The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Restructuring the Postwar World

Grade Level:10th

Subject/Topic Areas: Cold War, Korean War, Vietnam War

Key Words: Cold war, communism, Iron Curtain, containment, Marshall
Plan,
NATO, Warsaw Pact, nuclear war, The Great Leap Forward, 38th parallel,
Vietnamization, Berlin airlift, Truman Doctrine, 17th parallel, Vietnam War,
Korean War, Cuban missile crisis, ICBM, Bay of Pigs
Designed By: Stevie Ann Wright

Length of Unit: 12 day

School District: Lafayette County School District

School: Lafayette High School
Brief Summary of Unit:
World War II has ended. Two conflicting economic systems, capitalism
(United States) and communism (Soviet Union), competed over influence
and power after World War II. In Asia, America and Eastern Europe, people
revolted against repressive governments or rule by foreign powers. During
the war the US and the USSR had joined forces to fight against the
Germans. After the defeat of the Germans animosity began to set in
between the two superpowers and would lead to nearly half-century of
conflict called the Cold War. During this time the Nationalist and
Communists in China were causing problems as well, and communist begin
to transform China. After the war Korea became a divided nation,
Communist industrial north and non-communist rural south. War is
inevitable in these areas.
This section takes a deep look into the Cold War and all that is happening
at during the postwar years throughout the world.
List and attach Print Materials/Resources
Student Text: Holt McDougal: Modern World History; Patterns of
Interaction
PowerPoint- modified from Mr. McLaughlin
Section 1 Worksheet (handout)
Tet Offensive Video from Discovery Channel
o Obtained from Mr. McLaughlin, no longer on the internet.
Bell-ringer (2)
Exit slips (2)
Pre-Quiz
Test
List and attach Internet Resources/Links
Great Leap Forward Video:
https://www.youtube.com/watch?v=hlbB3cmgPmo
Escaping North Korea Video:
http://www.ted.com/talks/hyeonseo_lee_my_escape_from_north_kore
a.html

Contextual Information:
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students
Mr. McLaughlin teaches 10th grade World History at Lafayette High School. He has five
periods of World History and one period of AP World Geography. In the five World
History class periods there are about 100 students in and out of the classroom each day.
In these class periods the students range in age from about 14-16 years old. He has one
ninth grader in his fifth period class because she transferred from Oxford and was already
taking World History when she transferred into Lafayette. The school website states that
Lafayette High School has over 700 students. In first period there are 10 girls 10 boys,
third period there are 5 girls and 11 boys, fifth period there are 10 girls and 12 boys, sixth
period there are 9 girls and 11 boys, and in seventh period there are 12 girls and 11 boys.
Each class is very different.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
According to ArcGIS about 77% of students graduate from Lafayette high school. Most
of the students are on a 10th grade learning level and on track to progress to the 11th grade.
Socio-Economic Description
According to ArcGIS this area falls in around the US median for household income in
between 30,000-53,000. The school is about 75% white population and 15% African
American population. The students that I see in my class each have a different home life.
None seem to be coming from a dilapidated household, but there are student who I know
come from homes that are indeed under the $30,000 annual household income. I can

make these assumptions by the clothes, attitudes and physical presentation of these
individual students.
Typical Demeanor of Students
Each student is different and each day brings different obstacles for every student. Every
student has a different way of approaching these obstacles. On average the students have
a positive mind set when stepping into the classroom. It is easy to notice when some
students are facing an obstacle and some students handle them better than others.
However on a day-to-day basis the students have a great attitude in the classroom.
Typical Interest and Involvement of Students
The students that I see every day in Mr. McLaughlins room have similar interest and
some completely out of the ordinary ones as well. I see many athletes, band members,
singers from the choir, JROTC members, book club, Germany club, Archery and many
other interest and student involvement in the classroom. Many students have interest
outside of school that include hunting, church groups, volunteer groups and even some of
the University programs including the Greek-life, Student Activities Board and religious
groups
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory) how do they learn
The learning styles vary between classes. I have found that I have a lot of visual and
auditory learners. I have noticed that the seventh period class responds to class discussion better
than the third period class. But third period response to visual aids like powerpoints and videos
better than have a better outcome on discussion.
3. Knowledge of students skills and prior learning, what have they already learned
The students, according to Mr. McLaughlin, are on the right way. When they arrived to
the class they had some previous knowledge of major events that are taught in lessons but not
much depth.
4. Knowledge of community and school district (Include a description of the community
and school district) criminal involvement, town environment, community involved?
Lafayette High School is located on highway 334 in Oxford. Most of the students come
from a middle class family. The school is up to date on technology, each teacher had a Mac
computers and mounted projectors and some have smart boards. The high school is made up of
9-12 graders. Oxford has about 20,000 people and the county has about 51,000 people. There is a
strong parental involvement from those few guardians that are able to give their time to help out
the school. There are many mornings where these guardians bring in breakfast for teachers and
staff and other days where they will bring in breakfast for the seniors.

Stage 1 Identify Desired Results

Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
Tenth grade Social Studies and Language Arts:
MS.SS.10.2b
10.1
MS.SS.10.2c
10.2
MS.SS.10.2d
MS.SS.10.3b

MS.SS.10.3d

CCSS.ELA-LITERACY.RH.9-

MS.SS.10.4d

CCSS.ELA-LITERACY.RH.9-

MS.SS.10.5c
MS.SS.10.7a

CCSS.MATH.CONTENT.7.EE.B.3

What understanding is desired?

Students will understand the causes of the Cold War and the key events that blossom
during the Cold War time period. The students will gain knowledge of the battles that took
place during the Vietnam and Korean wars and the outcomes of these battles and the
political actions taken place. An understanding of the attitudes and response of the
nations involved and not involved with these events are key to understanding the unit
completely. I predict that there will be some confusion when we discuss the Vietnam and
Korean Wars.

Daily Objectives:
Day 1:
TSW define key terms from this chapter. (DOK 1)
TSW compose his/her notes during the lecture to recognize relationships between world
powers and how it affects nations around the world. (DOK 2)
Day 2:

TSW define key terms for this chapter (DOK 1)

