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The
UN:
In this lesson you will learn about the origins, goals and structure of
the United Nations (UN), and how all the different parts of the UN work
together to improve the lives of men, women and children all over the
world. You will work with your classmates, have lots of discussions and
like the UN, try to solve global problems. Theres a competition too, so be
prepared.
2.
Eliminate poverty
3.
ACROSS
3. The words used to describe each country in the UN (6, 5)
4. This important part of the UN focuses on maintaining
international peace and security (8,7)
DOWN
1. This part of the UN focuses on helping children (6)
2. Where all 192 member states meet to discuss world issues (7,8)
5. The main focus of this UN agency is education, science and
culture (6)
www.una.org.uk
www.unesco.org.uk
Lesson one
This factsheet tells you about the work of some of the main parts of the United Nations (UN) system. Read it carefully.
Youll need to know this information for the crossword and the competition. After reading each information box, sum
up in just ONE word the main role/focus of each agency or organisation.
member
where all 192
Assembly is
al
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al
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to discuss gl
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ent.
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e
world parliam
states of th
we have to a
g
in
one
th
s
t
ha
es
os
is the cl
h or poor
rge, small, ric
la
ritten in
w
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ar
un
ns
co
Each
blys decisio
em
ss
A
al
er
vote. The Gen
ns.
lled resolutio
documents ca
in one word:
Now sum it up
hts, their
r childrens rig
fo
ks
or
w
)
re that
nd
hildrens Fu
works to ensu
tion. UNICEF
UNICEF (UN C
ec
ot
rights.
pr
an
d
m
an
t
pmen
the same hu
y
jo
en
,
d
ld
survival, develo
or
w
e
to education an
erywhere in th
n have access
re
,
ur
ild
all children, ev
ch
bo
la
at
th
ild
as ch
make sure
problems such
om
fr
UNICEF tries to
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fr
e
ar
d that they
healthcare, an
ect.
gl
ne
d
abuse an
in one word:
Now sum it up
rnational
n. It is the inte
tio
isa
ble
an
rg
O
lth
from preventa
Ns World Hea
ople to be free
pe
s
lp
WHO is the U
he
d
en
an
strength
obal health
HO works to
authority on gl
althy
d HIV/AIDS. W
an
le can stay he
ia
ar
op
al
pe
m
l
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al
at
th
so
y
diseases lik
tr
un
ems in every co
healthcare syst
.
es
liv
r
ie
pp
, ha
and live longer
in one word:
Now sum it up
UNs
Agency) is the
Atomic Energy
l
of
na
d
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te
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sp
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tries su
IAEA (In
It inspects coun
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ch
at
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th
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monitors
ear weapons,
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producing nucl
helps countrie
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r
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existing nu
safely. It also he
ns
po
ul
ea
ef
w
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r
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ea
of nucl
power for
oduce nuclear
that want to pr
as energy.
reasons, such
in one word:
Now sum it up
onsible for
Council is resp
ty
ri
cu
Se
conflicts that
e
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tries to settle
d
an
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ac
pe
N member
maintaining
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na
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at
rn
. It
te
in
threaten
by its decisions
ect and abide
sp
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re
tr
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un
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m
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es
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where ther
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ty
protec
e Securi
peacefully. Th
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t:
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are perm
rs, of which 5
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has 15 membe
and the USA.
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,
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China, Fr
rs can veto (sto
be
em
m
t
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perman
Council.
in the Security
Now sum it up
in one word:
mme) works
opment Progra
el
ev
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(U
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UN
main tasks is
verty. One of its
to eliminate po
to achieve the
global efforts
DGs). The
to coordinate
ment Goals (M
op
el
ev
D
m
iu
Millenn
ere agreed by
targets that w
t
gh
d
ei
e
ar
s
G
MD
inate poverty an
in 2000 to elim
world leaders
ld.
ughout the wor
inequality thro
Now sum it up
in one word:
ral
ntific and Cultu
ucational, Scie
eration in
Ed
s
op
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co
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l
e
na
th
e internatio
UNESCO is
ot
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pr
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Its role
n and informat
Organization.
communicatio
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orld
w
an
,
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re all child
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in
education, scie
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ESCO also he
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to school. UN
go
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ld
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have the op
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special cultura
List.
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World
Now sum it up
in one word:
CHALLENGE TASK!
Create sentences about the work of the UN using the key words from the crossword on student worksheet 1.1.
Lesson one
And now for the competition! Make sure you have had a good read of the factsheet you were just working on because
youll need to remember what the different parts of the UN do in order to succeed. To make it a bit harder, youre not
allowed to look at the factsheet for the competition (so turn it over now). The purpose of this competition is to see
how well youve understood the different parts of the UN. Then to finish the lesson, youll be thinking about the UNs
achievements and the challenges it faces as it works towards peace, development and human rights for all.
REFLECTIONS
Have we met our learning objectives?
Explain three ways the UN tries to make the world a better place.
CHALLENGE TASK!
Have your ideas about the UN changed since the beginning of the
lesson? What more do you want to know?
Lesson two
The
UN:
In this lesson you will be learning about how the United Nations (UN)
works to prevent wars and build peace. The Security Council is the part of
the UN that is responsible for maintaining peace. It tries to settle armed
conflicts that threaten international security. It can set up peacekeeping
operations to protect people in war-torn countries and help the parties
to a conflict to resolve their differences peacefully. You will be learning
about peacekeeping operations and applying this learning to a serious
conflict taking place in Sudan. Peacekeeping is a difficult but essential job,
so be prepared!
2.
Eliminate poverty
3.
UN peacekeeping troops
are often called the
Blue Helmets. Why do
you think they wear
blue rather than normal
military colours?
UN/Mark Garten
www.una.org.uk
www.unesco.org.uk
Lesson two
Sadly, there are many conflicts going on in the world today despite the UNs best efforts. This is why peacekeeping is so
important. Look at the map of the countries of the world. Can you identify any areas where there is currently a conflict?
Colour in conflict areas/countries and label the countries involved.
Now share your ideas with the rest of the group (list them below:)
1
2
3
UN PEACEKEEPING
61
63
years of peacekeeping
(1948-2009)
peacekeeping operations
since 1948
4
5
6
7
8
17
117,516
ONE
personnel serving in
current peacekeeping
operations
CHALLENGE TASK!
Choose one conflict that you have highlighted on your map. Can you explain some of the reasons for why this conflict has happened?
Lesson two
Now that you have learnt about peacekeeping it is time for you to step into the role of the UN Security Council
yourselves! You may have highlighted Darfur in Sudan on your map in the previous activity. The conflict in Darfur began
in 2003 and is still unresolved. It has caused a devastating amount of human suffering in Sudan and its neighbouring
countries. The UN is working hard to solve the problem but needs your ideas to help find effective ways to create
lasting peace.
First, we are going to learn about the situation in Darfur so that we know a little more about the origins of the
conflict and the problems it is causing for the people living there.
Then it will be up to you to come up with an action plan for peace. Good luck!
DARFUR CONFLICT
The ongoing conflict in the Darfur region of Sudan has produced one of the world's worst humanitarian crises. Since the conflict
began in 2003 around 300,000 people have been killed and almost three million more have had to flee their homes.
BACKGROUND
Darfur is a region in Sudan Africas largest country and is approximately the size of France. Sudan has two major distinct cultures:
Arab and Black African. The Sudanese government is dominated by people with an Arab background, while the majority of Darfurs
population have a Black African background. The conflict in Darfur began in 2003 when Darfuri rebel groups began attacking the
government. These groups claimed that the government was neglecting the people of Darfur because of discrimination. As a result,
the province had few services such as schools and hospitals, and its population was poor and marginalised. In response the Sudanese
government, along with supportive militia groups, launched a military campaign in Darfur that killed thousands of people and forced
millions of civilians to flee from their homes.
INTERNATIONAL RESPONSE
A joint UN and African Union peacekeeping force arrived in Darfur in January 2008 to try to protect the civilians at risk. However,
the peacekeeping mission is struggling to do its job. This is in part because the Sudanese government refuses to work with it, and
in part because the international community has not provided the mission with enough peacekeepers and vital equipment such as
helicopters. As of October 2009, there were 19,290 peacekeepers in Darfur, much less than its target of 26,000.
CURRENT SITUATION
Despite the UNs best efforts the region remains insecure. Civilians and aid workers are regularly attacked by armed groups.
Ongoing violence makes it difficult for the UN to provide for the civilians caught up in the conflict. It also makes it impossible for
refugees to return home. Some aid agencies have been forced to suspend their operations. One of the major obstacles to finding
a lasting solution to the conflict is the reluctance of the rebel groups and the government to hold talks with each other.
Lesson two
Now it is time for you to create an action plan to bring much-needed peace and security to Darfur. You need to make
sure that you find a way for the UN Security Council to resolve the conflict, create lasting peace, and ensure the safety,
security and well-being of the people in Darfur.
CHALLENGES
SOLUTIONS
CHALLENGE TASK!
What problems might you, working as the UN, face in trying to implement these solutions? What should the Security Council do
if Sudan does not implement these solutions?
Lesson two
Listen to each group present its solutions to the class. Imagine you are the Security Council and you have to decide
which are the best solutions. Make notes in the table below to highlight the strengths of the presentations. You need to
be able to justify your decisions according to why they will be effective in achieving peace.
CHALLENGES
CLASS VOTE!
Now that youve heard all the solutions and have evaluated which solutions are the best, have a class vote to decide which
Action Plan for Peace in Darfur the Security Council should implement.
REFLECTIONS
Have we met our learning objectives?
How have your ideas changed since the beginning of the lesson?
What are the difficulties involved in peacekeeping in conflict
situations?
Lesson three
The
UN:
In this lesson you will learn about the UNs biggest-ever initiative to fight
poverty: the Millennium Development Goals (MDGs). The MDGs are eight
goals agreed by world leaders in 2000 with the aim of eliminating poverty
and inequality throughout the world. Each goal has a set of targets to be
achieved by 2015. You will consider the importance of the goals and present
your ideas to the class. You will then look specifically at the goals that focus
on education, something that not every child in the world has access to, and
what UNESCO is doing to change this.
