Teacher Work Sample. U.S. History. Grades 9-12 EDU Dr. Hadley

Teacher Work Sample U.S. History Grades 9-12 EDU 3100 Dr. Hadley December 5, 2005

Contextual Factors: There are various contextual factors in a high school history class. I have observed a tenth grade class this semester in my field experience and found it very interesting and helpful in anticipating what I might encounter later in my teaching opportunities. One factor I noticed depends on the school district I believe. In my field experience class, 10 th grade is the first year for the students at the high school, while in other areas, 9 th grade is the first year students enter the high school. The first year at a large new school sometimes intimidates students. This intimidation might hinder them in class participation. It might also make them a little anxious or give them a lost sense. I realize I will need to deal with this and make students feel accepted and comfortable in their new surroundings. Another factor affecting high school aged students is their extracurricular activities. At this stage in their lives many students begin to take on part time jobs or participate in sports. As a teacher I need to realize that many times students have lots of activities that might take away from their homework time. I know this will affect the classroom and the student s ability to do homework and I hope to be able to be flexible with the students to an extent. These factors are ones which I, as a teacher, would have little to no control over but I realize there are many contextual factors which I do have influence over such as, the layout, appeal, and inviting appearance of my classroom. I also have control over the behavior within the class which largely affects students learning.

U.S. History 2005-2006 Room # 26 Phone: 801-555-5555 Email: estanger@weber.k12.ut.us.edu This year we will be studying U.S. History which is a very interesting subject and I hope I can make it enjoyable for you. I am excited for a great year with you, I know we can make it a fun year together and learn lots of new and exciting information. Text and Materials: The text for this class will be The American Pageant, 13 th edition which is published by Houghton Mifflin. This book is authored by Lizabeth Cohen who teaches at Harvard, Thomas A. Bailey who taught at Stanford, and David M. Kennedy who teaches at Stanford. I have found this book to be very thorough and interesting and hope you will as well. I suggest students have a three ring binder with loose-leaf paper or a notebook and a folder with pockets, as there will be various handouts throughout the course. Course Goals: The goal of this course is to gain an understanding and an appreciation for history. I want students to realize that history was everyday life to people in the past so we shouldn t judge those in the past with the information we know today. Someday, people will study our time as history and marvel at the things we accomplished but for us, it is just everyday life. Citizenship: Students need to be respectful of their fellow students as well as myself and other teachers. Class participation and attendance will be the basis for the citizenship grade as well as the student s attitude. Disrespect, fighting, and cheating will not be tolerated. Any student caught cheating will receive a U for their citizenship. After 4 tardies per semester a student will be given an N. Grading: Grades are based on a compilation of items such as homework, class work, group activities, tests, quizzes, and projects. Each assignment has a point value with the test generally having slightly more weight than other assignments. I try to give enough work that if a student doesn t do well on a test they will still do well in the class. The grading scale is as follows 100-95 A 77-74 C+ 57-50 D- 94-90 A- 73-70 C 49-0 F 89-86 B+ 69-66 C 85-82 B 65-62 D+ 81-78 B- 61-58 D Late Work and Make-up Work:

Make up work will be accepted for an excused absence within a week of the absence and will not be considered late. Late work will be accepted for up to a week after the assignment was due, with 5% of the points deducted each day it is late unless the student turns in their assignment with one of their no questions asked slip. Below are 2 no questions asked slips, a student can simply attach the slip to the assignment and I will accept it for full credit if it is turned in within a week. If the student doesn t use the slips they may be turned in at the end of the quarter for 10 points extra credit each. The assignments for the week will be posted on the assignment board in my room on Mondays, so it is the students responsibility to make sure they know what is due, although if there are any questions, feel free to talk with me about it so the assignment can be accomplished. LATE WORK NO QUESTIONS ASKED SLIP U.S. History Name: Date: Assignment: LATE WORK NO QUESTIONS ASKED SLIP U.S. History Name: Date: Assignment: Extra Credit: The no questions asked slips are the only extra credit offered. Videos: There will be videos shown in class occasionally. If the video is not on the approved district list, or in our media center, a notice will be sent home which will need to be signed for the student to be able to watch the video. If there are any videos that will be shown that you feel are inappropriate for your student, notify me and there will be an alternative activity for them. I have read and understand the class policies for Mrs. U.S. History Class Student signature Parent signature Schedule: Parents, if you would like to be notified of the assignments for the week for your student please provide your email or phone number below and I will contact you will the weekly schedule. Emily Stanger

