Debate kit Grade 12 English Language Arts

Dunmarch's Nitrate Decision: Cropland Buyouts or a New Plant

A grade 12 debate kit on whether a fictional water commission should retire upstream cropland or build a nitrate removal plant, with two-sided evidence and a rubric.

Objectives

  1. Students will build a written case brief that cites specific evidence and anticipates the opposing case.
  2. Students will distinguish a cost that ends from a cost that recurs, and argue from that difference.
  3. Students will answer an opposing argument directly rather than restating their own case.

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: conservation easement, co-benefit, recurring cost, clash

Teacher overview

Utilities that face a source-water contaminant can treat the water or change what happens upstream, and communities that have made this choice have gone both ways for defensible reasons. This kit stages that decision as a three-round team debate before a panel of student commissioners, using a fictional river town whose evidence genuinely supports either side. Teams submit a written case brief before they speak, so the argument is built on paper before it is defended aloud, and the rubric scores the brief and the clash separately.

Rubric

Criterion Emerging Developing Proficient Advanced
Written case brief Names a position with little supporting evidence and no anticipated opposition. States a claim with reasons, but evidence is listed rather than connected to the reasons. States a claim, supports each reason with cited evidence, and names the opposing argument it expects. Anticipates the opposing case precisely enough that the rebuttal is already prepared in the brief.
Evidence use and sourcing Cites evidence without naming its source, or misstates a figure. Names sources but treats fictional local material and national sources as equally weighty. Cites accurately, names each source, and distinguishes fictional local evidence from published national data. Uses an opponent's evidence against them, and states what a piece of evidence cannot show.
Rebuttal and clash Restates the team's own case without addressing the other side. Addresses one opposing point, usually the weakest one. Answers the two strongest opposing points directly, conceding what is true. Identifies the single point on which the debate turns and argues there rather than everywhere.
Delivery and organization Speech runs long or short and is hard to follow; roles are unclear. Meets the time roughly; structure is present but signposting is thin. Fits the time, signposts each part, and every speaker performs the assigned role. Controls pace and emphasis, and the four speakers build one argument rather than four.

Differentiation

Support

Give these students the evidence file with each point already tagged as a cost argument, a timing argument, a certainty argument, or a co-benefit argument, so case building becomes a matter of ordering rather than of sorting. Assign the evidence lead or moderator role, which allows preparation from notes, and shorten the written brief to 250 words with the claim sentence supplied.

Extension

Ask students to write the fictional Commission's staff recommendation, which must choose a hybrid: build a smaller treatment train and fund a reduced land program, then defend the split with figures from both columns. Require them to state what the hybrid gives up that neither pure option does.

ELL supports

Pre-teach "easement," "recurring," "action level," and "clash," and post a chart contrasting a one-time cost with an ongoing cost, since the strongest argument on each side depends on that distinction. Provide cross-examination question stems, such as "What does that figure not tell us about ...", and allow the rebuttal speaker to work from a written script.

Extensions

Hold a second, shorter round in which the teams switch sides and argue for two minutes each using only the evidence they attacked the first time. Afterward, every student writes a one-page reflection naming the piece of evidence that was hardest to argue against, and explaining whether their view of the fictional resolution changed and what specifically changed it.