All Concepts
Democracy & Government

International Law and the United Nations

What international law is, how the UN was built after WWII, what it has achieved, where it falls short, and why some kind of global cooperation remains essential.

Core Ideas
1 Countries need rules just like people need rules
2 Talking is better than fighting
3 Countries can work together on big problems
4 When we share a world, we share its problems
5 Kindness to people from other countries matters too
Background for Teachers

Young children can begin to understand international cooperation through the simple idea that everyone — including countries — needs rules and ways to work together. The core instincts to build are: when many people or groups share a space, rules help everyone get along; talking is better than fighting; some problems are too big for one person or one country to solve alone; people from other countries are like us. Children do not need the words 'international law' or 'United Nations'. But they can begin to see that the world is a shared place, that countries can cooperate, and that global problems need global solutions. At this age, the goal is to build openness to the wider world and trust that cooperation is possible. No materials are needed.

Classroom Activities
Activity 1 — When we share, we need rules
PurposeChildren understand that rules are needed when many people or groups share something.
How to run itAsk: in our class, we share a playground, a classroom, and toys. Why do we have rules for how to share? Collect answers: so everyone gets a turn; so nobody gets hurt; so it is fair. Now ask: the world is also a shared place. Many countries share the air, the oceans, and many other things. Do countries need rules too? Yes. Countries have agreed on rules about many things — not polluting each other's rivers, not bombing each other's cities, treating refugees fairly, protecting children. These rules are called international law. Ask: what could go wrong if countries had no rules between them?
💡 Low-resource tipDiscussion only. No materials needed.
Activity 2 — Talking is better than fighting
PurposeChildren understand that most problems are better solved through talking than through violence.
How to run itTell a simple story: two children in the class disagree about whose turn it is to use a toy. One option: they fight about it. What happens? Someone gets hurt; neither gets to play; the toy might break. Another option: they talk about it with a grown-up helping. What happens? They might share, take turns, or find another toy. Everyone is okay. Ask: which is better? Usually, talking. Now ask: are countries the same? Yes. When countries disagree, they can fight — and many people die and suffer. Or they can talk — through people called diplomats, in big meetings like the United Nations. Talking is usually much better. Explain: this is why there is a big building in New York called the United Nations, where countries from all over the world come to talk.
💡 Low-resource tipTell the story verbally. No materials needed.
Activity 3 — Big problems need big solutions
PurposeChildren understand that some problems are too big for one country alone.
How to run itAsk: can you think of a problem that is too big for one person to solve? The whole class being hungry; a river that floods everyone. Now ask: can you think of problems too big for one country to solve? Climate change: pollution in one country affects the whole world. Diseases: a virus crosses borders. Stolen money hidden in other countries. Animals that live in many places at once. For each, ask: can one country fix this alone? No. Discuss: this is why countries work together — not because they always agree, but because some problems need everyone. When countries cooperate, they can do things no single country could do.
💡 Low-resource tipDiscussion only. No materials needed.
Discussion Questions
  • Q1Why do we have rules in our class?
  • Q2What would happen if two friends never stopped fighting? What helps them stop?
  • Q3Can you think of a problem that is bigger than one family could fix?
  • Q4Have you ever met someone from another country? What did you learn?
  • Q5What is one thing you hope all countries could agree on?
Writing Tasks
Drawing task
Draw a picture of people from different countries working together on a problem. Write or say: In my picture, people from ___________ are working with ___________ to ___________.
Skills: Visualising international cooperation
Sentence completion
Countries need rules because ___________. When countries talk instead of fight, ___________.
Skills: Articulating the value of international cooperation
Common Misconceptions
Common misconception

Countries are enemies of other countries.

What to teach instead

Countries are not usually enemies. Most countries have friends, partners, and allies around the world — countries they trade with, help each other with, and learn from. Even countries that have had big disagreements often work together on some things. Seeing countries as always being enemies is a way of thinking that usually makes things worse.

Common misconception

There is no point in countries talking if they disagree.

What to teach instead

Talking matters most when countries disagree. That is when violence becomes a risk, and talking is what keeps things peaceful. Even very deep disagreements can sometimes be reduced through careful, patient talking. Walking away from talking means either forcing solutions or accepting that problems get worse. Neither is as good as continuing to talk.

Core Ideas
1 What international law is
2 The founding of the UN
3 What the UN does
4 The structure of the UN
5 Strengths and limits of international cooperation
6 Why global problems need global solutions
Background for Teachers

International law is the set of rules and agreements that govern relationships between countries. Unlike domestic law (made by a country's government for its own citizens), international law is mostly made by agreement between countries — through treaties, customary practice, and international institutions. It covers war, trade, human rights, the environment, the sea, outer space, diplomatic relations, and many other areas. The United Nations (UN) is the main international organisation for cooperation among countries. It was founded in 1945, in the aftermath of World War II — a war that had killed around 70 million people. The founders wanted to prevent such destruction from happening again. The UN Charter, signed by 51 countries in San Francisco in June 1945, set out the goals: 'to save succeeding generations from the scourge of war', to 'reaffirm faith in fundamental human rights', to 'establish conditions under which justice and respect for obligations' can be maintained, and to 'promote social progress and better standards of life'. The UN today has 193 member states — almost every country in the world. The UN's main organs include: the General Assembly (where every country has one vote); the Security Council (with five permanent members — US, UK, France, Russia, China — each with veto power, plus ten elected members); the Economic and Social Council; the Secretariat (the UN's administration, led by the Secretary-General); and the International Court of Justice (which settles legal disputes between states). Many 'specialised agencies' also form part of the UN system: WHO (health), UNESCO (education and culture), UNICEF (children), UNHCR (refugees), FAO (food and agriculture), ILO (labour), and many others.

What the UN does

Preventing and ending wars through negotiation and peacekeeping; providing humanitarian aid during crises; promoting human rights (through the Human Rights Council, treaty bodies, and special procedures); supporting economic development and reducing poverty; advancing public health globally; protecting refugees and displaced people; supporting decolonisation (which the UN did extensively from the 1940s-1970s); facilitating international law-making through treaties.

Achievements include

The Universal Declaration of Human Rights (1948); the elimination of smallpox (through WHO); substantial reductions in child mortality; successful decolonisation; many resolved conflicts; the Montreal Protocol saving the ozone layer; and decades of war avoided between major powers.

Limits include

The veto power on the Security Council frequently blocks action; the UN has no army of its own and depends on member states; enforcement of international law is weak; wealthy countries often ignore rules they expect others to follow; the UN sometimes fails to act in crises (Rwanda 1994, Bosnia, and others); and the institution has shown limits in responding to 21st-century challenges (climate change, Russia's invasion of Ukraine, ongoing conflicts).

Teaching note

The UN is imperfect and sometimes seems ineffective in specific crises. But presenting it as simply useless misses its achievements and the counterfactual — a world without some form of international cooperation would be dramatically worse. Help students see both the value and the limits honestly.