EDU 3100 Align Objectives with Evidence Subject: U.S. History II Grade: 9-12 Topic: U.S. involvement in the Cold War State or national standards and objectives: Analyze the Cold War ideology of the United States involvement in Asia Day Objective Assessment (Evidence) Day 1 Understand U.S. foreign policy during the Cold War and it s changes Free write at the end of class using objective as prompt Day 2 Day 3 Day 4 Day 5 Analyze U.S. foreign policy, i.e. containment I vs. containment II Identify geographic locations of the various South East Asian countries involved in the conflicts Explain the causes for U.S. military involvement in Korea Understand the progression Small group discussions on differences in foreign policy, after which, students will report their findings to the rest of the class Map game in class, each student will represent a country or a city Blank map as homework assignment Free write at the end of class using objective as prompt Create a basic timeline of main points of the Korean War Day 6 Same as day 5 Ask students what they think is important to add to the timeline and why Day 7 Same as day 5 Write about the progression of the Korean War in a short paragraph Day 8 Understand the progression of the Vietnam War Create a base timeline of main points Day 9 Same as day 8 Ask students what they think is important to add to the timeline and why Day 10 Same as day 8 Class splint up so each student is an event and each student has to explain the event and its importance Day 11 Illustrate the effects of Vietnam on public opinion, media, and the nature of warfare Free write at the end of class using the objective as a prompt Day 12 Compare and Contrast the Split into groups of 4, two

Day 13 Day 14 Day 15 Summative Assessment Korean and Vietnam War Hypothesize what might have happened had the United States Taken a different approach to the containment of communism Determine whether the U.S. had sound reason to become militarily entangled in Southeast Asia Review U.S. foreign policy (heavily swayed by communism) and how it led to U.S. military involvement in Asia Knowledge, understanding, and comprehension of cold war ideology and U.S. military involvement in Korea and Vietnam students compare, two students contrast, then present the information to others in the group Student write their hypothesis at the end of class Free write at the end of class using objective as prompt Group review, ask questions to each student about the topic, in jeopardy style game Traditional test: multiple choice with a few short answer essays

EDU 3100 Hunter Lesson Plan Objective: Understand the Progression of the Korean War. (Day 1 of a 3 day series lesson with the same objective.) Standards and Expectations: The student should be able to understand the historical background that led to the Korean War. Students should recognize key events that led to U.S. military involvement. Anticipatory Set or Cue: I would ask the students the question, Does anyone know why there is a North and a South Korea? The answer I am looking for deal with the split down the 38 th parallel following the end of WWII. The Soviets, (U.S. allies at the time) controlled the northern portion of Korea while the U.S. controlled the southern portion. If the students realize that it was the Soviets and the U.S. that controlled Korea I think they will understand the reasoning behind the war better. Teaching: Input: The teaching would consist mainly of lecture and photos in a power point presentation. I feel when discussing prominent historical figures, the students will remember who was who, if they see a picture of them and hear the name of the person. This will also help learners who are visual as well as audio. I would also use an overhead map, so I could watch the student s reaction. I would have an outline of Korea and I would mark where the split occurred and color north Korea red and south Korea blue to emphasize that the Communist party was in the north and the U.S. was controlling the south. Modeling: I would list 1 through 5 of the various actions that led to U.S. involvement on the board in bulleted form because the students would make a timeline later in the class. 1. Japanese control Korea from 1910 to the end of WWII. 2. Japan surrenders August 10, 1945, Korea is split at 38 th parallel 3. U.S. controls the south, USSR controls the north without approval of Koreans 4. Soviets hand power of north Korea over to Kim Il-Sung, a communist 5. UN supervised election in the south in 1948, Syngman Rhee elected 6. 1949 U.S. and North Korean troops withdraw 7. 1949 China becomes communist 8. 1949 Kim Il-Sung meets with Joseph Stalin and Stalin helps build up North Korean military 9. Secretary of State Dean Acheson s statement January 15, 1950 to not fight over Korea 10. March 1950 Kim Il-Sung visits Stalin again and gets approval to invade south Korea.

Check for Understanding: I would ask the students, Do you see how we only have 5 instances over a period of 40 years and we haven t even gotten to the Korean War yet? This question would hopefully help students grasp why some things are long in the making and don t just happen overnight. I would also ask if they understand what kind of items are needed on the timeline. Guided Practice: The students would be split up into groups of three and they would read a portion of an article. They would list the original events that were on the board and then add at least 5 more events that they feel led to a conflict. Closure: Each group would tell the class one event they added to the timeline and why they felt it was important to add it. Independent Practice: The students would have a homework assignment to add two events to their timeline and list why they were important. Correctives/Extensions: 1. If the students were able to easily decide which events led to the Korean war, I would move into a discussion about the main events at the beginning of the Korean war such as north Korea invading south Korea, the reaction of the U.S., when U.S. troops invaded. I believe this would flow very well because we would be discussing the Korean War for three days. 2. If the students can t pick which events were important in the historical background of the Korean war I would tell them to look at the dates in the article and I would explain that often times in historical articles key events are listed by the dates. 3. If the students were unable to grasp why there were so many events that contributed to the Korean War I would relate an everyday example of events leading up to an action. For example, if there was an athlete in my class I would ask them when they had started playing the sport, how often did they practice, what did they do to prepare for a game, what kinds of people had to help them, (the coach, their parents, etc ). Hopefully by relating a chain of events to something more tangible in their lives they would see the effort it takes for something to occur.

EDU 3100 Hunter Lesson Plan Objective: Illustrate the effects of the Vietnam War on public opinion and the media, in various forms. Standards and Expectations: The student should be able to understand how the Vietnam changed public opinion about U.S. military involvement. Students should recognize how the media covers military and government stories differently and analyze whether or not this is beneficial or harmful. Anticipatory Set or Cue: This lesson is designed for a 12 th grade U.S. history class, so a few of the students is the class would be 18 years old. The cue to get students interested in the lesson would be to relate the draft during Vietnam to the current situation in Iraq, since that is somewhat of a controversial war just as the Vietnam War was but not quite at the same level. I would start out by telling a few of the boys in the class they had been drafted and would be leaving for book camp in three weeks and would then be shipped off to Iraq. We would then discuss how they felt about this and then relate it to the Vietnam War and how many young men at that time felt. Teaching: Input: The teaching would include a mixture of lecture with photos, media clips, and music. The photos would illustrate the young age of the draftees, the change in public opinion as the war progress. The media clips would illustrate how even national evening news anchors such as Walter Cronkite were taking a stance on the issue. We would also listen to the progression of music throughout the war to notice the variation in tone and words. Modeling: I would show an example of public opinion and media coverage at the beginning of the Vietnam War and then the same example at the end of the war. We would then compare and contrast the two. The end expectation of the students work would be to examine a newspaper article, a media clip, a public opinion poll, or anything that dealt with the coverage of the Vietnam War at the beginning and then they would examine the same artifact (i.e. a newspaper article from the same paper such as the New York Times) and see how the coverage changed at the end of the Vietnam War Check for Understanding: I would ask questions to the students to make sure they understood the task at hand. The students would be required to research various articles about Vietnam and write a paper comparing and contrasting the way the war was covered at the beginning and near the end of the war. Guided Practice: I would have arranged ahead of time to use the computer lab at the school for students to use for the rest of the class period and the next class period to do their research. I would be in the computer lab helping them find articles on the internet, to ensure they were quality articles, and that the students were doing the task correctly. Closure: At the end of class, I would ask the students, if they think the Vietnam War really did change public opinion, and why and how they think it did.

