18
2D
Uniting Nations PREPARATION
STANDARDS
HOMEWORK
Background for Teachers:
In setting out to establish an annual Peace Day,
Resolution and had to learn quickly about
chapter
Jeremy Gilley had to decide whether to build a civil
the process required to make this a reality.
3/4
8/12/14
society initiative or work within the framework of
Jeremy feels that the United Nations is the
the United Nations. He soon realized the benefits
closest we have to an organization that unites
of establishing an annual day of ceasefire
the global community, and that we should do
and nonviolence with a UN General Assembly all we can to support it.
Purpose of the Lesson:
In this lesson, students will learn about the role of After Peace, and the creation of Peace Day.
the United Nations from the unique perspective of Another option would be to create a poster or
a documentary filmmaker who worked alongside wall display. This could be done as a group
government officials and the UN Secretariat to project.
bring about the unanimous adoption of UN GA
Resolution 55/282. If your class or school is planning a wider
program of activities for Peace Day, then a
They will also learn the process Jeremy used in “Uniting Nations” webpage (or poster display)
establishing September 21 as a day of global could be printed off to become an important
ceasefire and nonviolence through the UN element of a display.
General Assembly Resolution.
With this lesson, we suggest that students
produce a webpage for the school website that
focuses on the United Nations, the film The Day
Lesson Objectives:
At the end of this lesson, students should be able to
• Explain the history and role of the United Nations
• Discuss the role of Jeremy Gilley in initiating social change at a local and international level
through Peace One Day
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120