Lesson plan of World: UN and Intergovernmental Organizations

Objectives (5 - 7 minutes)

1. Understand the UN structure and the role of Intergovernmental Organizations: Students should acquire a solid knowledge of the structure, main organs, and functioning of the United Nations (UN). Furthermore, they should be able to grasp the concept and function of Intergovernmental organizations.

2. Identify the main Intergovernmental organizations and their functions: Students should be able to identify and describe the main Intergovernmental organizations, such as UNESCO, WTO and WHO. They should understand the specific functions of each one of these organizations and how they contribute to maintaining peace, development and international cooperation.

3. Analyze the importance of the UN and Intergovernmental Organizations: Students should be able to critically analyze the importance of the UN and Intergovernmental organizations in solving global problems. This includes understanding how these organizations foster cooperation among member states, advocate for human rights and seek solutions to global issues, like climate change and armed conflicts.

   Secondary objectives:

   • Stimulate critical thinking: The lesson plan should prompt students to think critically about the effectiveness of Intergovernmental Organizations in solving global problems and the improvements that could be made.

   • Foster group discussion: The lesson plan should create opportunities for students to discuss what they have learned and share their opinions and ideas. This can be done through activities such as group debates and collaborative projects.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher should start the class by reviewing the concept of nation-state and the importance of international cooperation with the students. This can be done with a quick oral or written review, using practical examples to help understanding. (2 - 3 minutes)

2. Problem situation 1: Next, the teacher should present a scenario in which a conflict between two countries is affecting the local population and threatening regional peace. He/she should ask students how this situation could be solved and whether the intervention of an international organization would be useful. (2 - 3 minutes)

3. Problem situation 2: The teacher should, then, present another scenario in which a country is facing an outbreak of a highly contagious and lethal disease. He/she should ask students which kind of help could be provided by international health organizations, such as the WHO, and how that would benefit both the affected country and the rest of the world. (2 - 3 minutes)

4. Contextualization: The teacher should explain to the students that, in today's globalized world, problems faced by one country often have direct or indirect impact on the rest of the world. He/she should highlight the importance of cooperation and the role of international organizations in solving these problems. (1 - 2 minutes)

5. Capturing students’ attention: In order to arouse students' interest, the teacher could share some curiosities about the UN and other Intergovernmental organizations. For instance, he/she could mention that the UN has 193 member countries, almost every country in the world, and that the UN has been awarded the Nobel Peace Prize three times. He/she could also talk about how the UN and other Intergovernmental organizations are involved in current issues, such as the COVID-19 pandemic and climate change. (2 - 3 minutes)

Development (25 - 30 minutes)

1. UN simulation activity (15 - 18 minutes):

   • Preparation: The teacher should divide the class into groups of five. Each group will represent a "country" in the simulation. The teacher should provide each group with a card with the name of a country and its flag. Besides, the teacher should prepare a "scenario" for the simulation, which will involve a current global problem, such as climate change or the refugee crisis.

   • Development of the activity: Each group will have the goal of representing its "country's" interests and proposing solutions to the global problem presented, justifying its proposals based on its "country's" resources and capabilities. To this end, they will have to research on the "country" they were assigned to, including information about its economy, population, territory, domestic policies and foreign relations.

   • Discussion: After the activity, each group will present their proposals and the reasons that led them to choose them. The teacher should facilitate the discussion, encouraging students to consider different points of view and to debate the advantages and disadvantages of each proposal.

2. UN organizational chart creation activity (10 - 12 minutes):

   • Preparation: The teacher should provide each group of students with a large sheet of paper and colorful pens.

   • Development of the activity: The purpose of this activity is for students to create an organizational chart of the UN, depicting the different organs and agencies that compose the organization and their power relations. To this end, they will have to research on the UN structure and the functions of each of its organs and agencies.

   • Discussion: After finishing the organizational chart, each group should present it to the class, explaining the logic they used for its creation. The teacher should facilitate the discussion, clarifying doubts and highlighting the importance of each organ and agency in promoting peace, human rights and global development.

Both activities are designed to be interactive and engaging, allowing students to apply theoretical concepts in a practical and meaningful way. Moreover, they encourage research, collaboration and critical thinking, which are essential skills for effective learning and active participation in today's globalized society.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should gather all students and facilitate a group discussion about the solutions proposed by each team during the UN simulation activity. Each group will have a maximum time of 2 minutes to present their proposals and the reasoning behind them. During the presentations, the teacher should encourage other students to ask questions and express their opinions. The purpose of this is for students to learn how to listen and respect the opinions of others, even if they differ from theirs.

2. Connection to theory (2 - 3 minutes): After the presentations, the teacher should connect the activities carried out with the theoretical concepts discussed in the Introduction of the class. He/she should highlight how the UN structure and the role of Intergovernmental Organizations influenced the solutions proposed by the students and how these solutions could be implemented in practice.

3. Individual reflection (2 - 3 minutes): The teacher should ask students to individually reflect on what they have learned during the class. To this end, he/she could ask questions such as:

   1. What was the most important concept you learned today?
   2. Which questions are still unanswered?
   3. How can you apply what you have learned today in your daily life or your future career?

   The teacher should allow a minute of silence for students to think about these questions. Next, he/she can ask some students to share their answers with the class.

4. Feedback (1 minute): Finally, the teacher should ask students to provide feedback about the class. This can be done anonymously, in writing, so that students feel more comfortable expressing their opinions. Students' feedback is extremely valuable to the teacher, as it allows him/her to assess the efficiency of his/her class and make improvements for future classes.

   During the Feedback, the teacher should be attentive to individual students' needs and make sure that all of them have grasped the key concepts of the class. He/she should encourage students to keep studying the subject on their own and to apply what they have learned in their daily lives.

Conclusion (5 - 7 minutes)

1. Content summary (2 - 3 minutes): The teacher should make a short summary of the main points that were covered during the class. He/she should reiterate the importance of the UN and Intergovernmental Organizations, explain the UN structure and identify the main Intergovernmental organizations and their functions. He/she should also recall the scenarios and practical activities carried out by the students, highlighting the solutions proposed and the discussions raised.

2. Theory - practice connection (1 - 2 minutes): The teacher should explain how the class connected theory, practice and the real world. He/she may mention how the UN simulation and organizational chart creation activities helped students to better understand the structure and role of Intergovernmental Organizations. Moreover, he/she may highlight how the discussions on the proposed scenarios allowed students to apply their theoretical knowledge to practical and current situations.

3. Complementary materials (1 minute): The teacher should suggest some complementary reading and research materials for students who wish to deepen their knowledge on the subject. This could include books, articles, documentaries and trustworthy websites. For instance, he/she could suggest that students find out more about the UN history, the Sustainable Development Goals (SDGs) and the role of Intergovernmental Organizations in solving global problems.

4. Subject's relevance (1 - 2 minutes): Finally, the teacher should stress the importance of the subject for students' daily lives. He/she may explain how the UN and other Intergovernmental Organizations have a crucial role in promoting peace, justice, equality and sustainable development worldwide. He/she may also mention how knowledge about these organizations can be useful for students in their future careers, especially if they are interested in working in areas related to politics, diplomacy, global health, environment, human rights, among others.

   By concluding the class, the teacher should reinforce learning as an ongoing process and encourage students to continue exploring the subject on their own. He/she should remind students that the main objective of education is not only to accumulate knowledge, but also to develop critical thinking, problem-solving and cooperation skills, which are essential to become active and responsible citizens in an increasingly interconnected and complex world.