Independent Practice: The student would have a homework assignment which would be to determine if this phenomenon of changing public opinion and media coverage had occurred in other wars, such as Desert Storm or the current military engagement, Iraqi Freedom. They would need to have evidence to support their views. Correctives/Extensions: 1. If the students couldn t understand why public opinion changed and how the Vietnam War changed it, we would go into more depth concerning the view of the war at the beginning and what steps led to the change in public attitude. 2. If students were unable to grasp the idea of a change in media coverage I would give an example of a national news show, which usually gives about twenty minutes of news in the half hour program, with the rest being commercials; I would then compare that same issue with an in-depth report in a magazine or a news radio show and show the difference. 3. If the students finished their assignment to compare and contrast a newspaper article from the beginning and one from the end of the war, I would have them look at various other forms of media such as news programs, documentaries, diaries, etc

EDU 3110 4MAT Lesson Plan Course: US History II Grade 9-12 Objective and Standards: Identify geographic locations of the various south east Asian countries in conflict and which were communist. Materials: Blank maps for the students, power-point maps of the area or pull down maps in the classroom of the area. Procedure: Connect: I would ask the students where most of their clothes are made, they can look at their labels on their clothes for this answer. I think the majority of the students clothes will have been made in one of the countries I want to discuss which are: China, Korea, Vietnam, Cambodia, and Laos. Ask the students if any of them know where these countries are? Attend: The students will see that many of their clothes came from these countries, which puts the countries in their mind. It makes the countries seem more tangible and they realize how these countries influence their lives on a dayto-day basis. Imagine: Ask the students what they think of when they think of Asian countries and discuss their answers. Inform: Show students a power point of what Korea, Vietnam, China, Cambodia, and Laos look like, including the cities, people, and countryside. Show photos of some of the foods they eat, a list of the dominant religions, and the weather. Then, move into maps of the various countries. Show the students the various countries and cities involved in the cold war in south east Asia. Practice: The students will have cut outs of each of the various countries and the students will pair up and identify each of the countries based on their shape. The pairs of students will also quiz each other on their ability to correctly identify the cities discussed in class. Extend: After practicing with each other, the students will each label their own blank maps as best they can and each will see how many items they were able to correctly identify after the short amount of practice they did in class. Refine: As a homework assignment the students will be required to ask at least two people to identify Vietnam and Korea on a blank map of Asia, and report how many were able to do this correctly. This will illustrate to the students the knowledge of the general public as to the location of these countries in which the United States became involved in militarily.

Perform: Students will create a map as a homework assignment, with all the countries, cities and their location comparative to each other. The students will also be required to describe on a regional map the spread of communism to various countries in south east Asia, for example, they would write down the date when the country became communist, for China it was 1949. They would need to write a paragraph as to why they think communism spread to some of the countries involved. Correctives/Extensions: 1. If the students are unable to identify the various countries I will give them helpful hints to remember the shape of each one. For example, Laos looks like an upside down L and Vietnam has a wider top just like the letter V. 2. If the students can t identify which countries are communist we will take a different approach and look at how communism spread. By doing this we are able to see that it spread from China to the neighboring countries of Vietnam and North Korea but didn t make its way to South Korea or Cambodia. 3. If the students catch on to the countries very quickly, I will add more cities to the list, which they must know, and those cities would be ones in which battles or other significant events occurred.

EDU 3100 Summative Assessment Please answer the following questions: 1. When was the United Nations established? a. October 24, 1945* b. October 15, 1945 c. October 19, 1946 d. October 24, 1946 2. What was the original purpose of the United Nations? a. to create economic trade between the allies of WWII and foster free trade b. to unite the most powerful countries in order to form an alliance c. to united nations around the country to make peace with one another d. to prevent conflicts between nations and make future wars impossible* 3. What is the primary purpose of the Security Council of the United Nations? a. impose economic sanctions b. enforce sanctions c. make resolutions* d. address human rights issues 4. Which countries make up the United Nations Security Council? a. United States, United Kingdom, Canada, Mexico, France b. United States, Russia, Canada, People s Republic of China, Germany c. United States, Russia, United Kingdom, France, People's Republic of China* d. United States, Russia, United Kingdom, France, Japan 5. In a paragraph, justify whether or not the United Nations is an effective entity or not, give specific reasons to support your theory. This question is opinion based so I would give credit either way, as long as the student had sufficient evidence to support their theory. Example of non-effectiveness: The United Nations has no real military power to back up the resolutions of the Security Council Example of effectiveness: Many human rights issues passed in the General Assembly are followed by many nations throughout the world. 6. In a paragraph, compare and contrast the effectiveness of the United Nations during the Korean War, list specific examples of effective and non-effective incidents.

