Lesson 1.1 United Nations Peacekeeping

L e s s o n
1.1 United Nations Peacekeeping
Lesson at a Glance
Aim
To introduce the United Nations (UN) and UN peacekeeping.
Relevance
You are joining the UN as peacekeeping personnel, which means you will represent
the UN in the country to which it sends you.
While you may not ever visit UN Headquarters in New York, you are carrying out
decisions made there. You must understand who makes decisions about your work
as peacekeeping personnel, and what guides these decisions.
This lesson explains the strategic level of decision-making in the UN, and its
connection to peacekeeping. The “strategic level” refers to the highest level of
decision-making, and it is carried out by the main “parts” or “organs” of the UN
located in New York. The strategic level is responsible for high level political decision-
making and management in UN peacekeeping.
Learning Outcomes
Learners will:
Explain the UN and its purpose
Identify the UN Charter as the guiding document for the UN
List the principal organs of the UN involved in UN peacekeeping
List the departments at UN Headquarters active in UN peacekeeping
Describe the three levels of authority for decision-making in UN peacekeeping
– strategic, operational and tactical
UN DPKO/DFS CPTM Version 2017 1

Module 1 – Lesson 1.1: United Nations Peacekeeping
Lesson Map
Recommended Lesson Duration: 45 minutes total

1-2 minutes per slide
Use short option learning activity
The Lesson Pages 3-21

Starting the Lesson Intro Slides
Learning Activity 1.1.1: Film: United Nations Peacekeeping
Learning Activity 1.1.2: Consequences of Violent Conflict
An Introduction to the UN Slides 1-5
Principal Organs of the UN Involved in Peacekeeping Slides 6-9
Departments of the Secretariat Active in Peacekeeping Slides 10-13
Strategic, Operational & Tactical – Levels of Authority in
Peacekeeping Slide 14
Summary Pages 22-23
Learning Evaluation Pages 24-26
OPTIONAL: Additional Learning Activities See Resource
Learning Activity 1.1.3: UN Peacekeeping at Strategic Level
Learning Activity 1.1.4: Key Definitions and Concepts
Learning Activity 1.1.5: Film: Courage for Peace
Learning Activity 1.1.6: Film: In the Cause of Peace
Learning Activity 1.1.7: UN Peacekeeping at the Strategic Level

The Lesson
Starting the Lesson
For an interactive start to Lesson 1.1, consider these options:
Ask learners if they have deployed to peacekeeping operations before.

Identify participants who can contribute as resource people. Invite those with
experience to identify missions, length of deployment and specific role.
Ask learners if they are familiar with the UN. Brainstorm a list of facts the group
already knows about the UN. Refer back to these points.
Ask learners if they know about the history of their country’s participation in UN
peacekeeping. This could include a) rationale for participating in UN
peacekeeping operations, b) numbers of military and police deployed or c)
different missions to which personnel have been deployed.
Introduce the following (using the Introductory Slides):
Lesson Topic
Relevance
Learning Outcomes
Lesson Overview
Note the particular language of the UN. Learning involves some words, terms and
phrases that may be unfamiliar and/or seem awkward. Reassure learners: “Don’t let
new language get in the way of learning”. As you move through the training, review
the definitions of key words and phrases.
The information in Module 1 is the foundation for learning about UN peacekeeping.

Print posters of the main slides and put them on the walls. Refer to them at key points.

Learning Activity 1.1.1

Film: United Nations Peacekeeping
METHOD RESOURCES
Film, group discussion Learning Activity instructions
PURPOSE
To introduce the UN and UN peacekeeping
TIME
10 minutes
Film: 2:17 minutes
Discussion: 5-7 minutes
INSTRUCTIONS
What did you learn from this film?
What images stay with you?
What was interesting?
https://www.youtube.com/watch?v=st12PMiFg4Y


Consequences of Violent Conflict
METHOD RESOURCES
Visualization, brainstorm Learning Activity instructions
Photos
PURPOSE
To consider the reality of violent conflict in
everyday life
TIME
15 minutes
Visualization: 5-7 minutes
Brainstorming: 5-7 minutes
INSTRUCTIONS
Place yourself in your home country, in your
own home, with your family
Imagine how a violent conflict would affect
your life

An Introduction to the United Nations

Slide 1
Key Message: Violent conflict is devastating. Peacekeeping is designed to preserve the

peace when violent conflict has ended.
Violent conflict can occur between countries (interstate conflict) or within a country
(intrastate conflict).
It has negative impact:
Casualties and loss of human life, including civilians as indirect and direct targets
Damage to and destruction of property, land and buildings
Human suffering and displacement of people
Humanitarian crises, including lack of food, shelter and medical care
The collapse or decline of state institutions and services, breakdown of law and
public order, and a political and security vacuum
Disruption of ordinary life and the social fabric of the community
Violent, tense and insecure daily realities
Human rights violations, including trafficking and sexual violence
Illegal exploitation and trade of natural resources such as minerals
Serious long-term security, political and socio-economic issues
Violent conflict affects the present generation and generations to come.

Slide 2
Key Message: The UN is an impartial and universal organization made up of 193

countries called Member States. One reason for creating the UN was to save later
generations from violent conflict.
Those who founded it in 1945 after the Second World War had lived through two terrible
world wars.
The UN brings together, or unites, many different nations or states.
The members of the UN are these individual countries, known as “Member States”.
Ask learners how many countries or states they know of. Use responses to bridge
into the lesson.
Fifty-one (51) original Member States formed the UN in 1945. As of today there are
193 Member States, which constitutes the vast majority of the recognized sovereign
states.
The UN is a unique international organization. All Member States come together to

discuss common problems and decide on major issues by voting.
The UN is impartial, which means it does not take sides. Also, the UN is universal.
Members are almost all the countries on the planet. To be universal means to be
inclusive.

Being impartial and universal make the UN legitimate and credible.
To be legitimate means that the UN is lawful, permitted or valid. To be credible means

that the UN is believable and worthy of confidence and trust.
Participants may raise points about UN credibility and legitimacy in

brainstorming. Depending on current events, the UN may be in the news.
Encourage open discussion. Remind people that the UN does a “technical job
in a political environment”. This work brings challenges. Core parts of UN identity
remain the same – universality, impartiality.
Slide 3
Key Message: Signed in 1945, the UN Charter is the founding document which defines
the main purposes and principles of the UN. One main purpose of the UN is to maintain
international peace and security.
The first article of the Charter of the UN sets out four main purposes:
To maintain international peace and security
To develop friendly relations among nations
To cooperate in solving international problems and to promote and encourage
respect for human rights and fundamental freedoms for all
To harmonize nations’ actions in reaching these common ends

The UN Charter is an international treaty that spells out Member States’ rights and duties
as members of the world community. The Charter binds Member States.
The UN Charter also created the main parts of the UN, called “principal organs”, and
guides its work.
The UN Charter also guides your work as peacekeeping personnel.
Slide 4
Key Message: The six main organs of the UN created under the UN Charter are: the
General Assembly, the Security Council, the Economic and Social Council, the
Trusteeship Council, the International Court of Justice and the Secretariat.
The General Assembly is where all Member States meet and vote on decisions. The
principle of equality means each Member State has one vote.
The Security Council has lead responsibility under the UN Charter to maintain
international peace and security. The Council has 15 members, including 5 permanent
members who helped set up the UN: China, France, the Russian Federation, the United
Kingdom and the United States. The General Assembly elects the other 10 rotating
members for two-year terms, ensuring geographical representation.

The Economic and Social Council (ECOSOC) is the central body coordinating the
economic and social work of the UN.
The Trusteeship Council supervised Trust Territories, which were former colonies or
dependent territories, as they made progress towards self-governance or
independence. The Trusteeship Council suspended operation in 1994, with the
independence of the last trust territory.
The International Court of Justice (ICJ) is in The Hague, Netherlands. The Court settles
legal disputes only between nations and not between individuals, following
international law.
The Secretariat refers to the departments and offices with international staff to carry out
the day-to-day work of the Organization. These are in UN Headquarters in New York as
well as in Geneva, Vienna, Nairobi and other locations.
Slide 5
Key Message: Specialized agencies, funds and programmes also support the work of the UN.
They include more than 30 organizations working in different areas – development,

humanitarian and human rights. Specialized mandates cover many topics.