Key Vocabulary
International law
Rules and agreements that apply to relationships between countries — about war, trade, human rights, the environment, and many other things.
Treaty
A formal agreement between two or more countries — on any issue they want to agree on. Treaties are one of the main sources of international law.
United Nations
The main international organisation for cooperation among countries. It was founded in 1945 after World War II and has 193 member countries today.
UN Charter
The founding document of the United Nations, signed in 1945. It sets out the UN's goals and how it operates.
Security Council
The part of the UN responsible for keeping peace. It has 15 members, including five permanent members (US, UK, France, Russia, China) that each have a veto.
General Assembly
The part of the UN where all 193 member countries meet and each has one vote, regardless of size or wealth.
Peacekeeping
When UN forces (soldiers from different countries) are sent to help keep peace in places where there has been conflict.
Sovereignty
The principle that each country has the right to govern itself within its own borders — a foundational idea in international law.
Classroom Activities
Activity 1 — Why the UN was created
PurposeStudents understand the UN's origins in the aftermath of World War II.
How to run itWalk students through the story. World War II (1939-1945) killed approximately 70 million people, destroyed much of Europe and Asia, and included the Holocaust. It was the most destructive war in human history. As the war ended, leaders of the Allied countries (US, UK, USSR, China, France, and many others) agreed that such destruction could never be allowed to happen again. They built on earlier efforts — the failed League of Nations between the wars — to create something stronger. In June 1945, 51 countries met in San Francisco and signed the UN Charter. The organisation was formally founded on 24 October 1945. Ask: why did they act then and not earlier? Because the horror of the war made international cooperation feel urgently necessary. Discuss: this is why many of the world's international institutions — the UN, the IMF, the World Bank, and others — were founded in the mid-1940s. They were the product of a generation determined that the worst disaster in history would not be repeated. Does the UN's founding idea still matter today?
💡 Low-resource tipTeacher tells the story verbally. No materials needed.
Activity 2 — What the UN actually does
PurposeStudents understand the range of UN work beyond headline diplomatic meetings.
How to run itPresent the different parts of the UN and what each does. (1) Security Council: tries to prevent and end wars, authorises peacekeeping, imposes sanctions. (2) General Assembly: a forum where all countries meet and vote. Resolutions are not legally binding but express world opinion. (3) WHO (World Health Organization): leads global health efforts. Helped eliminate smallpox. Currently coordinates response to pandemics and works on many diseases. (4) UNICEF: works for children globally. Provides vaccines to millions, supports education, and responds to crises. (5) UNHCR: protects refugees worldwide. Currently supporting tens of millions of displaced people. (6) WFP (World Food Programme): feeds millions of hungry people every year. Won the Nobel Peace Prize in 2020. (7) UNESCO: protects world heritage, supports education, advances science. (8) International Court of Justice: settles disputes between countries. Ask: which of these sounds most important to you? Which have you heard of before? Discuss: the UN is not one thing — it is many things working on many problems at once. Most of its work happens quietly, saving lives and improving conditions without making headlines.
💡 Low-resource tipTeacher presents each part verbally. Students discuss. No materials needed.
Activity 3 — Why is international cooperation so difficult?
PurposeStudents understand the limits of international institutions and why cooperation fails.
How to run itPresent the challenges. (1) No world government: there is no single authority that can force countries to follow rules. The UN depends on countries cooperating voluntarily. (2) Veto power: any of the five permanent Security Council members can block action, and often does. Russia and the US have each blocked dozens of resolutions. (3) Sovereignty: the idea that each country runs its own affairs makes intervention in internal problems difficult, even when serious harm is happening. (4) Unequal resources: the UN depends on rich countries for funding; funding gaps limit what it can do. (5) Competing interests: countries cooperate when their interests align and not when they do not. Present specific failures. The UN failed to prevent the Rwandan genocide (1994), despite warnings. Action on Syria has been blocked by Russian vetoes. Climate change agreements have been made but not adequately enforced. Many long-standing conflicts continue despite UN involvement. Ask: is the UN useless, then? No. It has real achievements — smallpox eradication, decolonisation support, humanitarian aid, many resolved conflicts. Its weaknesses reflect the weaknesses of international cooperation itself, not the UN as an organisation. Discuss: what would replace the UN if it did not exist? Probably something worse — or nothing at all. Fixing what it does badly is better than abandoning it.
💡 Low-resource tipTeacher presents challenges verbally. Students discuss. No materials needed.
Discussion Questions
  • Q1Why do you think the countries of the world decided to build the UN after World War II?
  • Q2What can the UN do that no single country can do alone?
  • Q3Is it fair that only 5 countries have a veto on the Security Council? What would you change?
  • Q4Have you heard about any UN work — humanitarian aid, peacekeeping, health — in the news?
  • Q5What problems in the world today seem too big to solve without international cooperation?
  • Q6Would the world be better with no international institutions? Why or why not?
Writing Tasks
Task 1 — Explain and give an example
Explain what the United Nations is and give ONE example of something it does that benefits ordinary people. Write 3 to 5 sentences.
Skills: Explanation writing, using a real example, understanding UN work
Task 2 — Short argument
Explain why global problems — like climate change, pandemics, or refugees — cannot usually be solved by one country alone. Write 4 to 6 sentences.
Skills: Reasoning, understanding of global problems, connecting cause and response
Common Misconceptions
Common misconception

The UN is a world government that tells countries what to do.

What to teach instead

The UN is not a world government. It is a forum where countries cooperate voluntarily. It has no army of its own and cannot force countries to do anything. When the UN takes action — peacekeeping, aid, treaties — it is because member countries agree to it. Thinking of the UN as a world government misses how it actually works: slowly, by agreement, and only with the cooperation of its members.

