KEY STAGE 3: Duration of LESSON 1 – THE UN: WORKING FOR US ALL DATE: UN MATTERS

lesson: 60 mins

KEY QUESTION KEY WORDS

Why does the UN exist and what does it do? United Nations, General Assembly, Security Council, UNICEF, UNDP, UNESCO, WHO, WFP, peace,
poverty, human rights, development, member states.

Curriculum Links
England – Citizenship: 1.1 Democracy & Justice, 1.2 Rights & Responsibilities, 1.3 Identities & Diversity, 2.1 Critical Thinking & Enquiry, 2.2 Advocacy and Representation
Wales – PSE: Active Citizenship; ESDGC: Choices and Decisions, Wealth and Poverty, Identity and Culture; Geography: People and Planet
Northern Ireland – Learning for Life and Work Scotland – One Planet and Sustainable Development

LEARNING OBJECTIVES LEARNING OUTCOMES

• to introduce the aims of the United Nations (UN) • to understand that the main aims of the UN are: secure international peace, eliminate poverty and
• to identify the work of key UN bodies/agencies within the UN system protect human rights
• to explore some of the successes of the UN • to understand that the UN is made up 193 countries, called member states
• to work collaboratively to solve problems • to understand that the UN is broken down into different parts that work on particular areas, for
example, UNICEF focuses on helping children around the world
• to understand that the UN has had many successes (including stopping conflicts, reducing poverty,
protecting human rights and development), but that challenges remain

STRATEGIES Exposition, Q&A, discussion, group work; AfL: collaboration, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain the structure and purpose of the lesson to students. Students read the information boxes on the student worksheet 1.1 and 1.2 and then
10 mins complete the crossword.

Challenge task
Students should create sentences about the work of the UN using the key words from the crossword and present them to the class.

ACTIVATION Teacher to explain the structure of the UN system and the type of work it does to achieve its aims (see teacher’s notes and student worksheets).
(main activity) Outline the examples of different bodies of the UN on student worksheet 1.2.
15 mins In groups of three, students re-read the information boxes on student worksheet 1.2 and sum up in one word the main role/focus of each UN
body mentioned.

DEMONSTRATION Play UN bingo (student worksheet 1.3) using the different UN bodies covered on student worksheet 1.2. Students choose the names of four bodies.
(main activity) Teacher to read the descriptions from the information boxes on worksheet 1.2. The first student to mark off all four names and shout UN bingo is the
25 mins winner. Ask the winning student to describe the work of one of the UN bodies that you have not yet covered. The class should guess which UN body
is being described.
EXTENSION WORK Challenge tasks/extension activities throughout the lesson plan – these are made explicit on the student worksheets.

HOMEWORK The UN has special days throughout the year to raise awareness about the work and achievements of different sections of the UN system. Students
should research one UN day and create an informative poster/leaflet that raises awareness. These can be used as a display and can be created
individually or in groups. The various UN days can also form the basis of active citizenship days or collapsed curriculum days.

CONSOLIDATION Return to learning objectives and outcomes. Have the students’ ideas changed since the beginning of the lesson? Teacher to highlight the main
(plenary) achievements of the UN system (found on the CD ROM for this pack), linking in student responses from the previous exercise. Students have to
10 mins identify which of the three UN aims the achievements contribute to. This can be done as a card sort or as a Q&A session.

Challenge task
What difficulties might the UN face in trying to achieve these successes?

Review, recap and refocus to next lesson, looking at how the UN keeps peace in the world.

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, working cooperatively and collaboratively in pairs and small groups, recording information,
homework completed to criteria

RESOURCES Teacher’s Handbook, Lesson 1 student worksheets, glossary, UN achievements card sort (optional), list of UN days for homework

DIFFERENTIATION Challenge tasks/extension activities throughout the lesson plan (they are also explicit on student worksheets), ‘trailers’ for change of activity,
modelling what they will undertake, teacher to provide support to help structure the task and provide additional explanations, help with personal
organisation, scaffolds to help record information, carefully graded questions, mixed ability grouping, active working

SKILLS Contributing to discussion, communicating ideas, using technical language and correct topic-specific vocabulary, sharing conclusions, solving
problems, reading key information, interpreting visual and written information, writing, organising and presenting information, using key words
and glossaries to aid explanation and get additional information, cooperating and collaborating, using thinking skills to solve problems, information
processing skills and reasoning skills
KEY STAGE 3: Duration of LESSON 2 – THE UN: KEEPING THE PEACE DATE: UN MATTERS
lesson: 60 mins

