The lesson will enable students to establish methodology and strategies for conflict mediation and resolution between nations of the world as a result of the outcomes of World War II.

Four Fifty to Fifty-Five Minute Class Periods

The learners will:

• discover the reasons why an international organization was needed as an outcome of WWII.
  
  
• develop the historical sequence leading to the establishment of the United Nations.
  
  
• identify the aims and principles of the United Nations.
  
  
• identify the philanthropic activities of the United Nations, i.e. UNESCO and UNICEF.
  
  
• identify and explain NGO’s and their role in world affairs.
  
  
• demonstrate ability to research, organize and present findings through inquiry and discovery.
  
  
• participate in a student-designed service activity addressing an issue facing children in the world.

Students will participate in a service project to address an international children’s health, nutrition, educational program or child labor issue.

Appropriate social studies and/or geography text

Attachment One: United Nations Overview

Computer access for the following web addresses

• Web site http://www.un.org/cyberschoolbus/
  
  
• http://www.un.org/
  
  
• http://www.unesco.org/
  
  
• United Nations Environment Programme - UNEP - http://www.unep.org/
  
  
• UNDP - United Nations Development Programme - UNDP http://www.undp.org/
  
  
• UNICEF - United Nations Childrens Fund. UNICEF works for children’s rights, their survival, development and protection, guided by the Convention on the Rights ... http://www.unicef.org/
  
  
• The Office of the United Nations High Commissioner for Human Rights (OHCHR) protects and promotes all human rights for all. United Nations...
  http://www.unhchr.ch/
  
  
• Attachment Two: United Nations Information Worksheet
  
  
• Attachment Three: NGO’s

Anticipatory Set:
Write these facts on the board, have the students write them down and respond to the following question.

1. Sixty million people died in World War II.
2. One out of ten Soviet citizens died. (7. 5 Million overall in the Soviet Union).
3. 2,500 U.S. citizens were killed at Pearl Harbor, and 3.5 Million over all.
4. 250,000 people were killed by the Atomic bomb in Hiroshima.

With all this suffering, the people of the world wanted to avoid another conflict. What do you think would be the best way to help the nations of the world keep the peace? Write at least four of the responses on the board and have the class evaluate each. If this is an American or World History class, check for prior knowledge about the League of Nations and its successes and failures. If not, provide background information. Introduce the United Nations as the organization formed at the close of World War II to improve the condition of developing countries and to maintain world peace. The United Nations acts as an international philanthropist as the Marshall Plan was a U.S. government philanthropy program.

 

• Describe to the class that the United Nations Logo is a map of the world surrounded by a wreath of olive branches. The background color is blue.
  
  
• If you have classroom access, have students log on to the website http://www.un.org/cyberschoolbus/. If not, describe the logo or obtain a picture of it or the flag which has the same logo in the field.
  
  
• Discuss with students the UN logo and why they picked that logo. Elicit the response that the olive branches stand for peace and the globe stands for the world.
  
  
• Again if you have access, have students read the article posted on the site as a student introduction to UN. Give each student a copy of Attachment One: United Nations Overview. Have the students read the information as well as those textbook sections appropriate to the content covered.
  
  
• Pass out attached question sheet so that students can go through the site and/or the printed material and complete before the next class session. Remind students that they will have a discussion and written assignment at the end of the lesson based on their answers.

  Class Sessions Two and Three:
  Anticipatory Set:
  Instructor’s Notes: Definitions are available at www.learningtogive.org. Click on resources.
  Write the following definitions on the board and have students copy them.

  1. Common Good – Citizens should work together for the good of all. The government should make laws that are good for everyone
     
  2. Philanthropy – Active effort to promote human welfare.
     
  3. Non-governmental organization (NGO)—term used by Non American countries to define the nonprofit sector.
     
  4. Non profit sector – any not for profit or tax exempt organizations collectively that are specifically not associated with any government agency or commercial enterprise.
     
• Discuss with students why philanthropy helps the common good.
  
  
• Discuss with students the ways commissions and agencies of the United Nations act as an international philanthropist. Cite examples using UNICEF, Human Rights Commission.
  
  
• Develop information about other international philanthropy foundations that help people of the world, such as the Belinda and Bill Gates Foundation, giving millions of dollars to make certain the world’s children are vaccinated, the International Red Cross, the Crescent Red Cross, Grantmakers Without Borders and the European Foundation Center.
  
  
• Have students go to the core treaties section of the UN cybersschoolbus site or the reference materials from the school library or classroom.
  
  
• Each student will pick one of the twenty-five treaties that the UN is currently endorsing --- the treaties are rewritten on a student friendly reading level.
  
  
• Each student will read the UN position and briefly summarize the position in written form.
  
  
• Each student will find on the Internet a NGO that addresses this issue and print the home page. See Attachment Three: NGO’s for possible organizations and web addresses.
  
  
• Each will read his/her summary to the class. Each summary should be two minutes in length and include:
  
  • a definition of philanthropy activities undertaken by the NGO.
    
    
  • a clear statement of the issue.
    
    
  • a clear statement of the UN position and activities that the UN has taken in response.

  Class Session Four: Service

• Using their research, students will determine the best method to inform others of important issues facing children in the world. Possible choices are: display in the library or media center, public address system presentation, if available, in the local school building, fund drive supporting an NGO, letters to officials asking support of children’s issues, presentation to local service organization asking its help to publicize a critical need of children around the world and letters to corporations seeking an end to the use of child labor.
  
  

• Students will write a three-paragraph reflection on what they believe they have learned about the plight of children in the world and what they believe their continuing role will be.

• Oral or written responses to Attachment Two: United Nations Information Worksheet
  
  
• Assess written summaries
  
  
• Assess oral presentations
  
  
• Instructor-constructed test on content

• www.un.org/cyberschoolbus
  
  
• http://www.un.org/
  
  
• http://www.unesco.org/
  
  
• United Nations Environment Programme - UNEP -http://www.unep.org/
  
  
• UNDP - United Nations Development Programme UNDP http://www.undp.org/
  UNICEF – The United Nations Children’s Fund works for children’s rights, their survival, development and protection, guided by the Convention on the Rights ...
  http://www.unicef.org/
  
  
• The Office of the United Nations High Commissioner for Human Rights - ... (OHCHR) protects and promotes human rights for all. United Nations...
  http://www.unhchr.ch/