The UN system is the name given to the six principal organs and the specialized
agencies, funds and programmes.
Specialized agencies, funds and programmes are active in countries where

peacekeeping operations are deployed. They include:
United Nations Development Program (UNDP)

Office of the United Nations High Commissioner for Refugees (UNHCR)
United Nations Children's Fund (UNICEF)
World Food Program (WFP)
United Nations Office on Drugs Crime (UNDOC)
United Nations Population Fund (UNFPA)
United Nations Environment Program (UNEP)
United Nations Entity for Gender Equality and the Empowerment of Women
(UN Women)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
International Labour Organization (ILO)
Food and Agriculture Organization (FAO)
United Nations Office for Project Services (UNOPS)
UN agencies, funds and programmes present in a country make up the UN Country

Team (UNCT).
Ask learners with peacekeeping experience if they know these or other UN

partners. Flag the importance for all peacekeeping personnel to know such
partners in the UN family, as well as external partners. The International
Committee of the Red Cross (ICRC), for example, often active in
peacekeeping contexts, is not part of the UN family. Share your own
experience.

Principal Organs of the UN Involved in Peacekeeping

Slide 6
Key Message: The three principal organs active in UN peacekeeping are the General
Assembly, the Security Council and the Secretariat.

Slide 7
Key Message: Member States contribute personnel, equipment and funds to

peacekeeping operations. The General Assembly (GA) is the main forum for Member
States to make decisions, with representatives of all the Member States of the UN.
The GA works through Committees.
One relevant committee for peacekeeping is the Special Committee on Peacekeeping

Operations (C-34). C-34 reviews and recommends actions on peacekeeping and
reports to the GA through the Fourth Committee.
C-34 has some representatives from outside the UN, for example the International
Committee of the Red Cross (ICRC) and the International Criminal Police Organization
(Interpol). Regional intergovernmental organizations such as the African Union (AU) and
the European Union (EU) are also in the C-34.
The Committee works closely with key departments and offices of the UN, mainly the
Department of Peacekeeping Operations (DPKO), the Department of Field Support
(DFS) and the Peacebuilding Commission.
The Fifth Committee is responsible for financing peacekeeping and authorizing budgets
for missions.

Slide 8
Key Message: The Security Council has the lead responsibility for maintaining
international peace and security. The Security Council may investigate and
recommend measures to resolve disputes within and between states, including
peacekeeping.
UN resolutions are formal expressions of positions of UN principal organs.
Any peacekeeping operation must have a Security Council resolution. Security Council
resolutions contain mandates for peacekeeping operations. A mandate is an
authorization and directive to take specific action. The peacekeeping mandate in a
Security Council resolution is the legal basis for all actions or tasks of the peacekeeping
operation, including the use of force.
The Security Council also issues resolutions that highlight global concerns relevant to
peacekeeping, such as the human rights of women and children – groups usually most
affected by the conflict.
Resolutions can be established through the affirmative vote of at least nine members of
the Security Council, unless it is expressly rejected by at least one of the permanent
members (veto rule).

Slide 9
Key Message: The Secretariat carries out the day-to-day work of the organization. The
Secretariat has a wide variety of departments and offices that deal with UN work,
including peacekeeping.
The Secretariat is the administrative arm of the UN. The Secretary-General is the “Chief
Administrative Officer” of the UN overall.
As head of the Secretariat, the Secretary-General is responsible for UN departments,

offices and activities.
The Secretary-General brings to the attention of the Security Council anything that may
threaten international peace and security. The Security Council decides on what is a
significant threat.

Departments of the Secretariat Active in Peacekeeping

Slide 10
Key Message: The three departments directly involved in UN peacekeeping are DPKO,
DFS and the Department of Political Affairs (DPA).
Every department of the UN Secretariat contributes to the day-to-day running of UN

peacekeeping operations.
However, DPKO and DFS work closely together in UN peacekeeping. DPA is an equally
important partner.
An Under-Secretary General (USG) heads each department and reports to the

Secretary-General. The Secretary-General delegates certain responsibilities and tasks to
each USG.
Invite participants with peacekeeping experience to describe their contact with

DPKO, DFS and DPA. Use those descriptions to introduce the key roles of
departments active in peacekeeping. Draw on your own experience for details.
Integrating experience-sharing into lessons reinforces relevance of information
that may seem abstract or distant.

Slide 11
Key Message: DPKO is responsible for the executive direction of peacekeeping

operations.
Through DPKO in New York, the USG DPKO does the following:
Advises the Secretary-General on planning, establishment and conduct of all UN

peacekeeping operations
Directs and controls UN peacekeeping operations
Develops policies and guidelines based on Security Council resolutions, including
those with mission mandates
Prepares reports with observations and recommendations from the Secretary-
General to the Security Council on each peacekeeping operation
Ensures DPKO-led field missions meet security management requirements
Serves as a focal point of contact between the Secretariat and Member States
who seek information on UN peacekeeping operations

Slide 12
Key Message: DFS delivers dedicated support to UN field missions.
DFS delivers support in finance, personnel, administration, information and

communications technology and logistics.
Logistical services include supplying fuel, water, accommodation, food, offices and
equipment, transport and medical facilities for the entire mission.
DFS coordinates with Member States and contracted providers of specific services.
DFS delivers support to all UN field missions, including peacekeeping operations and
special political missions (SPMs).

Slide 13
Key Message: DPA plays a central role in UN efforts to prevent and resolve deadly
conflict around the world. DPA is also a partner for peacekeeping operations.
DPA is the lead UN department for peacemaking and preventive diplomacy. DPA
mainly provides direction to SPMs. SPMs may be political field offices, special envoys,
panels or experts to monitor sanctions. They are often active in conflict prevention,
peacemaking and peacebuilding.
DPA gives analysis and advice to the Secretary-General. DPA also supports the
Secretary-General’s independent political role in providing “good offices”. Good
offices use the position of the UN to resolve disputes in and between States.
As a key partner for peacekeeping operations, DPA collaborates on elections in post-

conflict countries. The Electoral Assistance Division supports needs assessments, policy
guidance and specialized personnel. Also, DPA’s regional divisions may carry out
political analysis or lead in mediation and good offices efforts.

Strategic, Operational & Tactical – Levels of Authority in

Peacekeeping
Slide 14
Key Message: There are three levels of authority for decision-making in UN

peacekeeping – strategic, operational and tactical. These levels are also known as
levels of authority, command and control.
According to the UN Peacekeeping Operations: Principles and Guidelines – also known

as the “Capstone Doctrine”:
The strategic level refers to the high-level political decision-making and

management of a UN peacekeeping operation at UN Headquarters.
The operational level is field-based management of a UN peacekeeping
operation at mission headquarters.
The tactical level refers to management of military, police and civilian operations
below the level of mission headquarters and supervision of individual personnel.
The General Assembly, Security Council and Secretariat have the “power” or
“authority” to make high-level political decisions and manage a UN peacekeeping
operation.

Terms and definitions explained here are specific to UN peacekeeping. Other

countries or institutions may use them differently. UN personnel should use the
terminology as defined above and spelled out in the Policy on Authority,
Command and Control when working for UN peacekeeping.

Summary
The UN maintains international peace and security
The UN is an impartial and universal organization made up of 193 countries

called Member States. 1945 is the founding year.
One main purpose of the UN is to maintain international peace and security.
The UN Charter is the guiding document
The UN Charter is the founding document which defines the main purposes
and principles of the UN. It is an international treaty which binds all Member
States.
The Charter also created the six main organs of the UN and guides its work.
The General Assembly, Security Council and Secretariat are involved in UN

peacekeeping
Three of the principal organs of the UN are involved in peacekeeping: the

General Assembly, the Security Council and the Secretariat.
The Security Council has primary responsibility for matters of international
peace and security.
The departments of Peacekeeping Operations, Field Support and Political Affairs are
active in UN peacekeeping
Three departments of the Secretariat are actively involved in peacekeeping:

DPKO, DFS and DPA.
DPKO is responsible for the executive direction of peacekeeping operations.
DFS delivers dedicated support to UN field missions.
As a key partner for peacekeeping operations, DPA collaborates on elections
in post-conflict countries.
(Cont.)

(Summary cont.)
The strategic, operational and tactical levels are levels of authority for decision-
making in UN peacekeeping
There are three levels of authority for decision-making in UN peacekeeping –

strategic, operational and tactical. These levels are also known as levels of
authority, command and control.
The strategic level refers to the high-level political decision-making and
management of a UN peacekeeping operation at UN Headquarters.
The operational level is field-based management of a UN peacekeeping
operation at the Mission Headquarters.
The tactical level refers to management of military, police and civilian
operations below the level of Mission Headquarters and supervision of individual
personnel.
The General Assembly, Security Council and Secretariat have the “power” or
“authority” to make high-level political decisions and manage a UN
peacekeeping operation.

Evaluation
Note on Use: An example of learning evaluation questions for this lesson may be found
below.
There are different types of learning evaluation questions for the instructor to choose
from (See Options). Types of learning evaluation questions are:
1) Narrative
2) True-False
3) Fill in the blank/sentence completion
Combine in different ways for pre-assessment and post-assessment. Each evaluation

type covers different content. No sub-set covers all learning outcomes. Make sure you
include learning evaluation questions for each learning outcome when you combine
them.
Three main uses of evaluation questions are: a) informally ask the whole group, b) semi-
formally assign to small groups or c) formally give to individuals for written responses.
Evaluation Questions for Lesson 1.1
Questions Answers
Narrative
Note: Frame narrative evaluations as questions, requests or directions
1. Name the four main purposes of the The first article of the Charter of the UN
UN. sets out four main purposes:
1. To maintain international peace and
security
2. To develop friendly relations among
nations
3. To cooperate in solving international
problems and to promote and
encourage respect for human rights
and fundamental freedoms for all
4. To harmonize nations’ actions in
reaching these common ends
2. The UN Charter set up six main parts (Bold shows the three most involved in
or “organs”. Name all six and identify peacekeeping).
the three most involved in 1. General Assembly: the main forum
peacekeeping. for Member States to make decisions,
including decisions on peacekeeping

2. Security Council: has lead

responsibility under the UN Charter to
maintain international peace and
security. It may investigate and
recommend measures to resolve
disputes within and between states.
3. Economic and Social Council
4. Trusteeship Council
5. International Court of Justice
6. Secretariat: the Secretariat carries out
the day-to-day work of the UN,
including peacekeeping. The
Secretariat has a wide variety of
departments and offices, including
the Departments of Peacekeeping
Operations, Field Services and
Political Affairs which lead in different
aspects of peacekeeping. The
Secretary-General is the “Chief
Administrative Officer” of the UN
overall.
3. Name the three Departments in the 1. Department of Peacekeeping

UN Secretariat active in day-to-day Operations (DPKO)
peacekeeping and their common 2. Department of Field Support (DFS)
acronyms. 3. Department of Political Affairs (DPA)
4. Name and explain the three levels of 1. Strategic: high-level political
decision-making (or authority, decision-making and management
command and control) in UN of a UN peacekeeping operation at
peacekeeping. UNHQ
2. Operational: field-based
management of a UN
peacekeeping operation at mission
HQ
3. Tactical: management of day-to-day
military, police and civilian
operations below the level of mission
HQ, including supervision of
individual personnel
True-False
4. One main purpose of the UN is to True. The first article of the Charter of the
maintain international peace and UN sets out four main purposes.
security.

5. The strategic level operates below False. Strategic level is high-level

mission HQ. political decision-making and
management of a UN peacekeeping
operation at UNHQ. The tactical level
refers to management of military, police
and civilian operations below Mission
HQ, including supervision of individual
personnel.
Sentence Completion
6. The UN’s founding document is Charter of the United Nations, or UN
______________. It sets out purpose Charter
and main parts.
7. The ___________ level of UN Operational level. Field-based
peacekeeping refers to field-based management of a peacekeeping
management. operation at mission headquarters. The
operational level takes high-level
political direction from the strategic
level and guides the tactical level.

Commonly Asked Questions and Key Words
Key Words or phrases for this lesson:
Key Word or Phrase Definition

“Good Offices” “Good Offices” are provided when the UN uses its
position to resolve disputes in and between States.
The UN has some leverage over the parties to conflict
because it represents the collective will of the
international community.
Interstate conflict Interstate conflict is conflict between countries.
Intrastate conflict Intrastate conflict is conflict within a country.
Mandate A mandate is an authorization and directive to take

specific action. The peacekeeping mandate is the
legal basis for all actions or tasks of the peacekeeping
operation, including the use of force. Security Council
resolutions contain mandates for peacekeeping
operations.
Peacekeeping Peacekeeping is an approach designed to preserve
the peace where violent conflict has ended. The
Department of Peacekeeping Operations (DPKO) is
responsible for peacekeeping operations.
Resolution Resolutions are formal expressions of positions of UN
principal organs. A peacekeeping operation must
have a Security Council resolution.
Special Political Missions Special Political Missions (SPMs) may be political field
(SPMs) offices, special envoys, panels or experts to monitor
sanctions. They are often active in conflict
prevention, peacemaking and peacebuilding. The
Department of Political Affairs (DPA) provides
direction to SPMs.

Commonly asked questions from participants:
Possible Questions Possible Responses

Who drafted the DPKO (specifically the Peacekeeping Best Practices Section
Principles and of the Division of Policy, Evaluation and Training) drafted the
Guidelines on UN Principles and Guidelines on UN Peacekeeping after holding
Peacekeeping intense high-level consultations with stakeholders globally,
Operations (also known including but not limited to Member States, UN Agencies
as the Capstone and NGOs. The consultations were held for more than a
Doctrine)? year in all the continents.
Were specialized
agencies involved in
the drafting?
Who else can make This is a question of legitimacy. The UN Security Council has
decisions related to the highest level of legitimacy related to peace and
Peace and Security if security. However in exceptional circumstances and very
the permanent rare cases the General Assembly has authorized
members of the peacekeeping operations. Other centers of power which
Security Council make may have influence, for example regional organizations
use of their veto? such as North Atlantic Treaty Organization (NATO) or the
African Union (AU) have chosen to take action. In order to
ensure the greatest legitimacy for their actions, such
organizations often seek out Security Council authorization
for their actions under Chapter 8 of the UN Charter. Such
action, particularly when Security Council authorization is
sought after the fact, has raised questions about the
legitimacy of the operation.
Can the General The United Nations Charter gives primary responsibility to the
Assembly authorize a Security Council for the maintenance of international peace
peacekeeping and security, and therefore also for the authorization of a
operation or is it only peacekeeping operation. However, under General
the Security Council? Assembly Resolution 377(V) of 1950, an exception to this
general rule has been created so that “…if the Security
Council, because of lack of unanimity of the permanent
members, fails to exercise its primary responsibility for the
maintenance of international peace and security in any
case where there appears to be a threat to the peace,
breach of the peace or act of aggression, the General
Assembly shall consider the matter immediately with a view
to making appropriate recommendations to Members for
collective measures, including in the case of a breach of
the peace or act of aggression, the use of armed force
when necessary, to maintain or restore international peace
and security.”

