Debate kit Grade 11 Social Studies & Civics

Water as a Commodity or a Right: A Grade 11 Debate Kit

A grade 11 debate kit on whether communities should price water by use or guarantee a basic amount to every household, with two-sided evidence.

Objectives

  1. Students will evaluate two-sided evidence on whether water should be priced by use or guaranteed as a right.
  2. Students will construct and deliver a rebuttal supported by named evidence.
  3. Students will explain how a lifeline pricing tier blends the two positions.

Vocabulary

Lifeline rate
A special low price for a basic amount of water, designed so families with little money can still afford what they need for drinking, cooking, and washing.

Also: commodity, human right to water, affordability, fixed cost, shutoff

Teacher overview

This is a two-team structured debate for a 60-minute block, with a second session available for research and rebuttal prep. Students argue whether a community should price water primarily as a commodity, paid for by use, or guarantee a basic amount of water to every household as a right. The resolution is genuinely contested because both sides rest on real values: efficiency and cost recovery on one side, health and affordability on the other. A strong debate should surface that a lifeline pricing tier can partly blend the two, which raises the level of argument rather than settling it.

Rubric

Criterion Emerging Developing Proficient Advanced
Evidence use Repeats a claim with no cited evidence Cites one piece of evidence without explaining its relevance Cites at least two pieces of evidence 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 hard to follow with no clear structure Argument has a structure but unclear transitions Argument follows a clear claim-evidence-conclusion structure Argument is clearly structured, confidently delivered, and directly responsive to the resolution

Differentiation

Support

Provide a one-page evidence card for each side listing only the two strongest points in simplified language, and give rebuttal sentence starters ("Our opponents claim ___, but the evidence shows ___.").

Extension

Ask students to design a specific lifeline rate for the fictional town of Marrenton, stating how large the low-cost first block should be and how prices should rise above it, then argue whether that design resolves or merely narrows the disagreement in the resolution.

ELL supports

Pre-teach "commodity," "human right to water," "lifeline rate," "affordability," and "shutoff" with plain definitions and a simple two-column comparison chart. Allow students to deliver rebuttals from written notes rather than speaking without preparation.

Extensions

Have students find whether their own water utility offers a customer-assistance program or a lifeline rate for low-income households, and write a short paragraph on which side of the resolution that program reflects and why.