IMUNA Classroom To Conference

Classroom to Conference
Building Model United Nations

Table of Contents

Acknowledgements
Introduction: The United Nations at the Center of Global Affairs
Chapter 1: Organizing a Program
Chapter 2: Finding, Attending and Funding Participation in a Conference
Chapter 3: Conference Preparation
Chapter 4: Conducting Research
Chapter 5: Building Skills
Chapter 6: Rules of Parliamentary Procedure
Chapter 7: Classroom Simulation
Appendices
[Detail Appendices]

* We still would like to suggest that visiting a local conference to observe, at either the High School or College level, is the best way to
understand the exciting simulation itself.

Acknowledgements

If you have ever attempted to explain a Model United Nations simulation to a student,
colleague, administrator or interested party, you understand how difficult and complex the
explanation of the process is.* For many of us dedicated to the Model United Nations
concept, the accompanying curriculum materials will fill an enormous void. We hope that
it will be a positive resource for teachers and students using it both in the classroom and as
preparation for a conference.

The project would not have been possible without the past work of the National High
School Model United Nations conference. To all those staff members, Directors-General
and Secretaries-General, we are forever indebted. We are even more indebted to the
compilers of these materials in their original form, copyrighted by IMUNA in 1996.

Project Director: Lynn Washington
Assistant Director: Dahvid Brown
Design and Final Production of Manual: Mark Stoughton, Tom Gearty
Distribution Director: Shannon Ewing

For this current edition and update, major thanks must be given to Haley Hemwall whose
help in editing and revising all the way along this process was invaluable and Andrew
Willden, who also helped with both editing and the technical and formatting process to get
this material on the Imuna.org website. Their assistance, perseverance and teamwork truly
were essential in seeing the project to its completion.

Thanks also go to other members of the IMUNA staff and board of 2008 and especially
Christy Fisher ,Alicia Manseau, Rosa Akbari and Foard Copeland.

One important conclusion all of us who love Model United Nations share, is that group
problem-solving, although sometimes difficult to manage, almost always ends up in more
effective and useful resolutions to complex, social issues. It is our hope that is the primary
message of these materials, as well.

June Gorman, Faculty Representative

For the IMUNA Board of Directors (2007-2009)

I n t e r n a t i o n a l Mo d e l U n i t e d N a t i o n s A s s o c i a t i o n | i

Introduction

The United Nations: At the Center of World Affairs

Using the United Nations to introduce and teach students about global problems is not a
new idea. The same skills used by experienced international diplomats can be used by your
students as they too seek creative solutions for today's conflicts and establish a secure
foundation for the future. Educators, UN officials and U. S. government representatives
have published magazine and journal articles on either using United Nations' materials in
the classroom or attending a Model UN conference. Over 60,000 students from middle
school through college participate in over 150 conferences held annually in the United
States.
The September 1989 issue of Social Education provided a special section on "Teaching
About the United Nations" which included articles by many noted professionals. These
articles detailed the role and importance of the United Nations to students and the value of
the Model UN experience. Over the last two decades, the benefits they noted in 1989 have
only increased. Today, Model UN is a highly respected activity that brings together
students from all walks of life and gives them a chance to think, act, and learn globally.
For those not familiar with Model UN, this guide is for you. It is a roadmap to forming and
perfecting your own Model United Nations program. You may first ask, what is Model
United Nations? Model UN is many things; here are a few of them:
An interactive, interdisciplinary simulation which places students in the role of
official United Nations delegates.
A debate of the current political, social, economic and legal issues being discussed
by the various UN committees.
An activity where participants become students of international relations, history,
geography, government and economics.
A role-playing experience which can be done in the classroom or through
participation at a Model UN conference.
A way to teach students diplomacy, critical thinking, world affairs and the
importance of thinking globally in our ever increasingly international and
interconnected world

I n t e r n a t i o n a l Mo d e l U n i t e d N a t i o n s A s s o c i a t i o n | ii

How Does Model UN Benefit the Student?

The development of "life skills" including communication, critical thinking and
negotiation and conflict resolution.
An appreciation of the concept of interdependence.
The improvement of writing skills.
The integration of academic subjects traditionally taught separately: history, current
affairs, and written and oral communication.
The development of an international perspective and an appreciation of a point of
view different from one's own.
The development of interpersonal skills which stress cooperation, decision-making
and consensus building.

If you are an experienced Model UN faculty advisor, you may wish to use this guide
primarily as a reference work rather than an instructional piece. Chapter headings should
be clear and self-explanatory. The section on research and the appendices of information
resources may be of particular interest. The classroom simulation (Chapter 7) and mock
rules session (Chapter 6) can be employed as stand-alone training tools. For the new or
less experienced advisor, this manual provides a complete guide to the Model UN process.

You are free to reproduce this guide in its entirety to promote global education. Give a
copy to your students, fellow educators, parents or school administrators to teach them the
process and to show them how important and beneficial Model UN can be. We do ask you
to credit our organization by keeping the guide complete and unedited.

Organizing A Program

I n t e r n a t i o n a l Mo d e l U n i t e d N a t i o n s A s s o c i a t i o n | 1.1

Organizing a Program

The first step in attending and succeeding in Model United Nations is to decide how the
program will operate. The way a Model UN program is organized can have a great effect
both on how the program runs and how students will participate in training and at Model
UN conferences. Normally a Model UN program is organized around one of three bodies:

International Studies Class
Model United Nations Class
Extra-Curricular Model United Nations Club

Regardless of the way a program is organized, the goal for a delegation attending a Model
United Nations conference remains the same: to gain an understanding of international
relations and to learn means for negotiated, rather than forceful, solutions to conflict.

In this modern and globalizing world, developing this set of skills is essential to becoming a
modern citizen and active problem solver in the world.

Each of these approaches has advantages and disadvantages, as detailed below. Keep in
mind this is not the only way to organize a Model UN program. A successful program will
be custom tailored to meet the needs of the school, students and faculty. Choosing the
basic format of the program is merely a starting point in creating an educational and
competitive Model UN team.


International Studies Class

The International Studies class can cover a much broader set of social, political, and
economic issues than a Model UN class could. Participation in Model United Nations
through an International Studies class provides certain distinct advantages. Such classes
tend to focus on the motivations and ideologies that determine the relationships between
groups of nations and regions.

Such a class might stress, for example, general problems facing under-developed and
developing nations hunger, poverty, debt, unstable governments and underdeveloped
political and economic structures and how these issues affect a countrys foreign and
domestic policies.

ADVANTAGES

Grasp of Larger Issues
This sort of broad knowledge gives students an
excellent basis for understanding and formulating
country policy in a Model United Nations context.
Preparing for Model United Nations conferences
therefore becomes much easier if students have a
firm grasp of the larger issues involved.

Customizable
These classes can be tailored to address situations
and regions of special interest to the United
Nations. A case study of Indias complex and
sometimes conflicting national priorities gaining
independence from the influences of the nuclear
powers, achieving nuclear armament, improving
education and standards of living, and enlarging
the governments political base rise out of its
history, its location among hostile neighbors and
the geo-politics of the Indian Ocean area. This
way of thinking about nations and politics is
invaluable for a Model United Nations delegate.

Structured for Research and Preparation
Additionally, the International Studies class
provides an outstanding structure for the teacher
to ensure that proper research and preparation is
done in advance of the conference. Teachers can
easily assign research projects and papers.

DISADVANTAGES

Model UN is not a Primary Focus
One of the negative aspects of the International
Studies class is that its primary focus is not the
Model United Nations conference. This is
especially the case if not all the students in the
class can look forward to participating in a Model
United Nations conference. Where attendance at a
conference is required, the advisor or teacher
should take special care in motivating their
students to participate in the conference.

Assessment Issues
Some classes require evidence of participation
(e.g. sponsoring a resolution, frequently speaking,
etc.) which students are then graded on. At some
conferences, sponsorship is afforded to all
delegations that wish to add their name to the list
of sponsors. Once the resolution passes, all
sponsors names are removed to avoid the excess
competition associated with the sponsorship
process. This action detracts from the learning
experience the conference is supposed to impart.

The real measure of a students participation then
is her or his ability to practice diplomacy
throughout the conference. Consensus-building
and involvement in debate are the essence of
Model United Nations participation, but hard to
grade individually and almost counterproductive
to do so.


Model United Nations Class

The Model United Nations Class provides a much clearer focus on Model United Nations
conferences and conference preparation. For that reason, the curriculum of such a class is
organized around attendance to several Model UN conferences throughout the year. Often,
Model UN preparatory classes are listed as International Relations, Current Events, or
World Affairs courses. It is suggested that even a beginning Model UN class find and sign
up for at least 3-4, but preferably 5-6, Model UN conferences for the year. Many schools try
to attend local regional conferences leading up to their participation in a larger, national
conference. , The pace and preparation level of the class should be kept high. Conferences
to attend can be found on the UNAUSA.org Model United Nation Conference Calendar or a
search of the Internet can yield the locations of several Model UN conferences..

An essential element of the Model United Nations Class is for the class to create its own
simulation of the UN, which can be run as either a World History and Social Studies class .
A simulation of the UN can be held within one high school with students representing
different countries, or several local high schools can come together to run the simulation
with each school representing different countries.

ADVANTAGES

Intensive Model UN Preparation
Delegations coming from Model United Nations
classes have distinct advantages over the
International Studies class. The preparation this
class offers is more intensive because it caters
solely to preparing for Model UN conferences.
Like the International Studies Class, the students
can be given assignments with a specific
conference, country or region in mind. The
instructor generally has more freedom and time to
make field trips to United Nations depositories
and college libraries. The format of the class is
conducive to securing interviews or talks from the
experts on a particular nation, region or topic.

Syllabi Built Around Conferences
The syllabus of the course is normally constructed
around the conferences that the delegations will
be attending over the course of the school year.
When academic requirements are linked to
conference deadlines, preparation is likely to be
much more complete and timely.

DISADVANTAGES

Administrative Burdens of the Teacher
A Model United Nations class presents certain
difficulties and administrative burdens on the
instructor of the course that do not necessarily
exist for advisors of extra-curricular clubs. These
include handling of all the financial and
registration duties, duties that are often shared
between the president and treasurer of an extra-
curricular club. They may also include the
completion of substantive details, such as writing
the applications required by most Model United
Nations conferences.


Extracurricular Model United Nations Club

The extracurricular Model United Nations Club is often the most common model with
which schools begin a Model United Nations program. This is because this is the easiest
format to get up and running, requiring only an Advisor/Teacher and several interested
students.

IMUNA is often been approached by groups of students at a high school deeply interested
in starting Model UN at their school and finding the most difficult step is to engage a willing
teacher to advise the club. The better prepared the students are about Model UN (reading
this guide, going to online websites, actually attending and observing a university or high
school Model UN conference locally), the easier this task will become. Students should be
prepared to be real leaders and form the active leadership of the club and its ongoing
organization, to be able to attract a teacher who has little prior experience with Model UN
but is interested in world issues and excited by the students initiative.

One of the greatest educational aspects of Model United Nations is that it is naturally set up
as a learn-through-doing model. This means that anyone can begin learning Model UN at
any step and gain expertise as one goes along and participates. Students should not be too
worried about having never attended or participated in a Model UN conference. The
consensus-reaching approach of the UN assures that there is never an ability threshold to
begin Model UN, and there are many ways for even a beginner to become involved.

ADVANTAGES

Motivated Participation
The major advantages of an extra-curricular club
are the opportunities it gives an enthusiastic and
dedicated group for self-leadership and
supportive teamwork. The club format ensures
that only those interested in Model United Nations
will participate and attend the conferences on the
clubs agenda.

With effective student leadership, senior members
of the club are generally able to train new
members in the social and substantive skills
needed for a successful conference performance.

Reduced Faculty Burden
Ideally, student leadership efforts remove much of
the administrative burden that a class-based
Model United Nations program places on a faculty
advisor. This allows the advisor to concentrate
more on substantive preparation for the
conference a task that should be his or her first
priority.

DISADVANTAGES

Funding and Discipline
The major obstacles a club-based program must
handle are the absence of funding and the lack of
discipline within the membership. In most cases
the Model United Nations program is supported
only partially or not at all by the school system,
requiring members to work together to raise
money to defray conference costs. Setting
participation in fundraising efforts as a
prerequisite for participation in the conference
will not only make such projects more effective,
but will also increase the commitment and unity
of the membership. The membership of the club
should always think of itself as a team;
conferences are a time for teamwork and unity,
not simply a forum for individual achievement.

Cliques
Cliques often form within clubs which are
detrimental to the team spirit. Delegates will
naturally want to work and socialize with their
closest friends, but the leadership must stress the
teamwork of the whole membership above all
else. If at all possible, people who are not

members of the same social group should be
encouraged or assigned to work together.
Maintaining Interest
One of the greatest challenges of a club is to keep
interests high during the year. Commitment tends
to wane particularly when position papers are
due, right after a conference, and at the end of the
year. The student leadership and the faculty
advisor should anticipate this and take steps to
prevent it; interest must be kept up at these times
so that next years program come off successfully.

Additional activities, such as having a party or
social event, sponsoring a speaker, holding a
fundraiser, and/or attending a local conference
should be held to keep the membership involved
and to sustain the unity and purpose developed
during a conference. Other excellent international
education opportunities such as international
documentary film festivals, UN visiting speakers
and dignitaries, interviewing international
students from the high school or nearby
university are often available. These are great
educational experiences, as well as team building
opportunities.

Finding, Attending and Funding
Participation in a Conference


Finding, Funding, and Attending
Conferences

A well-organized and well-prepared Model United Nations program is a necessary
prerequisite for attending any conference. This chapter is designed to address both
established programs and emerging ones; it outlines administrative procedures and
fundraising techniques.

