Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Post WWII Foreign Policies and the Cold War
1. The Marshall Plan was a plan to _________.
a) limit international trade in Europe
b) provide economic assistance to Europe
c) assist the Soviet Union with post-war reforms
d) provide economic assistance to the Soviet Union
2. The North Atlantic Treaty Organization (NATO) was organized to __________.
a) provide an alternate proposal to the Marshall Plan
b) protect Europe against American Imperialism
c) block potential Soviet Union military threats
d) protect against the spread of communism
3. The purpose of the containment doctrine was to limit __________.
a) U.S. imperialism
b) the return of Nazi power
c) the spread of communism
d) the power of NATO influence
4. Containment as an anti-Soviet policy became irrelevant when which of the following
occurred?
a) the Korean War ended
b) the Vietnam War ended
c) the Soviet Union disintegrated
d) the Berlin Wall was torn down
5. Why was there no outright war in the Cold War?
a) Neither side would have gone to war anyway.
b) It was only an idea that the media used and promoted.
c) The Soviet Union happened to be stronger than the United States.
d) The United States happened to be stronger than the Soviet Union.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Post WWII Foreign Policies and the Cold War
6. What “Red Scare” activity contributed to the communist paranoia in the United States?
a) The Hollywood Ten were given prison sentences for refusing to answer questions related to
whether they had any associations with communists.
b) The Alien Registration Act would not let citizens with communist associations join the
army.
c) Senator Joseph McCarthy was removed from office because of communist associations.
d) The secretary of state was put on trial for alleged connections to communists.
7. Who assisted North Korea in the Korean War?
a) the United States and Britain
b) the United States and China
c) the Soviet Union and China
d) a United Nations coalition
8. What action brought the United States into the Korean War?
a) The North Korean invasion was felt to be a challenge from the Kremlin.
b) Communist China contributed military assistance to South Korea.
c) The Chinese called for the United States to get involved.
d) North Korea opposed Korean unification.
9. What foreign policies drew the United States into or kept them involved in the Vietnam War?
a) U.S. support for the unification of North and South Vietnam
b) a reduction of aid to increase South Vietnam self sufficiency
c) a communist Viet Cong alliance with South Vietnam
d) U.S. determination not to allow the “domino theory”
10. What caused President Gerald Ford to say that the Vietnam War “was finished as far as the
United States was concerned”?
a) lack of public and congressional support
b) North Vietnam victories over South Vietnam
c) international pressure to remain uncommitted
d) a South Vietnamese request for U.S. withdrawal
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Post WWII Foreign Policies and the Cold War
ANSWER KEY
1. b 3. c 5. d 7. c 9. d
2. c 4. c 6. a 8. a 10. a
COMMON CORE STATE STANDARDS
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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.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.9-10.1 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.9-10.2 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.9-10.3 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.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.10 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 proficiently.
CCSS.ELA-Literacy.RI.11-12.1 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.11-12.2 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.11-12.3 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.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Post WWII Foreign Policies and the Cold War
COMMON CORE STATE STANDARDS (CONTINUED)
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CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text (e.g.,
how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.10 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
proficiently.
CCSS.ELA-Literacy.RH.9-10.3 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.9-10.4 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.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
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