MUN Curriculum 2012 PDF

This Model United Nations curriculum, in Lessons 1-6, is intended to help students
understand the history, activities, and impact of the United Nations. They will not only
explore the United Nations itself, but also analyze the world events it seeks to influence and
the UNs effectiveness in meeting those challenges. Lessons range in number of
instructional units, but most allow the individual teacher to contract or expand the mate rial
covered to what is best for his/her classroom.
Lessons can be used by Model UN Club Advisors as enrichment learning for participants. It
is not, however, exclusive to Model UN and can easily be integrated into history and social
studies classes at the high school level. Lesson 8, a historical simulation about the Treaty of
Versailles, can be used in a similar matter, but is best accompanied by the previous lessons
as background. Lesson 7 helps Advisors, or future Advisors, build a strong and exciting
Model UN Club in their school. We hope you will join us!
All teaching units have been formatted in PDF to facilitate printing and duplicating of
materials, especially Student Handouts. Users must download and install Adobe Acrobat
Reader to have access to the teaching units. PowerPoint presentations are accessible to both
PC and Mac users with the right software.
These lesson plans were written for the World Affairs Council of Connecticu t by two
veteran Connecticut high school teachers and experienced Model UN Advisors. The content
is owned by WACCT, but we welcome our Model UN Advisors to use it freely in their club
activities or classrooms. To pass these lessons to other teachers, pleas e email our Director of
Educational Programs and Model UN Program Director, Eve Pech, at epech@ctwac.org.
We welcome your feedback on this curriculum and would love to hear from you anytime.
Please email Eve Pech, epech@ctwac.org.
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World Affairs Council of Connecticut Model UN Curriculum 2013
Objectives
Warm-up
Lesson 1: History of the United Nations

Discover the reasons why an international organization was needed as an outcome of
WWII.
Develop the historical sequence leading to the establishment of the United Nations.
Identify the aims and principles of the United Nations.
Write these facts on the board. Have the students write them down and respond to the
following question.
1.
2.
3.
4.
Fifty-Five million people died in World War II.1

One out of ten Soviet citizens died. (~14 Million civilians; over 8.5 million soldiers).2
2,500 U.S. citizens killed at Pearl Harbor; 300,000 Americans soldiers lost overall.3
120,000+ people were killed by the atomic bombs in Hiroshima and Nagasaki45.
With all this suffering, the people of the world wanted to avoid another conflict.
What do you think would be the best ways to help the nations of the world keep the
peace?
Write at least four of the responses on the board and have the class evaluate each.
If this is an American or World History class, check for prior knowledge about the League
of Nations and its successes and failures.
If not, provide background information. Introduce the United Nations as the organization
formed at the close of World War II to improve the condition of developing countries
and to maintain world peace.
Procedure
Describe to the class that the United Nations Logo is a map of the world
surrounded by a wreath of olive branches. The background color is blue.
Show them the UN logo and discuss with students the UN logo and ask why they
picked that logo. Elicit the response that the olive branches stand for peace and the
globe stands for the world.
1. Have students read the handout "Background on the U.N." prior to beginning the
activity. Instead of the handout, you may choose for students to do their own independent
research.
2. Have students number off by 5's. Arrange the room so that the first group is sitting
facing each other in the middle of the room. Have the rest of the class sit around them.
3. Ask the first group to discuss the first few questions. Explain that only the students in
the inner group are allowed to respond to the question. However, if a student from the
outer circle wants to join the discussion, he or she can move to the inner group, tap a
participant to move to the outer circle, and take that student's place in the discussion.
4. After ample time is spent on the first questions, call up the second group to sit in the
center and follow the same procedure with another set of questions. Switch discussion
questions enough times to allow for all students to participate.
United States Holocaust Memorial Museum1

Id
3
Id
4
BBC History
5
United States Holocaust Memorial Museum2
2
2
Closure
Class discussion on final two questions

Overall do you feel the UN is a successful organization? Why or why not? Cite
examples to support your view.
What improvements would you suggest need to be made? Support your examples with
evidence from your notes.
Extension
activity
More focused and in-depth learning about the United Nations.

Write a persuasive letter to Ban Ki-Moon is which you suggest the improvements that
the United Nations needs to make in order to be a more successful organization.
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Student Handout
Background on the United Nations
Basic Facts of the United Nations
The United Nations was founded in 1945 with the mission to maintain world peace, develop
good relations between countries, promote cooperation in solving the worlds problems, and
encourage a respect for human rights. It provides the nations of the world a forum to balance
their national interests with the interests of the global whole. It operates on the voluntary
cooperation and participation of its member nations. Nothing can be accomplished without their
agreement and participation.
Currently, there are 193 member countries with different social, political, and economic systems.
These countries agree to peacefully settle disputes, refrain from threatening or using force
against each other, and refuse to help other nations that oppose the UNs mission.
Headquartered in New York City, the UN is a separate and independent entity with its own flag,
post office and postage stamps, and its buildings sit on international territory. Six official
languages are used at the UN Arabic, Chinese, English, French, Russian, and Spanish.
Creation of the United Nations
The creation of the UN resulted from a long history to promote international cooperation.
Nineteenth-century European philosophers and statesmen like Immanuel Kant had proposed a
federation of nations dedicated to protecting the rights of smaller countries caught up in struggles
between larger ones. The federation would punish any nation that committed an act of aggression
against another. This idea became a reality after World War I with the establishment of the
League of Nations. The League was the brain-child of US President Woodrow Wilson and some
of the victorious European powers. During its operation from 1920 and 1946 it enjoyed a few
notable successes but ultimately faltered when it couldnt prevent World War II. It suffered from
two major flaws: 1) several of the worlds most powerful and influential countries were not
members, including the United States; 2) The League required unanimous agreement to oppose
aggression. If any member disagreed, the League was powerless to act. Thus, when Germany,
Italy, and Japan took military action against fellow members of the League in the late 1930s,
they would not agree to take action against themselves to stop their aggression. In the end, the
League failed in is primary mission to prevent another world war.
While fighting the Axis powers of Germany, Italy, and Japan during World War II, United States
President Franklin Roosevelt, British Prime Minister Winston Churchill, and Soviet Premier
Joseph Stalin met several times between 1941 and 1945 to develop an international peacekeeping
organization with the goal of preventing future wars on the scale of World War II. In April of
1945, even before the war was officially over, representatives from 50 countries met in San
Francisco to create the charter for the United Nations.
Similar to the League of Nations, the UN was created to promote international peace and prevent
another world war. To avoid the structural failures of the League, the UN founders gathered the
support of the worlds most powerful nations. U.S. participation was secured when the UN
headquarters were located in New York City. To provide enough power to impose and enforce
its will, a security council was developed with authority to take action against aggressor nations.
To reassure powerful nations that their sovereignty would not be threatened, the UN provided
veto authority over its actions. The five victors of World War II the US, Britain, France, the
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Soviet Union (which Russia gained at the break up of the USSR) and China received this veto
power. A veto provides any one of the five permanent Security Council members the authority to
reject any UN resolution.
Structure of the United Nations
1. General Assembly: The assembly is the UN's main forum for debate. It is the only UN body
which includes representatives from all member countries. Each member country has one vote.
Members can discuss any subject in the UN Charter, from international security to the UN
budget. The assembly can issue recommendations, based on its deliberations. But it has no power
to force countries to act on these. The assembly may also adopt "declarations", reflecting high
degrees of concern or resolve among members. On key issues - including international security a two-thirds majority is needed to adopt a resolution. The General Assembly meets for three
months of the year from mid-September, and for special and emergency sessions. Its annual
sessions open with a "General Debate", in which each member country delivers a statement
about its perspective on world events. Most assembly business is dealt with by its six Main
Committees. The assembly approves or rejects their recommendations.
2. Security Council: The council is tasked with ensuring global peace and security. It has five
permanent member nations: China, France, Russia, the UK and the US. Ten other countries have
temporary membership on a rotating basis. The council can impose economic sanctions and can
authorize the use of force in conflicts. It also oversees peacekeeping operations.
3. Economic and Social Council: The council spearheads the UN's economic, social,
humanitarian and cultural activities. It oversees the work of commissions which deal with human
rights, population growth, technology and drugs, among other issues. Its 54 members are elected
by the General Assembly.
4. International Court of Justice (World Court): The court is the main judicial body of the
UN and is tasked with settling legal disputes submitted to it by states. It sits in the Dutch city of
The Hague.
SOME RECENT COURT RULINGS
2011: Rules that it does not have jurisdiction to examine case filed by Georgia that accuses
Russia and separatist rebels of ethnic cleansing.
2010: Rules that Kosovo's declaration of independence from Serbia in 2008 did not break
international law.
2006: Rules against Argentina's attempt to have paper mill projects in Uruguay suspended.
2005: Rules that Uganda must compensate DR Congo for looting during 1998-2003 war.
2004: Majority ruling that parts of Israel's West Bank barrier built on Palestinian land are
illegal.
2004: Orders review of convictions of 51 Mexicans on death row in US.
2002: Clears way for Bosnia to seek compensation from Belgrade over 1992-95 war.
2002: Awards sovereignty of Bakassi peninsula, claimed by Cameroon and Nigeria, to
Cameroon.
The court's 15 judges are elected by the General Assembly and the Security Council. The court's
decisions are binding, although nations have sometimes refused to accept its rulings.
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5. Secretariat: The Secretariat undertakes the day-to-day work of the UN, administering the
programs and policies of the organization. Its work includes research, translation and media
relations. Some 9,000 Secretariat staff are drawn from 170 countries.
6. Trusteeship Council: The council administered the UN's trust territories. It suspended its
activities in 1994 when the last of the trust territories, Palau in the south Pacific, became
independent. The council, made up of the five permanent Security Council members, agreed in
1994 to meet "as occasion required".
THE UN SYSTEM
Fourteen independent agencies make up the "UN System" alongside many of the organization's
own programs and agencies. The independent agencies include the World Bank, the International
Monetary Fund and the World Health Organization. They are linked to the UN by cooperation
agreements.
The UN's own major agencies and programs include:
International Atomic Energy Agency (IAEA) - UN's nuclear watchdog; based in Vienna.
International Criminal Tribunal for the Former Yugoslavia (ICTY) - set up to try those
suspected of war crimes in the former Yugoslavia; based in The Hague.
UN Children's Fund (UNICEF) - promotes child health, education, protection.
UN Development Programme (UNDP) - committed to reducing poverty, developing
infrastructure, promoting democratic governance.
UN Educational, Scientific and Cultural Organization (UNESCO) - aims to promote peace
and development through education, science, culture and communication; based in Paris.
UN Environment Programme (UNEP) - promotes environmental protection; based in
Nairobi.
UN High Commissioner for Refugees (UNHCR) - safeguards rights and well-being of
refugees; based in Geneva.
UN Works and Relief Agency (UNWRA) - dedicated agency providing assistance solely to
Palestinian refugees and their descendants.
World Food Programme - "frontline agency in the fight against hunger"; based in Rome.
LEADERSHIP
Secretary-General: Ban Ki-moon
1946-1952 - Trygve Lie (Norway)

1953-1961 - Dag Hammarskjld (Sweden)
1961-1971 - U Thant (Burma)
1972-1981 - Kurt Waldheim (Austria)
1982-1991 - Javier Perez de Cuellar (Peru)
1992-1996 - Boutros Boutros-Ghali (Egypt)
1997-2006 - Kofi Annan (Ghana)
2007- Ban Ki-Moon (South Korea)
Ban Ki-Moon was re-elected for a second term by the UN General Assembly, unopposed and
unanimously, in June 2011 which took effect in January 2012. Mr. Ban, who is the first Asian
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Secretary-General for 35 years, describes his priorities as mobilizing world leaders to deal with
climate change, economic upheaval, pandemics and increasing pressures involving food, energy,
and water. In style, he prefers quiet diplomacy and sees himself as a bridge-builder, aiming to give
voice to the world's poorest and most vulnerable people, and to strengthen the UN itself, which was
dented when he took office by scandals over the UN oil-for-food program in Iraq, and corrupt
procurement.
He was born in Chungju, Korea, in 1944 and studied international relations at Seoul University. He
worked at South Korea's UN mission before joining the government.
The General Assembly elects the Secretary-General for a five-year renewable term. The post is
often filled by candidates from smaller, neutral nations.
Accomplishments of the United Nations:

During its 60-year history, the UN has achieved many remarkable accomplishments in fulfilling it
goals. The UN has peacefully negotiated 172 peace settlements that have ended regional conflicts
and is credited with participation in over 300 international treaties on topics as varied as human
rights conventions to agreements on the use of outer space and the oceans.
The UN has been involved in every major war and international crisis since its inception and has
served as a catalyst for the prevention of others. It authorized the international coalitions that fought
in the Korean War (1950-53) and the Persian Gulf War (1991). It provided a forum for mediation in
the Arab-Israeli conflict resulting in numerous peace accords and keeping the conflict localized to
the Middle East. During the Cuban Missile Crisis in 1962, the UN was used as a podium by the
United States to challenge the Soviet Unions placement of nuclear missiles in Cuba. The
embarrassment of public indictment was instrumental in forcing the Soviets to remove the missiles.
UN military forces (provided by member states) have conducted over 35 peacekeeping missions
providing security and reducing armed conflict. In 1988, the UN Peace-Keeping Forces were
awarded the Nobel Prize for Peace because
The peacekeeping forces of the United Nations have, under extremely difficult conditions,
contributed to reducing tensions where an armistice has been negotiated but a peace treaty
has yet to be established and the Peacekeeping Forces through their efforts have made
important contributions towards the realization of one of the fundamental tenets of the
United Nations. Thus, the world organization has come to play a more central part in world
affairs and has been invested with increasing trust.
The UN has also set up war crimes tribunals to try war criminals in the former Yugoslavia and
Rwanda.
The UN has also made great strides in raising the consciousness of human rights beginning with the
Universal Declaration of Human Rights adopted by the General Assembly in 1948. The UN
Commission on Human Rights, through its investigations and technical assistance in promoting free
and fair elections, has helped many countries in the transition to democracy. The UNs intense
attention to specific human rights abuses helped end apartheid in South Africa. In its humanitarian
efforts, more than 30 million refugees fleeing war, persecution, or famine have received aid from
the UN High Commissioner for Refugees. The International Court of Justice has helped settle
numerous international disputes involving territorial issues, hostage-taking and economic rights.
Since the end of the Cold War, the UN has become increasingly involved in providing humanitarian
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assistance and promoting improvements in the health of the worlds peoples. In addition to
providing relief for humanitarian crises caused by international conflicts, the UN can also respond
to emergencies caused by natural disasters such as floods and hurricanes. On a proactive level, the
World Health Organization (WHO) and other UN-affiliated groups have eliminated smallpox and
are actively pursuing a battle against AIDS, tuberculosis, and malaria around the world. The WHO
played a significant role in diagnosing and containing the spread of severe acute respiratory
syndrome (SARS) in 2003. UN programs, like the United Nations Childrens Fund (UNICEF) have
saved and enriched the lives of the worlds children through immunization programs for polio,
tetanus, measles, whooping cough, diphtheria and tuberculosis. The lives of over 3 million children
a year have been saved.
The UN operates under the principle that promoting economic and social development will help
bring about lasting world peace. The United Nations Development Program provides economic
assistance through expert advice, training, and limited equipment to developing countries. The UN
Development Program coordinates all the UN efforts in developing nations and has had success in
part because it is not perceived as an outside group threatening developing countries authority or
degenerating them to colonial rule. In addition to promoting workers rights and the right to
organize and bargain for better pay and working conditions, the UN has also played a significant
role in improving agricultural techniques and increasing crop yields in Asia, Africa and South
America. The UN has also helped developing nations obtain funding projects through the
International Bank for Reconstruction and Development, also known as the World Bank. A related
UN agency, the International Monetary Fund (IMF), promotes international cooperation on
monetary issues and encourages stable exchange rates among nations.
Source:
http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/united_nations.html
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Lesson 2: Role of the United Nations

