The following opportunities exist for both informal and formal assessment strategies:

• Participation in class discussions/understanding of definition of "Conscientious Objector": Were students volunteering reasons a person would or would not join the military and discerning which reasons would apply to a conscientious objector?

• Reading comprehension of primary and secondary source material on conscientious objection: Teacher Guide to Student Worksheet 1-Analysis of a Conscientious Objector (see Teacher Resources).

Group work:

• Day one: Completing Student Worksheet 1

• Day Two: Sharing and comparing information on conscientious objectors

• Reading document on human rights and identifying the rights pertaining to conscientious objection: Day One Homework assignment (See Teacher Guide to Student Worksheet 1-Analysis of a Conscientious Objector for possible student responses)

• Analysis of draft and final copy of Bill of Rights: Was the student able to locate the phrase in the draft pertaining to conscientious objection? Did they come to the conclusion that the final version omitted this phrase?

• Synthesis of lesson material through essay question: Conscientious objection forces one to look closely at the distinction between self-interest and individual rights. It also raises the question what is one's responsibility to one's country and to oneself. Sometimes individual rights come into conflict with the common good. (Smaller examples to illustrate this conflict might be playing your radio loud v. creating a noise disturbance in the community or decorating your yard as you like v. meeting community rules and standards for curb appeal.) Do you think conscientious objection is an instance where individual rights conflict with the common good or sustain and support it? Support your response with resources from this lesson.

Assessment rubric for this essay assignment is located below.