Objectives:
- Describe different types of international organizations and treaties.
- Analyze the interconnectedness of nations and peoples in the 21st century.
Scene 1 — Engage
Student Activity
Students read an introduction explaining what international organizations are and why many were created after World War II. They recall how military alliances contributed to the outbreak and spread of World Wars I and II, then respond to a poll about whether international cooperation through alliances is a positive or negative aspect of globalization.
Teacher Moves
Review the lesson objectives and clarify that there is no single correct answer to the poll. Invite students to consider how perspectives on alliances might differ between developing countries and superpowers, and explain that they will revisit their views at the end of the lesson.
Scene 2 — Explore
Student Activity
Students read background text about how governments cooperate through international organizations, including large intergovernmental bodies and nongovernmental organizations (NGOs). They read mission statements representing military, economic, and humanitarian organizations, then complete a concept map graphic organizer to show the general roles and purposes of international organizations.
Teacher Moves
Invite volunteers to share their concept maps and use them to discuss similarities and differences among military, economic, and humanitarian organizations. Emphasize that military organizations focus on peace and mutual defense, economic organizations promote development and may provide loans, humanitarian organizations provide ongoing and crisis support, and that some organizations are open to all countries while others have limited membership. Form small groups and assign or allow selection of international organizations for the next scene, using the list in Approved International Organizations as needed.
Scene 3 — Explain
Student Activity
Working in small groups, students research an assigned or chosen international organization using online sources. They prepare a brief report that describes the organization, explains its mission or goals, lists some member countries, and gives a specific example of its work. A group notetaker posts the report or a link to it on a discussion wall for others to view.
Teacher Moves
If time permits, have groups present their reports to the class; otherwise, encourage students to read other groups’ posts to learn about a range of international organizations.
Scene 4 — Elaborate
Student Activity
Students read about the concept of a superpower and examine information about the United States’ global influence, including its defense spending, role in the UN, foreign aid, and cultural reach. Using the U.S. Department of State Treaties in Force: Supplemental List of Treaties and Other International Agreements, they compare treaties the United States has with El Salvador, Germany, and Korea. They contribute to a word cloud by naming areas of activity covered by treaties, then write a response on a discussion wall explaining whether they think the United States, as a superpower, has a responsibility to lead in international organizations and treaties, citing evidence to support their opinion.
Teacher Moves
Use the word cloud to highlight common areas of treaty activity such as scientific and technological cooperation, cultural exchanges, defense, finance, migration and refugees, trade and investment, nuclear energy, space cooperation, and civil affairs. Share an interesting or exemplary written response with the class and facilitate discussion, noting that there is no single correct answer and that U.S. foreign policy choices shape the level of involvement in international organizations.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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