Name: Class: Date: Lesson Assessment: Post-World War II Reconstruction and Recovery
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1 1. The Truman Doctrine exemplifies the U.S. foreign policy of. a) appeasement b) containment c) assimilation d) détente 2. Which BEST describes the underlying premise of the Domino Theory? a) Economic decline in one country will cause an economic depression in an entire region. b) Civic unrest in one country will destabilize an entire region and cause another world war. c) Political change in one country will spill over to effect political change in neighboring countries. d) An arms build-up in one country will cause neighboring countries to increase their arsenal of weapons. 3. Look at the timeline and answer the question that follows. Germany is divided into four administrative zones, one each controlled by Britain, France, the United States and the Soviet Union. Britain, France, and the United States decide to unify their zones.? Select the statement that goes in the final box to show how the Soviet Union responded. a) The Soviet Union builds the Berlin Wall. b) The Soviet Union establishes the Warsaw Pact. c) The Soviet Union initiates a blockade of Berlin. d) The Soviet Union withdraws from the United Nations. PAGE 1
2 4. In 1962, the United States and the Soviet Union came to the brink of war over the installation of Soviet nuclear weapons in what country? a) Afghanistan b) Turkey c) Haiti d) Cuba 5. What impact did the Korean War have on Cold War relations? a) It cemented Soviet control over Southeast Asia. b) It thawed relations between the United States and China. c) It increased the will of the United States to take a hard line approach to communism. d) It led the United States to recognize its ineffectiveness as an international peacekeeper. 6. Which of the following was NOT a change in China brought about by Communist Chairman Mao Zedung? a) the expulsion of westerners b) the solicitation of foreign investment c) rapid industrialization and modernization d) the reorganization of villages into communes 7. Which of the following was a result of the Cuban Missile Crisis? a) The United States made Cuba a protectorate. b) The United States added to its nuclear arsenal in Turkey. c) The United States and the Soviet Union established a hot line between leaders. d) The United States and the Soviet Union agreed to cease making nuclear weapons. 8. In August 1968, the Soviet Union invaded what country to bolster the Communist Party and halt liberalization reforms? a) Czechoslovakia b) Romania c) Hungary d) Poland PAGE 2
3 9. What was Sputnik? a) a nuclear missile b) the first satellite in space c) a sophisticated spy plane d) the first manned spacecraft 10. What happened in Vietnam following the withdrawal of U.S. troops in 1973? a) It split into two countries. b) It was taken over by China. c) It held democratic elections. d) It adopted a communist government. PAGE 3
4 ANSWER KEY 1. b 3. c 5. c 7. c 9. b 2. c 4. d 6. b 8. a 10. d COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and CCSS.ELA-Literacy.RI Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. PAGE 4
5 COMMON CORE STATE STANDARDS (CONTINUED) CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence. CCSS.ELA-Literacy.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and PAGE 5
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