2.
Eliminate poverty
3.
1. Read through the Millennium Development Goals to see what each goal aims to achieve. They are on student worksheet 3.2.
2. Imagine that the United Nations can only tackle one goal. Note down in secret the Millennium Development Goal that you think
the UN should tackle the goal you think is most important.
3. Why have you chosen that particular goal over the others? Think on your own for five minutes about the reasons why and make
some notes about your ideas. You will need these to help you present your ideas to the class.
4. Now, go and stand by the goal that you think is most important. The posters are displayed around the classroom.
5. Each goal should have at least one speaker to represent it and you need to agree who is going to speak for your goal. You have
just one minute to persuade the others that your goal is the most important.
6. Have you changed your mind since hearing the speeches from the rest of the class? If so, move to the goal you now think is the
most important.
CHALLENGE TASK!
Are there any other goals you think should be included in the MDGs? What are they?
www.una.org.uk
www.unesco.org.uk
Lesson three
S
L
A
O
G
T
OPMEN
DEVEL
rty:
and pove
r
e
g
n
u
h
xtreme
suffer
Reduce e
eople who
p
f
o
r
e
b
ay.
m
n 1* a d
alf the nu
a
h
th
y
s
b
s
e
le
c
u
n
Red
o live o
er and wh
from hung
hool:
rimary sc
p
h
is
n
fi
tend and
school
ne can at
o
y
r
e
h primary
v
is
e
n
fi
re
d
u
n
s
a
e
d
Mak
girls atten
boys and
ll
ne.
a
t
a
e
v
th
for e ryo
e
e
fr
is
Make sure
l
o
o
rimary sch
and that p
s rights:
Increase
d women
n
a
y
t
to school.
li
a
o
u
g
q
e
to
r
y
e
it
gend
pportun
Promote
an equal o
e
v
orld.
a
h
s
y
o
und the w
nd b
a
ro
a
ls
ir
ts
g
n
e
re
Make su
in parliam
of women
r
e
b
m
u
n
the
e of 5:
re the ag
o
f
e
b
g
in
two
dren dy
er of chil
by at least
b
g
m
in
u
tt
n
u
c
e
y
h
day.
hildren b
Reduce t
ir fifth birth
e worlds c
e
th
th
f
o
re
h
fo
lt
e
a
e he
who die b
Improve th
f children
o
r
e
b
m
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n
thirds the
rs:
of mothe
h
ing
lt
a
e
h
the
d by reduc
rl
o
w
e
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th
after
others in
or shortly
ealth of m
g
h
n
e
ri
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th
d
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nancy.
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their preg
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g
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o
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s
b
the num
mplication
or from co
,
th
ir
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g
givin
ses:
her disea
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a
ria
e. Provide
d medicin
IDS, mala
n
A
a
/
n
IV
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c
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ugh edu
an be cure
/AIDS thro
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t
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t da
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ctions tha
damage th
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t
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rc
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o have
using reso
people wh
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e the n
nt. Increas
environme
g water.
an drinkin
le
c
to
s
s
e
acc
ent:
developm
r
o
f
ip
h
s
artner
oals by
a global p
ve these g
ie
h
c
a
to
r
Develop
in poor
e
ork togeth
for people
w
s
b
s
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ie
r
tr
e
n
tt
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co
ating be
Make sure
other.
e fairer, cre
d
a
tr
d
help each
rl
o
to
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y
g
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lo
in
o
k
n
a
m
g tech
and sharin
countries
* The actual target set in 2000 was 1 US dollar a day. This has now been adjusted to 1.25 US dollars a day.
Lesson three
The United Nations Educational, Scientific and Cultural Organization (UNESCO) supports the Millennium Development
Goals (MDGs) in many ways. UNESCO particularly focuses on making sure that all children in the world boys and girls
can go to school (MDGs 2 and 3).
UNESCO/Justin Mott
BRAINSTORM
UNESCO is leading the way to ensure Education for All that every child has the opportunity to go to school. As you have learned,
millions of children are still not getting an education. Many more girls than boys miss out on primary and secondary education. In
regions like sub-Saharan Africa and Oceania, and in some former Soviet Republic countries, the ratio of girls to boys in secondary
school has actually dropped during the last ten years. Think about what reasons there could be for girls missing out on their
education (e.g. child labour, early marriage, discrimination, poverty, lack of female role models etc.)
Why are so
many girls out
of school?
Lesson three
Now that you have considered why so many girls are missing out on getting an education, it is time to take action!
Imagine you are working for UNESCO: you are going to create a global campaign to promote girls education.
STEPS TO SUCCESS
1. Activity:
4. What to include:
UNESCO/Abdelhak Senna
REFLECTIONS
Have we met our learning objectives?
CHALLENGE TASK!
Who should pay for the Millennium Development Goals that
seek to ensure all girls and boys get an education? Think about
countries that are very poor. What should rich countries do to help
them, and what should UNESCO do?