SUGGESTED PACING GUIDE: A 3 Week Plan for Integrating Model UN into the Classroom Day 1

SWBA to gain understanding about the functions and bodies of the United Nations & the function of the Universal Declaration of Human Rights Show Video: The United Nations: It s Your World The UN: An Introduction Students Complete Intro to UN and Intro to UDHR Worksheets Post-activity: Popcorn share Wordle: Prompt: What is the UN? Pre-Activity: Popcorn share Wordle: Prompt: What is the UN? Building Background Knowledge 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 Intro to the UDHR Worksheet Vocabulary Expansion Reading Standards for Literacy in History Craft and Structure The United Nations: It s Your World video (wiki) Intro to the UN

OBJECTIVES

ACTIVITIES

SKILLS

STANDARDS*

RESOURCES

Worksheet

2
SWBA to present orally their opinion following rules of procedure in a Model UN Mini- Simulation: Choice: y Junkfood/Silly Negotiation Public speaking Speaking and Listening Standards 1. Engage effectively in a Intro Parliamentary Procedure Handout to

Day

OBJECTIVES
simulation y y y Speakers List Moderated Caucus Unmorderated Caucus

ACTIVITIES
Sim y Topic related to current curriculum

SKILLS
Problem Solving Cooperation

STANDARDS*
range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 6 topic ,texts, and issues, building on others ideas and

RESOURCES
One-sheet: Country Positions Placards

*UNA-GB support provided

expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

Day

OBJECTIVES

ACTIVITIES

SKILLS

STANDARDS*
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

RESOURCES

3
SWBA to craft original working papers using correct parliamentary procedure to accomplish: y y Draft Resolutions Voting Cooperation *UNA-GB support provided Problem Solving Negotiation Mini-Simulation: Public speaking Speaking and Listening Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals

Country Positions Placards Draft Forms Resolution Phrases Resolution

Day

OBJECTIVES

ACTIVITIES

SKILLS

STANDARDS*
and deadlines, and define individual roles as needed. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

RESOURCES

Day 4

OBJECTIVES
SWBA to make connections between access to maternal healthcare, the different stages of maternal health, and the role of men in promoting maternal healthcare

ACTIVITIES
Show video related to the topic guide. Everywoman: Maternal Mortality Introduce students to topic, Mother s Experience Divide class into small groups/ partners Complete the Maternal health graphic organizer

SKILLS
Critical reading Vocabulary expansion Critical thinking Building background knowledge

STANDARDS*
Reading Standards for literacy in History: Craft and structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social Key Ideas and Details 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RESOURCES
Topic Guide: Mother s Experience Video guide to topic (wiki)

Day 5

OBJECTIVES
SWBA to make connections between maternal health, health risks to women, & indirect health risks to women

ACTIVITIES
Show video related to the topic guide. UN Millennium Campaign Introduce smaller topic guides Risks to Maternal Health Complete Risks to Maternal Health Frayer Models Small group discussion.

SKILLS
Critical reading Vocabulary expansion Critical thinking Building background knowledge

STANDARDS*
Reading Standards for literacy in History: Craft and structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social Key Ideas and Details 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RESOURCES
Video guide to topic (wiki) Topic Guide: Risks to Maternal Health

Risks to Maternal Health Frayer Models

6
SWBA to make connections between access to healthcare, Show video related to the topic guide. Media literacy

Reading Standards for literacy in History:

Video guide to topic (wiki)

Day

OBJECTIVES
Maternal Health, and education in a country

ACTIVITIES
Introduce smaller topic guides Healthcare, Education, and Maternal Health

SKILLS
Critical reading Vocabulary expansion Critical thinking

STANDARDS*
Craft and structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social

RESOURCES
Topic Guide: Healthcare, Education, and Maternal Health Voicethread (wiki)

Voicethread with question prompts Building background knowledge

Key Ideas and Details 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions

Day 7

OBJECTIVES
SWBA to make connections between past international actions and maternal health

ACTIVITIES
Show video related to the topic guide. MDG: Goal 5 Introduce smaller topic guides past International Actions
Complete MDG goal 5, CEDAW, &

SKILLS
Critical reading Vocabulary expansion Critical thinking Building background knowledge

STANDARDS*
Reading Standards for literacy in History: Craft and structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social Key Ideas and Details 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RESOURCES
Video guide to topic (wiki) Topic Guide: Past International Actions

MDG 5, CEDAW & UNFPA Frayer Models

UNFPA

thematic fund for maternal health Frayer Models Break class into 3 groups and give each group a PIA to complete and then present to the class. Small group discussion.

Day 8

OBJECTIVES
SWBA to write a descriptive paragraph demonstrating an understanding of the importance of maternal health for the well-being of a nation.

ACTIVITIES
Students will employ the first part of the position paper outline to complete section 1 of the position paper

SKILLS
Synthesize information Expository writing Critical reading

STANDARDS*
Writing Standards for Literacy in History Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9. Draw evidence from informational texts to support analysis reflection, and research.

RESOURCES
Position Paper Outline

Day 9

OBJECTIVES
SBWA to gather primary data from reputable sources including familiarizing themselves with resources on the student with wiki page

ACTIVITIES
Introduce students to the high school maternal health student page on wiki

SKILLS
Media literacy Data analysis Data collection

STANDARDS*
Writing Standards for Literacy in History Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9. Draw evidence from informational texts to support analysis reflection, and research.

RESOURCES
Country Data Sets Country Research Worksheet

Ask students to complete the Country Research Worksheet

Day 10

OBJECTIVES
SWBA to present their knowledge of maternal health in a formal written position paper

ACTIVITIES
Position Papers Alternate projects as needed for differentiation (Glogster, Prezi, poster, etc.)

SKILLS
Expository writing Media Literacy

STANDARDS*
Writing Standards for literacy in Social Studies 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style.

RESOURCES
Position Paper Outline Sample Position Paper Handout

Day **11

OBJECTIVES
SWBA to speak extemporaneously, maintain eye contact with the audience, and demonstrate poise in front of the group **Not mandatory

ACTIVITIES
Each student will pick an object from a hat and have 1 minute to present why that object is important to the rest of the class. OR Students given an imaginary animal to create a speech about the characteristics of the animal and then present their animal to the group

SKILLS
Present plan of action Public Speaking Critical Thinking

STANDARDS*
Speaking and Listening Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics,texts, and issues, building on others ideas and expressing their own clearly. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

RESOURCES
The Importance of OR Imaginary Animal Public Speaking Activity Prompt Lesson Plan

Day **12

OBJECTIVES
SWBA to craft perambulatory & operative clauses that demonstrates understanding of clean water issues *UNA-GB support provided **Not Mandatory

ACTIVITIES
Writing Workshop: model the process of writing perambulatory and operative clauses Give students opportunity to write original resolutions in pairs or small groups

SKILLS
Critical thinking Analyze information Make inferences

STANDARDS*
Writing Standards for Literacy in History 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that

RESOURCES
Resolution Clauses Handout Draft Resolution Template Writing a Resolution Handout

Day 13

OBJECTIVES
SWBA to demonstrate deep knowledge of how clean water & sanitation affects development & demonstrate understanding of their own countries development level using Model UN parliamentary procedure *UNA-GB support Provided

ACTIVITIES
Model UN: full simulation Students should use their position paper and other work and research to support their arguments and opening remarks during formal debate and caucusing

SKILLS
Oral presentation Debate Critical Thinking Negotiation Cooperation

STANDARDS*
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas

RESOURCES
Model UN simulation, either in class or at a conference

* All standards cited in this curriculum map are taken from Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies, Science, and Technical Subjects