TSW analyze how the Cold War causes a division in the world. (DOK 4)
TSW analyze the technological developments that resulted from the division of powers.
(DOK 4)
Day 3:
TSW identify and analyze how China is divided after the Second World War. (DOK 1)
TSW analyze the Great Leap Forward (DOK 4)
Day 4:
TSW investigate the causes of the Korean War. (DOK 3)
TSW analyze the differences in North and South Korea.(DOK 4)
Day 5:
TSW define key terms from this chapter. (DOK 1)
TSW identify the problems that lead to the Vietnam War. (DOK 1)
TSW analyze how the US involvement in the Vietnam War causes the loss of support of
American citizens. (DOK 4)
Day 6:
TSW define key terms for this chapter. (DOK 1)
TSW analyze US involvement in the Vietnam War. (DOK 4)
TSW compare and contrast north and South Vietnam. (DOK 2)
Day 7:
TSW define key terms for this chapter. (DOK1)
TSW analyze US involvement in the Vietnam War begins to shift support away from the
war. (DOK 4)
TSW analyze the Tet Offensive and the results it had on the two opposing forces. (DOK 4)
Day 8:
TSW define key terms for this chapter. (DOK 1)
TSW identify the concerns of the American citizens and why they oppose the war. (DOK 1)
TSW analyze President Richard Nixon and how he brings the war to an end. (DOK 4)
TSW analyze the legacy of the Vietnam War. (DOK 4)
TSW compare and contrast the Vietnam War and WWII. (DOK 2)
Day 9:
TSW define key terms for this chapter.(DOK 1)
TSW analyze the Third World. (DOK 4)
TSW analyze the Cuban Missile Crisis. (DOK4)
TSW identify the secular tension in the Middle East during the Cold War.(DOK 1)
Day 10:
TSW define key terms for this chapter. (DOK 1)
TSW analyze Soviet Policy following Stalins death. (DOK 4)
TSW examine the end of the Cold War. (DOK 2)
TSW analyze a political cartoon and construct their own interpretation of the cartoon.
(DOK 4)
Day 11:
TSW review for unit test.
Day 12:
TSW take unit test.

Works Cited
Political Cartoon:
Dan, The Cold War; Political Scrutinization Through Cartoons. Retrieved March 20, 2016, from
http://danris2006.blogspot.com/2006/05/cold-war-political-scrutinization.html
Textbook:
Holt McDougal. Modern World History: Patterns of Interaction, 2012. Houghton Mifflin
Harcourt Publishing Company. Orlando, Florida. Text.
Grading Rubric:
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&
Selected PowerPoints:
McLaughlin, Cam. Restructuring the Postwar World, 2015. Lafayette High School

Stage 2 Planning Assessment

Performance Task(s):

Life During the Cold War

o Interview/short essay
o Rubric attached
o For this assignment each student will conduct an interview with someone who lived during the
Cold War era. Each student will be given a rubric and instructions. Each student will compose a
short essay on who their interviewee is and what they learned from their interviewee. TSW will
have one week to complete this task. Each day that the assignment is late there will be a 10
point deduction.
Timeline Group Project
o Rubric attached
o For this assignment each group will design a timeline of the Cold War. They can include as
many events as they would like. Each event needs to have the correct day and have good
descriptions of the event. The students are free to construct the timeline however they choose.
Creativity is encouraged. Participation will be graded along with historical accuracy and
description of the events.

Test/Quiz Item(s) and Other Traditional Assessments:

Pre-Quiz
Vocabulary
Section One Worksheet
Open Note Quiz Korean War and Vietnam War
Unit Test

Informal Check(s):
Day 1:

Exit Slip #1
o The exit slip will be given at the end of class. The students will have 10 minutes to complete
the questions on the slip. These questions have been pulled from the information given during
lecture of that day. I will be checking for completeness and then correctness. This will give the
teacher an understanding of what each student comprehended from that lesson.

Day 2:
Discussion of Strategies of the Cold War.
o This discussion will take place during the lesson. TTW will direct the students in discussion of
the different aims of the Soviet Union and the US during the Cold War. During the discussion
the students will give their own interpretations of why each nation had specific goals during the
Cold War and the strategies they used to reach these goals. TTW will correct or modify the
students answers to help the student(s) better understand the purpose for these goals.
After the lecture is over the students receive a worksheet. TTW will go around the room to answer any
questions that students may have on the worksheet. While the teacher is circling the room the teacher
will check for completed key terms.
Day 3:
After the lesson TTW circle the room to check key terms and assist the students with the previous days
worksheet.
Day 4:
Bell-ringer
o Discuss the Great Leap Forward. Was it successful? Why or Why not?
o This question will be to see if the student fully grasped the previous class discussion on the
Great Leap Forward.
Discussion of Escaping North Vietnam
o This discussion will be open ended and will be a discussion that the entire class can participate
in to assess higher levels of thinking.
Day 5:
Exit slip
o The exit slip will be given at the end of class. The students will have 10 minutes to complete
the questions on the slip. These questions have been pulled from the information given during
lecture of that day. I will be checking for completeness and then correctness. This will give the
teacher an understanding of what each student comprehended from that lesson.
Day 6:
Discussion questions
o Questions to be discussed
o 1. What policy did President Johnson seem to be following during the Vietnam War?
o 2. Why was the moral of the American troops falling?
o 3. Describe how the use of napalm and Agent Orange contribute to the loss of support of the
people of South Vietnam?
Day 8:
Bell-ringer
o Explain the Tet Offensive and the effect it had on the Vietnam War.
o This question is to assess whether or not the students understand the conflict, The Tet
Offensive, and the impact that it had on the rest of the world. Specially the American outlook
on the Vietnam War.
Day 10:
Cold War Political Cartoon
o For this handout TTW will introduce the picture and ask the students to analyze the cartoon.
TSW be asked to answer the questions in groups of two selected by the teacher. This handout
will assess the students ability to decipher the image and to give interpretation to what the
author is portraying.
Day 11:
Timeline Group project

Day 12:
Test review

Academic Prompt(s):
Why did the US and the Soviet Union split after the war?
How were the Truman Doctrine and the Marshall Plan alike?
What was President Trumans major reason for offering aid to other countries?
How did the outcome of the Chinese Civil War contribute to Cod War tensions?
Why did the Cultural Revolution fail?
What effects did the Korean War have on the Korean people and the nation?
What actions could the US use to justify the domino theory?
How did the US policy towards Cuba backfire?
In what ways were the US involvement in Vietnam similar to Soviet involvement in
Afghanistan?

Stage 3 Daily Lesson Plans

STAGE 3: Daily Plans

Monday
Tuesday
Day 1:
Day 2:
TSW take a pre- TSW define key
quiz on the
terms for this
Cold War
chapter
TSW define key
terms from this
chapter.
TSW compose
his/her notes
during the
lecture to
recognize
relationships
between world
powers and
how it affects
nations around
the world.

TSW analyze
how the Cold
War causes a
division in the
world.
TSW analyze
the
technological
developments
that resulted
from the
division of
powers.

Wednesday
Day 3:
TSW identify
and analyze
how China is
divided after
the Second
World War.
TSW analyze
the Great Leap
Forward

Thursday
Day 4:
TSW investigate
the causes of
the Korean War

Friday
Day 5:
TSW define key
terms from this
chapter.

TSW analyze
the differences
in North and
South Korea

TSW identify the

problems that
lead to the
Vietnam War.
TSW analyze how
the US
involvement in
the Vietnam War
causes the loss
of support of
American
citizens.

Day 6:
TSW define key
terms for this
chapter.

Day 7:
TSW define key
terms for this
chapter.

Day 8:
TSW define key
terms for this
chapter

Day 9:
TSW define key
terms for this
chapter.

Day 10:
TSW define key
terms for this
chapter.

TSW analyze US
involvement in
the Vietnam
War.

TSW analyze
US involvement
in the Vietnam
War begins to
shift support
away from the
war.

TSW identify
the concerns of
the American
citizens and
why they
oppose the
war.

TSW analyze
the Third World.

TSW analyze
Soviet Policy
following Stalins
death.

TSW analyze
the Tet
Offensive and
the results it
had on the two
opposing
forces.

TSW analyze
President
Richard Nixon
and how he
brings the war
to an end.

TSW compare
and contrast
north and South
Vietnam.

TSW analyze
the legacy of
the Vietnam
War.
TSW compare
and contrast
the Vietnam
War and WWII.

Day 11:
TSW construct
a time line of
the cold war.

Day 12:
TSW will review
for unit test
TSW complete
key terms for
this chapter

Day 13:
Test day

TSW analyze
the Cuban
Missile Crisis.
TSW identify the
secular tension
in the Middle
East during the
Cold War.
TSW take open
note quiz

TSW examine the

end of the Cold
War.
TSW analyze a
political cartoon
and construct
their own
interpretation of
the cartoon.

Daily Lesson Plan

Day 1
Objectives:
MS.SS.10.2d
MS.SS.10.3b
MS.SS.10.3d
CCSS.MATH.CONTENT.7.EE.B.3

TSW take a pre-quiz.

TSW define key terms from this chapter. (DOK 1)
TSW compose his/her notes during the lecture to recognize relationships between
world powers and how it affects nations around the world. (DOK 2)

Materials:
Paper, pencil, PowerPoint, exit slip
Pre-quiz on Cold War
Opening (Set):
Today we will begin our discussion of a twenty year conflict that almost pushed the world
into another war. But first lets take about 15 minutes to take a pre-quiz to see what we
really know about the Cold War.

TTW handout pre-quiz.

During World War II, the US and the Soviet Union had joined together to defeat the
Germans. Despite this alliance, there is strong hostility between the two powers and this
leads to a half-century of conflict called the Cold War. Today we will look into the how allies
become enemies and how their relationship affected other nations around the world. These
events may have begun in the 40s but the effects of this time period are still effecting the
US today.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title slide Chapter 17: Reconstructing the Postwar World
Slide 2/3: Superpowers Face Off
Slide 4: Yalta Conference
Slide 5: United Nations
Slide 6/13: Differing US and Soviet goals
Closure:
Tomorrow we will pick up our discussion on the Cold War and how it divides the world.
Keep in mind what we talked about today and how the US and the Soviet Union had different
goals following the Yalta conference. This not only affects the US and Soviet Union but the
entire world and the advances that each these opposing camps made in the early years of
the Cold War.

TTW will refer to the exit slip and give the students the last ten minutes of class to
complete and turn it in.
ASW pass out exit slips.
TSW complete the exit slip
TTW collect the exit slip.

Differentiated Instruction:
Enrichment: The questions on the exit slips are enrichment questions.
Intervention: When it comes time to complete the exit slip TTW go around the room to see
where each student stands with completing this task TTW if necessary assign this a
partnered activity making sure the more advanced students with a struggling student.
Accommodation: TTW assist these students personally

Cold War Pre-Quiz

Name: ____________________
1. How long did the cold war last?
a. 36 years
c. 44 years
b. 40 years
d. 50 years
2. The Cold Wars opposing forces were
a. Germany/USSR
c. Germany/US
b. USSR/US
d. US/Japan
3. The US and Britain send aid to Berlin through the
a. Berlin Accords
c. Berlin Airlift

b. Berlin Relief Effort

d. Berlin Food Pantry
4. Vietnam was divided at the
a. 17th parallel
c. 38th parallel
b. Mason Dixon Line
d. Prime Meridian
5. NATO stands for
a. Non-aggression Treaty Organization c. Non-alignment Treaty Organization
b. Non-communist Threat Organization d. North Atlantic Treaty Organization
6. Who is the leader of communist China after WWII?
a. Chang chi-Shek
c. Mao Zedong
b. Emperor Hirohito
d. Hideki Tojo
7. The Korean War is referred to as the________________
a. Great War
c. Forgotten War
b. Cold War
d. Unimpressive War
8. President ___________ ends the Vietnam War.
a. Nixon
c. Obama
b. Clinton
d. Lincoln
9. Fidel Castro becomes leader of _______________
a. Japan
c. Spain
b. USSR
d. Cuba
10. The Cuban Missile Crisis is between_____________
a. US/Cuba
c. Japan/Cuba
b. USSR/Cuba
d. US/USSR

Exit Slip:

Name:___________________

Answer each question in complete sentences.

1. Why did the Soviet Union and the United States split after the war?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How were the Truman Doctrine and the Marshall Plan alike?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What was Trumans major reason for offering aid to other countries?
_________________________________________________________________

_________________________________________________________________
_________________________________________________________________

Daily Lesson Plan

Day 2
Objectives:
MS.SS.10.3d
MS.SS.10.7a

TSW define key terms for this chapter (DOK 1)

TSW analyze how the Cold War causes a division in the world. (DOK 4)
TSW analyze the technological developments that resulted from the division of
powers. (DOK 4)
TSW complete section one worksheet (DOK 1)

Materials:
Paper, pencil, PowerPoint, textbook, and section one worksheet
Opening (Set):
Yesterday we began discussing the Cold War and how the different political and economic
goals of the US and Soviet Union caused a political struggle between the two. We talked
about the Berlin Airlift and how the US and Britain had to send supplies into West Berlin
because Stalin had cut of all supplies to the area. Today we will look at how the Cold War

divides the nations into two opposing camps and the advances each make throughout the
early years of the conflict.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 14/16: The Cold War Divides the World
Slide 17/19: The Space Race
Closure:
That wraps it up for section one. Tomorrow we will turning over to China and take a look at
how the end of World War II wasnt the end of their troubles.
TTW have a student hand out worksheets for section one.
For the remainder of the period you are to complete this worksheet and turn it in before you
leave. If you complete the worksheet finish the key terms for section one and begin on the
key terms for section two.

TTW ask a student to hand out section one worksheet and instruct the students to
read the directions and complete the work sheet.
ASW hand out worksheet for section one.
TSW complete section one worksheet.

Differentiated Instruction:
Enrichment: During the lesson the teacher will have a discussion with the students about
the different aims of the Soviet Union and the US effected the Cold War, these students will
be encouraged to participate in the discussion to determine the students critical thinking
skills and make sure that the student is retaining the information from the lecture.
Intervention: TTW individually assist these students when the student has problems
comprehending what is being taught in the lesson.
Accommodation: TTW assist the students with reading, learning, or visual impairments by
giving these students a hard copy of the slides with modified areas for these students to
write in their notes or have a peer help them with writing their notes.

Directions: After discussion of the Berlin Airlift answer the following question.
During an 11-month period the US and
Britain sent aid into West Berlin through
the Berlin
Airlift. Every 1 minute and 30 seconds
there was a
plane dropping supplies into Berlin. How
many
planes dropped supplies into Berlin
during this

time?

