Grade 10 Unit 6 World War II

West Haven Public Schools

Unit Planning Organizer

Subject:   U.S. History                                         

Grade:  10

Unit:  World War II                                              

Pacing:  Four Weeks

Essential Questions:

1.  How did authoritarian governments use force to achieve their ends before dn during World War II?

2.  How did the rules of war, the increase of technology and the role of leadership impact the events of World War II?

3.  How did ordinary Americans from Connecticut cope with World War II on the home front?

4.  What role did World War II play in America’s emergence as a superpower?

Big Ideas:

1.  People developed systems of government to manage conflict and create order within a society.

2.  World War II was a modern global conflict that had devastating results due to various leadership strategies.

3.  People respond to conflicts on an individual level.

4.  American status and its mission changed in the post war era.

CT State Standards


1.3.4:  Explain examples of conflict and cooperation in world affairs.

1.3.8:  Analyze the impact of technological and scientific change on world civilizations.

1.1.12:  Evaluate the role and impact of the individual on historical events.

1.2.1:  Using local and state examples, analyze how events and people in Connecticut both reflect and have contributed to developments in United States History.

1.1.3:  Trace the changing role of American participation and influence in world affairs.


1.1.2:  Trace the evolving nature of citizen’s rights.

1.1.4:  Explain the changing nature of the American economy.

1.1.6:  Compare and contrast various American beliefs, values and political ideologies.

1.1.7:  Analyze the influence of nationalism on American society.

1.1.10:  Analyze the impact of technology and scientific discovery on American society.

1.3.3:  Explain the causes and impact of imperialism.

1.3.5:  Compare and Contrast political systems across historical time periods.

1.3.9:  Analyze the impact of nationalism on the world.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.4.2:  Use maps, charts and graphs to analyze how geographic location and resources influenced historical and contemporary imperialism.

1.4.3:  Analyze how geographic location and physical features have influenced national histories.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world attempt to meet the needs of their citizens.

1.7.2:  Analyze the relationship between national governments and international organizations.

1.9.1:  Give examples of how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations of the world.

1.9.3:  Analyze historical and contemporary examples of the need to ensure human rights at both the national and international levels.

1.11.2:  Analyze how government activity can influence an individual’s economic decisions.


 “Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)


-Conflict and cooperation in world affairs

      *course of the war

      *prewar help and restrictions

      *Big Three

      *United Nations


-Impact of technological and scientific change on world civilizations

      *new and advances in weapons,    

          vehicles and ships

      *Atomic Bomb


-Role and impact of the individual on historical events






     *important generals/politicians


-How events and people in Connecticut both reflect and have contributed to developments in United States History

     *personal accounts of veterans and


     *Connecticut’s role in the war


-Changing role of American participation and influence in world affairs

      *from Neutrality to wartime partner

      *leader of Allies

      *United Nations

      *emergence of a superpower






























































Common Formative Pre- Assessment:





-In class individual and small group work


-Q and A

-Closure Activities


Common Formative Post- Assessment:

-Unit Test

Instructional Planning

Suggested Resources/Materials:


Primary/Secondary Sources

Map Activity

Graphic Organizer


Power Point/Smartboard


Student Created Posters

Suggested Research-based Effective Instructional Strategies:

The War (Ken Burns), Band of Brothers (DVD and Project), West Haven Soldiers Memoirs, PPTs, Propaganda Poster Creation, Political Cartoon analysis, The Century Video Series


Vocabulary/Word Wall


Interdisciplinary Connections

Fascism, Mussolini, Nazi Party, Hitler, Axis Powers, appeasement, Czechoslovakia, Sudetenland, Munich, cash and carry, destroyers for bases, Lend-Lease Act, Pearl Harbor, Harry S. Truman, Dwight D. Eisenhower, D-Day, Battle f the Bulge, Holocaust, Battle of Midway, Manhattan Project, J. Robert Oppenheimer, atomic bomb, Hiroshima, Nagasaki, big Three, Yalta, United Nations

-U.S. History Map Activities (p. 47), WW2 in the Pacific

-BER Handbook (p. 143-144), Academic Controversy, A-Bomb

-Nystrom Atlas of U.S. History:

   *Onset of WW2 (p. 84-85)

   *America Enters (. 86-87)

   *War In Europe (p. 88-89)

-For The Record, (p.242, 254, 261)

-Literature:  Biographies, Memoirs, Personal Accounts of WWII soldiers


   *Compare use of technology and medical advances in WWI and WWII

   *Immediate and lasting impact of the Atomic Bomb

-Math:  Create Chart showing Civilian and military causalities, total monetary cost, Pacific vs. European Theatre between the Axis and Allies