Vietnam War Unit Goals with Rubr

As students study the Vietnam War they will learn the responsibilities of Christians in this world in regards to war. Also, the student will be able to make their own decisions on how and if wars can be justified based on the Bible.

Through studying the history, geography, and literature of the Vietnam War students will have an understanding of a part of their country’s history, know the significance of this war, and understand the lasting impact it has had on the world.

Throughout the course of this unit, each student will use the gifts that God has blessed them with to expand their knowledge, and the knowledge of others through group and individual work. Similar to soldiers in the Vietnam War, our students will rely on one another to work successfully towards a common goal.

As students work cooperatively on various assignments and work during this unit, they will grow in their positive social relationships in the class. Since God calls his people from every nation, tongue and tribe, the topic of the Vietnam War is especially appropriate to help students see their responsibility not only to those in the classroom, but also to all people in this nation and world.

	Level One: Minimal Competency	Level Two: Basic Competency	Level Three: Advanced Competency	Level Four: Outstanding Competency
Cooperation and Collaboration	Does not cooperate or collaborate with other students.	Makes minimal attempts to cooperate and collaborate.	Cooperates and collaborates with others at most times.	Successfully cooperates and collaborates with others. Encourages others to cooperate and collaborate.
Interpersonal Interaction	Disrupts group harmony. Attempts to break down interpersonal relationships.	Displays limited ability to interact positively. Makes minimal effort to work with others.	Displays considerable ability to interact positively. Makes consistent effort to work in harmony with others.	Displays exceptional ability to interact positively. Creates and works in harmonious relationships.
Building Relationships	Makes no effort to develop positive relationships with other students.	Makes limited efforts to build relationships. Limits efforts to specific students.	Puts forth considerable effort to build positive social relationships with most students.	Puts forth exceptional effort to build positive relationships. Extends efforts to all students.

While students move around and engage in physical activity either individually or collaboratively, they will develop their physical abilities and fitness.

	Level One: Minimal Competency	Level Two: Basic Competency	Level Three: Advanced Competency	Level Four: Outstanding Competency
Commitment		Demonstrated minimal fitness improvement. Effort was lacking. Fitness goals were not achieved.	Made significant fitness gains. Slight lapses caused less than potential.	Fully committed to improving physical fitness. Achieved his/her fitness goals.
Participation	Failed to actively participate with peers.	Regularly withdrew from active participation.	Actively participated. Occasional redirection needed.	Consistently, actively, and respectfully participated with peers.
Proficiency	Insufficient motor skills to accomplish any fitness task successfully.	Lack of motor skills and/or coordination prevented him/her from accomplishing most fitness tasks.	Motor skills and coordination were sufficient to accomplish most fitness tasks as expected.	Demonstrated coordination and motor skills to successfully accomplish all assigned tasks.

To better evaluate each student’s learning during this unit a portfolio assessment has been designed. For each main goal area several artifacts have been made. Each student will need to collect these items and place them in appropriate goal areas. Some artifacts will work for more than one goal area so the student will need to choose which he or she would like it to be under. A rubric has been designed for each goal area which will evaluate the portfolio.

We feel that this type of assessment will better evaluate each student’s learning and growth of each goal area. We do not feel a traditional test will fully evaluate each area, therefore, a portfolio was designed.

	Level One: Minimal Competency	Level Two: Basic Competency	Level Three: Advanced Competency	Level Four: Outstanding Competency
Articulation	Does not express the centrality of God in the everyday events of life and in creation.	Makes some effort to express the centrality of God in the everyday events of life and in creation.	Expresses the centrality of God in the everyday events of life and in creation.	Expresses the centrality of God in the everyday events of life and in creation.
Interaction	Shows no effort to build others up and serve them as parts of the "Body of Christ."	Shows limited effort to build others up and serve them as parts of the "Body of Christ"	Puts for considerable effort to build others up and serve them as parts of the "Body of Christ." Acknowledges own importance in the "Body of Christ."	Shows exemplary effort to build others up and serve them as parts of the "Body of Christ." Understands own importance in the "Body of Christ."
Worldview	Makes no effort to reflect, affirm, and build a consistent Christian worldview.	Makes limited effort to reflect, affirm, and build a consistent Christian worldview.	Makes considerable effort to reflect, affirm, and build a consistent Christian worldview.	Makes exemplary effort to reflect, affirm, and build a consistent Christian worldview.

	Level One: Minimal Competency	Level Two: Basic Competency	Level Three: Advanced Competency	Level Four: Outstanding Competency
Mathematics and Science	Does not understand concepts. Cannot apply concepts in applicable situations	Identifies some concepts, but lacks in ability to apply understanding to applicable situations.	Identifies most concepts and can apply to what they do understand to the situations presented.	Identifies and understands all concepts with the full ability to apply this to applicable situations.
Language Arts and Social Studies	Little comprehension of ideas and information. Lacks ability to express understanding.	Some comprehension of ideas and information presented. Uses at least one method to express understanding.	Comprehension of ideas and information presented. Reflects using some methods to express understanding.	Full comprehension of ideas and information. Reflects understanding effectively in all methods taught.

	Level One: Minimal Competency	Level Two: Basic Competency	Level Three: Advanced Competency	Level Four: Outstanding Competency
Relationships with other students	Doesn’t work with other students. Works primarily alone.	Works with some students only when suggested. Would rather work alone still.	Demonstrated that they can work with most students.	Can work with any student and can relate to all students
Understanding of gifts	Doesn’t realize his/her gifts. Sees himself or herself as inferior.	Realizes his/her gifts, buts doesn’t use them at all.	Uses his/her gifts but not to his/her full potential.	Uses his/her gifts to the fullest potential and works for success.
Responsiveness	Does not share response with the class anytime.	Shares responses with class only when asked.	Shares responses with class occasionally.	Volunteers responses with class whenever appropriate.