Finding a Conference

The first step in selecting a Model United Nations conference is determining the
conferences that best fit the schools academic schedule, cost parameters and geographic
locale. The United Nations Association of the United States of America provides much of
this information in its annual calendar of Model United Nations conferences. More
specifically, the calendar provides the name, date, location, structure, size, fees, address and
phone number for over 150 conferences held throughout the United States. The listings are
arranged both chronologically and by state. The calendar can be found on the United
Nations Association of Americas website.

Another way to track down
conferences is to contact a local
high school with a Model
United Nations program and
find out what existing
conferences they attend. Many
colleges and universities
sponsor a Model United
Nations conference through
their political science or
international relations
departments.


Registration and Attendance Process

Step 1: Application and Deposit

Most conferences require schools to submit
applications detailing the schools desire and
commitment to attend the conference. Most
conferences also require that a deposit be sent with
the application, and that the advisor who will
accompany the delegation to the Conference must be
designated on the application. Consider these points
early, as it generally takes more than several days to
obtain fees from the membership of your club or
from the school district.

Step 2: Permission

Although the rules vary, the first type of permission
that you need to obtain to attend a conference is
from your school or school system. The procedures
involved vary widely. Schools with long-established
Model United Nations programs are usually given
official approvals almost automatically. If your
schools MUN program is still relatively new, getting
approval from the administration may require a
great deal of work.

The second form of permission which schools almost
always require is the informed consent of each
students parent(s) or guardian(s). Failure to
provide this form will result in the delegate not
being allowed to participate in the conference. Even
if obtaining this permission is not a matter of school
policy or local law, it is a wise practice.

Most hospitals malpractice insurance will not allow
minors to be treated unless a parent, guardian or
someone otherwise authorized to consent treatment
(someone in loco parentis) has given their
permission. You can incorporate an emergency
medical release into your permission slip. We
strongly urge you to check with the local authorities
at your school who handle these matters. These
precautionary measures are necessary in the event
of an emergency.

Step 3: Logistics

Most conferences identify the hotel to be used and
some even send the registration information along
with the conference application. Because
accommodations vary greatly among conferences,
you must find out for each conference who should be
sent what information and deposit, and by when.
Fortunately, this information is usually made clear
by conferences and hotels. Check to see if the room
prices are quoted by room or by person.

Heed the deadlines! This is particularly important
because special room rates are usually limited to
those who place their reservations before a certain
date. When making hotel reservations, be sure to
quote the prices to the hotel staff to make sure you
understand them.

Hotel check-in has been a major source of frustration
for faculty members. Find out from the hotel when
conference members will be allowed to check-in and
make travel arrangements accordingly. Do not
arrive in advance and expect an immediate check-in.
Most hotels have rooms specifically designed for
two, three or four people. When schools arrive and
expect to make changes in numbers of rooms, or
even types of rooms, they can slow down the hotels
registration process. Try to prepare and make these
changes in a call beforehand, thus keeping your time
at check-in faster and easier.

1) Most often discounts and other special rates
depend upon your meeting certain
deadlines and conditions, especially
reservation deadlines, and these are much
easier to meet if you know about them well
in advance,
Transportation
Most conferences leave transportation details up to
the individual schools. Conferences should be able
to give directions from major points of
transportation (i.e. airports, bus depots) to the
conference center. Like hotel arrangements, travel
details vary greatly from conference to conference.

Three general points worth bearing in mind:

2) Consider bus pooling or other ways of
sharing the transportation cost with a
neighboring school or schools, and

3) If you plan to use private cars, check on
insurance with the authorities at your
school (as well as with your driver). In all
cases, plan early!

Step 4: At the Conference

Once you have arrived at a conference, your first
stop is conference registration. It will be helpful to
arrive at the time specified for conference
registration. Because your goal is to register quickly
and smoothly, anticipate what you will need to have
ready for the registration process. Most of the areas
designated for registration are small so it is helpful
to have the majority of the delegates wait at a
designated point while the faculty advisor and the
head delegate register the delegation.

Final payment, if it has not already been made, will
be due upon registration. It is important to know
how much is owed at that time. Equally important is
knowing that the conference has records that
correlate with yours.

It is also helpful to have a list of delegation members
and their committee assignments, as well as names
of faculty members. Some conferences actually
make this mandatory. This helps in verifying
delegate badges, especially if there are changes
within the delegation or if the badges are made up at
the time of the conference.

During registration, delegates will usually receive
room assignments and other pertinent material.

The conference begins officially at an opening
ceremony during which opening addresses will
typically be given by the Secretary-General of the
conference and a keynote speaker. After this
ceremony, delegates usually report to their
committee rooms for the first committee session.

Fundraising

Unfortunately, Model United Nations conferences cost a great deal of money. Costs include
conference registration, delegation fees, delegate fees, lodging, transportation, food and a
host of other expenses. These expenses mount up in a hurry and have in the past
prevented some schools from attending conferences. These costs are not insurmountable.
A sound fundraising program can eliminate almost all financial burdens of a Model United
Nations organization.

There are two ways to raise money: sales projects and contributions. The best fund-
raising methods are those which involve the club members in some way, serving goals
other than financial security at the same time. Be they fund-raisers that call for student
participation, student solicitation of outside assistance, or student written proposals for

institutional assistance, these methods stimulate student interest in the effort. When these
activities are successful they also provide a sense of accomplishment to those students.

Some conferences also have a limited scholarship fund that is available for both individuals
and schools. Because this money is usually very limited, it is important to be both prompt
and thorough with the applications for these funds.

SALES PROJECTS

Fund-raising projects cover a wide spectrum. The most successful projects are those,
which can be done over a long period of time. Running an after-school snack bar three of
four times a week can keep a steady stream of income flowing into the coffers of your
accounts.

Aside from everyday fundraisers, special one-shot projects can be used to increase cash
flow. These projects include activities such as car washes, bake sales, stadium cleanings
and many others. When planning an activity such as this, it is important to remember that
while these types of activities are not necessarily huge moneymakers, they are still
important activities. They contribute to the morale of the club and its bank account.

A group relying on sales must have solid leadership and a professional attitude. It is very
important to keep clear, concise records and to publicize the events well. To market an
item or program requires an appeal to the entire community as opposed to several selected
benefactors, as is done with contribution solicitation.

THE PROCESS

1) Decide what you need the money for, when, and
how much;
2) Do the necessary research to find out what
product is most likely to sell well in your
community;
3) Plan the sales campaign. Include dates and
times during which the sales will be held. Also
include a detailed work schedule for members
who will act as salespersons;
4) Publicize your organization and product. If the
public does not know from whom it is buying
and why, it may not buy. This is a good chance
for you to publicize Model United Nations and
get others interested and involved. If the
product is being donated, give clear credit and
appreciation to the supplier and let them know
in a thank -you letter.
5) When the campaign is over, place a thank-you
note in the local newspapers (or the school
newspaper) to cover general supporters. If
anyone was especially helpful, send them a
special letter;
6) Keep accurate records of the money collected
and spent. Most money is lost through poor
record-keeping;
7) Be professional. People will be willing to
support your group if they are convinced you
deserve their money and;
8) Start and maintain a Fundraising History of
every group you contact, what they contributed,
if follow up thank-you was done, how much was
raised, what was successful and unsuccessful
and what relationships were built, names,
addresses and who was involved. This can build
a foundation for your group in coming years and
be a cornerstone of future fundraising success.


CONTRIBUTIONS

School districts, boards of education (local and state), parents, nearby universities and
colleges, community organizations and benefactors are prime funding sources. Before
approaching any of these groups, the students should prepare a funding proposal aimed at
meeting their specific goals.

The school system is the first funding source. State and local boards of education,
educational leaders and school districts can be persuaded to promote an academically
oriented program such as a Model United Nations conference when they are made to see
the value of this activity and realize the potential achievements of the students involved in
the program. Boards of education and/or school district staffs can also assist with the
implementation of the program.

Often, parents of the students involved can be a source of financial assistance. PTAs and
other parent groups and school councils can become useful sources of such support.

Local universities and colleges are also supportive of Model United Nations conferences.
They can provide in-kind services as well as the expertise of faculty members and graduate
students. Student organizations at most universities and colleges are often willing to
contribute staff time, since the conferences can become a recruiting tool for their
institutions.

The development of sound relations with community organizations should always be
encouraged. Organizations such as the aforementioned UNAUSA, the League of Women
Voters, Rotary International, the American Association of University Women and Lions
International can be sources of support for funding and in-kind services for the Model
United Nations delegation and usually enjoy the interaction with students. Such
organizations often have local chapters in your community that can be found through the
national organization website.

Contributions from corporations or public service groups are other ways to take care of
many of your financial problems. To get support, an organization must target corporations
or foundations that would have something to gain from contributing to a Model United
Nations organization. Examples of organizations that could benefit from contributing
would be businesses, which appeal either to an educational or student market as well as
civic organizations such as Rotary or Kiwanis Clubs, or Chambers of Commerce, which
often consist of local community business owners.

If your group is raising funds through contributions, you will want to develop certain skills
intrinsic to gaining your potential benefactors support. What follows is an outline of the
steps you should take in raising money through contributions.


THE PROCESS

1) Research: Only by careful research can you
find out who to ask for funds, how much
money to ask for, when to ask, and what you
should say. Because there are many possible
sources of money, it is advisable to establish
some criteria to guide your search. These
guidelines will eliminate sources unlikely to
give you money, and will improve your
groups chances of success.

The local Chamber of Commerce may be
helpful in suggesting local businesses that
give money to groups. The Foundation
Directory and Standard and Poors Index list
large organizations which may contribute to
your organization. These two references can
generally be found in the reference section of
the library. Most cities have philanthropic
societies (often called the Metropolitan
Association for Philanthropy MAP) which
can help you locate sources for funds.

2) Getting the Funding: After finding potential
sources, you are ready to get the contribution.

I. Decide what you need money for, when,
why and how much.
II. Do the research to discover who might
be interested in hearing about your
project, what aspect will most excite
them, and how much they might be
expected to give.
III. Write a short letter explaining what you
have in mind and requesting an
interview. In the letter say that you will
be calling them to find a convenient
meeting time.
IV. Call and setup a meeting.
V. At the meeting, be yourself, but dress
well and go prepared. If you are
visiting a foundation or a corporation,
be sure to ask:
Are there any guidelines for
preparing formal letters of
request?
Who should receive an
application?
When is the deadline for
submitting a request?
How long should the proposal
be?
Are there any themes that should
be emphasized?
What would be a reasonable
range of gifts to ask for?

VI. Send them a thank-you note
immediately
VII. Send the formal proposal. It should
begin with a short paragraph saying
how much money you need and for
what purpose the money will be
used; follow the guidelines provided,
if the exist. If there are no guidelines,
your proposal should give the
purpose of your project, what
evidence you have that it will be
effective, what your standards of
effectiveness are, a budget, the
background of your group, letters of
endorsement from important people,
such as principals and school board
members.
VIII. If there is a considerable time lag
between the date of the proposals
submission and the date of the
decision, send a letter from time to
time.
IX. If your request is refused, still thank
everyone involved in the decision
process. Ask if they would mind if
you kept them informed of your
groups activities and future
programs and tried again for money
next year. Make notes on their
response and any suggestions and be
sure to add to your Funding History
notebook for subsequent follow up by
your group.
X. If the request is granted;
Make sure the proper receipt
accompanies your thank-you
letter. Mail it the day you
receive the check. Do NOT
procrastinate.
If there are public meetings
associated with your program,
invite the donors to attend
these meetings.
Make sure your donors get
public recognition for their gift
if they want it; if they do not,
respect their desire for
anonymity.


Tips on Getting Funding

Writing a Proposal: A written proposal requesting funds will help to clarify what your
group is asking for, and will be necessary if you do not come into personal contact with
potential contributors. A proposal should describe your project and include a budget. The
proposal should be written with short sentences using active verbs. Clarity is the object.
Your group can personalize its proposal by including a cover letter to each potential
contributor, and you might consider, if appropriate, adding a group or conference
participation picture.

Sometimes your chances will be improved if you make your proposals specific, either
asking for money or materials to help improve your Model UN library or to provide a
scholarship for a particular student. Analyze your specific needs and state them to your
potential contributor.

Record Keeping: Fundraising, by means of obtaining contributions, pushes your groups
financial status into the public realm. You cannot afford to make record-keeping errors
that will reduce potential donors confidence in your organization. This means that you
must keep full and accurate records. Also, the students should keep correspondences,
newspaper clippings, and the history of each potential and actual contributor. Always
consult this file before every contact you make with a potential donor. (See #8:
Fundraising History on 2.4).

Publicity: Successful fundraising depends on the public perception of your group as a vital
and effective organization. Publicity helps create your image; make sure it is a favorable
one. Your town newspaper is usually interested in the activities of local students; radio and
television stations will often do stories on events of public interest. Use these resources as
well as any others to let the public know of your group and its accomplishments and
activities.

Interviewing: If the potential contributor requires an interview with the leaders of your
group before deciding on your proposal, prepare for the interview beforehand. Know that
sometimes group members will be asked difficult questions during the interview about the
groups perseverance and the programs worth. Generally, however, the people who are
willing to see you understand why you are there, and that the group would not be there
unless they were earnest.

Do your research to understand the aims of your potential contributor. Understand that
these people are interested in you. They will use the interview to gain insight into you and
your group, and to understand the people involved in your program. Because giving money
away is as awkward an action as asking for it, your ability to put your hosts at ease will
work to your advantage. Note: It often helps a great deal to dress in conference
(professional business) attire and use it as a visual example of what delegates must wear to
the conference. This is often very well received by funding organizations.


These are not the only ways to make money. These are effective methods that have been used in
the past to keep the cost of attending conferences as low as possible for the delegates. In general,
when fundraising either by sales or contributions, remember that you are dependent upon your
benefactors for your funds. Give them every courtesy and conduct yourself in a professional
manner. They may then continue to help your group to participate in the Model United Nations
experience.

Conference Preperation


Conference Preparation

After the logistics of organizing a Model United Nations program and attending a Model
United Nations conference are taken care of, there are two main areas of further
preparation:

Substantive preparation: Country/committee topic research, writing of position papers
Skills building: Building student skills needed to participate effectively in committee.

These skills are dealt with in detail in Chapters 4, 5 and 6. This chapter shows how these
preparation activities can be integrated into a two month time-line, leading up to a
conference. In addition, this chapter offers some suggestions about running delegation
meetings to help plan for the conference.

It does not cover the details of substantive preparation and skills-building, but rather
references the chapters of the manual which contain this information in a logical timeline.

Conference Preparation Timeline

The preparation process includes substantive and skills preparation concurrently. The
following is a typical timeline for conference preparation. (Preparation time may vary
depending on registration deadlines and country/committee assignments) It shows the
integration of the two types of preparation.

8 Weeks prior to conference:
Assign delegates to committees; Begin preliminary research on topics.
Conduct Country background research.
Organize delegation meeting to discuss guidelines for Position Papers.
Run mock sessions at delegation meeting; Develop preliminary country policies
Turn in first draft of Position Papers to Faculty Advisor and/or Head Delegate.
Final edits on Position Papers completed; Review parliamentary procedures; Practice
delivering prepared speeches.
Run mock committee session; Develop impromptu speaking skills.
Week of conference:
Run mock committee session; Generate ideas for working papers/resolutions.


Suggested Activities for Preparation

There are many ways to ensure that preparation remains on track, research is done, and
the participation skills outlined in Chapter 5 are polished.

IMPLEMENTING A CALENDAR

Establishing a time-line similar to that
presented above is critical to keep
preparation on schedule. Examine your
schedule and accordingly assign deadlines
and activities to keep delegates on task.

ARRANGING LIBRARY VISITS

Arranging an appointment with the school
or local public library is also a very
important early task. Exposing delegates to
a variety of research materials

ASSIGNING NEWS SUMMARIES

Assigning weekly news summaries from
different media sources (i.e.., newspapers,
magazines, and television) is one way to
keep the delegation up-to-date.

Another possible activity is the creation of a
UN scrapbook. The focus of this scrapbook
should be developments in the assigned
country and in the UN.

PANEL DISCUSSIONS & MOCK DEBATES

Later in the research schedule, participatory
preparation activities are helpful. There are
numerous ways to test and broaden the
delegation's knowledge. One way is to hold
a panel discussion on topics which have
particular importance to your country.

Hold a mock committee session, using one
of the topics to be addressed by the
conference. This provides an excellent way
to familiarize delegates with the rules of
procedure and other countries' positions.
You may wish to visit a local Model United
Nations conference or speak with the local
United Nations Association to see if they m
be of assistance.

Use conference topics for the mock session
to enable the delegates to see exactly what
discussions at the conference will be like. It
will also focus attention on preparation and
teamwork. Refer to the mock committee
session and simulation sections included in
Chapters 6 and 7.

The advisor and leadership should
encourage students to come prepared to
these sessions. Mock sessions provide the
primary means of evaluating both new and
experienced members of the program
between the conferences. These simulations
allow advisors and students the chance to
see where improvements can be made, as
well as help to keep interest high between
the conferences.

POSITION PAPERS AS PREPERATION

Most conferences require delegates to
prepare brief policy statement papers
written from the perspective of the assigned
country on the topics slated for committee
discussion. The preparation of these papers
is probably the best way to make sure that
research is competed and the knowledge
assimilated.


Delegation Meetings

Meetings are the "working environment of a Model United Nations program and, as such,
set the tone for its success or failure. The organized gatherings should be professional,
serious, intelligent, and purposeful.

Meetings must accomplish a variety of tasks, including communicating the organization's
goals to the student; resolving the administrative and logistical concerns of the club,
ensuring that the research and preparation of the delegation is thorough; and educating
students in rules of procedure.

Suggestions for Conducting Meetings

The method for running any meeting varies according to each organization's structure.
Even though there is no clear way to conduct the ideal meeting, there are several
suggestions that will ensure that the meeting will run smoothly. Some of these ideas are
discussed below.

Attendance and Publicity: Attendance is a first priority. Especially in a club-based program,
publicity measures must be aggressively pursued. Flyers should be posted, announcements
made during the school's morning/afternoon announcements and any other permissible
measures taken to make the dates and times of meetings known.

Advance Planning: The meeting must be well-planned as well as well-publicized.
Organizing the meeting will entail making the necessary attendance and sign-up sheets,
figuring out what announcements need to be made to the club, determining any decisions
that the group must make, and preparing a presentation on an aspect of an upcoming
conference. It is recommended that club leadership prepare an agenda before each
meeting that encompasses these points. The meeting itself should start with
announcements. Any attendance or sign-up that you may keep should be passed around at
this time.

Lesson Plans: Try to develop presentations that can effectively impart pivotal concepts to
the students. These presentations can include lectures on rules of procedure, discussions
with international relations experts, or panels that are assembled to discuss designated
topics. Presentations will provide the students with a tangible learning experience at each
meeting and bring in new members whose interest have been kindled by a subject they are
interested in. Meetings also serve as a place to hone delegates' skills through countless
practice sessions.

Conducting Research


Conducting Research

Good research and preparation are essential to effective participation in any Model United
Nations conference. Poorly prepared delegates gain little from the conference and bring
down the quality of the simulation.
Most conferences require written indication that delegates have done their preparatory
research in the form of Position Papers. Writing the Position Paper is a valuable
opportunity to gather all of the delegates research in one document and set forth the
countrys policy in a clear and well-supported manner. Carefully preparing the Position
Paper will allow the delegate to participate fully in the simulation and formulate country
policy on the basis of his or her knowledge base. Adequate research and preparation will
not only make the entire conference more enjoyable, but will also leave the delegate with a
base of knowledge on a topic that will last long after the conference.

Writing Position Papers

The purpose of Position Papers is to ensure that debate in committee is highly substantive
and to give delegates an opportunity to assemble their research into an organized policy
statement. These papers should present the position of your country and should be written
from the viewpoint of the government of that country.

Some conferences require that specific questions be addressed in the Position Papers.
These papers should be concise, accurate, well-written and directly address the questions
posed by the committee Director. Even if no specific questions are asked by the Director, a
good position paper should:
clearly outline the countrys policies and what factors contribute to these
policies
integrate indigenous national factors into the responses
refer to domestic and international documents and correctly cite them
deal with the in-depth issues of the topic areas
provide resolution suggestions that address the problem areas

A well-written policy paper also requires the use of the following skills:
original and critical thinking
thorough understanding of the dynamics of your nation
functional and applied knowledge of the topics.


Each paper should be edited carefully. A good idea is to give the paper to a group of peers
to have it reviewed for content, grammar and spelling.

Types of Research Needed

In order to write a comprehensive and well-researched Position Paper, delegates must
endeavor to familiarize themselves with several distinct areas:
The United Nations itself
The country being represented
The countrys position on the topics to be discussed in committee
General World opinion on the committee topics

THE UNITED NATIONS

General Knowledge and Committee History: In general terms, delegates should know what
the United Nations is and how it works. An introduction to the history and structure of the
UN is contained in the appendix to this manual (appendix ??).

More specifically, delegates must be familiar with the history and organization of the UN
and the history of their assigned committees. The history of a particular committee can
help set the tone of the debate.

Past Actions of the UN on the Issue: Most importantly, the delegate should be familiar with
the past actions of the United Nations on the topics to be run in his or her committee as
well as the present status of those topics in the United Nations system. If a delegate is well
versed on previous efforts of their committee, they are more likely to develop original and
new solutions rather than propose repetitive efforts.

UN Research Sources: Numerous sources exist for these research areas. Actual UN
documents are often the most informative resources because they show delegates the work
the UN produces in reality. A good starting point is the Annotated Agenda of the General
Assembly which can be found online or at the UN Information Office(appendix ??). This
Annotated Agenda provides a brief history of each agenda item and lists what resolutions,
reports, and documents were adopted and when. While the Annotated Agenda does not
analyze why something happened, it serves as a helpful guide to the documents on the
issues.

Most conferences distribute their own background papers or guides containing summaries
of past United Nations actions on the topic areas as well as their current status. The papers
also contain useful bibliographies on the specific topic areas to aid in the delegates
research process. Note that these papers are merely a starting point for a delegates
research.


COUNTRY RESEARCH

Background: Concurrent with United Nations research, delegates should investigate the
country they are representing. Country knowledge is important so that a delegate
understands national interests and concerns. This allows a delegate to represent his or her
country intelligently, and to remain on policy, even when specific information about a
topic may not be available.

Delegates should pay particular attention to the decision-making structure within the
country in an effort to understand the actual, rather than theoretical, process of political
decision-making. The key is to understand the way the domestic situation influences the
formulation of international policy. The entire delegation should participate in this
research and analysis process.

Some conferences require a country background statement, in addition to committee-
specific Position Papers, to demonstrate that a delegation has a firm grasp of the situation
in their own country.

Country research should generally include:

Geography: size and description, location, natural resources, and neighboring
states and regions;
Vital statistics: population, population density and growth rate, life expectancy,
infant mortality, literacy rate;
Culture: majority and minority components, religions and their influences,
languages, customs and traditions;
Economy: type of economy, gross national product (GNP), historical and projected
economic growth, debt owed, average per capita income, major imports and
exports, and trading partners;
Government: type of government, leaders, political parties, allies and enemies,
membership of political and economic organizations, role in international politics;
History: general history, reasons and philosophy behind present-day foreign
policies;
Foreign Policy and International Relations: allies, bloc alignment, critical foreign
policy concerns (e.g., trade, territorial disputes), membership and activity in
international organizations, including the UN.

These examples are not the only items necessary to formulate accurate national positions.
Each country has specific problems that only it deals with and these are very important in
influencing its decisions, both domestically and internationally. As delegates research each
of these components of their country, they should also critically examine how that
component will influence their countrys stance on a particular topic.


COMMITTEE TOPIC RESEARCH

With basic country background and UN research accomplished, the delegate can begin
formulating a policy for his or her country on the issues to be discussed in the Model United
Nations committee.

Most important aspect of research is understanding the topics the committee addresses.
The committee background paper sent out by the conference summarizes the issue from a
broad perspective. Understanding the issues includes knowing what international policies
exist (in the UN and other international institutions) to address the issue. Bibliographies
are usually included in conference background papers for further delegate research, but
these sources should be supplemented by further research conducted by the delegates.

It is also important to begin finding out what current country policy is on the issue. See the
following section on research sources. Often, this information may be unavailable,
incomplete, or inconclusive. In those cases, delegates should still continue to compile all the
information they can find on a given topic, which will help them inform whatever policy
they choose to adopt. Delegates may also find it helpful to expand their research regionally
in an effort to deduce their national policy on specific issues.

Research culminates in the formulating a countrys policy. Even if a delegate is unable to
find information specifically addressing his or her countrys policy on a particular topic, the
delegate should be able to make an educated guess informed by their research. While it
might feel like a guess, this is actually the process of making an informed decision based
on the information the delegate has gathered.

Formulating policy, or making an educated guess, starts with asking why or how a topic is
important to the country being represented. The delegate should look at the various
groups in the country with distinct views on the issue. The delegate must realistically
consider how much access to power these groups have and how much they are able to
influence their government. By weighing the power and access of the different groups, a
delegate can extrapolate the probable policy decision in the country on the issue.

In some cases, if there is limited information about the countrys decision-making process
or interest groups, the delegate may only be able to determine some of the variables
involved. If this occurs, he or she will have to rely on the ideology of government, power
and the role of the individual upheld by the country in order to make an educated and
defensible guess about the countrys policy on that particular issue.

Another possible approach to take when information is lacking is to look at the policies of
countries with similar ideologies and regional interests. This technique should be used
carefully however. For example, it would be a grave error to assume that Thailand and
Vietnam always agree simply because they are both in the same region of the world.

Finally, delegates should examine their national policies and determine if a conflict exists.
These areas of conflict will most certainly affect committee debate during the conference.

WORLD OPINION

Once delegates have completed the research on the United Nations, their own country, and
the topics to be discussed, they must turn to the allies of their country and various geo-
political blocs (i.e., groups of nations with similar interests.) The delegates should know
which countries can be expected to support their position, as well as the position of other
blocs in the committee. Every delegate should know which of these countries will be
represented in the committee.

It is important to know the variations of policies that will be represented by different blocs
in a committee. Knowing these variations allows a delegate to work toward a solution that
meets the needs of all of the blocs. On questions of development and economics, two
broader blocs generally form: the Developed bloc and Lesser-Developed bloc.

Research Resources

Locating information can be a source of frustration. Some topics are obscure and some
countries receive very little press coverage. On other topics and countries, the amount of
information available can be overwhelming. This section outlines some of the best sources
available and indicates where they may be found.

INFORMATION ABOUT THE UN

Devising practical recommendations and country policies for a committee require that
delegates begin with a broad research base. The following preparatory materials serve
well as a quick introduction to the UN system and to a historical overview of the topic
areas. The United Nations Cyber School Bus website provides excellent Model United
Nations resources, especially for new clubs:
http://cyberschoolbus.un.org/modelun/index.asp

Another good starting point is the Model United Nations online resources provided by the
United Nations Association of the United States of America (UNA-USA):
http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457131

The ideal situation for any Model United Nations club is to have a library of UN materials at
its disposal. The UN fortunately makes many of its resources available online. There are a
number of UN publications that a club should try to obtain or review for their library:

Charter of the United Nations
The founding document of the United Nations, akin to the Constitution of the U.S., which sets the purpose and goals
of the organization.


Universal Declaration of Human Rights, International Covenant on Civil & Political Rights
& International Covenant of Economic, Social, and Cultural Rights
These three documents (two treaties & one General Assembly resolution) are informally called the International Bill
of Rights. Even topics outside the human rights spectrum refer to the rights embodied in these documents.

