UNITED NATIONS MAJOR ORGANS TOPIC: UNITED NATIONS ORGANS PUZZLE ACTIVITY
OBJECTIVES •
Identify the particulars of each of the major UN organs.
•
Match the answers to the appropriate question box.
•
Have general understanding of the different functions of the major UN organs.
EQUIREMENTS R EQUIREMENTS
1. Time: 40-60 minutes 2. Materials Needed: •
Handout A: The United Nations Organs
•
Handout B: The United Nations Organs Puzzle
•
Additional Resource: Global Classrooms : Peacekeeping Unit Teacher’s Guide, pages 141-143
•
Scissors and Glue (optional)
PROCEDURE 1. Lesson Introduction/Activation of Prior Knowledge KWL (Know-Want-Learned) Discussion on UN major organs : Ask students to create a KWL chart on their papers. Ask them to individually fill in the “Know” and “What they Want to Know” of the KWL chart regarding the UN major organs. Discuss their responses with the class. It is okay if they do not have much completed on their charts because this activity will help them learn about the major organs and their functions. 2. Activity •
Read Global Classrooms : Peacekeeping Unit, pp. 141-143
•
Distribute Delegates Handbook, page 52 and Attachment B
•
Instruct students to match “answer squares” with “question squares.” Students may cut and paste.
3. Closing/Wrap-Up •
Once students are done, review answers.
•
Fill in “Learned” section of KWL activity
CTIVITIES OPTIONAL A CTIVITIES
Homework Writing Activity : Have students choose the UN organ that he or she believes has had the most impact on world affairs. Ask students to briefly explain their decision. No research necessary. This assignment should be followed by a discussion the following day. PAGE 54 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
UNITED NATIONS MAJOR ORGANS H ANDOUT A: T A: THE UNITED N ATIONS ORGANS Secretariat
General Assembly
Security Council
International Court of Justice
Economic and Social Council
Who are the members?
What do they do? / What topics do they discuss?
If it is a voting body, how does it vote?
When and where does it meet?
What makes it different from other organs?
PAGE 55 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
Trusteeship Council
UNITED NATIONS MAJOR ORGANS H ANDOUT B: THE UNITED N ATIONS ORGANS PUZZLE
Simple majority
These are the employees of the United Nations; they do the work of the United Nations.
UN Headquarters
15 Member States
New York, NY United States
(5-Permanent, 10-Rotating)
They do not vote.
54 Member States elected by the General Assembly
This organ is located in the same city as the International Criminal Court in The Hague, Netherlands.
Debates international economic and social issues
Oversees trust territories
Settles legal disputes among countries not people
The five permanent members of the Security Council ran this Council when it was active.
15 judges are elected by the General Assembly for their judicial expertise; they do not represent their countries.
Discusses issues of Peace and Security. Members must be available at a moments notice in case of Crisis.
This Council no longer meets because it has fulfilled its mission. If necessary, it will be recalled by the General Assembly.
They work all over the world.
This Body regularly works with NonGovernmental Organizations (NGOs).
The decisions are legally binding and may be enforced through sanctions.
Assisted territories in achieving independence or joining neighboring countries
This body provides legal opinions on cases and on the interpretation of International Treaties.
Simple majority OR 2/3 majority if the issue is declared an important question
191 member nations
This Body can discuss any topic that the members wish to speak about.
This Body ceased to exist with the independence of Palau.
Simple majority
UN Headquarters New York, NY United States
UN Headquarters New York, NY United States
This body meets with the full membership of the United Nations.
Simple majority
UN Headquarters New York, NY United States
This is not made up of Member States.
PAGE 56 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN SCAVENGER HUNT TOPIC: MODEL UN RESEARCH
OBJECTIVES •
Find websites needed for country research.
•
Become more familiar with websites needed for country research.
R EQUIREMENTS 1. Time: 1-2 class periods 2. Materials Needed: •
Handout C: Model UN Scavenger Hunt
•
Computer lab with Internet access
PROCEDURE 1. Lesson Introduction/Activation of Prior Knowledge Begin by asking students how they currently do research for different subject. List their responses on the board. Ask if any of the students have had previous MUN experience. What websites have they used in the past to help them research their country? 2. Activity Explain to students that you are going to send them on an Internet scavenger hunt that will help them find websites needed for their assigned country research. Provide students with Handout C- Model UN Scavenger Hunt. Ask students to work with a partner and find websites for letters a-m on Handout C. After reviewing the sites, ask the following questions: 1. Which websites were difficult to find? 2. How did you find the website? 3. Which websites were interesting and why? Go over their answers with the class and discuss their findings. See attached Answer Key. 3. Closing/Wrap-Up Once students learn what their assigned country, committee and topic will be, they can begin their research with these websites.
PAGE 57 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN SCAVENGER HUNT HANDOUT C: MODEL UN SCAVENGER HUNT
Find the following items or websites. Write down the w ebsite address in the space provided. The United Nations Charter:
________________________________________________________
Security Council membership:
________________________________________________________
A UN General Assembly resolution:
________________________________________________________
The names of three previous UN Secretaries-General:
________________________________________________________
The Universal Declaration of Human Rights:
________________________________________________________
The Amnesty International website:
________________________________________________________
UNA-USA Model UN website:
________________________________________________________
The CIA World Factbook:
________________________________________________________
The Commission on Human Rights homepage:
________________________________________________________
The Commission on Sustainable Development homepage:
________________________________________________________
The homepage to the European Union:
________________________________________________________
Security Council Resolution 1373: Directory of UN Mission homepages:
________________________________________________________ ________________________________________________________
Bonus: The World Magazine and
Newspaper Directory:
________________________________________________________
PAGE 58 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN SCAVENGER HUNT ANSWER KEY FOR HANDOUT C
The United Nations Charter:
www.un.org/aboutun/charter/index.html
Security Council membership:
www.un.org/Docs/scinfo.htm#MEMBERS
A UN General Assembly resolution:
www.un.org/documents/resga.htm
The names of three previous UN Secretaries-General:
www.un.org/Overview/SG/former_sgs.html
The Universal Declaration of Human Rights:
www.un.org/Overview/rights.html
The Amnesty International website:
www.amnesty.org
UNA-USA Model UN website:
www.unausamun.org
The CIA World Factbook:
www.cia.gov/cia/publications/factbook/index.html
The Commission on Human Rights homepage:
www.unhchr.ch/html/menu2/2/chr.htm
The Commission on Sustainable Development homepage:
www.un.org/esa/sustdev
The homepage to the European Union:
http://europa.eu.int
Security Council Resolution 1373:
www.un.org/Docs/scres/2001/sc2001.htm
Directory of UN Mission homepages:
www.un.int/index-en/webs.html
Bonus: The World Magazine and
Newspaper Directory:
www.ecola.com
PAGE 59 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
GETTING TO KNOW YOUR COUNTRY TOPIC: BUILDING MODEL UN RESEARCH SKILLS
OBJECTIVES •
Research assigned countries on the Internet.
•
Find important information in order to begin writing position papers.
R EQUIREMENTS 4. Time: 1-2 class periods (This activity can also be completed outside the classroom.) 5. Materials Needed: •
Handout D: Getting to Know Your Country
PROCEDURE 6. Lesson Introduction/Activation of Prior Knowledge Ask students to partner up and brainstorm about the country, committee and topic information they will need to find as they prepare for the conference. Ask the pairs to share their responses with the class. Provide them with any important information that is not presented by a student. 7. Activity Provide students with Handout D: Getting to Know Your Country. Ask students to underline the words they don’t know (for example, infrastructure, trade bloc, GDP), and discuss these words in class. These terms can be used as vocabulary words in the future. Ask students complete this handout individually. Once they have completed their handouts, ask students representing the same co untry to compare their answers to ensure they have the same information. 8. Closing/Wrap-Up Students can use Handout D as they begin to research their country.
OPTIONAL A CTIVITIES Future in-class follow-up for teachers : Additional research information can be found on page 26.
PAGE 60 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
GETTING TO KNOW YOUR COUNTRY HANDOUT D: GETTING TO KNOW YOUR COUNTRY
Government
Economy
Official country name:
Economic system:
Governmental system:
GDP and growth rate:
Head of state:
Major cities:
Official languages:
Infrastructure status (good, poor, etc.):
Region: Allies or blocs:
Trade blocs/associations:
Balance of payments/trade: People
Major exports/imports:
Population and growth rate: Major religions or cultures:
Major trade partners:
Standard of living:
International Monetary Fund, World Bank positions (debtor nation? donor nation?):
Development Natural resources: Development status: Climate: Energy sources: Environment (problems, innovations, etc.):
Military Has this nation met the Millennium Development Goal targets?
Military organization: Percent of GDP spent on defense: Major weapons, nuclear capability, etc.:
PAGE 61 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
GETTING TO KNOW YOUR COUNTRY United Nations
Conflicts/Issues
Date admitted to UN:
What are four problems that affect this nation?
UN dues payment status: Has the UN ever intervened in a conflict involving this nation? If so, where and how?
Ethnic/cultural issues, if any:
Refugee problems: How does the country contribute to UN peacekeeping?
Major conflicts both past and present:
Has the UN cited this nation for human rights violations? If so, why?
What do you think this nation’s position on the topic of debate will be? Why?
____________________________________________ Try to find at least one recent article that is about or makes reference to this nation (preferably from the past two weeks).
PAGE 62 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
WRITING THE POSITION PAPER TOPIC: WRITING THE POSITION PAPER
OBJECTIVES •
Identify the parts of a position paper.
•
Explain the information that would ideally be included in each part of the position paper.
•
Translate the information gathered from research into the position paper format, with special attention to thoroughness, clarity and style.
R EQUIREMENTS 1. Time: 1-4 class periods 2. Materials Needed: •
Hamburger graphic organizer, drawn on the board or chart paper
•
Position paper content list taken from this guide, page 30.
•
Global Classrooms website for additional guides and tips:
www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457141
PROCEDURE 1. Lesson Introduction/Activation of Prior Knowledge Ask students to list things that have a beginning, middle and an end. Write their responses down ( e.g., movies, songs, days, meals, house-building) Next, draw a picture of a hamburger on the board. This will be your graphic organizer. The hamburger should have a top and bottom bun, lettuce, tomato and patty. As discussed above, even a hamburger has a top, middle, and a bottom. 2. Activity Ask students to copy the hamburger onto their own papers. Provide the students with the list of the content of a position paper taken from this guide, page 30. Work with the students to fill in the hamburger based on the position paper content: •
Top Bun (Introduction) - A brief introduction to the country and its history regarding the topic
and/or UN body •
Contents - The country’s background on the topic including: •
Lettuce : The country’s actions on a national level, including political and/or foreign policy
•
Tomato: The country’s actions on the international level, including resolutions, conventions and
declarations that the country supports;
PAGE 63 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
WRITING THE POSITION PAPER •
Burger - Quotes taken from speeches made by heads of the government and/or government
representatives. •
•
Burger 2 (optional) - Statistics regarding the issue
Bottom Bun (Conclusion): The country’s recommendation for a resolution for the topic.
Review the importance of ordering things logically ( e.g., the hamburger shouldn’t be on the top of the bun!). 3. Closing/Wrap-Up Help students fit their country’s information into the hamburger graphic organizer. Using this organizer, they can then start writing their own position papers.
OPTIONAL A CTIVITIES Future in-class follow-up for teachers : •
•
Have students peer-edit their position papers Teacher conferencing
PAGE 64 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN VOCABULARY DEFINITION MATCHING
Identify the word that matches the definition below and find that word in the word search puzzle on the next page. Vocabulary Word
Definition 1.
A sign that identifies your country.
2.
Countries that are the principal authors of Model UN resolutions.
3.
Person who facilitates Model UN Debate.
4.
Attendance at the beginning of every Model UN session.
5.
The vested power of the “P5” countries to refuse approval of a draft resolution.
6.
Countries that would like to see a certain draft resolution debated.
7.
When a delegate is present and wishes to vote.
8.
Informal meeting in which delegates discuss country positions and ideas for draft resolutions.
9.
To give up time, usually to questions or another delegate.
10.
A group of nations.
11.
A person authorized to act as representative for a country.
12.
The number of members that must be present before official business can be conducted.
13.
A paper that helps delegates to organize their ideas and aid in formatting and representing a country’s policy.
14.
The final results of discussion, writing and negotiation, including suggestions for addressing a specific problem or issue.
15.
An international organization of nations pledged together to promote world peace and security.
16.
The most senior staff of a Model UN conference.
17.
A list that determines the order in which delegates will speak.
18.
To discuss opposing reasons or to argue.
19.
The group of people, usually high school or college students, in charge of a Model UN committee. It generally consists of a Chair, a Director and a Rapporteur.
20.
The tool shaped like a small wooden hammer that the Chair uses to keep order.
PAGE 70 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN VOCABULARY WORD SEARCH
Circle the vocabulary words from above. Words are written up, down, diagonally and backwards. N O I T U L O S E R R E Y I R P K X S M G Q P P P
I B G T B M L O G T Y T T O R Q O I B O M Z D T U
K L T L E E N U S T A F O E E Y H E A A H E G Y F
F K O G E V B C W X Y I S Q G E U C Y V L J H S K
K C Q I L O B X W O W E R S O R Y E V E O I I R D
T G G G N G L Z W V N T T A L F L Z G N T S E M W
J A O Z N Z O M D T D C Z P T L D A I D L U P X F
Z D I S A F D G A Z Z M V S Z E T C Q S D C H K A
J E O Q K X S N Y M U R Y N V E R A X P V A O Z X
S U C U A C D E T A R E D O M N U C N O R H Y O G
M A A R L V D Y R D R U Z F B N N S E N T M Y B H
N I U S O X P W F D Z D M Z K O X U X S K Y M E J
Q O N T Q L S O Y Y F E M F S I S R L O Q V M H H
F Q I Z C F L B S X E U Y R P L A C A R D E Z D C
U N T A S Y C C I I R D E F C S Z D I S P Y S A A
G Q E L E V A G A O T P I U V E M S L L J L B C V
D P D E U R S C U L R I R A M I I N Z E S T O B E
G U N S A X V Q O I L E O C S R M O B J I C R J T
F J A J O L Y X A B T T Q N L O Y Z H Y P Y C Z O
F R T X C T T H Z C I A C J P T C H Z C Q F O Z O
U C I O U Z C Q X G M B S N K A M Q P A U O E V M
W S O T B B Y J F T L E C W T N P C Z M E Z Q H C
B P N V P A W W Z O U D P F C G J E O G K Z Z T K
B E S G P F Z Y L P W I U J N I I C R H T A U B Q
N H X M V M M Y S P E A K E R S L I S T W E B N G
Bloc
Yield
Chairperson
Debate
Resolution
Gavel
Delegate
Veto
Quorum
Dias
Roll call
Unmoderated caucus
Placard
Secretariat
Present and voting
Position paper
Signatories
United Nations
Speakers list
Sponsors
PAGE 71 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN VOCABULARY MODEL UN VOCABULARY WORD SEARCH ANSWERS
Vocabulary Word
Definition
Placard
1.
A sign that identifies your country.
Sponsors
2.
Countries that are the principal authors of Model UN resolutions.
Secretariat
3.
Person who facilitates Model UN Debate.
Roll call
4.
Attendance at the beginning of every Model UN session.
Veto
5.
The vested power of the “P5” (permanent 5) countries to refuse approval of a draft resolution.
Signatories
6.
Countries that would like to see a certain draft resolution debated.
Present and voting
7.
When a delegate is present and wishes to vote.
Unmoderated caucus
8.
Informal meeting in which delegates discuss country positions and ideas for draft resolutions.
Yield
9.
To give up time, usually to questions or another delegate.
Bloc
10.
A group of nations.
Delegate
11.
A person authorized to act as representative for a country.
Quorum
12.
The number of members that must be present before official business can be conducted.
Position paper
13.
A paper that helps delegates to organize their ideas and aid in formatting and representing a country’s policy.
Resolution
14.
The final results of discussion, writing and negotiation, including suggestions for addressing a specific problem or issue.
United Nations
15.
An international organization of nations pledged together to promote world peace and security.
Secretariat
16.
The most senior staff of a Model UN conference.
Speakers List
17.
A list that determines the order in which delegates will speak.
Debate
18.
To discuss opposing reasons or to argue.
Dias
19.
The group of people, usually high school or college students, in charge of a Model UN committee. It generally consists of a Chair, a Director and a Rapporteur.
Gavel
20.
The tool shaped like a small wooden hammer that the Chair uses to keep order.
PAGE 72 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
POINTS AND MOTIONS – WHAT DO YOU SAY? TOPIC: LEARNING HOW TO USE MODEL UN POINTS AND MOTIONS
OBJECTIVES •
Identify important points and motions.
•
Use points and motions correctly.
R EQUIREMENTS 1. Time: 1-2 class periods 2. Materials Needed: •
Handout H: Points and Motions Chart
•
Handout I: What Do You Say?
PROCEDURE 1. Lesson Introduction/Activation of Prior Knowledge Write a few of the points and motions terms on the board and ask students what they think these mean. Discuss their answers. 2. Activity Provide students with Handout K: Points and Motions Chart. See if their responses to the brainstorming activity above were similar to the definitions on the chart. Go over each of the points and motions on the chart with the students. Provide students with Handout I: What do you Say? Review the different scenarios with the students. Working in groups of 2-3 students ask them to write exactly what they think should be said to the chair. You may want to do a few of these exercises with them. This is also a good opportunity to invite a Model UN trainer to your class to help with Points and Motions. Once students have completed their charts, review their answers. 3. Closing/Wrap-Up Have student role play some of the scenarios with each other so they can practice the language and answer the questions.
PAGE 73 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
POINTS AND MOTIONS – WHAT DO YOU SAY? HANDOUT H: POINTS AND MOTIONS CHART
Motions
Description
Vote to Pass
Suspending the meeting means calling for a moderated or unmoderated caucus. When moving to suspend the meeting, delegates should specify the purpose for and length of the suspension. This motion requires an immediate vote.
Simple majority
Adjourn Meeting
Adjourning the meeting ends the committee session until the next session, which may be held the following year. The motion is most commonly made to end a committee session for the purpo se of lunch or dinner. It requires an immediate vote.
Simple majority
Table Debate
This motion must not be confused with the motion to adjourn the meeting. Tabling debate ends debate on the topic. Delegates can table debate, move on to another topic and return to the first topic at a later time. Before going to a vote, two delegates must speak in favor of tabling debate and two speak against it.
Two-thirds majority
Close Debate
Closing debate allows the committee to move into voting pr ocedure. Once a delegate feels that his or her country’s position has been made clear, that there are enough draft resolutions on the floor and that all other delegates are ready, he or she can move for the closure of debate. Two delegates usually speak against the closure of debate. None speak for it.
Two-thirds majority
Suspend the Meeting
Appeal the Chair’s This motion is made when a delegate feels that the chairperson has Decision made an incorrect decision. The appeal must first be made in writing.
No vote
Point of Order
Points of order are used when delegates believe the chair has made an error in the running of the committee. Delegates rising to points of order may not speak on the substance of the matter under discussion. They should only specify the errors they believe were made in the formal committee procedure.
No vote
Point of Inquiry (or Point of Parliamentary Procedure)
When the floor is open ( i.e ., no other delegate is speaking), a delegate may rise to a point of inquiry in order to ask the chairperson a question regarding the rules of procedure.
No vote
Point of Personal Privilege
Points of personal privilege are used to inform the chairperson of a physical discomfort a delegate is experiencing, such as the inability to hear another delegate’s speech.
No vote
After a delegate has given a speech in formal debate, he or she may yield time to points of information, or questions from other delegates concerning the speech.
No vote
Point of Information
PAGE 74 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
POINTS AND MOTIONS – WHAT DO YOU SAY? HANDOUT I: WHAT DO YOU SAY?
Using the Handout H: Points and Motions Chart, determine which point or motion is being made under the Description. Then write exactly what you would say to make this point or motion. Description
What do you say?
The delegate has a question regarding the rules of procedure.
Delegate wishes to adjourn the meeting until next session. Usually used to adjourn for lunch or dinner. Delegate wishes to yield time to points of information or questions from other delegates about the speech. Delegate wishes to tell the chair about of a physical discomfort they are experiencing (the inability to hear another delegate’s speech, that the room is too hot, etc.). Delegate wishes to suspend debate in order for a moderated or un-moderated caucus. The purpose and the length of the suspension need to be stated. Delegate wishes to end the debate on the topic. This topic can be returned to at a later time. Before going to a vote, two delegates must speak in favor of tabling the debate and two must speak against it. A delegate has just finished their speech. Another delegate would like to ask them a question about speech. (Please note, that a speaker must be open to questions.) The delegate feels that the chairperson has made an incorrect decision. The appeal must first be made in writing. Delegate wishes to close the debate and move to voting.
PAGE 75 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
POINTS AND MOTIONS – WHAT DO YOU SAY? ANSWER KEY TO HANDOUT I: WHAT DO YOU SAY?
Description
What do you say?
The delegate has a question regarding the rules of procedure.
Honorable Chair, (Country Name) has a point of Inquiry.
Delegate wishes to adjourn the meeting until next session. Usually used to adjourn for lunch or dinner. Delegate wishes to yield time to points of information or questions from other delegates about the speech.
Honorable Chair, (Country Name) moves to suspend debate for the purpose of lunch Honorable Chair, (Country Name) yields to points of information OR Honorable Chair, (Country Name) is open to questions
Delegate wishes to tell the chair about of a physical discomfort the delegate is experience (the inability to hear another delegate’s speech, that the room is too hot, etc.).
Honorable Chair, (Country Name) has a point of personal privilege, we cannot hear the speaker, the room is too hot, etc…
Delegate wishes to suspend debate in order for a moderated or un-moderated caucus. The purpose and the length of the suspension need to be stated.
Honorable Chair, (Country Name) moves to suspend the meeting for the purpose of a moderated/ caucus to discuss landmines for 25 minutes, with a 1 minute speaking time. OR Honorable Chair, (Country Name) moves to suspend the meeting for an un-moderated caucus for 20 minutes.
Delegate wishes to end the debate on the topic. This topic can be returned to at a later time. Before going to a vote, two delegates must speak in favor of tabling the debate and two must speak against it.
Honorable Chair, (Country Name) moves to table the topic of landmines to be discussed at a later time.
A delegate has just finished their speech. Another delegate would like to ask them a question about speech. (Please note, that a speaker must be open to questions.)
Honorable Chair, (Country Name) has a point of information for the delegate.
The delegate feels that the chairperson has made an incorrect decision. The appeal must first be made in writing.
Honorable Chair, (Country Name) moves for an Appeal of the Chair (after a note has been accepted).
Delegate wishes to close the debate and move to voting.
Honorable Chair, (Country Name) moves for Closure of Debate on this topic.
PAGE 76 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN PROCEDURES TOPIC: LEARNING PROPER MODEL UN PROCEDURES
OBJECTIVES •
Identify important Model UN procedures.
R EQUIREMENTS 1. Time: One class period 2. Materials Needed: •
•
Handout J: Jigsaw Chart Two definitions of Model UN procedures per “expert” groups
PROCEDURE 1. Lesson Introduction/Activation of Prior Knowledge Ask students to write for 1 minute about why procedures are important. They should write the entire minute and their pen/pencil should not leave the paper. If they cannot think of anything to write they should write “I don’t know” or “I’m thinking” until they can write a few sentences. Go over their answers. 2. Activity Explain to the students that they will be asked to follow several important rules of procedure when they are speaking at the Model UN conference. Each of these rules has a specific name and definition. Explain the students that they are going to be doing a Jigsaw activity. To start this activity, ask students to count off 1-5. Go around the room until all students have a number. Have students separate into groups according to their assigned number. Explain to the students each group is an “expert” group—they will receive two Rules of Procedure that they must become “ experts” on. Give each group at least two Rules of Procedure (see answers below) and their definitions. Provide the groups several minutes to study the words and their definitions. They may take notes. Ask students to now form “home” groups. Each of these groups should contain one member of each “expert” group (numbers 1-5). Provide students with a cop y of Handout L- Jigsaw Chart and ask them to complete the chart as a group. 3. Closing/Wrap-Up Review their answers.
PAGE 77 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN PROCEDURES HANDOUT J: JIGSAW CHART Term
Definition
1
The opportunity for delegates to share their views with the entire committee.
2
After a delegate has given a speech in formal debate, he or she may choose to yield his or her time to this point.
3
Motion for the committee to move into voting procedure.
4
Motion to suspend the meeting for the purposes of a regular caucus or a moderated caucus.
5
A delegate may move for this point to ask the chairperson a question regarding the rules of procedure.
6
Motion to change the length of time during formal debate.
7
Motion to end the committee session until the next session.
8
Motion to put current discussion or work on a topic on hold.
9
A mixture of both formal and informal debate.
10
During any discussion, a representative may rise to this point. The chair person must immediately decide on this point.
PAGE 78 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
MODEL UN PROCEDURES ANSWER KEY TO HANDOUT J: JIGSAW CHART Term
Definition
The opportunity for delegates to share their views with the entire committee.
1
Formal Debate
2
Information
After a delegate has given a speech in formal debate, he or she may choose to yield his or her time to this point.
3
Close Debate
Motion for the committee to move into voting procedure.
4
Suspend Debate
5
Inquiry
6
Set Speakers Time
Motion to change the length of time during formal debate.
7
Adjourn Meeting
Motion to end the committee session until the next session.
8
Table Debate
9
Moderated Caucus
10
Order
Motion to suspend the meeting for the purposes of a regular caucus or a moderated caucus. A delegate may move for this point to ask the chairperson a question regarding the rules of procedure.
Motion to put current discussion or work on a topic on hold. A mixture of both formal and informal debate. During any discussion, a representative may rise to this point. The chair person must immediately decide on this point.
PAGE 79 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
RULES OF PROCEDURE QUIZ Students may use this chart as a study guide for the quiz. Motion or Point
Second Required
Debatable
Interrupt Speaker
Vote to Pass
Notes
Points
Point of Personal Privilege
No
No
Yes
None
Addresses any personal discomfort ( e.g. , can’t hear, too hot/cold)
Point of Order
No
No
Yes
None
Addresses a procedural matter. Does not allow a delegate to speak on the topic of debate.
Point of Inquiry
No
No
No
None
Addresses any clarification of procedure needed by a delegate
Point of Information
No
No
No
None
Addresses other delegates to ask questions in relation to speeches and working papers
Suspend Debate (Caucus)
Yes
No
No
Simple majority
Enters into informal debate. A specific length of time must be included.
Table Debate
Yes
2 For 2 Against
No
Two-thirds majority
Tables the topic and moves to the next agenda item
Closure of Debate
Yes
2 Against
No
Two-thirds majority
Ends debate and moves into voting procedures on current topic
Adjourn Meeting
Yes
No
No
Simple Majority
Ends the meeting for the day.
Adoption of the Agenda
Yes
3 For 3 Against
No
Simple majority
Sets the order in which topics will be discussed
Right of Reply
No
No
No
None
Must be submitted in writing to the Chair. Addresses the need to rebut derogatory remarks.
Appeal the Chair’s Decision
No
No
No
None
Must be submitted in writing to the Chair. Addresses what a delegate feels is an incorrect decision by the Chair
Yields
No
No
No
None
Can be done after a delegate speaks. Can only yield to questions, another delegate or to the Chair.
Motions
Other
PAGE 80 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
RULES OF PROCEDURE QUIZ Fill in the numbered blank spaces and answer the questions below. Motion or Point
Second Required
Debatable
Interrupt Speaker
Vote to Pass
Notes
Points
Point of Personal Privilege
No
No
1.
None
Addresses any personal discomfort ( e.g. , can’t hear, too hot/cold)
Point of Order
No
No
Yes
None
2.
Point of Inquiry
3.
No
No
None
Addresses any clarification of procedure needed by a delegate
Point of Information
No
No
No
4.
Addresses other delegates to ask questions in relation to speeches and working papers
Suspend Debate (Caucus)
Yes
No
No
Simple majority
5.
6.
Yes
2 For 2 Against
No
Two-thirds majority
Tables the topic and moves to the next agenda item
Closure of Debate
Yes
7.
No
Two-thirds majority
Ends debate and moves into voting procedures on current topic
Adjourn Meeting
Yes
No
No
8.
Ends the meeting for the day.
Adoption of the Agenda
Yes
9.
No
Simple majority
Sets the order in which topics will be discussed
Right of Reply
No
No
No
None
10.
11.
No
No
No
None
Must be submitted in writing to the Chair. Addresses what a delegate feels is an incorrect decision by the Chair
Yields
No
No
No
None
12.
Motions
Other
PAGE 81 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
RULES OF PROCEDURE QUIZ ANSWER KEY TO RULES OF PROCEDURE QUIZ
1.
Yes.
2.
Addresses a procedural matter. Does not allow a delegate to speak on the topic of debate.
3.
No.
4.
None.
5.
Enters into informal debate. A specific length of time must be included.
6.
Table Debate.
7.
2 Against.
8.
Simple Majority.
9.
3 For and 3 Against.
10.
Must be submitted in writing to the Chair. Addresses the need to rebu t derogatory remarks.
11.
Appeal the Chair’s Decision.
12.
Can be done after a delegate speaks. Can only yield to questions, another delegate, or to the Chair.
PAGE 82 THE 2006 UNA-USA MODEL U NITED NATIONS CONFERENCE ADVISORS GUIDE
