MUN Manual 2021-2022

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Simulate. Learn. Change. 1


Model United Nations Manual

Model United Nations means recreating (modeling) the United Nations. It thus isn’t something you know; it’s something you do.
Use this manual to guide you to becoming a star delegate!


“The United Nations Delegate”
By Alana Montoya (Class of 2005)
He tries to make the world a better place

Worldly toils and struggles he must face.
Handsome he is, and elegant his strides

In defending his country, he takes much pride.
Discussing he does to make things all right

When he debates and fights it’s quite a sight.
Clever, aware, and cautious he must be

Being international is the key.
Peacefully changing the future he may

And what country he serves, I shall not say.

Getting Started Game

Objective: Through this activity, you will start to learn both about the United Nations as well as about Model UN at IAS. You may
have heard a lot or nothing about it already - but what is it, really?

Instructions:
1. Take 5-10 minutes to look over these questions and think about responses to these questions. Try to write down at least
two ideas for each one, as well as any additional ones you may have.
2. When time is up, discuss with a partner or small group your responses. Feel free to make any changes.
3. During the class debrief, as a group, share out your responses.

What I already know about the United What I´d like to know about the United
Nations: Nations or questions I have:

What I already know about the Model UN What I´d like to know about Model UN or
class at IAS: questions I have:



HW: Model UN BINGO

Instructions: For each box, find a person who meets the criteria; then, write down their response to the question below.
- Fill in a row, column, or diagonal or the entire chart.
- For this assignment, you may use classmates, other students, teachers, staff, friends, social media, etc.
- Hint: old editions of IAS yearbooks may contain clues.
- Don´t repeat the same person on more than one box, and you an extra point for a person no one else has interviewed!

A previous CancunMUN Secretary- A delegate who has won at least two A delegate at La Salle´s conference A current CancunMUN Chair or
General awards Moderator
Someone who attended a European A previous CancunMUN Chair or A delegate who has been in the Someone who has been to at least
Model UN conference Moderator General Assembly two Model UN conferences
Someone who attended a Model UN A delegate who has been on the Someone who has participated in a An CancunMUN award-winning
conference outside of Mexico. Security Council university-level MUN conference delegate
Someone who has attended two Someone who loves and is very A current or previous teacher who A delegate at the conference in
conferences in one school year passionate about Model UN has been a Model UN delegate Puebla

Write in the first and last name of one person on each of the blanks. You can only use the same name twice! Ask them their
question and summarize their response.

1. ________________________________: What did you most like about Model UN?

2. ________________________________: Did public speaking ever make you nervous? What advice would you give me?

3. ________________________________: Can you describe one memorable experience you had as a Model UN delegate?

4. ________________________________: What is your #1 tip for me as a new delegate?


Model UN Goals

By the end of the 10th grade Model United Nations program, all IAS students will be
able to:

1) Describe the history, purpose, and structure of the United Nations

2) Examine and present an issue currently before the United Nations from a given
country´s perspective

3) Understand and defend the foreign policy of a given country

4) Competently use the rules of procedure, diplomatic protocol, and negotiating
techniques of a Model United Nations conference

5) Independently research a topic, deliver speeches, and debate other students

6) Understand important global issues in which the United Nations is involved

7) Understand and create a website on an important international human rights issue

Questions: Think about these on your own and jot down a response.

- Which of the goals do you feel most comfortable about already? Why?

- Which of the goals are you most concerned or nervous about? Why?

- Write down any additional questions you have.


MUN Goals Tracker

Instructions: After any conference you attend, or any prolonged in class debate, you will return to this sheet and mark where
you feel you are in meeting the goals of Model UN. For now, enter a small check mark to identify your current location. Leave
plenty of space for later months!

Learning Goals I don’t think I I feel like I I feel I feel like an
made much made some competent. expert.
progress. progress.
1. I can describe the history, purpose, and structure of the
United Nations.

2. I understand important issues in which the United
Nations is involved and can explain at least two of them
very well.

3. I can examine and present an issue currently before the
United Nations from a given country´s perspective.

4. I understand the foreign policy of a country and I can
defend it effectively.

5. I know and can fully use the rules of procedure,
diplomatic protocol, and negotiating techniques of a Model
United Nations conference.

6. I can independently research a topic, deliver speeches,
and debate other students.

7. I understand an important issue (human rights or other)
that the UN has been involved in.


First Semester:
The United Nations and
Model United Nations

The United Nations Basics

Hopefully you can’t wait to start debating, learning about international topics, or maybe
planning what to wear to the conference! However, it is first very important to understand
what the United Nations is and what it is not, as well as what it can and cannot do.

Goal 1: Describe the background, purpose, and structure of the United Nations

From 1914-1918, Austria-Hungary, Germany, and the Ottoman Empire fought in a major war
against the United Kingdom, France, Russia, and the United States: this was World War I.
After the high human cost, which included over 9 million soldiers dead or wounded and 6
million civilian deaths, the world said, “no more!” Thus, European and American leaders
created the League of Nations, an organization to prevent future war.

Unfortunately, as the focus was on punishing Germany and many countries such as the
United States did not join, the League of Nations failed. In the late 1930s, due to Adolf Hitler’s
invasions of Central Europe and Japan´s attacks in the Pacific, the world suffered yet another
catastrophic conflict. This time, it resulted in the death of 50-80 million people around the
globe.

The meme at the left depicts Winston
Churchill, Prime Minister of the United
Kingdom, and Adolf Hitler, leader of
Germany, during the conflict.

Even before the war was over, the
leaders of the countries that would
ultimately win the war met to discuss
how to prevent future conflicts of such
fatal scale. The result was the United
Nations.

1. What was the League of Nations?

2. Give two reasons the League of Nations failed.

3. Why was the United Nations created? So far, do you think it has been successful? Why or
why not?


Source A The League of Nations

It is not enough
just to win the The League of Nations was set up because President Wilson
war. We must wanted this more than anything else.
win it in such a He wanted the League to be a kind of ‘world parliament’,
way as to keep where nations would sort out their arguments. He hoped this
the future peace would stop wars. But Wilson wanted to do more than just stop
of the world. war; he wanted to make the world a better place. He wanted the
President Wilson,
League to do things to improve people’s lives and jobs. He
talking in 1918. wanted to improve public health, and to end slavery.
Wilson also hoped that the League would persuade the
nations to agree to disarmament – to put down their weapons.
That would make war impossible.
Tasks Finally, Wilson thought that the League of Nations could
1. Work in threes. enforce the Treaty of Versailles, and persuade countries to keep
Take it in turns to
the promises they had made.
imagine you are
Wilson, talking to
Clemenceau and Lloyd
George. Tell them
Task
Draw a spidergram of the FOUR aims of the League of Nations.
about your idea for the
League of Nations, Were the League’s aims impossible, do you think?.
what it would do, and
how it would work.
3. Study Source B America Pulls Out
What effect would But when Wilson got back home to the United States, the American
America’s refusal to Senate refused to join the League.
join have upon the Americans did not want to get dragged into other countries’
League, did the artist
think? problems. This damaged the League a lot
Source B
‘The Gap in the Bridge’ – a British cartoon of 1919 – shows America refusing to join the League.

Strengths & Weaknesses Source A – Powers

1. Covenant (in the League’s Covenant, especially Article
10, all members had promised to keep the peace).
Forty-two countries joined the League at 2. Condemnation (the League could tell a country it was
the start. In the 1930s about 60 countries doing wrong).
were members. This made the League 3. Arbitration (the League could offer to decide between
seem strong. two countries).
However, the most powerful 4. Sanctions (stopping trade).
countries in the world were not
members. The USA did not want to join.
The Russians refused to join – they were
Communists and hated Britain and France. Source B – Organisation
Germany was not allowed to join. Without 1. Assembly (the main meeting o the League – all
members met once a year). Its main problem was that
these three big powers, the League was decisions had to be unanimous, which was very difficult
weak. to achieve.
Britain and France were the main 2. Council (a small group of the more important nations –
members, helped by Italy and Japan; they Britain, France, Italy and Japan plus some other
were quite powerful countries. Also, the countries – met 4–5 times a year).
3. Agencies (committees of the League):
League had four powers it could use to • Court of International Justice (for small disputes).
make countries do as it wanted (see • Health (to improve world health).
Source A). Theoretically, the League was • International Labour Organisation (to try to get fair
allowed to use military force, but the wages).
League did not have an army of its own • Slavery (to end slavery)
– so if a country ignored it, in the end, • Refugees.
4. Secretariat (was supposed to organise the League, but
there was nothing the League could do. failed).
The main strength of the League was that
it had been set up by the Treaty of
Versailles, and agreed by everybody at
the conference.
The biggest weakness was that the
League’s organisation was a muddle
(see Source B). The different parts of the
League were supposed to act together; but
in a crisis, no-one could agree.
Tasks
1. Using the seven sentences in bold in
the passage above, sort out the League’s
‘strengths’ and ‘weaknesses’. Compare the
two lists.
2 People at the time used all these
phrases to explain how they thought the
League would influence countries:
• Collective Security
• Community of Power
• Moral Persuasion.
For each, discuss what you think people
meant. Source C
3. Did the League have any chance of ‘Moral Persuasion’ – a cartoon of 1936. What was it saying
keeping world peace? about the League?

The United Nations was founded in 1945, and it is based in New York City. It is currently
made up of 193 Member States (countries). The United Nations Charter, the set of rules and
principles that direct the United Nations, states four purposes.

Instructions: Read each purpose, then underneath it rewrite it as simply as possible, such
as in a way that a fifth grader could understand. The first one has an example – think of
another.

I. Save succeeding generations from the scourge (terror) of war, which twice in our
lifetime has brought untold sorrow to mankind,
Example: The UN was created to prevent future wars.
Your rewrite:

II. Reaffirm faith in fundamental human rights, in the dignity and worth of the human
person, in the equal rights of men and women, and of nations large and small,

III. Establish conditions under which justice and respect for the obligations arising from
treaties and other sources of international law can be maintained, and

IV. Promote social progress and better standards of life in larger freedom.

The United Nations can take action on any global issue, such as peace and security, climate
change, sustainable development, human rights, disarmament, terrorism, humanitarian
emergencies, gender equality, governance, and enhancing food production. The United
Nations has six official languages: English, Spanish, French, Mandarin, Russian, and
Arabic. This means all publications are translated into all six languages. In addition, a large
number of interpreters are available for other languages.

Left: the United Nations in New York City. IAS
Model UN students have gone there three times
for conferences!

The leader of the United Nations is the
Secretary-General, who makes sure that
meetings run smoothly and coordinates major
campaigns. The current Secretary-General is
Antonio Guterres of Portugal.

In 2020, the United Nations celebrated its 75th
anniversary; while there have been many conflicts in the world during that time, no conflict
has come close to the scale of WWII.


A Day in the Life of Antonio Guterres

First, review the questions below so that you know what you’re looking for. Then, go to the
following link to watch “The World in a Day,” a video about Secretary-General Ban Ki-
Moon, who was the Secretary General of the UN from 2006 to 2016.

https://www.youtube.com/watch?v=dUR0gzFg2ss

If the link or QR codes don’t work, enter “The World in a Day” in a Google Search. Also, if it
is difficult to understand what they say, click on the CC button to add subtitles ☺

Questions:
1. Who is Antonio Guterres?

2. What parts of his job seem interesting to you?

3. What parts of his job seem to be difficult?

4. What kinds of qualifications do you think you might have to have to be Secretary-
General?

5. Would you like to be Secretary-General when you grow up? Why or why not?


UN Organs

Imagine the human body. You need organs to function, right? Your respiratory organs
breathe air in and out of your system; your heart pumps clean blood around. The UN has
six major components, known as its organs. For the next activity, you can read the excerpts
on the following page or go online to learn about the different organs of the United Nations.

Activity: Learn about the six organs of the United Nations. As you learn, think about human
organs (or any other body parts) that are similar. Work with a partner or in a group to
complete. Yes, this is a weird assignment, but it´s is a good way to learn!
Describe each UN Organ Which human organ or body part does it

resemble? How?
Secretariat

Security Council

Trusteeship Council

General Assembly


Economic and Social Council

International Court of Justice

The following descriptions have been adapted from the United Nations Website.