Work the problem out here:

Show your work here:

Cold War: Superpowers Face Off

Name: _____________________
Date: ____________________
Read pages 531-536 and answer the following question in detail and
complete sentences.

1. Why did the US alliance with the Soviet Union begin to unravel?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What were the different Cold War aims of the US and Soviet Union?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How did Stalin ignore the Yalta Conference?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Truman adopted what foreign policy and what did this policy include?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Explain the Truman Doctrine.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Explain the Marshall Plan.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. What is the North Atlantic Treaty Organization and why was it created?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Cold War: Superpowers Face Off

Name:______KEY___________

Date:____KEY_________

Read pages 531-536 and answer the following question in detail and
complete sentences.

1. Why did the US alliance with the Soviet Union begin to unravel?
The US was upset that Soviet leader, Joseph Stalin signed the nonaggression pact with Germany and Stalin blamed the Allies for not
invading German occupied Europe earlier than 1944.
2. What were the different Cold War aims of the US and Soviet Union?
US: encourage democracy, gain access to raw materials and markets,
rebuild European governments, and reunite Germany. Soviet Union:
encourage communism, rebuild its own economy, control all of Eastern
Europe, and keep Germany divided.
3. How did Stalin ignore the Yalta Conference and why?
Installed communist governments in Albania, Bulgaria, Hungary,
Czechoslovakia, Romania, Poland, and Yugoslavia to form a communist
buffer necessary for protection.
4. Truman adopted what foreign policy and what did this policy include?
Containment, directed at blocking Soviet influence and stopping the
expansion of communism. It included forming alliances and helping
weak countries resist Soviet advances.
5. Explain the Truman Doctrine.
Policy giving economic and military aid to free nations threatened by
internal or external opponents.
6. Explain the Marshall Plan.
An assistance program that would provide food, machinery, and other
materials to rebuild Western Europe.
7. What is the North Atlantic Treaty Organization and why was it created?
NATO- a defense military alliance, an attack on any NATO member
would be met with armed forces by all member nations. It was created
after the Berlin blockade heightened Western Europes fear of Soviet
aggression.

Daily Lesson Plan

Day 3
Objectives:
MS.SS.10.2c
MS.SS.10.3c

MS.SS.10.4d

TSW identify and analyze how China is divided after the Second World War. (DOK 1)
TSW analyze the Great Leap Forward (DOK 4)

Materials:
Paper, pencil, PowerPoint, textbook
Great Leap Forward Video
o https://www.youtube.com/watch?v=hlbB3cmgPmo
Opening (Set):
As we discussed yesterday the world is beginning to divide into communist and noncommunist. China is a part of these divisions. During WWII China fought alongside the allies.
After the war two opposing forces who had been at Civil War with each other prior to the
WWII resumed their fighting. We will see today just how this causes China to be divided in
two and how communism transforms the country.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title Slide Communist takeover China
Slide 2/3: Civil War Resumes
Slide 4/6: Two Chinas Affect Cold War
Slide 7/11: Communist Transform China
Show the Great Leap Forward video
Closure:
China went from Civil War to WWII back to Civil War. The country is now ran by communism
and not too far South the division of Vietnam and the different goals of the US and the Soviet
Union become clear during the Vietnam war years. Tomorrow we will begin talking about the
Vietnam War and continue talking about it for the next few days.

TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1 and 2 and to
begin working on the key terms for section three.

Differentiated Instruction:
Enrichment: Open ended discussion about the lesson this will determine the students
comprehension of the lesson
Intervention: TTW individually assist these students when the student has problems
comprehending what is being taught in the lesson.
Accommodation: TTW assist the students with reading, learning, or visual impairments by
giving these students a hard copy of the slides with modified areas for these students to
write in their notes or have a peer help them with writing their notes or have a student help
them with writing their notes (peer learning)

Daily Lesson Plan

Day 4
Objectives:
MS.SS.10.3d
MS.SS.10.4d

TSW investigate the causes of the Korean War. (DOK 3)

TSW analyze the differences in North and South Korea. (DOK 4)

Materials:
Paper, pencil, PowerPoint, textbook
Bell-ringer
o Discuss the Great Leap Forward. Was it successful? Why or Why not?
Escaping North Vietnam video:
o http://www.ted.com/talks/hyeonseo_lee_my_escape_from_north_korea.html
Opening (Set):
Good morning yesterday we discussed the communist takeover of China. You have a bellringer lets take the first ten minutes to work on this bell-ringer then we will begin class.
After WWII ended Korea was divided at the 38th parallel to form communist occupied North
Korea and non-communist allied occupied South Korea. Today we will investigate the
tensions that lead to the Korean War and how it affects the Cold War.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title Slide: Cold War Conflicts
Slide 2/4: Korea Divided
Slides 5: Koreans go to War
Slides 6/10: The United States Fights in Korea
Slide 11: Truman and MacArthur
Slides 12/15: End of the Forgotten War
Ted Talks Video on escaping North Vietnam
o After the video discuss with the class what they learned from the video.
Did the student know that people who left North Korea would be
execute if they were captured?
What was something that surprised the student?
Do you think you could survive North Korea?
Closure:
After the war, Korea remained divided. Political differences have kept the two Koreas apart.
Tomorrow we will see that the Cold War is still going strong and we will begin our discussion
of the next event to plague Southeast Asia.
Differentiated Instruction:
Enrichment: Open discussion about Ted talk video. Vigorous questions will be directed at
these students.
Intervention: these students will be encourage and participate during the discussion by the
teacher. They will also be encouraged to reply to their peers responses to the video.
Accommodation: For these students TTW provide the ted talks video on the iNow website
for these student to have access to the video and PowerPoint slides.

Daily Lesson Plan

Day 5
Objectives:
MS.SS.10.3c
MS.SS.10.3d
MS.SS.10.4d
MS.SS.10.5c
CCSS.ELA-LITERACY.RH.9-10.2

TSW define key terms from this chapter. (DOK 1)

TSW identify the problems that lead to the Vietnam War. (DOK 1)
TSW analyze how the US involvement in the Vietnam War causes the loss of support
of American citizens.(DOK 4)

Materials:
Paper, pencil, PowerPoint, textbook, exit slip #2, grading rubric for Life during the Cold War.
Opening (Set):
After WWII stopping the spread of communism was a principle goal of US foreign policy.
Losing China to communism is a setback for the US and when war breaks out in Vietnam the
US sticks to the principle and began to take measure to involve themselves in the conflict.
Today we will identify the key events that happen during the Vietnam War along with its key
players and acts of legislation developed during the war.
TTW begin the class lecture
Learning Tasks (Procedures):
Slide 1: Title Slide : The Vietnam War Years
Slide 2: Intro Slide: Vietnam Moving towards Conflict
Slide 3/7: The Roots of American Involvement
Slide 8/11: The United States Steps In
Slides 12/15: President Johnson Expands the Conflict
Closure:
This is just the beginning of the Vietnam War, it is long and costly. Tomorrow we will
continue to look into the war, how the US involvement escalates and how this decision leads
to loss of support from many Americans.
TTW explain the interview short essay project and have a student handout rubric and
instructions.
ASW handout rubric and instructions.
ASW handout the exit slip.
TSW complete the exit slip.
TTW collect the exit slip.
TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, and 3
Differentiated Instruction:
Enrichment: For these student TTW will discuss the interview process and instruct these
students to give in depth information for their short essay.
Intervention: TTW will discuss the interview process and answer any question that the
students may have and assist these students in their short essay writing assignment before
the due date.