Under this resolution, the General Assembly has authorized

one peacekeeping operation, the First United Nations
Emergency Force (UNEF I). All UN peacekeeping operations
since then have been authorized by the Security Council -
which is the general practice - and consequently Unit 2
focuses on the process followed by the Security Council.
Can the UN Security The Security Council is the ultimate authority on peace and
Council intervene in a security issues globally. If it determines a threat to peace
conflict in a country and security exists which involves a non Member State, it
that is not a Member of can choose to intervene in accordance with its power and
the UN? the principles and aims of the UN Charter. The Charter states
that such a state, which is party to a dispute under
consideration by the Security Council shall be invited to
participate in the discussion (art. 32). A non Member State of
the UN which is involved in a dispute may also ask the
Security Council or General Assembly to intervene, if that
country accepts in advance the Charter’s rules on the
peaceful settlement of disputes.
How are UN All Member States share the costs of UN peacekeeping
peacekeeping operations. Member States provide “assessed contributions”
operations funded? to the UN to cover the costs of UN peacekeeping
operations. The General Assembly decides on the scale of
assessments applicable to peacekeeping. This scale takes
into account the relative economic wealth of Member
States, with the permanent members of the Security Council
required to pay a larger share because of their special
responsibility for the maintenance of international peace
and security. For more information on this issue, go to:
http://www.un.org/en/peacekeeping/operations/financing.
shtml

Reference Materials
Below are materials which are a) referenced in this lesson, and b) required reading for
instructor preparations:
Charter of the United Nations, 1945

United Nations Peacekeeping Operations Principles and Guidelines, also known
as the Capstone Doctrine, 2008
DPKO-DFS Policy on Authority, Command and Control in UN Peacekeeping
Operations, 2008
Additional Resources
UN Information
The website for UN peacekeeping: http://www.un.org/en/peacekeeping/

Peacekeeping statistics: http://www.un.org/en/peacekeeping/resources/statistics/
UN at a glance: http://www.un.org/en/about-un/index.html
Current membership of the Security Council: http://www.un.org/en/sc/members/
DPKO: http://www.un.org/en/peacekeeping/about/dpko/
DFS: http://www.un.org/en/peacekeeping/about/dfs/
DPA: http://www.un.org/undpa/overview
UN System:
http://www.un.org/en/aboutun/structure/pdfs/UN_System_Chart_2015_Rev.4_ENG_11x1
7colour.pdf
UN Documents
UN documents can be found on: http://www.un.org/en/documents/index.html

(Search by document symbol, e.g. A/63/100)
DPKO and DFS Guidance
The Policy and Best Practice Database is the repository for all official DPKO and DFS
guidance: http://ppdb.un.org(only accessible from the UN network).

Official peacekeeping guidance documents are also accessible through the

Peacekeeping Resource Hub: http://research.un.org/en/peacekeeping-community
The UN encourages instructors to check the site regularly for latest guidance.
UN Films
UN films can be found on YouTube: https://www.youtube.com/user/unitednations

The United Nations: It’s Your World (6:52 minutes)
Courage for Peace (7:40 minutes)
In the Cause of Peace (13:31minutes)
Additional Training Resources
UN Peacekeeping Operations: An Introduction

http://portals.unssc.org/course/index.php?categoryid=24

Module 1: An Overview of United Nations
Peacekeeping Operations
L e s s o n
1.1
United Nations Peacekeeping
Relevance
As peacekeeping personnel you:
 Represent the UN
 Carry out decisions made at UN Headquarters in
New York
UN Core Pre-Deployment Training Materials 2017

Learning Outcomes
Learners will:
 Explain the UN and its purpose

 Identify the UN Charter as the guiding document
 List principal organs involved in UN
peacekeeping
 List departments active in UN peacekeeping
 Describe three levels of authority for decision-
making in UN peacekeeping

Lesson Overview
1. An Introduction to the UN
2. Principal Organs of the UN Involved in

Peacekeeping
3. Departments of the Secretariat Active in

Peacekeeping
4. Strategic, Operational & Tactical – Levels of

Authority in Peacekeeping

Instructions:
 What did you learn from this film?
 What images stay with you?
 What was interesting?
Time: 10 minutes
 Film: 2:17 minutes
 Discussion: 5-7 minutes

Instructions:
 Place yourself in your home country, in your own
home, with your family
 Imagine how a violent conflict would affect your
life
Time: 15 minutes
 Visualization: 5-7 minutes
 Brainstorming: 5-7 minutes

1. An Introduction to the UN
 Violent conflict is devastating

 Peacekeeping preserves peace when conflict
ends
UN Core Pre-Deployment Training Materials 2017 1

The United Nations
 Universal and impartial international
organization
 Founded in 1945 after World War II
 “[…]to save succeeding generations from the
scourge of war[…]”
(Preamble of the UN-Charter)

UN Charter
 Founding document
 Defines main purposes and principles
 “Maintain international peace and security” –
a main purpose

Principal Organs
General Assembly International Court of Justice
Security Council Economic and Social Council
Secretariat Trusteeship Council

UN Specialized Agencies, Funds &
Programmes

2. UN Principal Organs
Involved in Peacekeeping
General Assembly
Security Council
Secretariat

General Assembly
General Assembly
 Main forum for
Member States to
make decisions
 Committees, e.g.
C-34

Security Council
Security Council
 Primary responsibility
for maintaining
international peace
and security
 Power to investigate
threats and take
appropriate measures

Secretariat
Secretariat
 Secretariat:
led by Secretary-
General
 Secretary-General:
“Chief Administrative
Officer” of the
Organization

3. Secretariat Departments
Active in Peacekeeping
Security Council
Secretary-General
Secretariat
USG DFS USG DPKO USG DPA
DFS DPKO DPA

Department of Peacekeeping Operations
(DPKO)
 Executive direction of peacekeeping operations
Security Council
Secretary-General
Secretariat
DFS DPKO DPA

Department of Field Support (DFS)
 Delivers support to UN field missions
 Finance, personnel, administration, information and
communication technology, logistics
Security Council
Secretary-General
Secretariat
DFS DPKO DPA

Department of Political Affairs (DPA)
 Substantive direction to Special Political Missions
 Collaborates with peacekeeping missions – political
analysis, electoral assistance
Security Council
Secretary-General
Secretariat
DFS DPKO DPA

4. Strategic, Operational & Tactical
Levels of Authority in Peacekeeping
General Assembly Security Council
Secretary-General
Strategic
Secretariat
(DPKO, DFS, DPA)
Head of Mission
Mission
Operational Headquarters &
Leadership Team
Component Heads
Civilian Units
Tactical
Military Units Police Units
Regional Offices

Summary of Key Messages
 UN maintains peace and security

 UN Charter is the guiding document
 General Assembly, Security Council, Secretariat
involved in UN peacekeeping
 DPKO, DFS, DPA active in UN peacekeeping
 Strategic, operational, tactical - levels of
authority for decision-making in UN
peacekeeping

Questions

Learning Activity
Learning Evaluation

Learning Activities
Detailed instructions for each learning activity may be found below. Here is an overview
of learning activities for the instructor to choose from:
Number Name Methods Time

1.1.1 Film: United Nations Peacekeeping Film, group discussion 10 minutes
1.1.2 Consequences of Violent Conflict Visualization, 15 minutes

brainstorm
1.1.3 UN peacekeeping at strategic level Independent 90 minutes
research and total, 45
presentation minutes in
session
1.1.4 Key definitions and concepts Mix and match, 30 minutes

groups
1.1.5 Film: Courage for Peace Film (7:30 min), group 25-45
discussion minutes
1.1.6 Film: In the Cause of Peace Film (13 min), group 25-45
discussion minutes
1.1.7 UN peacekeeping at the strategic Brainstorm, small 25 minutes

level groups

METHOD RESOURCES
Film, group discussion Learning Activity instructions
PURPOSE
To introduce the UN and UN peacekeeping
TIME
10 minutes
Film: 2:17 minutes

Discussion: 5-7 minutes
INSTRUCTIONS
What did you learn from this film?

What images stay with you?