Secretariat
The Secretariat is based in New York City. Its leader is the UN Secretary-General, who
monitors the work of tens of thousands of international UN staff members who carry out
the day-to-day work of the UN. The Secretary-General is appointed for a five-year,
renewable term. UN staff members are recruited internationally and locally, and work in
duty stations and on peacekeeping missions all around the world. Together, they plan and
carry out major meetings, coordinate relief efforts, and put together reports. In other
words, when other UN organs decide something should be done, the Secretariat is often in
charge of making it happen. But serving the cause of peace in a violent world is a dangerous
occupation. Since the founding of the United Nations, hundreds of brave men and women
have been killed in active duty.

Trusteeship Council
After World War II, the former colonies of the countries that lost the war (Germany, Italy,
and Japan) were distributed to other countries (generally ones that had won the war). The
Trusteeship Council was established to provide international supervision for 11 Trust
Territories, and ensure that adequate steps were taken to prepare the Territories for self-
government and independence. By 1994, all Trust Territories had attained self-government
or independence. The Trusteeship Council thus suspended operation on 1 November 1994
and no longer holds meetings.


General Assembly (GA)

The General Assembly is the main forum of the United Nations. It is the main place for
debating, creating policies, and the stating of country´s positions. It opens every year in
September, and every country gives a speech to inaugurate the session. It is “general” in three
ways: all 193 Member States (countries) of the UN are automatically members of the General
Assembly, making it the only UN body with full representation. All countries get one vote and
all votes are equal: the United States’ vote matters as much as the Vatican City, the smallest
country in the world. Finally, any topic may be discussed at the GA.

The General Assembly has SIX main subcommittees that investigate and pass preliminary
decisions, which the GA then confirms. These are:
- First Committee: Disarmament and International Security (DISEC)
- Second Committee: Economic and Financial (ECOFIN)
- Third Committee: Social, Cultural, and Humanitarian (SOCHUM)
- Fourth Committee: Special Political and Decolonization (SPECPOL)
- Fifth Committee: Administrative and Budgetary
- Sixth Committee: Legal

Economic and Social Council:
Since it has to do with such broad categories – economy and society – the Economic and
Social Council is a very, very busy organ. It oversees the actions of all of these other UN
bodies, which work under it:

Commissions: Specialized Agencies (These are only a few examples)
UN Commission for Social Development International Labour Organization (ILO)
Commission on Narcotic Drugs Food and Agriculture Organization (FAO)
Commission on Crime Prevention and United Nations Educational, Scientific and Cultural
Criminal Justice Organization (UNESCO)
Commission on Science and Technology for World Health Organization (WHO)
Development (CSTD) World Bank Group
Political Forum on Sustainable Development International Monetary Fund (IMF)
UN Commission on the Status of Women (UN International Civil Aviation Organization (ICAO)
CSW) International Maritime Organization (IMO)
Commission on Population and Development International Telecommunication Union (ITU)
UN Statistical Commission Universal Postal Union (UPU)
United Nations Forum on Forests World Meteorological Organization (WMO)
United Nations Children's Fund (UNICEF)
United Nations High Commissioner for Refugees (UNHCR)
United Nations Development Programme (UNDP)
International Narcotics Control Board (INCB)

ECOSOC has 54 Members, elected by the General Assembly. It is the United Nations’ central
platform for reflection, debate, and innovative thinking on sustainable development.


Security Council

The Security Council has primary
responsibility, under the UN Charter, for the
maintenance of international peace and
security. The Security Council takes the lead
in determining the existence of a threat to
peace. In some cases, the Security Council
can impose economic sanctions or even
authorize the declaration of war.

Left: The Security Council Room, one of the
most intense stages for international debate.

Because of this very serious role, the Security Council has special rules. First, it is small, so that
decisions can be made quickly; it has only 15 members. Second, since it can declare war, when
the UN was created the countries that won World War II gave themselves two special powers:
permanent membership and veto power. This means that those five countries (known as the
permanent five or P5) are always on the Security Council. Veto power means that if any of
those five countries votes against a resolution, it automatically doesn’t pass – even if all the
other 14 countries vote in favor! The P5 countries are the United States, the United Kingdom,
France, Russian Federation, and China. The other ten members are non-permanent, and serve
a two-year term. They are chosen from around the world on a regional basis. It is a high honor
to be chosen to be on the Security Council. Mexico, for example, has been chosen to the Council
four times: 1946, 1980, 2002, and 2009.

International Court of Justice

The International Court of Justice is the principal
judicial organ of the United Nations. Its seat is at
the Peace Palace in the Hague (Netherlands). It is
the only one of the six principal organs of the
United Nations not located in New York. The
Court’s role is to settle legal conflicts submitted to
it by States and to give advice on legal questions
referred to it by other United Nations organs and
specialized agencies.

Left: In 2009, four IAS students and their teacher
visited the ICJ Peace Palace during a Model UN trip.

Reminder: Now go back and fill in your chart!

UN Basics Self-Check

1. For the following questions, use the terms in a sentence. Underline the key terms!
a. League of Nations, WWI, WWII, and United Nations.

b. Security Council, veto power, p-5, and China.

c. Secretariat, Secretary-General, Antonio Guterres, and New York City.

d. ECOSOC, General Assembly, Trusteeship Council, and ICJ

2. What is the UN Charter?

3. Which of the four purposes of the UN do you consider most important? Why?

4. Match each organ to its description
ECOSOC General Assembly ICJ
Trusteeship Council Secretariat Security Council

A. Monitors a large range of commissions and specialized agencies.
______________________
B. All UN members are on it and have one vote. _____________________
C. Rules on matters of international law and gives legal recommendations.
_____________________
D. Small and is the only one with veto powers. _____________________
E. Runs the daily activities of the United Nations. _____________________
F. It is no longer in effect. ________________

5. Reflect on what you have learned so far about the UN. If you could change one thing
about the United Nations, what would it be?

Becoming a Delegate
Diplomats don’t just interrupt each other, and with so many countries and important
decisions to be made at the UN, it is important to establish a way to maintain order.
Parliamentary procedure is the set of rules for debate followed by many formal
organizations around the world, such as the U.S. Congress, and of course, the UN. Next class,
we will have a practice debate using these rules, on the use of uniforms at IAS.

Note: those of you who have had Model UN experience – this may seem repetitive, so your
patience as we go over the basics is appreciated!

At a Model UN Conference, there are two groups of people in the room:

I. The Dais: These are the 2-3 people who run the formal debate. They are leaders, and
should be respected as such. They will be telling you what to do and making sure rules are
followed. Usually, there is a Chair and a moderator, and sometimes someone called the
Rapporteur, who is in charge of proceedings such as roll call. The dais has a gavel, a wooden
hammer – if you hear it tap or slam, be quiet!

II: Delegates: These are the people there to debate; in Model UN, they usually represent
countries. In this case, they will represent people in the uniform debate. To participate,
delegates need a placard, or large card, that has the delegate’s name or country. You raise
this to be able to speak, either to the dais or to the committee as a whole.

Here is how most debates go:
1. The Chair calls the session to order
2. Motion to open the session – the debate is formally now open
3. Motion to set the agenda – the committee decides which topic will be discussed
4. Speaker's List: delegates are invited to sign up on the list of speakers who will present
their speeches. All conferences start here. The motion to open the speaker’s list
includes time for the speaker, number of questions and follow-ups.
5. After quite a few speeches, delegates usually will move into one of the following
options:
• Moderated Caucus: After a few formal speeches, committees usually move
to a moderated caucus. The committee leader calls on students to make
short speeches - this is faster and more dynamic than the formal speeches.
• Unmoderated Caucus: all delegates may move freely around the room and
speak to whomever they would like. This is used later in the conference.
Eventually, this is where you write resolutions.
6. After each caucus, debate usually returns to the formal speeches, until there are
resolutions ready.
7. Resolutions are presented: usually after each resolution is projected and read out
loud, there is time for questions. Then:
• Committee may move into voting procedure to vote on the resolutions
• Committee may decide to write amendments (changes) to the resolutions
8. After voting and choosing a resolution, the session is closed. The End.

Parliamentary Procedure
Adapted from the website of the International Monterrey Model United Nations Simulation.

To go from one step of debate to another, and for debate to proceed, you need to make
motions and points. Here are the main ones you need to know. Don’t be shy about
using these, just make sure to do so properly!

Motions: Motion is movement, right? In parliamentary procedure, a motion changes what
the committee is currently doing. To do so, raise your placard, and wait for the Chair to call
on you. If the Chair approves the motion and, and it is seconded, then the rest of the
committee votes on it to make sure that is what everyone wants to do.

Motion: Example of what to say:
Motion to Open the Session: It is always the first “The delegate of India moves to open the
motion as it opens the formal conference. session.”
“Motion to open the session.”
Motion to Adjourn the session: A delegate may “India moves to adjourn the session until
Move to Adjourn the Session when the committee is noon.”
in session. The delegate must specify the time at
which the committee will re-meet. You use this when “Motion to adjourn the session until noon.”
you know a break is coming up
Motion to Set the Agenda: Use this to set the topics “India moves to set the agenda to discuss
or order of topics to be discussed. the topic of child soldiers first, then the
situation in the Middle East overall.”
“Motion to set the . . .”
Motion to Open the Speakers’ List: Opens the “India moves to open the Speaker’s List,
formal list of countries that will give speeches to the with a one minute speaking time, two
committee. The country to propose this motion will questions, and one follow-up.”
get to speak first, so many usually try to do so.
Specify a speaking time, a number of questions, and “Motion to open the Speaker’s list . . .”
any follow-ups (additional questions that the same
delegate may ask).
Motion for a Moderated Debate: Moderated Debate “India moves for a moderated debate of
is one where delegates debate guided by the twenty minutes, with a thirty second
Moderator; it is much faster than formal speeches, speaking time.”
and they are good for debating subtopics. Specify the
length of the entire debate and a speaking time for “Motion for a moderated debate . . .”
each delegate. Delegates must stand up when
speaking. The delegate that made the motion has the
right to have the first word.
Motion for an Unmoderated Debate: This kind of “India moves for an unmoderated debate of
debate allows delegates to move freely around the fifteen minutes.”
room to talk to each other. This is used to discuss “Motion for an unmoderated debate of
ideas, as well as to start writing resolutions (the fifteen minutes.”

formal solution you propose). Delegates must always

speak in English!
Motion to suspend debate and move into voting “India moves* to suspend debate and move
procedure: Only after you have enough people into voting procedure.”
supporting your resolution, and it has been approved
by the chair, you would move into voting procedure. “Motion to suspend debate and move into
Once you move into voting procedure, you cannot go voting procedure.”
back to debate resolutions. They either pass or fail.
All visitors must leave the room.
Motion to close the session: This is used at the “India moves to close the session.”
every end of the entire conference, to close the “Motion to close the session.”
committee formally.
* You can say “I move to . . .” or “I make a motion to . . . “motion to” but not “I motion to . . .
“

Self-Check: Choose a country, any country. Work with a partner, pretending that you are a
delegate of that country. Write down what you would say in order to achieve the following
things:

1. It’s time for lunch! According to the schedule, lunch goes from 1:00 – 2:00 PM.

1. The session has been opened, and you would like to be the first speaker.

2. You would like to take a pause in the formal speeches to have a more dynamic debate
in which countries stand up right where they are and the moderator calls on countries
to participate.

3. The committee has voted on two resolutions; one passed and the other did not. The
time for the overall conference has finished.

4. You have some ideas and would like to start getting together in small groups to
discuss them together, as well as start writing a resolution.

Question: Is there any specific motion you have a question about? If so, write it down below.


Points: A point does not change what is happening in the committee. It is usually a small
interruption to what is taking place. You may raise most points at any moment of debate.

Points: Example of what to say:
Point of Information: This is to be used when you “Point of information.”
have a question for another speaker during the (When the Chair says “established,”
formal speeches. Raise your placard when the stand up and ask your question.)
speaker has finished. If you have another question
afterwards, raise the placard and say “Follow-Up.” “Follow-up” (for a second question)
Point of Order: A delegate may raise a Point of “Point of order. The delegate of India
Order to call the Chair’s attention to a violation of believes that the next step was
procedure by either the Chair or another delegate. supposed to be…”
Point of Personal Privilege: Use this when “Point of personal privilege. The
external factors (such as room temperature, room delegate of India cannot hear the
noise, speaker’s volume, etc.) are inhibiting speaker clearly.”
participation in the committee.
Point of Inquiry: A delegate may raise a Point of “Point of inquiry. What does that
Inquiry to request procedural information from the motion mean?”
Chair.