Accommodation: TTW discuss the interview process and TTW provide the students with
questions that would be acceptable for the interview and short essay. TTW will assist these
students with the writing assignment and have the resource teacher well informed of this
assignment so that the student will have adequate help.

Exit Slip:

Name:___________________

Answer each question in complete sentences.

1. Explain the origins of American involvement in Indochina.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Who was Ho Chi Minh?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What happened at the Gulf of Tonkin?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Life during the Cold War

Interview and short essay rubric
Directions: Interview someone who lived through the Cold War era. Ask at LEAST
five creative questions about their time during the Cold War. Then write a short
essay on what you learned from your interview. Be sure to write essay form and use
complete information.
Student Name:

________________________________________

CATEGORY

Organizatio Information
n
is very
organized
with wellconstructed
paragraphs.

Information
is organized
with wellconstructed
paragraphs.

Information
is organized,
but
paragraphs
are not wellconstructed.

The
information
is
disorganized
.

Amount of More than 5

Information creative
questions
addressed
and
answered
with at least
2 sentences
about each

5 creative
questions
addressed
and
answered
with at least
2 sentences
about each.

Less than 5
creative
questions
addressed
and
answered
with at least
2 sentence
about each.

Less than 5
creative
questions
addressed
and most
answered
with less
than 2
sentences
about each.

Quality of
Information
Information clearly
relates to
the main
topic. It
includes 3-4
supporting
details
and/or
examples.

Information
clearly
relates to
the main
topic. It
provides 1-2
supporting
details
and/or
examples.

Information
clearly
relates to
the main
topic. No
details
and/or
examples
are given.

Information
has little or
nothing to
do with the
main topic.

Mechanics

Almost no
(no more
than 5)
grammatical

A few (no
more than
10)
grammatical

Many (more
than 10)
grammatical
, spelling, or

No
grammatical
, spelling or
punctuation

errors.

, spelling or spelling, or punctuation

punctuation punctuation errors.
errors
errors.

Paragraph All
Constructio paragraphs
n
include
introductory
sentence,
explanations
or details,
and
concluding
sentence.

At least 3
paragraphs
include
introductory
sentence,
explanations
or details,
and
concluding
sentence.

Paragraphs
included
related
information
but were
typically not
constructed
well.

Paragraphin
g structure
was not
clear and
sentences
were not
typically
related
within the
paragraphs.

Copyright 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Daily Lesson Plan

Day 6
Objectives:
MS.SS.10.3d

TSW define key terms for this chapter. (DOK 1)

TSW analyze US involvement in the Vietnam War. (DOK 4)
TSW compare and contrast north and South Vietnam. (DOK 2)

Materials:
Paper, pencil, PowerPoint, textbook
Opening (Set):
As the Vietnam War is escalating, so is the US involvement in the war. Today we will discuss
the steps that were taken by the US, South Vietnam and North Vietnam during this war.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title Slide: The Vietnam War Years Part 2
Slide 2: Intro Slide: US involvement and Escalation
Slide 3/6: The Decision to Escalate
Slide 7/12: A War in the Jungle
Slide 13: The Early War at home
TTW will have a discussion with the student at the end of the lesson.
o Questions to be discussed
o 1. What policy did President Johnson seem to be following during the Vietnam War?
o 2. Why was the moral of the American troops falling?
o 3. Describe how the use of napalm and Agent Orange contribute to the loss of
support of the people of South Vietnam?
Closure:

As the War escalates so does the tension over the war. Many Americans are not supporting
the war and the rising death rate and cost cause a drop in American support. Tomorrow we
will continue with the Vietnam War and that are soon to follow as the wars popularity falls.

TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, and 3

Differentiated Instruction:
Enrichment: The students will be asked in depth questions like those at the end of the
lesson.
Intervention: For these students as the discussion has been prompted by the teacher and
the enrichment students, TTW encourage those students who fall into this category to
participate and the teacher will individually help these students to recall the information
from the lesson TTW guide the student with questions suited for an intervention learner.
Accommodation: For these students TTW provide the student with a copy of the
PowerPoint. TTW also be sure to help the student one-on-one whenever it is needed
throughout this class. Like the intervention student these students will be asked questions
that are more suited to the learner.

Daily Lesson Plan

Day 7
Objectives:
MS.SS.10.3d

TSW define key terms for this chapter. (DOK 1)

TSW analyze US involvement in the Vietnam War begins to shift support away from
the war. (DOK 4)
TSW analyze the Tet Offensive and the results it had on the two opposing forces.
(DOK 4)

Materials:
Paper, pencil, PowerPoint, textbook,
Video on Tet offensive:
o Retrieved from Mr. McLaughlin, Discovery Channel.
o The video no longer exist on website originally retrieved from.
Opening (Set):
The US involvement in the Vietnam War escalated and the number of American troops
stationed in Vietnam reached as many as 200,000. As this war drug on the troops moral was
not the only one that was sagging, so was that of the American supporters. Today we will
continue our discussion of the Vietnam War and the actions taken by the US help with this
turn of support.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title Slide: The Vietnam War Years Part 3
Slide 2: Intro Slide: A Tumultuous Year

Slide 3/7: The Tet Offensive Turns the War

Slide 8/11: Fallout from the Tet Offensive
Slide 12/15: A Turbulent Race for President
Show Video on Tet offensive

Closure:
The war is becoming increasingly unpopular. Tomorrow we will discuss the end of the war
and the legacy it leaves behind.

TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, and 3

Differentiated Instruction:
Enrichment: Some of the PowerPoint slides are in greater detail than the others. These
slides with more information are aimed at these students.
Intervention: Some of the PowerPoint slides do not have as much detail and are aimed at
intervention and accommodation students.
Accommodation: During this PowerPoint presentation there are many pictures and even a
video. These pictures are to help out the students who are visual learners. For those
students who are auditory learners during the presentation I will go into more detail
explaining what these slides are talking about.

