Day 1 – Preamble & Homework
1. Display Overhead 1 as students walk into the room.
Begin class by having students read the UN Preamble in
class. After the initial review, have students offer
words or phrase descriptors that translate the formal
language. The teacher or a facilitating student writes
these words along the left side of the overhead for
the different sections. (The Teacher Key sheet gives
idea of what possible answers could be.)
When finished, the teacher should note that many articles
on the ideas presented in the Preamble
by the founders of the UN. For class purposes, the
articles that address international human rights
and equal rights
will be focused on in the following activities.
If the teacher chooses, overheads of these articles
can be made. They are the ones listed in Handout
1. Each article clearly identifies what it is about
Chapter Title in which they can be found. The teacher
may want to go over these in class.
Before the class period ends, allow 10 minutes to introduce
to the next day’s activity.
Instructions are as follows:
Each student will analyze 3 crisis situations the UN
is involved in presently.
be expected to conduct an evaluation of each of
will be expected to evaluate the effectiveness
and significance of the United Nation's role
b. They should fill out Handout 3 or use
the format shown on Overhead 2 to record
c. Handout 2 will help them find the websites
that have information on these particular
d. Handout 3 will help them answer one of
their research columns on what UN articles
e. Students should refer to the Human Rights
Trees from the Engage lesson to address what
are being violated.
f. Students will locate the US response to
each crisis using the internet. The easiest
find any materials,
especially newspaper articles, will be to
States and <crisis name>“.
Students are encouraged to start research
at home that evening as they will have
only the next
in the computer room to research their
3 crisis events.
Finish by noting that they will be making presentations
the day after the computer
room on their crisis.
All 3 of their researched cases must
9. The next day, take students to the
Computer Room to conduct their research.
3 can be handed
this time. If students are interested
in reading all of the articles in the
site address is: http://www.un.org
Students must also be able to identify on a world map
the location of the
three crises they
If students do not finish their work, they must do so
Remind students that as soon as they walk in the next
to the class. Each crisis presentation
must take no more than 4 minutes.
10. Presentations begin. Because
of time constraints the teacher
the students that
she/he will pick one crisis
per student to be presented
to the class. As a student’s
name is called, the student
must mention the three crises
investigated and the teacher
will choose the one to be presented.
Once again, they will be reminded
that their presentation can
more than 4 minutes.
The rest of the class is to take
notes on the presentations.
are to use the
their Handout 3. By
the end of all presentations
should have rows equaling
the number of students in
When all presentations are done, review what the
common violations seem
how the UN
is dealing/dealt with them,
where in the
world most cases
were/are taking place in.
This is a great opportunity
an involved class
the lesson by having students answer the following question
at the end of day 4 or at the start of day 5 before starting
the next lesson. (10 minutes)
On the board or an overhead write the following question:
In Your Opinion, was UN action appropriate in your 3
cases? Would you have done otherwise? Explain and defend