Yields: During the speakers list, if you have finished speaking and there is time remaining,
you need to “yield” or give your time. You have three options:
- “The delegate of India yields to the Chair.” This is the most common option, and the
remaining time is eliminated. The committee continues with whatever they were
doing.
- “The delegate of India yields to the delegate of Djibouti.” Time could be yielded to
another delegate. This second delegate has to agree.
- “The delegate of India yields to questions.” Time could also be yielded to questions,
and the delegate can answer questions with the time he/she has left.

Self-Check:
Pretend you are a delegate in a conference. What would you need to say for these
scenarios?
1. It is the Speaker’s List. You have spoken and you have time left to your speech.
You’re kind of nervous, so you’d rather sit down as soon as possible.

2. A delegate has raised his placard and said, “right of reply.” You don’t know what this
means.

3. It is unbearably hot in the room.
4. The delegate of Namibia has spoken in the Speaker’s List, and you are curious about
something he/she said.

Parliamentary Procedure Script

Read through this script as a class to go over the official start of a committee session!
Committee: Economic and Social Council

Topic: The Use of Child Soldiers
Before you begin, write the following on the whiteboard:

Speaker’s List: Speaking Time:
Questions:
Follow-Ups:
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Chair: If there are no objections, this committee is now called to order. Will all delegates please take
their seats while the Moderator begins roll call.
Moderator: Please say present when your country is called.

Australia Ghana Mexico Bolivia
Honduras United Kingdom China India
United States Djibouti Republic of Korea Argentina
(Countries should answer “Present” when their name is called.)
Moderator: If any delegates have arrived while the roll call was being taken, please send a note to the
dais to let us know of your arrival. The first order of business is to open the session. Are there any
motions on the floor at this time?
(Delegates raise placards)
Moderator: The Chair recognizes the delegate of China.
China: Honorable Chair, the delegation of China makes a motion to open the session.
Moderator: That is in order. There has been a motion to open the session. Who seconds the motion? All
in favor? (All delegations should raise their placards) Against? The motion clearly passes. This session is
now open. Are there any motions on the floor? (Delegates may raise placards) Delegate of Mexico.
Mexico: The delegation of Mexico moves to set the agenda to discuss the issue of child soldiers first.
Moderator: That is in order. Is there a second? (If another delegate agrees that this should be the next
topic discussed, s/he should raise her/his placard to become the “second.” If there is no second, the
motion does not pass. The Chair may select any delegate who raises his or her placard to be the second.)
Moderator: Seconded by the delegate of India. All in favor? Delegates may raise their placards)
Against?. The motion clearly passes. The agenda is set to discuss the issue of child soldiers. The Chair
recommends opening the Speaker’s List to begin deliberating this topic. Are there any motions on the
floor? (Delegates may raise placards) Delegate of the United Kingdom.
United Kingdom: Honorable Chair, the delegation of the United Kingdom moves to open the Speaker’s
List.

Moderator: That is in order. Is there a second? (Delegates may raise placards) Seconded by the delegate
of Ghana. All in favor? (Those in favor raise placards) Against? (Those opposed raise placards). The
motion clearly passes. The Speaker’s List is now open. All those who would like to be placed on the
Speaker’s List please raise your placard until your state has been recognized on the list.
(Moderator first writes United Kingdom, the country that motioned to open the Speaker’s List. In other
words, the delegate who makes the motion to open the Speaker’s List will be the first one to speak. The
next one will be Ghana, the one who seconded the motion, and then all the other countries who are
raising their placard, selected randomly.)
Moderator: If any other members of the committee would at any time wish to be placed upon the
Speaker’s List, please send a note forward to the dais. It is now appropriate to set the speaking time. Are
there any motions on the floor?
Honduras: I think we should be able to talk for...
Moderator: Delegate, you are out of order. Please wait to be recognized by the Chair.
(Delegate of Argentina raises his or her placard)
Moderator: Delegate of Argentina.
Argentina: I think we should be able to talk for...
Moderator: Delegate, you must state your purpose. To what point do you arise?
Argentina: Pardon. The delegation of Argentina moves to set the speaking time to five minutes.
Moderator: Delegate, although that is in order, the Chair recommends shortening that time. Would the
delegation of Argentina please rephrase?
Argentina: Honorable Chair, Argentina makes a motion to set the speaking time to one minute and thirty
seconds.
Moderator: That is in order. There has been a motion to set the speaking time to one minute and thirty
seconds. Is there a second? Seconded by the United States. All in favor? Against? The motion clearly
passes. The speaking time is set to one minute and thirty seconds. (Writes this on the board). It is now
appropriate to establish the number of questions and follow-ups. Are there any motions on the floor?
(Delegates raise placards) Delegation of Bolivia?
Bolivia: The delegation of Bolivia makes a motion to set the number of questions to two and the number
of follow-ups to one.
Moderator: There has been a motion to set the number of questions to two and follow-ups to one. Is
there a second? Seconded by Ghana. All in favor? Against? The motion clearly passes, and the number of
questions is set to two with one follow-up. If there are no objections, we will now proceed with the
Speaker’s List. The Chair recognizes the delegation of the United Kingdom, who made the original
motion. (The United Kingdom stands up and proceeds to the front of the room. S/he will now give
her/his position paper, or speech on that topic.)

United Kingdom: Honorable Chair. Esteemed fellow delegates. The issue of child soldiers... (blah blah
blah). Thank you.
Moderator: Delegate, there are thirty seconds remaining. What will your delegation do with its time?
United Kingdom: The delegation of the United Kingdom yields its time to the Chair.
Moderator: Thank you. The Chair will now entertain questions. (Delegates who wish to ask questions
raise their placards) Delegate of the United States.
United States: Point of information.
Moderator: Established.
United States: What does the delegation of the United Kingdom consider the single most important issue
that must be dealt with first to solve this problem?
United Kingdom: The primary cause of the use of child soldiers is the existence of conflict, usually in
lesser developed countries. What we should do is create a list of countries that historically have used child
solders, and come up with an action plan in coordination with those countries.
United States: Follow-up.
Moderator: Established.
United States: Would the delegation of the United Kingdom support the use of sanctions if the action
plan is not followed?
United Kingdom: The delegation of the United Kingdom believes that if we work out an agreement in
cooperation with these countries, it is more unlikely that they will break it in the first place.
Moderator: Any other questions? (Delegate of Australia raises his/her placard). Delegate of Australia.
Australia: Point of information.
Moderator: Established
Australia: What obstacles does your delegation predict may prevent getting a majority of countries to
consent to this sort of agreement?
United Kingdom: Little to no obstacles, as it is in fact a significant minority of countries that use child
soldiers, and many international conventions already highlight the importance that most countries give to
their children.
Moderator: The questions are up. Thank you, delegate of the United Kingdom, you may take your seat.
If there are no points or motions on the floor, we shall continue with the speaker’s list. Delegation of
Ghana, you have the floor.
-DEBATE CONTINUES-

Practice Debate 1: School Uniforms

For the first practice debate, we will have a mock debate over school uniforms (sorry, this
is just for practice and will not actually change uniform policy!). Once you have your role,
look for it on the next page, then fill in the sheet below.

Experienced MUN students: don’t worry about personal pronouns, as this is just to
practice the flow of debate. In addition, there won’t be a resolution but rather a vote on
whether the uniform policy should continue.

Committee: School Policy Meeting, with parents, students and others invited to attend.
Topic: Should school uniforms continue?

Character: ______________________________ In favor or against uniforms: _______________________

Three main reasons why:

1.

2.

3.

Speech: put those ideas into a more formal, convincing speech. You can be creative, and a
little dramatic!

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School Uniform Debate Positions:

Chair: Ms. Nancy
Moderator: Ms. Andy

1. Ms. Denise – in favor of uniforms, because they create a professional environment in
the school. The school atmosphere looks better when everyone is in a crisp, clean
uniform, and it prevents the problem of raggedy or revealing clothes.

2. Mr. Smith - Parent who supports uniforms. He likes knowing that his child will
always be in dress code because the uniform requirements are very specific, so it’s
easy to plan things out like how many outfits to buy, how much laundry to do, etc.

3. Mr. Hernández – Parent who supports uniforms for elementary and middle school
students. However, he believes that high school students should be able to express
themselves.

4. Mrs. Patel - Parent who dislikes uniforms because they are another expense to have
at the beginning of the school year.

5. Enrique - Senior who believes everyone except seniors should wear uniforms.

6. Mrs. Zapata – Parent who supports uniforms for off-campus activities only. She
understands the value of being able to quickly identify students in field trip
situations simply by looking at the way they are dressed.

7. Jacobo – Jacobo likes the uniform, likes not having to think about what to wear in
the morning, and generally finds the white polo shirt comfortable. However, Jacobo
is opposed to the no long hair for males policy, as he thinks it is discriminatory.
Jacobo grew dreadlocks over the summer and doesn’t want to cut them off.

8. Mr. Osborne – Parent who opposes uniforms. He believes children should be
allowed to explore life on their own terms with as few rules as possible.

9. Holly - Student who fully supports uniforms because that way she doesn’t have to
waste time thinking about what to wear in the morning.

10. Victoria - Student who supports uniforms in general, but believes she should be able
to wear any type of shoe or accessory on top of it.

11. Antonia – Student who opposes school uniforms. She has sensitive skin and the
collars on the uniform shirts irritate her neck.


12. Cristiano - supports sports uniforms for P.E. class as well as for playing on the
soccer team, but he thinks regular day uniforms are unnecessary. He would like to
be able to wear his favorite team’ jerseys to school.

13. Lilit – Lilit likes the uniform because that way she feels less pressure to get dressed
every day and less judged by others. She was bullied at her old school because of her
unconventional style and likes not having to worry about that on a daily basis
anymore.

14. Victor– Student who supports uniforms but believes hats should be allowed indoors.
He has over 20 baseball hats and would like to use them!

15. Dior - Student who opposes uniforms on the grounds of self-expression. Dior would
like to open a fashion line eventually, and thinks daily dressing is a chance to
practice styles.

16. Prof. McGonagall - Teacher who fully supports uniforms and believes the utmost
standards of appearance should be maintained at all times.

17. Bruce – Student who supports uniforms, but believes boys should be allowed to
wear their hair long. Cutting his hair interferes with his rock star image which is
necessary for successfully breaking in to the music business.

18. Max the Ax – Student who opposes school uniforms. Alfred is a basketball star who
wants to be able to wear his athletic clothes to school so that he will not have to
change clothes for practice after school.

19. Ms. Jones - Teacher who opposes uniforms but supports the idea of a dress code: a
certain color of pants, a certain style of shirt, etc.

20. Mr. Lockhart – Teacher who opposes uniforms and does not want to be bothered
with needing to enforce any type of dress code at all.

21. Ms. Wilson – Teacher who supports uniforms but believes shirts with the school
logo should be available in a wide range of colors to allow students a small amount
of self-expression.

22. President EPN – in favor of uniforms in the entire country as it makes students feel
like they are a part of something, and it is a national requirement in public schools
to prevent the use of gang symbols as well as minimize differences in income.

23. Governor Borges – Governor Borges has a very similar view as President Nieto’s.

24. Mr. Santos – Shop owner who opposes school uniforms. Mr. Santos sells clothes that
appeal to teens and believes that his business would improve if students could
choose their own clothes to wear to school.

Practicing MUN Positions

Usually, when you first sign up to attend a Model UN conference, you are given: a
committee, a topic, and a country.

1. Committee: It is REALLY important to understand your committee – what it can do,
what it cannot do, and any special rules it might have. For example, the Security Council
is small and intense: the real Security Council has only 15 members and it is the only
organ of the UN that can declare war! In addition, as you may remember, five countries
have veto power, meaning that if any one of them votes no, the resolution does not pass.
In contrast, the General Assembly is usually much larger, and every country has an equal
vote. Make sure to know what your committee is all about!

2. Topic: The UN is involved in basically any topic that affects human life; there have been
UN conferences on just about anything you can think of! Human trafficking, smuggling of
weapons, transporting exotic animals, setting standards for medicine, torture, the death
penalty, the Israel/Palestine conflict, terrorism, trash in outer space, deep water
exploration, climate change, etc. Whatever your topic might be, it is VERY important that
you understand both the topic as well as how it affects your country and others.