KEY QUESTION KEY WORDS

How does the UN keep and build peace around the world? Peacekeeping, armed conflict, ceasefire, humanitarian crisis, military, troops, democracy, negotiations,
human rights, blue helmets, Sudan, militia

CURRICULUM LINKS
England – Citizenship: 1.1 Democracy & Justice, 1.2 Rights & Responsibilities, 1.3 Identities & Diversity, 2.1 Critical Thinking & Enquiry, 2.2 Advocacy and Representation
Wales – PSE: Active citizenship; ESDGC: Wealth and Poverty, Choices and Decisions
Northern Ireland – Learning for Life and Work Scotland – One Planet and Sustainable Development

LEARNING OBJECTIVES LEARNING OUTCOMES

• to identify the powers of the Security Council in peacekeeping • to understand that the UN Security Council tries to secure a ceasefire if conflict breaks out within or
• to highlight conflict areas around the world between nations
• to assess the difficulties and successes of peacekeeping • to understand the Security Council has stopped conflicts and negotiated peaceful settlements in
• to solve problems using case studies many conflicts
• to understand that peacekeeping missions involve UN troops and help countries to build and sustain
democracy and social order

STRATEGIES Exposition, Q&A, discussion, presentation, group work; AfL: collaboration, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain structure and purpose of the lesson to students. Ask students to look at the aims of the UN on student worksheet 2.1 and ask them what
10 mins they think the symbol on the UN flag stands for. Elicit reasons and then explain that one of the key successes of the UN is peacekeeping and trying
to stop conflicts around the world. Explain that the UN keeps peace around the world using troops from many member states, who wear blue
helmets to show that they are representing the UN.
Students should then highlight regions/countries that they know have recently been or currently are in conflict on a world map on worksheet 2.2.

Challenge task
Choose one conflict that has been identified. Why has the conflict come about?

ACTIVATION Provide students with the case study of Darfur, Sudan on student worksheet 2.3. Read through the case study and answer any questions raised.
(main activity) Students should work in groups to come up with the best solution to the conflict. Students should pretend that they will be presenting their solution
20 mins to the Security Council which will select the best solution and enforce it. Students should use the framework provided on student worksheet 2.4 for
the activity. The issues they need to consider are outlined on the worksheets. They are: fighting between the pro-government and anti-government
groups; the lack of action by the Sudanese government and its links to the pro-government militias; the millions of people living in refugee camps;
the lack of food, clean water, shelter and medicine for the people living in refugee camps; and the fact that the Sudanese government rejects UN
help. Students should complete the action plan table and select one member of their group to present their solution to the ‘Security Council’ (the
rest of the class).
DEMONSTRATION One student from each group presents their solutions to the rest of the class who use their peer marking forms on student worksheet 2.5 to grade
(main activity) the best solutions. The ‘Security Council’ must provide feedback as to which group’s solution is the best and provide reasons why. Students then
20 mins vote on the best solution to the situation in Darfur. Alternatively, students can incorporate their ideas to make the most effective solution through a
discussion.

EXTENSION WORK Challenge tasks/extension activities throughout the lesson plan – these are made explicit on student worksheets.

HOMEWORK Ask five people that you know what the word ‘peace’ means to them. Teach them what you know about the Security Council and the United
Nations. Find out five facts you do not already know about the UN and peacekeeping (ask the people you know or look it up on the internet). For
more information about UN peacekeeping, see [Link]/en/peacekeeping

CONSOLIDATION Return to learning objectives and outcomes. Have their ideas changed since the beginning of the lesson?
(plenary) Students should consider how their solution to the conflict in Darfur will benefit the people who live in Sudan and neighbouring countries.
10 mins
Challenge task
What should happen if a country doesn’t implement a solution proposed by the Security Council?
Review, recap and refocus to next lesson, looking at how the UN works to eliminate poverty through the Millennium Development Goals.

