Name : _________________________________
Assigned: 4/21
DUE:
COLD WAR CONFLICTS
Table of Contents:
Assignment 1: Truman vs. MacArthur
2-3
How did the Korean War end?
4
North Korea: A Brief History to the current conflict
5
Assignment 2: North Korea Political Cartoons
6-9
Group Work: Cuban Missile Crisis
10
Assignment 3: Why the U.S. "lost" in Vietnam
11-12
Assignment 4: Attack the Text: The Berlin Wall
13-16
ESSAY: Cold War Mini-DBQ
17-24
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Packet Rubric:
25
Essay Rubric:
26
1
Assignment 1: Truman vs. MacArthur
At the beginning of the Korean War, General Douglas MacArthur was appointed as the commander of U.S. and
U.N. forces. In 1951, MacArthur advocated using atomic weapons against both North Korea and China. At
that point, President Truman fired MacArthur.
Directions: Read President Truman's statement below on the left explaining why he fired MacArthur. Then
read MacArthur's defense of his conduct. Then answer the questions on page three.
Harry S. Truman, Speech Explaining the Firing of
MacArthur, April 13, 1951
General Douglas MacArthur Defends His Conduct
in the War in Korea, April 19, 1951
The question we have had to face is whether the Communist
plan of conquest can be stopped without general war... That
is what we have been doing. It is a difficult and bitter task.
But so far it has been successful…
If a potential enemy can divide his strength on two
fronts, it is for us to counter his efforts. The
Communist threat is a global one. Its successful
advance in one sector threatens the destruction of
every other sector. You cannot appease1 or otherwise
surrender to communism in Asia without
simultaneously2 undermining our efforts to halt its
advance in Europe....
So far, by fighting a limited war in Korea, we have
prevented aggression from succeeding, and bringing on a
general war. And the ability of the whole free world to
resist Communist aggression has been greatly improved.
We have taught the enemy a lesson. He has found out that
aggression is not cheap or easy. Moreover, men all over the
world who want to remain free have been given new
courage and new hope. They know now that the champions
of freedom can stand up and fight and that they will stand
up and fight…
We do not want to see the conflict in Korea extended. We
are trying to prevent a world war—not to start one. The best
way to do that is to make it plain that we and the other free
countries will continue to resist the attack.
But you may ask, why can’t we take other steps to punish
the aggressor? Why don’t we bomb...China itself? If we
were to do these things we would be running a very grave
risk of starting a larger general war. If that were to happen,
we would have brought about the exact situation we are
trying to prevent. If we were to do these things, we would
become entangled in a vast conflict on the continent of Asia
and our task would become immeasurably more difficult all
over the world.
1. appease: give into an aggressor's demands
2. simultaneously: at the same time
3. decimated: destroyed, killed a large percentage of
...[In Korea]... we hurled back the invader and
decimated3 his forces. Our victory was complete, and
our objectives within reach, when Red China
intervened with numerically superior ground forces.
This created a new war and an entirely new situation,
a situation not contemplated4 when our forces were
committed against the North Korean invaders; a
situation which called for new decisions... to permit
the realistic adjustment of military strategy. Such
decisions have not been forthcoming...
There are some who for varying reasons would
appease Red China. They are blind to history’s clear
lesson, for history teaches with unmistakable
emphasis that appeasement but begets5 new and
bloodier war. It points to no single instance where this
end has justified that means, where appeasement had
led to more than a sham6 peace....
4. contemplated: thought of
5. begets: leads to
6. sham: fake, false, pretend
2
1. RIGHT THERE: According to Truman, why has fighting a limited war been succesful in Korea?
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2. RIGHT THERE: What is the reason Truman does not want the war in Korea expanded into China?
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3. RIGHT THERE: Why does MacArthur believe the United States should not back down from a war
with China?
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4. RIGHT THERE: What does MacArthur say will happen if the United States gives into China's
aggression in Korea?
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5. AUTHOR AND YOU: Whose arguments do you find more convincing, Truman or MacArthur's? In
other words, who do you think was right? Why?
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3
How did the Korean War end?
After the firing of MacArthur, the war continued for another two bloody years, although it soom
became a stalemate, with neither side winning. A ceasefire stopped the fighting on July 27, 1953.
There was an armistice signed by North Korea, China, and the UN, but not South Korea. Technically,
the two countries are still in a state of war. Korea is still split into North Korea, which is communist,
and South Korea which is non-communist. The border, protected by a demilitarized zone, was
established along the 38th parallel. It is one of the most heavily fortified and protected borders in the
world.
