Unit 4: The United Nations and Global Regulation

Overview
In this unit, students will examine the benefits and potential pitfalls of international organizations,
specifically the United Nations. Students will analyze the history and Charter of the UN as well as its
role in the present and future world, and they will analyze the controversies surrounding the UN. They
will also examine the issues currently facing the UN to determine the role that the United States
should play in the United Nations and whether or not it should be reformed. For a complete overview
of the unit, please read page 1 of the Student Resource and page 2 of the Teacher Resource for The
United Nations: Challenges and Change.
Note to Teachers
The Choices Program Supplemental Materials for this unit are located at
http://www.choices.edu/resources/supplemental_un.php
In this unit, students should begin sharing what theyre learning in their Independent Study research
as it relates to supra- and international organizations and global regulations. Teachers should hold
students accountable for outside research, reading, writing, and sharing as part of the Independent
Study and seminar aspects of the course. Students may choose to share such things as primary and
secondary historical context documents, legal documents, maps, charts, graphs, interviews,
information from inter- and supra-national organizations, literature, poetry, auto-/biographies, art,
philosophical and/or religious texts, music, fliers, propaganda, commercials, advertisements,
caricatures, depictions, sculptures, scripts, leaflets and popular culture. When students share their
factual knowledge, they should also offer analysis and insights into the roles of organizations and
nation-states within the global community.
Generalizations
1. There are a variety of data collection methods and visual representations that serve different
purposes and provide different types of information.
2. Historical events (including war and conflict), geographic factors, physical and ideological
movements, technological and informational revolutions, political systems, and economic
situations contribute to the development of globalization.
3. Globalization can affect the climate, natural resources, and species of various places, and the
sustainability and depletion of natural resources as well as the preservation and conservation
efforts concerning those resources impact economic growth and development.
4. Globalization can affect immigration, migration, and demographic transition, thereby potentially
creating religious, ethnic, cultural, and or social/human rights conflicts and affecting the adaptive
strategies of some cultural groups.
5. Transnational corporations, supranational organizations, and international nongovernmental
organizations can impact globalization.
6. Comparative advantage, specialization, global trade patterns, and economic growth can influence
the globalization process and possibly lead to economic protectionism for some countries.
7. Political systems and political sovereignty impact the global economy, and international treaties,
charters, agreements, and laws can affect individual geographic areas, various cultures, and
international relationships.
8. Western values such as democracy, individual rights, and capitalism have impacted many nonWestern cultures.
Essential Questions
1. How did President Franklin D. Roosevelt impact the history of supranational organizations?

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2. How did the League of Nations intend to serve as the conscience of the world, and why did it
fail?
3. What conditions made another international organization possible?
4. How was the UN established, and why was the establishment of New York City as the headquarters
significant?
5. What values does the UN Charter prioritize, and why were they prioritized in this way over other
values such as equality?
6. Who sits on the Security Council?
7. What impact has the veto power had on UN activities?
8. What was the role of the UN during the Cold War, and how did the end of the Cold War affect
relations in the UN?
9. What issues face the UN today that were not concerns in 1945?
10. Who is permanently on the Security Council, and what is it authorized to do?
11. In what ways does the structure of the UN serve to perpetuate and spread Western values?
12. What are the controversies surrounding the Nuclear Non-Proliferation Treaty (NPT)?
13. How did the 1991 Persian Gulf War demonstrate international cooperation through the UN?
14. How did the 2003 Iraq War undermine international cooperation through the UN?
15. What are the current debates about the Security Council, and what proposals are being considered
for its reform?
16. What is the U.S. governments position towards the Security Council?
17. How did the UNs failure to prevent genocide in Rwanda influence the armed forces of participating
countries?
18. What is the difference between peacekeeping and peace enforcement?
19. How did UN peacekeepers try to end the violence of the ethnic cleansing of Bosnia?
20. What was the effect of NATO intervention in Bosnia?
21. How did the events in Bosnia serve to highlight ineffective aspects of the UN?
22. How did the events in Timor Leste reinforce the inequities in the UN?
23. How did UN peacekeepers aid Timor Lestes transition to independence?
24. What are the current debates about UN peacekeeping, and what is the Peacebuilding Commission?
25. What is the U.S. position on debates surrounding UN peacekeeping?
26. How do the many international organizations within the UN and nongovernmental organizations
work to address global problems?
27. What are the controversies concerning the humanitarian aid and development programs of the
UN?
28. How has the International Bill of Human Rights along with advances in technology and
communication affected the international community?
29. What was the Commission on Human Rights?
30. Why did the UN reform its system for dealing with human rights issues?
31. How did the U.S.s response to being voted off the Commission on Human Rights in 2001 highlight
dilemmas within the UN?
32. Why does the U.S. object to the International Criminal Court?

