TGC Fellow Unit Template *
Prepared by: Robert Lurie
School/Location: Waverly High School, Lansing, MI
Subject: Global Studies
Grade: 11-12
Unit Title:
Non-Governmental Organizations
Time Needed: 15 class days
Unit Summary: Students will learn what a non-governmental agency is, what role it plays in global assistance. Students will research a specific
NGO, and prepare a persuasive presentation that they will use to convince classmates to donate to their chosen Non-Governmental
Organization.
Stage 1 Desired Results
ESTABLISHED GOALS:
Michigan Social Studies Grade Level Content Expectations
National Civic Standards
C4—Relationship to U.S. and other nations and world affairs
4.2 International Institutions and Affairs
4.3 Forces of cooperation and conflict
C6—Citizenship in Action
6.1 Civic Inquiry and Public Discourse
6.2 Participating in Civic Life
Michigan Social Studies Grade Level Content Expectations
General Social Science Knowledge
K1.5 Understand the diversity of human beings and human culture
K1.6 Analyze events and circumstances from the vantage point of
others
K1.9 Integrated concepts from at least two different social studies
disciplines
Michigan Social Studies Grade Level Content Expectations
Public Discourse and Decisions Making
P3.3 Write persuasive/argumentative essays expressing and
justifying decision on public policy
Global Competencies
Investigating the World
1. Develop an argument based on compelling evidence and
draw defensible conclusions
Recognize Perspectives
1. Recognize and express their own perspective and identify
influences on that perspective
Communicate Ideas
1. Listen and communicate effectively with diverse people
Transfer
Students will be able to independently use their learning to…(real world purpose)
1. able to understand the purpose of Non-Governmental Organizations and
identify several well-known NGO’s
2. understand the role NGOs play in providing global assistance
3. understand how NGOs are funded
4. analyze the strengths and weaknesses of a variety of NGOs
5. persuade/argue that the class should contribute to a specific NGO
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. Why do some countries need
1. Some countries receive
international aid?
international aid
2. What can NGOs accomplish that
2. International aid can come
governments cannot?
directly from national
3. What are some of the goals of
governments or from NonNGOs?
Governmental Organizations
4. What NGOs are worth contributing
3. NGOs serve an important role in
to?
international aid
4. How NGOs are funded
5. NGOs target different problems
6. The recipients of international
aid benefit from this aid
Acquisition
Take Action
1. Act, personally or collaboratively, in creative and ethical
ways to contribute to improvement, and assess impact of
actions taken
2. Reflect on capacity to advocate for and contribute to
improvement
Resources
What is an Ngo?—Jake Simpkin video
http://vimeo.com/26512111
How are NGOs classified by mission?
http://whatis.techtarget.com/definition/NGO-non-governmentalorganization
The World’s Top 100 NGOs—The Global Journal
http://theglobaljournal.net/top100NGOs/
Charity Navigator
http://www.charitynavigator.org/
Writing A persuasive Speech
http://classroom.synonym.com/keys-writing-good-persuasiveessay-2142.html
Introduction to Jing
http://www.techsmith.com/tutorial-jing.html
Alexander, Jessica. Chasing Chaos: My Decade in and Out of
Humanitarian Aid. Excerpts.
Alexander, Jessica. Interview, National Public Radio
http://www.npr.org/templates/story/story.php?storyId=244991546
Students will know… (Content)
1. The definition of an NGO
2. The mission of NGOs
3. NGOs are funded by many sources,
but usually through private
donations
4. How to evaluate the purpose and
financial stability of individual NGOs
5. How to persuade that a particular
NGO is worthy of contribution
6. How to volunteer or contribute to an
NGO
Students will be able to… (Skills)
1. Research Skills—Investigate four
NGOs and identify their history,
purpose, successes and financial
efficiency
2. Persuasive/Argumentative Skills—
Students will choose one NGO and
construct an persuasive argument
as to why the class should support
that particular NGO
3. Technological Application—
Students will learn to use JING, an
online presentation platform to
present their persuasive argument
4. Discuss and evaluate in a small
group which NGOs are most
worthy of support
5. Propose to the larger group which
NGO the class should support
Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart, exit ticket, observation,
draft, rehearsal)
*Pre-test—Definition, history, purpose and efficiency
*Preliminary Investigating—students will research the top 100
NGOs according to the Global Journal and choose 4 worth
investigating. They will summarize each of the four NGOs
investigated using the Purpose, History, Success and Efficiency
Model. This will require student to use the Global Journal and
Charity Navigator websites
*Classification of NGOs—Students will read and familiarize
themselves with the International Standards Organization NGO
classification framework (BINGO, ENGO, GINGO, INGO, QUANGO,
RINGO). They will classify their 4 NGOs into one of these categories
and explain why.
