Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years

Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Claim, Evidence, Reasoning, Rebuttal: Death and Diagnosis of AIDS through Years
Common Core Standards
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Students will use Claim, Evidence, Reasoning and Rebuttal to justify the question:
Why aren’t there as many deaths from AIDS as those being diagnosed with AIDS?
In this activity students will read the given informative article to research how AIDS has spread, the cause of HIV/AIDS and the precautions that have been taken to decrease the spread of HIV/AIDS.
They will construct a double line graph relating years, diagnosed and deceased AIDS individuals.
They will use information from the article and data from the graph to answer the question using C.E.R technique.
They will also write a short rebuttal on why the statistics could be incorrect for the AIDS epidemic in the United States.

Includes:
AIDS/HIV Article
Data table of Diagnosed and Deceased AIDS PATIENTS FROM 1983 TO 2014
CLAIM, EVIDENCE, REASONING, REBUTTAL POSTER
C.E.R.R. Writing Template

Next Generation Science Standard
Engaging in Argument from Evidence
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

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Total Pages
6 pages
Answer Key
N/A
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