Debate kit Grade 11 English Language Arts

Should Norbeck County Approve the Data Center's Wells? A Debate Kit

A grade 11 debate kit on a fictional county's decision about groundwater withdrawals for a data center, with two-sided evidence, roles, and a rubric.

Objectives

  1. Students will build an argument about a permit decision using cited evidence rather than general appeals.
  2. Students will anticipate and answer the strongest argument available to the opposing side.
  3. Students will judge whether a piece of evidence supports the claim it is offered for.

Vocabulary

Aquifer
An aquifer is an underground layer of rock, sand, or gravel that holds water in the tiny spaces between its grains. Wells reach down into aquifers to bring water up to the surface.
Recharge
Recharge is water soaking down through the ground to refill an aquifer, the way rain refills an underground sponge. Aquifers stay healthy only if recharge keeps up with pumping.

Also: static water level, evaporative cooling, closed loop, permit condition

Teacher overview

This kit runs as a two-team policy debate with four timed rounds and a whole-class ballot, and it takes two class periods, one to build cases and one to debate. The question is whether a fictional county board should approve two production wells for a proposed data center, and it is genuinely contested because the county needs the tax base while the aquifer that would supply the wells is already declining. Neither side in the evidence file is a strawman: the affirmative can point to a cooling alternative that uses very little water and to twenty years of falling water levels, and the negative can point to a tax base that funds the county's own water projects, to a withdrawal smaller than agriculture's, and to permit conditions that could be attached instead of a refusal.

Rubric

Criterion Emerging Developing Proficient Advanced
Use of evidence Asserts claims without citing the file, or cites a point that does not support the claim. Cites the file occasionally, leaving the connection to the claim implicit. Cites specific points accurately and explains how each supports the claim. Cites accurately, explains the link, and states what a piece of evidence cannot show.
Rebuttal quality Repeats the team's own case instead of answering the opponent. Names the opposing argument but answers a weaker version of it. Answers the opponent's actual argument with evidence or reasoning. Answers the strongest version, concedes what is true in it, and shows why the rest does not decide the question.
Reasoning about policy Treats the resolution as a general attitude toward business or conservation. Argues about the goal without addressing the mechanism before the board. Argues about the specific decision, including conditions, enforcement, and who bears the cost. Argues about the mechanism and anticipates a consequence the file does not state, reasoning from what it does.
Delivery and organization Speech is hard to follow; time is not used. Structure is visible but rounds run over or end early. Speeches are organized, signposted, and within time. Organization makes the argument easier to judge, and cross-examination questions are built to expose a weakness the ballot writers can weigh.

Differentiation

Support

Assign these students the ballot-writer role for the first debate and give them a note card divided into the four rubric criteria. When they debate, provide their team's case outline with the claim written and two evidence numbers already selected, so preparation focuses on explaining the link. Allow a written speech read aloud rather than delivery from notes.

Extension

Ask these students to prepare a third position that is neither denial nor approval as proposed, such as approval with a hard seasonal cap and an escrow account funded by the company to pay for domestic well repairs. They must defend it against both teams in cross-examination and file a one-page written version afterward that names the enforcement mechanism.

ELL supports

Pre-teach aquifer, recharge, static water level, and evaporative cooling with a labeled cross-section drawing of a well field, a falling water table, and a cooling tower releasing vapor, and keep the drawing posted during the debate. Provide argument frames on a card, such as "Our strongest evidence is point ___, which shows ___" and "The other team argues ___, and that is true about ___, yet ___." Allow extra preparation time and permit a rehearsed opening delivered with a partner.

Extensions

Have students write the county board's actual decision as a one-page order that approves, denies, or conditions the permit, and require the writer to name what the decision costs and who bears it. A second option is to hold a follow-up debate on the question the first one raises, namely whether the fictional county should meter and report irrigation withdrawals on the same terms it would apply to the data center, which forces both teams to reuse their own fairness arguments from the other side of the table.