IDEAS
FOR EXTENDED FOLLOW-UP
TEACHING
STRATEGIES SECTION
I.
INCORPORATING THE FILM IN THE CURRICULUM: GENERAL IDEAS FOR
WORLD HISTORY, UNITED STATES HISTORY, GEOGRAPHY, CIVICS/GOVERNMENT,
AND LANGUAGE ARTS
The
film Ralph Bunche: An American Odyssey provides an
exciting introduction to the study of a broad range of topics
and a resource to use in a variety of courses. The biography
of this world-renown African-American diplomat and scholar
brings much of the past century visibly to life through the
use of documentary film footage, newspaper headlines, photographs,
music, narration and commentary by historians. The film not
only tells a fascinating story, but provides a fresh perspective
on some of the major events of the post-World War II era.
3 or 4 days spent viewing and discussing the film would effectively
pave the way for 2 or more weeks of extended study in the
following areas:
In
world history the film can be used to study the move
to self-government and independence of colonial territories
after World War II, the role of the UN in the maintenance
of world peace, the advancement of human rights, global connections
among nations and the beginning of the Arab-Israeli conflict
to address the following standards from National Standards
for World History:
Understands
how post-World War II reconstruction occurred, new international
power relations took shape, and colonial empires broke
up
Understands
the search for community, stability, and peace in an interdependent
world
Understands
major global trends since World War II
In
United States history the film provides an excellent
introduction to the Civil Rights Movement, African-American
leaders and their ideas and strategies, and the globalization
of the world to address the following standards from National
Standards for United States History:
Understands
the causes and course of World War II, the character of
the war at home and abroad, and its reshaping of the U.S.
role in world affairs
Understands
the economic boom and social transformation of post-World
War II United States
Understands
how the Cold War and conflicts in Korea and Vietnam influenced
domestic and international politics
Understands
domestic policies in the post-World Ward II period
Understands
the struggle for racial and gender equality and for the
extension of civil liberties
Understands
economic, social and cultural developments in the contemporary
United States
In
geography the film can be used to introduce regional
studies of the Middle East and Africa, global connections
among nations and the role of the UN in the post-World War
II world to address the following standards from Geography
for Life: National Geography Standards:
Knows
the location of places, geographic features and patterns
of the environment
Understands
the concept of regions
Understands
the nature and complexity of Earth's cultural mosaics
Understands
the patterns and networks of economic interdependence
on Earth's surface
Understands
the forces of cooperation and conflict that shape the
divisions of Earth's surface
Understands
global development and environmental issues
In
civics and government the film can be used to introduce
a study of the UN - its formation, mission, organization,
and activities; U.S. foreign policy in the post World War
II world; human rights and the Civil Rights Movement and the
Voting Rights Act of 1965 to address the following standards
from National Standards for Civics and Government:
Understands
the sources, purposes, and functions of law, and the importance
of the rule of law for the protection of individual rights
and the common good
Understands
the role of diversity in American life and the importance
of shared values, political beliefs, and civic beliefs
in an increasingly diverse American society
Understands
the character of American political and social conflict
and factors that tend to prevent or lower its intensity
Understands
issues concerning the disparities between ideals and reality
in American political and social life
Understands
how the world is organized politically into nation-states,
how nation-states interact with one another, and issues
surrounding U.S. foreign policy
In
language arts the film can be used as an introduction
to the literature of the Harlem Renaissance, the genre of
protest literature, world literature of the post-World War
II era or media literacy studies to address the following
standards from Standards for English Language Arts:
Uses
reading skills and strategies to understand and interpret
a variety of literary texts
Uses
reading skills and strategies to understand and interpret
a variety of informational texts
Uses
viewing skills and strategies to understand and interpret
visual media
Understands
the characteristics and components of media
PROCEDURES
- Review
the teaching strategies in this section and the material
in other sections of this teacher's guide: Film
Summary, Biography, Glossary of People, Terms
and Events and Timeline. Also look at other sections
of the Ralph Bunche website: Early Influences, Scholar
Activist, Drive to Decolonize, The Peacemaker, Mr. UN, and
The Man and The Myth. Decide how to fit the film into
your curriculum. The topics and subject-area objectives
listed above should help you find a fit.