Common misconception

Because the UN sometimes fails, it is useless.

What to teach instead

The UN has significant failures — Rwanda, Syria, many ongoing conflicts — but it also has major achievements. Smallpox eradication, decolonisation, millions of refugees protected, hundreds of thousands of lives saved by peacekeeping, the Universal Declaration of Human Rights, and many successful mediated conflicts are all real accomplishments. The UN is imperfect but valuable — judging it only by failures misses most of what it does.

Common misconception

International law is not really law because there is no world police to enforce it.

What to teach instead

International law is a different kind of law from domestic law, but it is still law. Countries follow it most of the time for several reasons: because they agreed to it; because they want other countries to follow rules too; because breaking it damages relationships and reputation; and because international courts and other mechanisms do sometimes work. International law has shaped the world enormously — from ending slavery to limiting chemical weapons to protecting refugees. Saying it 'isn't really law' ignores the significant effects it has actually had.

Core Ideas
1 The development of modern international law
2 The founding of the UN and the 1945 settlement
3 The Security Council and the veto
4 International humanitarian law and international human rights law
5 The International Criminal Court
6 Climate governance and other multilateral frameworks
7 The crisis of multilateralism
8 The future of global governance
Background for Teachers

International law and the UN are complex subjects with genuine achievements, serious limits, and current crises. Understanding the main frameworks is essential for teaching at secondary level. The development of international law: modern international law emerged gradually. The Peace of Westphalia (1648) established the principle of state sovereignty. The Hague Conventions (1899, 1907) codified rules of war. The League of Nations (1920-1946) was the first attempt at a comprehensive international organisation, though it failed to prevent WWII. The UN Charter (1945), Genocide Convention (1948), Universal Declaration of Human Rights (1948), Geneva Conventions (1949), and later the ICCPR and ICESCR (1966) built a much more comprehensive post-war framework. International law now covers war, peace, trade, human rights, the environment, the sea, outer space, diplomatic relations, and much else. The 1945 settlement: the UN system emerged from the specific political settlement that ended WWII. The five permanent Security Council members were the Allied powers of 1945 — US, UK, USSR (now Russia), France, and China (originally Republic of China; PRC took the seat in 1971). Their veto power reflects the reality that the UN was built around the great powers, on the assumption that disputes among them would be managed diplomatically rather than through formal votes. This structure has been criticised as undemocratic (no African country has a permanent seat; Germany and Japan, now major powers, do not) and as an obstacle to action when any permanent member opposes it. Reform has been discussed for decades but has not happened — each permanent member must agree, and none has.

International humanitarian law (IHL)

The law of armed conflict. The Geneva Conventions (1949) and their Additional Protocols (1977, 2005) protect civilians, prisoners of war, and the wounded. Key principles include distinction (between combatants and civilians), proportionality (in the use of force), and necessity. Gross violations are war crimes. IHL is violated repeatedly in modern conflicts, but it provides essential legal standards against which behaviour can be measured and prosecuted.

International human rights law

A parallel body focused on individuals' rights, whether in war or peace. The UDHR, ICCPR, ICESCR, CRC, CRPD, and many other instruments establish rights and states' obligations. Enforcement is weaker than in domestic law but includes UN treaty bodies, regional human rights courts (especially the European Court of Human Rights, the Inter-American Court), and the UN Human Rights Council. The International Criminal Court (ICC): established by the Rome Statute (1998, effective 2002), the ICC prosecutes individuals for genocide, crimes against humanity, war crimes, and (since 2017) the crime of aggression. It has indicted heads of state (Omar al-Bashir of Sudan, now Vladimir Putin for the Ukraine invasion) and convicted several defendants.

Limits include

Major states (US, Russia, China, India) are not parties; enforcement depends on member states handing over suspects; cases take years. The ICC represents a major extension of international law into areas previously immune from accountability.

Climate governance

The Framework Convention on Climate Change (UNFCCC, 1992), Kyoto Protocol (1997), and Paris Agreement (2015) represent the main international framework for addressing climate change. The Paris Agreement involves national pledges that are not legally binding as such, representing a shift from top-down targets. Progress has been significant but insufficient; current pledges, even if met, would produce warming above 2°C.