Daily Lesson Plan

Day 8
Objectives:
MS.SS.10.3d

TSW define key terms for this chapter. (DOK 1)

TSW identify the concerns of the American citizens and why they oppose the war.
(DOK 1)
TSW analyze President Richard Nixon and how he brings the war to an end. (DOK 4)
TSW analyze the legacy of the Vietnam War. (DOK 4)
TSW compare and contrast the Vietnam War and WWII. (DOK 2)

Materials:
Paper, pencil, PowerPoint, textbook
Bell-ringer
o Explain the Tet Offensive and the effect it had on the Vietnam War.
Opening (Set):
Nixon is the newly elected President and he seeks to end the war and negotiate peace that
had begun while Johnson was still in office. Today we will look at just how he ends the
Vietnam War and the legacy it leaves behind.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Title Slide: The Vietnam War Years Part 4
Slide 2: Intro Slide: The end of the War and its Legacy
Slide 3/5 President Nixon and Vietnamization
Slide 6/7: Trouble continues on the Homefront
Slide 8/10: Americas Longest War Ends
Slide 11/15: The Wars Painful Legacy
Slide 16/17: WWII vs. Vietnam
Slide 18/20: Cambodia and Laos
Closure:
The Vietnam War was a long and costly war. It lasted for almost twenty years. The legacy it
left behind was a painful one for those who fought and for those who supported it. The
Vietnam War may have taken twenty years but the Cold War is still going on. Tomorrow we
will begin to discuss the problems that the rest of the world is facing during this time.
TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, 3 and begin on
section 4 terms.
Differentiated Instruction:
Enrichment: The bell-ringer is intended to cause a high-level of thinking. TTW expect these
student to complete this bell-ringer without any problems.
Intervention: While the students are working on their bell-ringers the teacher will
encourage peer learning amongst the students. TTW give context clues to assist these
students.
Accommodation: TTW walk around the room and assist these students one-on-one to
make sure they have comprehended the lesson from the previous day and assess if the
teacher needs to revisit the information.

Daily Lesson Plan

Day 9
Objectives:
MS.SS.10.2b
MS.SS.10.3d

TSW
TSW
TSW
TSW

define key terms for this chapter. (DOK 1)

analyze the Third World. (DOK 4)
analyze the Cuban Missile Crisis. (DOK 4)
identify the secular tension in the Middle East during the Cold War. (DOK 1)

Materials:
Paper, pencil, PowerPoint, textbook
Opening (Set):
TTW instruct the students to pull out their notes on the Korean and Vietnam Wars.
TTW project an open note quiz on the board
TSW spend the first twenty minutes of class taking the open note quiz.

After WWII the worlds nations were grouped into three worlds. The first was the
industrialized nations like the US, the second was the communist nations led by the Soviet
Union, and the third consisted of the developing nations. Lets look at those nations and
where they stand during the Cold War.

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1/2: The Third World
Slide 3: Strategies for the Cold War
Slide 4/7: Latin America
Slide 8/9: The Middle East
Closure:
The events that took place in the Third World have their own effect on the Cold War. The
Great Game that is being played between the US and the Soviet Union is beginning to thaw.
Tomorrow we will discuss the Soviet Union and how it stands under new leadership with the
death of Stalin and talks of peace are beginning to surface.
TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, 3, and 4 terms.
Differentiated Instruction:
Enrichment: TSW take an open note quiz at the beginning of class. These students will
have no problem recalling and locating the information in their notes.
Intervention: TSW take an open note quiz at the beginning of class. These students will be
assisted by the teacher during the quiz. The teacher may guide the students in the right
direction but not give the answer away.
Accommodation: TSW take an open note quiz at the beginning of class. These students will
be able to receive a hard copy of the test, and be guided by the teacher in the right direction
to finding the answers for the quiz.

Open Note Quiz

Korean War and Vietnam War
Name: ___________________
1. ________________ used unconditional weapons like booby traps and
mines.
2. Korea was divided at the __________________ after WWII.

3. The Korean War may often be referred to as ___________________.

4. _______________ was the gradual removal of troops from Vietnam.
5. ______________ and _____________ gained independence from France.
6. _________________ popularity fell because of the Tet Offensive.
7. __________________ included the countries of Vietnam, Laos, and
Cambodia.
8. North Korea was occupied by _________________ and South Korea was
occupied by ________________.
9. The Democratic convention nominated _______________________ as their
presidential candidate after Johnson announced he would not seek reelection.
10.
Communist rebels who took Cambodia and killed two million
people - _______________________.
11.
Under the command of ___________________, UN troops fought
along-side the South Korean army.
12.

The Korean War lasted _________________.

13.
Congress passed the __________________, which granted broad
military power to the president.
14.

Vietnam communist were led by ____________________.

15.
____________________, a peace agreement that split Vietnam into
North and South at the ____________.

Open Note Quiz

Korean War and Vietnam War
KEY
1.
2.
3.
4.

The Vietcong
38th parallel
The Forgotten War
Vietnamization

5. Cambodia and Laos

6. President Johnson
7. French Indochina
8. Communist/Soviets, non-communist/allies
9. Hubert Humphrey
10.
Khmer Rouge
11.
General Douglas MacArthur
12.
20 years
13.
Gulf of Tonkin Resolution
14.
Ho Chi Minh
15.
The Geneva Accords, 17th parallel

Daily Lesson Plan

Day 10
Objectives:
MS.SS.10.3d

TSW define key terms for this chapter. (DOK 1)

TSW analyze Soviet Policy following Stalins death. (DOK 4)
TSW examine the end of the Cold War. (DOK 2)

TSW analyze a political cartoon and construct their own interpretation of the cartoon.
(DOK 4)

Materials:
Paper, pencil, PowerPoint, textbook
Political Cartoon
o The Cold War
o http://danris2006.blogspot.com/2006/05/cold-war-political-scrutinization.html
Opening (Set):
The Soviet Union kept a tight grip on its satellite countries in eastern Europe. Stalin has
died and the Soviet Union has a new leader who brings new reforms to the Soviet Union.
Lets take a look at how the new leaders policy affect the Soviet Union and how communism
collapses

TTW begin the class lecture

Learning Tasks (Procedures):

Slide 1: Cold War Thaws
Slide 2/4: Soviet Policy
Slide 5: Conflicts
Slide 6/7: Dtente
Slide 8: Collapse of Communism

ASW hand out political cartoon

TTW put students in groups of two to complete the handout
o During the activity TTW constantly circle the room focusing on the groups
participation to make sure that each student is doing his or her part to
complete the activity and to help out when students have questions.

Closure:
The Cold War lasted almost two decades. During this time there was war, reform, famine,
changes in government leaders, and much more. The world sat on the edge of its seat for
this time with hopes of peace. Although there was war the world avoided another world
war.
TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, 3, 4 and 5 terms.
Differentiated Instruction:
Enrichment: The political cartoon handout is a higher level thinking activity. It allows the
enrichment students to unleash their full potential on this activity.
Intervention: Intervention students will have the same opportunity and use their
knowledge of the content to answer the handout. During the lesson there will be classroom
discussion and these students will be encouraged by the teacher to think hard and guided in
the right answer.
Accommodation: Students with accommodation needs will be paired with enrichment
students for the political cartoon activity. (peer learning) TTW assist these groups and make
sure that the accommodation students are understand the activity and participating.

