Teacher's Guide for FACES ^® UNESCO

Refugee * Geoparks * Designation * Aftermath * Acronym * Photogrammetry * Street children * Case study * In situ * Napalm * Reconciliation * Pedicab * Hominid * Boisterous

Ask individuals or small groups of students to prepare bulletin board displays and short oral reports on UNESCO'S World Heritage Sites.

1. What are Geoparks?
2. How does an earth site earn designation as a UNESCO "Geopark"? What happens after a site is selected?
3. How does UNESCO help developing nations prepare for natural disasters and other emergencies? Use library resources, the UNESCO website, and other Internet sites to find out more about the life-saving efforts of UNESCO.

1. What are the main responsibilities of UNESCO? How have these responsibilities and priorities been adapted to the realities of the 21st century world?
2. Find out more about UNESCO's awards on the UNESCO website. What are the categories?
3. Use library, newspaper, and Internet resources to find out more about the work of recent prizewinners. What do they have in common?
4. If possible, obtain copies of the three UNESCO prize books listed on page 46 (or others listed on the UNESCO website). Share these with the class.
5. Check out the Lima (Peru) UNESCO website.
6. What obstacles threaten the missions of UNESCO? Why? What can be done to remove these impediments?
7. Find out more about the 1984 U.S. withdrawal from UNESCO. Why did this happen? What brought the U.S. back to rejoin UNESCO in 2003?
8. What are the universal problems of the 21st century? Why will it take international cooperation to solve these problems? What is UNESCO doing to foster world unity?
9. Using library and Internet resources, research the ways UNESCO helps with regional problems around the world. Search current newspapers and newsmagazines to find stories about UNESCO efforts. Share these with the class. The information in the time line on page 13 will help.

1. Use library and Internet resources to find out more about Nubia, "the Land of Gold." Ask staff members from a local museum or university library to help find information. (Editor's Note: Cobblestone Publishing offers three resources on Nubia: DIG ^®'s September 2003 issue, CALLIOPE ^®'s October 2003 issue, and CALLIOPE ^®'s November 1996 issue.)
2. Investigate the classroom math / measurement connections of photogrammetry by first finding out more about the discipline. (Is there an architect or museum curator in your community who would demonstrate this to the class?) Then photocopy a recent picture of the school (or other community landmark) and ask small groups of students to measure and make scale drawings.

1. Why does author Megan Enzlin-Dixon say street children are ignored by society?
2. How does UNESCO make a difference in the lives of street children? Read the case studies, then find out more on the UNESCO website.
3. Are there street children in the United States? Who helps them? How? Interview social workers, homeless shelter managers, and other community helpers to find out more about street children in America. How can the class help?

1. Why does UNESCO ban the activities of underwater treasure hunters? How does UNESCO enforce this ban? How do nations of the world help?
2. What has UNESCO done to preserve underwater sites? Check out the websites mentioned on page 26 for further information.
3. Ask students to imagine they found an ancient gold coin while scuba diving off the coast of an island. What would they do? How could UNESCO help them identify the origins of the coin?

1. How do teachers around the world adapt lessons to best fit the needs of their students? Do teachers in the United States also adapt their lessons? How does your teacher adapt lessons to fit your school and community needs?
2. Plan a small "World Teachers' Day" celebration for teachers at your school. Write newspaper articles or letters to the editor of the community newspapers to honor the dedication and hard work of teachers in your community.

1. Using library and Internet resources, find out more about Kim Phuc, her childhood, and the work she does today.
2. For class discussion or individual journal reflection: Did any positives come from Kim Phuc's horrific childhood experience? Use the questions and activities in "Think About It" (page 43) to trigger further discussion and reflection.
3. Ask students to write letters to Kim Phuc explaining how learning about her life experiences inspired or changed their own lives.

1. How does a site qualify for UNESCO's World Heritage status? What do all the World Heritage sites have in common?
2. Using the UNESCO website plus a world map, locate as many World Heritage sites as possible. Assign small groups of students to investigate, prepare, and present short class reports about some of the lesser-known locations.

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Updated: 8/20/08 10:53 am
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