Methods of Assessment
- What did you learn today?
- What remaining questions do you have?
- Read through their responses, and use them to build on students’ knowledge and clarify any misconceptions for the next lesson.
In each module, students are asked to carry out activities such as interviewing people, illustrating concepts with poems, plays or artwork and writing research papers on particular topics.
Keep a folder or portfolio for each student, containing written work, artwork, interviews and news clippings that he or she has contributed in class. Periodically go over the student’s work with him or her to monitor progress in understanding international humanitarian law (IHL).
Post samples of students’ work where all can see.
After Module 2 is completed, you might want to devote the last class session to a written assessment of what students have learned. You could do this with one essay question (20-30 minutes) and two or three short-answer questions (10 minutes each).
Possible essay questions:
- What is IHL and why was it developed?
- What is the relationship between IHL and human rights law? (What are the similarities and differences between the two?)
- Identify three ways that civilians are protected by IHL.
- Describe four consequences of children being recruited or used by armed forces or armed groups.
- Explain why the use of indiscriminate weapons and weapons that cause unnecessary suffering is prohibited.
- Uses concepts, such as bystander, combatant, dilemma or chain reaction and other terms in the EHL materials
- Gives concrete examples to back up points
- Includes examples from a variety of sources, such as the news media, interviews, class discussion and outside reading
- IHL treaties and documents database, International Committee of the Red Cross
- Crimes of war: What the public should know, Crimes of War Project
- International human rights law instruments, Office of the United Nations High Commissioner for Human Rights
- Humanitarian law and human rights law, International Committee of the Red Cross
- Children and international humanitarian law, International Committee of the Red Cross
- Convention on the Rights of the Child
- Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict
- Coalition to Stop the Use of Child Soldiers
- Children and armed conflict, United Nations Children’s Fund
- Child soldiers, Amnesty International
- Child soldiers, Human Rights Watch
- Office of the Special Representative of the United Nations Secretary-General for Children and Armed Conflict
- Children of conflict, BBC World Service
- Weapons and international humanitarian law, International Committee of the Red Cross
- Weapons and health, International Committee of the Red Cross
- Arms, Human Rights Watch
- Landmines and explosive remnants of war, International Committee of the Red Cross
- International Campaign to Ban Landmines
- Landmine Monitor
- Landmine Action
- E-mine: Electronic Mine Information Network
- Biotechnology, weapons and humanity, International Committee of the Red Cross
- Disarmament: Biological and toxin weapons, United Nations
- World War I: the ICRC’s appeal against the use of poisonous gases, International Committee of the Red Cross
- Organization for the Prohibition of Chemical Weapons
- The bombing of Hiroshima, Eyewitness to history
- Small arms availability and international humanitarian law, International Committee of the Red Cross
- Small Arms Survey
- Control Arms
- Institute for Security Studies Exploring Small Arms Demand – A Youth Perspective
- International Action Network on Small Arms
- Small arms, United Nations Children’s Fund
- Centre for Humanitarian Dialogue, Putting People First: Human Security Perspectives on Small Arms Availability and Misuse