MUN Activitiy Guide PDF
MUN Activitiy Guide PDF
REQUIREMENTS
1. Time: 40-60 minutes
2. Materials Needed:
Additional Resource: Global Classrooms: Peacekeeping Unit Teachers Guide, pages 141-143
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
KWL (Know-Want-Learned) Discussion on UN major organs: Ask students to create a KWL chart on their
papers. Ask them to individually fill in the Know and What they Want to Know of the KWL chart
regarding the UN major organs. Discuss their responses with the class. It is okay if they do not have
much completed on their charts because this activity will help them learn about the major organs and
their functions.
2. Activity
Instruct students to match answer squares with question squares. Students may cut and paste.
3. Closing/Wrap-Up
OPTIONAL ACTIVITIES
Homework Writing Activity: Have students choose the UN organ that he or she believes has had the most
impact on world affairs. Ask students to briefly explain their decision. No research necessary. This
assignment should be followed by a discussion the following day.
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General
Assembly
Security Council
International
Court of Justice
Economic and
Social Council
What do they
do? / What
topics do they
discuss?
If it is a voting
body, how does it
vote?
What makes it
different from
other organs?
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
Trusteeship
Council
Simple majority
UN
Headquarters
15 Member
States
New York, NY
United States
(5-Permanent,
10-Rotating)
They do not
vote.
54 Member
States elected
by the General
Assembly
This organ is
located in the
same city as the
International
Criminal Court
in The Hague,
Netherlands.
Debates
international
economic and
social issues
Oversees trust
territories
Settles legal
disputes among
countries not
people
The five
permanent
members of the
Security
Council ran this
Council when it
was active.
15 judges are
elected by the
General
Assembly for
their judicial
expertise; they
do not
represent their
countries.
Discusses issues
of Peace and
Security.
Members must
be available at a
moments notice
in case of Crisis.
This Council no
longer meets
because it has
fulfilled its
mission. If
necessary, it will
be recalled by
the General
Assembly.
This Body
regularly works
with NonGovernmental
Organizations
(NGOs).
The decisions
are legally
binding and
may be
enforced
through
sanctions.
Assisted
territories in
achieving
independence
or joining
neighboring
countries
This body
provides legal
opinions on
cases and on
the
interpretation
of International
Treaties.
Simple majority
OR
2/3 majority if
the issue is
declared an
important
question
191 member
nations
This Body
ceased to exist
with the
independence
of Palau.
Simple majority
UN
Headquarters
New York, NY
United States
UN
Headquarters
New York, NY
United States
This body
meets with the
full
membership of
the United
Nations.
Simple majority
UN
Headquarters
New York, NY
United States
This is not
made up of
Member States.
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REQUIREMENTS
1. Time: 1-2 class periods
2. Materials Needed:
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
Begin by asking students how they currently do research for different subject. List their responses on the
board. Ask if any of the students have had previous MUN experience. What websites have they used in
the past to help them research their country?
2. Activity
Explain to students that you are going to send them on an Internet scavenger hunt that will help them
find websites needed for their assigned country research. Provide students with Handout C- Model UN
Scavenger Hunt.
Ask students to work with a partner and find websites for letters a-m on Handout C.
After reviewing the sites, ask the following questions:
1. Which websites were difficult to find?
2. How did you find the website?
3. Which websites were interesting and why?
Go over their answers with the class and discuss their findings. See attached Answer Key.
3. Closing/Wrap-Up
Once students learn what their assigned country, committee and topic will be, they can begin their
research with these websites.
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________________________________________________________
________________________________________________________
A UN General Assembly
resolution:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Directory of UN Mission
homepages:
________________________________________________________
________________________________________________________
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
www.un.org/aboutun/charter/index.html
www.un.org/Docs/scinfo.htm#MEMBERS
A UN General Assembly
resolution:
www.un.org/documents/resga.htm
www.un.org/Overview/SG/former_sgs.html
www.un.org/Overview/rights.html
www.amnesty.org
www.unausamun.org
www.cia.gov/cia/publications/factbook/index.html
www.unhchr.ch/html/menu2/2/chr.htm
www.un.org/esa/sustdev
http://europa.eu.int
www.un.org/Docs/scres/2001/sc2001.htm
Directory of UN Mission
homepages:
www.un.int/index-en/webs.html
www.ecola.com
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REQUIREMENTS
4. Time: 1-2 class periods (This activity can also be completed outside the classroom.)
5. Materials Needed:
PROCEDURE
6. Lesson Introduction/Activation of Prior Knowledge
Ask students to partner up and brainstorm about the country, committee and topic information they will
need to find as they prepare for the conference. Ask the pairs to share their responses with the class.
Provide them with any important information that is not presented by a student.
7. Activity
Provide students with Handout D: Getting to Know Your Country. Ask students to underline the words
they dont know (for example, infrastructure, trade bloc, GDP), and discuss these words in class. These
terms can be used as vocabulary words in the future. Ask students complete this handout individually.
