Debate kit Grade 11 Social Studies & Civics
Should Gatley Join a Regional Water System? A Grade 11 Debate Kit
A grade 11 debate kit on whether the fictional town of Gatley should transfer its aging water system to a regional authority, with two-sided evidence and a rubric.
Objectives
- Students will evaluate evidence on both sides of a system consolidation decision facing a small town.
- Students will deliver a constructive speech and a rebuttal grounded in named evidence.
- Students will write a case brief that acknowledges and answers the opposing side's strongest point.
Vocabulary
Key words: consolidation, regional authority, economies of scale, local control, asset transfer
Teacher overview
This is a two-team structured debate designed for one preparation session and one debate session of about 40 minutes each. Teams argue for and against a small fictional town handing its water system to a regional authority, a decision hundreds of real communities have faced as pipes age and licensed operators retire. The resolution is genuinely contested: the case for consolidation rests on capacity and cost, while the case against rests on local control and the permanence of the transfer, and an informed adult could reach either conclusion.
Resolution & Background
Resolution: "The town of Gatley should transfer ownership and operation of its water system to the Rathbone Regional Water Authority."
Background: Gatley is a fictional town created for this debate. Its water system serves 2,400 customer connections. It employs one full-time licensed operator, who plans to retire within three years, and most of its distribution mains have not been replaced since the system was built. The town has issued two boil-water advisories in the past five years after main failures. The Rathbone Regional Water Authority, also fictional, runs the water systems of six nearby communities. Each member community holds one seat on its board. Under the proposed transfer, Gatley's system, debts, and rate-setting authority would all pass permanently to Rathbone.
The national backdrop is real. EPA's most recent needs assessment estimates that $625 billion in drinking-water infrastructure investment is needed over 20 years. Distribution pipes account for about two-thirds of that need, and a water main breaks somewhere in the United States roughly every two minutes. The ASCE 2025 Infrastructure Report Card gave the nation's drinking water a C-. Meanwhile, roughly one-third of the water workforce becomes retirement-eligible within the next decade. Small systems often struggle hardest to replace departing licensed operators.
Format and roles: Two teams of four to six face each other. Each team delivers an opening constructive speech, one cross-examination round, and a closing rebuttal. A moderator keeps time, and two or three judges score against the rubric. During the preparation session, every team member contributes to the written case brief. Each speech must name the evidence it uses.
Evidence File
Case for the transfer:
- The scale of national infrastructure need falls heaviest on small systems. EPA estimates $625 billion in drinking-water investment is needed over 20 years, much of it for distribution pipes like Gatley's. A system with 2,400 connections spreads those costs across very few bills. (Source: EPA Drinking Water Infrastructure Needs Survey and Assessment.)
- The workforce problem is immediate for Gatley. Roughly one-third of the national water workforce becomes retirement-eligible within the next decade, and Gatley's only licensed operator retires within three. A regional authority with a larger certified staff can cover shifts, vacations, and emergencies that a one-operator town cannot. (Source: EPA America's Water Sector Workforce Initiative; AWWA State of the Water Industry.)
- Gatley's system already shows the strain, with two boil-water advisories in five years. A fictional engineering review prepared for this debate concludes the town cannot fund its main replacement schedule from its own rates at any realistic level. (Illustrative assessment created for this debate.)
- Consolidation pools purchasing, engineering, and compliance expertise across seven communities. The ASCE 2025 Report Card's C- for drinking water suggests standing still is the riskier choice. (Source: ASCE 2025 Report Card for America's Infrastructure.)
Case against the transfer:
- The transfer is permanent, while the problems that prompted it may turn out to be temporary. Once assets and rate-setting authority pass to Rathbone, Gatley holds one seat on a seven-member board. Decisions about Gatley's rates, projects, and priorities can be outvoted by six other communities with their own needs. (Structural feature of the proposed agreement described in the Background.)
- Rate harmonization can move money away from Gatley. The fictional Gatley Ratepayers Committee argues in testimony written for this debate that a regional rate could rise to fund other members' projects first. Rathbone sets one schedule for all seven communities. (Illustrative testimony created for this debate.)
- Alternatives short of full transfer exist. Gatley could contract with Rathbone for staffing while keeping ownership, pursue state small-system funding, or share an operator with a neighboring town. Each option preserves the choice to consolidate later on better terms. (Options framed by the fictional engineering review created for this debate.)
- A local system answers to neighbors. The national statistics that show strain, including a main break roughly every two minutes nationwide, describe systems of every size and ownership type. Consolidation is not an automatic cure, and accountability to local voters is a real asset a town gives up only once. (Source: ASCE Report Card talking points, with the accountability point drawn from the Background.)
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Rubric
| Criterion | Emerging | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence use | Speech asserts claims without citing the file | Cites one piece of evidence but does not connect it to the resolution | Cites at least two pieces of evidence and explains how each supports the team's position on the transfer | Cites multiple pieces, distinguishes documented facts from the file's labeled illustrative material, and weighs them accordingly |
| Rebuttal quality | Does not address the opposing case | Restates own case in response to opposing points | Directly answers a specific opposing argument with evidence from the file | Answers the opposing side's strongest argument and explains why the team's evidence outweighs it |
| Case brief | Brief is missing or lacks a claim | Brief states a claim with minimal support | Brief states a precise claim, two supported reasons, and acknowledges an opposing view | Brief develops claim and reasons fully and rebuts the strongest opposing view with cited evidence |
| Delivery & organization | Speech is difficult to follow | Speech has a structure but drifts from the resolution | Speech follows a clear claim, evidence, and conclusion structure within time | Speech is clearly organized, within time, and directly responsive to what opponents actually argued |
Differentiation
Support
Provide each team a one-page evidence card holding only its two strongest points with sources pre-labeled, and supply rebuttal starters: "Our opponents rely on ___, but that evidence shows ___." Assign the moderator role to a student who benefits from a structured, scripted part.
Extension
Ask advanced students to draft one condition Gatley could negotiate into the transfer agreement, such as a rate protection period or a guaranteed capital schedule, and argue how the condition changes the balance of the debate.
ELL supports
Pre-teach consolidation, authority, and asset transfer with a simple diagram of seven towns connected to one board table. Allow constructive speeches to be delivered from fully written notes, and permit the case brief to be drafted collaboratively with sentence frames for claim, reasons, and rebuttal.
Extensions
After the debate, the class can vote as a town meeting, then compare the vote to the judges' scores and discuss whether the stronger argument and the more popular position were the same one.