- Develop
a plan that will focus discussion of the film in areas that
serve the purposes of your curriculum and teaching objectives.
- Identify
reading materials for students in textbooks, resource books,
handouts, and online sources listed under Recommended Reading
and Online Resources on the Ralph Bunche site. Plan lectures
and class discussions (for sample activities, see Classroom
Activities on the Ralph Bunche site).
- Structure
a research assignment or project for individual students
or small groups of students. Direct students to library
resources and the Internet to look for information related
to the topic. Propose that students interview individuals
in the community with personal experience or specific knowledge
of the topic or subject being researched. Encourage students
to invite one or more people from the community to visit
the class to discuss the topic under consideration. Consider
asking students to debate one or more of the controversial
issues raised in the film.
II. HUMAN RIGHTS ISSUES TODAY
Bunche's
commitment to the cause of human rights and the dignity of
all people is a central theme of the film. Focusing on this
aspect of the film in post-screening discussion prepares students
to undertake an in-depth study of human rights in the context
of history, government, or geography classes. (Literature
and language arts teachers could follow up the film by asking
students to read selections from the body of literature that
has given voice to human rights issues.) Studying human rights
in the context of the film Ralph Bunche: An American Odyssey
would provide an opportunity for the student to make meaningful
connections between historical events and contemporary issues.
The activities outlined below develop an understanding of
basic human rights and builds students' skills in locating,
analyzing and interpreting new information. By focusing on
today's human rights issues in a particular area, students
engage one of the central problems in contemporary international
relations and the need for continuing efforts to make human
rights a reality for all people. The final assignment, creating
a poster or some other visual display to share their research
with fellow students, gives purpose to their investigation,
leads them to create new knowledge, and challenges them to
distill information in order to convey their ideas to others.
PROCEDURES
1. Discuss
the film with emphasis on Bunche's human-rights philosophy,
the founding of the UN, and his work on behalf of self-government
and independence of colonized areas of the world after World
War II.
2. Expand
on the UN's goal of promoting human rights and on its peacekeeping
and peacemaking roles. Hand out a copy of the Declaration
of Human Rights, adopted and proclaimed on December 10,
1948, or the preamble below, or ask students to go to the
UN website.
The preamble outlines the purposes of the Declaration.
PREAMBLE
Whereas
recognition of the inherent dignity and of the equal and
inalienable rights of all members of the human family is
the foundation of freedom, justice and peace in the world,
Whereas
disregard and contempt for human rights have resulted in
barbarous acts which have outraged the conscience of mankind,
and the advent of a world in which human beings shall enjoy
freedom of speech and belief and freedom from fear and want
has been proclaimed as the highest aspiration of the common
people,
Whereas it is essential, if man is not to be compelled to
have recourse, as a last resort, to rebellion against tyranny
and oppression, that human rights should be protected by
the rule of law,
Whereas it is essential to promote the development of friendly
relations between nations,
Whereas
the peoples of the United Nations have in the Charter reaffirmed
their faith in fundamental human rights, in the dignity
and worth of the human person and in the equal rights of
men and women and have determined to promote social progress
and better standards of life in larger freedom,
Whereas
Member States have pledged themselves to achieve, in co-operation
with the United Nations, the promotion of universal respect
for and observance of human rights and fundamental freedoms,
Whereas
a common understanding of these rights and freedoms is of
the greatest importance for the full realization of this
pledge,
Now,
Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION
OF HUMAN RIGHTS as a common standard of achievement for
all peoples and all nations, to the end that every individual
and every organ of society, keeping this Declaration constantly
in mind, shall strive by teaching and education to promote respect
for these rights and freedoms and by progressive measures, national
and international, to secure their universal and effective recognition
and observance, both among the peoples of Member States themselves
and among the peoples of territories under their jurisdiction.
