DRAFT DODGING
“ask not what your country can do for you-ask what you can do
for your country”-John F. Kennedy, 1961 Inaugural Address
INTRODUCTION:
The year is 1969, you are
an 18-year old boy and have already signed up for the mandatory selective service. You have just received notice that you have
in fact been drafted into the service and will be going to
Image from: http://www.sss.gov/lotter1.htm
TASK:
Write a two-page paper on whether you would have dodged the draft or
whether you would have fought in the war.
Complete the web quest worksheets.
Complete summary and reactions to draft resistance articles.
PROCESS:
Defining the Social Problem, you already know
this.
Read about the Selective Service, be sure to check out the tabs on the left hand side of the
screen. After reading about the
selective service, fill out the Selective Service Registration worksheet.
On your own paper, answer the following questions:
What is the Selective Service?
Is registering for the Selective Service optional?
Who must register for the Selective Service?
Will there be a draft?
Who would be selected for induction?
What are the sequences of events if the draft should be enacted again?
Gather evidence of the problem, use the
websites listed below Resources.
On your own paper, answer the following questions:
What does it mean to become a Conscientious Objector?
What evidence must your provide in order to become a Conscientious
Objector?
Using the War Stories websites:
Choose three soldier’s war stories
Complete the Soldier’s War
Stories worksheet
On your own paper, answer the following questions about war resistance.
Discuss what college campuses were like during war resistance?
Where was the most active war resistance groups located?
o Read through the following articles; write a one paragraph summary and
a one paragraph reaction to each of the articles.
o A
Draft Resister's Story (pdf)
o Draft
Protestor Gets a 5 Year Term (pdf)
o Evader
of Draft is Given 5 Years (pdf)
o Foe
of Draft Begins a 5 Year Jail Term (pdf)
o Student
Gets Indefinite Term (pdf)
Identify the causes of the problem, fill this
out by exploring the websites listed in the resources section of this web quest.
Identify and evaluate the existing public policies
Developing public policy solutions, it is time
for you to come up with your own policies that will help deal with the social
problem of draft dodging.
Selecting the best policy solution, what do you think your best policy is?
RESOURCES:
o
Selective
Service Draft Lottery
o
Pieces:
Recollections of a Rifleman
o
Vietnam War:
Student Activism
EVALUATION:
Draft Dodging Response
Adapted from Allison Boye,
TLTC Evaluating Student Writing
|
|
Excellent 20 points |
Very Good 15 points |
Adequate 10 points |
Weak 5 points |
Very Poor 0 points |
|
Focus |
The thesis is clearly
stated, original, and sufficiently limited in scope. It responds to the assignment clearly and
reflects the author’s purpose. The
essay maintains the focus solidly throughout, and establishes clearly
articulated points in support |
The thesis is arguable,
clear, and responds to the assignment clearly. The essay’s purpose is clear, but could use
a little more originality. The essay
generally maintains the focus and clear points in support. |
The thesis could be more
clearly stated. The purpose lacks
originality, and the essay loses focus in places. Main points of support are present, but
also lacking somewhat it clarity. |
The essay lacks a central
idea, or presents one that is so vague as to be non-existent. The essay demonstrates little or no
originality and focus. |
The essay lacks a thesis and
does not respond to the assignment.
The essay demonstrates no focus. |
|
Development |
The essay provides thorough
and logical development of its argumentative points, using relevant examples,
evidence and explanations. |
The essay offers some
development of ideas and claims, with a fair amount of explanation and
examples. It usually shows how the
evidence supports the thesis, but makes inconsistent connections. |
The essay shows limited
development of ideas and claims, with few examples or explanations. |
There is little or no
development of ideas. |
There is no development, or
the ideas are developed with irrelevance. |
|
Organization |
Overall, the essay has a
clear and logical skeletal structure with an effective introduction and
conclusion. The paragraphs are unified
and coherent, both internally and from paragraph to paragraph. There are clear transitions and topic
sentences |
The paragraphs generally
progress logically and purposefully.
Topic sentences and transitions might lack some clarity. Some paragraphs are disorganized and/or
inconsistently integrated. There is an
adequate introduction and conclusion. |
The organization of the
paragraphs is somewhat apparent but inconsistent and confusing. There are few transitions, or they are weak
and illogical. The introduction and
conclusion are vague or weak |
The essay lacks the
important elements of structure, presents paragraphs and/or sentences
non-sequentially or randomly, and lacks transitions and topic sentences |
The organization is random
or non-existent. |
|
Grammar and Mechanics |
The essay is free from
grammatical or mechanical errors. |
Grammatical and mechanical
errors exist, but not enough to distract from reading. |
The essay contains several
errors in spelling, grammar, and punctuation, and/or syntax and may somewhat
distract from the reading of the essay |
The sentences contain many
serious errors in punctuation, spelling, diction, and syntax that distract
from the reading of the essay. |
The sentences contain a
large number of serious problems with grammar, syntax, diction, punctuation,
and spelling that make the essay incomprehensible. |
|
Audience, Tone, and Style |
The sentences produce an
essay which is clear, fluent, and graceful.
The writer deploys a variety of sentence structures, and employs a
style and tone appropriate to the audience and purpose. |
The sentences are mostly
clear but lack complexity, and demonstrate some variety. Style and tone are generally appropriate to
audience and purpose. |
Sentences are somewhat
unclear, simplistic, and clumsy. Word
choice is often redundant. Style and
tone are occasionally awkward or inappropriate. |
Sentences are extremely
unclear, and word choice is redundant or unspecific. Style and tone are mostly inappropriate to
the purpose, genre, and audience of the essay. |
Sentences are wholly unclear
and incomprehensible; word choice, style and tone show no awareness of
audience and purpose, and might be offensive. |
Total Grade
______
CONCLUSION:
Now that you’ve finished this web quest and
determined whether you would have been a draft dodger or a soldier in the
Vietnam war you are able to see what Tim O’Brien felt
in the novel The Things They Carried.
STANDARDS:
Students
will read, write, listen, and speak for information and understanding.
Students
will read, write, listen, and speak for literary response and expression.