Assessment Samples

Zoey Hanson

Bell Ringer - 1950/60 Social Movements - Lesson 4​: ​The Anti-War Movement

We have studied the Vietnam War in class and why the US was involved. Recall what you know
about Vietnam and use it to answer the following questions.
This image shows protesters burning their draft cards. What does this image reveal about the
type of people who opposed the war? Why do you think the people shown were vehemently
against the Vietnam War? What do you think their arguments were?
Respond to this question in the form of a short paragraph. Turn this in when you are completed.

Graphic Organizer - 1960/70 Social Movements- Lesson 4: The Anti-War Movement

Create a "cheat sheet" for each side of the argument regarding the Vietnam War using the
following template. You may use your textbook, notes, and sources handed out in class to create
this chart. Include anything you consider important, this will be a great study tool. Keep this in
your notes when you are finished.
 Public Opinion Of The Vietnam War
The Anti-War Movement The General Public

Reasoning for being against the war…. Reasoning for being for the war….

Perception of Vietnam…. Perception of Vietnam….

Role media played in the movement…. Role media played for the public….

Specific events that supported their Specific events that supported their
argument…. argument….
Ticket Out the Door - 1950/1960 Social Movements - Lesson 3: The Civil Rights Movement
Think about what we discussed in class today, specifically the Children's Crusade in
Birmingham and the college students who participated in Freedom Summer. Write a response to
the following question and turn it in as you leave class today.
What would you, as a high school student, do if asked to participate in a movement that could
jeopardize your safety but was one you were passionate about?

Objective Test Questions - Social Movements of the 1950s/60s

1. What was life like in the suburbs of the affluent society?

a. They were often filled with rich couples who were looking to have a sense of
community.
b. They were often filled with older people and resembled retirement communities.
c. They had an intense focus on equality and diversity among occupants.
d. They were dominated by consumerism, uniformity, and race and gender roles.

2. What was the significance of the Civil Rights Act of 1957?

a. It signaled that pressure was building to confront racial discrimination in politics.
b. It ended segregation and discrimination in public places.
c. It was in response to the Sit-ins, showing that nonviolent protest could be
successful.
d. It offered additional supports for African Americans including equal opportunities
in the workplace.

3. What was the difference between Martin Luther King and Malcolm X's philosophies?
a. Dr King encouraged people to follow Christianity whereas Malcolm X promoted
Islam, each promising their religion would bring equal rights.
b. Dr King promoted a racially diverse movement while Malcom X encouraged only
African-Americans to join.
c. Dr King advocated for change through legislation while Malcolm X promoted
change through grassroots mobilization.
d. Dr King promoted non-violence and social integration while Malcolm X spoke
for militancy and empowerment.
 4. What was the significance of the Tet Offensive to the American public in 1968?
a. It was a massacre of innocent civilians that led many people to be disgusted with
the Army and to increased participation in the Anti-War Movement.
b. It signaled protests across universities and led to increased tensions between
protestors and law enforcement.
c. It countered the "light at the end of the tunnel" rhetoric they had heard from
politicians and led to increased participation in the Anti-War Movement.
d. It marked the beginning of American escalation in Vietnam and led to small
"teach-ins" across the country in an expression of opposition.

5. What was the significance of the Stonewall Inn riots of June 1969?
a. It was the result of increased racial tensions in urban areas.
b. It signaled the beginning of the modern Gay Rights Movement.
c. It brought national attention to the American Indian Movement.
d. It put pressure on politicians to pass environment friendly legislation.

Rubric
This is a rubric I have used in the past. It is used to grade historical IDs, in which students are to
respond to a person or event in the form of a short answer (about 6-8 sentences). They are
supposed to mention who is involved, where it took place, when it was, what happened, and why
it is important or historically significant. The student can get 8 points total for each response. In
this unit some examples of a historical ID would be the Watts Riots, My Lai, or Rachel Carson's
Silent Spring​.

3 Points 2 Points 1 Point 0 Points

Who The student There is no mention

names specifically of any specific people
what individuals or or groups.
groups were
involved with the
historical event.

Where The student There is no mention

names a region or of where any event
specific place in occured.
which the event
occurred.
 When The student There is no mention
names what time of any time period or
period or year in year.
which the historical
event occurred.

What The student is able The student There is no mention

to describe the demonstrates a of what occurred
series of events rough during the event.
that occurred, understanding of
including details. what occurred.
This is evident
through vague
wording.

Why/ The student is able The student shows The student shows There is no mention
Historical to describe the an understanding of a rough of why the event
Significance historical why the historical understanding of matters in regards to
significance of the event is important, why the event is historical significance.
event, including including how the important. This is
how the event may event may have evident through
have affected the affected the time vague wording and
time period and/or period and/or the lack of supporting
the present and present but lacks details.
uses supporting any supporting
details, such as details.
other events, in
their answer.

DBQ - Social Movements of the 1950s/60s​ (3-4 Sources)

(I have never seen a DBQ so I used an example from ​HERE​ to guide me. I will cite it at the end
of my assignment)

Using the accompanying documents, respond to question #1.

Your response should include the following
Thesis: ​Present a thesis that makes a historically defensible claim and responds to all parts of the
question. The thesis must consist of one or more sentences located in one place, either in the
introduction or the conclusion.
Argument Development: ​Develop and support a cohesive argument that recognizes and accounts
for historical complexity by explicitly illustrating relationships among historical evidence such
as contradiction, corroboration, and/or qualification.
Use of the Documents: U ​ tilize the content of all four documents to support the stated thesis or a
relevant argument.
Sourcing the Documents: ​Explain the significance of the author's point of view, author's purpose,
historical context, and/or audience for all four documents.
Contextualization: S ​ ituate the argument by explaining the broader historical events,
developments, or processes immediately relevant to the question.
Outside Evidence: P ​ rovide an example or additional pieces of specific evidence beyond those
found in the documents to support or qualify your argument.
Synthesis: ​Extend the argument by explaining the connections between the argument and one of
the following.
● A development in a different historical period,situation, era, or geographical area.
● A course theme and/or approach to history that is not the focus of the essay (such as
political, economic, social, cultural, or intellectual history).

1. Explain how American social movements of the 1960s and 1970s changed American
culture?

Document 1
Source: Vietnam Veterans Against the War, ​Objectives of Vietnam Veterans Against the War,
1971/1974.

1. To demand an immediate cessation of fighting and the withdrawal of all American

troops from Indochina. We cannot allow one more human being to be killed in
Indochina.
2. To demand Congress enact legislation for the immediate termination of all funds being
utilized by the United States government…. to support their illegal operations in …
the countries of Vietnam Cambodia, Laos, and Thailand.
3. To demonstrate that our military tactics dehumanize soldiers and civilians, and to make
clear the United States government is prosecuting an illegal, unjust and immoral war in
Indochina.
4. To show Americans that their society is structured by a racism which lets us view all
non-whites as less than human. This racism pushes our minorities through inferior
schools and into the combat arms. Thus, we send our minorities off to die in
disproportionately high numbers while we kill Asians indiscriminately. We demand the
military recognize its complicity in America's domestic and international racism.
5. To make clear that the United States has never undertaken an extensive open
investigation of American war crimes in Indochina. We demand that the United States
government… affirm the principles of Nuremberg… We also recognize that the
responsibility and guilt of war crimes committed in the name of America lies with our
policy makers at all levels.
6. To demand that all active-duty servicemen and women be afforded the rights as
 citizens that are guaranteed by the United States Constitution and Bill of Rights… We
are appalled that servicemen and women are treated as less-than-first-class citizens. We
endorse the efforts of our active-duty sisters and brothers in their struggle to
democratize the military.
7. To support all military personnel refusing to serve in wars of aggression at home and
abroad. We demand Congress enact legislation for the immediate repatriation with full
amnesty to those… who are in prison or in self-exile by reason of their refusal to serve
in the military. We support all persons refusing to be drafted.
8. To demand immediate legislation to provide proper care and services for all veterans in
V.A. hospitals; to make available job training and placement for every returning
veteran; and to provide the funds and means necessary for their education and
vocational endeavors.
9. To affirm that the membership is not only concerned with ending this war, but
changing the domestic social, political, and economic institutions that have caused and
permitted the continuance of war.