The Cold War

Name: __________________
________________

Date:

Political Cartoon:
Directions: For this activity look at the Cartoon below carefully. Think about
what has been taught about the Cold War. Answer the questions in complete
sentences. You may use your book and your notes.

http://danris2006.blogspot.com/2006/05/cold-war-political-scrutinization.html

1. Who do the men in this picture represent?

_____________________________________
_______________________________________________________________________
2. Describe the bombs in the back ground and what the meaning behind
the signs are.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Does the cartoon have a positive or negative view of the event it is
illustrating?
________________________________________________________________________
4. What event is this cartoon illustrating?
________________________________________
________________________________________________________________________

5. Write your own cation to explain the intent or opinion of the cartoon.
________________
________________________________________________________________________

Daily Lesson Plan

Day 11
Objectives:
MS.SS.10.3d

TSW design a timeline of the Cold War. (DOK 4)

Materials:
pencil, notes, textbook, markers and poster paper.
Cell phones! (Yes they are allowed) TTW be checking to make sure that the phones
are being used towards the project, students found playing on their phones and not
doing research will receive a ten point reduction. If any further issue arise with the
use of the cellphone they will not be permitted anymore in the classroom.
Opening (Set):
TSW have 5-10 minutes to complete their bell-ringers.

For the past two weeks we have discussed the Cold War. There have been many major
events to take place during this 44 year period like, the Korean and Vietnam wars, Bay of
Pigs, Cuban Missile Crisis, Berlin Airlift, Stalin dies, and many leadership changes. Today we
will be constructing a time line of the Cold War. I have split you into groups of 4 and with this
group you will design your own timelines. You need to have at least 10 events on your
timeline. Each of you will be grading your peers. It will be your groups job to decide on how
the time should look and what events you want to include on your timelines. Each event you
choose to place on the timeline should include a brief description of the event itself. So be
creative, I am suppling markers and colored pencils for this project do not be shy to show
your artistic abilities.
Learning Tasks (Procedures):
TSW begin discussing with their groups what events they would like to include on
their timelines.
TSW design their timelines.
TTW circle the room answering questions and giving suggestions to each group.
This project will be graded on creativity, historical accuracy, and participation.
Closure:
At the end of class the students will turn in their timeline. This is will take up the entire class.
Differentiated Instruction:
This group project is all about peer interaction and cooperation. The enrichment,
intervention, and accommodation students will all benefit from this project. Each student will
get the opportunity to help each other out to complete the poster. The students are in
groups according to their need for differentiated instruction. Meaning that at each group
there will be at least one enrichment student, intervention students, and accommodation
students in order for each student to really utilize their abilities and strengths and also to
work on their weaknesses as a learning.

Lafayette High School

Cold War Timeline

Name: ________________________
Date : ___________________

Teacher: Miss. Wright

Title of Work: ___________________
Criteria

Points
3

Documentation Less than 5 events are

Between 5 and 10 10 or more events
5 events are present
of Events
present.
events are present.
are present.
Little to no
2-3 points of
4 or more points of
No description of the description of event.
Description of
description of
description of
event. This includes (less than 2 point or
Events
event. This
event. This
dates
no description) This
includes dates.
includes dates.
includes dates.
All dates indicated
At least 3 of the dates or At least 2 of the
At least 1 of the
on the timeline are
Accuracy
events are not in proper dates or events are dates or events are
correct and in
order.
not in proper order. not in proper order.
proper order
Each student in the
group has
Cooperation
Cooperation
contributed ideas
between the students
No cooperation. No
between the
for the timeline and
of the groups are
communication,
students of the
are working
little, not much
Group
disagreements amongst
groups are good. together to design
communication and
Cooperation
the group that are not
Each student is the timeline. Jobs
having trouble
being solved within the
contributing ideas for each student
working together
group.
and completing the have been placed
and completeing the
timeline together by the group and
task.
carried out onto the
finished product.

____

____

____

____

____

Total---->
Teacher Comments:

____

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

Daily Lesson Plan

Day 12
Objectives:

TSW review for unit test.

Materials:
Unit notes, highlighter or something to write with.
Opening (Set):
Welcome back hope everyone had a great weekend and looked over their notes for the test
tomorrow. Lets jump right on into the review.

TTW begin class review

Learning Tasks (Procedures):

TTW ask review questions to individual students and have ample time to answer.
o If the student cannot locate the answer in his/her notes or recall it from
memory after about 1 minute they may phone-a-friend who has their hand
raised to answer the question.
TTW write the answer on the board that way if a student cannot locate the answer
before the teacher moves on they may refer to the list on the board and ask for
assistance at the end of the review from either the teacher or their peers.
Closure:
Great review, if there are any remaining questions please ask them now or after the bell.
Tomorrow we will take the Unit test so be sure to study.
TTW instruct the students to pull out their key terms from the chapter.
TTW instruct the students to complete the key terms from sections 1, 2, 3, 4 and 5 to be
turned in tomorrow before class is over.
Differentiated Instruction:
Enrichment: Throughout the review these student will be the one called upon for the more
challenging questions. They will be the students that are most likely called on during the
phone-a-friend option during the review.

Intervention: Intervention students will receive hints from the teacher in guiding them on
where to find the answer. These students may also be called upon during phone-a-friend
but not as often.
Accommodation: Students with accommodation needs will be called upon during the
review when the teacher comes across a question that they will be sure to answer correctly.
These student will more than likely not be called upon during phone-a-friend

Daily Lesson Plan

Day 13
Objectives:

TSW take unit test

Materials:
Pencil, Unit test, Scantron
Opening (Set):
Upon arrival TTW tell the students that they have the first ten minutes of class to ask any
questions they may have for the test. After that ten minutes is up the test will begin. For the
students who do not have questions they may study either independently or quietly as a
pair or small group.
Learning Tasks (Procedures):
TTW answer any questions students have about the test.
ASW hand out the test and scantrons.
TSW take unit test
TSW complete and turn in chapter 17 key terms from all five sections.
Closure:
After the test the students will be instructed to complete and turn in their chapter 17 terms.
If they have done so already they are to work quietly on another assignment.
Differentiated Instruction:
Enrichment: These students will be instructed to work on terms or other assignments they
have due, they will more than likely be the students who have nothing else to do and may
have to be told to keep quiet multiple times.
Intervention: These students will also be instructed to work on terms or other assignments
they have due. These students will be a mixture of those who have nothing to do and those
who have a few assignments to complete.

Accommodation: These students will be instructed to work on terms or other assignments

they have due. These students will more than likely not be complete with their key terms
and will work on them for the remainder of the period.

