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

SWBA to gain understanding about the functions and bodies of the United Nations & the function of the Universal Declaration of Human Rights Pre-Activity: Popcorn share Wordle: Prompt: Today, what is the role of the United Nations? Show Video: The United Nations: It s Your World The UN: An Introduction Students Complete Intro to UN and Intro to UDHR Handouts Assessment: Popcorn share Wordle: Prompt: After today s lesson, now, what do Access schema through 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 Handout Vocabulary Expansion & Application 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

Handout

Day

OBJECTIVES

ACTIVITIES
you believe is the role of the United Nations?

SKILLS

STANDARDS*

RESOURCES

2
SWBA to present orally their opinion following rules of procedure in a Model UN simulation y y y Speakers List Moderated Caucus Un-moderated Caucus Pre-Activity: Prep for MiniSimulation(homework) Mini- Simulation: Choice: y Topic related to current curriculum Assessment: Write *UNA-GB support provided two speaking and listening strategies you hope to use tomorrow Cooperation Problem Solving Negotiation 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 topic ,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. Placards One-sheet Guide Country Positions Topic Intro Parliamentary Procedure Handout to

Day

OBJECTIVES

ACTIVITIES

SKILLS

STANDARDS*
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

3
SWBA to craft original working papers using correct parliamentary procedure to accomplish: y y Draft Resolutions Voting Assessment: Quick Write: What speaking skills did you have to *UNA-GB support provided use today to successfully explain your position? (3-5 sentences) Cooperation Mini-Simulation Cont d: Introduce draft resolutions Problem Solving Negotiation 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

Country Positions Placards Draft Forms Resolution Phrases Resolution

Day

OBJECTIVES

ACTIVITIES

SKILLS

STANDARDS*
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 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 urban agriculture, historical examples of urban agriculture, and current examples of urban agriculture

ACTIVITIES
Pre-activity: Show video related to the topic guide.Prompt: Introduce students to topic, Intro to Urban Agriculture Divide class into small groups/ partners to complete the urban agriculture dividing the problem Assessment: Dividing the Problem Handout

SKILLS
Critical reading Vocabulary expansion Critical thinking Access Prior 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: Intro to Urban Agriculture Video guide to topic (wiki) Urban Agriculture Dividing the Problem Handout

5
SWBA to make connections between Urban Agriculture and Poverty Pre-activity: Show video related to the topic guide. Prompt: Vocabulary expansion Introduce smaller topic guides Critical thinking Critical reading

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

Video guide to topic (wiki) Topic Guide: Urban Agriculture and Poverty

Day

OBJECTIVES

ACTIVITIES
Urban Agriculture and Poverty Split Class into 2 groups. Give ½ Urban Agriculture & Developing World Frayer Model and the other Developed World & Urban Agriculture Class discussion between the differences between developing and developed world and urban agriculture Assessment: Small group discussion

SKILLS

STANDARDS*
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
Risks to Developed and Developing World Frayer Models

6
SWBA to make connections between urban agriculture and Pre-activity: Show video related to the Media literacy

Reading Standards for literacy in History:

Video guide to topic (wiki)

Day

OBJECTIVES
food security

ACTIVITIES
topic guide. Prompt: Introduce smaller topic guides Food Security

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 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: Food Security Voicethread (wiki)

Assessment: Voicethread with question prompts

Day 7

OBJECTIVES
SWBA to make connections between women, health and urban agriculture, and urban agriculture and the environment

ACTIVITIES
Pre-activity: Show video related to the topic guide. MDG: Goal 5 Prompt:

SKILLS
Critical reading Vocabulary expansion Critical thinking

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

RESOURCES
Video guide to topic (wiki) Topic Guide: Women, Health & Urban Agriculture Urban Agriculture and the Environment

Introduce smaller topic guides Women, Health and Urban Agriculture Urban Agriculture and the Environment Assessment: Small group discussion

or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

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
Pre-activity: Review components of a good introductory paragraph Students will employ the first part of the position paper outline to complete section 1 of the position paper Assessment: Collect or have students edit section 1 paragraph (peer edit)

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 wiki page

ACTIVITIES
Pre-activity: Introduce students to the high school maternal health student page on wiki Ask students to complete the Country Research Handout Assessment: Collect handout

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 Handout

Day 10

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

ACTIVITIES
Pre-activity: Introduce paper or other project Position Papers Alternate projects as needed for differentiation (Glogster, Prezi, poster, etc.) Assessment: Position Paper

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

ACTIVITIES
Pre-activity: Review position papers and ask students what makes a good public speaker? Review rubric standards for an oral presentation 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 Assessment: Oral presentation using rubric

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 Urban Agriculture *UNA-GB support provided

ACTIVITIES
Pre-activity: Writing Workshop: model the process of writing perambulatory and operative clauses

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 follows from and supports the argument presented

RESOURCES
Resolution Clauses Handout Draft Resolution Template Writing a Resolution Handout

Give students opportunity to write original resolutions in pairs or small groups

Assessment: Collect draft resolutions from students

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

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

Assessment: Presentation using Oral Presentation Rubric

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 expressed and

* 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

Unit Summary: