Debate kit Grade 11 Social Studies & Civics

A Withdrawal Fee for the Tarleton Basin: A Grade 11 Debate Kit

Teams argue a fictional bill that would charge farms, factories, and utilities for the water they pump from a shared basin, using a two-sided evidence file.

Objectives

  1. Students will construct an argument about a water pricing bill using evidence attributed to a named source.
  2. Students will rebut an opposing case on its strongest point rather than a weaker restatement of it.
  3. Students will explain how a fee on withdrawal shifts costs among farms, factories, utilities, and households.

Vocabulary

Consumptive use
The share of water that is truly used up, by evaporating or being taken up by plants, so it cannot return to the river for others. The rest flows back and can be used again downstream.

Also: withdrawal, externality, cost-share, basin fund, instream flow, threshold, pass-through cost

Teacher overview

In most states a large water user pays for pumps, pipes, and power, and pays nothing for the water itself once a permit is granted. A bill that would charge by the gallon is therefore a change in kind rather than in degree, and it divides people who agree on the underlying science. This kit runs as two teams of three across two class sessions, with a moderator, three student judges, and two rounds of constructive speeches and rebuttals. The resolution is genuinely contested, because the fee raises money for work the basin needs while landing on food producers and manufacturers who compete with firms in states that charge nothing.

Rubric

Criterion Emerging Developing Proficient Advanced
Claim and case structure The claim is implied or shifts between speeches. A claim is stated, but the speech does not organize evidence behind it. A precise claim opens the constructive and every point supports it. The claim is precise and qualified, and the speech names the condition under which it would fail.
Use of evidence Fewer than three points are cited, or a point is described inaccurately. Three points are cited, some only as decoration for a claim already made. Three or more points are cited by name and accurately, each doing work the case needs. Evidence is used with judgment, including one point from the other side that the speaker answers rather than ignores.
Rebuttal quality The rebuttal answers a position the other team did not take. The rebuttal responds generally without engaging a specific point. The rebuttal names the opposing team's strongest point and answers it directly. The rebuttal concedes accurately what the other side established and shows why the case still stands.
Distinguishing fact from testimony Invented testimony is presented as a published finding. The distinction is made once, then dropped. Published sources and invented testimony are labeled correctly throughout. The speaker explains why a published figure carries more weight than testimony on a contested point.
Delivery and process Time limits and speaking order are not observed. Time is exceeded once, or notes are read without engagement. Speeches fit the time, follow the order, and address the judges. Delivery is clear and responsive, and the speaker adjusts the case in real time to what the round has produced.

Differentiation

Support

Give these students a case template with the claim sentence and three evidence slots already labeled, and assign them the constructive rather than the rebuttal. Provide a one-page condensed evidence file with three points per side, and allow the written case to be submitted as a bulleted outline with full sentences in the claim and the concession.

Extension

Ask these students to draft an amendment to the fictional bill that charges on consumptive use rather than withdrawal, then to argue in a three-minute speech whether the amendment strengthens or weakens the case for the bill overall, naming which evidence points it neutralizes on each side.

ELL supports

Pre-teach withdrawal, consumptive use, threshold, and pass-through cost with a simple diagram showing water leaving a river, part returning, and part leaving as crop or steam. Provide speech frames: "Our claim is that ___," "The strongest point against us is ___, and it fails because ___," and "According to ___, ___." Allow speakers to deliver from a full written script and to use a bilingual glossary during the round.

Extensions

Have students find out whether their own state charges anything for a water withdrawal permit, using the state environmental or natural resources agency's public fee schedule, and write a paragraph comparing what they find with the fictional House Bill 214 on two points.