cause, because no one has sampled the soil water beneath the fields or traced flow paths from the farms to the wells. A team that treats the table as proof of causation can be rebutted on that ground, and a team that dismisses it as meaningless can be rebutted with the contrast between Wells 2 and 3 and Wells 1 and 4.
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 | 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.