Other multilateral frameworks

The WTO (trade), Montreal Protocol (ozone layer, one of the clearest international law successes), UNCLOS (law of the sea), NPT (nuclear non-proliferation), Chemical Weapons Convention, Convention on Biological Diversity, and many others address specific global concerns. The crisis of multilateralism: international institutions have faced serious challenges in the 2010s and 2020s. US withdrawals under Trump from major agreements (Paris, JCPOA with Iran, UNESCO, WHO funding) damaged institutions. Russia's invasion of Ukraine has been a direct attack on the principle of territorial integrity. China's challenge to international institutions has grown. The Security Council has been unable to address major crises (Syria, Ukraine) because of Russian and Chinese vetoes. UN peacekeeping has been in retreat in several contexts.

Financial pressures have grown

At the same time, global challenges — climate, pandemics, biodiversity, AI governance — demand more international cooperation, not less. The gap between the need and the capacity is the central problem of contemporary international affairs. The future of global governance: major proposals include UN reform (Security Council expansion, voting changes), new institutions for emerging challenges (AI governance, climate finance, pandemic preparedness), and greater role for regional institutions (AU, EU, ASEAN). The direction of travel is not clear.

Teaching note

International law and the UN are often criticised as weak and ineffective.

Help students see both sides

The real limitations and the real achievements. The alternative to imperfect international cooperation is usually not better cooperation but none at all. The historical evidence strongly supports the value of imperfect institutions over pure inter-state anarchy.