Document 2
Source: A Letter from Phil Johnson to Circle of Friends Board Members, an organization to
support the gay community, ​Circle of Friends Purposes,​ 1965

… The purpose of this organization shall be to:

A. Foster improvement in the relations of the homophile community with the public, with
the church, and with civil authorities.
B. Encourage all members and non-members to demonstrate by example that they are
responsible and productive assets to their community.
C. Provide social, educational, and entertainment activities.
D. Educate and enlighten the membership in the following general categories
1. To attempt to meet spiritual and emotional needs of the individual member…
2. To attempt to meet his material needs by helping him find suitable employment,
housing, and such other assistance as may be needed.
3. To be aware of the rights which are common to all citizens and how to defend himself
against harassment and unwarranted arrest.
 Document 3
Source: Interview with Earl Livermore, a leader of the Indians of All Tribes (IOAT) during the
occupation of Alcatraz, ​Challenge Week 1970,​ 1970.

L: I am going to try to be as brief as possible… It seems they have assigned the Indians one
hour a piece between three people so, I'll have to go as rapidly as possible to tell you a little bit
about the inhabitants on the Island of Alcatraz. The occupation of Alcatraz is brought on, not
only by dry tension, there are many problems forcing the American Indians both on and off
their reservation. But to offer them a culture and educational complex on the island which has
been declared surplus property prior to the occupation; one of these things that brought about
the idea of Alcatraz is the fact that the American Indians have been so run down. … One of the
first things we did was to draw up a proclamation of what should be made of Alcatraz… …
The proclamation states, "To the Great White Father and all his people: We, the Native
Americans, reclaim this land known as Alcatraz Island in the name of all American Indians by
right of discovery. We wish to be fair and honorable in our dealings with the Caucassian
inhabitants of this land and hereby offer the following treaty: We will purchase said Alcatraz
Island for $24 in glass beads, a precedent set by the White Man's purchase of a single island
about 300 years ago. We know that $24 in trade goods for these 16 acres is more than was paid
for which Manhattan Island was sold. But we know that land values has risen up over the
years. Our offer of $1.24 per acre is greater than the 47 cents per acre that whiteman are now
paying the California Indians for their land. We will give the inhabitants of this land a portion
of the land for their own to be held in trust by the American Indian Affairs and by the Bureau
of Caucasian Affairs. In perpetuity, for as long as the sun shall rise, and the rivers go down to
the sea, we will further guide the youth inhabitants of the proper way of living. We will offer
them our religion, our education, our right ways, in order to help them achieve our level of
civilization, and thus with them and all their white brothers help them to establish a happy
state. And to this treaty, In good faith, in which to be fair and honorable in our dealings with
all white man.".....

Document 4
Source: Jo Ann Gibson Robinson, a leader of the Montgomery Bus Boycott, ​Announcement,
Another Negro Woman Has Been Arrested--Don't Ride the Bus,​ 1955

Another Negro woman has been arrested and thrown into jail because she refused to get up out
of her sear on the bus for a white person to sit down.
 It is the second time since the Claudette Colbert case that a Negro woman has been arrested for
the same thing. This has to be stopped.

Negros have rights, too, for if Negros did not ride the bus, they would not opperate.
Three-fourths of the riders are Negros, yet we are arrested, or have to stand over empty seats.
If we do not do something to stop these arrests, they will continue. The next time it may be
you, or your daughter, or mother.

This woman's case will come up on Monday. We are, therefore, asking every Negro to stay off
the buses Monday in protest of the arrest and trial. Don't ride the bus to work, to town, to
school, or anywhere on Monday.

You can afford to stay out of school for one day if you have no other way to go except by bus.
You can afford to stay out of town for one day. If you work, take a cab, or walk. But please,
children and grown-ups, don't ride the bus at all on Monday. Please stay off all buses.

Gonzales, Beth. “6 APUSH DBQ Examples to Review.” Magoosh High School Blog. Magoosh,
November 15, 2017. https://magoosh.com/hs/apush/2017/apush-dbq-example/.

Edits: Besides small grammar and spelling errors, the only correction I needed to make out of
all these samples was in my bell ringer. According to the feedback I received, I needed to have
students actually use the image to answer their questions or to do it from memory without the
image present. I had intended to only use the image as a visual aid but it was easy to re-do the
activity to actually include the image. All I dd was include the question recommended in
feedback and then reword the original questions in order to direct students to the image.