Note on Use: The films for Lesson 1.1 are excellent visual supports. Content applies to
several lessons, particularly 1.1 through 1.4. Consider using both films, on different days
to introduce different lessons, or one to introduce content and one as part of a recap
or summary. They help prepare peacekeepers, showing them what to expect. Other
related short films are also available on YouTube.
Preparation
Source: YouTube site: https://www.youtube.com/watch?v=st12PMiFg4Y
Access the film and watch it. Decide what questions you want to ask and total
time available for this learning activity.
Check connectivity and the technology needed to show the film. Make sure you
have what you need before the session. Check seating, sightlines and sound.
Instructions
1. Introduce the film.
2. Show the film.
3. Ask general questions about the film.
a) What did you learn from this film?
b) What images stay with you?
c) What was interesting?
If time allows, you may ask specific questions about the film based on
preparation.

METHOD RESOURCES
Visualization, brainstorm Learning Activity instructions

Photos
PURPOSE
To consider the reality of violent conflict in

everyday life
TIME
15 minutes
Visualization: 5-7 minutes

Brainstorming: 5-7 minutes
INSTRUCTIONS
Place yourself in your home country, in your

own home, with your family
Imagine how a violent conflict would affect
your life

Note on Use: Consider using this rapid learning activity just before covering key points
on consequences of violent conflict, at the beginning of the lesson. The activity is short
and spontaneous. It bridges to presentation of related topics in 1.1.
Preparation
Consider the available time and choose questions to guide visualization.
Consider newspaper clippings, news headlines and pictures, whichcan be used.
Collect many examples of these.
Prepare a flip-chart sheet to record points in the brainstorming.
Instructions
1. Ask participants to close their eyes, if suitable for the group.
2. Guide the first part of the exercise, which is visualization. Keep the pace slow,
giving participants enough time, especially between questions. Pause between
phrases. Monitor the group – if people start to get restless, speed up a little.
a) Place yourself in your home country and in your own home, with your family.
b) Imagine that a violent conflict breaks out. At first, you think it will be over
quickly. You are not involved directly, so you hope it will not affect you. You
stay home and keep your family home with you.
c) The violence spreads through your city, your town, your neighbourhood.
Imagine what it leaves behind as it passes. Food is scarce and then
disappears. Working is not possible – jobs are gone. Imagine how your
community and your family change as they struggle to survive. Imagine how
you change, who you become. How do you survive?
d) The conflict goes on for months. A year passes. Your family has to flee. Where
will you go? How?
3. Invite participants to open their eyes. Go slowly. Do not jump too quickly from
visualization to brainstorming. The visualization touches people’s emotions,
making the effects of violent conflict more real than narrative points.
4. Begin the brainstorming yourself. Transfer to the flip-chart and record the
following noted effects of violent conflict: less and then no food; no school
attendance; no work; the need to flee, etc. Use the newspaper clippings, news
headlines and pictures that you have collected.
5. Ask participants what specific consequences they visualized. Add key words to
the record. You may be able to group related points together as people raise
them, which can help with a smooth summary. Encourage points until all are
noted.
6. Use the results of the brainstorm to move into a summary of consequences of
armed violence and begin the related presentation.

1.1.2 Photos: Consequences of Violent Conflict
Available as slides for the learning activity.
Photo Number Challenge

1. The presence of landmines and other explosives hazards. They kill and
injure people. They damage and destroy property.
Image 1
Source of photo:
http://www.un.org/en/sections/issues-depth/demining/index.html
Description: A display of unexploded ordnance at a demining
demonstration organized by the UN Mine Action Service (UNMAS) for the
International Day for Mine Awareness and Assistance in Mine Action.
2. Many ex-combatants with no livelihoods and only their former comrades
as support networks. The availability of many weapons. This contributes to
Image 2
ongoing violence.
Source of photo:
http://www.un.org/apps/news/story.asp?NewsID=46954#.WNvLo6OZM0o
Description: Child soldiers involved in the conflict in the Central African
Republic (CAR).
3. People do not feel safe and secure. They have no confidence or trust in
State security. State security actors are not accountable. They do not
Image 3
provide adequate security to the country.
Source of photo: https://www.hrw.org/news/2010/10/22/cote-divoire-

rampant-criminality-sexual-violence-west
Description: Members of a militia patrol a town in the Moyen Cavally
region of western Côte d’Ivoire in 2005. Failed efforts to disarm militia and
rebel forces have left the west of the country awash in guns, which
criminal groups, some including former militia fighters, have used to
terrorize and commit abuses against local villagers.
4. Weak or non-existent police, justice and corrections institutions to uphold
the law.
Image 4
Source of photo:
http://www.un.org/apps/news/story.asp?NewsID=46151&#.WNvIg6OZM0o
Description: A former inmate of the Abu Salim prison in Tripoli, Libya,
returned to visit his cell in October 2011.

5. The decision must be made on who should be in power. Elections have

the potential to be unfair. Voters may be intimidated to make a particular
Image 5
choice. The people risk having no voice to say how they should live their
lives.

Source of photo:
https://twitter.com/un_photo/status/769249103662424064
Description: Women exercising their right to vote in Côte d'Ivoire.
6. The State is ineffective. It is unable to provide basic services to the people
such as security, healthcare and education. It lacks control in certain
Image 6
areas of the country. People continue to suffer.
Source of photo:
https://childrenandarmedconflict.un.org/protecting-healthcare-in-
conflict/
Description: A boy receives medical treatment in a hospital in South
Sudan.
7. Ongoing fighting. Distrust between the parties involved in the fighting.
Image 7
Source of photo: http://www.awdnews.com/political/yemeni-artillery-
and-missile-attacks-destroy-several-saudi-military-bases
Description: Yemeni artillery and missile attacks destroy several Saudi

military bases.
8. Lack of law and order. The State is unable to defend and protect the
people.
Image 8
Source of Photo:
http://www.un.org/apps/news/story.asp?NewsID=54426#.WMmvLaOZM_U
Description: People seeking shelter from ongoing fighting in Juba
between soldiers of the Sudan People's Liberation Army (SPLA) and the
SPLA in Opposition in 2016.
9. No agreement to end violent conflict. Disputes over political power. State
structures and institutions are destroyed.
Image 9
Source of photo: http://www.scmp.com/news/asia/south-

asia/article/1865347/food-fight-parliament-modi-appeals-unity-after-
indian-lawmakers
Description: A fight in the legislative assembly in Srinagar.

10. People have no food, water or shelter. The sick and injured have limited
access to medical care. Hospitals have been destroyed or are poorly
Image 10
staffed. People flee the violence and desperation for safer areas.
Source of photo:
http://www.un.org/apps/news/story.asp?NewsID=50306#.WNvOwqOZP_R
Description: Syrian Kurdish refugees cross into Turkey from Syria near the
northern town of Kobane in 2014.
11. The country’s economy is weak. Lack of jobs and destroyed livelihoods.
Widespread poverty.
Image 11
Source of photo:
http://www.un.org/apps/news/story.asp?NewsID=56333#.WMpICKOZNZo
Description: The city of Taiz, Yemen, which in 2017 has been destroyed by
two years of fierce fighting.
12. Human rights abuses and violations during and after the conflict. They are
committed by armed groups, as well as State actors who have a duty to
Image 12
protect people.
Source of photo: https://www.hrw.org/news/2011/12/21/dr-congo-24-

killed-election-results-announced
Description: A Congolese army soldier stamps on Fabien Mutomb,
provincial vice-president of the Union for Democracy and Social Progress
(UDPS), as the army and police break-up a peaceful protest in
Lubumbashi on December 14, 2011.
13. Women and girls continue to face discrimination. They are more
vulnerable to violence, including sexual violence and exploitation. They
Image 13
experience sexual slavery, enforced prostitution, and trafficking.
Source of photo:
http://www.unmultimedia.org/radio/english/2014/08/syrian-conflict-
death-toll-nears-200000/#.WNvNqaOZP_R
Description: Syrian refugees.
14. Threats of physical violence to people.
Image 14
Source of photo: https://www.hrw.org/news/2013/04/26/syria-new-air-
missile-strikes-kill-civilians
Description: A young boy helps collect what is left of his family’s
UN Core Pre-Deployment Training Materials 2016 belongings from the ruins of their house in Aleppo city. A Syrian
government jet dropped four bombs on the street on April 7 2013, killing at
least 17 civilians.