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33. How did the environment, access to natural resources, and issues concerning property ownership
affect the conflict in Sudan?
34. How did the UN respond to the crisis in Sudan?
35. How did the creation of the UNAMID (the African Union/United Nations hybrid operation in Darfur)
and its role in Sudan demonstrate the precarious balance between sovereignty and human rights?

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Unit Goals
What do students need to KNOW?

What do students need to be able to DO?

The development and purpose of supranational

organizations such as the League of Nations and
the United Nations

Use various types of maps, charts, and visual

representations to gather and interpret
information and draw conclusions

The values prioritized by the UN Charter, the

reasons behind that specific prioritization of
values, and the ways in which these values
reflect Western ideals

Explain the development and purpose of

supranational organizations such as the League
of Nations and the United Nations

The composition, power, current debates, and

proposals for reform of the Security Council as
well as the U.S. governments position toward it

Explain the values prioritized by the UN Charter,

the reasons behind that specific prioritization of
values, and the ways in which these values
reflect Western ideals

The role of the UN during and after the Cold War

and the differences in the issues facing the UN
today versus those in 1945

How the structure of the UN perpetuates and

spreads Western values

Explain the composition, power, current

debates, and proposals for reform of the
Security Council as well as the U.S.
governments position toward it

The controversies surround the NPT

Explain the role of the UN during and after the

Cold War and the differences in the issues facing
the UN today versus those in 1945

How the 1991 Persian Gulf War demonstrated

international cooperation while the 2003 Iraq
War undermined that international cooperation

Analyze how the structure of the UN perpetuates

and spreads Western values

How non-governmental and international

organizations within the UN work together to
address global problems and the controversies
they create

Explain the controversies surrounding the NPT

The effects of the International Bill of Human

Rights and advances in technology and
communication on the international community

Explain how the 1991 Persian Gulf War

demonstrated international cooperation while
the 2003 Iraq War undermined that international
cooperation

The balance among supra-/international and

non-government organizations, sovereignty, and
human rights

Explain how non-governmental and international

organizations within the UN work together to
address global problems and the controversies
they create

Analyze the effects of the International Bill of

Human Rights and advances in technology and
communication on the international community

Analyze the precarious balance among

supra-/international and non-government
organizations, sovereignty, and human rights

Analyze how events and situations in Rwanda,

Bosnia, Timor Leste, and Sudan give rise to
concerns about the power and effectiveness of
supra-/international and non-government
organizations

Analyze how the U.S. uses its political and

economic power to influence
supra-/international and non-government
organizations and the controversies therein

Analyze how the environment, access to natural

resources, and issues concerning property

How events and situations in Rwanda, Bosnia,

Timor Leste, and Sudan give rise to concerns
about the power and effectiveness of
supra-/international and non-government
organizations

How the U.S. uses its political and economic

power to influence supra-/international and nongovernment organizations and the controversies
therein

How the environment, access to natural

resources, and issues concerning property
ownership affect regional conflicts

Current debates surrounding international

peacekeeping and the Commission on Human
Rights

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ownership affect regional conflicts

Explain current debates surrounding

international peacekeeping and the Commission
on Human Rights

I Can Statements

I Can use various types of maps, charts, and visual representations to gather and interpret
information and draw conclusions.

I Can explain the development and purpose of supranational organizations such as the League of
Nations and the United Nations.

I Can explain the values prioritized by the UN Charter, the reasons behind that specific prioritization
of values, and the ways in which these values reflect Western ideals.

I Can explain the composition, power, current debates, and proposals for reform of the Security
Council as well as the U.S. governments position toward it.

I Can explain the role of the UN during and after the Cold War and the differences in the issues facing
the UN today versus those in 1945.

I Can analyze how the structure of the UN perpetuates and spreads Western values.

I Can explain the controversies surrounding the NPT.

I Can explain how the 1991 Persian Gulf War demonstrated international cooperation while the 2003
Iraq War undermined that international cooperation.

I Can explain how non-governmental and international organizations within the UN work together to
address global problems and the controversies they create.

I Can analyze the effects of the International Bill of Human Rights and advances in technology and
communication on the international community.

I Can analyze the precarious balance among supra-/international and non-government organizations,
sovereignty, and human rights.

I Can analyze how events and situations in Rwanda, Bosnia, Timor Leste, and Sudan give rise to
concerns about the power and effectiveness of supra-/international and non-government organizations.

I Can analyze how the U.S. uses its political and economic power to influence supra-/international and
non-government organizations and the controversies therein.

I Can analyze how the environment, access to natural resources, and issues concerning property
ownership affect regional conflicts.

I Can explain current debates surrounding international peacekeeping and the Commission on Human
Rights.

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Unit 4

Aligned Course Essential Standards

G.1 Apply
geographic
skills to
understand the
spatial
relationship
between
humans and
their
environment.

G.2 Analyze the

historical
antecedents
and geographic
factors that led
to the
development of
globalization.

G.3 Analyze
Changes in the
physical
environment as
a result of
globalization.

G.4 Analyze
changes in
culture as a
result of
globalization.

G.5 Analyze
changes in
economics as a
result of
globalization.

G.6 Analyze
changes in
politics as a
result of
globalization.

G.1.2 Compare
various types of
visual
representations
, such as
traditional and
mental maps,
charts, graphs,
and remote
imaging.

G.2.1 Interpret
the origin and
processes of
globalization
using historical
and
geographical
perspectives.

G.3.2 Analyze
the relationship
between
sustainability
and natural
resource
depletion in
terms of
economic
growth and
development.

G.4.2 Analyze
how
globalization
has created
religious and
ethnic conflict.

G.5.3 Analyze
global trade
patterns in
terms of
natural,
human, and
capital
resource flows.

G.6.1 Evaluate
the extent to
which the
political system
of a place
impacts its
involvement in
the global
economy.

G.2.2 Analyze
how the
movement of
goods, people,
and ideas
encouraged and
impacted
globalization.
G.2.3 Analyze
how various
technological
and
informational
revolutions have
encouraged and
impacted
globalization.
G.2.4 Evaluate
the extent to
which certain
historic/geograp
hic factors
encouraged and
impacted
globalization.

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G.3.3 Explain
how places are
influenced by
human
perception and
modification of
the
environment.

G.4.3 Analyze
localism and
ways cultural
groups
maintain their
distinct cultural
characteristics.
G.4.4 Analyze
the impact of
globalization on
population
migration and
demographic
transition.
G.4.5 Analyze
the use of
adaptive
strategies and
preventative
measures by
various cultures
in a global
environment.
G.4.6 Evaluate
the impact of
globalization on
the
organization
and success of
social and
human rights
movements.

G.5.4 Evaluate
the effects of
economic
growth on
people and
places in terms
of costs and
benefits.

G.6.2 Analyze
the relationship
between
political
sovereignty and
globalization.
G.6.3 Analyze
supra-national
organizations in
terms of their
purpose,
development,
and products.
G.6.4 Analyze
international
nongovernment
al organizations
in terms of their
purpose and
contributions.
G.6.5 Analyze
international
treaties,
charters, and
agreements in
terms of their
purpose and
effects on
various places.

G.6.6 Explain
the impact of
Western values
such as
democracy,
individual
rights, and
capitalism on
various places.

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Unit 4

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 Cite specific textual evidence to support

analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding
of the text as a whole.

W.11-12.1 Write arguments focused on disciplinespecific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity band
independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or information

of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.

W.11-12.3 not applicable as a separate requirement

R.11-12.3. Evaluate various explanations for actions or

events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
R.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
R.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to
the whole.
R.11-12.6 Evaluate authors differing points of view on
the same historical event or issue by assessing the
authors claims, reasoning, and evidence.
R.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
R.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with
other information.
R.11-12.9 Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies
among sources.

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Unit 4

W.11-12.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate
to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new
arguments or information.
W.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard
format for citation.
W.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames
(time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your position with
evidence from your research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.
o

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on the direction of U.S. policies and relations with the UN in the 21 st century. Support
your position with evidence from your research. Be sure to acknowledge competing views, and
give examples from past or current events or issues to illustrate and clarify your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on whether peacekeeping efforts are truly effective in dealing with human rights
violations. Support your position with evidence from your research. Be sure to acknowledge
competing views, and give examples from past or current events or issues to illustrate and clarify
your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on whether or not the United Nations accurately represents a global government.
Support your position with evidence from your research. Be sure to acknowledge competing
views, and give examples from past or current events or issues to illustrate and clarify your
position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples from
past or current events or issues to illustrate and clarify your position.
o

Example: What direction should U.S. policies and relations with the UN take in the 21 st century?
After analyzing a variety of written and visual texts, write an essay that addresses the question,
and support your position with evidence from the texts. Be sure to acknowledge competing
views. Give examples from past or current events or issues to illustrate and clarify your position.

Example: Are peacekeeping efforts truly effective in dealing with human rights violations? After
analyzing a variety of written and visual texts, write an essay that addresses the question, and
support your position with evidence from the texts. Be sure to acknowledge competing views.
Give examples from past or current events or issues to illustrate and clarify your position.

Example: Does the United Nations accurately represent a global government? After analyzing a
variety of written and visual texts, write an essay that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples
from past or current events or issues to illustrate and clarify your position.

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W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support your discussion
with evidence from your research. What conclusions or implications can you draw?
o

Example: After analyzing a variety of written and visual texts, write an essay that defines the
idealized role of the United Nations in global regulation and explains the controversies and
dilemmas faced by the supranational organization. Support your discussion with evidence from
your research. What conclusions or implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines human
rights and explains the historical processes that have brought human rights concerns to the
forefront of international attention. Support your discussion with evidence from your research.
What conclusions or implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines
peacekeeping and explains the many facets, extents, and limitations of international
peacekeeping. Support your discussion with evidence from your research. What conclusions or
implications can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____. Support
your discussion with evidence from the texts. What conclusions or implications can you draw?
o

Example: What is the idealized role of the United Nations in global regulation, and what are the
controversies and dilemmas faced by the supranational organization? After analyzing a variety
of written and visual texts, write an essay that defines the idealized role of the United Nations in
global regulation and explains the controversies and dilemmas faced by the supranational
organization. Support your discussion with evidence from the texts. What conclusions or
implications can you draw?

Example: What are human rights, and what historical processes have brought human rights
concerns to the forefront of international attention? After analyzing a variety of written and
visual texts, write an essay that defines human rights and explains the historical processes that
have brought human rights concerns to the forefront of international attention. Support your
discussion with evidence from the texts. What conclusions or implications can you draw?

Example: What is peacekeeping, and what are the many facets, extents, and limitations of
international peacekeeping? After analyzing a variety of written and visual texts, write an essay
that defines peacekeeping and explains the many facets, extents, and limitations of international
peacekeeping. Support your discussion with evidence from the texts. What conclusions or
implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a Variety of Grade-Level
Texts

Historical texts (primary and secondary)

Religious texts
Legal texts
Philosophical texts
Literary texts
Artistic representations
Musical representations
Language study

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