Topic
Overview
The topic of this set of lessons is the role and purpose of the United Nations.
Students will examine the guiding principles of the United Nations and what
member states hope to achieve through this organization.
This lesson can be done in as little as three 45 minute class periods, or be
lengthened by a variety of activities that focus on specific functions and
examples of action taken by one of the main bodies of the UN.
As a warm-up activity or introduction to the topic, the teacher may have
students review the history of the United Nations and the historical reasons
for its creation. Some options for review include a quick writing prompt, full
class Q&A, asking pairs or small groups to write a summary paragraph
together, or a standard write/pair/share review of the founding of the UN.
Lesson 2.a can be considered the nuts and bolts information and for some
classroom purposes this may be enough. This lesson can be introduced by a
review of the history of the founding of the United Nations. If students have
not reviewed the UN Charter in the UN history lesson, it is also advisable to
go over the Charter Preamble, as well as the aims and principles.
In lesson 2.b, students get the chance to look at both the practical and
conceptual aspirations of the UN. Excerpts from the Millennium Report of
the Secretary-General of 2000 and the farewell address of Secretary-General
Kofi Annan from 2006, not only provide students practice reading nonfiction, primary sources, but also provide an opportunity to engage with and
discuss the foundational beliefs that drive the UN mission.
Prior to this activity, students should have some background in the
differences between primary and secondary sources and the values and
limitations of all types of sources.
Objectives
Activities
Lesson 2.c asks students to research and report on current UN activities as

reported on the UN online News Center. They will need to summarize a
news report and determine which purposes or roles of the UN are evident in
the story.
Students will list the purposes and principles of the United Nations.
Students will be able to name the six main bodies of the UN and
describe the primary functions of each body.
Students will be able to read primary source documents and extract
information regarding goals of the United Nations.
Students will summarize United Nations news stories and be able to
determine which UN bodies are involved.
Lesson 2.a The organization of the United Nations
Using a text book such as Civics Participating in Government, the United
Nations website (un.org), or UN curriculum resources, students will make a
chart or spider gram of the six main bodies of the UN and the responsibilities
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of each body. Time permitting; a whole-class discussion should be initiated

by the teacher once all students have completed the task. Students should
also read the Preamble and Purposes and principles of the UN. They can list
the 8 reasons for the founding of the UN (stated as to in the Preamble),
and the purposes and principles of the UN on the back of their chart/spider
gram.
Lesson 2.b Working with Documents examining the goals of the UN
through primary document sources.
Student will read Section I: New Century, New Challenges from the
Millennium Report of the Secretary-General 2000 and the farewell address
of Secretary-General Kofi Annan from 2006. Students will complete the
accompanying worksheets which include questions that are designed to help
students extract relevant information from the sources and examine the
intent of the source/speaker. (Videos of Annans speech are also available
online at the Truman Library or C-Span. You may want your students to
view and listen to the speech in addition to reading the transcript.)
Lesson 2.c UN Bodies in Action
Assessment
Ideas
Closure &
Extension
Activities
(Computer access for students is preferred for this activity, but if it is not
possible, the teacher can print stories to hand out to students.)
Students will access the UN news site http://www.un.org/news/ and choose
one article to summarize and ascertain the UN bodies involved in the story.
The lesson worksheet provides a framework for gathering information. The
teacher may wish to have students work individually or in small groups.
Culminating assessment ideas include:
an objective test/quiz on the six main bodies of the United Nations
a poster or pamphlet highlighting one of the six main bodies of the
UN including specific examples of its actions
Extended current events portfolio
Are there any United Nations activities that were surprising to you?
Do you see any potential problems or difficulties with the way the United
Nations is organized or conducts its operations?
Frequent visits to un.org/news to discuss UN current events.
Resources
More detailed research into some of the UN subcommittees listed on the UN

organizational chart.
Lesson 2.a:
UN at a Glance and a multitude of other resources for learning

about the work of the UN www.un.org
UN organizational chart pdf

http://www.un.org/en/aboutun/structure/org_chart.shtml
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Lesson 2.b:
Kofi Annan farewell address transcript

http://www.trumanlibrary.org/annan.htm,
video http://trumanlibrary.org/audio/KofiAnnanSpeech.html
http://www.c-spanvideo.org/program/195780-1
The Truman Presidential Museum & Library has a more extensive

question sheet to accompany the speech
http://www.trumanlibrary.org/educ/annan.htm
Section I: New Century, New Challenges from the Millennium Report

of the Secretary General 2000
http://www.un.org/millennium/sg/report/full.htm
Lesson 2.c:
UN News http://www.un.org/news/
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Lesson 2.b
Secretary Kofi Annans Farewell Address
Truman Presidential Museum & Library
December 11, 2006
After viewing and /or reading the address, please answer the following questions:
1. What is significant about Secretary Annan giving this speech at the Truman Presidential Library?
2. Summarize the five life-lessons Sec. Annan highlights in his speech:

a.
b.
c.
d.
e.
3. Write a brief paragraph explaining how Sec. Annans speech reflects the purpose and roles of the United
Nations:
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Lesson 2.b
Millennium Report of the Secretary General 2000
Part I: New Century, New Challenges
Read points 1-17 and answer the following:

1. List some of the positive and negative changes in the lives of people and nation-states since the founding
of the UN.
2. What are some of the specific challenges identified for the new millennium?
3. What unique capabilities does the UN have to meet these challenges?
4. What prevented the United Nations from fully performing its role in the 20th Century?
5. What do you understand the term globalization to mean? What might be some of the positive impacts
of globalization? Negative?
6. What or who, according to the Secretary-General, should be the main focus of UN Member States?
7. What final challenge or responsibility is presented at the end of this list? How is it related to the purpose
and roles of the United Nations?
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Lesson 2.c
United Nations in the News
Access http://www.un.org/news/
Choose one current article and complete the following:
Article Title: ________________________________________
Article Date: ________________________________________
Summary:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What main bodies and/or subcommittees of the UN are involved in this story? Provide a brief explanation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Reader response provide a few of your own thoughts on this story. Use these questions as a guide, but respond
in any way you like: Did you know anything about this topic before reading this article? Did you learn anything
new? How do you view UN involvement in this story? What else would you like to know?
__________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Lesson 3: Relevance and Effectiveness of the United Nations

Topic
Overview
The topic of this set of lessons is the debate surrounding the relevance and
effectiveness of the United Nations as an international body. Students will analyze
different points of view and engage in their own debate on this issue.
This lesson can be done in two to five 45-minute class periods. If a classroom debate
is conducted, students will need time to research and prepare.
Lesson 3.a should provide students the opportunity to briefly re-examine the
information from the previous lesson on the history of the United Nations as well as
review the founding goals of the UN as described in the UN Charter and covered in
Lesson 2. Understanding the original reasons for the founding of the United Nations
and knowing the founding goals and principles will help students to evaluate
whether or not the United Nations is a relevant and effective organization.
(Depending on how much this was covered in Lessons 1 and 2, teachers may choose
to begin with 3.b.)
In lesson 3.b, four possible resources are presented which give information on the
debate about UN relevance and effectiveness. Teachers can have students read one
or all of the sources, summarize or chart the different opinions and then take a
position by writing a position paper, engaging in a silent, written debate with a
partner, or by conducting a whole class debate.
Objectives
Activities
Students will recall the history of the founding of the UN.

Students will re-examine the UN Charter to determine the original goals of
the United Nations.
Students will summarize arguments relating to the relevance and
effectiveness of the United Nations.
Students will use a variety of resources to establish a position on the
relevance and effectiveness of the United Nations.
Lesson 3.a Determining the Goals of the United Nations

After the warmup discussion or writing prompt, students will examine the UN
Charter, specifically the Preamble and Articles I and II. Assign partners or small
groups sections of the Preamble and Articles I and II and have students explain the
meaning of their excerpts in their own words. Depending on background knowledge,
students may be asked to provide examples to illustrate either the sentiments in the
Preamble or the principles in Articles I and II.
Lesson 3.b Debating the Effectiveness of the United Nations
See the resources section for the reading materials. The NPR piece is audio along
with a transcript. President Bushs speech before the UN is referenced and teachers
may want to access excerpts of it to supply students with necessary background.
Teachers may also wish to listen to this forum as a class.
The Foreign Policy article is advanced and may require extra teacher assistance.
15
Before assigning the readings, present the students with the following quotes (or
similar quotes you may find):
On the other hand, the organization is over 60 years old and no longer
works as effectively as it once did. Some countries have become more
significant in world affairs (such as India). Some have become less
significant (such as France). The organization, in short, does not reflect the
needs of todays world.http://barelypolitical4u.blogspot.com/2009/05/is-united-nationseffective.html
The United Nations is the preeminent institution of multilateralism. It

provides a forum where sovereign states can come together to share burdens,
address common problems, and seize common opportunities.
http://www.foreignaffairs.com/articles/59184/shashi-tharoor/why-america-still-needs-the-united-nations
Assessment
Ideas
After discussing the quotes, students can be assigned all four readings and can work
individually, in pairs or in small groups to break down the arguments concerning UN
effectiveness. Students may summarize each article individually or create a chart
noting arguments UN effective/UN ineffective. Upon completing the
summaries/charts students should share and discuss their findings.
Full class, formal or informal debate: There are many websites and rubrics
available that provide step by step instructions for formal debates. Committing to a
formal debate will require more class time to allow students to prepare and become
familiar with the rules. An informal debate can simply be a class discussion where
each student has an opportunity to state a position or the teacher may assign sides,
but not follow strict debate rules, thus allowing for a more organic, and free-flowing
discussion.
Paper debate: For a paper debate, pair students and give one student a paper with an
affirmative or pro statement such as The United Nations is a relevant and effective
international organization, and the other student a paper with a negative or con
statement such as The United Nations is both an irrelevant and ineffective
international organization. Set a time such as 10 or 20 minutes and have each
student defend the statement on their paper in writing. At the end of the allotted
time, students should switch papers, read what has been written and respond from
the opposing perspective. This activity requires students to examine and articulate
two points of view and requires that they respond directly to someone elses ideas.
Position paper: This assignment is a standard, formal essay. Requirements should
include a clear position, examples and explanation of the examples to support the
main ideas.
Letter to the Editor: This is very similar to the position paper except that the
audience is explicit. Because it is written as a letter, this may provide good practice
for the CAPT Interdisciplinary essay.
Closure &
Extension
Given the issues surrounding relevance and effectiveness, do you think the United
Nations will still be functioning in 50 years? 100 years? Do you foresee an end to
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Activity
the organization or do you think it will adapt over time?
Resources
The relevancy/effectiveness debate provides a good opportunity to continue using

the UN news site. The teacher and students can pick current events stories from the
site and write or discuss them through the lens of UN relevancy and effectiveness.
Lesson 3.a:
UN Charter www.un.org
Lesson 3.b:
NPR Debating the Effectiveness of the United Nations audio and transcript
http://www.npr.org/templates/story/story.php?storyId=6138745
Carnegie Council Debate - The United Nations: Still Relevant After All These
Years? http://www.carnegiecouncil.org/resources/transcripts/5378.html
Madeleine Albright article from Foreign Policy Magazine, Think Again: The
United Nations
http://www.foreignpolicy.com/articles/2003/09/01/think_again_the_united_n
ations?page=full
Interview with Kofi Annan: Making a Case That the UN Still Matters
http://www.stanleyfoundation.org/resources.cfm?id=377&article=1
Special Note: Teachers should be careful about asking students to do independent research on
the effectiveness of the United Nations. There is a current political fringe in the US that espouses
a conspiracy theory that states the UN is pushing for a one world system that will bring the
downfall of the USA and take away the rights and freedoms of US citizens. While those who
truly believe this may be a small minority, they are very vocal on the internet and students may
not be able to differentiate their sites from legitimate sites on problems and criticism of the
United Nations.
17
Topic
Overview
Lesson 4: The United Nations and Crises

Rwanda Case Study
Through the activities in this lesson, students look at UN involvement in the
Rwandan conflict of the 1990s to examine why, when and how the United
Nations intervenes in a crisis.
As with the other topics, the time spent on these lessons is flexible. At a
minimum, one 45-minute class per lesson is needed. It may be helpful to
review discussions of UN relevance and effectiveness. Ascertain through
questioning students background knowledge on the Rwandan Genocide.
In Lesson 4.a, students are introduced to the term genocide and to the UN
Convention on Genocide of 1948. Questions to consider include, When can
the term genocide be legitimately applied to a crisis? Why did the
convention take place in 1948? Most students have some familiarity with the
events of WWII and the Holocaust. The two documents in this lesson should
provide further detail for understanding the term genocide. An additional
resource for clear explanations is the US Holocaust Memorial Museum.
Lesson 4.b, Background to Rwanda can be as brief or extensive as the
teacher wishes. Excerpts from the Power and Peterson books are excellent,
as is the Frontline program. Readings and video on this topic can be very
graphic and disturbing. Please be sure to review all materials before using
them.
For Lesson 4.c, UN response, the same materials as 4.b can be used.
Students will create a timeline on the response to the crisis and analyze
different sources of information.
Two source analysis worksheets are provided. One worksheet asks students
to compare three sources (teacher or student choice); the other is for the
analysis of two sources. For the two-source sheet, teachers may want to
make the questions more specific to the documents chosen. Additionally, the
format for document analysis origin, purpose, value and limitations is
explained on an overview sheet.
In Lesson 4.d, students will work in small groups to assess the UN/world
response and make recommendations for future crises.
Additionally, teachers may want students to do an extension activity and
research other crises from the late 20th/early 21st centuries.
Objectives
Students will be able to define the term genocide.

Students will explain the reasons for the 1948 UN Convention on
Genocide.
Students will review the historical roots of the Rwandan genocide.
Students will examine the events of the Rwandan genocide.
Students will chart the UN response to the Rwandan genocide.
Students will examine the first-person accounts of UN General
Romeo Dallaire and Rwandan survivors.
18
Activities
Students will analyze different sources of information for their value

and limitations.
Students will examine the aftermath of the Rwandan crisis.
Students will work in small groups to assess the UN response to the
Rwandan genocide.
Lesson 4.a Defining Genocide

Students will read an article by Raphael Lemkin, the scholar credited with
coining the term genocide. There is a brief question sheet to accompany
the article. Individually, or as a class, students should then compare
Lemkins ideas in the 1946 article with UN Resolution 260 passed in 1948.
Comparisons can be done in writing or as a class discussion. Students/the
class should find that the proposed framework in Lemkins article was
clearly used as the basis for the UN resolution.
Lesson 4.b Roots of Rwandan Crisis and Events of Crisis
Because of the extreme atrocities committed in Rwanda, this part of the
lesson should be handled with care. Students may be required to read
excerpts from the Power or Peterson books, or the teacher may decide to
lecture/discuss this information. Additionally, the class can watch the
Frontline episode Ghosts of Rwanda, the documentary based on Gen. Romeo
Dallaires book, Shake Hands with the Devil or the feature film Hotel
Rwanda. The BBC offers a concise set of facts and timeline of events and
the website for the Frontline episode on Rwanda also has a timeline of
events. (see resource list)
Other valuable resources for learning about the Rwandan genocide include
speeches and testimony of the UN General in charge of the mission, Romeo
Dallaire, as well as survivor accounts from Rwanda. A basic analysis sheet is
provided with this lesson to help students compare and contrast different
sources of information.
Lesson 4.c UN Response
Using the resources from lesson 4.b, students will create their own timelines
specifically detailing the response (or lack of response) from the UN and the
international community.
Lesson 4.d Aftermath
Students will read accounts of the aftermath of the Rwandan genocide,
including information on the International Criminal Tribunal for Rwanda.
(see resource list)
Small group activity Divide the class into groups of 3 to 5 students. Using
information from lessons 4.a - 4.d, each group should discuss the UN/world
community response to the Rwandan genocide, what might have been done
differently and how this crisis relates to the debate about the relevance and
19
Assessment
Ideas
effectiveness of the United Nations. Each group will prepare an assessment

and share it with the class. An assignment sheet is provided with a template
for producing a group position paper. An alternative to the group paper
would be to have students write individual position papers.
Research other humanitarian crises and have students evaluate the
UN response. Some examples: Bosnia, East Timor, Darfur, South
Sudan.
Closure &
Extension
Activities
Report on new initiatives for action such as Responsibility to

Protect. A link to the RTP website is included in the resources.
How do the organization and procedural rules of the United Nations,

especially the Security Council, impact the ability of the UN to respond to
crises?
At any given time, the United Nations is involved in trying to resolve

international conflicts. While this document is being written (summer 2012),
the uprising in Syria has just been declared a civil war by the International
Red Cross. The UN has sent observers to Syria and former SecretaryGeneral Kofi Annan is the special envoy trying to broker a cease-fire
between the Assad government and the opposition. Current events, whether
they are a suspected or declared genocide, uprising of a people against their
government, civil war, natural disaster or the humanitarian crises brought
about by such events, may lend themselves to following a real-time crisis
and the UN response.
Ghosts of Rwanda - In addition to the 2-hour PBS Frontline special on the
Rwandan Genocide, the site offers extensive lesson plans.
Resources
Lesson 4.a:
Raphael Lemkin American Scholar article from 1946, reproduced on

preventgenocide.org site
http://www.preventgenocide.org/lemkin/americanscholar.htm
Internet Modern History Sourcebook - UN Resolution 260, 1948

On Genocide http://www.fordham.edu/Hlsall/mod/UN-GENO.asp
Audio file from the 1948 UN Conference

http://untreaty.un.org/cod/avl/ha/cppcg/cppcg_audio.html
United States Holocaust Memorial Museum

http://www.ushmm.org/genocide/
Lesson 4.b and 4.c:
Dallaire, Romeo. Shake Hands with the Devil. Random House

20
Canada, 2004.
Shake Hands with the Devil, 2004. White Pine Productions.

Documentary based on Gen. Romeo Dallaires book
Hotel Rwanda, 2004. MGM/United Artists, starring Don Cheadle.
Huffingtonpost.ca article in which Dallaire criticizes the film Hotel

Rwanda for being revisionist
http://www.huffingtonpost.ca/2011/12/29/romeo-dallaire-hotelrwanda_n_1174607.html
PBS Frontline Ghosts of Rwanda

http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/
Peterson, Scott. Me Against My Brother: At War in Somalia, Sudan

and Rwanda. New York: Routledge, 2001.
Power, Samantha. A Problem From Hell America and the Age of

Genocide. New York: Basic Books, 2002.
Comprehensive site on the Rwandan genocide with history, firsthand

accounts and aftermath. Some materials are free and there are
additional teacher resources for purchase
http://www.rwandanstories.org/index.html
Lesson 4.d:
UN information on Rwanda
http://www.un.org/en/preventgenocide/rwanda/about/bgjustice.shtml
Judicial Responses to Genocide: The International Criminal

Tribunal for Rwanda and the Rwandan Genocide Courts, African
Studies Quarterly, http://www.africa.ufl.edu/asq/v1/1/2.htm
Article on reconciliation from the UNs humanitarian news service

IRIN http://reliefweb.int/report/rwanda/rwanda-focus-national-unityand-reconciliation-commission
Truth, Justice, and Reconciliation in Africa: Issues and Cases.

African Studies Quarterly, Fall 2004.
http://www.africa.ufl.edu/asq/v8/v8i1a1.htm
Rwandan Stories: Aftermath

http://www.rwandanstories.org/aftermath.html
Two sites with survivors stories:

http://www.womenforwomen.org/global-initiatives-helping21
women/stories-women-rwanda.php
http://hmd.org.uk/resources/survivor-stories/
General resources:
Amnesty International article on Gen. Romeo Dallaire

http://www.thirdworldtraveler.com/Heroes/Gen_Romeo_Dallaire.ht
ml
BBC Rwanda Profile: http://www.bbc.co.uk/news/world-africa14093238
CBC article on Dallaire

http://www.cbc.ca/news/background/dallaire/
Press release from UN Memorial Conference on Rwanda Genocide

2004 http://www.un.org/News/Press/docs/2004/afr868.doc.htm
Yale University Genocide Studies Project

http://www.yale.edu/gsp/projects.html
Information from the UN

http://untreaty.un.org/cod/avl/ha/cppcg/cppcg.html
Extension Activities:
Responsibility to Protect http://responsibilitytoprotect.org/
22
Lesson 4.a
Raphael Lemkin Genocide
1. What war does Lemkin refer to in the beginning of the article?
2. What specific crime is the term genocide applied to?
3. What are the root word origins of the word genocide?
4. List 3 examples of this international crime described by Lemkin in Section I. Also, list other examples
you know of that have occurred since Lemkin wrote this article in 1946.
5. Summarize Lemkins proposals for an international response to genocide.
23
Lesson 4.a
Genocide
Raphael Lemkin: American Scholar, Volume 15, no. 2 (April 1946), p. 227-230
I: "A crime without a name."

The last war has focused our attention on the phenomenon of the destruction of whole populations -of national,
racial and religious groups - both biologically and culturally. The German practices, especially in the course of
occupation, are too well known. Their general plan was to win the peace though the war be lost, and that goal
could have been achieved through successfully changing the political and demographic interrelationships in
Europe in favor of Germany. The population not destroyed was to be integrated in the German cultural, political
and economic pattern.
In this way a mass obliteration of nationhoods had been planned throughout occupied Europe. The Nazi leaders
had stated very bluntly their intent to wipe out the Poles, the Russians; to destroy demographically and
culturally the French element in Alsace-Lorraine, the Slavonians in Carniola and Carinthia. They almost
achieved their goal in exterminating the Jews and Gypsies in Europe. Obviously, the German experience is the
most striking and the most deliberate and thorough, but history has provided us with other examples of the
destruction of entire nations, and ethnic and religious groups. There are, for example, the destruction of
Carthage; that of religious groups in the wars of Islam and the Crusades; the massacres of the Albigenses and
the Waldenses; and more recently, the massacre of the Armenians.
While society sought protection against individual crimes, or rather crimes directed against individuals, there
has been no serious endeavor hitherto to prevent and punish the murder and destruction of millions. Apparently,
there was not even an adequate name for such a phenomenon. Referring to the Nazi butchery in the present war,
Winston Churchill said in his broadcast of August, 1941, "We are in the presence of a crime without a name."
II: The word "genocide"
Would mass murder be an adequate name for such a phenomenon? We think not, since it does not connote the
motivation of the crime, especially when the motivation is based upon racial, national or religious
considerations. An attempt to destroy a nation and obliterate its cultural personality was hitherto called
denationalization. This term seems to be inadequate, since it does not connote biological destruction. On the
other hand, this term is mostly used for conveying or for defining an act of deprivation of citizenship. Many
authors, instead of using a generic term, use terms connoting only some functional aspect of the main generic
notion of the destruction of nations and races. Thus, the terms "Germanization," "Italianization,"
"Magyarization" are used often to connote the imposition by a stronger nation (Germany, Italy, Hungary) of its
national pattern upon a group controlled by it. These terms are inadequate since they do not convey biological
destruction, and they cannot be used as a generic term. In the case of Germany, it would be ridiculous to speak
about the Germanization of the Jews or Poles in western Poland, since the Germans wanted these groups
eradicated entirely.
Hitler stated many times that Germanization [p. 228] could only be carried out with the soil, never with men.
These considerations led the author of this article to the necessity of coining a new term for this particular
24
concept: genocide. This word is made from the ancient Greek word genos (race, clan) and the Latin
suffix cide (killing). Thus, genocide in its formation would correspond to such words as tyrannicide, homicide,
patricide.
III: An international crime
Genocide is the crime of destroying national, racial or religious groups. The problem now arises as to whether it
is a crime of only national importance, or a crime in which international society as such should be vitally
interested. Many reasons speak for the second alternative. It would be impractical to treat genocide as a national
crime, since by its very nature it is committed by the state or by powerful groups which have the backing of the
state. A state would never prosecute a crime instigated or backed by itself.
By its very legal, moral and humanitarian nature, it must be considered an international crime. The conscience
of mankind has been shocked by this type of mass barbarity. There have been many instances of states
expressing their concern about another state's treatment of its citizens. The United States rebuked the
government of Czarist Russia as well as that of Rumania for the ghastly pogroms they instigated or tolerated.
There was also diplomatic action in behalf of the Greeks and Armenians when they were being massacred by
the Turks. States have even entered into international treaties by which they assumed specific obligations in the
treatment of their own nationals. We may, in this respect, refer to the treaty entered into between the United
States and Spain in 1898, in which the free exercise of religion was assured by the United States to the
inhabitants of the territories which were ceded to her.
Another classical example of international concern in the treatment of citizens of other states by their
governments is provided by the minority treaties under the auspices of the League of Nations which were
signed by a number of European countries after the first World War. Again, the declaration of the Eighth
International Conference of American States provides that any persecution on account of racial or religious
motives which makes it impossible for a group of human beings to live decently is contrary to the political and
judicial systems of America. The Charter of the United Nations Organization also provides for the international
protection of human rights, indicating that the denial of such rights by any state is a matter of concern to all
mankind.
Cultural considerations speak for international protection of national, religious and cultural groups. Our whole
heritage is a product of the contributions of all nations. We can best understand this when we realize how
impoverished our culture would be if the peoples doomed by Germany, such as the Jews, had not been
permitted to create the Bible, or to give birth to an Einstein, a Spinoza; if the Poles had not had the opportunity
to give to the world a Copernicus, a Chopin, a Curie; the Czechs, a Huss, a Dvorak; the Greeks, a Plato and a
Socrates; the Russians, a Tolstoy and a Shostakovich.
There are also practical considerations. Expulsions of law-abiding residents from Germany before this war
created frictions with the neighboring countries to which these peoples were expelled. Mass persecutions forced
mass flight. Thus, the normal migration between countries assumes pathological dimensions.
Again, international trade depends upon confidence in the ability of the individuals participating in the
interchange of goods to fulfill their obligations. The arbitrary and wholesale confiscations of the properties of
25
whole groups of citizens of one state for racial or other reasons deprives them of their capacity to discharge
their obligations to citizens of other states. Many American citizens were deprived of the possibility of claiming
debts incurred by German importers after these importers were destroyed by the Hitler regime. Finally,
genocide in time of peace creates international tensions and leads to war. It was used by the Nazi regime to
strengthen the alleged unity and totalitarian control of the German people as a preparation for war.
IV: Creating a legal framework
Once we have recognized the international implications of genocidal practices, we must create the legal
framework for the recognition of genocide as an international crime. The significant feature of international
crime is a recognition that because of its international importance it must be punished and punishable through
international cooperation. The establishment of international machinery for such punishment is essential.
Thus, it has been recognized by the law of nations and by the criminal codes of many nations that crimes which
affect the common good of mankind - as, for example, piracy, unlawful production and trade in narcotics,
forgery of money, trade in women and children, trade in slaves - all these are international crimes (delicta juris
gentium). For such crimes, the principle of universal repression has been adopted, namely the culprit can be
punished not only before the courts of the country where the crime has been perpetrated, but also by courts of
the country where the culprit can be apprehended if he escaped justice in his own country. For example, a
currency forger who committed his crime in Paris and escaped to Prague can be punished validly in the latter
city.
In 1933, at the Fifth International Conference for the Unification of Criminal Law (under the auspices of the
Fifth Committee of the League of Nations) the author of the present article introduced a proposal providing for
this type of jurisdiction for acts of persecution amounting to what is now called genocide. Unfortunately, at that
time, his proposal was not adopted. Had this principle been adopted at that time by international treaty, we
would not now have all the discussions about ex post facto law, in relation to crimes committed by the German
government against its own citizens prior to this war. [p. 229]
V: Genocide in time of war
A ruthless regime finds it easiest to commit genocide in time of war. It then becomes a problem of the
treatment, or, rather, mistreatment, of a civilian population by an occupant. The Fourth Hague Convention
establishes a rule of law in the protection of civilian populations which an occupant must respect. Within the
purview of this law comes the protection of the honor, liberty, life, family rights and property rights of the
population in the occupied country.
Genocide can be carried out through acts against individuals, when the ultimate intent is to annihilate the entire
group composed of these individuals; every specific act of genocide as directed against individuals as members
of a national or racial group is illegal under the Hague Convention. If the killing of one Jew or one Pole is a
crime, the killing of all the Jews and all the Poles is not a lesser crime. Moreover, the criminal intent to kill or
destroy all the members of such a group shows premeditation and deliberation and a state of systematic
criminality which is only an aggravated circumstance for the punishment.
26
Genocide has been included in the indictment of the major war criminals for the use of the Nuremberg trials. It
reads as follows:
They (the defendants) conducted deliberate and systematic genocide - viz., the extermination of racial and
national groups - against the civilian populations of certain occupied territories in order to destroy particular
races and classes of people, and national, racial or religious groups, particularly Jews, Poles, Gypsies and
others.
By including genocide in the indictment, the enormity of the Nazi crimes has been more accurately described.
Moreover, as in the case of homicide, the natural right of existence for individuals is implied: by the
formulation of genocide as a crime, the principle that every national, racial and religious group has a natural
right of existence is claimed. Attacks upon such groups are in violation of that right to exist and to develop
within an international community as free members of international society. Thus, genocide is not only a crime
against the rules of war, but also a crime against humanity.
Only after the cessation of hostilities could the whole gruesome picture of genocide committed in the occupied
countries be reviewed. During the military occupation unconfirmed rumors about genocide leaked out from
behind the iron curtains covering enslaved [p. 230] Europe. The International Red Cross was precluded from
visiting occupied countries and gathering information about the mistreatment of the civilian populations. It so
happened because the Geneva Convention gave to the International Red Cross the right to supervise and control
only the treatment of prisoners of war. A paradoxical situation was created: men who went into the battlefield
with a considerable expectancy of death survived, while their families, left behind in supposed security, were
annihilated.
The author of the present article has proposed in his book Axis Rule in Occupied Europe that international law
be changed so that in time of war the treatment of civilian populations will also be under supervisory control of
an international body like the International Red Cross. The Swedish newspaper, Dagens Nyheter, of November
2, 1945, announced that the chairman of the Swedish Red Cross, Count Bernadotte referred to the author's
proposal as acceptable for consideration at a future conference of the International Red Cross, and declared that
the Swedish Red Cross would support it. While the writer is gratified by this development, he hopes that other
governments will support the proposal to change international law.
VI: Proposal for an International Treaty, including the following principles:
On the basis of the foregoing considerations, the author proposes that the United Nations as they are now
organized, together with other invited nations, enter into an international treaty which would formulate genocide
as an international crime, providing for its prevention and punishment in time of peace and war. This treaty,
basically, should include, among other things, the following principles:
1. The crime of genocide should be recognized therein as a conspiracy to exterminate national, religious or
racial groups. The overt acts of such a conspiracy may consist of attacks against life, liberty or property of
members of such groups merely because of their affiliation with such groups. The formulation of the crime may
be as follows: "Whoever, while participating in a conspiracy to destroy a national, racial or religious group,
27
undertakes an attack against life, liberty or property of members of such groups is guilty of the crime of
genocide."
2. The crime so formulated should be incorporated in every national criminal code of the signatories. The
defendants should be liable not only before the courts of the country where the crime, was committed, but in
case of escape shall be liable as well, before the courts of the country where they are apprehended.
3. Persons accused of genocide should not be treated as political criminals for purposes of extradition.
Extradition should not be granted except in cases where sufficient evidence exists to indicate that the requesting
country will earnestly prosecute the culprits.
4. The liability for genocide should rest on those who gave and executed the orders, as well as on those who
incited to the commission of the crime by whatever means, including formulation and teaching of the criminal
philosophy of genocide. Members of government and political bodies which organized or tolerated genocide
will be equally responsible.
5. Independently of the responsibility of individuals for genocide, states in which such a policy obtains should
be held accountable before the Security Council of the United Nations Organization. The Council may request
the International Court of Justice to deliver an advisory opinion to determine whether a state of genocide exists
within a given country before invoking, among other things, sanctions to be leveled against the offending
country. The Security Council may act either on its own initiative or on the basis of petitions submitted by
members of interested national, religious or racial groups residing either within or without the accused country.
6. The Hague Convention and other pertinent treaties should be changed to the effect that in case of war, an
international body (such as the International Red Cross) should have the right to supervise the treatment of
civilian populations by occupants in time of war in order to ascertain whether genocide is being practiced by
such occupant.
7. A multilateral treaty for the prevention and punishment of genocide should not preclude two or more
countries from entering into bilateral or regional treaties for more extensive protection against genocide. In this
connection it is well to note that the Allied Governments in accordance with the Moscow agreements of
December, 1945, have decided to enter into formal treaties of peace with the Axis satellite countries Hungary,
Bulgaria and Rumania, which practiced genocide in this war according to the German pattern. It is of impelling
importance that anti-genocide clauses be included in these treaties.
_________
RAPHAEL LEMKIN, eminent Polish scholar, and author of many books and articles published in several languages, is
adviser on foreign affairs to the War Department. In his recent book, Axis Rule in Occupied Europe, Dr. Lemkin
originated concepts included in the indictment of German war criminals at the Nuremberg trials, where he served on the
staff of the U. S. Chief of Counsel for Prosecution of Criminality.
DISCLAIMER: In accordance with Title 17 of the U.S.C. Code 107, the "fair use" exemption, this material is distributed
without profit, and for educational and research purposes only. Further distribution for profit is strictly prohibited.
8/6/2012 - http://www.preventgenocide.org/lemkin/americanscholar1946.htm
28
Lesson 4.a
Modern History Sourcebook:
UN Resolution 260, 1948 - On Genocide
U.N.T.S. No. 1021, vol. 78 (1951), p. 277
CONVENTION ON THE
PREVENTION AND PUNISHMENT OF
THE CRIME OF GENOCIDE
Adopted by Resolution 260 (III) A of the United Nations General Assembly on 9 December 1948.
The Contracting Parties,
Having considered the declaration made by the General Assembly of the United Nations in its resolution 96 (I)
dated 11 December 1946 that genocide is a crime under international law, contrary to the spirit and aims of the
United Nations and condemned by the civilized world;
Recognizing that at all periods of history genocide has inflicted great losses on humanity; and
Being convinced that, in order to liberate mankind from such an odious scourge, international co-operation is
required;
Hereby agree as hereinafter provided.
Article 1. The Contracting Parties confirm that genocide, whether committed in time of peace or in time of war,
is a crime under international law which they undertake to prevent and to punish.
Art. 2. In the present Convention, genocide means any of the following acts committed with intent to destroy, in
whole or in part, a national, ethnical, racial or religious group, as such:
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in
whole or in part;
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group.
Art. 3. The following acts shall be punishable:
(a) Genocide;
(b) Conspiracy to commit genocide;
(c) Direct and public incitement to commit genocide;
(d) Attempt to commit genocide;
(e) Complicity in genocide.
Art. 4. Persons committing genocide or any of the other acts enumerated in Article 3 shall be punished, whether
they are constitutionally responsible rulers, public officials or private individuals.
Art. 5. The Contracting Parties undertake to enact, in accordance with their respective Constitutions, the
necessary legislation to give effect to the provisions of the present Convention and, in particular, to provide
effective penalties for persons guilty of genocide or any of the other acts enumerated in Article 3.
29
Art. 6. Persons charged with genocide or any of the other acts enumerated in Article 3 shall be tried by a
competent tribunal of the State in the territory of which the act was committed, or by such international penal
tribunal as may have jurisdiction with respect to those Contracting Parties which shall have accepted its
jurisdiction.
Art. 7. Genocide and the other acts enumerated in Article 3 shall not be considered as political crimes for the
purpose of extradition.
The Contracting Parties pledge themselves in such cases to grant extradition in accordance with their laws and
treaties in force.
Art. 8. Any Contracting Party may call upon the competent organs of the United Nations to take such action
under the Charter of the United Nations.
This text is part of the Internet Modern History Sourcebook. The Sourcebook is a collection of public domain
and copy-permitted texts for introductory level classes in modern European and World history.
Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for
electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate
the document, indicate the source. No permission is granted for commercial use of the Sourcebook.
(c)Paul Halsall Aug 1997
halsall@murray.fordham.edu
Accessed 8/6/2012
30
Lesson 4.c
Document Analysis - Explanation of OPVL
Origin, Purpose Value, Limitations (OPVL) is one aspect of the International Baccalaureate model for
document based questions (DBQ). The OPVL question is one of five on an IB dbq exam and it is designed to
teach students to think critically about their sources of information.
Origin Origin refers to the author. Who wrote (spoke, created) the document? When? Where?
Purpose The purpose refers to authors intent. Was the document produced for public or private
consumption? Who was the intended audience? While content is important to purpose, students should not just
summarize the document.
Value Here students must ascertain how helpful a given document is to historians studying a given topic.
Students are looking for the strengths of a source and value is specific to the task at hand. For instance, what
insights can this document give to historians studying the leadership of Nikita Khrushchev? The origin and
purpose relate directly to the value. A British historians text about the Soviet Union from 1958 may not
provide the same insights as one written post-1991 when many Soviet archives were opened for the first time.
Limitations Here students think about what is not included in the document and how the origin and purpose
might interfere with a clear understanding of the topic. Continuing with the Soviet example above, not only do
dates and resource availability impact value and limitation, but the British origin of the author may mean
something completely different in the midst of the Cold War (1958) and after the fall of the USSR (1991).
Additional information:
Minnesota Humanities Center:
http://minnesotahumanities.org/Resources/A%20Guide%20for%20Using%20Primary%20Source%20Documen
ts.pdf
BIFS wikispaces.com:
http://bifshistory.wikispaces.com/Admin+-+OPVL
31
Lesson 4.c
Rwandan Genocide Source Analysis
Comparing 2 sources
Source A ______________________________________________________________
Source B_______________________________________________________________
1. Compare and contrast sources A&B for the information they provide on the Rwandan genocide. (How
are the sources similar? How are they different?)
2. With reference to their origin and purpose, what are the limitations of sources A&B for historians
studying the Rwandan genocide?
32
Lesson 4.d
Group Activity:
Assessing the United Nations Response to the Rwandan Genocide
Group discussion: Discuss the following questions and any others your group chooses to explore on the topic.
While group members are discussing the questions, each person member should take notes, focusing on
important points, differing views and relevant examples. When the discussion time is over, group members
should compare notes and prepare to write a group position paper. Finally, all groups will share and discuss
their position papers as a class.
1. What specifically did the UN do in response to the Rwandan genocide?
2. What specifically did the UN not do in response to the Rwandan genocide?
3. Discuss the involvement or lack of involvement from other important governments or organizations
such as the USA, Great Britain, the International Red Cross, or Doctors Without Borders (Medicins
sans frontieres).
4. What do you think could or should have been done? What actions should have been taken? What
problems might arise from the solutions you imagine?
5. How does the response of the UN impact your opinion of the relevance and effectiveness of the
United Nations as an international organization?
33
Lesson 4.d
Position paper: Once the initial discussion is complete, compare the discussion notes taken by each group
member. Use these notes and the template below to write a position paper.
Paragraph #1 The UN response
Paragraph #2 Response of other major entities
Paragraph #3 Group opinions on what could or should have been done differently
Paragraph #4 Rwanda and UN relevance and effectiveness
34
Topic
Overview
Lesson 5: Other Activities of the United Nations

This set of lessons and the suggested project are designed to introduce
students to the work of the United Nations beyond conflict avoidance and
resolution. It provides opportunity for a more in-depth view of UN activities
touched upon in Lesson 2: Role of the United Nations.
The United Nations has a much stronger presence in the lives of students
outside of the United States. To that end, many US students do not know the
wide array of issues and problems the UN tackles on a daily basis. Lesson 2
focuses on the responsibilities of the six main bodies of the UN. To extend
the examination of the many roles of the UN, the UN report 60 Ways the UN
Makes a Difference or several YouTube accessible videos (see resources)
provide a good starting point. Students will then use the UN site to begin
research for a project. This lesson focuses on the efforts of the UN to support
the survival, development and coexistence of people and nation-states in the
world.
Access to computers and the internet is necessary for this lesson and project.
Lesson 5.a is an introduction to the United Nations Cyberschoolbus web
page. The fact-finding activity is designed to get students to read about all
the issues presented on the page before they decide which issue to focus on
for their own research.
Lesson 5.b is a suggested World Issues research and presentation project
which can be shortened or extended based on classroom needs. Be advised
that some of the materials on this site are a bit dated (1990s statistics),
however, the teacher can provide students with updated material, or make it
a requirement of the assignment that students procure more recent
information.
Objectives
Activities
Students will examine the multiple functions of the United Nations.

Students will produce a research project on an important world issue.
Students will analyze the role of the United Nations in solving a world
problem.
Lesson 5.a UN Cyberschoolbus Introduction
In this first activity, the teacher will hand out worksheet 5.a and introduce
students to UN Cyberschoolbus. Below are instructions on how to navigate
to the topic area pages called Briefing Papers: (The UN sometimes
changes the navigation path; you may have to look differently to find the
Briefing Papers. These instructions are up to date as of September 2012)
1. Go to www.cyberschoolbus.un.org
2. Click on more curriculum in the menu box labeled curriculum in
the top, right corner of the page
3. In the top, left menu box that appears, click on Briefing Papers
4. There are two ways to access individual topics: one is a drop down
menu under the Briefing Papers logo, the other is by clicking on the
briefing papers listed on the right side of the page.
35
5.
Read the Overview for each topic. Answers to the questions on

worksheet 5.a will be found in each overview.
Lesson 5.b World Issues Project

Handout 5.b1 gives an overview of the project. Handout 5.b2 is just a
different way to present the information. Another handout has suggestions
for approaching each topic. These comments come from experience, as too
many AIDS/HIV and drug abuse projects sound more like health class
reports than the world issues focus desired in this project. There is a list of
websites for research; please note that some links may no longer be active.
There are rubrics for each part of the project. The action piece is optional.
You may choose to have students actually complete an action or just to plan
one. The rubric for the PowerPoint suggests minimal text. Students should
be encouraged to use visuals and statistics. The bulk of the information
should be in their oral presentation. We want to discourage students from
just reading slides. However, notes or index cards should be allowed unless
memorization is part of the assessment goal.
It is up to the individual teacher to determine the length of time this project
will take. The time also depends on whether or not students are expected to
do work at home. Two to three weeks including presentations is not
unrealistic.
Assessment
Ideas
Closure &
Extension
Activities
This project constitutes a major assessment. Teachers may want to include

self-evaluation, peer evaluation or a quiz/test on the material.
Now that you have researched a specific area of concern, how would you
assess the effectiveness of the United Nations?
Check cyberschoolbus.un.org or UNICEF for occasional art competitions
and essay competitions to submit your students work.
Resources
Celebrate UN day, World Peace Day or other UN-related observances

Research project handouts included
UN Cyberschoolbus http://cyberschoolbus.un.org/
60 Ways the UN makes a difference PDF file on the UN site

www.undp.hr/upload/file/209/104534/FILENAME/60ways_book.pd
f
The UN: Its Your World (youtube 7 min.)

http://www.youtube.com/watch?v=bHmXZXsABm0
UN Year in Review 2011 (youtube 13 min.)

http://www.youtube.com/watch?v=40CNXnnmhhw
36
Lesson 5.a
United Nations cyberschoolbus

You will use the UN website cyberschoolbus.un.org to do the following activity. You may
answer the questions on this worksheet. Please be as neat as possible and use blue or black pen.
6. Go to www.cyberschoolbus.un.org
7. Click on more curriculum in the menu box labeled curriculum in the top, right corner
of the page
8. In the top, left menu box that appears, click on Briefing Papers
9. There are two ways to access individual topics, one is a drop down menu under the
Briefing Papers logo; the other is by clicking on the briefing papers listed on the right
side of the page.
10. Read the Overview for each topic. Answers to the questions on worksheet 5.a will be
found in each overview.
HIV/AIDS
How many people in the world are living with HIV?
How many children have lost a parent to AIDS?
BIODIVERSITY
How many plant and animal species face extinction?
What percentage of ocean fisheries are either fully exploited or over-fished?
CHILD LABOR
How many children work full time?
In what industry are most children employed?

37
CHILD SOLDIERS
What is the youngest age of child soldiers?
How many countries recruit people under 18 for military service?
CHILDRENS RIGHTS
How many children die each year due to unsafe drinking water?
How many children die from preventable diseases? Name one of these preventable
diseases.
CLIMATE CHANGE
How much have carbon emissions increased in the past half-century?
What has been the warmest year on record so far?
DISARMAMENT
How much money was spent on the military in 1999?
What percentage of the worlds total arms production is for the US?
DRUG ABUSE
How many drug users are there in the world?
How much money is made from illegal drugs?

38
EDUCATION
What percentage of people (male and female) can read and write?
Of adult illiterates, what percent are women?
GIRL CHILD
What percent of girls do not attend school?
Statistically, about how many girls and women are beaten or sexually abused in their
lifetimes?
GLOBALIZATION
How many people in the world live in extreme poverty?
Industrialized countries, comprising 19% of the worlds population, account for what
percentage of internet users?
GOVERNANCE
How many electoral democracies are there in the world today?
How many countries have quotas for women in governing bodies?
39
HUMAN RIGHTS
What is the UN document on human rights called?
When was the International Criminal Court established?
INTERNATIONAL LAW
How many multilateral (more than 2 countries) treaties exist today?
What is the most important international maritime law?
PREVENTING CONFLICTS
How many countries have experienced violent conflict in the past 10 years?
How many people died in conflicts in the 1990s?
PEACEKEEPING
How many UN peacekeeping operations have there been since 1948?
When did the UN Peacekeepers receive the Nobel Peace Prize?
POVERTY
How many people do not have access to safe water?
How many of the worlds people live on the equivalent of less than $1 a day?
40
REFUGEES
What is the official definition of a refugee?
Where do nearly 2/3 of the worlds refugees come from?
RENEWING THE UN
In a 1999 Gallup poll, were respondents satisfied with UN performance?
How many NGOs existed as of 1998?
TECHNOLOGY
How many pages were on the world wide web as of 1993?
How many nations had access to the internet by 1998?
Can you find more recent statistics for these two questions? If so, write your answers and
sources here:
41
Lesson 5.b1
UN cyberschoolbus - World Issues Project
As citizens of the world, it is important to be aware of major issues not only concerning the
United States, but also impacting our fellow human beings around the globe. To that end, this
project will focus on a world issue such as child labor, HIV/AIDS or world literacy. These topics
will be chosen from the United Nations Cyber School Bus site (cyberschool.un.org or
http://www.un.org/Pubs/CyberSchoolBus/index.asp).
Project procedure:
We will spend time in the computer lab looking at the UN site to familiarize ourselves with the
issues. Students will choose issues of interest. You may work alone or with one other person. We
will have additional days in the computer lab for focused internet research on the topics of
choice. In addition, check the school and local libraries for resources.
Project product:
Each group/individual will be responsible for producing the following:
PAPER 100 points

o 2 4 pages paper detailing the issue
o 1 spaces between lines
o 12 point Times New Roman font
o MLA citations and source list
POSTER 50 points
o A large poster board display explaining the issue
o Brief, but thorough text
o Pictures, charts and graphs where appropriate
o Creativity and neatness are important
o (A PowerPoint presentation may be substituted here)
PRESENTATION 25 points
o Each individual or pair will make an oral presentation to the class.
ACTION 25 points
o On its website, the UN suggests actions you can take to help with each issue.
o If possible, you should choose one action to take and complete it (show some
form of documentation that you did this)
o OR write up a detailed plan of action you would wish to take (1 to 2 pages, not
including paper in part one).
42
Lesson 5.b2
World Issues Project

Specifications
PAPER/ACTION 100 points
Basic specifications:
2 4 page paper detailing the issue
Content - your paper should include the

following:
1 spaces between lines

12 point Times New Roman font
MLA style bibliography citations and source
list
Describe the issue.

Explain why it is an issue or problem
and what the consequences are if the
problem worsens.
Examine the actions being taken by
world governments, the UN or NGOs.
Conclude the paper with your thoughts
on the issue and any suggestions you
have for bettering the situation.
Include an ACTION (see below)
Mechanics - spelling and grammar will
also be counted.
Chicago Style bibliography
ACTION: An important component to being a

world citizen is to participate in solving the
worlds problems. You may perform an action
and write about it OR you must write a
proposal for a more detailed action, one in
which you can involve other students and/or
the community.
Explain the action

Explain your plan to implement the
action.
Explain your desired outcome.
43
Lesson 5.b2
World Issues Project

Specifications
POSTER/POWERPOINT 50 points
Poster
Content:
Large foam/poster board
Your poster OR PowerPoint presentation

should help to illustrate the information in your
paper and provide an understanding of the
issue in brief. You will use it as part of your
oral presentation. Please include:
Brief but thorough text

Creativity and neatness are important
OR
PowerPoint
Clear, but limited, description of the

issue. Do not use too much text.
Statistics, graphs, charts that help to
explain the conditions.
Images where appropriate.
At least 8 slides, no more than 15

Keep text brief, USE IMAGES
Minimum of sound effects and other
distracting elements in other words keep it
simple
ORAL PRESENTATION 50 points

Each person or pair will give a 5 to 7
minute presentation
A successful presentation will include:
A clear description of the issue.

Use of your poster or PowerPoint to
illustrate your oral presentation.
Good eye contact with the audience.
Strong, clear speaking voices.
All group members should participate.
44
Lesson 5.b
World Issues Project/Paper Rubric
Excellent
Good
Fair
Poor
Describe
The issue is
thoroughly
explained. Many
examples are used
to illustrate the
points. Relevant
statistics are
included. The
information has a
global focus.
The issue is
explained
adequately. Some
examples and
some statistics are
used. There is
some attempt at a
global focus,
though only a few
countries are cited.
The issue is not

explained clearly.
Very few if any
examples or
statistics are used.
There is little or no
attempt at a global
focus.
The issue is
completely
confused.
Examples or
statistics are either
irrelevant or not
included. There is
no attempt at a
global focus.
Explain
Clear and detailed

reasons are given
for the importance
of the issue. The
consequences are
also thoughtfully
examined.
A clear
explanation of the
problem is
provided.
Consequences are
also considered.
The problem is not

clearly identified.
Consequences are
poorly considered.
There is no
understanding of
the importance of
the problem.
Consequences are
not considered.
Examine
Provides a careful
examination of the
actions being taken
by governments
and world
organizations to
combat the
problem.
Some
consideration of
the actions being
taken by
governments and
world
organizations to
combat the
problem is present.
There is little
attempt to discuss
the actions being
taken by
governments and
world
organizations to
combat the
problem.
No examination of
the actions being
taken by
governments and
world
organizations to
combat the
problem is present
in the paper.
Conclusion
Thoughtful
conclusion to the
paper. Insightful
remarks on the
issue and
interesting
suggestions for
bettering the
situation are
present.
Clear conclusion
with some good
remarks on the
issue and
suggestions for
bettering the
situation.
The conclusion is
weak with few
suggestions for
bettering the
situation.
No obvious
conclusion is
present. There are
no suggestions for
bettering the
situation.
Mechanics
No grammar or
spelling errors are
present.
Very few
mechanical errors
are present.
More than ten

mechanical errors
are present.
The paper is full of

mechanical errors,
detracting greatly
from the content.
45
Lesson 5.b
World Issues Project/Poster Rubric
Excellent
Good
Fair
Poor
Content - Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate facts

3-4 accurate facts
Less than 3
are displayed on the are displayed on the accurate facts are
poster.
poster.
displayed on the
poster.
Knowledge Gained
Student can
accurately answer all
questions related to
facts in the poster
and processes used
to create the poster.
Student can
accurately answer
most questions
related to facts in the
poster and processes
used to create the
poster.
Student can
accurately answer
about 75% of
questions related to
facts in the poster
and processes used
to create the poster.
Required Elements
The poster includes

all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the

Several required
required elements is elements were
included on the
missing.
poster.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
Student appears
to have
insufficient
knowledge about
the facts or
processes used in
the poster.
The poster is
distractingly
messy or very
poorly designed.
It is not attractive.
46
Lesson 5.b
World Issues Project/ PowerPoint Rubric
Excellent
Good
Fair
Poor
Content Accuracy
All content
throughout the
presentation is
accurate. There are
no factual errors.
Most of the content

is accurate but there
is one piece of
information that
might be inaccurate.
The content is
generally accurate,
but one piece of
information is
clearly flawed or
inaccurate.
Content is typically
confusing or
contains more than
one factual error.
Sequencing of
Information
Information is
organized in a clear,
logical way. It is
easy to anticipate
the type of material
that might be on the
next card.
Most information is
organized in a clear,
logical way. One
card or item of
information seems
out of place.
Some information is
logically sequenced.
An occasional card
or item of
information seems
out of place.
There is no clear
plan for the
organization of
information.
Use of Text
Text is organized,
concise, and
balanced with the
use of other visuals.
Less than 3 slides
are filled with text
Text is fairly well

organized, concise,
and balanced with
the use of other
visuals. 3-4 slides
are text only.
Text is minimally
organized, concise,
and balanced with
the use of other
visuals. 5-6 slides
contain mostly text.
Text is not
organized, concise,
or balanced with the
use of other visuals.
The PP presentation
is nearly all text.
Images
Most of the 8-15

slides contain
images and/or
graphs and charts.
Many of the 8-15

slides contain
images and or
graphs and charts.
Some (less than

half) of the 8-15
slides contain
images and/or
graphs and charts.
There are few to no

images and/or
graphs and charts.
Spelling and
Grammar
Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has
misspellings or
misspellings, but no grammatical errors more than 2
grammatical errors. grammatical errors. but no misspellings. grammatical and/or
spelling errors.
Originality
Presentation shows
considerable
originality and
inventiveness. The
content and ideas
are presented in a
unique and
interesting way.
Presentation shows
some originality and
inventiveness. The
content and ideas
are presented in an
interesting way.
Presentation shows
an attempt at
originality and
inventiveness on 1-2
cards.
Presentation is a
rehash of other
people's ideas and/or
graphics and shows
very little attempt at
original thought.
47
Lesson 5.b
World Issues Project/Oral Presentation Rubric
Excellent
Good
Fair
Poor
Content
Shows a full
Shows a good
Shows a fair
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.
Does not seem to

understand the
topic very well.
Preparedness
Student is
completely prepared
and has obviously
rehearsed.
Student seems pretty

prepared but might
have needed a
couple more
rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking.
Student does not

seem at all
prepared to
present.
Stays on Topic
Stays on topic all

(100%) of the time.
Stays on topic most

(99-90%) of the
time.
Stays on topic some It was hard to tell

(89%-75%) of the
what the topic
time.
was.
Speaks Clearly
Speaks clearly and

distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and

distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and

distinctly most ( 9485%) of the time.
Mispronounces no
more than one word.
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
Time-Limit
Presentation is 57minutes long.
Presentation is 4
minutes long.
Presentation is 3
minutes long.
Presentation is
less than 3
minutes OR more
than 7 minutes.
48
Lesson 5.b
World Issues Project/Action Rubric
Excellent
Good
Fair
Poor
Describe the action The action is

you have taken or
thoroughly
propose to take
explained.
concerning your
issue.
The action is
explained
adequately.
The action is not

explained clearly.
The action is
completely
confused.
Explain the plan to

implement the
action.
A clear and
detailed
explanation of the
plan is provided.
A clear
explanation of the
action is provided.
The action is not

clearly identified.
There is no clear
action
implemented or
proposed.
Describe the
desired outcome of
this action.
Provides a careful
consideration of
the desired
outcome of the
action.
Some explanation
of the desired
outcome of the
action is presented.
There is little
attempt to discuss
the desired
outcome of the
action.
No explanation of
the desired
outcome is given.
Mechanics
No grammar or
spelling errors
are present.
Very few
mechanical errors
are present.
More than ten

mechanical errors
are present.
The paper is full of

mechanical errors,
detracting greatly
from the content.
49
Lesson 5.b
These brief explanations are meant to help students stay on track. For instance, AIDS/HIV
projects can very easily turn into health class reports, rather than investigations of the issue as a
global problem and the UN role in addressing the problem.
How to approach each topic:
HIV/AIDS
Students doing this topic need to focus on HIV/AIDS cases around the world, not just in the US.
This is not a health class paper. Do not describe how AIDS spreads or means of protection. You
should be discussing who is getting infected, at what rates, and what governments, the UN and
NGOs (non-governmental organizations) are doing to combat the problem. How much is it
costing the world? What are the predictions for HIV/AIDS in the future?
BIODIVERSITY
Students doing this topic need to explain biodiversity and the challenges we face in the world
today. What happens as more and more plants and animals become endangered or extinct? How
does this affect the lives of people in various countries? Are there economic or cultural
consequences? How are people making the problem worse? How are people making the problem
better?
CHILD LABOR
What are the worldwide statistics on child labor? Where and in what types of jobs are children
working? How does it differ in developing and industrial nations? This is not a report on labor
laws in the United States or child labor in past eras. This should be about child labor today.
CHILD SOLDIERS
Where in the world are children being recruited to fight? Why? Are they doing it willingly or are
they forced into service? As with all these topics, be sure your information focuses on the current
time period, not the past.
CHILDRENS RIGHTS
What can you identify as rights children should be entitled to? Where and when are these rights
violated? How are these issues being addressed? Some areas to look into are health, education,
safety. Use the UN site as your guide.
50
CLIMATE CHANGE
What is climate change and how are countries affected by it? What are the causes; are they manmade or natural? What are governments and individuals doing to combat the problem? What are
the consequences if climate change or global warming continues?
DISARMAMENT
What are the statistics for military spending in the world today? What kinds of weapons are
countries most interested in? What are countries trying to do to stop the spread of arms
development, both conventional and nuclear? Do countries have different points of view on this
issue?
DRUG ABUSE
Again your focus should be worldwide, not US. How many people are considered to be drug
abusers? Where do the drugs come from? How does the drug trade affect the economies of
various nations? This is NOT a health report. I do not want to know about various types of drugs
and their effects on the people who take them.
EDUCATION
Discuss who is and who isnt getting an education around the world. What are the consequences
for the individuals? What are the consequences for the nation? What are the consequences for the
world?
GIRL CHILD
What types of special difficulties are faced by girls and women in the world? How are girls
treated in various places around the world? What is being done to address the problems?
GLOBALIZATION
Describe globalization and the pros and cons of this phenomenon. How does globalization
help/hurt people, nations and the world?
51
GOVERNANCE
What different types of governments exist in the world? How are citizens treated under these
forms of government? How does world opinion look at various forms of governance?
HUMAN RIGHTS
Choose one to three major human rights issues. Discuss the issue, its impact and the people
working to make changes. Also, consider the consequences if the abuses are not reformed.
INTERNATIONAL LAW
How does international law work? What are some of the main issues dealt with in the area of
international law?
PREVENTING CONFLICTS
What conflicts have emerged in the last 10 to 20 years? How has the world responded? In what
ways has the UN helped to avoid the conflicts?
PEACEKEEPING
Where are UN Peacekeepers currently deployed? Describe the reasons why they are sent to these
areas. Has the peacekeeping system been effective? What problems arise when peacekeepers are
sent in to conflict areas?
POVERTY
Describe poverty conditions around the world and the impact on poor people and their
governments. What is being done to combat poverty? What are the consequences of having
people live in poverty?
REFUGEES
What is a refugee? What people are considered refugees in the world today? How did they end
up in this situation? What are the consequences when a large refugee population moves into a
neighboring state? How are refugees treated by the world community?
52
RENEWING THE UN
What are some of the problems facing the UN as an organization? How is the UN responding to
these problems? What are some of the solutions? Consider the lessons on relevance and
effectiveness.
TECHNOLOGY
This is not a report about computers, but rather a paper that examines who has and who doesnt
have access to technology, especially the internet. What are the consequences of this digital
divide? Look into the organization One Laptop Per Child and other such groups that are trying
to provide low cost computers to students in developing countries. How might this transform the
world?
53
Lesson 5.b
This is a list of websites that may help get students started with their research. There is a
possibility that some of the links are no longer live.
AIDS/HIV
http://www.avert.org/statindx.htm
http://www.unaids.org/en/HIV_data/default.asp
http://www.thebody.com/index.html
http://www.infoplease.com/ipa/A0800505.html
BIODIVERSITY
http://www.biodiversityhotspots.org/xp/Hotspots/
http://www.nbii.gov/issues/biodiversity/
http://www.wri.org/biodiv/
http://ology.amnh.org/biodiversity/
CHILD LABOR
http://hrw.org/children/labor.htm
http://www.stopchildlabor.org/
http://www.unicef.org/protection/index_childlabour.html
http://www.globalmarch.org/
http://www.dol.gov/ilab/programs/iclp/
CHILD SOLDIERS
http://www.child-soldiers.org/
http://www.childsoldiers.org/home/
http://hrw.org/campaigns/crp/index.htm
http://web.amnesty.org/pages/childsoldiers-index-eng
http://www.bbc.co.uk/worldservice/people/features/childrensrights/childrenofconflict/soldier.sht
ml
CLIMATE CHANGE
http://www.climatehotmap.org/
http://environment.newscientist.com/channel/earth/climate-change/
http://www.ipcc.ch/
http://www.panda.org/about_wwf/what_we_do/climate_change/index.cfm
54
DISARMAMENT
http://disarmament.un.org/
http://disarm.igc.org/
http://www.unog.ch/80256EE600585943/(httpHomepages)/6A03113D1857348E80256F040067
55F6?OpenDocument
http://www.unitedforpeace.org/article.php?list=type&type=71
http://www.infoplease.com/ce6/history/A0815616.html
DRUG ABUSE
http://www.unodc.org/pdf/report_1997-12-31_1.pdf
https://www.cia.gov/cia/publications/factbook/fields/2086.html
http://www.whitehousedrugpolicy.gov/publications/international/factsht/cert_major_illct.html
http://www.drugstory.org/drug_traffic/supply.asp
http://observer.guardian.co.uk/drugs/story/0,,686664,00.html
EDUCATION
http://portal.unesco.org/education/en/ev.phpURL_ID=50558&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://www.uis.unesco.org/ev.php?URL_ID=5187&URL_DO=DO_TOPIC&URL_SECTION=2
01
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:2
0374062~menuPK:540090~pagePK:148956~piPK:216618~theSitePK:282386,00.html
GIRL CHILD
http://www.pdhre.org/rights/women_girl_child.html
http://www.unfpa.org/intercenter/beijing/girl.htm
http://www.girlsrights.org/Default.php
GLOBALIZATION
http://www.imf.org/external/np/exr/ib/2000/041200.htm
http://www1.worldbank.org/economicpolicy/globalization/
http://www.globalpolicy.org/globaliz/index.htm
http://www.sociology.emory.edu/globalization/
http://www.globalization101.org/
55
HUMAN RIGHTS
http://www.amnesty.org/campaign/
http://www.hrw.org/
http://www.hrweb.org/
PEACEKEEPING
http://www.un.org/Depts/dpko/dpko/
http://www.infoplease.com/ipa/A0862135.html
http://nobelprize.org/nobel_prizes/peace/laureates/1988/un-history.html
http://www.betterworldcampaign.org/issues/peacekeeping.asp
POVERTY
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/0,,menuPK:336998~
pagePK:149018~piPK:149093~theSitePK:336992,00.html
http://www.globalissues.org/TradeRelated/Poverty.asp
http://www.makepovertyhistory.org/
http://www.justicetalking.org/viewprogram.asp?progID=571
REFUGEES
http://www.refintl.org/
http://interaction.org/refugees
http://web.amnesty.org/pages/refugees-index-eng
http://www.hrea.org/learn/guides/refugees.html
RENEWING THE UN
http://www.ncrb.unac.org/unreform/selected/Childers-Urquhart.html
TECHNOLOGY
http://one.laptop.org/
http://www.time.com/time/world/article/0,8599,1678273,00.html
56
Lesson 6: The World Bank and the IMF

Topic
In these lessons, students look at other ways and other types of organizations
specifically the World Bank and the International Monetary Fund to see
how the United Nations and its member states address the needs of countries
and people of the world.
Overview
By this time, students have studied the founding of the UN in the aftermath
of WWII, the UN in action during crisis (Rwanda) and other areas of UN
intervention (Lesson 5 world issues research). Initiate a brief discussion, or
provide questions such as: In addition to political will and cooperation, what
is needed to rebuild nations after war or natural disasters? What is meant by
development or economic development?
Three 45-minute periods will suffice for this lesson. However, opportunities
to research examples of World Bank and IMF work would require more time
(Lesson 6.b), as would viewing of the documentary in lesson 6.c. In the
resources, you will find an IMF/World Bank lesson plan by the SUNY Levin
Institute. This lesson plan contains a role-play activity which would also add
to the three -lesson time period, but may be an interesting assessment idea.
In Lesson 6.a, students read about the history of the two organizations, what
they do and how they relate to the United Nations. The IMF and World Bank
websites are very comprehensive. Web access for students to do the reading
and complete the assignment sheet is strongly suggested because printing
material from these sites will be burdensome. Additionally, the University of
Iowa site listed below provides excellent background. See E-Book Part I on
their website.
Again using material from the IMF and World Bank website, in Lesson 6.b,
students study examples of the World Bank and the IMF in action what the
organizations would consider success stories.
In Lesson 6.c, students will examine some of the criticisms leveled at the
IMF and World Bank. Students will read or view a variety of critical pieces
and answer some general questions. Given the complexity of the issues,
teachers may find it necessary to give background on some of the events or
issues raised. Also note that the documentary by John Pilger was filmed in
2001 before the current economic crisis. Have students consider if his
information is now outdated or made more relevant by current conditions?
Objectives
Activities
Students will explain the founding and basic structure of the World Bank
and the International Monetary Fund.
Students will examine the work of the World Bank and the IMF.
Students will evaluate criticisms of the World Bank and the IMF.
Lesson 6.a The World Bank and IMF Background

57
In this lesson, students become the teachers. Working alone or in pairs,

students should use the websites suggested to research the founding and
basic organizational structures of the World Bank and the IMF. Each student
or pair of students should create a worksheet for this assignment and an
answer sheet. Requirements may vary, but should include 5-10 vocabulary
words and 5 to 20 questions of varying degrees of difficulty. Students should
also provide an answer sheet. The vocabulary students choose and the
questions they create should give a good indication of their understanding of
the material. Teachers may also want students to exchange worksheets and
complete them for an extension of the activity.
Lesson 6.b The Work of the World Bank and the IMF
Using the World Bank and IMF websites, students will create skits to
highlight the programs and goals of these two organizations. (see lesson
handout)
Lesson 6.c Criticism of the World Bank and the IMF
Have students do a variety of readings to get a sense of controversies
surrounding the World Bank and the IMF and/or have the class view the
documentary The New Rulers of the World by John Pilger (see resources). A
general questions sheet is provided to help students organize ideas about the
criticisms of these organizations. It can be used with the articles or the
documentary. Articles from the resource list include Global Exchange Top
Ten Reasons to Oppose the IMF, articles from www.globalissues.org,
and the 2008 poverty data link from Union County College, NJ.
Assessment
Ideas
Lesson 6.a student-generated worksheets and lesson 6.b skits are both
valuable assessments.
The skit assignment can also be used as a culmination blending lessons 6.b
and 6.c. Students skits should contain both the positive and negative
assessments of World Bank and IMF programs.
SUNY Levin Institute role-play activity (see resources)
Oral reports on programs of the IMF and World Bank from Lesson 6.b.
Investigation of US-based criticisms of the world monetary system such as
the Seattle protests of 1999. The student product could be a PowerPoint
presentation, essay or newspaper.
Closure &
Extension
When studying the work of the World Bank and the IMF, what makes you
hopeful about world development? What concerns do you have?
58
Activities
What role do US consumers play in the global marketplace?
How might US consumers impact working conditions of people in
developing countries?
For higher level students: research the debt forgiveness movement.

Research the World Trade Organization and the protests at G20 and G8
meetings.
Look at other partners of the UN such as the World Health Organization
What is the WHO? How does it support UN programs? What services and
benefits does the WHO provide? What problems or criticisms does the
WHO face?
An investigation of NGOs Non-Governmental organizations are vital to
the work of the UN. Students may have learned about specific NGOs in their
research on world issues for Lesson 5. Have students investigate an NGO
and create a pamphlet or poster highlighting the work of the organization.
Resources
Lessons 6.a and 6.b:
About.com article on the Bretton Woods conference

http://useconomy.about.com/od/monetarypolicy/p/Bretton-WoodsInternational-Monetary-System-And-1944-Agreement.htm
IMF fact sheets, history, videos www.imf.org
IMF page for students

http://www.imf.org/external/np/exr/st/eng/index.htm
World Bank http://www.worldbank.org/
World Bank student page http://youthink.worldbank.org/
The University of Iowa Center for International Finance and

Development - this comprehensive site offers articles and on-line
quizzes. http://blogs.law.uiowa.edu/ebook/
Lesson 6.c:
2008 Data on Third World Debt http://faculty.ucc.edu/eghdamerow/third_world_debt.htm
59
Global Exchange Human Rights Organization Top Ten Reasons to

Oppose the IMF
http://www.globalexchange.org/resources/wbimf/oppose
The Bretton Woods Project http://www.brettonwoodsproject.org
The New Rulers of the World, 2001 Documentary by John Pilger

(available on www.johnpilger.com or
Youtube http://www.youtube.com/watch?v=pfrL2DUtmXY)
Globalissues.org is a website with many articles about the World

Bank and the IMF. Embedded in these articles are links to more
information, political cartoons and short video clips. Two especially
helpful articles can be found through these links:
http://www.globalissues.org/article/3/structural-adjustment-a-majorcause-of-poverty
http://www.globalissues.org/issue/28/third-world-debt-underminesdevelopment
Assessment Idea:
Lesson plan from the SUNY Levin Institute:

http://www.globalization101.org/the-imf-world-bank/
60
Lesson 6.b
World Bank/IMF Skits
You will be put in groups determined by the teacher.

Each group will create a skit.
Your skit should be a 5-7 minute (approx.) presentation that creatively explains an aspect
of the World Bank or International Monetary Fund. Some possible topics are listed
below. Alternative ideas are welcome, but must be approved by the teacher.
You may draw on the white board, create a poster, use props or display an image on the
Smartboard for background. (No PowerPoint presentations.)
Each group member must participate.
Be creative; think in terms of images, symbols and actions.
Possible topics:
Founding of the IMF or World Bank

How the IMF helps during crises
Why the IMF is a necessary
organization
How the IMF helps poor countries
IMF responsibilities Surveillance,
Lending, Technical Assistance
Explain one of the 5 entities in the

World Bank Group
Focus on one world issue that the World
Bank provides loans for such as: safe
drinking water, schools,
telecommunications, agriculture or
health care.
You will be graded on the following criteria:
Following directions how well the group follows the overall directions___/5
Group member participation the extent to which all group members participate in the
skit___/5
Creativity the degree of artistry and interest present in the skit___/10
Clarity the degree to which the ideas of the article are clearly and accurately
represented___10
30 points possible
61
Lesson 6.c
Criticisms of the World Bank and the International Monetary Fund
List the resources you read or viewed concerning criticism of the World Bank and the IMF:
List and explain three specific criticisms of the World Bank or the IMF:
Given what you have learned about the work of the World Bank and the IMF, do you think the
criticisms are fair? Explain your answer.
Did you find any issues, concepts, or events in the resources critical of the World Bank and IMF
that you would like to know more about?
62
Lesson 7: Building a Model United Nations Club: Vocabulary, Procedures, Points & Motions
Essential
How can delegates command of vocabulary, procedures and points & motions improve
Question
their effectiveness of representing their country at Model UN?
Warm-up
When should there be an un-moderated caucus instead of a moderated caucus?
Experienced students will immediately launch into a very detailed explanation while
the novice members will have a hard time following along.
Agenda
Procedure
Introduce/reintroduce frequently used terms

Identify important Model UN procedures, points & motions and use them correctly
Explain to the students that they will be asked to know specific Model UN terms,
follow several important rules of procedure and recognize and use Model UN points
and motions when they are speaking at the Model UN conference. Each of these
rules has a specific name and definition.
To start this activity, ask students to count off 1-5. (adjust the number based on how
many members you have, each group should have 4-5)
Have students separate into groups according to their assigned number.
Model UN vocabulary
Students will familiarize themselves with the terms in Handout A: Model United
Nations Vocabulary
In their groups, students will quiz themselves using Handout B: Model United
Nations Vocabulary quiz
After small group work, the teacher and/or facilitator will check the group for
understanding until satisfied ready for the next step:
Model UN procedures, points & motions
Activity
Extension
activity
Students will familiarize themselves with the terms in Handout C: Model UN

Procedures, Points and Motions
In their groups, students will practice and role play using Handout C.
After small group work, the teacher and/or facilitator will check the group for
understanding until satisfied ready for the next step:
As a class, have student role play some of the scenarios so they can practice the
language, procedures, points and motions and see them in use.
Points and Motions
UNAUSA has another procedure activity that you might be interested in:
http://www.unausa.org/document.doc?id=20
63
Lesson 7: Handout A
Model United Nations vocabulary
Abstain - During a vote on a substantive matter, delegates may abstain rather than vote yes or no. This
generally signals that a state does not support the resolution being voted on, but does not oppose it
enough to vote no.
Adjourn - All UN or Model UN sessions end with a vote to adjourn. This means that the debate is
suspended until the next meeting. This can be a short time (e.g., overnight) or a long time (until next
year's conference).
Agenda - The order in which the issues before a committee will be discussed. The first duty of a
committee following the roll call is usually to set the agenda.
Amendment - A change to a draft resolution on the floor. Can be of two types: a "friendly amendment"
is supported by the original draft resolution's sponsors and is passed automatically, while an "unfriendly
amendment" is not supported by the original sponsors and must be voted on by the committee as a
whole.
Background guide - A guide to a topic being discussed in a Model UN committee usually written by
conference organizers and distributed to delegates before the conference. The starting point for any
research before a Model UN conference.
Binding - Having legal force in UN member states. Security Council resolutions are binding, as are
decisions of the International Court of Justice; resolutions of the General Assembly and Economic and
Social Council are not.
Bloc - A group of countries in a similar geographical region or with a similar opinion on a particular
topic.
Caucus - A break in formal debate in which countries can more easily and informally discuss a topic.
There are two types: moderated caucus and unmoderated caucus.
Chair - A member of the dais that moderates debate, keeps time, rules on points and motions, and
enforces the rules of procedure.
Decorum - The order and respect for others that all delegates at a Model UN conference must exhibit.
The Chair will call for decorum when he or she feels that the committee is not being respectful of a
speaker, of the dais, or of their roles as ambassadors.
Delegate - A student acting as a representative of a member state or observer in a Model UN committee.
Delegation - The entire group of people representing a member state or observer in all committees at a
particular Model UN conference.
Draft resolution - A document that seeks to fix the problems addressed by a Model UN committee. If
passed by the committee, the draft resolution will become into a resolution.
Faculty Advisor - The faculty member in charge of a Model UN team, class or club.
64
Formal debate - The "standard" type of debate at a Model UN conference, in which delegates speak for
a certain time in an order based on a speakers' list.
Member State - A country that has ratified the Charter of the United Nations and whose application to
join has been accepted by the General Assembly and Security Council. Currently, there are 191 member
states. The only internationally recognized state that is not a member state is the Holy See.
Moderator Assistant to the Chair
Motion - A request made by a delegate that the committee as a whole do something. Some motions
might be to go into a caucus, to adjourn, to introduce a draft resolution, or to move into voting bloc.
Observer - A state, national organization, regional organization, or non-governmental organization that
is not a member of the UN but participates in its debates. Observers can vote on procedural matters but
not substantive matters. An example is the Holy See.
On the floor - At a Model UN conference, when a working paper or draft resolution is first written, it
may not be discussed in debate. After it is approved by the Director and introduced by the committee, it
is put "on the floor" and may be discussed.
Operative clause - The part of a resolution which describes how the UN will address a problem. It
begins with an action verb (decides, establishes, recommends, etc.).
Page - A delegate in a Model UN committee that has volunteered to pass notes from one delegate to
another, or from a delegate to the dais, for a short period of time.
Placard - A piece of cardstock with a country's name on it that a delegate raises in the air to signal to the
Chair that he or she wishes to speak.
Point - A request raised by a delegate for information or for an action relating to that delegate.
Examples include a point of order, a point of inquiry, and a point of personal privilege. See our Charts of
Rules and Motions.
Preambulatory Clause - The part of a resolution that describes previous actions taken on the topic and
reasons why the resolution is necessary. It begins with a participle or adjective (noting, concerned,
regretting, aware of, recalling, etc.).
Procedural - Having to do with the way a committee is run, as opposed to the topic being discussed. All
delegates present must vote on procedural matters and may not abstain.
Resolution - A document that has been passed by an organ of the UN that aims to address a particular
problem or issue. The UN equivalent of a law.
Roll Call - The first order of business in a Model UN committee, during which the Chair reads aloud the
names of each member state in the committee. When a delegate's country's name is called, he or she may
respond "present" or "present and voting." A delegate responding "present and voting" may not abstain
on a substantive vote.
Rules of Procedure - The rules by which a Model UN committee is run.
65
Second - To agree with a motion being proposed. Many motions must be seconded before they can be
brought to a vote.
Signatory - A country that wishes a draft resolution to be put on the floor and signs the draft resolution
to accomplish this. A signatory need not support a resolution; it only wants it to be discussed. Usually,
Model UN conferences require some minimum number of sponsors and signatories for a draft resolution
to be approved.
Simple majority - 50% plus one of the number of delegates in a committee. The amount needed to pass
most votes.
Speakers' List - A list that determines the order in which delegates will speak. Whenever a new topic is
opened for discussion, the Chair will create a speakers' list by asking all delegates wishing to speak to
raise their placards and calling on them one at a time.
Sponsor - One of the writers of a draft resolution. A friendly amendment can only be created if all
sponsors agree.
Substantive - Having to do with the topic being discussed. A substantive vote is a vote on a draft
resolution or amendment already on the floor during voting bloc. Only member states (not observer
states or non-governmental organizations) may vote on substantive issues.
Vote - A time at which delegates indicate whether they do or do not support a proposed action for the
committee. There are two types: procedural and substantive.
66
Lesson 7: Handout B
Model United Nations vocabulary quiz 1 & 2

Quiz 1
Match the terms and definitions
A. The part of a resolution which describes how the UN will address a problem. It begins with an
action verb (decides, establishes, recommends, etc.)
B. During a vote on a substantive matter, delegates may do this, rather than vote yes or no. This
generally signals that a state does not support the resolution being voted
C. A request made by a delegate that the committee as a whole do something
D. A change to a draft resolution on the floor. Can be friendly or unfriendly
E. The "standard" type of debate at a Model UN conference, in which delegates speak for a certain
time in an order based on a speakers list
F. All UN or Model UN sessions end with a vote to do this. This means that the debate is suspended
until the next meeting
G. A document that seeks to fix the problems addressed by a Model UN committee
H. A group of countries in a similar geographical region or with a similar opinion on a particular topic
I. The order and respect for others that all delegates at a Model UN conference must exhibit
J. A student acting as a representative of a member state or observer in a Model UN committee
1.
Abstain_______
2. Operative Clause_________
3. Amendment__________ 4. Motion_________ 5. Formal Amendment________

6. Bloc______
7. Adjourn________ 8. Draft Resolution_________
9. Decorum________ 10. Delegate________
67
Quiz 2
A. The period at the end of a committee session during which delegates vote on proposed
amendments and draft resolutions. Nobody may enter or leave the room during this
B. A delegate in a Model UN committee that has volunteered to pass notes from one delegate to
another, or from a delegate to the dais, for a short period of time
C. The ability, held by China, France, the Russian Federation, the United Kingdom, and the United
States to prevent any draft resolution in the Security Council from passing by voting no
D. A piece of cardstock with a country's name on it that a delegate raises in the air to signal to the
Chair that he or she wishes to speak
E. A type of caucus in which delegates leave their seats to mingle and speak freely
F. The part of a resolution that describes previous actions taken on the topic and reasons why the
resolution is necessary. It begins with a participle or adjective (noting, concerned, regretting,
aware of, recalling, etc.)
G. Having to do with the topic being discussed
H. A document that has been passed by an organ of the UN that aims to address a particular
problem or issue. The UN equivalent of a law
I. To agree with a motion being proposed
J. A country that wishes a draft resolution to be put on the floor and signs the draft resolution to
accomplish this
K. 50% plus one of the number of delegates in a committee. The amount needed to pass most votes
1.
2.
3.
4.
5.
6.
7.
Page_____
Placard______
Resolution_______
Second________
Signatory________
Unmoderated Caucus______
Veto_____
8. Simple Majority______
9. Substantive_____
10. Voting Bloc______
11. Preambulatory Clause_____
68
Lesson 7: Handout C
Procedures, Points, and Motions list
Motion to Open Debate- As the name implies, this motion is used to open the floor for debate at the
beginning of a session.
Motion to Open the Speakers List- The speakers list is the cornerstone of the committee, as it
is the starting point of all debate. This is a list of all delegates wishing to speak about the topic at
hand. This motion only needs to be made once per topic, as the speakers list remains open
throughout the session to allow delegates to add their names to the list so they can have an
opportunity to speak.
Motion to Set the Speaking Time- After opening the speakers list, the committee must
establish the time limit that each delegate is allowed to speak on the speakers list. You are free
to make the time limit whatever you like, but remember to keep it within reason. Common
speaking times for the speakers list range from one minute to two minutes. To make this motion
state, The Delegate of Mexico motions to set the speaking time at one minute and thirty
seconds. You can also make this motion a little more complex by adding amenities for
questions or comments. Making a motion for a one minute speaking time with two questions,
will allow delegates to ask the speaker two questions in formal debate after she has finished her
one minute speech. Making a motion for a two minute speaking time with one comment will
allow delegates to make one comment after she has finished her two minute speech.
Motion for a Moderated Caucus- A moderated caucus is basically a faster version of the
speakers list. A motion for a moderated caucus consists of three parts: The motion for the
moderated caucus, the speaking time for each speaker, and the duration of the caucus. To make
this motion state, The Delegate of Ghana motions for a five minute moderated caucus with
thirty second speaking time, or a similar variation. Try your best to allow speaking time to
evenly divide into the duration for the caucus. For example, make a motion for a five minute
moderated caucus with thirty second speaking time.
Motion for an Unmoderated Caucus- An unmoderated caucus is a break in debate to allow
delegates to get up from their seats and discuss the issues in an informal manner. Depending
upon the pace and feel of your committee, chairs will accept unmoderated caucus that are
generally no more than five minutes in length. To make this motion state, The Delegate of
Sweden motions for a five minute unmoderated caucus. Remember, you can always motion for
an extension to the unmoderated caucus after it has concluded, so if more time is needed, it
usually is given.
Motion to Suspend Debate- A motion to suspend debate is used only at the end of a session,
and cannot be used at the end of the last session.
Motion to Adjourn Meeting- A motion to adjourn is used at the end of the final session,
signaling the end of your committees time together. To make this motion state, The Delegate
of Chile Motions to adjourn the meeting, and you are off to closing ceremonies.
Point of Inquiry- Many times during a session, delegates have questions for the chair regarding
events in the committee. These questions range from when the session is scheduled to end, to
how many resolutions are on the floor, to the duration of the unmoderated caucus motioned for
69
by Paraguay. Unfortunately, you cannot just ask your question, you must first say, Point of
Inquiry. You can really say this at any time in committee, just try to refrain from talking over
someone who is speaking. At an appropriate time, raise our placard and say, Point of Inquiry.
The chair will then look your way, recognize you, and then you are free to ask a question to your
hearts desire.
Point of Order- Points of orders are used when a delegate feels that the chair has made an error
in the running of the committee. Delegates rising to points of order may not speak on the
substance of the matter under discussion. They should only specify the errors they believe were
made in the formal committee procedure.
Point of Personal Privilege- If for any reason you have a personal issue you need resolved, use
this point of personal privilege. This is an opportunity to respond to an attack from another
delegate.
Motion to Table the Topic- In rare occasions, there might be consensus in the committee that a
break from a resolution may be needed to defuse tension and/or inertia and by bringing it up at a
later time may increase the level of debate on the resolution. This often requires a 2/3 vote.
Motion to Close Debate- As the name implies, this motion is used to close the floor for debate.
This often requires a 2/3 vote.
70
Lesson 7: Building a Model United Nations Club: Resolution Writing (multiple club meetings)
Focus
How can you write a resolution that will be accepted for Model United Nations
Warm-up
What are the most important elements of a successful Model United Nations
resolution?
Experienced students will immediately launch into a very detailed explanation while
the novice members will have a hard time following along.
Agenda
Procedure
Activity
Effective Resolutions should consist of the following:

Evidence of research
Use of evidence
Direct, clear writing
Proposal should be original, doable and different, as well as sound and
appropriate
Students will review and examine exemplary resolutions from prior Model UNs
Resolutions should be put on a PowerPoint slide and a handout, and the club should
analyze and dissect the resolution for effectiveness
Hand out Model UN resolution writing guidelines and discuss with the club
Have students divide into committees (ex. Economic) and brainstorm possible
resolution proposals
Have students divide into delegations (ex. USA Economic) and brainstorm
resolution proposals that would be consistent with the goals and mission of the
country, the UN field trip and the topic
Use your country research to aid in their writing > this will take a few meetings
After completion of resolutions, delegations should peer-edit resolutions from other
delegations in the same committee. Potential co-sponsors should be identified
Then, resolutions should be further approved by a club leader before final
submission to the World Affairs Council
Students should engage in a role-play, using all of the skills they have learned in these
Building a Model United Nations Club lessons, in order to give them experience
defending their resolutions
71
Lesson 7: Resolution Guidelines
Guidelines for U.N. Resolution Writing
The purpose of writing a resolution is to represent the views of your country and to persuade other countries to
vote for your ideas. Therefore, sound research and direct, clear writing are essential. A good resolution should
propose something that is original, doable, and different. However, to be truly sound and appropriate, it must
follow the independent research and mission interview conducted by your committees student delegates.
Three Parts of the Resolution
1. Heading: The heading, which is used to accurately place the resolution in the correct committee, should consist
of the following three lines and positioned at the top left corner.
Name of organization: Economic Committee
Topic: Economic Assistance to Developing Countries
Country/Group Name: United States of America
2. Preamble: The purpose of the preamble is to show that there is a problem that needs to be solved. However, the
preamble does not propose action or make any substantive statement in the topic at hand. The heading, which is
used to accurately place the resolution in the correct committee, should consist of the following three lines and
positioned at the top left corner.
Preambulatory clauses should include:
References to the UN Charter

Citation of past UN resolutions or treaties that have been ratified under the topic of discussion
Statements made by the Secretary-General or a relevant UN body, agency or spokesperson
Recognition of the work or efforts of regional organizations in dealing with the issue
General statements on the topic, its significance and its impact
Preambulatory Phrases include:

Acknowledging
Convinced
Expecting
Grieved
Keeping in mind
Affirming
Alarmed by
Anxious
Declaring
Deeply
concerned
Endorsing
Expressing
appreciation
Guided by
Having
adopted
Mindful
Noting
further
Realizing
Reaffirming
Reiterating
72
Approving
Aware of
Bearing in mind
Believing
Cognizant
Confident
Conscious
Contemplating
conscious
convinced
disturbed
regretting
Desiring
Determined
Emphasizing
Encouraged
satisfaction
considered
deep appreciation approved
Fully
devoted attention
alarmed
examined
aware
considered further
believing
reviewed
deploring
studied
recalling
received
with regret
with satisfaction
with concern
with deep concern
with grave concern
with approval
Observing
Recalling
Recognizing
Referring
Seeking
Stressing
Taking into account
Taking note
Welcoming
3. Operative Clauses: These state the action to be taken by the General Assembly and/or the plan to be
implemented by the Secretariat. Each new clause is numbered and may consist of many sub-clauses, which should
be indented and labeled by a letter. The first word(s) of each main clause is underlined. Each clause, except for the
last, ends in a semicolon. The last clause ends in a period. Some possible operative clauses include:
Accepts
Confirms
Expresses its
Further
Requests
Proclaims
Adopts
Affirms
Appeals
Approves
Authorizes
Calls
Calls upon
Concurs
Condemns
Congratulates
Considers
Decides accordingly
Declares accordingly
Deplores
Directs
Draws the attention
Designates
Endorses
Emphasizes
Encourages
appreciation
hope
Further
requests
invites
proclaims
reminds
recommends
resolves
Affirms
invites
proclaims
reminds
recommends
requests
resolves
Recommends
Reaffirms
Reminds
Regrets
Recognizes
Suggests
Reiterates
Welcomes
Has resolved
Solemnly
Repeats
Strongly condemns
Supports
Takes note of
Trusts
Transmits
Notes
Urges
with appreciation
Instructs
with approval
Invites
with satisfaction
SOME GENERAL RULES:

A. Number all lines at the left of the page
B. Use formal style that is respectful and appropriate. Do not use slang or contractions.
C. A resolution is one long sentence with proper use of grammar and punctuation throughout the resolution, with a
period at the very end
D. Be sure that the operative clauses are clear and complete, yet concise.
E. Do enough research before writing so that your stand is fully informed on the subject and you can write an
intelligent and persuasive proposal
F. Resolutions should not be more than one page long
73
Lesson 7: Resolution Sample
Committee: Political
Topic: Failed States
Country: Gabon
The General Assembly,
Reaffirming Article 73 of the United Nations Charter, which elucidates the United Nations responsibility to
help nations develop free self-government and political institutions,
Deeply concerned that in 2011, the Failed States Index considered 123 states failed or in danger of failing,
Alarmed that out of the top 20 failed states listed by the Failed States Index, 14 are African,
Emphasizing that the problems of failed states have international impact and that it is in the best interest of the
international community that action is taken to revise these states,
Recognizing that in 2006, failed states classified as Alert experienced an average of 30.4 transnational
terrorism incidents by location,
Observing that stable states, some of whom have their own financial problems, often need to contribute
significant amounts of money to aid failed states,
Finding failed states experience common problems such as inefficient governing systems and economic deficits,
Realizing that many failed states lack active interest in revising their governing systems and lack of change
sometimes results in active upheaval, which further requires the United Nations to intervene to varying levels of
success,
Bearing in mind this leads to frustration and financial stress on part of both stable and failing states, which is
damaging to international relations and trade,
Noting that the presence of peacekeepers in failed states such as the Democratic Republic of Congo and Sudan
has not shown appreciable effect in improving the conditions of these countries,
1) Proposes a 1 USD tax on all international flights for the purpose of creating a fund to be allocated to
failing states under committee approval,
2) Recommends that failed states request economic aid and by doing so, agree to the following conditions:
i. UN political advisors will be sent to failed states with the purpose of making quarterly reports
to the UN on the conditions of their inefficient governments,
ii. Countries will work closely with advisors to plan how the UN financial aid will be used, under
the supervision of advisors,
iii. Countries will participate in biannual conferences to show evidence they are actively
restructuring their failing judicial and economic systems,
iv. The committee will issue deadlines for governments to demonstrate to the UN that
improvements are being made with the financial aid they have been issued
v. If improvements are not being made, financial aid may be immediately withdrawn
vi. If significant improvements is demonstrated, the amount of financial aid may be raised
3) Further enlists a committee called the UNPARC (United Nations Proposal and Regulation Committee)
which may submit proposals to the failed state in order to increase the rate at which the state is
restructuring.
74
Lesson 7: Building a Model United Nations Club: Researching your Country

Objective
Students will research their assigned country
Warm-up
Ask the students,
How is living in your assigned country different than living in the United
States?
How is living in North Korea different than living in the United States?
From your assigned country?
Procedure
Each student will be given the country research sheet and will fill out by using
variety of sources including
UN CyberSchoolBus: Countries At a Glance
UN CyberSchoolBus: InfoNation
Freedom House
CIA Factbook
Countrys UN mission webpage
Fill out research sheet
Write a short speech to present to the class/committee in which students
describe their country
All students should ask at least two questions during the presentations
Closure
More experienced members should critique the speakers.
Presentation skills: eye contact with audience, loud enough for audience to
hear, no distracting movements (rocking, excessive hand gestures)
Engaging but focused speech: speech helped audience connect with and
appreciate the country described, but speaker did not ramble or present
irrelevant facts / stories
Knowledge of country: speaker was able to answer audience questions clearly
and confidently
75
Lesson 7
Model United Nations Country Research sheet
Name____________________
_____
Partner(s) _____________________
Country_______________________
Government
1. Country
____________________
2. Region
____________________
3. Neighbors
____________________
4. Leadership, political system_____________________________________________
5. Official Language ____________________
6. Suffrage
____________________
7. Military expenditures
____________________
8. Give 1 example of how religion or cultural issues play a role in politics/foreign policy:
_____________________________________________________________________
9. How does Freedom House classify this country? Why? ________________________
_____________________________________________________________________
_____________________________________________________________________
10. Current disputes ____________________________________________________
_____________________________________________________________________
Population
11. Total
____________________
12. Population density____________________
13. Annual growth rate
____________________
14. Rural/urban ratio
____________________
15. Languages
________________________________________
16. Ethnic make-up ________________________________________
17. Religions
________________________________________
Economy
18. Economic System
____________________
19. Gross Domestic Product (GDP) ____________________
20. Standard of Living
____________________
21. Development status __________________________________________________
22. Energy sources _____________________________________________________
23. Industries _________________________________________________________
24. Natural Resources ___________________________________________________
25. Major trade partners
_________________________________________
26. Trade blocs/associations _________________________________________
27. What kind of economic situation is your country in? Is it stable?
_________
_____________________________________________________________________
Health
28. Life expectancy
29. Infant mortality
30. Physicians available
____________________
____________________
____________________
76
Education
31. Adult literacy rate ____________________
32. Compulsory age for education ____________________
United Nations information
33. Date admitted
____________________
34. How much do they pay in dues per year ____________________
35. Have they been paying their dues
____________________
36. Has the UN ever intervened in this country? If so, why? _____________________
_____________________________________________________________________
37. Do they contribute to peacekeeping? How? _______________________________
_____________________________________________________________________
38. Have they signed the UN Declaration of Human rights and the two covenants?
yes__ no__
39. Have they ever been sighted for Human Rights violations by the United Nations? If so, why?
___________________________________________________________
_____________________________________________________________________
40. What is their human rights record? ______________________________________
_____________________________________________________________________
41. What are four challenges that currently and/or recently affected this country?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________
42. Are there ethnic/cultural issues that are challenges within the country? If so, what are they?
_____________________________________________________________
_____________________________________________________________________
43. Are there refugee problems in this country? If so, what are they? ______________
______________________________________________________________________________________
____________________________________________________
77
Lesson 7: Building a Model United Nations Club: Researching your Topic

Objective
Students will research the assigned topic of this years Model UN [Note: countries
and debate topics are determined, and resources are given, at the organizational
meeting of the WACCT MUN]
Warm-up
After all of the topics have been assigned, ask the club what is the most unusual
sounding topic?
Procedure
Hand out Model UN information on topic with resources and have students research
the topic
Share internet resources to aid in researching topic
Research resolutions already passed by the actual United Nations on the topic
Have students write a 1-page summary of the topic which includes what they believe
would be their countrys viewpoint of the issue. This might occur after the UN trip
to New York City so some students will accurately know how their country thinks
on this issue
Students present speeches to entire club or divided by committees
Closure
Students will then brainstorm possibilities for resolutions beginning the process of
choosing at least one for their country
78
Lesson 7: Building a Model United Nations Club
Model United Nations resources on the Internet

(Click on links: all links current as of March 2012)
Websites that are the most helpful:
United Nations System of Organizations www.unsystem.org/
United Nations Bibliographic Information System http://unbisnet.org
United Nations Association of the USA resource page http://www.unausa.org/links
International Law Documents http://zvon.org/law/
A Summary of United Nations Agreements on Human Rights http://www.hrweb.org/legal/undocs.html
US State Department background notes on world countries http://www.state.gov/r/pa/ei/bgn/
CIA Fact Book https://www.cia.gov/library/publications/the-world-factbook/
Freedom House http://www.freedomhouse.org/
Library of Congress Country studies http://lcweb2.loc.gov/frd/cs/cshome.html
UN Charter http://www.un.org/en/documents/charter/index.shtml
All other websites categorized alphabetically:
Africa
Africa Action www.africaaction.org
Africa Confidential www.africa-confidential.com
African Development Bank Group www.afdb.org/
African Union www.africa-union.org
Disarmament
Organizations for the Prohibition of Chemical Weapons www.opcw.org
Economics
Bretton Woods Project www.Brettonwoodsproject.org
Multilateral Investment Guarantee Agency www.miga.org
Environment
A Rocho International http://en.arocha.org/home
Agua Bolivia www.aguabolivia.com
Amazon Watch www.amazonwatch.org
Canadian Institute for Environmental Law and Policy www.cielap.org
Canadian Nature Federation www.cnf.ca
Caribbean Conservation Association www.caribbeanconservation.org
Center for International Climate and Environmental Research www.cicero.uio.no
Center for International Earth Science Info Network www.ciesin.org
Center for International Environmental Law www.ciel.org
Center for Science and Environment www.cseindia.org/index.html
Cloud Forest Alive www.cloudforestalive.com
Consultative Group on International Agriculture www.cgiar.org
Conservation Council of South Australia http://www.conservationsa.org.au/
Conservation International www.conservation.org
Cousteau Society, Inc. http://www.cousteau.org/
Desert Research Foundation of Namibia www.drfn.org.na
Earth Action www.earthaction.org
Earth Society Foundation www.earthsocietyfoundation.org
Earth Summit Watch www.earthsummitwatch.org
79
Earth Trust www.earthtrust.org

Earth Watch Institute www.earthwatch.org
Environmental Liaison Center International www.elci.org
Environmental Defense www.environmentaldefense.org/home.cfm
Europarc Federation www.europarc.org
European Center for Nature Conservation www.ecnc.nl
European Environmental Bureau www.eeb.org
Fauna and Flora International www.fauna-flora.org
Forrest, Trees and People Program www.cof.orst.edu/org/istf/ftpp.htm
Friends of the Earth www.foe.co.uk
Green Alliance www.greenalliance.org.uk
Green Line www.greenline.org.lb/new/index.html
Greenpeace International www.greenpeace.org
International Association of Water Quality www.IWAHQ.org.uk
International Institute for Environment and Development www.iied.org
International Water and Sanitation Center www.irc.nl
National Ground Water Association www.ngwa.org
National Resources Defense Council www.nrdc.org
National Wildlife Federation www.nwf.org
Nature Conservancy http://nature.org
Panos Institute www.panosinst.org
People and Planet www.peopleandplanet.net
Rainforest Action Network www.ran.org
Taigi Rescue Network www.taigarescue.org
Tata Energy Research Institute www.teriin.org
Unit for Sustainable Development and Environment www.oas.org/usde
Water Environment Federation www.wef.org
Wildlife Trust www.wpti.org
World Watch www.worldwatch.org
World Water Council www.worldwatercouncil.org
World Wide Fund for Nature www.panda.org
Human Rights
American Civil Liberties Union www.aclu.org
Amnesty International www.amnesty.org
Anti-Slavery International www.antislavery.org
Center for Economic and Social Rights www.cesr.org
Corporate Watch www.corpwatch.org
Cultural Survival. www.cs.org
Derechos Human Rights www.derechos.org
Doctors without Borders http://www.doctorswithoutborders.org/
Earth Rights International www.earthrights.org
Eleanor Roosevelt Center at Val-Kill www.ervk.org
Human Rights Advocates, Inc. www.humanrightsadvocates.org
Human Rights Watch www.hrw.org
International Alert www.international-alert.org
International Human Rights Law Group www.hrlawgroup.org
International League for Human Rights www.ilhr.org
Kurdish Human Rights www.KHRP.org
Marie Stopes International www.mariestopes.org.uk
Minority Rights Group www.minorityrights.org
Organization for Defending Victims of Violence http://odvv.org/en/
80
Oxfam www.oxfaminternational.org
Peoples Union for Civil Liberties www.pucl.org
Physicians for Human Rights http://physiciansforhumanrights.org/
Survival for Tribal Peoples www.survival-international.org
Tapol (human rights with a focus on Indonesia) http://tapol.gn.apc.org
Tibetan Center for Human Rights and Democracy www.tchrd.org
Indigenous People
International Workgroup for Indigenous Affairs www.iwgia.org
Intergovernmental Organizations (Non-UN Affiliated)
Asian Human Rights Commission http://www.ahrchk.net/
The Caribbean Community http://www.caricom.org
Commonwealth Secretariat http://www.thecommonwealth.org
Comprehensive Nuclear-Test-Ban Treaty Organization http://www.ctbto.org/
The European Union http://europa.eu/
The G-8 (Information center not proprietary to the G8) http://www.g7.utoronto.ca
International Monetary Fund http://www.imf.org
League of Arab States
http://www.arableagueonline.org/wps/portal/las_en/home_page/!ut/p/c5/04_SB8K8xLLM9MSSzPy8xBz9C
P0os3gXy8CgMJMgYwOLYFdLA08jF09_X28jIwN_E6B8JG55C3MCuoNT8_TDQXbiNwMkb4ADOBro-3nk56bqFRGVHjqOioCAKQoUKM!/dl3/d3/L2dBISEvZ0FBIS9nQSEh/
North Atlantic Treaty Organization http://www.nato.int
Organization of American States http://www.oas.org
Organization for Economic Cooperation and Development http://www.oecd.org/home/
Organization of the Islamic Conference http://www.oic-oci.org
Organization of Petroleum Exporting Countries http://www.opec.org/
Organization for the Prohibition of Chemical Weapons http://www.opcw.org/
Organization for Security and Cooperation in Europe www.osce.org
The Western European Union http://www.weu.int/
Intergovernmental Organizations (UN-Affiliated)
Economic and Social Commission for Asia and the Pacific http://www.unescap.org/
Economic and Social Commission for Western Asia http://www.escwa.org.lb/
Economic Commission for Latin America and the Caribbean http://www.eclac.cl/default.asp?idioma=IN
Inter-Agency Network on Women and Gender Equality http://www.un.org/womenwatch/ianwge/
Inter-Agency Working Group on Evaluation now United Nations Evaluation Group (UNEG)
www.uneval.org
International Atomic Energy Association http://www.iaea.org
International Court of Justice http://www.icj-cij.org/homepage/index.php?lang=en
Organization of the Islamic Conference http://www.oic-oci.org
International Law Commission http://www.un.org/law/ilc/
International Seabed Authority www.isa.org.jm
International Tribunal for the Law of the Sea www.itlos.org
The Joint United Nations Programme on HIV/AIDS http://www.unaids.org
United Nations Center for Human Settlements www.unhabitat.org
United Nations Chief Executives Board for Coordination http://www.unsystemceb.org/
United Nations Committee on International Trade Law www.uncitral.org
United Nations Common Supply Database www.uncsd.org
United Nations Compensation Commission www.uncc.ch
United Nations Conference to Combat Desertification www.unccd.int
United Nations Conference on Trade and Development www.unctad.org
United Nations Development Programme www.undp.org
United Nations Division for the Advancement of Women http://www.unwomen.org/
81
United Nations Division for Sustainable Development http://www.un.org/esa/sustdev/index.html