The United Nations was effective in supervising an election in South Korea, which at the time, was controlled by U.S. forces. By having the United Nations supervise the election it legitimized the election and ensured its validity. However, the United Nations failed to ensure a unified Korea by not insisting the election take place in all of Korea rather than only in the southern portion of the country. The United Nations was effective by voting in the Security Council, to aid South Korea using a multilateral unified force consisting of approximately sixteen different countries, including the United States. 7. Which country controlled Korea prior to the Korea war, specifically from 1910 to 1945? a. USSR b. Japan* c. China d. Taiwan 8. In a short paragraph please outline how the Soviet Union and the United States gained control of Korea prior to the Korean War, and what they did once they entered Korea. After the atomic bomb was dropped by the U.S. on Hiroshima on August 6, 1945, the Soviet Union declared war on Japan and entered Korea, from the north, on August 8 th. U.S. troops entered the southern portion of Korea and the two nations agreed to divide Korea at the 38 th parallel. The Japanese troops in the northern portion surrendered to the Soviet Union and the Japanese troops in the southern portion surrendered to the United States. American forces and Soviet forces were to oversee and govern Korea until it was able to do so on its own. 9. At which parallel was Korea divided? a. 23 rd b. 17 th c. 38 th* d. 35 th 10. Who supervised the U.S. sponsored elections in South Korea in 1948? a. United Nations* b. NATO (North Atlantic Treaty Orgnatization) c. SEATO (South East Asia Treaty Organization) d. China 11. Who did the South Korean people elect as their leader in 1948? a. Chiang Kai-Shek b. Mao Zedong c. Kim Il-Sung d. Syngman Rhee* 12. Who gained control in North Korean in 1948? a. Chaing Kai-Shek

b. Mao Zedong c. Kim Il-Sung* d. Syngman Rhee 13. When did the North Korean forces invade South Korea? a. June 25, 1949 b. June 25, 1950* c. June 23, 1951 d. July 25, 1950 14. How long did it take for North Korean forces to reach Seoul, the capital of South Korea? a. one month b. three months c. three days* d. two weeks 15. In a paragraph, analyze the decision made by President Truman to go to the United Nations for approval of intervention in Korea, rather than approaching congress for a declaration of war Truman went to the United Nations for approval of military intervention in Korea for various reasons. He felt requesting a declaration of war would take too much time, since North Korean forces had invaded South Korea with such deftness. Truman also felt an official declaration of war would be too alarming for the American public, just five years after the end of WWII. 16. Which political party was President Harry S. Truman affiliated with? a. republican b. federalist c. whig d. democratic* 17. What was the main idea of the Truman Doctrine? a. to contain communism* b. to contain fascism c. to promote economic trade between allies d. to use military force in all foreign affairs 18. What caused the Truman administration to shift their focus from domestic affairs to foreign affairs; it occurred in the summer of 1949? a. the invention of the hydrogen bomb b. the invasion of Vietnam by fascists c. the fall of China to communism* d. the formation of the United Nations 19. What ensured that Truman would get approval from the United Nations to take action in Korea? a. the United States vote carried the most weight in the security council

