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
- Students will evaluate two-sided evidence on whether water should be priced by use or guaranteed as a right.
- Students will construct and deliver a rebuttal supported by named evidence.
- 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.
Resolution & Background
Resolution: "A community should price water primarily as a commodity that households pay for based on how much they use, rather than guarantee a minimum amount of water to every household at little or no cost as a basic right."
Background: Water utilities must recover the cost of pipes, treatment plants, and staff, and most of those costs are fixed, meaning they do not change much with how much water is sold. Communities recover these costs mainly through the rates households pay. Use-based pricing charges customers for the water they consume, which rewards conservation but can leave low-income households struggling when bills rise. A rights-based approach guarantees a basic amount of water to everyone, often through a low-cost first block called a lifeline rate, and recovers costs by charging more for higher use. The two approaches are not fully opposed, and the best debaters will grapple with where they overlap.
Roles: Divide the class into an affirmative team (supporting commodity pricing) and a negative team (supporting a guaranteed right), plus an optional panel of student judges who score using the rubric. Each team prepares an opening case, one rebuttal, and a closing.
Evidence File
Case for pricing water as a commodity:
- Use-based pricing gives households a reason to conserve. The average US household uses about 300 gallons of water per day, and charging for that use encourages people to fix leaks and cut waste in a way flat or free water does not. (Source: EPA WaterSense.)
- Most of a water system's costs are fixed and must be paid by someone; charging for use recovers those costs from the households that use the most, which many consider the fairest way to divide a shared bill. (Economic reasoning based on utility cost structure.)
- Pricing water below its cost tends to leave systems underfunded, which contributes to deferred maintenance and later, larger repair bills; keeping rates tied to real cost helps fund the system that everyone depends on. (Reasoning drawn from utility finance.)
- A fictional utility finance officer's memo, written for this debate for the town of Marrenton, argues that guaranteeing free water to every household would open a budget gap the utility could only close by raising rates on everyone else, including other struggling families. (Illustrative testimony created for this debate, not a documented figure.)
Case for guaranteeing water as a right:
- Water is essential to life and health, and pure use-based pricing can make it unaffordable for low-income households. A widely used rule of thumb, built by adding two EPA benchmarks, treats combined water and sewer costs above roughly 4.5 percent of household income as a high burden, a line some households are already near. (Source: EPA Water Affordability Needs Assessment, 2024.)
- Bills are rising faster than inflation. Combined US water and sewer bills rose about 24 percent from 2019 to 2024 and about 5.1 percent more in 2025, so leaving affordability entirely to the market threatens access for lower-income families. (Source: Bluefield Research / industry rate surveys.)
- A guaranteed lifeline block can be combined with higher prices above it, so a rights approach need not encourage waste; it protects basic needs while still charging heavy users more. (Policy-design reasoning.)
- A fictional community health advocate's testimony, written for this debate for the town of Marrenton, argues that shutting off water for nonpayment creates disease and hygiene risks that spread beyond the affected household to the whole community. (Illustrative testimony created for this debate.)
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 | 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.