Key Vocabulary
International law
The body of rules and principles governing relations between states (and increasingly between states, individuals, and international organisations). Sources include treaties, customary practice, general principles, and judicial decisions.
Sovereignty
The foundational principle that states have supreme authority within their territory and are not subject to external intervention. Modified in practice by many aspects of international law.
Treaty
A formal written agreement between states, creating binding legal obligations. Most international law is made through treaties.
Customary international law
Binding rules that emerge from the consistent practice of states accompanied by a belief that the practice is legally required. A major source of law alongside treaties.
UN Security Council
The UN organ with primary responsibility for international peace and security. Has 15 members — 5 permanent (US, UK, France, Russia, China) with veto power and 10 elected members.
Veto power
The power held by each of the five permanent Security Council members to block any substantive resolution. A central feature of the UN system and a frequent source of institutional paralysis.
International humanitarian law (IHL)
The law of armed conflict — protecting civilians, prisoners of war, and the wounded, and limiting means and methods of warfare. Central document: the Geneva Conventions (1949).
International Criminal Court (ICC)
A permanent court (established 2002) to prosecute individuals for genocide, crimes against humanity, war crimes, and the crime of aggression. Based in The Hague.
Multilateralism
The practice of international cooperation through institutions and agreements involving multiple countries, as opposed to bilateral (two-country) arrangements or unilateral action.
Responsibility to Protect (R2P)
A principle adopted by the UN in 2005 holding that the international community has a responsibility to protect populations from genocide, war crimes, ethnic cleansing, and crimes against humanity when their own state fails to do so. Contested in practice.
Classroom Activities
Activity 1 — The Security Council — keeping or changing it?
PurposeStudents engage with the central debate about the UN's most powerful body.
How to run itPresent the structure. The UN Security Council has 15 members: 5 permanent (US, UK, France, Russia, China) with veto power, and 10 elected for two-year terms. Any substantive resolution requires 9 affirmative votes and no veto from a permanent member. Present the critique. The structure reflects the world of 1945, not today. It has no permanent African or Latin American member, despite Africa containing over 50 countries. Germany and Japan, major world economies, are not permanent. India, with 1.4 billion people, is not permanent. Brazil, the largest country in Latin America, is not permanent. The veto enables permanent members to block action even when the rest of the world agrees. Russia has used its veto to block action on Ukraine. The US has used its veto to block action on Israel. Both have blocked Syria-related resolutions. Present the defence. The structure reflects real power. The permanent members are still the main nuclear powers and major economies. Giving them veto power ensures they engage with the UN rather than working outside it. Without the veto, great powers would ignore the UN as the League of Nations was ignored. Even an imperfect Security Council that occasionally addresses crises is better than none. Present reform proposals. (1) Add more permanent members without veto (e.g., India, Brazil, Germany, Japan, and African representation). (2) Abolish the veto. (3) Create a 'responsibility not to veto' convention in cases of mass atrocities. (4) Expand elected members. Ask: which proposals are realistic? Which would be effective? Would any permanent member actually accept reform?
💡 Low-resource tipTeacher presents structure and debate verbally. Students discuss. No materials needed.
Activity 2 — The ICC — justice or politics?
PurposeStudents engage with the promise and limits of international criminal justice.
How to run itPresent the ICC. Established by the Rome Statute (1998, effective 2002). 125 state parties. Prosecutes individuals — not states — for genocide, crimes against humanity, war crimes, and the crime of aggression. Based in The Hague. Independent of the UN (though can receive referrals from the Security Council). Present achievements. The ICC has indicted heads of state (Omar al-Bashir of Sudan for Darfur; Vladimir Putin for unlawful deportation of children from Ukraine, 2023). Several defendants have been convicted. The ICC's existence has arguably influenced the behaviour of officials fearing prosecution. It has played significant roles in the Democratic Republic of Congo, Uganda, the Central African Republic, and elsewhere. Present limitations. Major states are not parties — the US, Russia, China, India, and Israel all refuse to recognise the ICC's jurisdiction over their nationals. The Court depends on state cooperation for arrests — Russia ignored the Putin warrant; the US has threatened sanctions against ICC officials investigating US or Israeli actions. The ICC has disproportionately focused on African cases, raising concerns about bias. Cases take years, sometimes decades. Discuss specific cases. The 2023 Putin warrant was celebrated as holding a sitting leader to account but is effectively unenforceable while Russia protects him. The ICC investigation into Israel/Palestine has produced warrants against Israeli officials in 2024, triggering major political backlash. US actions in Afghanistan were investigated and eventually dropped. Ask: is the ICC an advance for justice or a political body? The answer is probably both — it represents meaningful progress on accountability even as its limits and political dynamics are real. What would make it more effective?
💡 Low-resource tipTeacher presents ICC structure and cases verbally. Students discuss in groups. No materials needed.
Activity 3 — The crisis of multilateralism
PurposeStudents examine current challenges to international cooperation.
How to run itPresent the diagnosis. Since about 2016, international institutions have faced compounding pressures. Trump-era US withdrawals from the Paris climate agreement, the Iran nuclear deal, UNESCO, WHO funding, and the UN Human Rights Council damaged institutions substantially. Russia's invasion of Ukraine directly violated the UN Charter's most basic principle. China's growing assertiveness has tested international norms on Taiwan, the South China Sea, and Hong Kong. Security Council paralysis on major crises has worsened. International economic cooperation has fragmented along geopolitical lines. Present specific examples. Climate: the Paris Agreement's national pledges remain collectively insufficient; COP negotiations have produced limited additional progress. Pandemic response: the COVID-19 crisis revealed major weaknesses in WHO and in international coordination. Conflict: Syria, Yemen, Ukraine, and Gaza have all demonstrated the limits of international response. Human rights: criticism of China's treatment of Uighurs has not translated into effective action. Discuss possible responses. (1) Strengthen regional institutions (EU, AU, ASEAN) as alternatives. (2) Build 'coalitions of the willing' for specific issues outside Security Council paralysis. (3) Reform major institutions (Security Council, WTO, IMF). (4) Build new institutions for new challenges (AI governance, climate finance). (5) Accept that great-power competition is returning and adjust expectations. Ask: what is the realistic path forward? Is multilateralism in terminal decline, or is it adapting? What would a renewed international order look like, and what would it require?
💡 Low-resource tipTeacher presents diagnosis verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1The Security Council's structure reflects 1945, not 2020s. Why has it not been reformed despite decades of proposals? Is meaningful reform possible?
  • Q2The ICC has been accused of focusing too much on Africa while ignoring Western abuses. Is this critique fair? How should the Court address it?
  • Q3Climate change is the clearest case for international cooperation. Why has international climate action been so slow? What lessons does this offer for other global challenges?
  • Q4The Responsibility to Protect principle holds that the international community must protect populations from mass atrocities when their states fail to. Has it worked? Is it still a useful idea?
  • Q5Russia's invasion of Ukraine directly violated the UN Charter. What does this tell us about international law? Does it strengthen or weaken the case for more international law?
  • Q6Some argue that the global liberal order built since 1945 is ending, replaced by great-power competition. Is this correct? What follows for international cooperation?
  • Q7Emerging challenges — AI, biotechnology, space, cyber — will require new forms of global governance. What kind of institutions should be built for these?
Writing Tasks
Task 1 — Extended essay
'The UN has failed in its central mission of preventing war — it should be replaced or significantly reformed.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, evaluating institutional performance, balanced analysis
Task 2 — Analytical response
Explain what international humanitarian law is, how it differs from international human rights law, and why both are needed. Write 200 to 300 words.
Skills: Explaining two related bodies of law, distinguishing them, analysing their necessity
Common Misconceptions
Common misconception