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, working cooperatively and collaboratively in groups, recording information, presenting solutions,
peer assessments and justification, homework completed to criteria

RESOURCES Teacher’s Handbook, Lesson 2 student worksheets, Darfur case study, peer marking forms, glossary, flip chart paper/pens if student presentations
are to be visual (optional)

DIFFERENTIATION Challenge tasks/extension activities throughout the lesson plan (they are also explicit on student worksheets), ‘trailers’ for change of activity, modelling
what they will undertake, teacher to provide support to help structure the task and provide additional explanations, help with personal organisation,
scaffolds to help record information, carefully graded questions, mixed ability grouping, active working

SKILLS Contributing to discussion, communicating ideas, using technical language and correct topic-specific vocabulary, sharing conclusions, solving
problems, reading key information, interpreting visual and written information, writing, organising and presenting information, using key words and
glossaries to aid explanation, cooperating and collaborating, using thinking skills to solve problems, information processing skills and reasoning skills
KEY STAGE 3: DURATION OF LESSON 3 – THE UN: FIGHTING POVERTY DATE: UN MATTERS
LESSON: 60 MINS

KEY QUESTION KEY WORDS

What are the Millennium Development Goals (MDGs) and why are they important? Millennium Development Goals, Education For All, UNESCO, poverty, equality, universal primary education,
What is UNESCO’s role as part of the UN system? girls’ education

CURRICULUM LINKS
England – Citizenship: 1.1 Democracy & Justice, 1.2 Rights & Responsibilities, 1.3 Identities & Diversity, 2.1 Critical Thinking & Enquiry, 2.2 Advocacy and Representation
Wales – PSE: Active citizenship; ESDGC: Wealth and Poverty, Choices and Decisions
Northern Ireland – Learning for Life and Work
Scotland – One Planet and Sustainable Development

LEARNING OBJECTIVES LEARNING OUTCOMES

• to assess the importance of the Millennium Development Goals in fighting poverty • to understand that the MDGs adopted by the UN member states in 2000 aim to reduce poverty and
• to raise awareness about gender inequality in education inequality throughout the world
• to prioritise information and present a point of view • to understand that the UN works to promote MDG 2 (universal primary education) and 3 (improving
gender equality)
• to understand the reasons why so many girls are out of school

STRATEGIES Exposition, Q&A, discussion, presentation, group work; AfL: collaboration, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain structure and purpose of the lesson to students. Explain to students what the Millennium Development Goals (MDGs) are and why they
10 mins were agreed at the Millennium Summit in 2000. If the technology is available, watch a short video called ‘Achieving the MDGs’, found at
[Link]/watch?v=ReRx12QUv54
Students should read together what the eight MDGs are (outlined on student worksheet 3.2). Make sure they are clear about what the goals mean
through a quick Q&A session, preferably led by students.

ACTIVATION Students should imagine that the UN can only tackle one Millennium Development Goal. Students should decide which is the most important and
(main activity) note down their reasons. Students should then go and stand by their chosen goal (posters with these should be spread around the classroom – the
20 mins set of posters can be found on the CD ROM for this pack). Each group has one minute to try to persuade the rest of the class why their goal should
be prioritised. After each goal has been promoted, students should move to the goal they now believe to be the priority, based on the strength of
the arguments presented. Elicit positive student feedback about the strengths of the presentations. Elicit reasons as to why students have changed
their minds.

Challenge task:
Are there any other goals you think should be included in the MDGs? What are they?
DEMONSTRATION Focus on MDGs 2 & 3 and the work of UNESCO on student worksheet 3.3 and 3.4. Students should brainstorm reasons why in many countries
(main activity) girls have greater difficulties accessing education than boys. They should also think about the benefits of education as a way of reducing poverty.
20 mins Divide the students into groups. Students should act as the UN to create a campaign to encourage girls’ education and highlight the importance of
ensuring gender parity in education, and outline which medium they would choose to promote their campaing, e.g. presentations, posters, leaflets,
videos.

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 the UN do?

EXTENSION WORK Challenge tasks/extension activities throughout the lesson plan – they are also explicit on student worksheets.

HOMEWORK Many countries in South Asia and sub-Saharan Africa still have work to do to make sure that all children in their countries can attend school.
Imagine you are working for the UN and have to make an action plan for the government of one of the countries. The plan should include three steps
to make sure all children in the country can go to school. See [Link] for more information.

CONSOLIDATION Return to learning objectives and outcomes. Have their ideas changed since the beginning of the lesson? Students taken through recap, review and
(plenary) refocus to next session, looking at the UN and human rights.
10 mins

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, working cooperatively and collaboratively in pairs and small groups, recording information,
homework completed to criteria, prioritising and presenting a perspective, successfully justifying opinions

RESOURCES Teacher’s Handbook, Lesson 3 student worksheets, Millennium Development Goals posters, glossary, video/audio projector for 7-minute MDG
video (optional)

DIFFERENTIATION Challenge tasks/extension activities throughout the lesson plan (they are also explicit on student worksheets), ‘trailers’ for change of activity, modelling
what they will undertake, teacher to provide support to help structure the task and provide additional explanations, help with personal organisation,
scaffolds to help record information, carefully graded questions, mixed ability grouping, active working

SKILLS Contributing to discussion, communicating ideas, using correct topic-specific vocabulary, sharing conclusions, solving problems, reading key
information, interpreting visual and written information, writing, organising and presenting information, cooperating and collaborating, using
thinking skills to solve problems, information processing skills and reasoning skills
KEY STAGE 3: DURATION OF LESSON 4 – THE UN: PROTECTING HUMAN RIGHTS DATE: UN MATTERS
LESSON: 60 MINS

KEY QUESTION KEY WORDS

What are human rights and children’s rights? Human rights, Universal Declaration of Human Rights, freedom, law, the Convention on the Rights of the
Child, UN Human Rights Council, child labour

CURRICULUM LINKS
England – Citizenship: 1.1 Democracy & Justice, 1.2 Rights & Responsibilities, 1.3 Identities & Diversity, 2.1 Critical Thinking & Enquiry, 2.2 Advocacy and Representation
Wales – PSE: Active citizenship; ESDGC: Wealth and Poverty, Choices and Decisions
Northern Ireland – Learning for Life and Work
Scotland – One Planet and Sustainable Development

LEARNING OBJECTIVES LEARNING OUTCOMES

• to identify human rights and why they are important • to understand everyone should have all human rights
• to emphasise the work of the UN in protecting human rights around the world • to understand that children have rights and responsibilities
• to assess if all children have the same rights • to understand that the UN promotes human rights around the world
• to understand that poverty, conflict and lack of democracy can mean some people cannot enjoy their
human rights
• to be able to explain why human rights are important

STRATEGIES Exposition, Q&A, discussion, presentation, group work; AfL: collaboration, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain structure and purpose of the lesson to students. Explain to students what the Universal Declaration of Human Rights (UDHR) is. Students
10 mins should be given nine human rights outlined in the Declaration (found on student worksheet 4.2). In pairs, students should arrange the nine human
rights in their order of importance. Elicit reasons for their decisions as to why they think some rights are more important than others. The aim of this
activity is to show that human rights are inter-related and reinforce each other

ACTIVATION Students should read through some of the rights contained in the Convention on the Rights of the Child (CRC) on student worksheet 4.3. Question
(main activity) students about whether or not they think children in the UK have all these rights and if not why not? Students should then think about whether
15 mins children around the world can exercise their rights and provide examples. Ask students to look at the images of children from different contexts and
cultures on student worksheet 4.3. Students should use the rights listed on the worksheet to identify what rights have been taken away from the
children in the pictures have or do not have. Elicit justifications for their responses.
DEMONSTRATION Provide students with the case study about the child worker in Haiti on student worksheet 4.4. Select a student to read the case study to the rest of
(main activity) the class. In groups, students should identify what rights have been taken away from the child in the case study. Students should also discuss what
25 mins the child can do about the situation and what the UN could do to help the government in Haiti to make sure all children have their rights. All of these
thinking questions are explicit on the student worksheet.

Challenge task
If rights clash with each other, which right should be given most importance? Can you think of an example of when rights might clash?

EXTENSION WORK Challenge tasks/extension activities throughout the lesson plan – they are also explicit on student worksheets.

CONSOLIDATION Return to learning objectives and outcomes. Have their ideas changed since the beginning of the lesson? Students taken through recap, review and
(plenary) refocus to next session, looking at how the UN Security Council makes decisions through a Model United Nations simulation.
10 mins

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, working cooperatively and collaboratively in pairs and small groups, recording information,
homework completed to criteria, prioritising and presenting a perspective, successfully justifying opinions

RESOURCES Teacher’s Handbook, Lesson 4 student worksheets, case study of child worker in Haiti, glossary

DIFFERENTIATION Challenge tasks/extension activities throughout the lesson plan (they are also explicit on student worksheets), ‘trailers’ for change of activity,
modelling what they will undertake, teacher to provide support to help structure the task and provide additional explanation, help with personal
organisation, scaffolds to help record information, carefully graded questions, mixed ability grouping, active working