Annotated Agenda of the General Assembly
UN document published every June for each session of the General Assembly. This document describes each agenda
item with a brief historical background and citation of relevant documents.

Basic Facts About the United Nations
A paperback outlining the basic work of the United Nations and its family of organizations.

Information regarding the priorities of the current Secretary-General
Each Secretary-General will have certain goals and priorities that help shape the focus and direct the work of the
organization. Transcripts of speeches and official statements from the office of the Secretary-General are readily
available online.

GENERAL INFORMATION

A great deal of information is available online regarding the work of the various
committees. Many committees and specialized agencies, including the General Assembly,
Security Council, and the World Health Organization, have their own websites, which often
comprehensively describe how the committees work. Annual reports are also available
and these can give delegates an idea of the current work of the group and may also lead to
better resources directly addressing the selected topic. Books and full-length texts are also
extremely valuable for information regarding the working of the United Nations, as well as
in-depth analyses of many of the topics to be considered. Depending on the topic, however,
the age of the text should be carefully considered. Some useful resources include:

Permanent Missions to the United Nations (UN Document-ordered per issue or per year)
This book is published every six months with the names of the ambassadors and specific representatives to the
various UN committees from each member state. These names are invaluable in attempting to contact a mission for
information on a specific topic area.

UN Handbook: An Annual Guide (UN Magazine)

United Nations Chronicle (UN Magazine)
A periodical that covers the current events of the UN including excerpts from the speeches of the member states.
Published Quarterly.

Yearbook of the United Nations (UN Publication)
This publication focuses on yearly developments within particular international issues. It is the most detailed,
chronological narrative of United Nations activities. Despite its title, it is not published annually.

Newspapers provide some of the best sources of current information on international
affairs. The New York Times is an especially good source for up-to-date information about
United Nations happenings. Other newspapers that are helpful include the Washington
Post, The Guardian, and The Christian Science Monitor.

News Magazines, including Time, Newsweek and US News and World Report, are another
good source of current international news. One of the most thorough and useful magazines

is The Economist, a British news weekly. In addition, the World Press Review contains
articles from news media from around the world.

Many of the organs, agencies and even individual committees of the UN publish their own
magazines (notably UNESCO Courier, World Health: The Magazine of the World Health
Organization, Choices: The Human Development Magazine- a UNDP publication, Refugees -a
UNHCR publication, etc). Look for these at your nearest UN Depository Library or online.

INTERNET RESOURCES

The main thing to keep in mind when conducting research on the Internet is the source
from which information is being drawn. You can be certain of the reliability of information
obtained from the United Nations home page or the home pages of its committees,
commissions, etc., but use caution when searching for information from potentially biased
sources. When in doubt, stick with peer-reviewed sources that you know are reliable.
Internet databases, to which most colleges and universities subscribe, are excellent and
reputable sources of research. Your high school or local librarian can most likely point you
in the direction of some useful databases.

NOTE: Wikipedia and its subsidiary sites are under no circumstances considered reliable academic
sources of information. Wikipedia is great for a general overview of a concept, but it is not an
acceptable source to cite in a Position Paper.

If you have any questions about the reliability of a source on the Internet, or any other
Internet-related research questions, please feel free to contact your individual committee
director or the Director-General of the conference.

DIGITAL RESOURCES

Nearly all college libraries as well as major city and regional libraries have computerized
indices to periodicals. By simply sitting down at the terminal and specifying the topic or
key word desired, the user can obtain a very complete listing of all relative articles
published within the last several years. This is an invaluable timesaving device and all
delegates who have access to such an index should use it during the research process.
Contact your local college or regional library to inquire about the availability of these
resources. Online article and bibliography databases that might prove helpful include:

ABI/INFORM (Proquest)
OVID Online
JSTOR
LEXUS/NEXUS

Aside from the computerized databases discussed above, a wide selection of indices exist
that can be useful in accumulating more specific or detailed information on your topics.
Some of the best are listed below:


Index to the Proceedings of the UN General Assembly (UN Publication)
Index to the Proceedings of the Economic and Social Council (UN Publication)
Index to the Proceedings of the Security Council (UN Publication)
New York Times & London Times Index
A guide to the articles in the Times, which covers the UN very thoroughly.
Reader's Guide to Periodical Literature
An index to articles published in popular journals and magazines.
Official Document System of the United Nations (ODS)
This system allows a researcher to locate documents and preliminary versions of UN resolutions.

TOPICAL GUIDES

Political

Annual Editions: Global Issues
This annual publication identifies the key issues and
declines arising from the changes in world politics
each year.

The Oxford Companion to Politics of the World
A comprehensive guide to recent contemporary
politics from an international perspective.

Human Rights

The United Nations and Human Rights

Development/Environment

Human Development Report, UNDP

World Development Report
World Development Reports of recent years are
equally insightful and can be found on the World
Bank website.

Bulletin of the World Health Organization
The Bulletin examines the developmental strategies
in a number of sectors and their impact on health
and the environment. It also discusses policies and
approaches towards confronting these issues.
Refugees

The State of the Worlds Refugees (UNHCR)
This book describes current problems and their
causes with informed analyses, charts and discussions of
policy alternatives.

Disarmament

The United Nations and Disarmament 1945-
85: A Fortieth Anniversary Review
An excellent general source on the background &
history of the topic.

Disarmament Yearbook
Additionally, the Department of Disarmament
publishes a series of fact sheets that may be
obtained free of charge.

Economic

World Economic Survey, UN

World Bank Annual Reports, IMF

Where to Locate Resources

At the Conference: Many conferences send background papers or guides to participants,
which inform the delegates of the committee agenda and history, as well as a description of
the topics to be discussed. The papers are usually supported by a thorough bibliography,

which students may find useful as they begin their research. Again, these guides are meant
only as a starting point for the delegates. Delegates who use these guides as their only
means of preparation will not be prepared at the conference. The learning experience
offered by the conference will be missed. If students still need help after reading the
Background Guide, they should contact the committee Director; their names and addresses
are provided in the papers themselves. Always feel free to contact the staff, especially the
substantive Under-Secretaries General and the Director General; they welcome delegate
questions and inquiries.

Most Model UN conferences have their own library of UN and related resources, often
called a Resource Center. Once at the conference, delegates are encouraged to use this
service to research any new ideas as the conference progresses. Resource Centers are often
manned by the conference staff and contain a copy of all the Position Papers sent to the
conference and all committee Background Guides. Resource centers are an excellent way
to research the policy of possible allies or opponents on a particular issue. All delegates are
encouraged to take advantage of the Center. We caution the delegates, however, that they
must do their preparatory research before the conference in order to succeed. The
Resource Center should only be used to supplement the research done outside of the
conference.

United Nations Depository Libraries: United Nations Depository Libraries are superb
sources of primary UN materials. These libraries are where most delegates turn to locate
UN documents. Worldwide, the UN has designated one archive in each country to house,
free of charge, all UN documents. These reference centers are called UN Depositories. In
the United States, the Library of Congress is the designated depository. Any institution,
however, with storage facilities, may become a Depository by paying for the documents it
receives. A list of UN Depositories can be found online:
http://www.un.org/Depts/dhl/deplib/countries/index.html

Many contributing Depositories do not purchase all UN documents. You should check with
your local libraries, university and public, for their status and hours. Always call ahead and
talk to the documents librarian to get information on the hours of operation and to arrange
for a librarian's help.

The United Nations: The United Nations has a great deal of publications available on the
website. Titles there are organized in the following topics: Peace & Security; Environment
& Urban Issues; Development & Millennium Development Goals; Human Rights;
Humanitarian Affairs and International Trade. Most resolutions should also be available on
the online resource, Official Document System of the United Nations (ODS). This system
allows a searcher to locate documents and preliminary versions of UN resolutions.

Foreign Missions and Embassies: A delegation can receive current information on its
country by contacting the Permanent Mission to the United Nations, the countrys
Information Center or its embassy in Washington, DC. With your request, it is best to
include an explanation of what your group is involved in, a list of agenda items and a
request for information about your countrys stands on these issues.


Not all countries will be able to honor your requests; many of the smaller nations do not
have the staff to handle a detailed inquiry. If they cannot supply you with this information
there are other sources. You can access much of this information through UNDOC that lists
the speeches of every member state by specific topics. Although they cannot give you the
exact position of member nations, the information in the official records should be a big
help. Having the exact document number when making your request will greatly speed the
process.

In addition to the Permanent Missions to the UN and the Washington embassies, many
countries also have consulates located throughout the United States and may be able to aid
your needs and provide a resource close to home.

Members of the U.S. Congress: Members of Congress can be very helpful in obtaining
information, especially if you explain the purpose of your organization. Often if you
request specific information, the congressperson will have the Library of Congress research
the topic for you. The information you receive may have an American bias, but it can still
be quite helpful.

Members of Congress can also obtain publications like Voting Practices in the United
Nations. This publication lists votes of member states on key issues in front of the UN.
Another publication available from congresspersons is the U.S. State Departments Annual
Report on Human Rights. This information is generally available free of charge.

United Nations Information Centre: The United Nations Information Centre (UNIC) is
located in Washington, DC, and is the only official information center in the United States.
The UNIC has a library of UN documents which would be useful to delegates living in the DC
area. The center also provides free information on many topics. Copies of the Resolutions
of the General Assembly and Security Council are also available.

Liaison offices for the UN Development Programme, UN Environment Programme and the
International Fund for Agriculture are located on the premises. Information materials are
available through their offices and website.
The U.S. Department of State: The U.S. Department of State publishes a series of
Background Notes on individual countries which may prove useful as a delegation begins
its research. The State Department often provides speakers for groups interested in
foreign affairs.

The State Department publishes several periodicals which may be helpful in your research.
These include:
US Aid Highlights
FrontLines
Dispatch

The State Department may also provide country information via the Country Desks.

United State Institute of Peace: The United States Institute of Peace (USIP) was created by
an act of Congress in 1984. Its mandate includes [promoting] education and training,

research, public information programs on means to promote international peace and the
resolution of international conflict without violence. The Institute publishes the United
States Institute of Peace Journal, which is a free publication. USIP also has some free
publications and other materials for purchase.

Of specific interest to students is an annual essay contest on a selected topic of
international peace and security. State-level winners come to Washington, DC, for a week
of meetings and briefings with senior government officials and Members of Congress and a
simulation based on a foreign affairs topic. National winners receive scholarships.

Other Sources: There are many other organizations which can be helpful in tracking down
information. Amnesty International has many outstanding publications. The International
Red Cross also may be useful in finding information.

Position Papers

The most essential element for an outstanding Model UN is delegate preparation. The
Background Guide is a good beginning, but it is really no more than a beginning. Topic
areas must be fully explored and examined, as well as the committee itself and its role in
the larger scheme of the United Nations and world affairs. Researching and developing a
nations position is a challenging yet interesting task. Furthermore it is a critical element of
in-committee success; a committee will only be as good as the preparation of the delegates.

Each Delegations research should ideally culminate in the creation of a thorough position
paper, laying the country policy on each of the topic issues. The paper should consider all
aspects of the research the delegates have conducted thus far, including general country
information, information about the UN, general information on the topic, and of course the
countrys position on the committee topics. Below is a sample of an ideal position paper.

I nt er nat i onal M odel U ni t ed N at i ons A ssoci at i on | 4.12

The Delegation from La Rpublique Franaise ____
National High School Model United Nations

The Situation in Waziristn

"We are now increasingly receiving from Pakistan unacceptable news of [terrorism and
extremism] which we cannot regard as political practice and, with the international
community,aredeterminedtofightveryfirmly."
BernardKouchner,ForgienMinisterofFrance
Throughout the last 60 years, France and Pakistan have had a dynamic relationship.
This historic partnership has spanned diplomacy, defense cooperation, education, medicine,
biodiversity, and economics (FrancePakistan). Furthermore, this association can now
move forward thanks to recent changes in the Pakistani government. The recent general
electioninPakistanisapositivesign;Franceisoptimisticandhopestoworkwithalegitimate
and fullfunctioning government (Declaration). Following the elections France stated,
[these elections] constituted a crucial step in strengthening democracy and calming the
internalsituationthisgreatcountryisavitalpartnerintheregionsstabilityandinresolving
theconflictsthatbesetit,[namely]theriseofterrorism(Legislative).Franceiscommitted
tooperatingwithintheneedsandcapacitiesofPresidentZardarisnewadministration.
Despite these many advancements, France, as a nation and as the host nation of the
PresidencyoftheEuropeanUnion,stillhasmanyseriousconcernsregardingtheviolenceand
terrorism that remains prevalent throughout Pakistan, especially along the northwest border.
TheUnitedNationshasrecognizedthatatleast15%ofindividualsassociatedwiththeTaliban
areintheborderregionofWaziristan(List).ItisvitaltothesecurityofFrance,Europeand
allcountriestocombatthegrowingthreatofterrorismfromwithinthePakistaniregion.The
French people understand the severity of the threat firsthand. According to the 2008 EU
Terrorism Situation and Trend Report, 91, or about 25%, of French terrorist arrestsdealt with
radicalIslamicterroristplots(Ratzel).Thereportnoted,overthelastfiveyears,muchofthe
command, control and inspiration for planning attacks came from alQaedas remaining core
leadershipinthetribalareasofPakistan(Ratzel).
Bearing this in mind, France implores the international community to support the
ongoing Pakistani policy adjustment that will restrict the autonomy of the Waziristan region.
WhileFrancerecognizesthepreviousproductivityofthispoliticalautonomy,thearrivalofthe
Taliban and other extremists in the area has forced the hand of former President Musharraf,
currentPresidentZardariandtheinternationalcommunityatlargetotakeaction(Khan).One
ofthegoalsthatFrancehassetintheSecurityCouncilistodefinewhenautonomyinaregionis
no longer acceptable and what course of action the country, as well as the UN, can pursue to
combat this problem. France respects Pakistans stance on the situation in Waziristan and
believesthatPakistanhasthemostauthorityontheneedsandrealitiesofthearea.

France is firmly dedicated to the ideal of national sovereignty and therefore firmly
supportstheactionsofthegovernmentofPakistan.Ayearago,thegovernmentbegantaking
newactionsintheWaziristanArea,movingPakistanitroopsin andaroundtheregion(Khan).
MilitaryeffortmaybenecessarytobringthiscrisistoafirmresolutionandPakistanshouldbe
theprimarycoordinatorofsuchforce.InBajaur,aFederallyAdministeredTribalArea(FATA,)
to the north of Waziristan, one thousand militants were killed through Pakistani efforts in
August(AP).ItisFranceshopethatsuchresultscouldbereplicatedwithinWaziristan.
Ifinternationalmilitaryforcedoesbecomenecessary,theSecurityCouncilandPakistan
must ensure that clear stipulations are in place regarding the use of force. Any military
engagementtakenmustbeaclear,multilateralactionthatfullyrespectsthewishesofPakistan.
Without clear direction from the Security Council, actions within Pakistan by NATO forces
would be a violation of the NATOs current efforts in Afghanistan. Rather, the International
Security Assistance Force (ISAF), under the leadership of NATO, should focus on the
counterinsurgency efforts in Afghanistan (Reuters). The defense ministers of NATO have
agreedthatISAFtroopsmustbegincombatingthedangerousopiumtradewithinAfghanistan.
Engaging in a new war in Pakistan will only compromise the success of current operations in
Afghanistan(NATOjoins).
Regrettably,militaryactionaloneignoresmanyaspectsoftheproblem.WhilePakistan
has taken many steps forward in combating Talibanization, additional support from other
countries is still needed. There are many diverse issues that Pakistan must confront when
lookingatthesituationintheFATAs.FrancehasplayedanimportantroleinhelpingPakistan
fight these dangerous problems through the provision of higher education. Nearly 500
Pakistani students are enrolled in advanced degree programs in Paris and the French
government funds several schools for higher education within Pakistan. Pakistani health
servicesreceivemajorsupportandguidancefromFrance.In1991FrancefoundedthePakistan
FranceBusinessAlliancetopromoteeconomictradeandassociationbetweenthetwonations
(FrancePakistan).
These efforts at bringing stability and safety to Pakistan must be supported by both
individual countries and the United Nations as a whole. Despite the international financial
crisis, France has weathered the economic downturn steadily, thus maintaining the ability to
help fund important programs involving agriculture, medicine and education in Pakistan
(Foroohar). It is along these lines that the battle for the hearts of the people will be fought.
Promoting peace will inevitably come at a cost to both the international community and
Pakistan. By emphasizing humanitarian and education needs, that price will be paid with
moneyinsteadofwithlives.
France recognizes that any solution must be flexible enough to change depending on
shifting circumstances. Internal military policies must be combined with international
economic support. Intelligence sharing will be critical as a means to combat many forms of
terrorism, including suicide bombers. If Pakistan is unwilling or unable to contain the
dangerous extremists located within Waziristan, the international community must recognize
thepossibilityofenteringPakistantoprotecttheglobalcommunityfromterrorism.Thismust
occur only under circumstances of multilateral commitment and direction from the Security
Council.

Inconclusion,Francerecognizesthatthisissuecannotbeeasilysolved,butthestability
of this region is an integral component of international security. French President Sarkozy,
Foreign Minister Kouchner and former Defense Minister Michele AlliotMarie have all
commented on the need to resolve this situation before it spreads beyond Afghanistan and
Pakistan. With these dire consequences in mind, France resolves to collaborate with Pakistan
and the international community to confront the rising threat of terrorism in Waziristan and
abroad.
WorksCited
Associated Press (AP). "U.S. praises Pakistan action against militants." MSNBC.com. 20 Oct.
2008.20Oct.2008.<http://www.msnbc.msn.com/id/27287098>.
"DeclarationbythePresidencyontheconductofthegeneralelectioninPakistan."Embassyof
France in Pakistan. 22 Feb. 2008. Presidency of the European Union. 10 Oct. 2008.
<http://www.ambafrapk.org/article.php3?id_article=1326>.
Foroohar, Rana. "A New Age of Global Capitalism Starts Now." 4 Oct. 2008. 11 Oct. 2008.
<http://www.newsweek.com/id/162299>.
"FrancePakistan:60yearsoffriendship."14July2007.TheEmbassyofFranceinPakistan.10
Oct.2008.
<http://www.ambafrapk.org/article.php3?id_article=1212>.
"Legislative Elections in Pakistan." French Ministry of European and Foreign Affairs. 20 Feb.
2008.FranceDiplomatie.20Oct.2008.
<http://www.diplomatie.gouv.fr/en/countryfiles_156/pakistan_504/franceand
pakistan_5709/politicalrelations_5981.html>.
"List of individuals belonging to or associated with the Taliban." 17 Oct. 2007. United Nations
SecurityCouncil.10Oct.2008
<http://www.un.org/sc/committees/1267/consoltablelist.shtml>.
Khan,Ismail."PlanreadytocurbmilitancyinFata,settledareas."Dawn:TheInternetEdition.
26June2007.DawnMediaGroup.10Oct.2008
<http://www.dawn.com/2007/06/26/top4.htm>.
"NATOjoins'waronAfghandrugtest'"Dawn:TheInternetEdition.11Oct.2008.DawnMedia
Group.11Oct.2008<http://www.dawn.com/2008/10/11/top8.htm>.
Ratzel, MaxPeter, Director of Europol. EU Terrorism Situation and Trend Report. Rep.No. 3.
Europol. 2008th ed. The Hague, Netherlands: European Police Office, 2008. 20+.
<http://www.europol.europa.eu/publications/EU_Terrorism_Situation_and_Trend_Rep
ort_TESAT/TESAT2008.pdf>
Reuters, comp. "France Will Bolster NATO Troops in Afghanistan." The New York Times. 19
Dec.2005.NYTimes.com.11Oct.2008
<http://www.nytimes.com/2005/12/19/international/asia/19france.html>.

Building Skills


Building Skills

Delegates must acquire the skills necessary to participate successfully in a Model UN
committee. These skills allow the delegates to translate national policy and desired goals
into concrete measures and actions. Participation skills include:

Ability to role play
Using the Rules of Procedure correctly
Effective Communication & Public speaking;
Negotiating and consensus building
Making use of formal and informal debate
Diplomacy between delegates from blocs and throughout the committee.
Formulating written documents

Defining Effectiveness in Committee

The objective of every delegate is to be effective in committee. Being effective means
forwarding the goals and interests of ones country to arrive at a realistic response or
solution to the committees topic of debate. To do this, a delegate must be knowledgeable
about his or her own country, the topic areas, and the proceedings of the United Nations.

In addition, a delegate must also be able to work well with others. Delegates cannot be
effective in committee if they alienate other participants by mistaking assertiveness for
condescending behavior and/or rude treatment of fellow delegates. The experienced
delegate chooses to further his or her aims through perceptive and tactful diplomacy. This
ability to communicate effectively and diplomatically with others to resolve difficulties is a
key skill and one that can be taught, practiced and developed to make your committee
experience even more rewarding.

Working well with others often means cutting through the national policies to finding
creative solutions to problems that meet the interests of all nations. Herein is the root of
true negotiation finding consensus policy solutions that do not alienate the national
interests of any members of the committee. Delegates should always keep in mind their
countrys best alternative to a negotiated agreement. In the context of a Model UN
committee session, a delegate should consider whether the proposed resolutions address
the situation in a way that is better than the UN not addressing the issue at all.


Role Playing

Delegates are expected to effectively act as representatives of their assigned countries
throughout the duration of the conference. This must be demonstrated both in the
delegates conduct as UN officials and by the delegates aptitude in representing the
interests of their countries. Delegates will frequently be challenged to think on their feet
and should therefore be well-versed in their national positions and in the reasons behind
those positions.

Delegates must also be able to distinguish between their national policies and their
fundamental national interests. A national policy is the stance a country takes on an issue
and the positions a delegate presents when negotiating with other delegates. A national
interest is what a country deems vital to its existence. To illustrate this difference one need
only consider the United States relationship with the Philippines. The US supported both
the Marcos regime and its usurper, the Aquino government. This course of action by the US
was largely due to the fact that the US benefits strategically by having a military base on
Philippine soil. Thus, the policy of the United States changed from supporting Marcos to
Aquino but its strategic interests remained the same.

A national position can be compromised for the sake of a greater good, especially if it
achieves long-range interests or if it can be translated into direct benefits for the nation. A
national interest cannot be compromised. Delegates should not blindly or uncritically
follow the stated positions of their country. Rather, they should identify the reasons
behind those positions and extrapolate on the national interest of their country. To learn
more about negotiating generally, and the difference between policies and interests,
delegates may review a classic text in the field of negotiation called Getting to Yes:
Negotiating Agreement Without Giving In by Roger Fisher and William Ury.

By recognizing the difference between a national position and a national interest, delegates
will be freer to actively participate in the negotiating process while accurately representing
their country. Delegates can be creative in their approaches to problem-solving and can
thus get more out of their Model UN experience.

Rules of Procedure

The committees at each Model UN conference work within the rules of procedure
formulated by the conference staff. Effective use of the rules is essential to a smooth-
running, effective and functional committee. IMUNA conference Rules and Procedures are
covered in Chapter 6, and these tend to be similar in most conferences or at least have a
great deal of overlap with standard Parliamentary Rules of Procedure. (Also see Appendix
?? for a full list of these Rules).


Effective Communication & Public Speaking

Verbal communication is fundamental for the delegate. The delegate must be able to
verbalize ideas and support arguments clearly and concisely to a single person as well as to
large groups. Delegates should learn to speak from prepared notes as well as
extemporaneously.

The two keys to a successful speech are brevity and relevance. All speeches, whether
stating national polices or extemporaneously reacting to new ideas proposed to the
committee, should be clear and concise. They should address the issue at hand, whether it
is substantive or procedural, and remain germane to the point throughout the entire
speech. Written speeches will help to ensure that delegates do not leave important points
out and it is particularly helpful, and effective, to refer specifically to main points raised by
other delegates that are germane. This demonstrates that you are able to utilize another
very important skill in conflict resolution listening well to others issues and
incorporating them into to your discussion.

WRITING SPEECHES

Although most of the speeches that a delegate gives will be delivered extemporaneously,
there are occasions when formal speeches can be given. These usually occur during general
debate on a specific issue or during opening policy statements. Formal speeches should be
well-written and well-practiced so that their delivery will be as effective as possible. Even
these prepared statements, however, may need to be altered in the course of the general
debate in order to respond to points made by other delegates.

KINDS OF SPEECHES

Policy Speeches: General debate speeches outline the countrys policy on a wide range of
issues. The first speech on a given topic should state national policy on that issue. Such a
speech should include:

Broad introduction to the countrys goals on the specific issue;
Specific positions on various aspects of the issue at hand;
Supporting arguments;
A conclusion summarizing your case.

Extemporaneous Speeches: These spur-of-the-moment speeches are the primary vehicle for
a delegate to communicate his or her ideas about a specific topic. A few minutes of
planning will make the speech much more effective, as a rambling delegate will quickly lose
the attention of the committee. The following tips on different extemporaneous speeches
are helpful:


Substantive Speeches
These speeches deal with issues related to the
topics, and should incorporate the following
suggestions: Make notes on opposing viewpoints
while they are being given and then answer each
point directly; Keep notes on allies speeches,
bringing out points which have been omitted and re-
emphasizing concepts which may still be unclear;
Highlight important sections of the resolutions and
state why they are important; Keep notes so that
you do not omit important points.

DELIVERING SPEECHES

Good speaking skills are necessary in Model UN because both formal and informal meetings
require that the delegates message reach a large audience. Because many delegates have
had practice speaking to small groups, this section focuses on large group speaking skills.
The points made, however, can easily be applied to a small group situation. The following
tips are helpful:

Procedural Speeches
These are speeches regarding the pros and cons of a
motion before the committee, and should include
the following suggestions: Speak only to the
procedural matter at hand; Explain your viewpoint
as to what should or should not happen; Be concise
and complete.

Know what to say before saying it; even extemporaneous speakers should have an
idea of the point they want to get across.
Speak loudly and clearly

; take advantage of the microphones that are available in
most committee rooms.
Speak slowly
Practice delivering your policy points in an active and engaging manner. Other
delegates will not pay attention to a speech delivered in a monotone manner;
; allow the words to sink in. Do not, however, fill the spaces between
words with monosyllables like um and like.
A delegate should also add some illuminating facts about his or her country in the
speech. This will make it more interesting and delegates will likely pay closer
attention.

Negotiation and Consensus-Building

Delegates must develop negotiating skills so that they may attain their countrys aims,
whatever they may be. This includes adopting a strategy and using the proper tactics to
accomplish the desired goal. To be an effective negotiator, delegates must be tactically as
well as substantively prepared before the conference begins. In researching their country,
committee and issues, they should -- for each agenda item -- formulate an objective,
strategy, and tactics. Students objectives should address such questions as: does my
country have a specific position on this issue; does it wish to see concrete action taken?

Once a delegate has thought through the objectives of his or her country in the debate, he
or she should prepare a strategy and tactics for reaching that objective. Examples range
from delaying debate through procedural means to utilizing speeches in order to persuade

fellow delegates. Obviously, a delegate should develop a strategy that achieves as many of
his or her countrys objectives as possible without losing sight of the overall goal in
negotiating any one point.

A last note: To negotiate is to practice diplomacy. It is a careful balancing of the ideological
against the practical, of the necessity of compromise against the policy and priorities of the
nation one represents. This is not always easy, but in many ways it is one of the most
rewarding aspects of the conference.

TACTICS

The following is a list of negotiating tactics and the merits and possible drawbacks of each:

Anger: Anger, real or feigned, draws attention to a
point and signals the seriousness of a negotiators
position, while raising doubts about the validity of
an opponents position. This tactic could,
however, stimulate an equally angry response,
creating unneeded problems.

Aggression: Delegates may aggressively emphasize
errors and flaws in an opponents argument to
weaken confidence in his or her position.
Unfortunately, an aggressive stance might cause a
fellow delegate to react in such a way that he or
she becomes more stubborn on the issue and can
eventually lead to a breakdown in diplomacy
within the committee.

Assuming a Reasonable Stance: This strategy is the
most common and effective tactic. In other words,
induce and adhere to a spirit of compromise and
consensus. Compromise is usually the key to a
successful negotiating session. Thus learning to
negotiate in good faith is often the most
successful, as others usually respond to it with a
reciprocal sense of trying to forge resolution and
compromise. This style depends on your
countrys actual policies and national interests, as
it may not be the best tactic for that countrys
actual goals.

Demanding More in a First Offer: Demanding more
than one is ultimately hoping to get is an excellent
strategy for beginning negotiations. On the other
hand, the demand could be viewed as so
outrageous that its proponent might be seen as
not really interested in negotiating. Use this tactic
cautiously in committee, but do not ignore its
effectiveness.

False Demand: This is another good negotiating
tactic. By posing a demand and then yielding on it,
a delegate convinces others that his or her country
is reasonable and sincere in its negotiations. This
action also sets an example for others to follow
and reciprocate. It may however mislead an
opponent into thinking that the negotiators
position is weak. A related tactic is to convince an
opponent that a pending offer is ones bottom line.

Playing One Against Another: This action is
sometimes useful. By comparing different
interests between two opponents, the delegate
will sometimes gain the upper hand against a
stronger opponent by letting him or her direct his
or her energies in the wrong direction. In some
cases, an opponent will not take the bait and the
delegate may find him or herself in a weaker
rather than a stronger position.

Surrendering: This can sometimes limit potential
damage and enable a delegate to appeal to their
opponents sense of ethics and fairness. However,
an opponent may not take pity if this tactic is used
too late in the negotiating process, opting instead
to go for the kill.

Negotiating With Authority: Using this tactic, a
delegate attempts to convince others that he or
she is most knowledgeable on a particular subject.
The opinion of a delegate who negotiates from a
position of strength will be given a greater weight
in the formulation of resolutions. The delegate
who appears to be the leader will attract followers
and gain support for his or her actions. Of course,
having established such a position, being proven
wrong can be disastrous.


Making Use of Debates

Understanding the three basic types of debate is a must for any delegate on any committee.

Formal Debate
This is traditional debate, carried out entirely within the Rules of Procedure. On
substantive matters, it consists of speakers who speak in an order determined by the
Speakers List. Delegates may or may not choose to answer questions on the substance of
their speech. The Chairperson moderates this debate, and all motions concerning the
debate must pass through him or her. Formal debate is the framework within which all
voting and submission of formal resolutions must take place.

Informal Debate
Informal debate, sometimes called a moderated caucus, is a suspension of the rules
which may be allowed by the Chairperson to facilitate discussion. A formal Speakers List is
not drawn up; instead, delegates are recognized to speak by the Chairperson at the
conclusion of each speech. Generally, this kind of debate takes the form of a roundtable
discussion. It allows a greater measure of give and take between delegates and enables
more clarification when formal rules may be too cumbersome. Informal debate can be an
effective tool, especially in smaller committees, but will only be utilized at the discretion of
the Chairperson.

Diplomacy

During the course of the conference, delegates may find themselves working in different
blocs groups of nations which vote and/or caucus together due to a set of similar
interests and common views. The reasons for this unity can be historical, political,
ideological, military, geographic, or economic in nature.

Caucusing
Caucusing, like informal debate, is a temporary recess or suspension of the rules in the
committee meeting. During an unmoderated caucus proposals are drawn up and
consensus-building, negotiation and compromise take place. Caucusing provides the
opportunity for words to be put to the concepts and thoughts voiced in more formal
debate. Caucusing is the primary working mode of the committee. Blocs use this
opportunity to consolidate and discuss their positions, and to communicate with other
blocs. Working papers and resolutions, discussed in Chapter Six, are usually drafted during
these unmoderated caucuses.
These blocs unite on issues of importance, polling their combined strength to press for
opposition or support of resolutions, amendments or concessions primary to their national
interests. Nations acting together in blocs can accomplish things that they might be unable
to achieve as individual nations. During caucus periods, blocs interact with one another and
negotiate to further their goals agreeing, for instance, to eliminate an unfavorable clause
Strength Through Unity

to gain support for their resolution, or promising to vote in favor of another blocs position
if t that bloc agrees to defeat the proposal of another, opposing bloc.

Examples of Blocs
Examples of regional blocs are the African or Latin American blocs; ideological blocs
include the non-aligned and the Eastern blocs; a bloc formed for military (and political and
strategic) reasons is the North Atlantic Treaty Organization (NATO). There are also broader
classifications of blocs such as East, West, and underdeveloped nations; even more
simplified is the North/South (Developed/Developing) division. The breakdown of blocs
will vary from committee to committee and from issue to issue depending on the nature of
the topic under discussion and the blocs the delegates find most useful. The more
politically oriented committees tend to split along regional lines (i.e., Western, African,
Middle Eastern, Eastern, Asian, Latin American); however, this is not universal the non-
aligned bloc tends to draw many underdeveloped and developing nations away from their
geographical bloc. One must note that regional or ideological interests are not always
paramount. Israel, for example, while a Middle Eastern state, traditionally votes with the
Western bloc. States that were formerly part of the British Commonwealth often form blocs
with one another.

Written Documents

The products of UN committees, like other deliberative bodies, are written documents:
treaties, resolutions, declarations, etc. Delegates must understand the process by which
such documents develop and acquire the skills to participate in this process.

DRAFTING

Creating a written statement of aims, goals and a means of effective action is the ultimate
goal of debate on any topic. The process that generates such a document is termed drafting.
Drafting as a process is the written result of compromise and consensus built in debate and
caucus. Drafting is a continual process of revision, and delegates should never view any
draft as the finished product that the entire committee should accept.

Drafting involves building agreement through accommodating other delegates concerns.
This accommodation takes place by changing the document. These changes are sometimes
as extensive as altering the content, or sometimes as minute as substituting an alternate
word choice. As said above, a draft goes through many revisions as it gains support. While
certain countries may play the key roles in writing a resolution, many nations will want to
have input. A bloc, for example, may designate certain countries to be part of the drafting
group, but all countries expect to review the document before it comes up for a vote. Many
will try to make changes at that time. In the end, all the actions of the United Nations
appear in written form. If a delegate cannot write well, he or she is forced to rely on the
ability of others to promote his or her ideas. But writing skills, like all skills, improve with
practice and especially by learning what seems to work well in other delegates writing, so
it is in the delegates best interests to develop this skill.

WORDING

Negotiations over revisions usually take the form of disputes over wording. At times, an
argument over semantics will be one that is essential to the meaning of the document.
Consider, for example, the difference between calling a group a terrorist organization and
a collection of freedom fighters in your resolution. The tone of the document would be
very different. Thus, delegates need to be aware of the implication of using certain crucial
words and what wording would generate the most desired support.

Precision of Meaning: Most seasoned diplomats argue for more precision and clarity. They
reason that a hard-fought agreement deserves to be written so that it means just what the
parties have verbally accepted. In this way, misunderstandings and false interpretations
can be avoided. Once an issue is settled verbally, it should not be reopened in a dispute
over language.

Intentional Ambiguity: The ideal of clarity cannot always be achieved. On occasion,
particularly controversial or petty points are written in ways that leave room for several
interpretations. Usually this occurs to allow progress on the more important aspects of the
issue. A classic case of this constructive ambiguity is found in Security Council Resolution
242 that established a framework for peace after the 1967 Arab-Israeli War. It called for
withdrawal of Israeli armed forces from territories occupied in the recent conflict. The
text leaves unclear whether Israel should withdraw from some or all territories (and if not
all, then which?). The principal sponsors maintained that the ambiguity was unavoidable
and necessary in order to pass a resolution acceptable to everyone that would help to
reduce tensions in the Middle East.

Unavoidable Ambiguity: Another reason resolutions are often vague is that details of
implementation cannot always be spelled out. Later specific detail work almost always
remains to be done, subject to further negotiations. It is important when leaving language
vague to make the intent of a resolution clear; questions over the implementation of a
resolution are better than ones over the main purpose or goal.

STYLE

To be understood, the draft document must be free of grammatical errors and utilize
proper punctuation. To prepare for the drafting process, delegates should carefully read
the resolutions, reports and other texts relevant to their topics. This preparation method
will help develop a feel for the style to be used. Reading summary records and speeches,
comparing draft resolutions with final ones and examining the portions of resolutions
voted on separately are all good ways to focus on language. Best of all, a delegate can use
this opportunity to learn from other delegates either more skilled or more familiar with
resolution writing to develop their own resolution writing skills.


TYPES OF WRITTEN DOCUMENTS

Working Papers
Before composing a formal resolution to deal with the topic problems, delegates may wish
to transfer their general ideas into a working paper, or rough draft. Working papers are
usually formed by a group of nations from the same geographic bloc or of similar
ideological persuasion. Working papers need not be written in formal resolution format
and may be simply a few major points jotted down on paper. The purpose of a working
paper is to have something in writing to serve as a starting reference point during caucus
and formal debate. Though not formally introduced to the committee, working papers may
be copied and distributed in committee depending on the rules of the particular Model
UN conference and generally only with the committee Directors approval. Working papers
serve to help delegates identify the different views of the countries in the committee and
facilitate the negotiation process. Resolutions are usually formed by combining several
working papers.

Resolutions
Resolutions are the desired end-product of debate on a topic area. They represent a course
of action or policy endorsed by the international community in response to the issue at
hand. The formatting of resolutions is thoroughly discussed in the following section of this
chapter.

Pre-Written Resolutions
Resolutions that are written before the conference, sometimes referred to as pre-writes
are not allowed at many U.S. conferences, including IMUNA conferences. Conferences that
prohibit pre-written resolutions stress that pre-writes go against basic Model UN
philosophy. From this perspective, debate should consist of a committee-wide dialogue
about ways in which the varied countries policies can be incorporated into a solution.
Debate should not be the presentation of a one-sided solution upon which policies are to be
based. Delegates should recognize that the effectiveness and importance of the United
Nations lies in its capacity for international discussion. Long-term solutions are mainly
derived by altering world opinion, which is possible only through the process of thought,
discussion, and debate.

Note: While pre-written resolutions are unacceptable at IMUNA conferences, delegates may
bring notes on some major points that address the problem areas of the topics to serve as a
reference during the conference. Like speech notes, it is always okay to prepare notes for a
conference, but these should be notes and should not be read verbatim or used exactly as
written.

RESOLUTION FORMATTING

A resolution is one (very long) sentence. It begins with the committee or subject (The
World Health Organization for example), which is indented by five spaces, underlined, and
followed by a comma. A Sample resolution is appended to the end of this chapter.

Affirming
Alarmed by
Approving
Aware of
Believing
Bearing in mind
Confident
Considering also
Contemplating
Convinced
Declaring
Deeply concerned
Deeply conscious
Deeply convinced
Deeply disturbed
Deeply regretting
Desiring
Emphasizing
The Preambulatory Clauses
After the subject, come the preambulatory clauses. The preambulatory clauses comprise the preamble of the
resolution. While they set the tone of the resolution and often give some of the history regarding the issue,
for operational purposes the perambulatory clauses hold little weight. Formally, these are participle or
adjectival phrases modifying the subject. Informally, they describe the committees intent, motivation, and
frame-of-mind in writing the resolution. Preambulatory clauses are followed by a comma and begin with an
underlined participle or adjective which is capitalized. Examples of these first words include:
Expecting
Expressing its satisfaction
Expressing its wish
Fulfilling
Fully aware
Fully alarmed
Fully believing
Further deploring
Further recalling
Guided by
Gravely concerned
Having adopted
Having considered
Having considered further
Having devoted attention
Having examined
Having studied
Having heard
Having received
Keeping in mind
Noting further
Noting with approval
Noting with deep concern
Noting with regret
Noting with satisfaction
Noting with zest
Observing
Reaffirming
Recalling
Recognizing
Referring
Reiterating
Seeking
Taking into account
Taking into consideration
Taking note
Viewing with appreciation
Welcoming

Accepts
Affirms
Appeals
Approves
Authorizes
Calls
Calls upon
Commends
Condemns
Congratulates
Confirms
Considers
Decides
Declares accordingly
Demands*
Deplores
Designates
Draws the attention
Emphasizes
The Operative Paragraphs
The operative paragraphs, which follow the perambulatory clauses, formally make the predicate of the
sentence. More informatively, they contain the action of the resolution, or the operations that the committee
hopes occur once the resolution is adopted and implemented. Each operative clause begins with a capitalized
present tense verb in the third person singular. Each paragraph formed by a new operative verb is indented
five spaces, numbered, indented to the tenth space, and finally ended with a semicolon. The last paragraph ends
with a period. The following are representatives of operative verbs:
Encourages
Endorses
Expresses its appreciation
Expresses its hope
Further endorses
Further invites
Further proclaims
Further reminds
Further recommends
Further resolves
Further requests
Has resolved
Notes
Offers
Proclaims
Reaffirms
Recommends
Reminds
Renews
Requests
Solemnly affirms
Strongly condemns
Supports
Trusts
Takes note of
Transmits
Urges

* Only the Security Council
may demand

Rules of Parliamentary Procedure


Rules of Parliamentary Procedure

Understanding of the flow of committee procedure is critical to effective participation in
the simulation. This chapter outlines the flow of debate in a "typical committee, as well as
tips on a mock committee session.

Committee Session: Activities

SETTING THE AGENDA

The first matter to be considered in committee following the roll call of countries (and an
orientation speech by the committee staff) will be the setting of the agenda. The agenda is
the order in which the committee will consider the topics before it. Each committee has a
provisional agenda prior to the session. The provisional agenda consists of the topics
presented in the Background Guide. The committee must choose the order in which to
address these topics. Traditionally, the time allotted for debate at most conferences,
including IMUNA conferences, provides committees with enough time to thoroughly
address only one topic.

A Speakers List will be established for the purpose of debate on the order of the agenda.
Delegates may begin making motions proposing an agenda only after the Chairperson has
deemed that sufficient debate has taken place. The motion must include all topics on the
provisional agenda (ex. a motion to address Topic B first and Topic A second, or vice versa).
If the Chairperson accepts the motion, it will be put to an immediate vote. If a proposed
order passes, debate on the agenda is over, and debate on the first topic begins. If the
motion fails, debate on the agenda continues until another motion is made and passed.

GENERAL DEBATE

Once a topic area has been opened, a new Speakers List will be taken, and formal debate on
the topic area will begin. Normally, debate will begin in a very general way, with delegates
making policy statements and suggesting broad solutions. After the main issues have been
outlined, (which delegates should be aware of before the session is opened) and individual
country positions established, someone will call for a caucus. The formal session will
recess and delegates will informally begin to discuss the issues and draft proposals. In
most conferences it takes the first two committee sessions to get the issues on the table and
delegates adjusted to the committee format.


An understanding of the three basic types of debate is a must for a delegate on any
committee:

This is traditional debate, carried out entirely within the Parliamentary Rules of Procedure.
(Full listing in Appendix ??) On substantive matters, it consists of speakers who speak in an
order determined by the Speakers List. Delegates may or may not choose to answer
questions on the substance of their speech. The Chairperson moderates this debate, and all
motions concerning the debate must pass through him or her. Formal debate is the
framework within which all voting and submission of formal resolutions must take place.

Formal Debate
Informal Debate
Informal debate, sometimes called a moderated caucus, is a suspension of the rules
which may be allowed by the Chairperson to facilitate discussion. A formal Speakers List is
not drawn up; instead, delegates are recognized to speak by the Chairperson at the
conclusion of each speech. Generally, this kind of debate takes the form of a roundtable
discussion. It allows a greater measure of give and take between delegates and enables
more clarification when formal rules may be too cumbersome. Informal debate can be an
effective tool, especially in smaller committees, but will only be utilized at the discretion of
the Chairperson.

Caucusing
Caucusing, like informal debate, is a temporary recess or suspension of the rules in the
committee meeting. During an unmoderated caucus proposals are drawn up and
consensus-building, negotiation and compromise take place. Caucusing provides the
opportunity for words to be put to the concepts and thoughts voiced in more formal
debate. Caucusing is the primary working mode of the committee. Blocs use this
opportunity to consolidate and discuss their positions, and to communicate with other
blocs. Working papers and resolutions, discussed in Chapter Six, are usually drafted during
these unmoderated caucuses.

WRITTEN PRODUCTS

Resolutions are the final product of a Model UN committee. To create this product,
delegates usually go through the following process.

Before composing a formal resolution to deal with the topic problems, delegates may wish
to transfer their general ideas into a working paper or rough draft. Groups of nations from
the same geographic bloc or of similar ideological persuasion usually draft working papers
together. Working papers need not be written in formal resolution format; they can be as
simple as few major points neatly jotted down on paper. The purpose of a working paper is
to have something in writing to serve as a starting reference point during caucus and
formal debate. Though not formally introduced to the committee, working papers may be
copied (by the conferences administrative staff) and distributed in committee, with the
Directors approval. Working papers serve to help delegates identify the different views of
Working Papers

the countries in the committee and facilitate the negotiation process. Resolutions are
usually formed by combining the content of several working papers.

The Director authorizes the copying and distribution of resolutions or working papers. To
introduce a resolution to the full committee, a minimum number of signatures are needed
as evidence that a broad enough interest exists to justify bringing it before the committee.
Delegates should remember that signing a resolution does not constitute endorsing it. By
signing a resolution the delegate only indicates his or her belief that the resolution
deserves debate before the full committee. The writers of a resolution (who do endorse the
content of the document) are the sponsors and delegates who only sign the resolution are
signatories.

Resolutions
At some point in the debate, usually well into the second session, a group of delegates who
have been working on a proposal (perhaps in working paper form, described below) will
find they have enough support to formally bring their resolution before the committee.
Essentially, this means the resolution is assigned a number, (e.g. 1.1 for the first resolution
on Topic 1), duplicated and distributed to the committee.

Amendments
After a resolution is debated in committee, it is common for changes both small and large to
be made to the document. These changes most often come in the form of amendments to
the resolution. Time and resource constraints often do not allow delegates to submit new
resolutions late in committee debate, so when possible, clauses and sub-clauses in existing
resolutions are added, subtracted or re-worded according to the committees preferences.
Amendments are giving consistent numbering; for example, Amendment 1.2.1 is the first
amendment to Resolution 1.2 and Amendment 1.2.2 is the second amendment to
Resolution 1.2. There is no limit to the amount of changes an amendment can make to a
resolution. Amendments are often used to combine multiple resolutions into one cohesive
document.

VOTING

Generally, it becomes apparent that debate on a topic has reached some sort of conclusion,
consensus, or final stage beyond which the arguments only repeat themselves. At this time
the Chairperson may allow a motion that debate be closed on the topic area. Should the
committee pass such a motion, debate on the topic area closes and all resolutions before
the committee are brought to an immediate vote. Such a step is not to be taken lightly, for
it generally means that no further discussion on the topic is possible and that the
committee moves on to the next agenda item--another type of debate entirely. Debate may
also be tabled. This means leaving the topic without voting on resolutions. The
committee may then vote at some future point to take the debate up again. Tabling is
useful when the debate becomes deadlocked, but is generally discouraged due to limited
conference time.


The committee takes two types of votes: procedural and substantive. Procedural votes
pertain to logistical issues, for example the length of speaking time. During procedural
votes all members of the committee must vote and there are no abstentions. Substantive
votes pertain to all content-driven matters before the committee, like passing an

amendment or resolution. During substantive votes, abstentions are counted. During
substantive voting procedure, the chamber, or committee room, is sealed and no one is
permitted to leave or enter the room. Most voting procedures use a simple majority vote,
meaning the item must pass by a majority of half the committee body plus one. Certain
items must pass by a two-thirds majority, including reconsideration (Rule 49), important
question status (Rule 48), and closer of debate (Rule 36).

This section repeats the previous one, except that the flow is described in terms of the rules
of procedure and the actions the Chairperson must perform to move debate along as
described. The rules referred to are those of all IMUNA conferences (see Appendix I).

Plenary Session
In the United Nations, a resolution that passes in a committee is still not official until it
passes in a plenary session. For this reason, some conferences run a full (plenary) session
to vote upon the proposals passed in committees over the course of the conference. The
Security Council and International Court of Justice along with other specialized agencies
may also meet at this time to conclude their closing sessions.

Committee Session: Parliamentary Rules of Procedure

Step 1: Agenda Discussion

Entertain a motion to open debate on the
Agenda (Rule 17)

Note: Delegates may call for a caucus at
any time hereafter for the purpose of
discussing the agenda. (Ask how long the
caucus shall be for and recommend
lengthening or shortening it if necessary.)

Entertain a motion to open a Speakers List
on the topic of the agenda (Rule 20)

A member of the dais will take down all
countries wishing to speak by show of
hands. If delegates wish to be added to the
Speakers List after the initial show of
hands, they should submit a request to be
added back to the Speakers List in writing
to the dais where the Chairperson, often
also called Committee Director and
Assistant Director sit.
If the delegates do not make a motion to
set a time limit, the Chairperson may wish
to suggest one -for example, one or two
minutes -to prevent overly long speeches.
If a time limit is imposed, the Chairperson
will try not to cut off the delegate. Usually,
the Chairperson will tap the gavel when 15
seconds are left.
Because these are procedural speeches, no
yielding or questioning may take place
(Rules 23 and 24).

Adoption of Agenda (Rule 17)

After a few speakers, a delegate may wish
to propose an agenda.
If the Chairperson feels that sufficient
discussion has taken place, an immediate
vote (simple majority) will be taken.

If passed, debate on the agenda is closed,
the Speakers List is discarded and debate
on the first topic will begin.
If the proposed motion fails, debate
continues with the original Speakers List
until a new agenda is proposed and passed.

Step 2: Topic Debate

Create a Speakers List for debating the first
topic (Rule 20)

The Chairperson will ask for a show of
hands and create a new Speakers List for
substantive debate on the first item of the
set agenda. Again, later additions to the
Speakers List can be made by submitting a
written request to the dais.

Substantive Debate

After a delegate makes a speech, they may
answer questions or yield remaining time
to another delegate. The delegate may also
yield their remaining time to the
Chairperson. under rules 23 & 24.
Delegates continue speaking until a caucus
is called (see drafting process, below)

Resolution Drafting

Caucuses should be held for the purpose of
discussing and drafting a resolution.
Several cycles of moderated and
unmoderated caucuses and speeches may
occur as the draft(s) takes shape. The
Chairperson may wish to suggest a move
into informal debate (a moderated caucus)
to facilitate discussion of the draft.
Delegates may use working papers to aid
the debate (described in Chapter Five).

Moving a resolution to the Floor

The Chairperson should accept, when
appropriate, a resolution for the
committees consideration when the
Director determines that sufficient debate
and drafting activity has taken place. (Note
the signature requirements for
resolutions.)
It is common to suspend the rules after a
draft resolution is formally introduced to
the committee and allow the sponsors of
the resolution to field questions. First, the
committee will have the opportunity to
address non-substantive points (i.e.
grammatical corrections, typos, and other
errors in the document.) After the non-
substantive issues are corrected, the
committee may ask substantive questions
of the sponsors. These questions should be
used to clarify terms in the resolution; this
is not the time for debate. Substantive
debate on the resolution will resume after
the question and answer session.

Amendments (Rules 28 & 46)

During committee session, delegates may
formulate amendments to the resolutions
on the floor.

Only operational clauses can be amended.
Therefore delegates should be especially
fastidious when drafting perambulatory
clauses, as they cannot be changed in
anyway.

Some conferences make the distinction
between friendly amendments (made
when the resolution sponsors
unanimously agree and thus are
automatically incorporated in the
resolution) and unfriendly ones (which
require a vote to incorporate the
amendment in the resolution.) Under the
rules used at IMUNA conferences, all
amendments are "unfriendly and must be
voted on by the entire committee.

To formally introduce an amendment to
the committee, a certain amount of
signatories must sign-on. The IMUNA rules
of procedure require at least 1/10 of the
committee (but no less than three
delegations).

Closing Debate

After sufficient debate on the resolution(s),
a motion to close debate on the topic at
hand and move to an immediate vote (Rule
36) is in order.


At IMUNA conferences closure of debate
requires a 2/3 vote with two speakers
against the motion. As soon as the motion
passes, an immediate vote on the
resolutions and amendments of the topic
will take place. This is the time when
motions to divide the resolution or
amendments are in order. If the Speakers
List expires (the last speaker on the list
speaks), debate is automatically closed and
the committee moves to a vote (Rule 25).

Voting Procedure (Rules 43-47)

Amendments are voted on first from most
to least destructive. For example if
Amendment B strikes operative clause 1
and Amendment A changes the wording in
clause 1, Amendment B will be voting of
first. If it passes, Amendment A is
irrelevant and will no longer be voted on.
Amendments that pass are incorporated
into the final resolution.

Again, only operative clauses can be
amended. If delegates wish to change
preambulatory clauses, they must
withdraw the resolution and resubmit it
with the desired changes. The resolution
will be renumbered accordingly.
Other variations can occur in voting
procedure, notably a motion can be made
to divide the resolution (that is, to vote on
different parts of the resolution
separately.) In this case the following
procedures occur:

1) Take a first vote on whether the
resolution will be divided at all. This is
a procedural vote.

2) Vote on each of the divided parts
separately. This is a substantive vote.
All the parts that pass form the final
resolution.

3) Vote on the final resolution.

Step 3: Move to Second Topic

Repeat Step, as time allows. The Director
will generally inform delegates of time
restraints and make a recommendation.

While most Model UN conferences operate using similar Rules of Parliamentary Procedure,
there are always nuances in interpretation of the rules. Most conferences hold rules
briefing sessions before the first committee session. All delegates should attend these
informational sessions, especially first-time delegates.

Training Exercise: Mock Committee Session

Holding a mock committee session is very helpful, especially for organizations with
inexperienced delegates. This activity gives the students an opportunity to practice
committee simulation and will make them feel more comfortable when they participate in
the conference. A mock session also provides an excellent way to acquaint the delegation
with the rules and familiarize them with other countries positions on the topics that have
been selected. Its objective is to allow students to apply the rules of procedure in a context
uncluttered with complex substantive issues.

When running a rules session, a fictional committee is simulated. Topics are chosen so that
no research is necessary and all students are able to participate. For example, you could
simulate the Committee on Global Entertainment with the topics: 1) High School Movies, 2)
Pop Stars, and 3) The Importance of the Internet. Alternatively, you could choose to use
the 3 Global Entertainment topics for which pre-written resolutions are given at the end of
this chapter. Topics such as these ensure that the simulation is enjoyable and they allow

students to focus on the procedural rules of committee rather than the content of debate or
country positions. The chairperson should be experienced in the rules of procedure and
feel comfortable leading a committee session. Resolutions can be prepared ahead of time
or the delegates can draft them. Either way, make sure that they are not distributed until
the proper motions are made.

The proper format for a Resolution is outlined in Appendix I. Use this guideline to create
several resolutions and amendments on fictional topics for a fictional committee or use the
examples at the end of this chapter. While the substance of the resolution is irrelevant, it is
important that delegates get an opportunity to familiarize themselves with proper
resolution format and voting procedure. Delegates should practice introducing, combining,
withdrawing and voting on resolutions and amendments. Later, delegates can practice
more advanced voting procedures, like Dividing the Question (Rule 44) and unanimous or
weighted voting (featured on specialized agencies like the Security Council and the World
Bank.)

IMUNA staff runs mock rules sessions to train our Assistant Directors and Directors.
Several high schools have chosen to run similar sessions and have also found them to be
effective in training students about the rules of procedure.

Another effective learning tool is to write up different motions and statements and
distribute them to the students. The students then have to determine when a motion is
appropriate. If a motion is in order or is critical to continue proper debate, the chairman
should prompt the delegates for it. If they make mistakes, the chairperson should make
corrections and explain the proper course of action. To aid in this activity, a list of motions,
points and statements are featured in appendix ??. This list can be photocopied, cut into
separate items, and distributed to students. These statements and motions only serve as an
outline for the running of the committee. Students should feel free to make motion and rise
to points as they see necessary. When a new topic is started, these motions and statements
can be re-circulated.

Classroom Simulation


Classroom Simulation

This simulation will introduce your students to the world of Model United Nations.
Through participation in a Model UN simulation, your students will learn to understand the
actual consequences of international politics, to solve real problems, to compromise and to
see the world from a different perspective.

UNIT OBJECTIVES

Students Will:

Appreciate the difficulties in developing a solution that benefits all nations
Analyze and evaluate background information on the country they are representing
and the issue selected for debate
Develop a point of view based on the foreign policy of the country they have
researched and are representing
Synthesize the data to develop creative solutions that will benefit all nations
Begin to understand the complexities of issues facing the international community
Develop speeches, working papers or resolutions to be used in the debate
Negotiate with other participants to develop a consensus

UNIT COMPONENTS

The Simulation will consist of several activities. A suggested timetable to complete the
entire simulation is one to two weeks depending on the complexity of the research phase
and the length of the debate. Activities include:

Organization: Research in depth both the country and topics to be synthesized and
presented during the debate
Pre-simulation Preparation: Knowledge of the Rules of Procedure and development
of policy speeches and a working paper or resolution
Committee Debate: Participation in the committees discussion of the topic(s).
Debriefing: Evaluation of the process and the product


Selecting Topics

When preparing for a committee simulation, students should select two topics that will be
debated in their upcoming conference. The topics should be currently discussed by the
global community, but remain unresolved. The following activity will allow the students to
research and debate a given topic of international importance, Global Literacy, on the Social
and Humanitarian Committee of the United Nations. In addition, twenty-seven country
profiles are provided so students can begin debate without a great deal of further research.
After completing either one or both of the topics, students will be ready to research and
develop their own position. To provide order and accuracy for the simulation, a set of rules
have also been included (see appendix #) . If you are familiar with other rules, you may opt
to use those.

Phase 1: Preparation and Research

No more than one week prior to the beginning of the simulation, students should be
assigned or allowed to select one of the twenty-seven countries provided to you in this
guide. Background summaries are provided for the Afghanistan, Argentina, Brazil, Chile,
China, Cuba, Egypt, France, Germany, Haiti, India, Indonesia, Japan, Kenya, Malaysia,
Poland, Russia, Sierra Leone, South Africa, Spain, Sudan, Syria, Thailand, United Kingdom,
United States, Vietnam and Zimbabwe.

This is also an excellent time to watch the IMUNA instructional DVD; it provides students
with both a substantive and procedural introduction to Model UN through a mock
committee session. Preparation can also include a discussion of the history and goals of the
United Nations. Some students will need help in understanding that the purpose of a UN
committee is to reach consensus by its final session. Model UN encourages students to use
the concept of principled negotiation to develop a resolution to the conflict that all nations
can support.

If the students have limited experience in simulations, it is recommended that each
delegation consist of two representatives. The recommended class size would be one to
two representatives for each of the twenty-seven countries and two to three students who
would be the committee staff. The committee staff would consist of the committee
Director, who will also be acting as Chairperson and one to two Assistant Directors. The
Assistant Directors are usually in charge of writing the Speakers List , addressing the non-
substantive notes to the Chairperson, counting the votes and copying the working paper or
resolution. If there is not a student with experience in parliamentary procedure, it would
be best if the Faculty Advisor chaired at least the first session.

Once the students have received their country assignments, they should receive the
Committee and Issue Background Paper and the appropriate Country Profile. The
Background Paper describes the committee to be simulated and the background of the
topic to be debated. The Country Profile gives them a brief overview of the nation they are
representing. At this point, the Faculty Advisor will have to determine the length of the

simulation activity. It can be introduced during a class period and followed by a
preparation day for research on the topic and country. The research activities can be
extended to include several days of additional preparation. (See Chapter Two for more on
how the additional research time can be used.) During this time, students would seek
additional materials on the issue and their nation. Either way, the students will need one
day devoted to the development of an opening policy speech (no longer than two minutes.)
Students will also need to develop ideas for working paper and resolutions.

The Rules of Procedures should be thoroughly reviewed. The IMUNA instructional video is
an excellent way to start. If time permits, practice using the rules of procedure with a mock
rules session; this will help the students to internalize the rules (Chapter Six.)

The committee staff (Director and Assistant Directors) should also be hard at work
analyzing the committee topic(s) and reviewing the rules of procedures. They should
prepare a list of the countries represented and placards to use for roll call, debate and
voting procedures. The committee staff may do additional research on the topic to be
discussed and presented to the committee. This information could be in the form of an
update on the topic, presented at the beginning or middle of the committee session. If the
simulation is more advanced, the Assistant Directors and Director may even prepare a
crisis scenario for the committee to address. These ideas for expanding the activity are not
necessary- especially during the first simulation.

Most importantly, confirm students have developed their countrys position on the issue
before going from the preparation phase to the committee session. This step is crucial if the
students are going to have specific solutions to the issue.

ADDITIONAL RESEARCH

If time permits, the research period can be expanded to include additional basic facts about
your county related in its participation at the United Nations. This information could easily
be obtained from an encyclopedia or a similar source (see Chapter 4 for sources).

Economics: natural resources, exports and imports, per capita income, technology
used in agriculture and industry, economic outlook.
Politics: present political system, history, neighbors, allies, regional organizations.
Social Structures: organization of the social system, what is its attitude to social
concerns (women's rights and health care for example)?
Culture: educational level of the people, cultural background
National Priorities: development, military strength, industrialization, welfare of
the people, foreign trade, education and others that might be a priority.
International Priorities: regional cooperation, development, peace and security,
human rights, international trade. Does your nation give or receive assistance?


REVIEW OF STEPS

1) Assign students to represent each of the 27 countries.
2) Have students read the Committee and Issue Summaries as well as the country
profile paper.
3) If time is available, students can research additional information on the committee
issue and their nation.
4) Have students review and practice the rules of procedure.
5) Have students develop an opening policy speech and ideas for a working paper or
resolution.
6) Have the committee staff prepare the placards and the list for the roll call.

SUGGESTED TIMELINE

Either of the following two timelines could be used during the preparation phase. In each
case, a day represents one class period.

Timeline One

DAY 1 - Introduction of the simulation and the
issue to be discussed, assignment of the countries,
and background on the United Nations if time
permits. (Handouts: Committee and Issue
Summary, Country profile and Rules of
Procedure.)
DAY 2 - Country and issue research.
DAY 3 - Development of opening policy speeches
and ideas for resolution, review of the rules of
procedure.

Timeline Two

DAY 1 - Introduction of the simulation and the
issue to be discussed, assignment of the countries,
and background on the United Nations if time
permits. (Handouts: Committee and Issue
Summary, Country profile and Rules of
Procedure.)
DAY 2 & 3 - Research on the country and issue.
DAY 4 - Development of opening policy speeches,
ideas for a working paper or resolution and
review of the rules of procedure.
DAY 5 - Mock rules session (see Chapter Seven.)
When the class has completed these activities, the committee sessions may begin.

Phase 2: The Committee Session

The room should be arranged with a table or teachers desk at the front for the dais
(Chairperson and Assistant Directors.) If a podium is available, place it to the left or right of
the dais. Delegates should use the podium when they give policy statements or impromptu
speeches. The delegations can be seated at desks or in chairs. Depending on space
availability, the seating can be arranged in aisles facing the dais or in a semi-circle so all
delegates can see one another and the dais. Each delegation will need a simple placard with
the name of their country clearly written and visible from a distance. One of the Assistant
Directors should be designated to maintain the Speakers List.

The following outline how debate should move in a two to four day (class period) debate.

DAY 1

This meeting marks the beginning of the simulation and sets the tone for future
negotiations. The committees work begins with the calling of the roll by a staff member.
Because the committee will be debating only one topic, the setting of the agenda may be
bypassed and a substantive Speakers List should be created. If the simulation did have two
topics to consider, simply follow the rules for the selection of the agenda (discussed in
Chapter Six.) Each country should be required to present an opening policy speech at a
maximum two minutes speaking time. After speaking, delegates may answer questions
and/or yield time to another delegation under Rules 23 and 24. Total time for the delegate
to speak including their speech and answers to the question (including the question itself)
should not exceed two to three minutes.

Questions: Students will want to listen closely to the speeches to ask appropriate questions.
These questions can be used to clarify the issue or to question a countrys position.
Students will learn the importance of speaking carefully and listening critically. Remember
there are three forms of debate: formal debate, informal debate (a moderated caucus) and
unmoderated caucus (see Chapter 5&6 for a more detailed explanation.)

Unmoderated Caucus: Students will most likely move for an unmoderated caucus after the
presentation of all or most of the policy speeches. All suspensions of the rules are made at
the Chairpersons discretion; it is common to wait for a caucus until all opening speeches
are completed. Be sure the students know how to correctly move for the caucus. A five to
ten minute unmoderated caucus is appropriate after opening statements are made. Such
an unformatted bloc of time will allow students to express their ideas for developing a
working paper or resolution. During caucus, nations will generally divide themselves into
blocs (see Chapter Five for more on blocs.)

Working Paper: If time is limited, it may be best to prepare a working paper prior to debate
or at least start one for the committee. The working paper can be presented in almost any
form. A list of operative clauses (see section on resolutions, Chapter 5) is an effective form
for a working paper. It can serve to focus the committees attention to one particular area
of the topic. There can be more than one working paper on the floor (being debated by the
committee) at the same time. It is very important that the committees ideas stay as a
working paper as long as possible because it is easier to amend in this form.

Writing Resolutions: The final step in this process is the writing of the resolution. A
resolution is a formalized outline of solutions to the problem encompassing the ideas in the
working paper, The most important aspect for students to remember in this process is that
a resolution is a by-product, and not the goal, of good debate. During unmoderated
caucuses the delegates should cull their working papers into one or more resolutions. An
Assistant Director can collect the finished draft resolution(s) and prepare (i.e. format and
type) them for distribution at the next committee session. It may also be appropriate for
the students to work on a resolution overnight and present it to the committee on the
second day of debate.


DAY 2

Open with debate on resolution. The second day should definitely begin with debate on a
working paper/resolution whether the students have developed one or you have given
them one. Try to make copies of the resolution or resolutions for all delegations. These
resolutions do not need to be perfect. It will add to the committees debate if the students
can amend the resolution. All amendments to the resolution are technically unfriendly.
Amendments must get the support of 1/10 of the committee members but no less than
three to support the amendment.

Students will continue to add their names to the Speakers List. If a delegation wishes to be
added to the speakers list, they should send a note to the committee chair. Students can
motion for a caucus at time which is the least structured form of debate. If, however, you
feel that this is dilatory, then as the Chairperson you can overrule the motion. In caucus, the
delegates discuss the issue with no restrictions except for a time limit. The committee can
also decide to go into an informal session or moderated caucus. The Chairperson will
regulate this form of debate but the speakers time is more flexible and some response to
speaker is permitted. During informal debate and caucus, you will be able to observe the
critical thinking process in action.

Voting: Debate on the topic can be completed on the second day or if time permits, a third
day can be used for committee debate. When a closed speakers list has expired (Rule 25)
or when someone moves for closure of debate follow the rules of procedure (Rule 36). In
addition, you will want to follow Rules 43 -47 for voting procedure. You may need to go
over this procedure with the students before voting on the resolution.

DAYS 3 & 4:

The committee session can easily continue during into a third or fourth day if time permits.
With extra time students will be able to draft working papers, resolutions and amendments
with ample time for substantive debate.

General Tips:

If students have experienced a mock rules session, then encourage them to apply
that knowledge to the committees debate.
Be sure to refer to the Committee Session Outline with Rules of Procedure (Chapter
Six.) This will provide an outline of how committee debate should proceed.
The delegates should strive for consensus and remember that a resolution
expresses the will of the international community. The Security Council is the only
United Nations body having enforcement powers. The airing of different views in
the process of debate is even more important than the passing of a resolution. While
consensus is important, students must remember that they are representing the
essential needs and values of their nation and these must be preserved in any
compromise.

REVIEW OF STEPS

1) Call to Order followed by a Roll Call
2) Creation of a Speakers List on Topic A
3) Opening Policy Speeches
4) Moderated and Unmoderated Caucus (at several points in the debate)
5) Development and revision of working papers
6) Drafting of a Resolution (amendments if needed)
7) Closure of Substantive Debate
8) Voting Procedure

Phase 3: Debriefing

Debriefing is a critical aspect in this educational experience. This activity gives the students
the opportunity to articulate what they believe they learned during the simulation. There
are two ways to approach this assignment: Students may orally evaluate the simulation or
submit a written evaluation. It may be appropriate to do both.

IMUNA Classroom To Conference

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

IMUNA Classroom To Conference

Hochgeladen von

Copyright:

Verfügbare Formate

Classroom to Conference

Building Model United Nations

I nt er nat i onal M odel U ni t ed N at i ons A ssoci at i on | 4.13

I nt er nat i onal M odel U ni t ed N at i ons A ssoci at i on | 4.14

Das könnte Ihnen auch gefallen