The Essential Question generates several more questions:

What is the Universal Declaration of Human Rights (UDHR)? (This question is generated because the United Nations was established with its primary goal to bolster international peace and prevent conflict. To advance this goal the UN established a commission on Human Rights which in its preamble to the UDHR asserts: 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.) Does the UDHR prevent war? How is it enforced? Should we enforce the Universal Declaration of Human rights in countries not our own? If so, how? If not, why?

In turn, the Essential Question is generated by the State Standards. As emphasized in the excerpts from the standards, cited below, the failure to answer the essential question led to decades of intra-national conflict in the 20^th Century.

California state history standards:

• 10.6 Students analyze the effects of the First World War, in terms of: 1. the aims and negotiating roles of world leaders, the terms and influence of the treaty of Versailles and Woodrow Wilsonþs Fourteen Points, and the causes and effects of US rejection of the League of Nations on world politics; 3. The wide spread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
• 10.8 Students analyze the causes and consequences of the Second World War, in terms of: 2. The role of appeasement (isolationism), and the domestic distractions in Europe and the US prior to the outbreak of World War II.
• 10.9 Students analyze the international developments in the postwar world, in terms of: 8. The establishment of the United Nations ¾ and (its) purpose and functions.

Oakland historical thinking standards:

• Historical significance:
  1. Students explain how certain events and decisions had consequences for others. They evaluate the consequences as positive or negative (or a combination of the two.)
  2. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
• Diversity/Multiple perspectives:
  3. Students understand the importance of considering the actions and perspectives of all those involved in a particular event.
• Unsolved problems of the modern world:
  "Wherever possible, students should be made aware of those organizations that work to alleviate severe problems of poverty, disease, famine, and catastrophe. By discussing specific needs and the various means of sending aid, students can develop a positive response to many world problems and can feel their involvement will make a difference."