World History
Chapter 17
Restructuring the Postwar World
______________________________

Name:

1. As a result of WWII where was Korea divided?

a. 17th parallel
b. Prime Meridian
c. 18th parallel
d. Mason Dixon Line
2. Who was the first president to visit China?
a. Obama
b. Nixon
c. Clinton
d. Lincoln
3. Which act/treaty did congress pass that prevented the US president
from committing troops in foreign conflict without its approval?
a. War Powers Act
b. The Final Four
c. The Big Three

d. Non-aggression Treaty
4. Who attended the Yalta Conference?
a. Great Britain
b. US
c. USSR
d. All the above
e. None of the above
5. _____________ leader of Vietnamese communist.
a. Pol Pot
b. Ho Chi Minh
c. Moa Zedong
d. Chiang Kai-Shek
6. What was the USs attempt in 1961 to invade Cuba?
a. Cuban Missile Crisis
b. Bay of Pigs
c. Operation Rolling Thunder
d. Great Leap Forward
7. What was the surprise attack on South Vietnam cities during a 7 day
cease fire by the Vietcong?
a. Dtente
b. Great Leap Forward
c. Dien Bien Phu
d. Tet Offensive
8. United Nation troops fought alongside the South Korean army under
the command of who?
a. Gen. Douglas MacArthur
b. Ho Chi Minh
c. Gen. William Westmoreland
d. Kim IL Sung
9. Who did the Democratic Convention nominate as their presidential
candidate after Johnson announced he would not seek re-election?
a. Hubert Humphrey
b. Berry Goldwater
c. Eugene McCarthy
d. Bill Clinton
10.
Who were the holy warriors in Afghanistan.
a. Mujahedeen
b. Mossadeq
c. Vietminh
d. Nehru
11.
What was the policy did Richard Nixon propose to help lessen the
Cold War tension?
a. Destalinization
b. Vietnamization
c. Detent
d. Containment

12.

All are aims of the Truman Doctrine except:

a. Halt the spread of communism
b. Send aid to any democratic government who ask
c. Provide nuclear assistance to democracies threatened by
communism
d. The US will not intervene where communism already exist.
13.
National Guard troops fired into a crowd of demonstrators and
killed four students at which college?
a. Columbia State
b. Blue Mountain State
c. Wayne State
d. Kent State
14.
Communist rebels who took Cambodia and killed two million
people
a. Vietminh
b. Khmer Rouge
c. Vietcong
d. Contras
15.
In 1950 North Korea invades which country?
a. China
b. South Vietnam
c. South Korea
d. India
16.
What was Eisenhowers theory that is one Southeast Asia nation
fell to communism, its neighbor would also fall?
a. Domino Theory
b. Marshall Law
c. Containment
d. Push-and-shove Theory
17.
How did the US and Britain sent aid to Berlin?
a. The Berlin Wall
b. The War Powers Act
c. The Berlin Accords
d. The Berlin Airlift
18.
Who were the opposing forces during the Cold War?
a. USSR/Germany
b. USSR/North Vietnam
c. US/USSR
d. US/South Vietnam
19.
Who was the corrupt, anti-communist president of South
Vietnam.
a. Kim IL Sung
b. Ho Chi Minh
c. Ngo Dinh Diem
d. Dien Bien Phu

20.
In 1962, Soviet leader Nikita Khrushchev, began secrete
construction on what in Cuba?
a. Nuclear missile cites
b. Naval port
c. Contras
d. Nuclear power plant
21.
Iranian prime minister who nationalized oil,____________
a. Nehru
b. Khomeini
c. Mossadeq
d. Shah Pahlavi
22.
What was Khrushchevs policy in the soviet Union to purge the
country of Stalins memory?
a. Demilitarization
b. Destalinization
c. Great Leap Forward
d. Containment
23.
Which act granted broad military powers to the US president?
a. War Powers Act
b. Pair Accords
c. Gulf of Tonkin Resolution
d. NATO
24.
How long was the Cold War?
a. 15 years
b. 30 years
c. 45 years
d. 50 years
25.
The US and the USSR joined 48 other nations to form the
__________________, an international organization intended to protect
members against aggression.
a. Non-aggression pact
b. United Nations
c. NATO
d. War Powers Act
26.
The______________ were Vietnamese communist.
a. Vietcong
b. Contras
c. Khmer Rouge
d. The Red Guard
27.
Leader of the Cuban Revolution
a. Che Guevara
b. Nikita Khrushchev
c. Fulgencio Batista
d. Fidel Castro
28.
______________, when 60 Americans were held hostage for 444
days.

a.
b.
c.
d.

Espionage
Iran Hostage Crisis
Iraq Hostage Crisis
Bay of Pigs
29.
The Vietcong used unconventional weapons like
a. Booby traps
b. Tear gas
c. Mines
d. Both a & b
e. Both a & c
30.
American commander in South Vietnam
a. Gen. MacArthur
b. Gen. Westmoreland
c. Gen. Robert E. Lee
d. Gen. Eisenhower
31.
The Cultural Revolution in China was led by _______________
a. The Red Guard
b. The Red Army
c. Mao Zedong
d. Chiang Kai-Shek
32.
In 1965, in response to a Vietcong attack, Johnson launch a major
bombing attack on North Vietnam called ___________________
a. Operation Barbarossa
b. Operation Sea Lion
c. Operation Rolling Thunder
d. Operation Overlord
33.
A ceasefire agreement, the US would remove troops from South
Vietnam and in return North Vietnam would release American Prisoners
of War
a. Geneva Accords
b. Berlin Accord
c. Ho Chi Minh Accords
d. Pairs Accords
34.
Hungarian communist leader ________________
a. Imre Nagy
b. Nehru
c. Fidel Castro
d. Ngo Dinh Diem
35.
Plan presented by the US Secretary of State to send aid to needy
European Countries;
a. Truman Doctrine
b. Brezhnev Doctrine
c. Marshall Plan
d. Marshall Law
36.
The Korean War is also referred to as the ________________
a. Pointless War

b. Forgotten War
c. Short War
d. Popular War
37.
French Indochina included all the following countries except:
a. Vietnam
b. Korea
c. Laos
d. Cambodia
38.
Indias first prime minister
a. Nehru
b. Khomeini
c. Pahlavi
d. Mossadeq
39.
Cambodia and Laos gained independence from ___________ in the
early 1950s?
a. Britain
b. US
c. China
d. France
40.
The North Atlantic Treaty Organization is also known as
______________
a. NATO
b. Warsaw Pact
c. NTO
d. UFO
41.
Mao Zedongs second 5 year plan, that resulted in a famine and
killed 20 million people
a. Great Leap Forward
b. Great Step Backwards
c. Cultural Revolution
d. None of the above
42.
A peace agreement that arranged the temporary split of Vietnam
at the 38th parallel
a. Paris Accords
b. Geneva Accords
c. Ho Chi Minh Accords
d. Berlin Accords
43.
______________ a policy of a nation who chose not to ally with
either superpower
a. Non-aggression
b. Non-alignment
c. Neutrality
d. Containment
44.
The Korean War lasted
a. 10 years
b. 20 years

c. 3 years
d. 6 months
45.
Nixons strategy that gradually removed US troops from South
Vietnam
a. Demilitarization
b. Destalinization
c. Vietnamization
d. None of the above
Key for chapter 17 unit test
1. C
24. D
2. B
25. B
3. A
26. A
4. D
27. D
5. B
28. B
6. B
29. E
7. D
30. B
8. A
31. A
9. A
32. C
10.
A
33. D
11.
C
34. A
12.
C
35. C
13.
D
36. B
14.
B
37. B
15.
C
38. A
16.
A
39. D
17.
D
40. A
18.
C
41. A
19.
C
42. B
20.
A
43. B
21.
C
44. C
22.
B
45. C
23.
C