When the two sides want to negotiate they go to Panmunjon, a group of buildings located directly on
top of the border. Even the table they sit at has a line down the middle so neither side ever crosses
into the other.
Border between North and South Korea.
North Korea is on the far side.
4
North Korea: A Brief History to the Current Conflict
After the Korean War, North Korea was under the control of communist dictator Kim Il-Sung. Under
Kim Il-Sung’s rule, North Korea went back and forth between getting along with other countries and causing
conflict. In the 1980’s, Kim Il-Sung had the country start trying to develop nuclear technology. Kim Il-sung
died of a sudden heart attack on July 8, 1994.
Kim's son, Kim Jong-il, became the next
dictator. Kim Jong-il adopted an policy known as
Songgun — "Army First" — which meant focusing
the country’s resources on military strength.
Under Kim Jong-Il’s rule, North Korea spent much
of its money on building up its military, while
regular people suffered. Like the Soviet Union
under Stalin, North Korea is also not a free society
and is known for human rights violations. Think
Animal Farm under Napoleon.
North Korea's nuclear ambitions were
overshadowed by famine [mass starvation] in the
late 1990s after the country suffered first through
horrific flooding and then through drought.
Because of famine, a failing economy, and a
disintegrating infrastructure, North Korea now
relies on international aid to keep its citizens fed.
In 2005, North Korea announced that it had
completed its first underground nuclear test, and
its ongoing nuclear program continues to be a
point of contention in the international
community. Outcry over unconfirmed violations of
human rights by the North Korean government has
also caused North Korea to be isolated and
without allies.
Kim Jong-il died on December 17, 2011,
and his son, Kim Jong-un, took power. Since Kim
Jong-un is the new leader, much of what you see in the news is about Kim Jong-un making himself look tough
to his own military so they will support him. Most experts believe North Korea will not actually start a war, as
that would be suicide for the military government. South Korea, United States, Japan, and probably the
United Nations would quickly defeat North Korea and Kim Jong-un would lose power.
Meanwhile, under capitalism, South Korea has done very well. Although a small country, South Korea
is now the worlds’ 15th largest economy. Products from companies like Samsung, LG, and Hyundai are
common in other areas of the world, and South Koreans enjoy a high standard of living.
5
Assignment #2: North Korea Political Cartoons
Technically, the Korean War never ended. There was never a peace treaty, and in March of 2013, North Korea
announced that it no longer recognized the armistice (cease-fire) that ended direct fighting. Since the 1950s, there have
only been three communist dictators in North Korea: Kim Il-Sung, his son Kim Jong-Il, and now, his grandson Kim Jongun. In the late 1990s, North Korea obtained nuclear weapons, which makes many fear that the Korean peninsula might
have another war. When countries develop the technology for nuclear weapons it is called nuclear proliferation. If you
read the newspaper, you may often see political cartoons about the situation in North Korea. Before we look at some
political cartoons related to North Korea, review some of the techniques that political cartoonists use below:
Techniques cartoonists use:
1. Symbolism: cartoonists often use simple objects or symbols to stand for larger concepts or ideas. Some commons
examples are: Uncle Sam = America, a dove = peace, etc.
2. Caricature: Sometimes cartoonists overdo, or exaggerate, the characteristics of people, things, or events to criticize or
make fun of them.
3. Labeling: Cartoonists often label objects or people to make it clear exactly what they stand for.
4. Comparison: Cartoonists often compare one situation to another to make a point. This could be to show things are
better or worse.
Example:
Labeling: The two sides of the table are labelled
North and South Korea to make it clear to the
reader what they represent, even though the
table is already in the shape of Korea.
Symbolism: the barbed wire barrier between
the two sides of the table represents the heavily
fortified border between the two countries at
the 38th parallel.
Comparison: The South Korean side of the table
has lots of food, while the North Korean side has
only a few fish bones.
Symbolism: The food can be taken literally, or to
symbolize prosperity or lack thereof in general.
Main Idea: North
Korea and its people have suffered under communism, and lack many
of the basic needs of life. Meanwhile, South Korea has prospered under capitalism and
democracy._____________________________________________________________________________
6
Directions: Using the model on the previous page, analyze the following political cartoons about North Korea. First,
answer the "right there" questions about the techniques the cartoonist is using. Then IN YOUR OWN WORDS, describe
what you think the main idea of the cartoon is.
