Debate kit Grade 10 Social Studies & Civics

Should Bottlers Pay for Groundwater? The Nettlebridge Extraction Fee

A grade 10 debate kit on a per-gallon groundwater fee for bottling plants, with two-sided evidence, role notes, a written case brief, and a four-level rubric.

Objectives

  1. Students will build a case from an evidence file and rank their evidence by strength.
  2. Students will answer an opposing argument directly rather than restating their own case.
  3. Students will write a one-page case brief with a claim, evidence, and a response to the strongest objection.

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: extraction fee, severance charge, passthrough, permit condition

Teacher overview

Groundwater is one of the few valuable things a company can still take in large volume without paying by the unit, and legislatures periodically consider changing that. This kit runs a two-team debate across two class periods on a bill that would charge bottling companies a fee for every gallon they withdraw. The resolution is genuinely contested because the case against the fee does not rest on denying that the aquifer is stressed; it rests on whether a charge aimed at one visible industry protects the aquifer or simply raises money while pumping continues. Each debater writes a one-page case brief before the rounds, which gives the teacher a written record of the argument alongside the spoken one.

Rubric

Criterion Advanced Proficient Developing Emerging
Use of evidence Cites at least four distinct points, names each source, and explains why the strongest one carries the most weight. Cites at least three distinct points with sources named and connects each to the claim. Cites evidence but leaves sources unnamed, or repeats one point in several forms. Argues by assertion, with little or no evidence from the file.
Rebuttal quality Answers the opposing side's strongest point directly, concedes what cannot be denied, and shows why the case still stands. Answers a specific opposing point rather than the opponent's case in general. Responds to a weaker point while leaving the strongest one unanswered. Restates the team's own case without engaging the opposition.
Case brief One page with a clear claim, evidence ordered by strength, and a written response to the strongest objection. One page with a claim, supporting evidence, and a named objection. A brief that lists evidence without a stated claim or without an objection. No brief, or a brief that is an outline rather than an argument.
Delivery and protocol Speaks within time, uses cross-examination to set up the rebuttal, and answers questions asked rather than the questions preferred. Speaks within time and answers cross-examination questions directly. Runs over time or answers a different question than the one asked. Cannot be heard, exceeds time repeatedly, or declines to answer.

Differentiation

Support

Give these students the evidence file with each point pre-labeled by the type of argument it makes, such as fairness, economic effect, administration, or precedent, so that grouping the points into a case is a sorting task first. Assign them the cross-examination role with three questions prepared in advance, which lowers the improvisation demand while keeping them in the round.

Extension

Have these students prepare the amendment that would answer the strongest objection to their own side, such as a withdrawal cap paired with the fee or an exemption threshold below which small users pay nothing, and defend the amended bill in the closing. Ask them to name which of their own evidence points the amendment weakens.

ELL supports

Pre-teach "extraction," "aquifer," "recharge," "passthrough," and "precedent" with a labeled cross-section showing a well, a bottling plant, a town well, and the shared water beneath both. Provide a case brief template with sentence frames for the claim, each piece of evidence, and the response to the objection, and allow the brief to be drafted in bullets before it is written in prose.

Extensions

Have students find whether their own state charges anything for large groundwater withdrawals, and by whom the charge is collected. A short follow-up write-up can compare what the state charges for water with what it charges for timber, minerals, or oil, and explain the reasoning legislators gave for treating them differently.