Debate kit Grade 12 English Language Arts

Extending the PFAS Compliance Deadline: A Grade 12 Debate Kit

A grade 12 debate kit weighing EPA's proposed two-year PFAS exemption for eligible water systems against the cost of delayed protection for affected communities.

Objectives

  1. Students will evaluate evidence on both sides of a federal PFAS compliance-deadline resolution.
  2. Students will construct and deliver a rebuttal supported by named evidence from the Evidence File.

Vocabulary

PFAS
A large family of human-made chemicals used in things like nonstick pans, waterproof fabric, and firefighting foam. They are called forever chemicals because they take a very long time to break down.
Maximum contaminant level (MCL)
A maximum contaminant level, or MCL, is the highest amount of a certain substance that federal rules allow in drinking water. Water systems test regularly to prove their water stays under each limit.
Forever chemicals
A nickname for PFAS, human-made chemicals that almost never break down in nature. Because they last so long, they can build up in water, soil, and people.
Health advisory
A warning from EPA about how much of a chemical people can safely drink over a lifetime. It guides utilities before an official legal limit exists.

Teacher overview

This is a two-team structured debate for a 50-to-60-minute class period, with a second session available for additional prep or a second round of rebuttals. Students argue for or against EPA's own proposal to let eligible water systems apply for two more years to meet its national PFAS drinking-water limits, a live regulatory question with a genuine tension between giving utilities more time and protecting public health without further delay.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Repeats a claim with no cited evidence Cites one piece of evidence without explaining its relevance to the resolution Cites at least two pieces of evidence from the Evidence File and explains how each supports the team's position Cites multiple pieces of evidence, explains their relevance, and anticipates the opposing side's likely response
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 and delivery Argument is difficult to follow, with no clear structure Argument has a structure, but transitions between points are unclear Argument follows a clear claim-evidence-conclusion structure Argument is clearly structured, confidently delivered, and directly responsive to the resolution as debated

Differentiation

Support (below grade level)

Provide a simplified evidence card for each side listing only the single strongest point in plain language, and give rebuttal sentence starters: "Our opponents claim ___, but the evidence in this debate shows ___."

Extension (above grade level)

Ask students to reason, using only the Evidence File provided rather than outside sources, about why EPA might have judged the 2024 rule's April 2029 timeline insufficient for some systems, and to incorporate that reasoning into a stronger case for either side.

ELL supports

Pre-teach "PFAS," "maximum contaminant level," "forever chemicals," and "health advisory" with simple definitions and a labeled diagram showing where PFAS contamination can enter a water system. Allow students to deliver rebuttals from written notes rather than extemporaneously.

Extensions

Have the class hold a brief mock public comment period after the debate, in which students who did not debate submit a one-paragraph comment to the fictional EPA docket for this exercise, taking a position on the compliance-deadline extension and citing at least one piece of evidence from the Evidence File.