b. the Russians were boycotting the security council* c. the Chinese were not yet part of the security council d. the United Nations made a statement denouncing the actions of the north Koreans 20. What was the name of the first military operation by the United States to invade North Korea and when was it? a. Operation Osan, June 23, 1950 b. Take Seoul, August 3, 1950 c. Task Force Charlie, September 12, 1950 d. Task Force Smith, July 5, 1950* 21. What was General Douglas MacArthur s position in the war? a. Commander of British forces in Korea b. personal military advisor to President Truman c. Commander-in-chief of forces in Korea* d. Secretary of Defense 22. What was the main goal of military operation by UN/U.S. coalition forces? a. re-unify North and South Korea b. maintain South Korea as a democracy* c. occupy North and South Korea until the two countries could sign a peace treaty d. occupy South Korea indefinitely 23. In a paragraph, evaluate whether or not the Battle of Inchon, launched by U.S. forces was a intelligence military decision that aided U.S. forces or, whether it made matters worse in Korea. List examples to support your stance on the issue, such as Pusan, Inchon, and the effect on the People s Republic of China. The Battle of Inchon was an amphibious invasion launched by U.S. coalition forces who were holding out in the city of Pusan on the eastern side of the Korean peninsula. The attack on Inchon, which was located on the north-western side of the Korean peninsula was launched in hopes of gaining a stronghold in an area less guarded by North Korean troops. The battle was successful because it cut the supply and equipment chain of the North Koreans and caused them to retreat northward. This allowed the U.S. coalition forces that were pinned in Pusan to rendezvous with troops in Inchon and regain the major portion of the Southern Peninsula. The negative aspect of the battle was the fact that U.S. coalition forces pushed the North Korean army past the 38 th parallel, but this was not the goal of the military action. The goal was only to maintain South Korea as a democratic state, not to re-unify Korea. The Battle of Inchon had overstepped its parameters. The reason this inflamed the situation in Korea is because the communist Peoples Republic of China, which borders Korea on the North, felt apprehension at U.S. coalition forces being so close. The Chinese feared invasion, so they warned U.S. coalition forces to stop their invasion at the Yalu river or they would intervene. 24. True or False: The South Korean forces and U.S. coalition forces had the approval of the United Nations to attempt to take North Korea and re-unify the country after the Battle of Inchon.

TRUE 25. True of False: General MacArthur wanted to advance forces into North Korea, but not into China FALSE, he felt troops needed to advance past the North Korean border and war was necessary with China 26. When did China enter the Korean War? a. October 25, 1950* b. October 19, 1951 c. September 25, 1950 d. September 19, 1951 27. True or False: China declared war with the United Nations forces FALSE 28. In a paragraph justify whether or not China should have entered the Korean War This question is largely based on the students opinion so I would give points which ever way they answered it, as long as they have substantial evidence to support their point of view. Example of why China should have entered the war: The United States, a democracy was advancing on their country, which was communist and at the time, those political ideologies were fierce rivals Example of why China should not have entered the war: The United States was fighting in North Korea, although close to China, it was more of a preemptive action on the part of the Chinese. 29. True or False: General MacArthur was fired by President Truman TRUE 30. In a paragraph analyze what you felt were the weak points of General MacArthur General MacArthur was under the direction of President Truman as a military commander but, MacArthur met with Nationalist Chinese officials as a U.S. diplomat, which was not within his parameters. MacArthur misinformed the president about the amount of Chinese troops building up ready to invade North Korea. MacArthur also wanted to continue the war north into China and even advocated the use of nuclear weapons against China. 31. Synthesize the service of General MacArthur in the Korean War and the objectives of the war.

MacArthur was Commander in Chief of U.S. coalition forces in the Korean War. He led the coalition forces in the Battle of Inchon a very risky but successful military operation. Often times he overstepped his bounds as military commander, which led to his eventual dismissal by President Truman. His objectives for the war and the objectives set by the United Nations clashed. He felt it would be a great moral victory if the coalition forces could overtake a communist country, China. The actual aim of the war was to maintain South Korea as a democratic country. 32. What major city in South Korea did the Chinese capture and when? a. Taejon, December 5, 1950 b. Pusan, January 23, 1952 c. Seoul, January 4, 1951* d. Inchon, December 20, 1951 33. What operation forced the Chinese back into North Korea, causing both sides to be back in the same position prior to the Korean war. a. Operation MacArthur b. Operation Return c. Operation DMZ d. Operation Ripper* 34. Devise a plan for how you, acting as President Truman, would have handled the Korean War, include events such as the initial involvement, the Battle of Inchon, and the overall goal of the war, to support your position. This question is based on how well the student responds to this prompt. I would give points as long as the student had sufficient evidence illustrate how they would have handled the situation. Sufficient evidence would be how or if they would have become involved in the situation, i.e. declaration of war from congress or approaching the UN; how they would have handled the actions of General MacArthur, etc 35. What ended the fighting in Korea a. a peace treaty signed by China, North Korea, and South Korea b. a cease fire established by both sides* c. U.S. coalition troops leaving South Korea d. China apologizing for military involvement 36. Explain the big idea of the Korean War The Korean War was the first war during the Cold War. It was largely a battle of the expansion of communism. Although much of the fighting was done by North and South Koreans, the two main rivals were the United States and Russia because they were involved in a cold war. The Korean conflict allowed the two adversaries to fight without directly fighting each other and using nuclear power. 37. Who was at war with Vietnam prior to the United States? a. China b. Korea