15. Rape and other forms of sexual violence. They are used as a weapon of
war by the parties involved in the conflict. It happens in conflict and post-
Image 15
conflict settings.
Source of photo: https://unu.edu/publications/articles/sexual-violence-in-

the-democratic-republic-of-the-congo.html
Description: Survivors of sexual violence, South Kivu, Democratic Republic
of the Congo (DRC).
16. Vulnerable children are amongst ordinary people who suffer in violent
conflict. They are killed and injured. They are abducted and recruited into
Image 16
armed forced and groups. They are victims of sexual violence.
Source of photo: http://www.unmultimedia.org/radio/english/2016/03/un-

global-perspective-focus-on/#.WMpHkaOZNZo
Description: Syrian children shelter in a doorway amid gunfire and
shelling.

UN Peacekeeping at Strategic Level (Independent research,

presentation)
METHOD RESOURCES
Independent research and participant-led Learning Activity instructions

presentations
PURPOSE
To engage learners in independent research and

presentation of basic information about the main
parts of the UN with an active role in
peacekeeping
TIME
90 minutes total, 45 minutes in session
Activity introduction and instructions: 15-20

minutes
Independent research: 60-180 minutes (may
be done over several days)
Presentations to the group: 90 minutes (two
45-minute sessions), 5 minutes per
presentation plus discussion
INSTRUCTIONS
Research the main responsibilities for peace

and security or peacekeeping
Prepare a 5-minute summary presentation
of key findings

Note on Use: The activity is best after the lesson. It requires in

dependent research and cannot be completed in one session. Introduce the activity
one day and have presentations on another day.
Preparation
Consider how you will assign different items, to individuals or small groups. The
learning activity is a good opportunity for individuals to work together on a team
assignment. This may be a better individual assignment for small groups.
Scan the list of ten research topics, in the instructions. Decide which to cover.
An alternative is to group people and assign each group several topics to
research.
Instructions
1. Introduce the activity for individual or group assignments
2. Give each individual or small group a topic to research from this list
a) United Nations (brief history and responsibility for peace and security)
b) The UN Member States
c) UN Charter
d) The General Assembly
e) The UN Security Council
f) The Secretary-General
g) The UN Secretariat
h) The Department of Peacekeeping Operations
i) The Department of Field Support
j) The Department of Political Affairs
3. Give assignment details.

a) Research the main responsibilities for peace and security or peacekeeping.
(For the UN Charter, focus on history and purpose.)
b) Prepare a 5-minute summary presentation of key findings. Presentations can
be verbal, using flip charts, photos, demonstrations, PowerPoint or other
software. One person or a team can present. (Caution people that 5
minutes is a short time for a team to present – needs strong organization.)
c) If PowerPoint slides are used, make sure to load all presentations at the
beginning of the session so each person or team has the full 5 minutes to
present.
d) Monitor and support as needed during the research and preparation stages.
Be available for questions and content checks. Make sure that presentations
cover essential points in core content, coaching participants. Prompt them -
do not just give them the information.
e) Encourage people to practice their presentations because timing will be
strict.
f) Confirm that each presentation will be five minutes, no longer. Ask
participants to hold questions until the end.
g) Move the process along. Keep each presentation to 5 minutes.

h) Invite questions and get the teams who covered the relevant topic to
respond, providing back-up as needed.
i) Debrief the exercise with the whole group. Easy or challenging? Was the
information about peace and security responsibilities/ peacekeeping readily
available, or did they have to search for it?
j) Summarize key learning. Include highlights from the research debriefing as
well as key messages from the lesson content.

Key Definitions and Concepts
METHOD RESOURCES
Mix and match Learning Activity instructions

Activity material
PURPOSE
To review concepts presented in Lesson 1.1 on

United Nations Peacekeeping
TIME
30 minutes
5 minutes for introduction and instructions
10 minutes for work in small groups
10 minutes for discussion and questions in
large group
5 minutes to summarize and close
INSTRUCTIONS
Match names or concepts with definitions

Preparation
Look over the concepts and definitions, and decide how large you want the text
to be. Larger type is easier for participants. Use normal paper for single use, and
thicker, more durable paper for repeat use.
Decide on groups of up to 6 people. Table groups may work well.
Format sheets, with each concept and each definition on a separate piece of
paper. Make copies of key concept words and definitions, with enough sets for
the number of groups.
Depending on the work space available and the size of the work sheets,
consider the option of each group mixing-and-matching using wall space,
instead of at tables. The output of matched names and definitions can stay up
as a visual to reinforce foundation learning.
Instructions
1. Introduce the activity, and divide participants into groups.
2. Explain the method, that each group will match names or concepts with
definitions, in 10-15 minutes.
3. Hand out sets of concept words and definitions, one to each group.
4. Circulate, and keep an eye on the process. Help where needed.
5. Let people know when half the time is gone. Monitor when groups finish.
6. Allow time for questions or comments.

1.1.4 Learning Activity Material: Key Definitions and Concepts
…a unique international organization founded

after the Second World War. Its purpose is to
maintain international peace and security,
The United Nations
develop friendly relations among nations and
promote social progress, better living
standards and human rights.
…193 sovereign states who come together to

UN Member States discuss common problems and vote on major
issues. They are bound by the UN Charter.
…an international treaty that spells out the

rights and duties of UN members, as part of
The UN Charter
the world community. Specific parts of the UN
Charter are important to peacekeeping
mandates.
…the UN body with primary responsibility for

UN maintaining peace and security. It may
Security Council investigate and recommend peaceful
measures to resolve disputes. The Security
Council may take more coercive measures
when it determines a threat to international
peace and security exists.

…is the Chief Administrative Officer of the UN.

Secretary-General He/she is appointed by the General Assembly
as recommended by the Security Council. It is
a 5 year, renewable term.
Department of …is led by the Under-Secretary-General of

Peacekeeping DPKO. DPKO is responsible for the executive
Operations direction and administration of all
peacekeeping operations.
…is responsible for delivering dedicated

support to UN field operations, including
peacekeeping operations and special
Department of Field political missions.
Support
Support includes: personnel, finance,
procurement, logistical, communications,
information technology, other administration
and general management
…provides substantive direction to many

special political missions. Is a partner to
Department of Political
peacekeeping missions, including on political
Affairs
analysis and electoral assistance.

Film: Courage for Peace
METHOD RESOURCES
Short film, guided discussion Learning Activity instructions
PURPOSE
To use a brief film on peacekeeping to introduce

or review key messages and insights into
peacekeeping relevant to all peacekeepers
TIME
Short option: 25 minutes

Film: 7:40 minutes
Discussion: 15 minutes
Longer option: 25-45 minutes

Film: 7:40 minutes
INSTRUCTIONS

What impressed you?
What did you learn from the film?
https://www.youtube.com/watch?v=ugk4Kob6UjM

