|United Nations Association of Greater Oklahoma City
|United Nations Association of the USA
Greater Oklahoma City Chapter
P.O. Box 60856
Oklahoma City, OK 73146-0856
Meet our Speaker's Bureau
Are you the program chairman looking for a speaker?
Is your church group or community club discussing foreign
policy, sustainable development, or UN peacekeeping?
Maybe you're a school teacher who is seeking someone to
explain the role of the United States in the formation of the
Our Mission: We are dedicated to educating, inspiring and mobilizing Americans to support the principles and
vital work of the United Nations, strengthening the United Nations system, promoting constructive United States
leadership in that system and achieving the goals of the United Nations Charter.
Meet our Speaker's Bureau.
Robert Henry Cox
Robert Cox is professor and Coordinator for European Studies at the University of Oklahoma.
His research focuses on social policy, renewable energy, and adjustments to globalization in
European countries. He is also co-director of OU's European Union Center and co-editor of
the academic journal, Governance.
1. European leadership in renewable energy
2. What is sustainability and why is it important?
3. Understanding the European Union, the Euro and European integration
Dr. Eberhardt received his Ph.D in political science from Northwestern University,
Evanston, Illinois in 1971. Having served forty years in the Department of Political Science
at Oklahoma City University, he is now a (retired) Emeritus Professor. His specialties
include international politics, US foreign policy, and international law and organization.
1. Role of the UN in International Politics
3. US Foreign Policy and the UN
4. UN Reform
5. The UN and International Law
Eric A. Heinze is Associate Professor of Political Science and International Studies at
the University of Oklahoma. He is the author of Waging Humanitarian War: The Ethics,
Law and Politics of Humanitarian Intervention (SUNY, 2009) and editor (with Brent
Steele) of Ethics, Authority, and War: Non-State Actors and the Just War Tradition
(Palgrave, 2010). He has also published over 25 scholarly journal articles and book
chapters, with research most recently appearing in the Review of International Studies,
Global Governance, Political Science Quarterly, and the Journal of International
Political Theory. His works in progress include a textbook on ethics and global
violence, as well as articles on sea piracy in international law, private military
contractors, and humanitarian intervention in Libya.
1. International Relations
2. Human Rights
3. Just War Theory
A lifelong Oklahoman, Mr. Bryant is the current president of the Oklahoma City chapter of the United Nations
Association. His interests include history, human rights, international humanitarian law, non-violent conflict
resolution, and international systems.
1. Scams, Myths, and Hoaxes About the UN
2. The Emerging Global Culture of Peace
3. The UN's Millennium Development Goals
For Teachers --
The United Nations, International Relations and the PASS Standards
United States Government
The student will demonstrate process skills in social studies....
3. Make distinctions among propaganda, fact and opinion; evaluate cause and effect
relationships; and draw conclusions in examining documentary sources.
United States History
Content Standard 5:
The student will analyze the major causes, events, and effects of United States’ involvement in World War II.
2. Describe events affecting the outcome of World War II.
B. Analyze public and political reactions in the United States to the events of the Holocaust (e.g., Nuremburg War Trials).
Content Standard 6: The student will analyze the foreign and domestic policies of the United States since World War II....
1. Analyze the origins, international alliances, and efforts at containment of Communism.
1. B. Evaluate the United States’ attempts at the containment of Communism including the Truman Doctrine and the
involvement of the United Nations in the Korean War.
2. Describe events which changed domestic and foreign policies during the Cold War and its aftermath.
2. A. Examine the proliferation of nuclear weapons and the arms race (e.g., Sputnik and the space race; development
and effects of nuclear weapons; the Rosenbergs’ spy trial; and the SALT treaties).
2. B. Describe the role of the United States in the formation of the United Nations, NATO, and SEATO.
2, E. Analyze the reasons for the collapse of Communism in Eastern Europe and the Soviet Union, and relate the end
of the Cold War to new challenges to the United States’ leadership role in the world.
3. K. Describe and evaluate the ongoing globalization of the United States’ and the world’s economic (e.g., creation
of the European Union) and communication systems (e.g., the Internet and "instantaneous news").
3. M. Compare and assess the causes, conduct, and consequences of the U.S.-led wars in Afghanistan and Iraq.
Standard 16: The student will analyze major twentieth century historical events through World War II.
3. Examine the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and
4. Examine the rise of nationalism, and the causes and effects of World War II (e.g., the Holocaust, economic and
military power shifts since 1945, the founding of the United Nations, and the political partitioning of Europe, Africa,
6. Examine African and Asian countries which achieved independence from European colonial rule (e.g., India under
Mohandas Gandhi and Ghana under Kwame Nkrumah).
Standard 17: The student will evaluate post-World War II global and contemporary events.
1. Describe regional military and political conflicts, such as Korea and Vietnam.
2. Evaluate the creation of the modern state of Israel, and the recurring conflicts between and among Israel and the
3. Examine the beginning and end of the Cold War and the collapse of the Soviet Union.
4. Describe the Chinese Cultural Revolution and the pro-democracy student demonstrations at Tiananmen Square
5. Describe and evaluate the ongoing globalization of the world's economic (e.g., creation of the European Union)
and communication systems (e.g., the Internet and "instantaneous news").
The student will examine human cultures, populations and activities such as settlement, migration, commerce,
conflict, and cooperation.
1. Identify and describe the characteristics, distribution, and impact of migration of human populations on earth's
surface and cultures.
2. Interpret the patterns and networks of economic interdependence on earth's surface.
3. Explain how the processes, patterns, and functions of human settlement have changed over time.
4. Explain how the forces of cooperation and conflict among people influence the division and control of earth's surface.
The student will evaluate the interactions between humans and their environment.
1. Explain how human actions modify the physical environment.
2. Describe how physical systems affect human systems such as the impact of major natural hazards / disasters on
3. Explain the changes that occur in the meaning, use, distribution, and importance of resources.
4. Observe and predict the possible economic effects and environmental changes resulting from natural phenomena
(e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).
Find more at the State Department of Education website ...
4. International Law
5. International Organizations
6. International Relations Theory
|To book a speaker, email Bill Bryant or call 405-760-5322.
Be sure to check out our
Human Rights Video Collection
Available through the Oklahoma City area
Metropolitan Library System
The United Nations' online global teaching and learning project -- with information
about teaching resources, quizzes, games, webcasts, and more.
Find out more at ...