* incinerated: blown up, destroyed
Labeling: What is the missile
labeled?
Symbolism: Why is there a concrete
and barbed wire fence in the
cartoon?
*
Labeling: What does the
phrase "our people starve so
others may be incinerated"
imply about N. Korea's
weapons program?
In my own words, the main idea is: _____________________________________________________________________
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Labeling: Who is standing in
the box labeled North Korea?
Labeling: What does the phrase "if you'd feed us, o exalted one,
we could throw farther" imply about N. Korea's weapons
program?
Labeling: Why is the missile labeled
"Taepodong 2?" See the timeline on
page 5 for help.
In my own words, the main idea is: _____________________________________________________________________
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Labeling: Based on what the
general is saying, is Kim Jong Un
going to change his father's
leadership style much?
Labeling: Who is the general
speaking to? Who is he?
Symbolism: What do the shoes and
footprints represent about the Kim
dictatorship in North Korea?
In my own words, the main idea is: _____________________________________________________________________
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9
Group Work: Cuban Missile Crisis
Day 1: Complete the simulation packet you received.
Day 2: In a moment, you are going to be put in mixed groups. Remember, which country you represent. You’ll be
meeting with representatives from the other country. Your job is to resolve the Cuban Missile Crisis by coming up with
an agreement that lets both sides “save face” and prevent nuclear war. Review the information below before you are
put into groups.
U.S. Objectives
Soviet Union’s Objectives
 KEEP SOVIET MISSILES OUT OF CUBA – if the Soviet
Union is allowed to put missiles in Cuba, it gives them the
ability to strike the U.S. with little to no warning.
 GET YOUR MISSILES TO CUBA – right now, the U.S. has
missiles 150 miles from your border. If you can get
missiles into Cuba, you can counteract that advantage.
 KEEP YOUR OWN MISSILES IN TURKEY – right now, you
have a huge advantage in the Cold War by having missiles
in Turkey.
 GET U.S. MISSILES OUT OF TURKEY – these missiles are a
major threat to your country – you want to try and get
them removed
 IF POSSIBLE, GET RID OF CASTRO – turning Cuba from
communist back to capitalist would be a major victory for
you.
 KEEP CUBA COMMUNIST – Cuba is a communist country
and you want to keep it as an ally. Allowing it to turn back
to capitalist would make you look weak.
REMEMBER: You have two weeks to prevent a nuclear war.
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As representatives for the United States and Soviet Union, you have 14 minutes (1 minute for each day of the crisis) to
come up with a list of agreements that will avoid nuclear war. Word of advice: a good quote about compromise is that
“a good compromise is one where both parties are unhappy.”
AGREEMENTS
1.) _______________________________________________________________________________________________
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2.) _______________________________________________________________________________________________
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3.) _______________________________________________________________________________________________
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5.) _______________________________________________________________________________________________
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10
Assignment 3: Why the U.S. “lost” Vietnam
The United States entered the Vietnam war to stop the spread of Communism in Southeast Asia. American leaders
feared that Communist forces would gain control of Vietnam. After that, the fear was that nation after nation might fall
to Communism. This belief was called domino theory, and the fear of U.S. leaders can be summed up by the cartoon
below:
Vietnam had been split in half in 1954, after fighting a war to gain independence from France. When French forces
withdrew, Vietnamese Communists gained control of North Vietnam. Ho Chi Minh was the leader of the North
Vietnamese Communists. South Vietnam had a non-Communist government. This government was weak. But the
United States supported it in order to keep the Communists from taking control of all of Vietnam. Ultimately, the U.S.
had to withdraw from Vietnam and the country was united into a single communist country. Reasons why the U.S.
"lost" are complex, but Vietnam was a major embarassament for the United States in the Cold War.
Directions: In a minute, you are going to be divided into groups for a stations activity. You are going to be completing a
graphic organizer outlining four reasons why the United States "lost" in Vietnam. Each circle around the central idea
"Reasons why the U.S. 'lost' in Vietnam," should have the main idea of your reading in it. Then, branching out from it
should be three supporting details. An example is below:
:
11
REASONS WHY THE U.S.
"LOST"
IN VIETNAM
12
Assignment 4, Part 1: Attack the Text - The Berlin Wall
Left Hand learning:
Summarize each chunk
Number, Chunk, Mark
Right hand learning:
make a connection
At the end of World War II, the city of Berlin and
Germany were divided between a communist east
and a capitalist west. The existence of West Berlin,
a conspicuously capitalist city deep within
communist East Germany, “stuck like a bone in the
Soviet throat,” as Soviet leader Nikita Khrushchev
put it. The Russians began maneuvering to drive
the United States, Britain and France out of the city
for good. In 1948, a Soviet blockade of West Berlin
aimed to starve the western Allies out of the city.