Once they have completed their handouts, ask students representing the same country to compare their
answers to ensure they have the same information.
8. Closing/Wrap-Up
Students can use Handout D as they begin to research their country.
OPTIONAL ACTIVITIES
Future in-class follow-up for teachers: Additional research information can be found on page 26.
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Economy
Economic system:
Governmental system:
Head of state:
Major cities:
Official languages:
Region:
Allies or blocs:
Trade blocs/associations:
Balance of payments/trade:
Major exports/imports:
People
Population and growth rate:
Major religions or cultures:
Standard of living:
Development
Natural resources:
Development status:
Climate:
Energy sources:
Military
Has this nation met the Millennium Development Goal
targets?
Military organization:
Percent of GDP spent on defense:
Major weapons, nuclear capability, etc.:
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Conflicts/Issues
Refugee problems:
____________________________________________
Try to find at least one recent article that is about or makes
reference to this nation (preferably from the past two
weeks).
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Explain the information that would ideally be included in each part of the position paper.
Translate the information gathered from research into the position paper format, with special
attention to thoroughness, clarity and style.
REQUIREMENTS
1. Time: 1-4 class periods
2. Materials Needed:
Position paper content list taken from this guide, page 30.
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
Ask students to list things that have a beginning, middle and an end. Write their responses down (e.g.,
movies, songs, days, meals, house-building)
Next, draw a picture of a hamburger on the board. This will be your graphic organizer. The hamburger
should have a top and bottom bun, lettuce, tomato and patty. As discussed above, even a hamburger has
a top, middle, and a bottom.
2. Activity
Ask students to copy the hamburger onto their own papers. Provide the students with the list of the
content of a position paper taken from this guide, page 30. Work with the students to fill in the
hamburger based on the position paper content:
Top Bun (Introduction) - A brief introduction to the country and its history regarding the topic
and/or UN body
Lettuce: The countrys actions on a national level, including political and/or foreign policy
Tomato: The countrys actions on the international level, including resolutions, conventions and
declarations that the country supports;
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Burger - Quotes taken from speeches made by heads of the government and/or government
representatives.
Bottom Bun (Conclusion): The countrys recommendation for a resolution for the topic.
Review the importance of ordering things logically (e.g., the hamburger shouldnt be on the top of the
bun!).
3. Closing/Wrap-Up
Help students fit their countrys information into the hamburger graphic organizer. Using this organizer,
they can then start writing their own position papers.
OPTIONAL ACTIVITIES
Future in-class follow-up for teachers:
Teacher conferencing
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MODEL UN VOCABULARY
DEFINITION MATCHING
Identify the word that matches the definition below and find that word in the word search puzzle on the next
page.
Vocabulary Word
Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A group of nations.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN VOCABULARY
WORD SEARCH
Circle the vocabulary words from above. Words are written up, down, diagonally and backwards.
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Dias
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Unmoderated caucus
Placard
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Position paper
Signatories
United Nations
Speakers list
Sponsors
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MODEL UN VOCABULARY
MODEL UN VOCABULARY WORD SEARCH ANSWERS
Vocabulary Word
Definition
Placard
1.
Sponsors
2.
Secretariat
3.
Roll call
4.
Veto
5.
Signatories
6.
7.
Unmoderated caucus
8.
Yield
9.
Bloc
10.
A group of nations.
Delegate
11.
Quorum
12.
Position paper
13.
Resolution
14.
United Nations
15.
Secretariat
16.
Speakers List
17.
Debate
18.
Dias
19.
Gavel
20.
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
REQUIREMENTS
1. Time: 1-2 class periods
2. Materials Needed:
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
Write a few of the points and motions terms on the board and ask students what they think these mean.
Discuss their answers.
2. Activity
Provide students with Handout K: Points and Motions Chart. See if their responses to the brainstorming
activity above were similar to the definitions on the chart. Go over each of the points and motions on the
chart with the students.
Provide students with Handout I: What do you Say? Review the different scenarios with the students.
Working in groups of 2-3 students ask them to write exactly what they think should be said to the chair.
You may want to do a few of these exercises with them. This is also a good opportunity to invite a Model
UN trainer to your class to help with Points and Motions.
Once students have completed their charts, review their answers.
3. Closing/Wrap-Up
Have student role play some of the scenarios with each other so they can practice the language and
answer the questions.
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Description
Vote to Pass
Simple
majority
Adjourn Meeting
Adjourning the meeting ends the committee session until the next
session, which may be held the following year. The motion is most
commonly made to end a committee session for the purpose of lunch
or dinner. It requires an immediate vote.
Simple
majority
Table Debate
This motion must not be confused with the motion to adjourn the
meeting. Tabling debate ends debate on the topic. Delegates can table
debate, move on to another topic and return to the first topic at a later
time. Before going to a vote, two delegates must speak in favor of
tabling debate and two speak against it.