Note on Use: The films for Lesson 1.1 are excellent visual supports.
Content applies to several lessons, particularly 1.1 through 1.4. Consider using both films
on different days to introduce different lessons, or one to introduce content and one as
part of a recap or summary. They help prepare peacekeepers, showing them what to
expect. Other related short films are also available on YouTube.
Preparation
Source: YouTube site: https://www.youtube.com/watch?v=ugk4Kob6UjM
Access the film and watch it. Decide what questions you want to ask and the
total time available for this learning activity.
Check connectivity and the technology needed to show the film. Make sure
you have what you need before the session. Check the room seating, sightlines
and sound.
Instructions
1. Introduce the film. Note that although it was made during the time of a previous
DPKO USG, the points remain directly relevant to UN peacekeeping.
2. Show the film.
3. For the short option, pose general questions:
a) What was interesting?
b) What impressed you?
c) What did you learn from the film?
4. For the longer option, choose some general and some content-specific
questions to guide discussion. Content-specific questions:
a) Mr. Guéhenno, the former USG for Peacekeeping Operations and the film’s
narrator, speaks about three “fronts” involved in peacekeeping. What are the
three fronts?
Answer: The Military and Police (Law and Order), the political front and
reconstruction and development
b) What three important characteristics of a peacekeeper did Mr. Guéhenno
mention?
Answer: Courage, Humility (you are a guest in another country) and
Persistence (peacekeeping is not a quick win)
c) What two major regional peacekeeping partners are mentioned in the film as
working with UN peacekeeping?
Answer: The African Union (AU) and the North Atlantic Treaty
Organization (NATO)
d) Who funds peacekeeping efforts once the Security Council has authorized a
mission?
Answer: The Members States
e) What countries contribute troops to peacekeeping? Support responses with
examples from the film, your experience, and the UN website (below).
Answer: Instructors can find the up to date list of troop and police
contributing countries at:
http://www.un.org/en/peacekeeping/resources/statistics/contributors.shtml

Film: In the Cause of Peace: Honouring 60 Years of UN Peacekeeping
METHOD RESOURCES
Short film, guided discussion Learning Activity instructions
PURPOSE
To use a brief film on peacekeeping to introduce

or review key messages and insights into
peacekeeping relevant to all peacekeepers
TIME
Short option: 25 minutes

Film: 13:31 minutes
Long option: 25-45 minutes

Film: 13:31 minutes
INSTRUCTIONS

What impressed you?
What did you learn from the film?
http://www.youtube.com/watch?v=rqYuRh78-_4

Note on Use: The films for Lesson 1.1 are excellent visual supports. Content applies to
several lessons, particularly 1.1 through 1.4. Consider using both films, on different days
to introduce different lessons, or one to introduce content and
one as part of a recap or summary. They help prepare peacekeepers, showing them
what to expect. Other related short films are also available on YouTube.
Preparation
Source: YouTube site: http://www.youtube.com/watch?v=rqYuRh78-_4
Access the film and watch it. Decide what questions you want to ask and total
time available for this learning activity.
Check connectivity and the technology needed to show the film. Make sure you
have what you need before the session. Check seating, sightlines and sound.
Instructions
1. Introduce the film.
2. Show the film.
3. Ask general questions about the film.
a) What did you learn from this film?
b) What surprised you?
c) What images stay with you?
d) Did the film raise any questions for you?
4. Ask specific questions about the film based on preparation. Examples of specific
questions:
a) Did the founders of the UN expect peacekeeping to be a key function?
Answer: No. Peacekeeping evolved as a response to conflict, a way to
give the parties to conflict some “breathing room”. The UN Charter does
not refer specifically to peacekeeping.
b) How did the end of the Cold War affect UN peacekeeping?
Answer: The end of the Cold War saw a stronger role for UN
peacekeeping. A surge in UN peacekeeping operations included greater
involvement in internal conflicts, not just conflicts between states. In the
cases of Kosovo, Cambodia and Timor Leste, the UN took on the role of a
transitional authority.
c) What is the first hybrid peacekeeping operation established by the UN and
the African Union, mentioned in the film?
Answer: The African Union/United Nations Hybrid Operation in Darfur
(UNAMID)
d) What does UN peacekeeping cost compared to military spending in the
world?
Answer: Less than half of 1% of the world’s military spending is spent on UN
peacekeeping.

UN Peacekeeping at Strategic Level
METHOD RESOURCES
Brainstorming in small groups, sharing in plenary for Learning Activity instructions

a comprehensive picture
PURPOSE
To find out what learners know about UN

peacekeeping, individual and group
TIME
25 minutes
INSTRUCTIONS
Brainstorm what you know about the

assigned topic

Preparation
Decide on the small groups. The activity is short, so table groups are good
because they are formed and in place.
Choose specific topics to assign to each small group – one per group. Prepare
to cover any topics not assigned.
Make sure each group has a flip-chart stand or sheet with flip-chart pens, and an
area of wall which is blank to post the results. Prepare flip-chart sheets (see
“hurricane thinking”, in the Instructions.)
Instructions
1. Introduce the exercise.
a) Each small group will brainstorm what they know about the assigned topic,
note points on the flip-chart sheet and report to the whole group. One
version of brainstorming and recording is “hurricane thinking”. You may want
to demonstrate it. Put the name or acronym of a topic in the centre, inside a
circle. Draw lines out from it. A group member notes a point at the end of
each line. Time is limited to 5-7 minutes: people have to work quickly.
b) Remind them to decide who will note points and present, before they start
brainstorming.
c) Review basics of brainstorming:
o Go as fast as you can
o Note all points raised
o Record key words only to keep up with the hurricane
o Get all ideas noted, without judging points or grouping them yet
o After 5 minutes of brainstorming, groups will have 2 minutes to review
points, note disagreements if people have different ideas. Plan to
include everything in the report-back
o No rapid on-line research – the purpose is to draw out what people
already know and reinforce it, not start searching in other sources
d) Alert participants to the timing – start, 5 minute announcement half-way
through so groups can close the brainstorming part and discuss for two
minutes before presentations start.
2. Give each group a topic to research, from this list.
a) UN (brief history and responsibility for peace and security)
b) The UN Member States
c) UN Charter
d) The General Assembly
e) The UN Security Council
f) The Secretary-General
g) The UN Secretariat
h) The Department of Peacekeeping Operations
i) The Department of Field Support
j) The Department of Political Affairs
3. Time the exercise: 5 minutes, and then 2 minutes. Monitor, circulate and support
the groups where needed. Ask groups to post results on the walls or a stand, for a
smooth series of short presentations.
4. Invite presentations in a logical order. After each group presents, ask if other
participants have points to add.
5. When all groups have presented, summarize highlights of each profile and add
points to fill gaps, respond to questions.
6. When you present on this lesson, refer to brain-stormed points.
Variation
Instead of instructing “no rapid on-line research” as part of the brainstorming,
encourage participants to use online research. This may require more time. If
participants have access to the internet, instructors may encourage participants to
search for information. Such brief online research is helpful in facilitating group learning.

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Evaluation
Note on Use: Three types of learning evaluation questions are:

1) Narrative
2) True-False
3) Fill in the blank/sentence completion
Combine in different ways for pre-assessment and post-assessment. Each evaluation

type covers different content. No sub-set covers all learning outcomes. Make sure
you include learning evaluation questions for each learning outcome when you
combine them.
Three main uses of evaluation questions are: a) informally ask the whole group, b)
semi-formally assign to small groups or c) formally give to individuals for written
responses.
Other suggestions for evaluating learning follow the table.
Evaluation Questions for Lesson 1.1
Questions Answers
Narrative
Note: Frame narrative evaluations as questions, requests or directions
1. Name the four main purposes of the The first article of the Charter of the UN
UN. sets out four main purposes:
1. To maintain international peace and
security
2. To develop friendly relations among
nations
3. To cooperate in solving international
problems and to promote and
encourage respect for human rights
and fundamental freedoms for all
4. To harmonize nations’ actions in
reaching these common ends
2. Explain how the UN Charter is the 1. Defines the main purposes and
guiding document for the UN. principles of the UN
2. Is an international treaty which binds
all Member States
3. The Charter created the six main
organs of the UN and guides its work
3. The UN Charter set up six main parts (Bold shows the three most involved in
or “organs”. Name all six and identify peacekeeping).
the three most involved in 1. General Assembly: the main forum
peacekeeping. for Member States to make decisions,
including decisions on peacekeeping
2. Security Council: has lead