*In depth Investigation and Presentation—students will choose
one of their selected NGOs for in depth study. They will craft a
persuasive/argument to support class support of this NGO and
present it to the class using “JING” a powerpoint presentation site
that allows for recorded voice-over explanation
*Evaluation—Students will work as a class to decide which NGO to
contribute to.
Evaluation Criteria (Learning Target or Student Will Be Able To)
Explain—what is an NGO? What is the mission of an NGO? What are the categories of
NGOs?
Interpret—Why are NGOs essential to international aid? What would result if there
were no NGOs?
Apply—What are the characteristics of NGOs? Which characteristics are most
important in determining which to contribute to? What are the 6 categories of NGOs?
Perspective—What are the positive characteristics of the NGOs that are being
presented by your peers? Are there NGOs more worthy of your support than the one
you argued for?
Empathy—How will the class support of the chosen NGO help the recipients of
international aid? Are the problems that the recipients of this aid receive similar or
different to that of your peers? In what ways?
Self-Understanding—If this was your money, what more would you want to know
about an organization before you contributed time or money?
Assessment OF Learning: (ex: performance task, project, final
paper)
*Creating a persuasive/argumentative “Jing” presentation on their
selected NGO to present to the class.
*Contributing the writing of a letter to the selected NGO of why the
class chose it for support
*Other Evidence
Quiz over the definition of an NGO, the International Standards Organization
framework, use of Jing, elements of classmates presentations
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One:
Pre-test—Definition, history, purpose and efficiency
Introduction to NGOs using the Jake Simpson Video—accompanying guided note taking sheet
http://vimeo.com/26512111
Introduction of the Global Journal’s top 100 NGOs website.
http://theglobaljournal.net/top100NGOs/
Student investigation of Global Journal website with the goal of choosing and summarizing the history, purpose and success of each NGO. Graphic organizer
presented. Students are instructed that only international NGO’s can be used for this assignment
Students introduced to Charity Navigator—how can we determine whether contributions are being used efficiently?
http://www.charitynavigator.org/
Complete graphic organizer section on efficiency
Students plan for bake sale with the goal of raising at least $100. This money will be used to donate to the NGO that is selected by the students at the end of
the unit.
Students introduced to International Standards Organization NGO classification framework. Students classify their 4 NGO’s using this framework
http://whatis.techtarget.com/definition/NGO-non-governmental-organization
Week 2
Introduction to writing a persuasive/argumentative presentation
http://classroom.synonym.com/keys-writing-good-persuasive-essay-2142.html
Introduction to “JING”
http://www.techsmith.com/tutorial-jing.html
Jessica Alexander Interview
http://www.npr.org/templates/story/story.php?storyId=244991546
Presentation Work time
Week 3
Bake Sale!
Persuasive/argumentative Jing presentations due
Small Group Work
Students are randomly broken into groups of 4/5 for persuasive/argumentative presentation Jing sharing
Discussion and decision making—of the 4/5 NGOs presented in your group, which will the group support? Guided score sheet presented
Whole Class Work
NGOs and their presentations that were recommended by the small group are presented to the large group.
Recommended presentations may be edited on the advice of the small group.
Questions are asked of each group.
Vote of Class determines which NGO will receive the proceeds of the bake sale
Students write a letter to the NGO explaining why they chose to contribute to this NGO
TGC FELLOWS UBD Lesson Template
Lesson Title:
Subject:
Non-Governmental Organizations
Materials Needed:
Computers
Jing application
Projector
Prepared by:
Global Studies
Robert Lurie, Waverly High School
Global Competency:
Recognize Perspectives
2. Recognize and express their own perspective and identify influences on that perspective
Where is the lesson going?
(Learning Target or SWBAT)
Hook:
1. Students will be able to understand the International
Standards Organization framework for classifying NonGovermental Oranizations
2. Students will be able to classify the 4 NGOs they researched
into this frame work and be able to help a partner to do the
same for their NGOs
Tailored Differentiation:
Students will be presented a montage of 12 different people of
differing ages, genders, ethnicities, races, etc.
Students will be asked to classify the people into different groups
using whatever criteria they chose.
Students will be given a chance to share how they classified the
people with their partner. Five people will be randomly selected to
share their classification.
Students will be asked why we classify people, objects, things, etc.
Equip:
Students will review the graphic organizer that presents the
information on the history, purpose and successes of each NGO
1. Students will be presented with the International Standards
Organization framework for classifying Non-Govermental
Oranizations
2. Working with a partner, students will restate each category
in their own words.
1. For this lesson, a
vocabulary list of difficult
words from the
International Standards
Organization framework
will be provided for
students who need
vocabulary support.
3. Working alone students will classify the 4 NGOs they
summarized into the category that fits best and give a
rationale for their choice.
Rethink and revise:
1. Students will review their work with a partner and accept
feedback. They will then listen to their partner and provide
feedback on their classification system
Evaluate:
On a later day, the students will use this information to persuade
their peers that their NGO is most worthy of support.
Notes:
Organization: