Lesson 1 and Introduction to the UN
Brief Overview of Lesson (what this lesson is about): This lesson will introduce the United Nations, how the organization is
set up, and the role the United Nations plays in world affairs. Students will build conceptual knowledge of the United Nations
using a Frayer Model. As you plan, consider the variability of learners in your class and make adaptations as necessary.
Prior Knowledge Required:

Vocabulary terms unite and nation
 From their study of ancient history, students will know since the beginning of time people began settling in
communities, societies have always needed to work together and cooperate in order to survive
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials):
 Wordle: To create a word map at: http://www.wordle.net
 Day in the Life of the UN Secretary-General Video. The video can be accessed at:
https://www.youtube.com/watch?v=dUR0gzFg2ss
 Introduction to the United Nations Handout
 United Nations Frayer Model can be created at: **http://www.worksheetworks.com/miscellanea/graphicorganizers/frayer.html**
 Frayer Model Instructions: http://contentarealearningstrategies.wikispaces.com/Day+2
 "Frame, Focus, Follow-Up": http://mass.pbslearningmedia.org/resource/vtlpd.pd.hints.frfofo/effective-video-basedlessons/
 Comprehension Symbols. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Four Column Vocabulary Notes. Can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page
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MA Model Curriculum Lesson Plan
Lesson Number and Name:
Lesson 1: Introduction to Model UN
Time (minutes): 60 minutes
Overview of the Lesson:
This lesson will introduce the United Nations, how the organization is set up, and the role the United Nations plays in world affairs.
Students will construct a Frayer Model to build their own understanding of this concept throughout the unit. As you plan, consider
the variability of learners in your class and make adaptations as necessary.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U1 – the United Nations’ role in the world.
U2 - The power and limitations of the United Nations.
Standards:
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
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E2- How effective is the United Nations in solving world conflicts?
E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is this issue a human right?
Objectives
Students will be able to
 Define the United Nations and explain it’s role in world affairs.
 Annotate a text to increase their comprehension on a non-fiction text
 Students will learn about the actions that the UN can take.
Language Objectives
Students will be able to explain the role the United Nations plays in world affairs using target vocabulary and complex sentences.
Students will be able to report a group consensus using past-tense verbs: concluded, determined.
Targeted Academic Language:
Tier 2: Nation, Consensus, and Negotiation
Tier 3: Secretary – General, General Assembly, United Nations, national sovereignty
What students should know and be able to do before starting this lesson:
 From their study of ancient history, students will know since the beginning of time people began settling in communities,
societies have always needed to work together and cooperate in order to survive
 The vocabulary terms unite and nation
 Define, characterize, give examples, and define the role an organization plays in a graphic organizer (a Frayer Model)
Anticipated Student Pre-conceptions/Misconceptions
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Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit
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The UN is not a world government, however it often serves the role of mediator which is a role often played by government
in the United States as well as many other countries
The UN members countries are all equal in the eyes of the organization
The UN cannot pass binding laws upon its members but does have the means with which it can pressure compliance amongst
members
Instructional Materials/Resources/Tools
Resources:
 Wordle: To create a word map at: http://www.wordle.net
 Day in the Life of the UN Secretary-General Video. The video can be accessed at:
https://www.youtube.com/watch?v=dUR0gzFg2ss
 Introduction to the United Nations Handout
 United Nations Frayer Model can be created at: **http://www.worksheetworks.com/miscellanea/graphicorganizers/frayer.html**
 Frayer Model Instructions: http://contentarealearningstrategies.wikispaces.com/Day+2
 "Frame, Focus, Follow-Up": http://mass.pbslearningmedia.org/resource/vtlpd.pd.hints.frfofo/effective-video-based-lessons/
 Comprehension Symbols. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Four Column Vocabulary Notes. Can be accessed on the UNAGB Food Security Model Curriculum Style website – Unit
Overview page
Instructional Tips/Strategies/Suggestions for Teacher
 Pre-Assessment: Think-Write-Pair-Share on Prompt “What is the UN?”
 Class brainstorm
 Video Excerpt: “Frame Focus, and Follow-Up” Model
 Close Reading- what is the United Nations
 Student creation of “Frayer Model” definition sheet
 Think/Pair/Share
 Partner Work
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Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit
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UN Actions ranking activity
Assessment
Formative assessments:
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Pre-Lesson: Think-Pair-Share Descriptive word list
Class “pre-unit” wordle
Frayer Model worksheet
Exit Ticket
Student reactions to homework/ extension assignment
Lesson Details (including but not limited to:)
Lesson Opening
Do Now: Students will complete a Do Now using the following prompt:
Think-Write:
Independently, students will create a list of descriptive words that characterize the term United Nations. If students have
never heard of the United Nations, instruct them to look at the individual terms, united and nations, and create a list of
descriptive terms that describe the two vocabulary terms.
Pair-Share:
Have students turn to their partner and share the list of words they generated. Partners should combine their answers into
one list and be ready to share with the rest of the class. Each group shares their answers, including any duplicates with the
whole class. The teacher types the list of words in wordle.net and creates a word cloud. The duplicate words will be
emphasized in the word cloud by size. Using the Wordle, have a short class discussion around the words that are most
prominent.
Prompt questions the teacher can use to promote discussion:
o Why do you think some words are larger than others?
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o What could these words tell us about the UN?
o Are there any words you don’t think belong?
Teacher should provide each student with a copy of the Wordle for his or her notebook. Students will create another Wordle at the
end of the unit, which will provide a visual to demonstrate growth in their understanding.
During the Lesson
Vocabulary:
Introduce students to the four-column Vocabulary Organizer.
·
Students define the word diplomacy (column 2 only)
Video Excerpt: “Frame Focus, and Follow-Up” Model
 Show students the video clip “A Day in the Life of Ban Ki-Moon.” The teacher will use “Frame, Focus, and Follow Up” model
to help students build their understanding of the role the United Nations plays in world affairs
o Frame: The teacher will explain to students when and why the United Nations was founded.
o Focus: While students watch the brief clip, students should aim to answer the following questions:
 What is primary goal of the United Nations?
 Identify examples of the Secretary – General engaging in diplomacy.
o Follow-Up: After viewing the clip, the teacher will give students a few moments to reflect upon the clip, write their
answers to the “focus” questions, and then ask students to share their answers to the “focus” questions with the
class.
 In vocabulary organizer, students demonstrate understanding of the word diplomacy and illustrate it
(columns 3 and 4).
Reading: Gradual Release of Responsibility
 Read the Introduction to the UN handout and mark it up the text using Comprehension symbols and annotating.
 Use the concept of Gradual Release of Responsibility
 I Do, You Watch: teacher models “marking up” and annotating on a small section of text from the article.
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Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit
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I Do, You Help: together as a class, mark up the next section of the from the article
You Do, I Help: Students can in partners to mark up and annotate the next section of the article.
You Do, I Watch: Students work independently to finish the article. Customize for your class.
Frayer Model to build conceptual knowledge and vocabulary
 Students will be broken into 4-5 small groups based on their skill level.
 They will use the information in the reading to fill out the UN graphic organizer in 4 categories: definition, characteristics,
examples, and How effective is the UN.*
 A Frayer Model worksheet can be created at: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html.
More specific directions can be found here: http://contentarealearningstrategies.wikispaces.com/Day+2
 Students will add to this worksheet throughout the course of the unit to demonstrate their increased understanding of the
United Nations and the role it plays in world affairs.
Introduce New Content: Have students work in pairs to complete the, “Can the UN Do That?” Handout. Go over the answers using
the key.
Conceptual Vocabulary: Have students complete a Frayer model for the term national sovereignty.
Understand and Evaluate: Have students read the Make It Happen handout and ask clarifying questions about what is meant by
each action. Then, have students work in a pairs to choose the 2 most important actions that the UN can take and the 2 least
important actions that the UN can take.
Homework: Have students read the statistics on World Hunger (http://www.wfp.org/hunger/stats) produced by the World Food
Program the using comprehension symbols: Comprehension Symbols. Can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page
Extension
 Content Extension (The UN): Examine the different organs of the UN. Have students visit http://www.un.org/en/mainbodies/
and ask students to summarize a different body of the UN and report back to their classmates.
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Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit
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Content Extension (International Affairs): Instruct students to view the short video “7 Billion “produced by National
Geographic: http://www.youtube.com/watch?v=sc4HxPxNrZ0 Ask students to consider the challenge of living in a crowded
world. Why does this make the UN even more important?
This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit
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