Topic:

THE UN PROPOSAL PROJECT

Teacher/Team:

World History

Grade Level:

9

School:

Solon High School

Ohio Graduation Competencies:

American Heritage

1. analyze information about major historical developments* by:

a. interpreting documents (i.e., Declaration of Independence, Northwest

Ordinance, U. S. Constitution [including amendments]),

b. identifying and comparing experiences and perspectives,

c. assessing credibility of sources (e.g., primary and secondary sources,

biased and objective accounts), and

d. interpreting data (e.g., charts, graphs, narratives, illustrations, and

photographs).

2. identify and explain cause and effect relationships for major

historical developments,* including:

a. historical antecedents (e.g., related and unrelated events),

b. multiple causation, and

c. accidental, irrational, or unexpected circumstances.

3. World Interactions

analyze the global implications of post-World War II regional changes involving
the growth of international organizations (e.g., United Nations, North Atlantic Treaty Organization, Organization of Petroleum Exporting Countries, European Union)
the end of colonialism and the development of national identity movements (e.g., the separation of India and Pakistan, the independence of Congo from Belgium, the reunification of Germany).

Project/Task:

The students will be utilizing PowerPoint to create a slide presentation/ hypothetical proposal to the United Nations. Your task will be to develop your groups’ possible solution to a problem that plagues Africa, the Middle East, or Latin America. Possible choices include hunger, inflation, debt, conflict, government instability, unemployment, crime, environment issues, birth rates, dependence on resources, epidemics, etc. The class will be split into five groups with two groups researching African or Latin American problems and one group researching a Middle Eastern problem.

Assessment:

·        Group Presentation

·        Chapter Test

·        Briefing Sheet

·        Chapter Worksheets

Learning Strategies:

Introduce Post-WWII themes
Background Reading/ Textbook
Independent Research/ Group Planning
Create Multimedia Presentation
Group Presentations

Introduce Unit

Tools:

Computers, digital cameras, textbooks, and library materials.

Internet Resources

Teacher/Team:	World History
Grade Level:	9
School:	Solon High School
Ohio Graduation Competencies:	American Heritage *1. analyze information about major historical developments by: a. interpreting documents (i.e., Declaration of Independence, Northwest Ordinance, U. S. Constitution [including amendments]), b. identifying and comparing experiences and perspectives, c. assessing credibility of sources (e.g., primary and secondary sources, biased and objective accounts), and d. interpreting data (e.g., charts, graphs, narratives, illustrations, and photographs). 2. identify and explain cause and effect relationships for major historical developments,* including: a. historical antecedents (e.g., related and unrelated events), b. multiple causation, and c. accidental, irrational, or unexpected circumstances. 3. World Interactions analyze the global implications of post-World War II regional changes involving the growth of international organizations (e.g., United Nations, North Atlantic Treaty Organization, Organization of Petroleum Exporting Countries, European Union) the end of colonialism and the development of national identity movements (e.g., the separation of India and Pakistan, the independence of Congo from Belgium, the reunification of Germany).**
Project/Task:	The students will be utilizing PowerPoint to create a slide presentation/ hypothetical proposal to the United Nations. Your task will be to develop your groups’ possible solution to a problem that plagues Africa, the Middle East, or Latin America. Possible choices include hunger, inflation, debt, conflict, government instability, unemployment, crime, environment issues, birth rates, dependence on resources, epidemics, etc. The class will be split into five groups with two groups researching African or Latin American problems and one group researching a Middle Eastern problem.
Assessment:	· Group Presentation · Chapter Test · Briefing Sheet · Chapter Worksheets
Learning Strategies:	Introduce Post-WWII themes Background Reading/ Textbook Independent Research/ Group Planning Create Multimedia Presentation Group Presentations Introduce Unit
Tools:	Computers, digital cameras, textbooks, and library materials. Internet Resources