International law is not really law because there is no world government to enforce it.

What to teach instead

International law has different enforcement mechanisms from domestic law, but it is still law. Countries follow it most of the time for reasons that are real: reputation, reciprocity, domestic political pressure, and the consequences of open violation. Enforcement happens through international courts, sanctions, reputational costs, and — sometimes — military force. International law has shaped the world enormously: the reduction of inter-state war, the decolonisation process, the end of formal slavery, human rights progress, environmental protection. Treating it as 'not really law' misses what it has actually accomplished and also misunderstands how much domestic law also depends on voluntary compliance.

Common misconception

The UN is an undemocratic body that overrides national sovereignty.

What to teach instead

The UN is not a world government. It is a forum for cooperation among sovereign states and has very limited direct authority over them. Security Council decisions are binding, but the veto means they rarely impose on great powers. General Assembly resolutions are not binding. Member states remain sovereign in nearly all domestic matters. The charge that the UN threatens sovereignty is typically used by nationalist politicians to resist international cooperation rather than reflecting how the UN actually operates. The real criticism — that the UN cannot effectively address abuses of sovereignty, such as Russia's invasion of Ukraine — is closer to the opposite problem.

Common misconception

Since wealthy countries often ignore international law, international law does not really constrain anyone.

What to teach instead

Wealthy countries do violate international law, and this is a real problem. But the violations are the exceptions that prove the rule: they are newsworthy because most state behaviour follows international norms. States maintain extensive diplomatic relations, respect borders almost all the time, observe most treaty obligations, participate in international organisations, and generally operate within a framework of international rules. The picture of a lawless international order is not accurate. The more honest criticism is that enforcement is uneven — more against weaker states than stronger ones. This is a real problem worth addressing, not evidence that international law does not matter.

Common misconception

The UN is essentially a Western institution imposing Western values.

What to teach instead

The UN was founded by the Allied powers of WWII but has since evolved through the decolonisation of most of its members. Most member states are from the Global South; much UN work happens in developing countries; and the Human Rights Declaration was drafted by representatives from multiple regions (including Eleanor Roosevelt, Charles Malik of Lebanon, P.C. Chang of China, and others). Non-Western states have played central roles in UN activities, leadership, and norm-setting. The claim that it is a 'Western' institution obscures this reality. Legitimate criticisms of specific UN practices should not be conflated with dismissal of the entire institution as Western.

Further Information

Key texts accessible to students: the UN Charter (1945) itself is short, readable, and freely available. The Universal Declaration of Human Rights (1948) is essential. For general introductions: Mark Mazower, 'Governing the World' (2012) — excellent history of international institutions. Philippe Sands, 'East West Street' (2016) — narrative history of the origins of genocide and crimes against humanity law. Stephen Schlesinger, 'Act of Creation' (2003) — on the founding of the UN. For contemporary analysis: Anne-Marie Slaughter, 'A New World Order' (2004); Kenneth Roth on human rights (Human Rights Watch annual reports). On the ICC: David Bosco, 'Rough Justice' (2014). On the UN today: Richard Gowan and others writing for the International Crisis Group. Key organisations: UN main site (un.org); the International Court of Justice (icj-cij.org); the International Criminal Court (icc-cpi.int); Human Rights Watch (hrw.org); the Council on Foreign Relations' 'Global Governance' resources.