SKILLS Contributing to discussions, communicating ideas, using technical language and correct topic-specific vocabulary, sharing conclusions, solving
problems, reading key information, interpreting visual and written information, writing, organising and presenting information, using key words
and glossaries to aid explanation and get additional information, cooperating and collaborating, using thinking skills to solve problems, information
processing skills and reasoning skills
KEY STAGE 3: DURATION OF LESSON 5A: DIPLOMACY IN ACTION DATE: UN MATTERS
LESSON: 60 MINS

KEY QUESTION KEY WORDS

How does the United Nations Security Council tackle global issues? Model United Nations, UN Security Council, ambassadors, permanent members, veto,
Olympic Truce, debate, diplomacy, negotiations, peace, ceasefire

LEARNING OBJECTIVES LEARNING OUTCOMES

• To learn about the UN Security Council • To understand how the Security Council works and that it can make binding decisions on
• To learn about the Olympic Truce countries and take action to promote and protect international peace and security
• To prepare for a Security Council simulation • To understand how symbolic concepts like the Olympic Truce can be used to further
international peace and make a tangible difference to people experiencing conflict

STRATEGIES Exposition, Q&A, discussion, presentation, group work; AfL: collaboration, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain the purpose of this lesson to the class: after learning about the UN Security Council and the Olympic Truce, students will use the
10 mins ideals of the Olympic Truce as a starting point to consider ways in which the international community can address armed conflict. Explain
the structure of the lesson to students: this 60-minute lesson will prepare students for a Security Council simulation in the next lesson.
During the simulation, students will act as country ambassadors and produce a UN resolution on the Truce.

Ask students to pair up and allocate countries. Teachers should bear personalities and classroom dynamics in mind when allocating
countries. Tell students which countries they have been assigned to represent on the Security Council and give them the corresponding
country profile and ‘student preparation tips’ handout. Talk through the profile (you may need to explain terms using the glossary
provided) and how the simulation will work.

ACTIVATION – 1 Explain the structure and the function of the UN Security Council. Students should then complete the quick quiz on the Security Council on
(main activity) student worksheet 5.1. Using this worksheet, ask students to think about what factors can unite and divide people, and to list three factors
20 mins for each (they should think in particular about themselves and their peers). Then ask them to consider what unites and divides countries
– are there similar factors? During feedback, draw in concepts from the country profiles such as language, religion, ethnicity, economy etc.
and mention the role of sport and the Olympic & Paralympic Games in bringing people and countries together.
ACTIVATION – 2 Optional introductory films:
(main activity)
20 mins - 6-minute film of UNA-UK schools Model UN event on the UN Olympic Truce – [Link]/truce
- London 2012 Olympic Truce video: [Link]

Explain the history and aims of the Olympic Truce. In pairs, students should complete student worksheet 5.2 and reflect on how the Olympic
Truce could be used to further peace.

Explain the purpose and content of the position paper and what a resolution is (information on the glossary). Ask the students to look at their
country profiles and start thinking about what their country would like to see included in a resolution on the Truce (3-5 bullet points).

CONSOLIDATION Students share their ideas about how the Olympic Truce could be used to further peace. Return to the learning objectives and outcomes.
(plenary) Have the students’ ideas changed since the beginning of the lesson?
10 mins
Review, recap and refocus to next lesson. Using the ‘student preparation tips’ handout, consolidate the format of the Security Council
simulation, their role as country ambassador, the rules for staying in character, and what their position paper should include. Do students
feel prepared to tackle the Security Council simulation? Draw students’ attention to the ‘tips’ handout and go through what each
delegation needs to prepare for the simulation.

HOMEWORK Students should use their country profile, the work they did today on worksheet 5.2 and the ‘tips’ handout to write their position paper.
Extra research is recommended and links are provided on the country profiles.

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, recording information, homework completed to criteria

RESOURCES Teacher’s Handbook, Lesson 5 student worksheets, glossary and two short videos (optional). ‘Tips’ handout and country profiles for
homework.

DIFFERENTIATION ‘Trailers’ for change of activity, modeling what they will undertake, teacher to provide support to help structure the tasks and provide
additional explanations, help with personal organisation, mixed ability grouping, active working, scaffolds to help record information.

SKILLS Contributing to discussion, communicating ideas, sharing conclusions, reading key information, interpreting visual and written information,
writing and organising information, using key words and glossaries to aid explanation, information processing and reasoning skills, using
topic-specific vocabulary
KEY STAGE 3: DURATION OF LESSON 5B: DIPLOMACY IN ACTION DATE: UN MATTERS
LESSON: 60 MINS
or 120 MINS

KEY QUESTION KEY WORDS

How does the United Nations Security Council tackle global issues? Model United Nations, UN Security Council, ambassadors, permanent members, veto, Olympic
Truce, debate, diplomacy, negotiations, peace, ceasefire, human rights, peacekeeping, aid

LEARNING OBJECTIVES LEARNING OUTCOMES

• To simulate the work of the UN Security Council • To experience diplomacy in action at the Security Council and understand the challenges
• To negotiate an Olympic Truce resolution facing diplomats trying to solve global problems
• To understand how symbolic concepts like the Olympic Truce can be used to further
international peace and make a tangible difference to people experiencing conflict

STRATEGIES Exposition, Model UN simulation (presentation, discussion, group work), AfL, recap, review and refocus

CONNECTION Introduction to the topic, outline learning objectives and outcomes

(starter) Explain the purpose and structure of this lesson to the class. Take students through the format of the Security Council debate –
10 mins presentations, discussion, group work, group presentations and voting – and remind them of the importance of staying in character and
following the rules of procedure, answering any questions.

ACTIVATION If possible, the classroom should be set up in ‘horseshoe’ layout for this lesson, with country placards arranged in alphabetical order. The
(main activity) teacher should sit at the head of the horseshoe and act as the Chair of the debate. The teacher should remind students of the rules for
20/40 mins the debate.

As representatives of their country, each delegation will make short opening presentations (1-2 minutes, to be determined by the teacher
according to whether this is a 60- or 120-minute lesson) outlining their country’s position. The teacher will then chair a debate, using
formal rules, on the points raised during the speeches, with particular focus on the ideas for what to include the Truce resolution. One
effective way of doing this is by discussion each point in turn on its merits and demerits. Students should raise their country placards if
they wish to contribute and should be given a time limit (30 seconds or 1 minute) to make their points.
DEMONSTRATION The teacher should divide students into small groups, consisting of three countries (six students) each. Teachers should take into account
(main activity) real-life country relations when allocating the groups. Suggested groups are provided below but should be modified depending on the students
20/40 mins representing these countries (i.e. classroom dynamics and personalities):

Group 1: China, India and Russia

Group 2: Brazil, France and Japan
Group 3: Nigeria, South Africa and Turkey
Group 4: Egypt, Iran and Pakistan
Group 5: Israel, the UK and the USA

Each group should produce a draft resolution for the Security Council, listing five actions that the UN and its Member States can take to further
the aims of the Olympic Truce. Students then reconvene as the whole Council.

Each group then presents their draft resolution to the Council (teacher to allocate speaking time). Depending on whether this is a 60-minute or
120-minute lesson, teachers could hold a second ‘formal debate’ on the ideas presented.

After all the presentations, the Council will vote on each draft resolution. The teacher, as Chair, should remind students of the voting rules and
the veto powers of the five permanent members. Resolutions will only pass if at least nine countries vote in favour and the permanent members
(China, France, Russia, the UK and the USA) either vote in favour or abstain. The Chair should first ask those in favour to raise their country
placards, then those against and finally those abstaining. Teachers should make a note of the votes for each resolution.

CONSOLIDATION Using student worksheet 5.3 recap and review the lesson. Talk students through the outcomes of their votes and the reflections on what
(plenary) they learned. Depending on whether this is a 60-minute or 120-minute lesson, either conduct a class discussion on the final question or
10 mins/30 mins set this as homework.

ASSESSMENT OPPORTUNITIES Informal/formative, through Q&A and discussion, working cooperatively and collaboratively in pairs/small groups, recording information,
prioritising and presenting the perspective of their country, successfully justifying opinions, identifying challenges and creating solutions
through world issues through resolution writing

RESOURCES Teacher’s Handbook, Lesson 5 student worksheets, country placards, glossary, stop watch (to time speeches), flip chart paper/pens to
write resolution

DIFFERENTIATION Challenge tasks/extension activities throughout the lesson plan and on student worksheets, ‘trailers’ for change of activity, modeling
what they will undertake, teacher to provide support to help structure the tasks and provide additional explanation, help with personal
organisation, scaffolds to help record information, carefully graded questions, paired working, active working

SKILLS Contributing to discussion, communicating ideas, sharing conclusions, reading key information, interpreting visual and written information,
writing and presenting information, using key words and glossaries to aid explanation, information processing and reasoning skills, using
technical and correct topic-specific vocabulary, identifying and solving problems, reasoning skills, negotiation, diplomacy and conflict
resolution