Debate kit Grade 6 Social Studies & Civics

Should Brookhaven Raise Water Rates to Replace Aging Water Mains?

A grade 6 debate kit on a fictional city raising water rates to replace aging cast-iron mains, with two-sided evidence on infrastructure need and household affordability.

Objectives

  1. Students will evaluate evidence on both sides of a water-rate infrastructure policy resolution.
  2. Students will construct and deliver a rebuttal supported by named evidence from the Evidence File.

Vocabulary

Water main break
When an underground water pipe cracks or bursts, sending water into streets and sometimes leaving homes without water. A water main breaks somewhere in the United States about every two minutes.
Rate case
The public process a utility goes through to change what it charges for water. Officials review the utility's costs, and customers can speak up before new rates are approved.
Water affordability
Whether families can pay their water and sewer bills without giving up other basics. Utilities and governments watch affordability closely as bills rise.
Infrastructure funding gap
The difference between the money needed to fix and replace the country's water systems and the money actually being spent on them.

Teacher overview

This is a two-team structured debate for a class period, with a second session available for extra preparation or a second round. Students argue for or against the fictional city of Brookhaven raising water rates specifically to replace its oldest cast-iron water mains, a resolution with genuine tension between an aging pipe network and household budgets that are already stretched.

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 & delivery Argument is difficult to follow; no clear structure Argument has a structure but transitions are unclear Argument follows a clear claim-evidence-conclusion structure Argument is clearly structured, confidently delivered, and directly responsive to the resolution

Differentiation

Support (below grade level)

Provide a simplified evidence card for each side listing only its single strongest point, and give sentence starters for rebuttals ("Our opponents claim ___, but the evidence shows ___.").

Extension (above grade level)

Ask students to reason, using only the Evidence File, about what a state or federal infrastructure grant like the ones suggested in the "against" case might require a city to do to qualify, and to incorporate that reasoning into a stronger rebuttal.

ELL supports

Pre-teach water main, rate, affordability, and infrastructure with simple definitions and a labeled diagram showing a water main running from a treatment plant under a street to several houses. Allow students to deliver rebuttals from written notes rather than extemporaneously.