c. France* d. England 38. In what battle did the Vietnamese gain their independence? a. Ngo Dinh Diem b. Dien Bien Phu* c. Ho Chi Minh d. Boa Dai 39. Where was Vietnam divided? a. 20 th parellel b. 38 th parallel c. 18 th parallel d. 17 th parallel* 40. In a short paragraph outline why the United States supported the southern portion of Vietnam, including why the northern portion was a threat. The United States supported the southern portion of Vietnam because the northern portion had established a communist government under the direction of Ho Chi Minh and the United States feared the spread of communism and therefore supported the southern government because they felt the need to prevent the spread of communism 41. Who led the south Vietnamese government until 1963? a. Ngo Dinh Diem* b. Ho Chi Minh c. Mao ZeDong d. Quang Duc 42. What was the name of the U.S. ship that was attacked by the North Vietnamese on July 31, 1964? a. USS Desoto b. USS Maddox* c. USS Clamagore d. USS Lincoln 43. When was the Gulf of Tonkin resolution passed? a. September 8, 1964 b. December 1, 1963 c. August 7, 1964* d. October 5, 1963 44. In a short paragraph, evaluate whether or not the Gulf of Tonkin Resolution was a good piece of legislation on the part of congress, please include what the Gulf of Tonkin Resolution permitted the president to do and what congress gave up by passing the

legislation. This question can be argued either way so I would give the student points as long as they met the requirements of the listings in the question. The Gulf of Tonkin Resolution allowed President Johnson to use all necessary measures and all necessary steps to maintain peace in the region of Vietnam. With such a broad statement on the part of congress, this left Johnson in complete control of military force deployment. With this legislation, congress backed the president in all of his actions which allowed for more U.S. military involvement in the region. This was a good piece of legislation on the part of congress due to the fact that immediate action could be taken in the region but it was also a bad piece of legislation because it undermined one of the main powers of congress which is, the power to declare war. 45. What was the name of the bombing raids in North Vietnam carried out by the United States military? a. Operation Air Raid b. Operation Strike c. Operation Lightning d. Operation Rolling Thunder* 46. When did the first U.S. combat troops land in South Vietnam? a. March 8, 1965* b. April 10, 1965 c. January 11, 1965 d. June 3, 1965 47. In a short paragraph, please analyze what ideals the Viet Cong and the North Vietnamese Army were fighting for The North Vietnamese army was fighting for the ideal of communism along with the hope to reunite Vietnam under communist rule. The Viet Cong which were guerilla troops fighting U.S. troops in the north and in the south were fighting for independence from foreign occupancy of Vietnam. The Viet Cong had fought the French prior to WWII for independence and the Japanese during WWII for independence and the French again after WWII. The Viet Cong didn t see U.S. troops as liberators but rather as foreign occupants. 48. Who was the U.S. commander of troops in Vietnam? a. General MacArthur b. General Eisenhower c. General Rusk d. General Westmoreland* 49. When was the first major US ground battle? a. January 3, 1966 b. October 11, 1966 c. August 18, 1965* d. September 17, 1965