United Nations Environment Programme www.unep.org
United Nations Educational, Scientific and Cultural Organization www.unesco.org
United Nations Framework Convention on Climate Change http://unfccc.int/2860.php
United Nations High Commissioner for Refugees http://www.unhcr.ch/cgibin/texis/vtx/home
United Nations Industrial Development Organization www.unido.org
United Nations Institute of Disarmament Research www.unidir.org
United Nations International Children's Emergency Fund (UNICEF) www.unicef.org
United Nations International Civil Service Commission http://icsc.un.org/
United Nations International Drug Control and Crime Prevention www.undcp.org
United Nations Interregional Crime and Justice Research Institute www.unicri.it
United Nations Non-Governmental Liaison Service http://www.un-ngls.org/spip.php?page=sommaire
United Nations Office for Outer Space Affairs www.oosa.unvienna.org
United Nations Office for the United Nations Commissioner on Human Rights http://www.ohchr.org
United Nations Population Fund http://www.unfpa.org/
United Nations Research Institute for Social Development www.unrisd.org
United Nations Social Policy and Development Division http://social.un.org/index/
United Nations Standing Commission on Nutrition www.unsystem.org/scn
United Nations Sustainable Development http://www.un.org/esa/dsd/
United Nations System Network on Rural Development and Food Security www.rdfs.net
United Nations System Staff College www.unssc.org
United Nations University www.unu.edu
United Nations Volunteers www.unv.org
Universal Postal Union www.upu.int
The World Bank www.worldbank.org
World Food Programme www.wfp.org
World Health Organization www.who.int
World Intellectual Property Organization www.wipo.int
World Meteorological Organization www.wmo.ch
World Tourism Organization http://unwto.org/
World Trade Organization www.wto.org
Population/Development
Academy for Educational Development www.aed.org
Action Canada for Population and Development http://www.acpd.ca
African Economic Research Consortium www.aercafrica.org
Association for Stimulating Know How www.askindia.org
Athletes United For Peace www.athletesunitedforpeace.org
Bank Information Center www.bicusa.org
British Overseas NGOs for Development www.bond.org.uk
Care International www.careinternational.org
Center for Development and Enterprise www.cde.org.za
Center for Development and Population Activities www.cedpa.org
Center for Sustainable Development www.cenesta.org
Forum for the Future www.forumforthefuture.org.uk
Global Development Network www.gdnet.org
Grassroots International www.grassrootsonline.org
Helvetas / Swiss Intercooperation http://helvetas.org/wEnglish/index.asp
Interaction/ www.interaction.org
International Institute for Sustainable Development http://www.iisd.org/
Jamaica Conservation and Development Trust http://jcdt.org.jm/html/
Mercy Corps http://www.mercycorps.org/
82
MSNepal www.msnepal.org
Namibia Nature Foundation www.nnf.org.na
One World www.oneworld.net
Population Services International www.psi.org
Practical Action http://practicalaction.org/
Women
Action for Southern Africa www.actsa.org
African Gender Institute http://web.uct.ac.za/org/agi
Alan Guttmacher Institute http://www.guttmacher.org/
Associated Country Women of the World www.acww.org.uk
Association for Women in Development www.awid.org
Association for Women in Science www.awis.org
Association of Junior Leagues International www.ajli.org
Captive Daughters www.captivedaughters.org
Center for Reproductive Rights www.crlp.org
Engender Health www.engenderhealth.org
Equality Now www.equalitynow.org.
Face to Face www.facecampaign.org
Family Care International www.familycareintl.org
Family Health International www.fhi.org
Federation of American Women's Club Overseas www.fawco.org
Global Alliance for Women's Health www.gawh.org
Global Fund for Women www.globalfundforwomen.org
International Center for Research on Women www.icrw.org
International Community of Women Living with HIV/AIDS www.icw.org
International Planned Parenthood www.ippf.org
International Women's Health Coalition www.iwhc.org
Isis International Women www.isiswomen.org
National Council of Women of Canada www.ncwc.ca
National Organization for Women www.now.org
Rainbow www.rainbo.org
Safe Motherhood www.safemotherhood.org
Social Watch www.socialwatch.org
Womankind Worldwide www.womankind.org.uk
Women in Security, Conflict Management and Peace www.furhdi.org
Women's Environment & Development Organization www.wedo.org
Women's Federation for World Peace International www.wfwp.org
Women's International League for Peace and Freedom http://www.wilpf.org/
Other
Board Source www.boardsource.org
Global Exchange http://www.globalexchange.org/
ITeM-The Third World Institute www.item.org.uy
MAP International www.map.org
United States Institute of Peace http://www.usip.org/
Peace Corps http://www.peacecorps.gov/
Public Services International http://www.world-psi.org/
Solidaridad International www.solidaridad.org
The Synergos Institute www.synergos.org
Stakeholder Forum for a Sustainable Future http://www.stakeholderforum.org/sf/
United States Institute of Peace http://www.usip.org/
83
Objective
Warm-up
Procedure
Closure
Evaluations/
Assessments
Home
Learning
Lesson 7: Building a Model United Nations Club: Current Events

Students will research current events and report their findings to the class.
Ask the class, Why does researching and/or debating current events aid in preparing for
Model UN?
Ask the class about a particularly important event that has taken place very recently
Give background on the event
Either have students bring a news article into class or teacher provides relevant articles
Find news articles from the following websites:
o New York Times
o Washington Post
o BBC
o Al-Jazeera
Students read news articles and share their findings
Students practice public speaking
Students ask questions
o If an unfamiliar area, this could be the next topic for research
This can be used for warm-up or the entirety of a meeting
A current events quiz
Students find news articles
84
Lesson 7: Building a Model United Nations Club
Media and News Websites

Aljazeera http://english.aljazeera.net/HomePage
Asia Media http://www.asiamedia.ucla.edu/
Asia Times Online http://www.atimes.com/
The Australian http://www.theaustralian.news.com.au/
British Broadcasting Corporation http://news.bbc.co.uk/
Brazzil http://www.brazzil.com/
China Daily http://usa.chinadaily.com.cn/
The Christian Science Monitor http://www.csmonitor.com/
The CIA World Factbook http://www.cia.gov/cia/publications/factbook/index.html
CNN World Report http://www.cnn.com/WORLD/
The Economist http://www.economist.com/
Express Media (Links to Various Media Sites) http://www.expressindia.com/
The Financial Times http://news.ft.com/home/us
Foreign Affairs Online http://www.people.virginia.edu/~rjb3v/rjb.html
Gateway to Russia http://www.gateway2russia.com/
The Guardian http://www.guardian.co.uk/
The New York Times http://www.nytimes.com/pages/world/index.html
NGO Watch http://www.ngowatch.org
The Telegraph http://www.telegraph.co.uk/
United Nations http://www.un.org
The Wall Street Journal http://online.wsj.com/public/us
The Washington Post http://www.washingtonpost.com/
WWW Virtual Library http://www.etown.edu/vl/newsourc.html
Zona Europa http://www.zonaeuropa.com/
Zona Latina http://www.zonalatina.com/
85
Lesson 8: Treaty of Versailles Model UN Simulation : A Global Debate on Conflict, Cooperation

and Conflict
Objectives Discover the reasons why nations went to war and how they made peace
Discover the reasons why the treaty would lead to more conflict in the 20th Century
Simulate how the United Nations may have avoided World War II if it had been in
existence
Warm-up
(Optional) Who should pay the $1+ Trillion in costs associated with our wars in Iraq and
Afghanistan?
Students should recognize that war is an expensive proposition and that paying for a
war is an important consideration in the planning and execution during battle and
reconstruction after it is over.
Procedure
This lesson is the culminating activity of a World War I unit.
o Students should be extremely familiar with MANIA (militarism, alliances,
nationalism, imperialism, assassination), the causes of World War I, and the
total war that took place (trenches, poison gas, u-boats, air war, etc.)
Students should be divided up either individually or in pairs.
The Fourteen Points are your blueprint for peace. Students should put the Fourteen
Points into their own words using the attached worksheet.
Have students familiarize themselves with the geography involved. Map included on
Fourteen Points PowerPoint slide.
Either assign or have them pick countries for the simulation.
o Your list of countries may be limited to European countries and nationalities;
o or expanded to include all countries and nationalities involved in World War I;
o or further expanded to countries such as Ethiopia and Cuba which could add
interesting historical perspective or even speculative interests such as Israel or
Zionists which could also preface a unit on the Middle East.
A list usually always consists of the following countries and interests
Austria-Hungary
Great Britain
Serbia
Russia
Germany
France
Ottoman Empire
United States
This list would be countries and nationalities added if class size allows. Add or
subtract countries as it fits your curriculum
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Netherlands
Egypt
Israel
Bulgaria
China
Japan
Italy
Portugal
Ethiopia
Cuba
Belgium
India
Iraq
Iran
Mexico
86
o
o
Canada
Australia
Ireland
Each country should write a resolution that addresses at least (3) of their concerns.
o While they should be representing their country appropriately, they should
also be keeping in mind that they are trying to prevent a future war.
o In other words, we are simulating how World War II could have been
avoided.
o Germany IS allowed to fully participate.
o Resolutions should be written based on the Fourteen Points.
o Follow all procedures for writing resolutions as described in the earlier
lesson, unless the teacher chooses another method to deliver proposals such
as through speeches.
o You may choose to use the attached Documents and OPTIONS chart.
Closure
Assessment
As in the real Model United Nations, it there may not be enough time to debate
every countrys resolution.
o Therefore, the teacher may choose the top ten resolutions for debate.
Prepare the room as in the Model United Nations Security Council or Committee
room, whichever suits the size and make-up of the class.
Resolutions should be passed out and every delegate should have one.
Debate should occur following the rules discussed in the earlier lesson.
Finish as many of the resolutions as you can, time permitting.
Use the attached Discussion sheet scorecard for class participation.
After completing the simulation, it is important to compare what happened in the
classroom vs. what happened at the real Treaty of Versailles conference(s).
Students can research on their own or it can be done as part of a lecture.
o Attached is a worksheet and a PowerPoint that addresses many of the topics
involved.
o You may also wish to look at the attached League of Nations charter.
Class discussion on the following questions:
o What are the differences between the class conference and the real
conference?
o Which conference did a better job in trying to prevent future conflict?
o How could the modern United Nations have prevented future conflict?
Written assessment in which students answer the following questions: (attached)
o How did the actual Versailles Treaty try to resolve conflict and promote
cooperation between states?
o Based on the differences between the class treaty and the actual treaty, how
do you believe the actual Treaty of Versailles will create future conflict in
the 20th century?
87
Fourteen Points by Woodrow Wilson January 1918

We demand that the world be made fit and safe to live in; and particularly that it be made safe for
every peace-loving nation which, like our own, wishes to live its own life, determine its own
institutions, be assured of justice and fair dealing by the other peoples of the world as against force and
selfish aggression. Our program is:
I. Open covenants (agreements) of peace, openly arrived at, after which there shall be no private
international understandings of any kind
II. Absolute freedom of navigation upon the seas
III. The removal, so far as possible, of all economic barriers and the establishment of an equality of
trade conditions among all nations
IV. Adequate guarantees given that national armaments will be reduced to the lowest point consistent
with domestic safety
V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict
observance of the principle that in determining all questions of sovereignty the interests of the
populations concerned must have equal weight with the government whose title is to be determined
VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as
will assure her of a sincere welcome into the society of free nations under (her own) institutions
VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit
the sovereignty which she enjoys in common with all other free nations
VIII. All French territory should be freed and the invaded portions restored, and the wrong done to
France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world
for nearly fifty years, should be righted, in order that peace may once more be made secure in the
interest of all
IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of
nationality
X. The peoples of Austria-Hungary should be accorded the freest opportunity of autonomous
development
XI. Romania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia
accorded free and secure access to the sea; and international guarantees of the political and economic
independence and territorial integrity of the several Balkan states should be entered into
XII. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty, but
the other nationalities which are now under Turkish rule should be assured an undoubted security of
life and an absolutely unmolested opportunity of an autonomous development, and the Dardanelles
should be permanently opened to all nations
XIII. An independent Polish state should be erected which should include the territories inhabited by
indisputably Polish populations, which should be assured a free and secure access to the sea
XIV. A general association of nations must be formed under specific covenants for the purpose of
affording mutual guarantees of political independence and territorial integrity to great and small states
alike
88
An evident principle runs through the whole program I have outlined. It is the principle of justice to all
peoples and nationalities, and their right to live on equal terms of liberty and safety with one another,
whether they be strong or weak
Put the Fourteen Points into your own words:

I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
89

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This Model United Nations curriculum, in Lessons 1-6, is intended to help students

Lesson 1: History of the United Nations

Fifty-Five million people died in World War II.1

United States Holocaust Memorial Museum1

Class discussion on final two questions

More focused and in-depth learning about the United Nations.

1946-1952 - Trygve Lie (Norway)

Accomplishments of the United Nations:

Lesson 2: Role of the United Nations

Lesson 2.c asks students to research and report on current UN activities as

World Affairs Council of Connecticut Model UN Curriculum 2013

of each body. Time permitting; a whole-class discussion should be initiated

More detailed research into some of the UN subcommittees listed on the UN

UN at a Glance and a multitude of other resources for learning

UN organizational chart pdf

World Affairs Council of Connecticut Model UN Curriculum 2013

Kofi Annan farewell address transcript

The Truman Presidential Museum & Library has a more extensive

Section I: New Century, New Challenges from the Millennium Report

2. Summarize the five life-lessons Sec. Annan highlights in his speech:

Read points 1-17 and answer the following:

Lesson 3: Relevance and Effectiveness of the United Nations

Students will recall the history of the founding of the UN.

Lesson 3.a Determining the Goals of the United Nations

The United Nations is the preeminent institution of multilateralism. It

World Affairs Council of Connecticut Model UN Curriculum 2013

the organization or do you think it will adapt over time?

The relevancy/effectiveness debate provides a good opportunity to continue using

Lesson 4: The United Nations and Crises

Students will be able to define the term genocide.

World Affairs Council of Connecticut Model UN Curriculum 2013

Students will analyze different sources of information for their value

Lesson 4.a Defining Genocide

World Affairs Council of Connecticut Model UN Curriculum 2013

effectiveness of the United Nations. Each group will prepare an assessment

Report on new initiatives for action such as Responsibility to

How do the organization and procedural rules of the United Nations,

At any given time, the United Nations is involved in trying to resolve

Raphael Lemkin American Scholar article from 1946, reproduced on

Internet Modern History Sourcebook - UN Resolution 260, 1948

Audio file from the 1948 UN Conference

United States Holocaust Memorial Museum

Lesson 4.b and 4.c:

Dallaire, Romeo. Shake Hands with the Devil. Random House

World Affairs Council of Connecticut Model UN Curriculum 2013

Shake Hands with the Devil, 2004. White Pine Productions.

Hotel Rwanda, 2004. MGM/United Artists, starring Don Cheadle.

Huffingtonpost.ca article in which Dallaire criticizes the film Hotel

PBS Frontline Ghosts of Rwanda

Peterson, Scott. Me Against My Brother: At War in Somalia, Sudan

Power, Samantha. A Problem From Hell America and the Age of

Comprehensive site on the Rwandan genocide with history, firsthand

Judicial Responses to Genocide: The International Criminal

Article on reconciliation from the UNs humanitarian news service

Truth, Justice, and Reconciliation in Africa: Issues and Cases.

Rwandan Stories: Aftermath

Two sites with survivors stories:

World Affairs Council of Connecticut Model UN Curriculum 2013

Amnesty International article on Gen. Romeo Dallaire

BBC Rwanda Profile: http://www.bbc.co.uk/news/world-africa14093238

CBC article on Dallaire

Press release from UN Memorial Conference on Rwanda Genocide

Yale University Genocide Studies Project