Debate kit Grade 9 English Language Arts

Should Redmarley Treat for PFAS Now or Wait for the Deadline?

A grade 9 debate kit on whether a fictional town builds PFAS treatment now or waits for a grant round and a federal decision on extra time that is still pending.

Objectives

  1. Students will construct a case on a contested water policy question using evidence they did not select.
  2. Students will answer a specific opposing point with evidence rather than with a general objection.
  3. Students will separate documented facts in the evidence file from material written to illustrate the scenario.

Vocabulary

Granular activated carbon
Small black grains of specially treated carbon that grab contaminants as water flows through them. Utilities use big tanks of it to remove PFAS, bad tastes, and odors.

Also: compliance deadline, capital cost, blending, affordability, rebuttal

Teacher overview

This kit runs as a two-team debate with three speakers a side, a moderator, and a panel of judges who score with the rubric below. The resolution asks a fictional town to choose between building treatment immediately and waiting for a grant round while a federal proposal that could give it more time is still pending. The question is genuinely contested, because the federal limit is settled while the date Redmarley must meet it by is not, and every year of delay both saves ratepayers money and leaves the wells untreated. Students argue a side they are assigned rather than one they choose, which is the point of the exercise.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Asserts a position without using the file Cites one point without explaining its relevance Cites at least two points and explains how each supports the case Cites several points, explains each, and separates documented facts from illustrative material
Rebuttal quality Does not respond to the other team Responds in general terms without naming the opposing point Names a specific opposing point and answers it with evidence Answers the opposing team's strongest point and shows why its own evidence outweighs it
Reasoning Reasons are missing or restate the claim Gives one reason with a gap between evidence and claim Connects each piece of evidence to the claim explicitly Connects evidence to claim and anticipates the objection before it is raised
Delivery and organization Hard to follow, with no visible structure Structure is present but transitions are unclear Clear claim, ordered evidence, and a conclusion, delivered audibly Clear structure, confident delivery, and timing managed within the round

Differentiation

Support

Give these students an evidence file reduced to one sentence per point with the key phrase highlighted, plus a case card with three slots labeled our claim, our strongest point, and why it matters. For the rebuttal round, supply the frame "The other team said ____, but our evidence shows ____."

Extension

Assign one student on each team to prepare a position the resolution does not offer, such as building a smaller system sized only for the Cordray well while applying for the grant, and to argue in the final minute why the resolution forces a false choice. That student must still work only from the evidence file.

ELL supports

Pre-teach compliance deadline, capital cost, blending, and affordability with a short definition and one example each, and provide a simple diagram showing three wells, a blending point, and a carbon vessel. Provide a speaking outline with time markers, and allow prepared speakers to read from a script while the rebuttal speaker uses the sentence frame.

Extensions

After the debate, have each student write one paragraph naming the single point that most moved their own judgment and explaining why. Tally how often students name illustrative material rather than documented facts, then discuss what that tally suggests about which kinds of evidence persuade a listener.