50. True or False. The North Vietnamese troops and the Viet Cong used guerilla tactics rather than traditional warfare. TRUE 51. In 1965, what did the Pentagon tell President Johnson would need to happen in order to succeed militarily during the following year? a. Peace talks with Kim-Il Sung needed to increase b. Viet Cong forces needed to be suppressed* c. The number of US troops needed to decrease d. A coalition of allied forces needed to secure Siagon 52. What did the Viet Cong use to transport ammunition, guns and supplies from the north to the south? a. Soviet trucks and airplanes b. Hue Tet Tunnel c. Ho Chi Minh Trail* d. Con Son River 53. What was the group of top advisors called who met with Nixon secretly to develop a plan to get the American Public to support the war effort in late 1967? a. The Wise Men* b. The Ex-com Commitee c. The A-team d. The DMZ 54. In a short paragraph, evaluate the accuracy of the statement of General Westmoreland when he claimed he could see the light at the end of the tunnel in 1967. Please include the effect of this statement on the American public. When General Westmoreland made this statement, it gave the American public a positive outlook on the war and they felt things were going well. This statement may have been premature however because intelligence suggested that there would be some sort of attack on the part of the North Koreas prior to the Tet Offensive, a major attack on many south Korean countries in early January of 1968. 55. What was the major battle launched by the North Vietnamese that caught the US public off-guard and was a large part in the shift to opposition of the War? a. The Battle of Dien Bien Phu b. Attack on Con Son c. Operation Khmer Rouge d. Tet Offensive* 56. How long did US troop remain in Vietnam after Nixon was elected on the platform of withdrawing? a. 5 years* b. 3 years c. 6 years d. 2 years

57. What was the main policy that the Nixon administration held to during the slow withdraw of American forces? a. Funding South Vietnamese military forces b. South Vietnam must have a military force of 1 million before US troops could leave c. Refusing to let North Vietnam control South Vietnam* d. North Vietnam must purge all Viet Cong from within its borders 58. How many additional US troops were killed in Vietnam during the Nixon administration until the last troops left Vietnam? a. 5,000 b. 20,000* c. 10,000 d. 8,000 59.What was the name of the secret air strikes that President Nixon and Henry Kissinger planned, which actually expanded the war? a. Operation Black Sky b. Operation Blanket c. Operation Parachute d. Operation Menu* 60. Why did the U.S. begin to bomb Cambodia and Laos in 1969? a. To destroy the Ho Chi Minh Trail* b. To stop the Laotians and Cambodians from attacking US troops c. To destroy Soviet forces hiding in these areas d. To destroy the communist groups in these areas 61. How long was the US secret bombing campaign of Cambodia and Laos a. 16 months b. 14 months* c. 8 months d. 5 months 62. How many ton of bombs were dropped by the US on Laos and Cambodia? (hint: it was 4 times the amount dropped on Japan in WWII? a. 100,000* b. 150,000 c. 75,000 d. 50,000 63. In a short paragraph, please compare and contrast war efforts and policies under President Johnson and under President Nixon

The war effort under the Johnson administration seemed to be more optimistic in terms of a short war that could be won within two years or so. Under the Johnson administration, congress passed the Gulf of Tonkin resolution which allowed President Johnson to use any means necessary to maintain peace in the South Pacific area. The Johnson administration used mainly US troops to fight the North Vietnamese. Under President Nixon, things were much different. The Nixon administration advocated a slow withdraw from Vietnam. Under the Nixon administration, congress used their constitutional powers to bring the war to an end, the draft was ended, and money for the war was cut by congress. Also under Nixon, South Vietnamese armies were strengthened in hopes to maintain a free nation in the south when the US troops left. 64. When did the final U.S. troops leave Vietnam? a. March 15, 1972 b. April 8, 1973 c. May 29, 1973 d. March 29, 1973* 65. In a short paragraph, please explain the big idea of why the US became militarily involved in Vietnam, and include political ideologies. The United States feared the spread of communism following WWII. When China fell to communism in 1949, the US feared a domino effect in Southeast Asia. On a larger scale, the United States was in a ideological cold war over the dominance of democracy and the spread of communism; and the Soviets were the main enemy. The Vietnam War was the second hot war within a cold war, the Korean war was the first. By fighting the Soviets through a proxy nation like Vietnam, it provided a buffer for an all out nuclear war between the United States and the USSR.