3. Country or Non-Government Organization: Every student is given a particular
country to represent. This means that you act as a diplomat from that country. You will
learn a specific procedure and language to make sure you speak as diplomats do at the
UN. In addition, during the conference, you even wear professional clothes to get in
character! However, the most important thing is to learn about how your country feels
about the topic: if your topic is the Israel/Palestine conflict, for example, you will have a
very different idea of what the problem is and how to fix it if you are representing Israel,
than if you’re representing the Palestinians!

In some cases, you might represent a non-governmental organization: a group that
doesn’t represent a country, but has its own work. Examples of these are the Red Cross,
Oxfam International, Doctors Without Borders, Human Rights Watch, Amnesty
International, etc. You would represent these groups the same way you would represent
a country: learn about their actions, beliefs, and position on the topic.

Questions:
1. When you sign up for a conference, what are three things you are assigned?

2. What is one topic you are interested in debating at a conference? Why? This may be one
from the examples above or any additional one.

3. What country might you like to represent one day? Why?


Preparing for a Conference: Writing a Resolution

A resolution is the final decision reached by a committee at the United Nations. During the
MUN conference, you will meet with other delegates and create working papers, or the
first version of a resolution. When the chair accepts it, it becomes known as a draft
resolution. When the committee votes on it and it passes, it becomes known simply as a
resolution.

Example: Break-Up Resolution. Here is a not-serious way to understand resolutions.

Sponsors: Julia, Julia's Mother, Julia's Psychologist
Signatories: Five of Julia's Friends
Topic: The Break-Up of Julia and Pepe.

The Love Council,

Noting that Julia and Pepe have been dating for several months,
Recalling the night of June 8, 2014, when Pepe kissed another girl, Majo, at the premiere of
The Fault in Our Stars at Avenida Escazu,
Alarmed by Pepe's repeated denials, despite incriminating photographic evidence on
Facebook and Instagram,
Concerned that in recent weeks Pepe was seen holding hands with Fernanda at Starbucks,
buying Vanessa popcorn at the VIP, and watching the sunset at La Isla with Astrid,
Seeking to protect Julia from further pain and embarrassment,
1. Condemns Pepe's actions;

2. Declares the relationship hereby over;
3. Calls upon Pepe to promptly return all of Julia's belongings, including:
A) her Taylor Swift CD collection;
B) her Frozen DVD; and

C) her signed One Direction poster;
4. Requests that Julia Unfriend and Block Pepe on Facebook;
5. Recommends that Majo, Fernanda, Vanessa, and Astrid refrain from dating Pepe;
6. Further recommends that Pepe visit a psychologist to determine the root cause of his
search for female attention; and
7. Expresses its hope that other girls will learn from these unfortunate circumstances.

OUTLINE for a Resolution

Heading:
Sponsors: List of delegations that are main authors of the working paper
Signatories: List of delegations that agree with the working paper
Topic: The topic title
Full Committee Name in Italics Ending in a Comma,

Preamble: (The introduction) It gives reasons for discussing the topic and mentions past
international action. Begins with a key word from the list below; ends with a comma ( , )
Recalling that pre-ambulatory clauses are where you restate how important the problem is,
Noting with approval that you will now list previous UN actions on the topic,
Affirming the need to address this topic now because it has worsened, deteriorated, or
otherwise required immediate attention,
Operative clauses: give the recommendations for the committee; begins with a verb in the
present active tense; are numbered (1, 2, 3…); ends with a semicolon; except for the last
clause, which ends with a period. Each clause has only ONE idea.
1. Urges that the decisions set out in the following documents: Resolution ___,
Resolution ___, etc – be followed;
2. Establishes the creation of a monitoring body with the purpose of __________________;
3. Decides that the Council will meet again within __ days to reexamine the manner;
and
4. Expresses its hope that the situation of ___________ will be resolved peacefully.
Preambulatory Phrases (present participles)
Alarmed by Emphasizing Welcoming
Approving Having observed Aware of
Declaring Noting with deep concern Believing Fully
Having heard Reaffirming Believing
Deeply concerned by Noting with regret Having considered
Affirming Realizing Keeping in mind
Desiring Fully alarmed Recognizing
Having studied Guided by Having examined
Deeply disturbed by Deeply conscious Seeking
Noting with approval Taking into account Recalling

Operative Phrases for Resolutions (present active verbs):
Accepts Approves (Further) Recommends
Reminds Congratulates Confirms
Condemns Regrets Proclaims
Encourages Designates Considers
Authorizes Affirms (Further) Requests
Expresses Trusts Emphasizes
Calls for, upon Supports Declares accordingly

Resolution Writing Practice: In groups of 3-4, choose a topic: you can do a break-up, a
celebrity topic, international news, sports, etc. Write a fake resolution – and have fun!

Sponsors: _______________________________________________
Signatories: _____________________________________________
Topic: ___________________________________________________

Council Name: _________________________________,

Three Preambulatory Clauses:
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Three Operative Clauses:
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Writing Formal Resolutions: Guided Practice

Read through the following resolution, then try out the practice questions on the next page.

Sponsors: United States, Austria and Italy
Signatories: Greece, Tajikistan, Japan, Canada, Mali, the Netherlands and Gabon
Topic: "Strengthening UN coordination of humanitarian assistance in complex emergencies"
The General Assembly,
Reminding all nations of the celebration of the 50th anniversary of the Universal Declaration of
Human Rights, which recognizes the inherent dignity, equality and inalienable rights,
Reaffirming its Resolution 33/1996 of 25 July 1996, which encourages Governments to work
with UN bodies aimed at improving the coordination and effectiveness of humanitarian
assistance,
Noting with satisfaction the past efforts of various relevant UN bodies and nongovernmental
organizations,
Emphasizing the fact that the United Nations faces significant financial obstacles and is in need
of reform, particularly in the humanitarian realm,
1. Encourages all relevant agencies of the United Nations to collaborate more closely with
countries at the grassroots level to enhance the carrying out of relief efforts;
2. Urges member states to comply with the goals of the UN Department of Humanitarian
Affairs to streamline efforts of humanitarian aid;
3. Requests that all nations develop rapid deployment forces to better enhance the
coordination of relief efforts of humanitarian assistance in complex emergencies,
including the establishment of protocols for the following:
a. Assessment of probability of natural disasters in the nation-state,
b. Corresponding storage food, medical, and shelter supplies,
c. Distribution mechanisms for emergency supplies, and
d. Rebuilding process priorities and contingency plans;
4. Calls for the development of a United Nations Trust Fund that encourages voluntary
donations from the private transnational sector to aid in funding the implementation of
rapid deployment forces;
5. Stresses the continuing need for impartial and objective information on the political,
economic and social situations and events of all countries;
6. Calls upon states to respond quickly and generously to consolidated appeals for
humanitarian assistance; and
7. Requests the expansion of preventive actions and assurance of post-conflict assistance
through reconstruction and development.

PRACTICE:
Instructions: Write a preambulatory or operative clause, as indicated in each question.
There is a prompt that essentially tells you what the clause will say; all you must do is write
it in the appropriate way, as studied.

1. Your committee is writing a resolution on discrimination against women.

A. One of the things that discussed was that the UN Charter includes the dignity and worth
of the human person and in the equal rights of men and women. Write a pre-ambulatory
clause to describe this.

B. One of the decisions that made was to pursue the abolishment of existing laws,
regulations, customs and practices that discriminate against women. Write an operative
clause to describe this.

2. Your committee is writing a resolution on the eradication of poverty.

A. One of the issues discussed was microcredit - the lending of small amounts of money at
low interest to new businesses in the developing world - and how it has become a
successful program in some countries. Write a pre-ambulatory clause to describe this.

B. One of the decisions that they made was to declare 2016 as the International Year of
Microcredit, to raise awareness around the world about how microcredit can help
eradicate poverty. Write an operative clause to describe this.


MUN Practice Debate 2: Torture

Adapted from an activity created by Jose Trejos, Senior, Country Day School

Committee: General Assembly
Topic: Monitoring and Preventing Torture
Country: To be determined

Topic Description:
Torture is the action or practice of inflicting severe pain on someone as a punishment or to
force them to do or say something, or for the pleasure of the person inflicting the pain
(Merriam-Webster, 2014).

The United Nations Human Rights Council has
requested the creation of a special inspection force
to investigate torture around the world. You are a
delegate in the General Assembly, and have to
decide whether or not to approve the creation of
this force. This force would go into countries and
investigate the extent of their use of torture, and
their findings would be presented to the General
Assembly annually.

You can divide most countries into one of these four categories:

1. Pro-Human Rights: These countries are countries that have little or no torture
problems themselves and have a true commitment to human rights. They would
argue in favor of the creation of this monitoring group as a way to make progress in
the fight to stop torture, especially rogue torture and torture done by governments
behind the scenes.

2. Unofficial Torture Problems: Several countries have governments that have
abolished torture and prohibit it; however, they have a problem with police who
take it on themselves to torture without governmental approval. These countries
support the freer countries in their work to stop these crimes that are otherwise out
of control.

3. Secret Torture Programs: Several countries find torture a convenient method to
punish or investigate crime, but they pretend not to have such programs in order to
avoid international attention.

4. Where torture is allowed: Several countries believe torture is a valuable tool to
maintain national security, that it is needed to put down rebels, fight terrorism, and
discourage crime, or that it is just an acceptable way to investigate crime. These
countries will argue against the measure because they think it unnecessary and do
not want it in their countries.

Country Positions: These have generally been pulled from Wikipedia. A country´s policies
may have changed since this website was consulted. You may also use other online
resources to develop your position.
USA The USA is known to denounce human rights violations in the world and take the role
of the world policeman in enforcing international law in several occasions. They are a
strong voice against the use of torture, which is a ban grounded in their Eighth
Amendment and their political philosophy. This has taken a rather interesting turn
when their was conclusive evidence that the US government systematically tortures
people for information was brought to light, ever since the 9/11 attacks.
Vatican City The Catholic Church used to be a very powerful part of European history. In medieval
times, it supported and used torture as a way to punish and eliminate heretics (those
who did not follow the Church´s teachings) in order to force heretics or witnesses "into
confessing their errors and accuse others.” Today, the Church's views regarding torture
have changed drastically. Thus, the Catechism of the Catholic Church (1994) condemns
the use of torture as a grave violation of Human Rights. Today, the Catholic Church is a
strong voice against torture.
North Korea North Korea regularly uses torture as a way to keep their population under control.
They openly declare that torture is a necessary method of control for the glory of the
state to not be damaged by "traitors" and defend the necessity of torture. They also
delight in that the list of torturers includes countries like the US and the UK, which
makes them claim there is little ground to attack their position.
Bahrain Bahrain's government had a series of protests seeking freedoms, rights and more self
determination under the Arab Spring movement. Bahrain is, however, an oppressive
monarchic regime, and they responded to these with torture and brutal police
crackdowns. They support torture; it is "necessary" to maintain order in situations
where "anarchy" might occur, defending against "rebels and traitors".
China China uses torture very frequently in prisons. They formally ban torture but allow
anything that doesn’t leave a physical mark, which they claim takes away the really bad
abuses but allows a system where confessions can be counted on from the guilty. For
this they stand accused of human rights violations but still use their current system,
which they want to not get much attention.
France France condemns the use of torture by governments throughout the world, calling it an
abuse to human rights. However, though it is banned in France legally, torture done to
their prisoners and suspects is very common by their police, and it is not cracked down
enough to tone down accusations of human rights violations.
India India has not ratified or signed the Convention against torture. Torture occurs
regularly in the Indian penal system and is considered a valid investigation technique.
The government regularly denies they do it but that disguise is extremely thin - their
cops use it very often and its not easy to hide.
Israel Israel banned severe torture in 1999, but due to the fact that Israel faces scary enemies
(we need to do X to survive is how they kept their nukes, their imperialist conquests
and that kind of thing) they need to use torture-like methods to survive. Thus they use
"heavy discomfort" interrogation techniques like days with sleep deprivation and
withholding sensory perception.
Nigeria Uses repeated, severe beatings, abuse of sexual organs, rape, death threats, injury by
shooting, and the denial of food and water on common criminals accused of stuff like
thievery and (interestingly) witchcraft (biblical witchcraft, not kidding). Nigeria will
argue that it is hard to maintain order in a region that is so unstable, and because of
that their current use of tortures is necessary.


Russia The Constitution of Russia forbids arbitrary detention, torture and ill-treatment. Part 2
of Article 21 of the Constitution states that "no one may be subjected to torture,
violence or any other harsh or humiliating treatment or punishment…" However
Russian police are regularly observed practicing torture – including beatings, electric
shocks, rape, asphyxiation – in interrogating arrested suspects. Torture and
humiliation, or dedovshchina, are also widespread in Russian's military, according to
Human Rights Watch. This is essentially the Russian version of bullying that is
practiced in the American military, however it is often much more brutal. In addition,
hundreds of innocent people who have protested against the government for different
reasons have been arbitrarily arrested, beaten, tortured, and raped by special police
forces. Such incidents took place not only in Chechnya, but also in the Russian towns of
Blagoveshensk, Bezetsk, and Nefteyugansk.
New Zealand There is very little evidence that New Zealand has committed any torture in modern
times at all. They are a country with an appreciation for human rights that decries
torture.
Spain Spain categorically denies any torture occurs in their country, period, and believes it is
a problem that needs to be dealt with as a severe violation to human rights.
Italy There is very little evidence that Italy has committed any torture in modern times at
all. They are a stable country with an appreciation for human rights that decries
torture.
Saudi Arabia Saudi Arabia officially considers torture illegal under Islamic Law; however, it is widely
practiced, as in the case of William Sampson. According to a 2003 report by Amnesty
International, "torture and ill-treatment remained rife."[99] Hanny Megally, Executive
director of the Middle East and North Africa division of Human Rights Watch, stated in
2002 "The practice of torture in Saudi Arabia is well documented",[100] According to
the Human Rights Watch World Report 2003, "Torture under interrogation of political
prisoners and criminal suspects continued",[101] and the 2006 report notes that
"Arbitrary detention, mistreatment and torture of detainees, restrictions on freedom of
movement, and lack of official accountability remain serious concerns".[102]
United The UK is a European voice that speaks against torture and believes it should be
Kingdom combated. However, they have many skeletons in their closet, from helping the
Americans torture in Guantanamo to individual cases on several individuals within
their populations. They will speak out against torture, but might get attacked.
Norway Norway is an extremely free country with strong attention paid to human rights. They
decry torture and call for it to be stopped.
Afghanistan Since the U.S. overthrow of the Taliban, torture has been reported on several occasions,
both by Afghan groups and by U.S. troops. In the Herat region, dominated by the
warlord Ismail Khan, Human Rights Watch reported extensive torture in 2002.[15]
Torture by US troops has been alleged in news reports by the New York Times.[16] In
March 2008 the U.K. Ministry of Defense claimed that that they and the Afghan army
had uncovered a Taliban torture chamber where two individuals were believed to have
been beaten.[17]
Iraq The post-invasion Iraqi government holds thousands of people in prison. After
investigating from July to October 2004, Human Rights Watch found that torture was
"routine and commonplace." According to their report, “methods of torture or ill-
treatment cited included routine beatings to the body using a variety of implements
such as cables, hosepipes and metal rods. Detainees reported kicking, slapping and
punching; prolonged suspension from the wrists with the hands tied behind the back;
electric shocks to sensitive parts of the body, including the earlobes and genitals; and
being kept blindfolded and/or handcuffed continuously for several days. In several
cases, the detainees suffered what may be permanent physical disability.”

Syria Following the Syrian uprising, reports has been made of widespread and systematic
torture used by Syrian security forces.[119] This includes electrocution, brutal
beatings and sexual assault. Amnesty said of the situation : "Torture and other ill-
treatment in Syria form part of a widespread and systematic attack against the civilian
population, carried out in an organized manner and as part of state policy and
therefore amount to crimes against humanity."[120]
Uzbekistan Uzbekistan has had a few incidences of torture tied and proven. Nonconclusive
evidence suggests there should be a huge amount more than has been found being
conducted and hidden. Forms of torture frequently cited include immersion in boiling
water, exposure to extreme heat and cold, "the use of electric shock, temporary
suffocation, hanging by the ankles or wrists, removal of fingernails, punctures with
sharp objects, rape, the threat of rape, and the threat of murder of family
members.[150] (For example, see Muzafar Avazov.)
Denmark There is very little evidence that Denmark has committed any torture in modern times
at all. They are a stable country with an appreciation for human rights that decries
torture.
Germany There is very little evidence that Germany has committed any torture in modern times
at all. They are a stable country with an appreciation for human rights that decries
torture.
Jordan Torture is illegal in Jordan, however it remains widespread. According to a report by
Amnesty International, intelligence agents in Jordan frequently use torture to extract
confessions from terror suspects. Common tactics include, "beating, sleep deprivation,
extended solitary confinement, and physical suspension." Palestinians and suspected
Islamists are treated especially harshly. Though Jordan has improved many procedures
including a prison reform campaign in partnership with EU in this respect, agents at
the General Intelligence Department remain largely immune to punishment.[28][29]
Canada Canada has what they call an "absolute prohibition to human torture". Basically non
exists or is likely to exist in Canada. They see no black and white: it is a human rights
abuse and an abhorrent evil.
Mexico Mexico does not conduct torture formally, and the amount of times the police do it on
their own is rather low for a country of their region and prosperity. Historically,
particularly during the 1960s-1990s, the police had widespread counts of torture
against those protesting against the government for different reasons. Today, drug
cartels in Mexico conduct torture against their civilian populations, cops and other
enemies, and Mexico has much to gain from information on them.
Brazil Torture in Brazil is widespread and systematic according to the ex-UN Special
Rapporteur. Occurrence of police torture accompanies murder or effecting
intimidation and extortion. Torture has also been widely reported in detention centers
and mental institutions. Although the constitution prohibits torture and provides
severe legal penalties for its use, torture by police and prison guards remained a
serious and widespread problem. In February [year missing] the government's
National Human Rights Secretariat (SEDH) acknowledged that torture existed in the
country and related the problem to societal tolerance and the fear of retaliation.
Uruguay Uruguay is known for being extremely liberal among Latin American countries. They
have very few instances of torture and attempt to wipe out what they have upfront.
They abhor torture and argue against it.
Congo Congo is a signatory of the UN Protocol Against Torture and their government
disavows torture. However, they have severe issues in that as an unstable African
country they have little control over their police, who torture liberally.
South Africa Though South Africa is one of the most prosperous and stable countries in Africa, they
are still burdened by a persistent problem in police abuse that as of yet they cannot fix.


Assignment: Go over the country you have been assigned. Prepare a 6-8 sentence speech
explaining both your country´s position on the topic as well as whether or not you support
the creation of an international body to monitor torture within countries.

Remember:
- You may go online for further information, if you would like.
- Don´t use I, you, or we – diplomats say “the delegation of India” or “India believes”
- You are the official representative of your country. If you are secretly in favor of
torture or you use it in special circumstances, make sure to say it in a way that
doesn’t embarrass your country
- You may type your paragraph and print it out, or use the space below:

Paragraph:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Time for the practice debate! Use different pages from this manual for help.

Preparing for CancunMUN

Step 1: Researching Your Country
Answer these questions in bullet form/outline
Suggested Sources: CIA World Factbook, EBSCO
Physical Geography
1. Official Name:
2. How big is your country’s territory compared to others?
3. Who are your country’s neighbors? List them, then briefly describe your relationship
with each of them. Also, make sure you know where your country is located on a map!
Cultural Geography
4. How many people live in your country compared to others?
5. Major ethnicities and religions:
6. Official language and other major languages:
7. Capital:
8. Other major cities:
Political Geography
9. Type of government:
10. Leader’s title and name:
11. How large is your country’s army? This helps identify your country’s power.
12. What other countries does yours have a good relationship with? Tense relationship?
This is to start thinking of who you can work with in a committee.
13. What international organizations other than the UN are you a member of? (ex.
Organization of American States, African Union, etc)
Economic Geography
14. Top 3 economic sectors or industries:
15. Who are your country’s biggest trading partners? This helps identify the countries you
are unlikely to criticize or challenge.
16. Is your country a Most Developed Country (MDC), Middle Income Country (MIC),
Developing Country, or a Least Developed Country (LDC)?
17. Describe the quality of life for the average person living in your country.
History:
18. Briefly describe the history of your country, including the three most important events
of the past 100 years.
19. What is one important problem facing your country today? Explain.

Step 2: Researching Your Committee

Best source: Find the official UN website of your committee. Look for an “About” section.
Combine these responses into a short paragraph.
1. What is the full name of your committee?

2. Why was your committee founded? When was it founded?
3. What are your committee’s powers? What can it actually do?
4. How would you describe your committee’s role in the United Nations system?
Step 3: Writing the Position Paper

When you attend a Model UN conference, you prepare a position paper on each of the topics
that will be discussed. In one paragraph, you outline the history of that topic, in the next you
explain how it affects your country, and in the last you propose solutions that your country
believes should be in a resolution to solve the problem. Position papers are required by IAS
advisors in order to attend the conference.
The easiest way to get started is to first read the background guide provided by the conference.
That has the absolute basic you must know. Then, do research, and make sure to cover each of
the following questions. Some students find it easier to answer each question and then
combine the responses into the paragraph.
Paragraph 1. Brief Background of the Topic:

- What is the historical background and causes of the issue?
- Name at least three regions or nations in which the issue is most pronounced. Are any
of the affected countries your allies or part of your regional group? (such as the
European Union, African Union, Organization of American States, Arab League, etc.)
- Name three relevant historical events that led up to the issue.
- What factors have made this issue so prominent and difficult to solve?
- What has the UN already done to try to solve it? Include important documents,
organizations, and other projects.
- Explain if other organizations, such as the World Bank, Interpol, or European Union have
been involved.
- Best sources: background guide; read it all as a starting point.
Paragraph 2. Your Country’s Role:

- Does this problem directly affect your country? How so?
- How is your country working to solve the issue? Mention at least one law or program
your nation has implemented that is at least somewhat relevant to the issue at hand.
- What do you feel are the most important goals for your nation relating to this topic?
- Has your country been involved with international attempts to solve the issue?

Paragraph 3. Solutions Your Country Proposes:

- How does your country propose to solve the issue?
- What difficulties does it predict in solving the problem?
- Why are these solutions important or how will they be useful?
- What might be associated costs?
- Why is this solution necessary?
WRITING GUIDELINES:
1. Support your statements with facts, statistics, and quotes.
2. Use your country’s name, “the delegation or (your country’s name,” or “the government
of (your country’s name).” You should also use this kind of language during the
simulation.
3. Use the exact formatting shown in the example.
SAMPLE POSITION PAPER: This is a real IAS student’s paper from six years ago!
Committee: United Nations Security Council

Topic: Nuclear Weapon Free Zones and Nuclear Proliferation
Country: Uganda
The United States detonated the first nuclear bomb in Hiroshima and Nagasaki in 1945. The
cities were completely devastated, and grave repercussions of the attack still affect the Japanese
over sixty years later. Other powerful states soon followed suit: China, France, Russia, and the
United Kingdom tested nuclear weaponry successfully within twenty years. The arms race thus
began, as countries such as Pakistan, India, Iran, North Korea and Israel have developed nuclear
science as well. The situation is severe: currently, there are enough nuclear weapons to kill every
human on Earth fifty times. Realizing the threat this posed to the global community, the United
Nations took action, beginning with the Non- Proliferation Treaty, joined by 187 countries and
now considered to be the cornerstone of nuclear disarmament. Additional agreements have
ensued: the Comprehensive Test Ban Treaty has been ratified by 151 states and the Limited Test
Ban Treaty, signed by 108 countries. The UN has also held several NPT Review Conferences to
continue moving forward, and the Security Council has taken charge of this situation, affirming
its commitment to free the world from nuclear weapons. Perhaps the most important recent
action has been Resolution 1887, which, calls upon states to sign and ratify both the NPT and the
CTBT. This resolution is an important step taken by the Council, and as Secretary-General Ban
Ki-moon stated: “nuclear disarmament is the only sane path to a safer world.”
Uganda firmly believes that a world completely free of nuclear weapons is a necessity. Uganda
has taken all the steps required to do its part in order to achieve its government’s commitment to
global security. Uganda is a signatory of the NPT, the CTBT and the LTBT, and has also been an
active participant in several conferences concerning the issue. When the UN was established
Nuclear Weapon Free Zones where “countries commit themselves not to manufacture, acquire,
test, or possess nuclear weapons,” Uganda was an active participant, contributing to a NWFZ
being established in the entire African continent. Uganda also supported the Treaty of Pelindaba,

which supervised by a newly established African Commission on Nuclear Energy. As our

Permanent Representative to the UN, Dr. Ruhakana Rugunda, said: “as long as some countries
have nuclear weapons, there will be others who aspire to get them as a deterrent measure.”
Uganda thereby urges all states to ratify the treaties mentioned and act in full compliance of their
stipulations. The longer we wait to solve this issue, the more dangerous the situation shall
become. It is imperative that any defiance of the NPT be heavily sanctioned, and that the
countries who currently own nuclear weapons lead through their own disarmament, so that
smaller countries that also have nuclear weapons follow their example. In short, it is imperative
that nations choose stability over domination. On the other hand, Uganda is completely in favor
of the peaceful use of atomic energy. It is in our future plans to use nuclear energy, since we
believe that such advanced technology will help Uganda solve its energy shortage issues. All our
access to natural sources is not nearly enough to provide every Ugandan civilian. This is an
ambitious project though, that would take around ten years to achieve, but we will of course do it
in full compliance of the NPT and closely supervised by the IAEA. Our president Musveni said
it himself: Uganda needs this project if it wants to “push its development agenda forward.”
Hence, the delegation of Uganda believes every nonnuclear state has the right to develop this
energy while at the same time severely restricting the spread of nuclear weapons.
Questions:
1. What do you think the main reasons for writing a position paper are?
2. What do you notice this student did well in the position paper?
3. What suggestions might you offer the student?
4. What are your main concerns regarding writing a position paper?
5. What kinds of websites do you think would be good resources for finding information for
the position papers?

Step 4: Formal Resolution Practice

Preparing for CancunMUN:
Although you are not allowed to bring pre-made resolutions to most conferences, including
CancunMUN, you should still have a clear sense of what your goals are for a resolution. So, to
practice, write down at least one Preambulatory Clause that connects with a prior UN resolution
or document, and three Operative Clauses that you believe your country would support.
Preambulatory Clause:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Three Operative Clauses:
1.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Now, briefly explain below how these three clauses would fix the problem

Winning Awards
By Jose Trejos, Senior, Country Day School
Jose won over 12 awards during his high school Model UN career.

Why Win Awards?
• For some people, it adds fun to win
• Prestige
• If you’re going to be there anyway, why not win?
• College admissions (looks good to be good at MUN)

Usually, a conference has three types of delegates:
1. The “Fun Delegates” – NO Awards. They are there to meet people, go on a trip,
have fun. These types of delegates never win.
2. The “Good” Delegates – Almost Never Win Awards. They usually have some MUN
experience, get along well with others, and would love to win an award, but since
winning an award takes planning, they usually don´t.
3. The Award-Seeking Delegates – Win awards most conferences. These delegates
generally love MUN, but also like to win. Even before attending a conference, have
prepared and planned in order to maximize their chances.

If you would like to be an award-seeking delegate, follow this advice!

Most Committee Awards follow the basic format:
• Note: an exception is the Security Council, as it is small and intense.
• The Best Delegate Award, or the #1 award, is usually given to the “leader” of the
Majority Opinion. In other words, this is the leader of the passing resolution.
• The first Honorary Mention Award, or the second tier award, is usually given to the
leader of the Minority Opinion. In other words, this person is usually the leader of
the failing resolution.
• Other awards: Typically goes to partners of one of the other delegate winners,
“Black Horse” delegates, those who single-handedly had to promote unpopular ideas
because of their country´s position, and of course, younger students who did
surprisingly well.

What determines who wins?
• Position Papers – write one. It should be good, and with no typos. Have someone
else read over it before you turn it in. Make it clear you understand the topic fully.
• Debating skill – know your parliamentary procedure. No I, you, etc.
• Participation – SPEAK OFTEN. More on this below.
• Ideas and Teamwork – Have ideas. Sell them to other people. Invite them to join you.

• Miscellaneous: general behavior, be polite to the chair, dress for success, etc.
• However, if you read what I wrote above, you know the number one most important
thing is RESOLUTIONS!

Three major qualities characterize good debating:
– Frequency: Do NOT let too much time pass without raising your placard and
getting to speak. You should try to comment on any aspect of the topic raised,
any potential solution discussed.
– Quantity: Speak a LOT. Don’t just say a short 15-second point: if you have 45
seconds in a moderated caucus, use them!
– Quality: Speak well. Everyone has his/her own style, but there is good and there
is bad. Two small tips:
• People love it when you compliment them, and studies have shown that
when you compliment others, they are more likely to support you in turn.
• Ex: “The delegate of India raised an excellent point regarding the
existence of a successful program in their country…”
• Don´t compliment the same country more than once, though.
Compliment others.
• Don’t be redundant. People hate it when debates go around in circles.

How to Write a Resolution
• Step 1: Have an idea. Even before the conference, think of a resolution idea. It
should be in the third paragraph of your position paper. You need to have at least
one idea to make a resolution.
– Do not make a “fluffy” resolution, ever.
– Your idea should be three things: practical, effective, and creative.
• Step 2: Band together. Create a group of people to work with.
– Speak a LOT. Become a pillar of one of the sides.
– Use the time in snacks and lunches!!
– Make allies and start to discuss ideas
• Step 3: Write your resolution as a group.
– Compromise. Be ready to limit some parts of your idea or incorporate others.
– Get signatories early and in large numbers: always tell people that you are
not obligated to do anything as a signatory if they hesitate.
– It always looks good to have an operative clause or two with subsections, as
it allows you to be more specific.

– Make sure your resolution follows the format perfectly. No rookie mistakes,
no typos, and make sure it reads as if it were one long sentence.
– Make the resolution ON YOUR LAPTOP!
– In the list of sponsors, make sure your country is the first or second (as long
as you are a main author, of course!)
– Debate the resolution. Be ready to defend it, and persuade others to sign it.
This is your main chance to visibly be the leader of the group.
– Q&A Sessions. Don’t be shy about answering questions after presenting the
resolution. Don’t dominate and allow other teammates to speak, but make
sure you are right in there.

General Advice and Wrap-Up:
• Prepare a good position paper
• Research well. Other people’s positions matter a bit, knowledge of the topic matters
more. Most important thing: Understand how your country thinks.
• Debate well and speak constantly.
• Be nice, dedicated, and charismatic during the entire conference. Drink coffee.
• LEAD the effort to make a GOOD resolution from YOUR laptop.
• Sit in the Closing Ceremony and have a heart attack while you wait for awards.

Questions:
1. Look over the article again and check of things that you already did during a part
conference. Did you win an award?

2. Does winning an award sound like something you would like to do? Why or why not?

3. Write down two new things you learned or realized as you read this piece.

4. What two pieces of advice from this article do you think would be best for you to focus
on next time?

5.Do you disagree with the author on any points? If so, which one and why?

UNITED NATIONS STUDY GUIDE

Instructions: Use your MUN book and the Internet to find the answers to the following
questions.
1. Fill in the blanks: the headquarters of the UN and most of its organs are located in
_______________. However, the International Court of Justice (ICJ) has its headquarters at the
___________________ in ______________________, in ___________________________.
2. What two symbols are on the UN flag? Explain their significance.
3. How many UN members are there today? How many of them are in the General Assembly?
Explain.
4. Which was the last country to join the UN? When did it join?
5. All UN documents must be translated into the six UN official languages. Which languages are
UN official languages?
6. A UN “working language” is a language used on a daily basis by the UN staff (the

Secretariat) or to conduct business in the committee. What are the two UN working languages?
7. What is the title of the highest-ranking UN officer? Which organ is s/he at the head of?
8. Who is the current highest-ranking UN officer?

Where is he from?
9. What are the four main goals of the United Nations?

1)
2)
3)
4)

10. What was the League of Nations? When was it established?
11. Why did the League of Nations fail? (two reasons)
12. What was one of the strengths of the League of Nations?
13. What are the six main organs of the United Nations?
14. Which of the UN organs is no longer in operation and exists only on paper? Explain.
15. Identify and explain three things that make the Security Council substantially different from
all other UN bodies.
1)
2)
3)
16. The General Assembly is often considered to be the UN’s “most democratic organ.” Why do
you think this is the case?

17. Return to the rubric on Page 5. Mark off where you find yourself at this point.
End of First Semester

Second Semester:
The United Nations and Human Rights
Child Soldiers
Genocide
International Court of Justice (ICJ)
Sustainable Development Goals (SDGs)



Understanding Human Rights

Think, Pair, Share: Work with a partner or small group of students. Discuss each question,
then record what you have agreed on. You will later discuss these questions as a class.

1. What do you think the term “human rights” means?

2. Give any examples you can think of (but at least six!). In other words, give as many
human rights as you can think of.

3. Are everyone’s human rights respected? Give a few examples of rights being
respected and a few of rights not being respected.

4. Why do you think human rights are sometimes not respected? What keeps people
from universally respecting others’ rights?

5. Is it the UN’s fault when people’s rights are not respected? Explain.

6. What can people do to make sure other people’s rights are respected? Give a few
specific suggestions (they can be specific to one right or general).


Class Brainstorm

Background: The very first major international instrument passed by the UN was the Universal
Declaration of Human Rights (UDHR). Its main author was Eleanor Roosevelt, wife of then-
recently deceased American President, Franklin Delano Roosevelt. It was passed during the very
first session of the General Assembly. This declaration is not considered law; instead, it is an
expression of the ideal that countries and the UN should strive for and points the direction for
course of action. Countries who sign it agree to follow them and give the UN the right to check on
whether these rights are being followed.

Activity: Read the articles assigned to your group, then discuss and talk with your team to decide if
they apply to Mexico: always, usually, sometimes, or never. After the initial brainstorm, you may
go online to do additional research. If the answer is not “always,” then explain by discussing and
then writing examples of why the statement is not always true. Once the groups are finished, you
will present your article and their opinions one by one. Other class members will then be invited to
say if they are in agreement or disagreement with each group’s conclusion.

Universal Declaration of Human Rights:
Article 1. All human beings are born free and have equal rights.

Article 2. Everyone has the same rights and freedoms, without regard for race, color, sex, language,
religion, political or other opinion, national or social origin, property, birth or other status.

Article 3. Everyone has the right to life, liberty and security of person.

Article 4. No one can be a slave; slavery is prohibited in all forms.

Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading punishment.

Article 6. Everyone has the right to be seen everywhere as a person before the law.

Article 7. All people are equal before the law.

Article 8. If a person’s rights are violated, this violation shall be rectified by the national courts.

Article 9. No one can be arrested, detained or exiled randomly or without reason.

Article 10. Everyone has the right to a fair hearing at a court if he or she is accused of
committing a crime.

Article 11. Everyone who is accused of a crime has the right to be considered innocent
until proven guilty.

Article 12. No one and nothing can interfere with another person’s privacy, family, or
home, or hurt a person’s honor or reputation, without legal justification.


Article 13. Everyone can move freely within his/her own country and live where he/she
wants inside of it. Everyone also has the right to leave any country, including his or her
own, and return to that country.

Article 14. Everyone has the right to seek asylum in other countries. Asylum: asking another
country to give protection by giving a new place to live. For example, many people in Chile in
1970 who disagreed with the dictator, Augusto Pinochet, had to leave the country to avoid
torture or death. They went to countries such as the USA, Mexico, and France.

Article 15. Everyone has the right to a nationality. Nobody can take away a person’s
nationality or keep them from getting a new one.

Article 16. Adults have the right to marry and choose whom they marry. Both people have
the same rights during the marriage and if it ends.

Article 17. Everyone has the right to own property. Their property cannot be taken away
without justification.

Article 18. Everyone has the freedom to choose their religion, and can change their
religion freely. They can practice their religion fully.

Article 19. Everyone has the right to freedom of opinion, includes freedom to hold
opinions without interference. They can express this opinion freely.

Article 20. Everyone has the right to freedom of meeting in groups, as long as their
purpose is peaceful. No one can be forced to be a member of an association.

Article 21. Everyone has the right to take part in the government of their country, directly
or through elected representatives. Government should be chosen through elections in
which everyone is allowed to participate.

Article 22. Everyone has the right to security and is entitled to the economic, social and
cultural rights indispensable for their dignity.

Article 23. Everyone has the right to work, to choose their job, and to good working
conditions. Equal work shall get equal pay. Everyone has the right to an income that will
give a life of dignity.

Article 24. Everyone has the right to rest, including limitation of working hours and
periodic holidays with pay.

Article 25. Everyone has the right to a standard of living adequate for the health and well-
being of himself and of his family, including food, clothing, housing and medical care.


Article 26. Everyone has the right to education. Education shall be free and obligatory, at
least in the elementary and fundamental stages. Education shall respect for human rights. It
shall promote tolerance and friendship among racial or religious groups.

Article 27. Everyone has the right to participate in their community’s culture, to enjoy the
arts and to share in scientific advancement and its benefits.

Article 28. Everyone is entitled to a social order in which the rights and freedoms set forth
in this Declaration can be protected.

1. A hundred years ago, most governments in the world did
not b____________ many of the principles in the UDHR.
1 2. The UDHR ____________ in more than 300 languages.
3. The UN a____________ the UDHR in December 1948.
2 4. In some countries it is easy to take human rights for
____________.
3 5. The UDHR establishes the right to be free from
4 ____________.
6. Unfortunately, many human rights ____________ are still
5 happening.
7. One of the first things the UDHR says is that every person
6 should have the ____________ rights.
7 8. Many countries have ____________ human rights treaties
since 1948.
8 9. The UN tries to ____________ respect for human rights.
10. Some countries have suggested that the UDHR only
9 expresses ____________ cultural and religious traditions.
1

0
Check each article of the document by its Type of Right. Some Articles may overlap categories according to your interpretation.
Civil and Political: Right to participate fully in government, individual liberties

Social and Economic: Basic Needs rights—food, clothing, shelter, health care, education, employment, etc.
Group Rights: Not just for individuals, but to specific groups of individuals, i.e., women, children, minorities, etc) These may
also include “individual rights” within the group.
Wartime Protection: Rights, which govern how societies and governments should deal with each other in a time of war.
Provides for protections of military as well as civilian personnel among warring countries. Sometimes a “code of rule” to
protect innocents, enemy prisoners, and foreign land during wartime.
Article Civil/ Social/ Group Wartime Article Civil/ Social/ Group Wartime
Political Economic Rights Protectio Political Economi Rights Protectio
n c n
1 14
2 15
3 16
4 17
5 19
6 23
12 25
13 27

The United Nations Convention on the Rights of the Child

Adopted and opened for signature, ratification and accession by General Assembly on November 20, 1989,
and entered into force September 2, 1990.
Article 1 Child means anyone below the age of 18.
Article 2 Rights have to be set out without discrimination against race, disability, sex or language etc.
Article 3 In courts of law or authorities, the best interest of the Child is the first consideration.
Article 4 All legal and administrative measures have to be undertaken by state parties.
Article 5 State parties will respect rights and responsibilities of parents.
Article 6 Every child has the right to life.
Article 7 From birth the state will ensure that the child has a right to a name and to know who is caring for them.
Article 8 The right to preserve identity
Article 9 The right not to be separated from parents unless the best interests of the child are not been
carried out. If separated from parents, the child has a right to contact.
Article 10 If child lives in a different country form his parents, then he has the right to regular contact with them.
Article 11 State parties will combat illicit transfer and non-return of children abroad.
Article 12 The right to express views freely in matters that affect them.
Article 13 The right to freedom of expression, which includes the freedom to seek and receive information
through any media type, subject to certain restrictions.
Article 14 Respect of the right of the child to freedom of thought, conscience and religion.
Article 15 Freedom of association and peaceful assembly.
Article 16 A child is protected from unlawful interference with his own privacy and family life.
Article 17 A child has access to information and material from a range of national and international sources.
Article 18 Both parents have responsibility for upbringing of child.
Article 19 Protection against physical or mental violence, injury or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse while in care of parents of legal guardian.
Article 20 A child deprived of her family has the right to protection and assistance to provide alternative
care by state, like adoption.

Article 21 Competent authorities must carry out adoption in the best interest of the child.
Article 22 Refugee children must have appropriate protection and humanitarian assistance.
Article 23 Mentally or physically disabled children should enjoy a full and decent life with dignity and
promotion of self-reliance and encouraged to actively participate within the community.
Article 24 The right to the highest attainable standard of health and should not be deprived of their right
to access of health care services.
Article 25 If child is in care and receives treatment for mental or physical disability, his/her treatment is
up for periodic review.
Article 26 Every child has right to benefit from social security.
Article 27 Every child has the right to an adequate standard of living.
Article 28 A right to education and equal opportunities. Primary education is compulsory in all countries
and higher education should be made accessible to all.
Article 29 Education should be directed towards the development of the child’s personality, talents and
mental and physical abilities. Also, respect should be given to the child’s and his/her parent’s cultural
identity, language and values. Also, children should be encouraged to respect the natural environment.
Article 30 If a child is from a minority group, i.e. ethnic or religious, he has the right to practice his own
language or religion.
Article 31 Right to rest and leisure and engage in play and recreational activities.
Article 32 Child should be protected from economic exploitation and hazardous work.
Article 33 States must protect child from the illicit use, production and sale of drugs.
Article 34 Protection from sexual exploitation and abuse
Article 35 States must take appropriate measures to prevent abduction or sale of children.
Article 36 States must protect exploitation of child that might affect her welfare.
Article 37 No child shall be subjected to torture or cruel, inhumane treatment or punishment. Nor shall a
child be deprived of freedom, and if imprisoned, it should be as a last resort and in conformity with the law.
If freedom is deprived, it has to be with humanity and respect and access to legal assistance.
Optional Protocol to the Convention on the Rights of the Child on the involvement
of children in armed conflict
Adopted and opened for signature, ratification and accession by General Assembly
resolution
25 May 2000 - entry into force 12 February 2002

Child Soldiers Research: http://www.child-soldiers.org/publications_archive.php - Use

the Global Report to answer the following questions:
Country Name
Population
Population under 18
Compulsory Recruitment Age
Voluntary Recruitment Age
Number of child soldiers

Signed the Convention on the Rights of
the Child Optional Protocol? Yes or No
Signed the Paris Commitments?

Overall picture of the use of child
soldiers – Description!

What kind of conflict is occurring that

requires child soldiers? Describe it.
How are children recruited? Describe at

least two ways.
What is the role of the child soldiers;

how are they used?
What steps have been taken to eliminate

child soldiers?
Additional Information

The Eight Stages of Genocide

The Holocaust as a Case Study




Questions about the Holocaust:
1. Why did Nazi Germany seek to exterminate, or eliminate completely, the Jewish
population of Europe?
2. In addition to the Jews, what other groups of people did Hitler consider inferior?
3. What were the consequences of the Holocaust?

4. Think of a book you have read or any movie you have seen about the Holocaust. How did
the Holocaust affect the people in that book or film?

5. Think of a question you would like to know the answer to about the Holocaust. (It should
not be a question that can be answered by the information in the workbook.) Write it
here, then go online and try to figure out the answer. Record it below so that you can share it
with the class.
Question:
Answer:

Timeline: Creating the Crime of “Genocide”

Instructions: Read through this timeline, then answer the critical thinking questions at the
end.

1900 Raphael Lemkin is born in Poland.

1915–18 During World War I, over one million Armenians are killed by the Ottoman
(Turkish) government; Mehmad Talaat, one of the Turkish officials, and
others live freely in exile after ordering the deaths of innocent civilians

1921 Lemkin enters law school.

1933 Lemkin, after studying what happened to the Armenians, writes a formal
paper urging international leaders at the Madrid Conference to make a law
against the destruction of religious or ethnic groups which he calls crimes of
“vandalism” and “acts of barbarism.”
The same year, Hitler comes to power in Germany.

1939 Hitler invades Poland, and much of Lemkin’s family is murdered during the
Holocaust (they were Jewish).

1941 Lemkin escapes Nazi persecution in Poland and emigrates to the United
States. Winston Churchill refers to the Nazi extermination of Jews, gypsies,
and others as “a crime without a name”

1944 Lemkin publishes his book, Axis Rule in Occupied Europe, in which he coins
(creates) the word “genocide”

1945 The International Military Tribunal in Nuremberg, Germany is established
and marks the first time national leaders are brought to justice by the
international community. The word genocide is used during the trials to
describe Nazi acts against Jews and gypsies.
The United Nations is founded.

1948 The Convention on the Prevention and Punishment of the Crime of Genocide
and the Declaration of Human Rights are adopted by the United Nations on
two consecutive days

1951 The Genocide Convention is ratified at the United Nations. Lemkin lobbies
unsuccessfully to have the United States ratify the treaty.

1959 Lemkin dies in New York. Only nine people attend his funeral.


1967–86 Senator Proxmire gives daily speeches on the floor of the United States
Senate urging members of Congress to ratify the Genocide Convention

1975–79 Cambodian Genocide, approximately 1.7 million Cambodians die.

1988 The United States ratifies the Genocide Convention.

1991–95 Genocide in the former Yugoslavia.

1993 International Criminal Tribunal (ICT) for the former Yugoslavia is
established to prosecute crimes of war and genocide.

1994 Rwandan Genocide begins and lasts over 100 days; an International Criminal
Tribunal for Rwanda is established

1998 Jean-Paul Akayesu, a Rwandan who oversaw some killings of Tutsis, is found
guilty of genocide, marking the first conviction for the crime of genocide in
an international court

2000 In the Millenium Declaration, countries around the world sign the
Responsibility to Protect, a commitment to intervene to stop genocide. This
was HUGE, as it meant that they would disregard a country’s sovereignty in
order to save people.

2002 The International Criminal Court is established as a permanent court that
tries people accused of genocide, crimes against humanity, and war crimes

2003 Janjaweed militia (supported by the Sudanese government) begins
murdering and raping civilians in Darfur

2004 American Secretary of State Colin Powell refers to killings in Darfur as
genocide; the first time the United States refers to an ongoing crisis as
genocide. This is later withdrawn, to prevent the US from having to
intervene.
Juan Méndez (a former political prisoner in Argentina) is appointed to
become the first United Nations special adviser on the prevention of
genocide.

Questions: Discuss each of the following questions with a friend. Then, choose one to
answer in a well-thought out 5-7 sentence paragraph, using examples from the timeline.

1. What impact, if any, do you believe Raphael Lemkin has had in promoting
international human rights? (Use specific examples.)


2. Explain how the US came to pass the Genocide Convention. Include: who eventually
succeeded in getting the United States to ratify the Genocide Convention, when this
occurred, whether Lemkin was involved in this process, and how many years after
the Convention was originally passed.

3. Do you consider that the existence of the Genocide Convention has stopped, or
prevented, genocide? (Use specific examples.) Why or why not?

Respond to one in a full paragraph below:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Ending Genocide: Article I and Article II of the Convention on the Prevention and
Punishment of the Crime of Genocide

Article I: The Contracting Parties confirm that genocide, whether committed in time of peace
or in time of war, is a crime under international law which they undertake to prevent and to
punish.

1) What are the two main purposes of this article?
a.

b.

Article II: In the present Convention, genocide means any of the following acts committed
with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as
such:
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to bring about its physical
destruction in whole or in part;
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group.

2) Examine the definition of genocide in the article: “to intend to destroy... a national,
ethnical, racial or religious group.” Identify three groups targeted by the Holocaust or Nazi
persecution. Then, explain whether or not each one of the groups is now protected
according to this article.

3) Genocide is defined by the intent to destroy a group, then provides five acts that are
considered genocide. The last two, however, don’t necessarily involve killing or extreme
physical injury. Why do you think these are still considered acts of genocide?


Genocide and the Eight Stages of the Holocaust

Genocide is a very specific type of human rights violation. Most would consider it the
WORST human rights violation, as it is the attempt to destroy a group from existing in the
earth. You have read a textbook excerpt about the Holocaust, the Nazi attempt to eliminate
the Jewish people of Europe. Genocide Watch, an international group, studied several
genocides and concluded that genocides are not just terrible; they also follow predictable
stages and patterns. The important thing is that this means we could potentially prevent
genocides.

Read the definition of each of the stages of genocide. Working with a partner or group, try
to identify and describe each stage of the Holocaust. You may go back to the reading or go
online as necessary. Then, try to identify a possible intervention that may have stopped the
Holocaust at that stage.

Stage 1: CLASSIFICATION
All cultures have categories to distinguish people into "us and them" by ethnicity, race,
religion, or nationality. Bipolar societies, ones that lack mixed categories, or in which one
particular category is important, are the most likely to have genocide.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Stage 2: SYMBOLIZATION
We give names or other symbols to the classifications. We name people "Jews" or "Gypsies",
or distinguish them by colors or dress; and apply them to members of groups through
stereotyping (a widely held but oversimplified image or idea of a particular type of person).
For example, blondes are dumb, Irish people get angry easily, Americans are obese and
ignorant, the French smell and are snobby... so on.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


Stage 3: DEHUMANIZATION
At some point, one group denies the humanity of the other group by equating members of
the group to animals, vermin, insects or diseases. For example, in Rwanda, there was a
genocide of the Tutsi ethnic group, who were widely called “cockroaches.” This is where the
situation rapidly declines: dehumanization is essential to a genocide because it overcomes
the normal human revulsion against murder. In other words, governments know that you
must first make the wide population believe that the targeted group is sub-human in order
to be okay with the genocide.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Stage 4: ORGANIZATION
Genocide is always organized, usually by the state, often using militias to provide deniability
of state responsibility. The reality is that you can’t just randomly kill a large group of people,
so states train and arm special army units or militias, and prepare concentration camps or
prisons. Plans are made for genocidal killings, so weapons are ordered and the method of
killing is decided.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Stage 5: POLARIZATION
At this stage, the state releases organized propaganda to drives the groups apart. Messages
of hate against the target group is published, including posters, movies, and music. Laws may
forbid intermarriage or social interaction. Moderates, those who speak out against the
propaganda or the government, are arrested or otherwise intimidated into silence. In
essence, you drive the population into two groups - the targets of the genocide and everyone
else.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


STAGE 6: PREPARATION
During this stage, victims are identified and separated out because of their ethnic or religious
identity. Death lists are drawn up. They are often segregated into ghettoes, forced into
concentration camps, or confined to a specific region. Symbolization (stage 2) continues, only
at a more extreme level.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

STAGE 7: EXTERMINATION
Extermination begins, and quickly becomes the mass killing legally called "genocide." It is
"extermination" to the killers because they do not believe their victims to be fully human -
they are dealing with a “pest problem.”

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

STAGE 8: DENIAL
Denial is the eighth stage that always follows a genocide. It is among the surest indicators of
further genocidal massacres. The perpetrators of genocide dig up the mass graves, burn the
bodies, try to cover up the evidence and intimidate the witnesses. They deny that they
committed any crimes, and often blame what happened on the victims. They block
investigations of the crimes, and continue to govern until driven from power by force.

The Holocaust:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Intervention:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


Genocide Presentations:

In groups of 3-4, choose one of the following genocides. Create a 5-10 minute presentation
for the class, explaining the eight different stages of that genocide. For each stage, present
an alternative: how could the genocide have been stopped, by the UN or by other countries,
at that stage.

Armenian Genocide (note: there was no UN yet)
Cambodian Genocide
Rwandan Genocide
Bosnian Genocide
Darfur (South Sudan)
Bangladesh Genocide (1971)
Congo Genocide (1885-1908)
Native Americans in North America
Haiti Massacre (1804)
Sri Lanka (1983)

10-9
History / Details the historical context of the conflict and examines the atrocities committed; the
Geography location is clearly shown and its significance explained.
Stages Stages are reported accurately with statistics and good insight evident
People People targeted
Number killed
% of total population
Personal account
Methods and Complete description of the methods/tools used to carry out the genocide
Tools Used Group that caused the genocide – were they punished? How?
Organization Information is presented in a logical, interesting sequence that is easy to follow.

Text and Slides present one idea and a few supporting facts. Slides/ Posters have main ideas, not all the
images information.
Presentation Images help the audience understand.
Students use text on slides as prompts.
Information is not copied.
Few grammatical mistakes


What Is Genocide? Profile of a Genocide

Answer the following questions using on-line research. Wikipedia is NOT an academic source, so use
other sources, at least two!
Source 1:_____________________________________________________________________________
Source 2: _____________________________________________________________________________
Questions Answers
Name of Genocide:
When did this genocide take place? How long

did it last?
Did the genocide take place during a war? if so,

state the conflict and briefly explain it.
Continent and country where it took place:
The people (group) that was targeted:
How many people were killed?
How much is this in terms of the previous total

number of these people?
Which group caused this genocide?
What methods and tools did the perpetrators

use to carry out this genocide?
Were people eventually punished for the

genocide? If so, how?
Find one personal account of a person who lost

a family member or otherwise experienced this
genocide. Briefly describe his/her experience.

Notes on Presentations: Take notes as your classmates present the genocides they researched.
When
Location
Who?
Aggressor
Who? Victim
Why?
Classification
Dehumanization
Result
Denial

“I See Jay, I See Sea, and I See Tea”

Understanding the International Court System
All three are international courts, all three work to make sure international law is followed, and
all three meet in the Hague, in the Netherlands. What, then, are the main differences?
The International Court of Justice (ICJ)

This court solves disputes between countries. It is the main way that countries work out issues among
each other. Both countries must agree to have their case examined; the ICJ cannot simply impose a
decision. Finally, the Court’s decision is not binding, or enforceable, unless the country agrees to accept
the Court’s recommendations, or signs an agreement stating that it will do so.
This international court was created at the very beginning, as it was a part of the UN’s Charter, and it is a
UN organ. All Member Countries of the UN have signed the UN Charter; thus all agree with its existence.
Since it was created, the ICJ has been involved in hundreds of cases.
The International Criminal Court (ICC)
The ICC is a court created to prosecute individuals for these specific crimes: genocide, crimes against
humanity, and war crimes. The creation of the ICC was a highly significant reform of international law,
since it allows international bodies to deal with individual offenders.
The ICC can generally operate only in cases where the accused was a member of the government at the
time of the violation or in the name of that government. The court is designed to complement existing
national judicial systems: it can exercise its jurisdiction only when national courts are unwilling or unable
to investigate or prosecute such crimes. The maximum sentence it can impose is life in prison; there is no
death penalty.
The ICC was created in 2002, the date that its founding treaty, the Rome Statute of 1998, came
into effect because the minimum number of countries finally ratified the treaty. As of 2018, 122 countries
have signed the treaty and 60 have ratified it - made it a part of their national law. This means that the law
is only valid in those 60 countries. Many major countries, such as the USA and the Russian Federation,
have not signed it.
The International Criminal Tribunal (ICT)
The Security Council creates an International Criminal Tribunal to deal with a specific conflict or
region. It tries individuals for genocide, war crimes, and other gross human rights violations. The
maximum sentence one can impose is life in prison; there is no death penalty. There are two: International
Criminal Tribunal for Rwanda and the International Criminal Tribunal for the Former Yugoslavia.
The ICT for Rwanda established in November 1994 to judge people responsible for the Rwandan
Genocide and other serious violations. The Security Council called on the Tribunal to complete all work
in 2012. The Tribunal indicted 92 individuals and convicted 62 accused persons. The first trial began in
1997 and concluded in 2012. At the present time most of its work is with appeals. Jean Kambada, the
interim Prime Minister of Rwanda during the genocide, pleaded guilty to genocide. Finally, this court also
set an important international precedent: it established that rape can be considered an act of genocide and
a war crime.

The ICT for the Former Yugoslavia was established to prosecute serious crimes committed
during the wars in the former Yugoslavia, and to try their perpetrators. The Tribunal indicted 161 and 89
were found guilty. While most significant cases heard at the Tribunal have dealt with alleged crimes
committed by Serbs and Bosnian Serbs, the Tribunal has investigated and brought charges against persons
from every ethnic background. Convictions have been secured against Croats, as well as both Bosnian
Muslims and Kosovo Albanians for crimes committed against Serbs and others. (icty.org)
The International Court of Justice
The International Court of Justice, also known as the _______________, is the main judicial organ of the
UN. It is the successor to the ___________________________________, which was established by the
___________________________________. The Court sits at the _______________ in ____________,
Netherlands. There are _________ judges elected by the _____________________________ and the
__________________. In order to be elected, a candidate must receive an absolute majority of the votes
in both bodies. __________ judges have to agree before a decision can be made. Each judge is elected
for a term of ______ years and can be re-elected. Each of the judges must be from a different country
and from different regions of the globe: Africa _____. Latin America and the Caribbean _____, Western
Europe and other States _____, Eastern Europe _____. This means that the permanent members of the
Security Council are represented; however, judges do not represent their governments but are
independent magistrates. The head of the ICJ is the ________________, who is elected every ______
years. The official languages of the court are __________________ and _____________________.
Only States that have accepted the jurisdiction of the ICJ may submit cases; the ICJ does not have
authority to decide disputes involving individuals, the public, or private organizations.
The ICJ was established in June 1945 by the Charter of the United Nations and began work in April 1946.
Why do you think it was established at that time?
What are the two functions of the Court?

Sustainable Development Goal Dignity People Planet Partnership Justice Prosperity

1. End poverty in all its forms everywhere X X X
2. End hunger, achieve food security and improved
nutrition, and promote sustainable agriculture
3. Ensure healthy lives and promote wellbeing for all
at all ages
4. Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all
5. Achieve gender equality and empower all women
and girls
6. Ensure availability and sustainable management of
water and sanitation for all
7. Ensure access to affordable, reliable, sustainable
and modern energy for all
8. Promote sustained, inclusive and sustainable
economic growth, full and productive employment,
and decent work for all
9. Build resilient infrastructure, promote inclusive and
sustainable industrialization, and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive,
safe, resilient and sustainable
12. Ensure sustainable consumption and production
patterns
13. Take urgent action to combat climate change and
its impacts
14. Conserve and sustainably use the oceans, seas
and marine resources for sustainable development
15. Protect, restore and promote sustainable use of
terrestrial ecosystems, sustainably manage forests,
combat desertification and halt and reverse land
degradation, and halt biodiversity loss
16. Promote peaceful and inclusive societies for
sustainable development, provide access to justice for
all and build effective, accountable and inclusive
institutions at all levels
17. Strengthen the means of implementation and
revitalize the global partnership for sustainable
development
Choose an SDG: # Identify ways it will affect human well-being through each of the following.
Social Impacts Economic Impacts Environmental Impacts


End of Year

Return to the rubric on Page 5.
Mark off where you find yourself at this point.

If you are interested in staying in the Model UN
program, make sure to find out more about the
Secretariat Elective.

We hope you have had a great year in 10th grade
Model UN!



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BEYOND

Simulate. Learn. Change. 1

Simulate. Learn. Change. 2

“The United Nations Delegate”

By Alana Montoya (Class of 2005)

He tries to make the world a better place

Handsome he is, and elegant his strides

Discussing he does to make things all right

Clever, aware, and cautious he must be

Peacefully changing the future he may

Simulate. Learn. Change. 3

Getting Started Game

Simulate. Learn. Change. 4

Simulate. Learn. Change. 5

Simulate. Learn. Change. 6

MUN Goals Tracker

Simulate. Learn. Change. 7

Simulate. Learn. Change. 8

The United Nations Basics

Simulate. Learn. Change. 9

Source A The League of Nations

Strengths & Weaknesses Source A – Powers

Simulate. Learn. Change. 12

Simulate. Learn. Change. 13

Describe each UN Organ Which human organ or body part does it

Simulate. Learn. Change. 14

Economic and Social Council

Simulate. Learn. Change. 15

General Assembly (GA)

Simulate. Learn. Change. 16

Simulate. Learn. Change. 17

Simulate. Learn. Change. 18

Simulate. Learn. Change. 19

Simulate. Learn. Change. 20

formal solution you propose). Delegates must always

Simulate. Learn. Change. 21

Simulate. Learn. Change. 22

Parliamentary Procedure Script

Committee: Economic and Social Council

Before you begin, write the following on the whiteboard:

Moderator: Please say present when your country is called.

(Countries should answer “Present” when their name is called.)

(Delegates raise placards)

Moderator: The Chair recognizes the delegate of China.

Simulate. Learn. Change. 23

Honduras: I think we should be able to talk for...

(Delegate of Argentina raises his or her placard)

Moderator: Delegate of Argentina.

Argentina: I think we should be able to talk for...

Simulate. Learn. Change. 24

United States: Point of information.

United States: Follow-up.

Australia: Point of information.

Simulate. Learn. Change. 25

Practice Debate 1: School Uniforms

Simulate. Learn. Change. 26

School Uniform Debate Positions:

Simulate. Learn. Change. 27

Simulate. Learn. Change. 28

Practicing MUN Positions

Simulate. Learn. Change. 29

Preparing for a Conference: Writing a Resolution

Seeking to protect Julia from further pain and embarrassment,

1. Condemns Pepe's actions;