Teacher's Guide for FACES ^® United Nations

charter
autonomous
repatriate
simultaneous
precis
peacekeepers
"Blue Helmets"
quest
philatelist
cachet
apartheid
simulation
delegate
resolution
refugee
sanctions

"Dear Reader-" (Editor's Message, p. 2 - 3)

1. How did the founders of the United Nations decide they could best work for world peace? In your opinion, were their assumptions correct? Why - or why not? You may need to look at current events in the news for examples that defend (or contradict) your opinion.
2. What are the UN's universal rights for children? Do all children in today's world have these rights? Use the library or Internet resources to explore the lives of children in other cultures.

"Only In . . . " (p. 6 - 7)

1. UN Secretary General U Thant believed that attending the UNIS school helped prepare students to promote international cooperation. Why?
2. Visit the UNIS school webpage at: www.unis.org.

"Welcome to the United Nations" (p. 8 - 12) and "The Structure of the UN" (p. 11)

1. How do nations gain a seat (and a vote) on the UN Security Council? Explain the differences between voting in the General Assembly and the Security Council.
2. Using information from this issue of FACES ^® plus current news sources (newspapers, magazines, etc.), and the UN's online website (www.un.org), find current examples of UN efforts to fulfill the goals of the UN charter.
   
   

   Purpose	What's Going On?
   To keep peace through the world
   To develop friendly relations among nations
   To work together to conquer hunger
   To work together to conquer disease
   To eliminate illiteracy
   To encourage respect for the rights of others

   
   
   Note: This chart could be duplicated as the center of a bulletin board or wall display. Teachers may also ask students to clip newspaper and magazine articles about the UN for a bulletin board display to accompany this chart.

"The United Nations Family" (p. 14 - 16)

1. Break the class into 6 small groups. Ask each group to investigate one of the UN's six specialized agencies (using the UN website, the library, and any other available resources). Each group is to present a short report about the history and current projects of these agencies, then recommend 1 - 3 ways students could help further the global efforts of each agency.
   
   Some ideas for student action: letter writing campaigns, bake sales or other fundraisers for UNICEF, clothing and book drives, 'adopting' a refugee family (or individual) in the local community, community information campaigns, becoming an international pen pal.
2. For further exploration: ask 1 - 2 members of each group in (1) to contact your local congressperson's office (or other elected official). Find out:
   1. if the United States government supports the goals of each agency and
   2. whether the US is helping further those goals with specific actions.

"Breaking Through Language Barriers" (p. 16 - 17)

1. Why is accuracy important to a translator? Why do you think the UN translators provide both verbal and written translations to delegates?

"The Blue Helmets" (p. 18 - 20)

1. What was the 1988 'outbreak of peace'? Why was this considered an unusual occurrence in the world?
2. Plan a school or community 'peace rally' for UN Day (October 24^th). Start a school or community letter-writing campaign (or make a large signature-banner) urging all UN member nations to declare (and maintain) another world 'outbreak of peace' in 2001.

"An Interview with Kofi Annan" (p. 23 - 25)

1. How did Kofi Annan's childhood and early career choices prepare him for his current job as UN secretary-general?
2. Write a class letter thanking Mr. Annan for his efforts to promote world peace and universal rights for all. Send a short list of 'we'd like to know, please' class questions in the letter.

"In Line At the United Nations Post Office" (p. 26 - 29)

1. Ask a local student or adult UN philatelist to share his or her stamp collection with the class. (Contact a local stamp shop to find names of collectors in the area.)
2. Contact the UN post office (see contact information in "A Universal World of Stamps: Become a UN Philatelist" on page 28). Ask for information on starting a class (or individual) UN stamp collection.
3. Ask students to design their own UN stamp, based on what they've learned about UN activities around the world. Send the designs to the UNPA.

"Eleanor Roosevelt and the Declaration of Human Rights" (p. 30 - 33) and "Faces of the United Nations" (p. 34 - 37)

1. Urge students to find biographies and articles about Eleanor Roosevelt, Trygve Lie, Dag Hammarskjold, Ralph Bunche, Brian Urquhart, Lester Pearson, and U Thant for their next book report.
   
   Present a few of these reports as "I am ______ " first person recreations (with costumes and props, if possible). Video these 2 - 3 minute presentations for use in the library or other classrooms on UN Day (October 24^th).
2. Plan a public reading and rally supporting the "Preamble to the Universal Declaration of Human Rights" on October 24^th (UN Day). Prepare an oversized petition supporting the preamble before the rally, asking all participants (readers and audience members) to indicate their support by signing the petition. Send the signed petitions to the UN General Assembly.
3. Ask small groups of students to write and stage a series of short (1 - 3 minute) skits illustrating human rights problems around the world. Present these skits at the UN rally (see #2 above) or video for use in other classrooms.

"Model United Nations" (p. 38 - 39)

1. Do your community high schools sponsor model United Nations' programs? Ask participants to speak to your class about their experiences.

"Art At the United Nations" (p. 40 - 43)

1. The UN web site (www.un.org) spotlights many pieces of the UN art collection on its web pages. Investigate the site or check the library for books and magazines highlighting the collection.
2. Is art a way to communicate the goals of the UN around the world? Why - and how?

1. Maintain a class "UN information" site on bulletin board or wall. Ask the class to bring in newspaper and magazine articles throughout the school year.
2. Ask the class to set some personal goals for the school year based on the UN's human rights initiatives. Record these goals in student journals, then refer back to this page periodically throughout the school year (as a 'how are you doing?' checkup).

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Updated: 11/21/09 01:45 pm
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