Two-thirds
majority
Close Debate
Two-thirds
majority
Appeal the Chairs This motion is made when a delegate feels that the chairperson has
Decision
made an incorrect decision. The appeal must first be made in writing.
No vote
Point of Order
Points of order are used when delegates believe the chair has made an
error in the running of the committee. Delegates rising to points of
order may not speak on the substance of the matter under discussion.
They should only specify the errors they believe were made in the
formal committee procedure.
No vote
Point of Inquiry
(or Point of
Parliamentary
Procedure)
No vote
Point of Personal
Privilege
No vote
After a delegate has given a speech in formal debate, he or she may yield
time to points of information, or questions from other delegates
concerning the speech.
No vote
Point of
Information
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN PROCEDURES
TOPIC: LEARNING PROPER MODEL UN PROCEDURES
OBJECTIVES
REQUIREMENTS
1. Time: One class period
2. Materials Needed:
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
Ask students to write for 1 minute about why procedures are important. They should write the entire
minute and their pen/pencil should not leave the paper. If they cannot think of anything to write they
should write I dont know or Im thinking until they can write a few sentences.
Go over their answers.
2. Activity
Explain to the students that they will be asked to follow several important rules of procedure when they
are speaking at the Model UN conference. Each of these rules has a specific name and definition.
Explain the students that they are going to be doing a Jigsaw activity.
To start this activity, ask students to count off 1-5. Go around the room until all students have a number.
Have students separate into groups according to their assigned number. Explain to the students each
group is an expert groupthey will receive two Rules of Procedure that they must become experts
on. Give each group at least two Rules of Procedure (see answers below) and their definitions. Provide
the groups several minutes to study the words and their definitions. They may take notes.
Ask students to now form home groups. Each of these groups should contain one member of each
expert group (numbers 1-5). Provide students with a copy of Handout L- Jigsaw Chart and ask them to
complete the chart as a group.
3. Closing/Wrap-Up
Review their answers.
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MODEL UN PROCEDURES
HANDOUT J: JIGSAW CHART
Term
Definition
The opportunity for delegates to share their views with the entire
committee.
After a delegate has given a speech in formal debate, he or she may choose
to yield his or her time to this point.
A delegate may move for this point to ask the chairperson a question
regarding the rules of procedure.
10
During any discussion, a representative may rise to this point. The chair
person must immediately decide on this point.
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN PROCEDURES
ANSWER KEY TO HANDOUT J: JIGSAW CHART
Term
Definition
The opportunity for delegates to share their views with the entire
committee.
Formal Debate
Information
After a delegate has given a speech in formal debate, he or she may choose
to yield his or her time to this point.
Close Debate
Suspend Debate
Inquiry
Adjourn Meeting
Table Debate
Moderated Caucus
10
Order
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
Second
Required
Debatable
Interrupt
Speaker
Vote to Pass
Notes
Points
Point of
Personal
Privilege
No
No
Yes
None
Point of Order
No
No
Yes
None
Point of Inquiry
No
No
No
None
Point of
Information
No
No
No
None
Suspend Debate
(Caucus)
Yes
No
No
Simple majority
Table Debate
Yes
2 For
2 Against
No
Two-thirds
majority
Closure of
Debate
Yes
2 Against
No
Two-thirds
majority
Adjourn
Meeting
Yes
No
No
Simple Majority
Adoption of the
Agenda
Yes
3 For
3 Against
No
Simple majority
Right of Reply
No
No
No
None
Appeal the
Chairs Decision
No
No
No
None
Yields
No
No
No
None
Motions
Other
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
Second
Required
Debatable
Interrupt
Speaker
Vote to Pass
Notes
Points
Point of
Personal
Privilege
No
No
1.
None
Point of Order
No
No
Yes
None
2.
Point of Inquiry
3.
No
No
None
Point of
Information
No
No
No
4.
Suspend Debate
(Caucus)
Yes
No
No
Simple majority
5.
6.
Yes
2 For
2 Against
No
Two-thirds
majority
Closure of
Debate
Yes
7.
No
Two-thirds
majority
Adjourn
Meeting
Yes
No
No
8.
Adoption of the
Agenda
Yes
9.
No
Simple majority
Right of Reply
No
No
No
None
10.
11.
No
No
No
None
Yields
No
No
No
None
12.
Motions
Other
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
Yes.
2.
Addresses a procedural matter. Does not allow a delegate to speak on the topic of debate.
3.
No.
4.
None.
5.
6.
Table Debate.
7.
2 Against.
8.
Simple Majority.
9.
10.
Must be submitted in writing to the Chair. Addresses the need to rebut derogatory remarks.
11.
12.
Can be done after a delegate speaks. Can only yield to questions, another delegate, or to the
Chair.
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THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE