The United Nations
Goals & Objectives
Students will analyze the role of the United Nations within the Post-World War II world. Students will demonstrate understanding of the ways the United Nations maintains peace and international order through the use of a simulation.
California State Content and Common Core Standards
11.9 Students analyze U.S. foreign policy since World War II.
11.9.1 Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11.9.1 Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Lesson Introduction
The instructor will begin class with a short presentation on the United Nations. The instructor will discuss the role of the United Nations within the modern world, as well as the history behind it. At the end of the presentation, the instructor will ask the class what countries they think the UN have been involved in. The instructor will write these countries on the board.
Vocabulary
Students will do a short exercise, define the word, and draw a picture representing the word. Lastly, the students will write a couple sentences of its significance in history.
- United Nations
- Harry S. Truman
- Satellite Nations
- Truman Doctrine
- Marshall Plan
- Berlin Airlift
Students will turn their pages in at the end of the class after they finish their assignments.
- United Nations
- Harry S. Truman
- Satellite Nations
- Truman Doctrine
- Marshall Plan
- Berlin Airlift
Students will turn their pages in at the end of the class after they finish their assignments.
Content Delivery
After the vocabulary assignment, the instructor will direct students to move their desks into a circular motion. Students will pair up and put their desks together in their circles. The instructor will distribute small cards that have country names on them and put one on each set of desks. Students will then be handed a small paragraph explaining what country they are, and their overall goals within the United Nations. The instructor will act as the UN Secretary General, and overall narrator/monitor for the simulation assignment. The instructor will give students five minutes to read their countries background and then they will start the assignment.
Student Engagement
The instructor will list several key events that the United Nations must discuss, and then find a solution too. The individual countries must further their own goals, and at the same time, try to weaken their rivals. For example, the students in the USSR must try and bring as many countries under their sphere of influence while trying to weaken the United States and make them look bad. Students will vote on what they think are the best ways to solve a particular crisis while furthering their own agenda. Countries may not, however, perform a complete U-turn away from what their political ideologies are. The United States, for example: cannot decide they want to become communists and side with the USSR. The students will decide on the following events:
- The creation of a Jewish state in the Middle East (Israel)
- The crisis in Germany (Berlin Wall/Berlin Airlift)
- The Suez Canal crisis in Egypt
- The reconstruction of Europe
- The independence of German, Italian and Japanese colonies
The instructor will give background knowledge and pass out primary sources on the events, and describe the role of certain countries in the conflict. Students will analyze the primary sources after the instructor provides background knowledge on the events. The goal of the UN in these events will be to avoid another World War, or worse, Nuclear War. The instructor will ensure that the students are playing the game properly and will “veto” any illegal moves that students are sure to try and do. . The instructor will lead a small class discussion on the role the UN played in shaping the post-war world.
- The creation of a Jewish state in the Middle East (Israel)
- The crisis in Germany (Berlin Wall/Berlin Airlift)
- The Suez Canal crisis in Egypt
- The reconstruction of Europe
- The independence of German, Italian and Japanese colonies
The instructor will give background knowledge and pass out primary sources on the events, and describe the role of certain countries in the conflict. Students will analyze the primary sources after the instructor provides background knowledge on the events. The goal of the UN in these events will be to avoid another World War, or worse, Nuclear War. The instructor will ensure that the students are playing the game properly and will “veto” any illegal moves that students are sure to try and do. . The instructor will lead a small class discussion on the role the UN played in shaping the post-war world.
Lesson Closure
The instructor will asks students to get the room back in order and return to their desks. The instructor will then ask students to discuss what they thought was the most important event that they ruled on, and why they thought so. The students will spend the last 5-10 minutes of class to write an answer to this question, and participate in the discussion. In addition, the instructor will ask students to write on who they thought was most successful during the game, what they thought were the “losers” of the game and why. Students will turn these papers in at the end of class.
Assessment
Formative: The instructor will use the simulation activity to understand whether students understand the material. These events have been covered previously in the unit, and have been revisited periodically. In addition to the simulation activity, students will have their progress monitored through the discussion at the end of the class. In gauging their answers, the instructor can understand what needs to be retaught or revisited for increased understanding.
Summative: The instructor will ask students to answer the questions during the discussion. In addition to this, the students will participate in the discussion and answer the questions verbally. This ensures that students understand the material covered during the lesson, and informs the instructor if there is need for re-teaching. The instructor will gauge student understanding through the discussion and formal grading of their quickwrite answers.
Summative: The instructor will ask students to answer the questions during the discussion. In addition to this, the students will participate in the discussion and answer the questions verbally. This ensures that students understand the material covered during the lesson, and informs the instructor if there is need for re-teaching. The instructor will gauge student understanding through the discussion and formal grading of their quickwrite answers.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The instructor will pair ELL, Resource Students and struggling readers with advanced or students that are doing well within the class. The other student can read the handouts on each country while the other student records the major facts and goals that they need to meet. This ensures that the student does not feel overwhelmed or embarrassed when reading and that they get to practice their writing skills. Since these are not formally graded and are for student use, they do not have to worry about grammar and spelling errors. The partner can proofread and correct if needed. In addition, if the ELL, resource student or struggling reader does not want to communicate with the rest of the class or is shy, the supporting student can field questions or become the messenger of the group. These methods are ways to scaffold these students and ensure that they will be able to do well in the course.
Lesson Resources
Lesson Handouts (Event descriptions, Nation goals and descriptions, etc..), Cards with Country Names, Digital Projector, PowerPoint, Whiteboard, Whiteboard Markers.