U.S. history
The Cold War
(1960-1980)
Unit Compelling Questions
Instructions: Choose one or more Compelling Questions (CQ) for the unit based on your available time. Each Supporting Question (SQ) is sequenced and scaffolded for the Compelling Question.
Note: Starred (*) Compelling Questions are in the H.S. U.S. History example Planning & Pacing Guide.
CQ: What Ideologies shaped the United States during the Cold War?
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How have American Presidents discussed national security from foreign threats over time?
SQ 2: Berlin, Korea, Cuba: How Did the US Contain Communism? (DBQ American History V2)
SQ 3: Why Did the Cold War End? (DBQ U.S. Vol 2 Mini-Qs Units 13-27)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How was the Cuban Missile Crisis historically significant?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How did Fidel Castro view the United States? (SHEG)
SQ 2: Why did the U.S. feel compelled to intervene in Cuba?
SQ 3: Why did the Soviets pull their missiles out of Cuba? (SHEG)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: Why do Wars begin?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: Was the U.S. planning to go to war with North Vietnam before the Gulf of Tonkin Resolution? (SHEG)
SQ 2: Why did the U.S. feel compelled to intervene in Vietnam?
SQ 3: How do the goals of the Vietnam War compare with the Korean War?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: Is protest patriotic? (C3 Teachers)
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: Why did many Americans oppose the Vietnam War? (SHEG)
SQ 2: What were the main arguments of Vietnam Protesters?
SQ 3: What methods were used to protest the Vietnam War?
SQ 4: Why did some Americans consider the Vietnam War unpatriotic?
SQ 5: Why did the Vietnam protesters consider themselves patriotic?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How does a war lose the support of its people?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: Why did many Americans oppose the Vietnam War? (SHEG)
SQ 2: How was Rodolfo “Corky” Gonzales an effective leader of the civil rights movement and the anti-war movement? (ThinkCERCA)
SQ 3: How did public opinion in America on Vietnam change over time?
SQ 4: Can the people force the governments to listen when they actively disagree with government decisions?
SQ 5: Did the U.S. achieve peace with honor by leaving Vietnam?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: How great was the Great Society?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: What pieces of legislation made up the Great Society?
SQ 2: How successful was the Great Society at addressing problems in society?
SQ 3: Was the Great Society successful? (SHEG)
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: What Affects the credibility of a nation?
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: How did federal policy toward Native American tribes change from Reconstruction to the Cold War? (SHEG)
SQ 2: How do the Watts riots in 1965 compare to the Louisville riots of 1968?
SQ 3: What made 1968 a watershed moment in American History?
SQ 4: How did Watergate impact the credibility of the Executive Branch?
SQ 5: How did the economy of the 1970s affect the Carter administration?
District Assessment: Summative Performance Task
Take Action (Optional)
CQ: Can music cause cultural change? (C3 Teachers)
Teacher Guide
Student Workbook
Student Slides:
Staging the Compelling Question
SQ 1: What political/social Movements were going on during the Vietnam War?
SQ 2: What tactics were used by protesters?
SQ 3: How is music a powerful form of propaganda or protest?
District Assessment: Summative Performance Task
Take Action (Optional)