3. Discuss
the preamble and specific articles in the Declaration of
Human Rights. If time permits, you might want to compare
the Declaration to the Bill of Rights in the Constitution
of the United States, especially similarities and differences
in voting rights.
4. Ask
students to bring in current news stories dealing with human
rights reported on television and in newspapers and news
magazines. Give students time to investigate the background
of a human rights news stories in the library and on the
Internet. Discuss issues.
5. Have
the class draw up a list of human rights violations that
they have learned about in the news. Then ask students to
pair up and choose one area to investigate in detail. Explain
the assignment: each pair of students will become experts
on one area of human rights violations at home or in other
areas of the world and create a poster or other visual presentation
that will convey their findings and their personal reactions/solutions
to other members of the class.
6. To
accomplish this, students will use newspapers, news magazines,
books and websites, such as Amnesty
Innternational , The
United Nations, The
UN Cyberschool Bus, and The
Carter Center. Each of the websites provides
status reports on various areas and a wealth of information
about current efforts to address human rights concerns.
7. Suggest
that students conduct interviews with individuals in the
community or contact organizations that are involved in
human rights issues to obtain information about their programs
and activities.
8. Work
with the pairs of students to monitor their progress and
help them find good sources. Remind them that their goal
is to create a poster or visual presentation that will allow
them to share their findings with the rest of the class.
9. Work
with the students in developing their posters or visual
displays. Provide an opportunity for students to display
their work in a public space. Give all students a chance
to view and study the visual presentations. Conclude with
a general class discussion of human rights and what efforts
are underway to improve living conditions for people in
America and around the world.
10. Some
students may want to help, possibly by undertaking to raise
funds to send to a human rights group such as Amnesty International
or the Carter Center.
III. ALL
ABOUT THE UNITED NATIONS: HOW DOES IT WORK? HOW EFFECTIVE
IS IT?
As
news reports constantly remind us, the nations of the world
are becoming more and more interdependent. Technology has
eradicated distances through instantaneous communication.
What happens in China and Africa has an impact on Europe and
North America. Economies in the industrialized world reel
when the price of a single commodity such as oil rises and
falls. Instilling an understanding of our global connectedness
is a paramount goal of courses in world history and geography.
One key to help students understand our global connectedness
is through a study of the United Nations: its history, mission,
evolution and structure. Ralph Bunche: An American Odyssey
contextualizes the founding of the United Nations and the
first two decades of the organizations existence in
the framework of Bunches life and work at the UN, providing
an ideal lead into a study of the United Nation.
The
goal of this teaching strategy is twofold and involves two
separate but concurrent activities. Both involve working with
small groups. The first activity will give students an opportunity
to explore the structure of the UN by investigating one or
more major organs or agencies of the UN in order to gain an
understanding of the UNs purposes and work. This activity
will result in the creation by the class of a diagram of the
United Nations. The second activity will focus on the current
work of the UN by giving students the opportunity to follow
one or more issues currently before the UN and finally to
debate how effective the UN or the specific agency of the
UN has been in resolving the problem
PROCEDURES
1. After
the students have viewed the film, discuss the founding
of the UN, why an international organization was so important
to the victors after WWII and what its mission is today.
2. Hand
out copies of the Preamble to the UN Charter or ask students
to go to the United
Nations Website.
PREAMBLE
WE
THE PEOPLES OF THE UNITED NATIONS DETERMINED
- to
save succeeding generations from the scourge of war, which
twice in our lifetime has brought untold sorrow to mankind,
and
- to
reaffirm faith in fundamental human rights, in the dignity
and worth of the human person, in the equal rights of
men and women and of nations large and small, and
- to
establish conditions under which justice and respect for
the obligations arising from treaties and other sources
of international law can be maintained, and
- to
promote social progress and better standards of life in
larger freedom
AND
FOR THESE ENDS
- to
practice tolerance and live together in peace with one
another as good neighbors, and
- to
unite our strength to maintain international peace and
security, and
- to
ensure, by the acceptance of principles and the institution
of methods, that armed force shall not be used, save in
the common interest, and
- to
employ international machinery for the promotion of the
economic and social advancement of all peoples,
HAVE
RESOLVED TO COMBINE OUR EFFORTS TO ACCOMPLISH THESE AIMS
Accordingly,
our respective Governments, through representatives assembled
in the city of San Francisco, who have exhibited their
full powers found to be in good and due form, have agreed
to the present Charter of the United Nations and do hereby
establish an international organization to be known as
the United Nations.
3. To
help students personalize the information, ask questions,
such as the following:
- Why
do you think that nations who were political and/or economic
rivals agreed to setting up an international organization
that could limit their freedom in pursuing international
policy?
- Why
do you think some governments and groups of people might
oppose participation in the UN and object to following
its direction and mandates?
4.
Give the students time to discuss their opinions.
5. Discuss
Bunche's role in the drafting of the UN Charter, his role
as UN mediator in the Middle East to diffuse the Arab-Israeli
conflict after the establishment of the nation of Israel
and his work in Trusteeship. Focus on episodes in the film
that clarify Bunche's role and his position at the UN.
6. Review
the structure of the UN, its principal organs and agencies.
Distinguish between the Secretariat, and the other organs
of the UN such as the General Assembly and the Security
Council. Explain the role of the Secretary-General. Use
textbooks or other sources such as the "UN in Brief"
booklet that can be ordered from the UN or downloaded from
its web site: http://www.un.org.
This booklet gives an excellent overview of the organs of
the UN; its work in disarmament, peacemaking, peace-building
and peacekeeping.
7. Divide
the class into groups and assign, or let students choose,
to research one of the six principal organs of the UN: Secretariat,
General Assembly, Security Council, Economic and Social
Council, International Court of Justice, and Trusteeship
Council. Other groups might choose to investigate intergovernmental
agencies such as UNESCO, WHO, UNICEF, IAEA, or various subsidiary
bodies such as the Human Rights Commission.
8. Direct
the class to textbooks and reference works in the library
or on the Internet to look for information on the purpose
and activities of the organs and agencies they have agreed
to investigate. Explain that after they complete their research,
the class will construct a large chart showing the organization
of the UN and the relationship and function of each organ.
Also assign each group to identify an issue in the news that
the UN is currently involved in. Explain that the class will
discuss the issues and the current work of the UN to evaluate
its effectiveness.
9. Assign each group a second task, that of identifying an
issue in the news that the UN is currently involved in, explaining
that the class will discuss the various issues and the current
work of the UN in order to evaluate its effectiveness in resolving
international problems. Maker sure that they choose at least
one conflict situation involving the use of force
10. Install
a wall-sized blank chart using butcher paper or poster paper
on which the students can post the results of their research
on the various organs and agencies of the UN and on which
they can draw a complete diagram of the UN.
11. Work
with groups to help them keep focused on the area they have
been assigned to work on. Discuss how the diagram will look
and let the class make decisions about its design. Suggest
ways they can summarize and display their work.
12. While
they continue to work on the chart, help each group make progress
on following the specific issue they have selected that is
currently before the UN.
13. As
they work on each activity, provide an opportunity for various
groups to share what they are learning with the entire class.
14. Have
the groups complete their research on the UN structure, post
the results on the chart and review their findings with the
class. The discussion should give the entire class a good
overview of how the UN is structured and how it works.
15. Conclude
the research on issues currently before the UN with a presentation
by each group of the pros and cons of the issue they have
been following and their conclusion as to how effectively
the UN is achieving its aims.
16. If
it fits your teaching objectives, you might suggest that
the group write a letter to the head of the section or agency
they studied, or to the Secretary General, offering their
suggestions about an issue that the UN is dealing with,
or commenting on the effectiveness or importance of the
UN today.
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