Instead of retreating, however, the United States
and its allies supplied their sectors of the city from
the air. This effort, known as the Berlin Airlift,
lasted for more than a year and delivered more
than 2.3 million tons of food, fuel and other goods
to West Berlin. The Soviets called off the blockade
in 1949.
Within a short period of time after the war, living
conditions in West Germany and East Germany
became distinctly different. With the help and
support of its occupying powers, West Germany set
up a capitalist society and experienced such a rapid
growth of their economy that it became known as
the "economic miracle." With hard work,
individuals living in West Germany were able to
live well, buy gadgets and appliances, and to travel
as they wished.
Nearly the opposite was true in East Germany.
Since the Soviet Union had viewed their zone as a
spoil of war, the Soviets stole factory equipment
and other valuable assets from East Germany and
shipped them back to the Soviet Union. When East
Germany became its own country, it was under the
direct influence of the Soviet Union. In East
Germany, the economy dragged and individual
freedoms were severely restricted.
13
After a decade of relative calm, tensions flared
again in 1958. For the next three years, the
Soviets–emboldened by the successful launch of
the Sputnik satellite the year before and
embarrassed by the seemingly endless flow of
refugees from east to west (nearly 3 million since
the end of the blockade, many of them young
skilled workers such as doctors, teachers and
engineers)–blustered and made threats, while the
Allies resisted. Summits, conferences and other
negotiations came and went without resolution.
Meanwhile, the flood of refugees continued. No
longer able to stand the repressive living
conditions of East Germany, people would pack up
their bags and head to West Berlin. Although some
of them would be stopped on their way, hundreds
of thousands of others made it across the border In
June 1961, some 19,000 people left the GDR
through Berlin. The following month, 30,000 fled.
In the first 11 days of August, 16,000 East Germans
crossed the border into West Berlin, and on August
12 some 2,400 followed—the largest number of
defectors ever to leave East Germany in a single
day. By the early 1960s, East Germany was
rapidly losing both its labor force and its
population.
Desperate to keep its citizens, East Germany
decided to build a wall to prevent them from
crossing the border. Premier Khrushchevof the
Soviet Union gave the East German government
permission to stop the flow of emigrants by closing
its border for good. In just two weeks, the East
German army, police force and volunteer
construction workers had completed a makeshift
barbed wire and concrete block wall–the Berlin
Wall–that divided one side of the city from the
other. . The Berlin wall was much larger than the
city of Berlin itself. It stretched for hundreds of
miles and totally surrounded West Berlin.
14
Over time, East German officials replaced the
makeshift wall with one that was sturdier and
more difficult to scale. A 12-foot-tall, 4-foot-wide
mass of reinforced concrete was topped with an
enormous pipe that made climbing over nearly
impossible. Behind the wall on the East German
side was a so-called “Death Strip”: a gauntlet of soft
sand (to show footprints), floodlights, vicious dogs,
trip-wire machine guns and patrolling soldiers
with orders to shoot escapees on sight.
In all, at least 171 people were killed trying to get
over, under or around the Berlin Wall. Escape from
East Germany was not impossible, however: From
1961 until the wall came down in 1989, more than
5,000 East Germans (including some 600 border
guards) managed to cross the border by jumping
out of windows adjacent to the wall, climbing over
the barbed wire, flying in hot air balloons, crawling
through the sewers and driving through unfortified
parts of the wall at high speeds.
Most communist governments were only able to
stay in power with help from the Soviet Union. In
the 1980s, the Soviet Union was having trouble
keeping up with the cost of competing with the U.S.
During the 1980's, when Ronald Reagan upped the
U.S. defense budget, the Soviet Union began to cut
back its help to other communist countries. When
these governments became weak, people began to
rise up against them. Sometimes, communist
governments gave their people more rights to try
and make them happy, but this only made the
people want even more rights. For example, in the
Soviet Union, Mikhail Gorbachev’s policies of
glasnost (allowing more freedom of speech) and
perestroika (allowing more capitalism) only led
people to want more freedom. As communism fell
in Poland, Hungary, and Czechoslovakia, East
Germans thought it could happen in their country
too….
15
On November 9, 1989, as the Cold War began to
thaw across Eastern Europe, the spokesman for
East Berlin’s Communist Party announced a change
in his city’s relations with the West. Starting at
midnight that day, he said, citizens of the GDR were
free to cross the country’s borders. East and West
Berliners flocked to the wall, drinking beer and
champagne and chanting “Tor auf!” (“Open the
gate!”). At midnight, they flooded through the
checkpoints.
More than 2 million people from East Berlin visited
West Berlin that weekend to participate in a
celebration that was, one journalist wrote, “the
greatest street party in the history of the world.”
People used hammers and picks to knock away
chunks of the wall–they became known as
“mauerspechte,” or “wall woodpeckers”—while
cranes and bulldozers pulled down section after
section. Soon the wall was gone and Berlin was
united for the first time since 1945. “Only today,”
one Berliner spray-painted on a piece of the wall,
“is the war really over.”
The reunification of East and West Germany was
made official on October 3, 1990, almost one year
after the fall of the Berlin Wall.
16
ESSAY: Cold War Mini DBQ
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Rationale: This assignment is about analyzing and incorporating primary sources into your writing. This
is an important skill in history class, but this skill will help you in other classes as well. Any college major
will require you to write essays, reports, or research papers that require you to bring in information from
outside sources, and to add your own knowledge as well. Being able to write well is an important life
skill that goes beyond the history classroom.
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Historical Context:
Between 1945 and 1950, the wartime alliance between the United States and the Soviet Union broke down and
the Cold War began. For the next 40 years, relations between the two superpowers swung between
confrontation and détente. Each tried to increase its worldwide influence and spread its competing economic
and political systems. At times during this period the competitors were at the brink of war.
Your Task: Answer the questions after each document in Part A. For each document in Part A, list
possible pieces of outside information you could use to relate to that document. For Part B, write two
paragraphs incorporating information from the documents and outside information in which you:
 Discuss how the Cold War began
 Discuss how the Cold War led to conflict
17
Document 1:
Write down outside information
you could relate to this document:
The Soviet Government will never be easy to ‘get along with.’… as long as
the Soviet Government maintains its present foreign policy, the United
States must assume that the U.S.S.R. might fight at any time for the twofold
purpose of expanding territory under communist control and weakening
its capitalist opponents…
The language of military power is the only language which the Soviet Union
understands. The United States must use that language to show the Soviet
leaders that our government is determined to uphold the interests of its
citizens and the rights of small nations. Compromise is considered by the
Soviets as a sign of weakness…
Source: Clark Clifford, Advisor to President Truman, September 24, 1946
1. According to Clark Clifford, what might the Soviet Union do at any time?
(1) _________________________________________________________________________________
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2. According to Clark Clifford, how should the United States deal with the Soviet Union?
(2) _________________________________________________________________________________
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Document 2:
The inspirers of the “cold war” began to establish military blocs – the
North Atlantic bloc, SEATO, and the Baghdad pact. (They claim) they have
united for defense against the “communist threat.” But this is sheer
hypocrisy! We know from history that when planning a redivision of the
world, the imperialist powers have always lined up military blocs. Today
the “anti-communist” slogan is being used as a smoke screen to cover up
the claims of one power for world domination. The United States wants, by
means of blocs and pacts, to secure a dominant position in the capitalist
world.
Write down outside information
you could relate to this document:
The inspirers of the “position of strength” policy assert that it makes
another way impossible because it ensures a “balance of power” in the
world. (They) offer the arms race as their main recipe for the preservation
of peace! It is perfectly obvious that when nations compete to increase
their military might, the danger of war becomes greater, not lesser.
Capitalism will find its grave in another world war, should it unleash it.
Source: Nikolai Kruschev, Speech to Communist Party, 1956
18
1. According to Nikolai Krushchev, why is the United States responsible for Cold War conflict?
(1) _________________________________________________________________________________
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Document 3: The threat of nuclear war was obvious in the Cuban missile crisis of 1962. This excerpt, from
President John F. Kennedy’s speech to the American people, explains the US position.
… We have unmistakable evidence that a series of offensive missile sites is
now being built on that island … Cuba has been made into an important
strategic base by the presence of these long-range offensive weapons of
sudden mass destruction. This is an open threat to the peace and security
of the Americas.
Write down outside information
you could relate to this document:
Our objective must be to prevent the use of these missiles against this or
any other country. We must secure their withdrawal from the Western
Hemisphere … I call upon Chairman Khrushchev to halt and eliminate this
secret and reckless threat to world peace.
