Activity One: As students come into class, the teacher will give each student a note card with one of the following quotes on it with the directions to be ready to give their inference as to the meaning of the quote. Also, the teacher will ask the students to be ready to share who said the quote and what they may already know about that person. I would use half of these quotes on Day One and half of them for the opening activity on Day Two.
1. A person who has sympathy for mankind in the lump, faith in its future progress, and desire to serve the great cause of this progress, should be called not a humanist, but a humanitarian, and his creed may be designated as humanitarianism.” Irving Babbitt (http://www.brainyquote.com)
2. “Every dollar that we send in State Department aid or humanitarian aid that saves us from having to get involved with very expensive military actions is a good investment. And frankly, helping Israel fight terrorism in the Middle East is much cheaper than us fighting it here on our shores.”
Anthony Weiner (http://www.brainyquote.com)
3. I was proud to witness American Jewish organizations found the Save Darfur Coalition in June 2004 to mobilize a coordinated interfaith response to the ongoing humanitarian disaster.
Jan Schakowsky (http://www.brainyquote.com)
4. “Humanitarianism consists in never sacrificing a human being to a purpose.” Albert Schweitzer, (searchquotes.com)
5. “Let us not be satisfied with just giving money. Money is not enough, money can be got, but they need your hearts to love them. So, spread your love everywhere you go.’ Mother Teresa, Nobel Peach Prize recepient (womenhistory.com )
6. “The purpose of life, after all, is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experiences.” –Eleanor Roosevelt, United Nations Diplomat and former First Lady (www.beaneverydayhumanitarian.com )
7. “We gain strength, and courage, and confidence by each experience in which we really stop to look fear in the face... we must do that which we think we cannot.” –Eleanor Roosevelt, United Nations Diplomat and former First Lady (www.beaneverydayhumanitarian.com)
8. “So I never doubted that ultimately we were going to be free, because ultimately, I knew there was no way in which a lie could prevail over the truth, darkness over light, death over life.’ --Desmond Tutu, South African archbishop and Nobel Peace Prize Winner (www.beaneverydayhumanitarian.com)
9. “Although the world is full of suffering, it is full also of the overcoming of it.” --Helen Keller, activist and author (www.beaneverydayhumanitarina.com)
10. “The oneness of human beings is the basic ethical thread that holds us together.” --Muhammad Yunus, Nobel Peace Prize Winner (www.beaneverydayhumanitarian.com)
The purpose of this 10 minute opening activity is to open the students’ eyes and attitudes about the mission of the United Nations.
Second activity for Day One: The teacher will give the pre-test, reminding students this is merely for the teacher to determine students’ prior knowledge (no need to re-teach what students already know).
Third Activity for Day One: the teacher will give the students the following vocabulary list and let the students know that by the end of this unit, they will be able to distinguish between the difference of, define each, and show a level of comprehension through the usage of the words BY incorporating these words into their finished product.
(You could even do an extension activity by giving them the vocabulary words on a tri-fold paper. The first section would be for the students to define NOW with what they think it means, the second would be for them to write the proper meaning (which they will learn throughout the lesson), and the third would be to properly use it in a full, complete sentence, revealing their comprehension of it.
Vocabulary words: common good, philanthropy, welfare, Human Rights, NGO’s, mission, League of Nations, apartheid, humanitarianism, and genocide. These are words, relevant to this lesson unit, which I will ask my students to utilize within their power point presentations and ask each other about specific definitions as the class asks questions of the presenters.
Fourth Activity for Day One: The teacher will divide the students into seven groups (you can divide them OR allow them to divide themselves). Then the teacher will give directions to the creation of a power point over the “Life of the United Nations through a Decade.” Have groups pick a number at random as to which decade they will research, do a power point presentation over, and lead a discussion over. Give copies of the overview of the United Nations (from one or both of the websites provided OR create your own) AND ask students to do research on their own. I would give students a copy of the provided websites and let them know they could also look at other sites. Remind them they MUST cite ALL sources on a bibliography page at the end of their power point.
DAY ONE HOMEWORK: Begin group research
Activity One: Do the same activity as Day One, utilizing the last half of the quotes. This should be an easier activity for students to delve into now they have accomplished some research.
Activity Two for Day Two: Remind students of their finished product and how they will be graded (I would go over the rubric which is attached to remind them they will be assessed on group cooperation along with how well they lead their discussion after their power point presentation).
DAY TWO HOMEWORK: The students will WORK ON POWER POINT PRESENTATION – The teacher will remind them they may want to write an accurate and creative dialogue before selecting photos.
Activity One: The teacher will give each group pictures from their decade to analysis, synthesis, and be ready to share their findings (visuals are found on a provided website). Because so many of our students today are visual learners, this activity of photo analysis is a rewarding additional learning tool for students as they conduct their inquiry into communities/nations and their relationships.
Activity Two for Day Three: Continue research, individually and in groups. If you do not have computers for students in your classroom, this would be a perfect time to allow them to bring their own OR to have your school’s technology lab reserved for the week.
HOMEWORK FOR DAY THREE: Group and individual research/power point presentation collaboration.
Activity One: The teacher will have the vocabulary words on the whiteboard in front of the class and ask different students to volunteer their inferences as to the meanings. The teacher will ask students to relate/compare/contrast words to what they are researching.
Activity Two for Day Four: Last day of in-class group collaboration. The teach will remind the students, groups presentations will be conducted over the next two days in chronological order, each presentation will be followed with a 5 minute student-led discussion including their own inferences as to the success, or not, of the UN during their decade.
HOMEWORK FOR DAY FOUR: Finish power point for presentations over the next two days.
DAY FIVE AND PART OF DAY SIX:
Presentations and discussions (for your advanced classes, the teacher could ask students to evaluate each other’s groups clarity, preparedness, and leadership in discussions and incorporate these into the final project assessment).
Final Activity would be for the teacher to give the students the Post-Test.