responsibility under the UN Charter to

maintain international peace and
security. It may investigate and
recommend measures to resolve
disputes within and between states.
3. Economic and Social Council
4. Trusteeship Council
5. International Court of Justice
6. Secretariat: the Secretariat carries out
the day-to-day work of the UN,
including peacekeeping. The
Secretariat has a wide variety of
departments and offices, including
the Departments of Peacekeeping
Operations, Field Services and
Political Affairs which lead in different
aspects of peacekeeping. The
Secretary-General is the “Chief
Administrative Officer” of the UN
overall.
4. Name the three Departments in the 1. Department of Peacekeeping
UN Secretariat active in day-to-day Operations (DPKO)
peacekeeping and their common 2. Department of Field Support (DFS)
acronyms. 3. Department of Political Affairs (DPA)
5. Name three important tasks of the Under-Secretary General for DPKO:
USG DPKO. 1. Advises the Secretary-General on all
peacekeeping operations (plan,
establish, conduct)
2. Directs and controls UN
peacekeeping operations
3. Develops policies and guidelines
(based on Security Council
resolutions, including those with
mission mandates)
4. Reports on each peacekeeping
operation; prepares observations
and recommendations from
Secretary-General to Security
Council
5. Ensures DPKO-led field missions meet
security management requirements
6. Serves as the focal point of contact
between the Secretariat and
Member States who want
information on UN peacekeeping
operations
6. Describe the important task of the Under-Secretary General for DFS delivers
USG DFS. support in areas of:
1. Finance
2. Personnel
3. Administration

4. Information and communications

technology
5. Logistics
7. Describe some priority activities of DPA is the lead UN department for
DPA. peacemaking and preventive
diplomacy. DPA provides direction to
Special Political Missions (SPMs). Also
active in conflict prevention,
peacemaking and peacebuilding.
8. Name and explain the three levels of 1. Strategic: high-level political
decision-making (or authority, decision-making and management
command and control) in UN of a UN peacekeeping operation at
peacekeeping. UNHQ
2. Operational: field-based
management of a UN
peacekeeping operation at mission
HQ
3. Tactical: management of day-to-day
military, police and civilian
operations below the level of mission
HQ, including supervision of
individual personnel
True-False
1. The UN is twenty-five years old. False. The UN was founded in 1945.
2. Members of the UN are “Member True. Currently, a total of 193 of 195

States”. recognized states are members of the
UN.
3. One main purpose of the UN is to True. The first article of the Charter of the
maintain international peace and UN sets out four main purposes.
security.
4. DPA supports elections in post True. The Electoral Assistance Division
conflict countries. supports needs assessments, policy
guidance and with specialized
personnel. *** Elections are often a
benchmark for peacekeeping
operation withdrawal. As a key partner
for peacekeeping operations, DPA
collaborates on elections in post-conflict
countries.
5. The strategic level operates below False. Strategic level is high-level
mission HQ. political decision-making and
management of a UN peacekeeping
operation at UNHQ. The tactical level
refers to management of military, police
and civilian operations below Mission
HQ, including supervision of individual
personnel.
6. As UN peacekeeping personnel you False. As UN peacekeeping personnel,
represent your country. you represent the UN.

Sentence Completion
1. The UN’s founding document is Charter of the United Nations, or UN
______________. It sets out purpose Charter
and main parts.
2. The _________ is the name given to UN System
the six principal parts of the UN
named in the Charter and the UN’s
specialized agencies, funds and
programmes.
3. The __________leads the The Secretary-General of the UN leads
administrative arm of the UN, called the Secretariat, the administrative arm.
____________.
4. The USG DFS delivers dedicated Support. Specific support provided to
___________ to UN field missions. UN field missions through DFS by the
USG:
1. Finance
2. Personnel
3. Administration
4. Information and communications
technology
5. Logistics
(fuel, water, accommodation, food,
offices and equipment, transport
and medical)
6.
5. DPA is the lead UN department for (a)Peacemaking.
(a) __________ and (b) __________.
(b)Preventive diplomacy.
6. The ___________ level of UN Operational level. Field-based
peacekeeping refers to field-based management of a peacekeeping
management. operation at mission headquarters. The
operational level takes high-level
political direction from the strategic
level and guides the tactical level.
More ways to evaluate learning
Engaging participants in learning and reinforcing learning from different points of

view are important ways to assess learning. Informal observation through learning
activities gives insight into learning progress. The following learning assessment
scenarios will too.
Brief on learning outcomes. Give each table group one learning outcome.
Scenario: prepare to brief supervisors on core content in learning outcome.
Give time for groups to prepare and present short briefings. Encourage them to
be professional and entertaining. Debrief with encouragement and information
to fill gaps.
Introducing your new employer. Independent and group work combined.
Scenario: a large informal gathering of professional colleagues and extended
family. They know you will work in a UN peacekeeping operation. They have

asked you to introduce your new employer. Give people 5-10 minutes to decide
what is most important from content of Lesson 1.1 and prepare a response.
(Identify the receiving group – professional colleagues, extended family or both –
because the key messages may change.) Share briefings. Variation: pair
participants to help strengthen each other’s briefing before presenting to the
group.

Lesson 1.1 United Nations Peacekeeping

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L e s s o n

1.1 United Nations Peacekeeping

UN DPKO/DFS CPTM Version 2017 1

Recommended Lesson Duration: 45 minutes total

The Lesson Pages 3-21

UN DPKO/DFS CPTM Version 2017 2

Starting the Lesson

For an interactive start to Lesson 1.1, consider these options:

Ask learners if they have deployed to peacekeeping operations before.

Introduce the following (using the Introductory Slides):

The information in Module 1 is the foundation for learning about UN peacekeeping.

UN DPKO/DFS CPTM Version 2017 3

Learning Activity 1.1.1

UN DPKO/DFS CPTM Version 2017 4

Learning Activity 1.1.2

UN DPKO/DFS CPTM Version 2017 5

An Introduction to the United Nations

Key Message: Violent conflict is devastating. Peacekeeping is designed to preserve the

It has negative impact:

Violent conflict affects the present generation and generations to come.

UN DPKO/DFS CPTM Version 2017 6

Key Message: The UN is an impartial and universal organization made up of 193

The UN brings together, or unites, many different nations or states.

The UN is a unique international organization. All Member States come together to

UN DPKO/DFS CPTM Version 2017 7

Being impartial and universal make the UN legitimate and credible.

To be legitimate means that the UN is lawful, permitted or valid. To be credible means

Participants may raise points about UN credibility and legitimacy in

UN DPKO/DFS CPTM Version 2017 8

The UN Charter also guides your work as peacekeeping personnel.

UN DPKO/DFS CPTM Version 2017 9

They include more than 30 organizations working in different areas – development,

UN DPKO/DFS CPTM Version 2017 10

Specialized agencies, funds and programmes are active in countries where

United Nations Development Program (UNDP)

UN agencies, funds and programmes present in a country make up the UN Country

Ask learners with peacekeeping experience if they know these or other UN

UN DPKO/DFS CPTM Version 2017 11

Principal Organs of the UN Involved in Peacekeeping

UN DPKO/DFS CPTM Version 2017 12

Key Message: Member States contribute personnel, equipment and funds to

The GA works through Committees.

One relevant committee for peacekeeping is the Special Committee on Peacekeeping

UN DPKO/DFS CPTM Version 2017 13

UN resolutions are formal expressions of positions of UN principal organs.

UN DPKO/DFS CPTM Version 2017 14

As head of the Secretariat, the Secretary-General is responsible for UN departments,

UN DPKO/DFS CPTM Version 2017 15

Departments of the Secretariat Active in Peacekeeping

Every department of the UN Secretariat contributes to the day-to-day running of UN

An Under-Secretary General (USG) heads each department and reports to the

Invite participants with peacekeeping experience to describe their contact with

UN DPKO/DFS CPTM Version 2017 16

Key Message: DPKO is responsible for the executive direction of peacekeeping

Advises the Secretary-General on planning, establishment and conduct of all UN

UN DPKO/DFS CPTM Version 2017 17

Key Message: DFS delivers dedicated support to UN field missions.

DFS delivers support in finance, personnel, administration, information and

UN DPKO/DFS CPTM Version 2017 18