1. According to Kennedy, why are nuclear missiles in Cuba a problem?
(1) _________________________________________________________________________________
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Document 4:
Write down outside information you
could relate to this document:
. . . Our freedom and happiness did not last long. In June 1950, war
broke out. North Korean and Communist soldiers filled the streets of
Seoul, and were soon joined by Chinese Communist troops. Russian
tanks came barreling through. In the chaos, many more North Korean
refugees made their way to Seoul. Theresa and the other nuns finally
escaped, and made their way to our house. They told us that the
Russians and Town Reds had found out about Kisa’s and Aunt Tiger’s
other activities. They died as all “traitors” did. They were shot with
machine guns, and then hanged in the town square to serve as a lesson
to others. We never heard any further news about the sock girls, or
about my friend Unhi. I still wonder if they are alive in the North.
Source: Sook Nyul Choi, Year of Impossible Goodbyes
19
1. According to Choi, how did the Cold War affect the people of Korea?
(1) _________________________________________________________________________________
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Document 5a:
Document 5b:
2. Based on these documents, how did the Cold war affect the people of Berlin?
(1) _________________________________________________________________________________
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Part B:
Your Task: Write two paragraphs incorporating information from the documents and outside
information in which you:
 Discuss how the Cold War began
 Discuss how the Cold War led to conflict
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If you are typing a final draft, you can use the space below for your rough draft. However, if you are submitting a
hand-written final draft, save this space for your final draft.
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24
PACKET RUBRIC:
Assignment
1
2
3
4
A
B
C
D
F
 Student fully and
correctly answers all
four right there
questions
 Student fully and
correctly answers
author and you,
demonstrating
thorough
understanding of
complexity of topic
 Student correctly
answers all technique
questions around
cartoon
 Student thoroughly
and accurately explains
the main ideas of the
cartoons,
demonstrating
thorough
understanding of
complexity of topic
 Student thoroughly
and accurately
completes graphic
organizer, with all
main ideas
demonstrating a
strong understanding
and with three
supporting details for
each main idea
 Student uses all five
components of "attack
the text" strategy
 Left hand summaries
are accurate and
concise
 There are multiple
and various right hand
connections that
demonstrate the
student was engaged
in active learning
 Student adequately
answers all four right
there questions, with
some stronger than
others
 Student adequately
answers author and
you, demonstrating
basic understanding of
topic
 Student partially
answers all four right
there questions, or
answers three
 Student partially
answers author and you,
showing some lack of
understanding of topic
 Student
vaguely/incompletely
answers all four right
there questions, or
answers two
 Student vaguely or
incompletely answers
author and you,
showing major
misunderstandings
 Student
leaves
majority of
assignment
blank
 Student adequately
answers all/most
technique questions,
with some stronger
than others
 Student explains
main ideas of the
cartoons,
demonstrating basic
understanding of topic,
with some stronger
than others
 Student adequately
completes graphic
organizer, with some
main ideas better than
others, and/or missing
some supporting
details
 Student partially
answers technique
questions, or has
incorrect responses
 Student partially
explains main ideas of
the cartoons,
demonstrating simple
understanding of topic,
or with one incorrect
answer showing
misunderstanding
 Student partially
completes graphic
organizer, with some
inaccuracies that
demonstrate a lack of
understanding
 Student
vaguely/incompletely
tecnique questions
 Student vaguely or
incompletely explains
main ideas
 Student
leaves
majority of
assignment
blank
 Student
vaguely/incompletely
completes graphic
organizer, or has major
inaccuracies
 Student
leaves
majority of
assignment
blank
 Student uses all five
components of "attack
the text" strategy
 Left hand summaries
are mostly accurate
and concise
 There are some right
hand connections that
demonstrate the
student was engaged
in active learning
 Student uses only
three or four
components of "attack
the text" strategy
 Left hand summaries
are mostly accurate and
concise, but have some
minor inaccuracies or
are incomplete
 There are few right
hand connections that
demonstrate the
student was engaged in
active learning
 Student uses two or
less components of the
"attack the text"
strategy
 Left hand summaries
are vague, incomplete,
or have major
inaccuracies
 There are little or no
right hand connections
that demonstrate the
student was engaged in
active learning
 Student
leaves
majority of
assignment
blank
OVERALL PACKET GRADE: ______________
25
ESSAY RUBRIC
ESSAY GRADE: __________
26