Grade 11, Communication Skills

Part 3 (final part) - Unit 2-International Diplomacy-Intervention

Model United Nations (MUN) Security Council Simulation

Overview:
This third and final part of Unit 2 is called Intervention. It deals with the instances in which the
world acts to intervene in a crisis situation. This section is a Diplomacy-major version of an
MUN Security Council Simulation to be used in the classroom. The Issue being debated is, “The
Responsibility to Protect returning refugees and internally displaced persons (IDPs) inside
Syria when the Syrian Civil War ends.”

These materials are appropriate for both those have coached MUN for years and those who
are new to MUN. By studying the UN and its member states, Model UN students gain
invaluable insight into international affairs and develop comfort with complex texts and MUN
debates. These skills are prerequisites to the development of writing and logical reasoning skills
that are emphasized in debating and on the matriculation exam.

As in all MUN simulation experiences, students research their assigned country’s positions on
the issue and prepare position papers (the country’s policy on the issue). In the simulation,
they present position papers, debate and, in blocs together with their allies, draft and vote on
resolutions.

For those with a lot of coaching experience, note that this packet differs from other MUN
Simulation materials in that it emphasizes the development of collaborative negotiation skills.
Additionally, it contains a more detailed background guide and student templates to guide
their reading and writing. These guidelines include effective methods of collecting, organizing
and interpreting information. 
 Students will learn strategies to support their becoming
independent and insightful researchers.

This packet guides teachers through the whole MUN experience. Those doing MUN for the
first time, it is challenging, but extremely rewarding. The Grade 11 diplomacy curriculum and in
particular the simulation formats used thus far were designed to build skills, with each
simulation taking students to the next stage and helping them feel increasing comfort and
capability. For example, in the Davos Forum students were given country placards with country
positions while now, in MUN, students will create a country profile, and research their
country’s positions. In addition, unlike Davos where students simply voted to prioritize three
given resolutions, students will now draft and vote on their own resolutions.

*For those wishing to run simulations on alternate topics, the following are also available at the
open source site. Note, the Syria simulation has been changed completely, therefore please use
the one we have adapted/developed here.

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http://www.unausa.org/global-classrooms-model-un/education-initiatives

Teacher Guidelines

Materials: the following is a complete list of handouts for easy reference. Handouts will be
listed throughout the guidelines in relevant sections. All of the following are separate
attachments:

 5-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-teacher guidelines

 5a-Unit 2-Int’l Diplomacy-Weeks 7-12-Intervention-MUN-Handout 1-Security Council
Reference Sheet
 5b-Unit 2 –Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Handout 2-Research
Guide-Ralph. This guide was adapted from the original written by Ralph Amelan from
the American Center, Jerusalem. It contains links and tips on how to locate country
policies on any number of issues.
 5c-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Handout 3-Background
Guide-Syria
 5d-Unit 2-Weeks-Int’l Diplomacy-7-12-Intervention-MUN Handout 4- Global
Classrooms activities guide; use the following pages: (Note: the activities guide is a
open source PDF. The handout numbers listed below are for that guide only and
originate from its authors. You will see the numbers at the tops of pages inside the
guide.)
o Background Guide Graphic Organizer” (Handout 2, page 7)
o Caucusing Groups, (Handouts 6, 6a, 6b, pages 19-21); and
o Writing a Resolution, (Handouts 8a, 8d, 8e, pages 31, 32, 34)
 5e-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Teacher Guidelines-A New
Leaf-Negotiation Lesson II
 5f-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Handout 5-A New Leaf
Negotiation Game-Drawings
 5g-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN- -Handout 6-Writing a
Resolution-additional guidance
 5h-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Placards

Stages of this Model UN Simulation:

1. Assign Security Council Countries – (5a-Handout 1-Security Council Reference Sheet)

2. Country Research-students build country profile of their assigned country
(5b-Handout 2-research guide; 5d-Handout 4, pages 19-21)
3. Background Guide – students read background guide (5c-Handout 3) and complete
Graphic Organizer (5d-handout 4, page 7)
4. Issue Research (5b-Handout 2) – students research their country’s policy on the issue

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 5. Negotiation Skills lesson II – positions and interests (5d-Teacher guidelines; 5e-
Handout 4)
6. Writing the Position Paper – this is their country’s policy on the issue (format in this
document).
7. Simulation – formal debate – reading of position papers (guidelines in this document.)
8. Informal Debate-Unmoderated Caucus-delegates meet with their allies and draft
resolutions together. (5c-Handout 3-pages 31, 32, 34;)
9. Writing the Resolution with Allies- (5g-Handout 6- Writing a Resolution-additional
guidance)
10. Formal Debate and Moderated Caucus – reading and debating of resolutions
11. Voting

1. Assign Security Council Countries

Materials:
Separate Attachment:
1. Handout 1 (5a-Handout 1-Security Council Reference Sheet)

Procedure
 Teacher assigns students the Security Council countries. In a Model UN simulation or
conference students represent the positions of their countries, not their own personal
views. This is an important distinction. In Model UN, students become “delegates”
and are called, for example, the “the delegate from France” or the “the delegate from
Russia.”

Begin by assigning students the Security Council countries listed below:

The United Nations Security Council (UNSC) is composed of 15 members: five
permanent members – the victors of World War II: The United States, China, France,
the United Kingdom and the Russian Federation. These five countries can veto any
substantive resolution, meaning they can prevent the resolution from passing.

The remaining 10 seats on the Council rotate between other nations that serve
two-year terms. Currently, the rotating seats are held by: Bolivia, Egypt, Ethiopia,
Italy, Japan, Kazakhstan, Senegal, Sweden, Ukraine and Uruguay.

 Distribute to students - Handout 1-Security Council Reference Sheet contains

information about the Security Council for the simulation. Go over the reference
sheet with students. Their understanding early on of the role and mandate of the
council is important to the success of the simulation.

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2. Country Research

Materials:
Separate Attachment:
 Handout 2 (Unit 2 –Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Handout 2-
Research Guide-Ralph). This guide was adapted from the original written by Ralph
Amelan from the American Center, Jerusalem. It contains links and tips on how to
locate country policies on any number of issues.

5d-Unit 2-Weeks-Int’l Diplomacy-7-12-Intervention-MUN Handout 4- Global

Classrooms activities guide; use the following pages: (Note: the activities guide is a
open source PDF. The handout numbers listed below are for that guide only and
originate from its authors. You will see the numbers at the tops of pages inside the
guide.)
o Background Guide Graphic Organizer” (Handout 2, page 7)
o Caucusing Groups, (Handouts 6, 6a, 6b, pages 19-21)

Procedure:

 Begin country research: Once students receive their country assignments, the first
stage is to familiarize themselves with their countries in a number of areas, creating a
country profile.

 They will begin by researching their country's general information and culture.

 Email to students Handout 2 (Unit 2 –Int’l Diplomacy-Weeks-7-12-Intervention-MUN-

Research Guide-Ralph). This guide contains many links and will be more effective if
students receive a digital copy.
 Assign Handout 2Section 1 – Country Research. Ask students to answer all questions
in this section. Handout 1 is a research guide; it includes a list of questions and links
where students can find the answers to the questions. Allow several days to 1 week
for this.

 IMPORTANT: Caucusing Groups - The following questions (the last few) in Section 1-
Country Research in the research guide ask students to find which international and
intergovernmental organizations their countries belong to. The questions are as
follows:
13. Does your country belong to any intergovernmental organizations outside
the UN system such as the North Atlantic Treaty Organization (NATO) or the
Organization of the Petroleum Exporting Countries (OPEC)?

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 14. Does your country belong to any regional organizations such as the
European Union (EU), the African Union (AU) or the Organization of American
States (OAS)?

15. Does your country belong to any trade organizations or agreements such as
the North American Free Trade Agreement (NAFTA) or the Organization for
Economic Cooperation and Development (OECD)?

The organizations that your country belongs to are blocs that in MUN simulations are
referred to as “Caucusing Groups”. Knowledge of these allies is important during the
simulation when the students break for unmoderated caucusing -- a break during which
delegates are free to roam around the room to meet with other delegates - their allies -
bloc members often draft resolutions and vote the same to get resolutions they favor to
pass.

Distribute to the students – Handout 4 (5c-Unit 2-Weeks-Int’l Diplomacy-7-12-

Intervention-MUN Handout 3- Global Classrooms Activities guide) use the following
pages:
o Caucusing Groups, Handouts 6, 6a, 6b, pages 19-21

Students will determine which the caucusing groups they are in and fill out page 20
(using chart on page 21).

3. Background Guide – Students read the background guide

Materials:
In separate attachments:
 5c-Handout 3 – (Unit 2-Weeks 7-12-MUN-Background Guide – Syria)
 5d-Handout 4 (Unit 2-Weeks 7-12-MUN-Global Classrooms-Activities guide
o Use: page 7 “Handout 3: Background Guide Graphic Organizer” - DEPP.

Procedure:
 Students read the Background Guide (Unit 2-Weeks 7-12-MUN-Handout 3-Background
Guide-Syria) Allow 1 week for students to read background guide and complete the
graphic organizer.
 Note that the background guide is longer than usual. It is a challenging subject, so as
well, unlike most MUN background guides, there are a few lines at the end of each
section for students to write summary points.
 1st Reading: While reading the guide, students should highlight or underline key terms,
documents, dates or definitions that will be necessary for both research and discussion.
They should keep in mind that other delegates will also be reading the guide thoroughly
and will be referring to terms and events explained in it during the conference. 

 2nd Reading: Background Guide Graphic Organizer: After a first reading, students go

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 over the Background guide a second time, this time using the “Background Guide
Graphic Organizer”. This is a DEPP Guide
(Description/Explanation/Problem/Prescription). This can be found in Handout 4-
Weeks 7-12-Global Classrooms Activities Guide -- page 7 “Handout 4: Background
Guide Graphic Organizer.

Students (referred to as “Delegates”) use guides to get an overview of the topic and
then continue researching to gain further insight and to develop their individual country
positions. This template provides excellent guidance for students reading the
background guide. It helps them focus on the main events underlying or contributing to
the problem. Students will identify the main stakeholders in regards to the problem as
well as the main events underlying or contributing to the problem.

DEPP Graphic Organizer -- Possible Answer Key

a. Stakeholder #1 – Assad regime / Iran / Russia / Hezbullah
b. Stakeholder #2 – The rebels (Syrian opposition) – no need to break it down
c. Stakeholder #3 The US-led international coalition
d. Stakeholder #4 – ISIS
e. Other possible stakeholders – Turkey //Kurds
Define the Problem: When the war ends, there will be over 4.5 million refugees and over 6
million internally displaced persons (total of 13 million in need of assistance). Some
refugees will have been permanently resettled, but most are expected to return home once
it is safe (See 1951 UN Refugee Convention.)
Explanation of how the problem can be solved: Here students will use the background
they’ve gained in the Doctrine of the Responsibility to Protect and decide on various
measures that can be taken. (Allow all logical explanations)
Prediction of what will happen if things continue as they are: It is already the worst
humanitarian disaster of the century. If things continue, this would entail a lost generation
that could become vulnerable to coercion into radical groups, extreme poverty on a
massive scale. All the elements that will only feed into further war and misery. (Allow all
logical predictions)
Prescription of what needs to be done: Here as in “Explanation” students will use the
background they’ve gained in the doctrine of Responsibility to Protect and decide on
various ways that this can be carried out. (Allow all logical prescriptions)

NOTE: for “Explanation” and “Prescription” students may and should refer to what they
learned in Unit 2-Week 6 –the Responsibility to Protect (Unit 2-Week 6-Handout 4)

 Later, they may relate the points they make in their DEPP Graphic Organizer to their
country’s history. The next step will be for students to find out if their countries played
a role in any significant developments regarding the issue.

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4. Issue Research

 Materials:
Unit 2-Weeks 7-12-Handout 2-MUN Research Guide-Ralph. Here students will refer to Part 2-
issue research.

Direct students to “Part 2-Committee Issues Research” of Handout 2 (Unit 2-Weeks 7-12-
Handout 2-MUN -Research Guide-Ralph). This section provides students with a number of
useful links to help them research their countries’ policies on the issue for the simulation.

The Simulation Topic:

The Responsibility to Protect returning refugees and internally displaced persons (IDPs)
inside Syria when the Syrian Civil War ends.

This part of the research is the most complex. Teachers may wish to book computer rooms for
these lessons in order to help facilitate the research. As well, some if not most research will be
done at home.

Here students will focus their research on learning what their countries’ policies are on the
issue. This research provides students with the information they need in order to begin the
final steps, writing a) a policy statement (a country’s position on the issue); and b) a resolution
(a call for action).

5. Writing the Position Paper

Position papers present a country’s national view on a particular topic. It is delivered as a

speech of approximately 60 seconds at the beginning of the simulation. In the position paper,
the delegate explains his/her country’s policy on the issue and what the country has done to
help the relevant people involved solve the issue. As the position papers are read at the
beginning of the simulation, delegates note which countries are their allies. Later, together
with their allies, delegates join forces and write resolutions.

There are two formats for writing Position Papers (called policy statements at the American
School’s conference, TIMEMUN) that teachers/students may choose from- use whichever
works best for you/your students.

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Format 1 – UNA USA Global Classrooms (Here you may use Template A or B)

Template A
1. Introduction: 

a. Background on your country and its history concerning the topic and committee
b. How the issue affects your country.

2. Background: 

a. National and foreign policy;
b. Specific actions taken by the government; 

c. Conventions, resolutions, and other UN actions your country supported or opposed; 

d. Quotes from government officials and statistical data to back up your position.

3. Conclusion: 

a. Your country’s recommendations to the committee on how best to resolve the issue;
b. How the position of other countries affects your country’s position;
c. What your country would like to accomplish in the committee’s resolution.

Template B

1st Paragraph – Opening Statement (2-4 sentences)

 Why is this topic important for the committee to address?
 Why does your country care about this topic?
 What is your country’s policy on this topic?

2nd Paragraph – National Actions (2-4 sentences)

 Is the topic an issue in your country?
 What actions has your country taken to address the issue on a national level?

3rd Paragraph – International Actions (2-4 sentences)

 How has your country addressed the issues on an international level?
 What actions has your country taken on the issues on an international level?
 What conventions, treaties and resolutions has your country supported on this issue?
 What organizations that address this issue is your country a member of?
 Do you have quotes from government officials on this issue?

4th Paragraph – Recommendations for Action (2-4 sentences)

 What role would your country like to see the international community take to address
the problem?
 What are your country’s recommendations to the committee on how to best resolve
the issue?

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Link to a sample position paper – Format 1:
http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-
preparation/position-papers/sample-position-paper

Format 2 - the “TIMEMUN” Policy Statement.

Called policy statements at TIMEMUN, this format uses a very simple structure: three
paragraphs, is your country’s position on an issue in the past, present, and future. This is the
simplest format and very helpful for those new to MUN. It is approximately 30-60 seconds
long and is given at the beginning of the simulation.

Structure: 3 paragraphs

Past
 Your country’s policy on the issue in the past.
 Includes background on the topic in general.
Present
 Your country’s policy on the issue in the present.
Future
 Your country’s policy on the issue in the future.
 Possible solutions to the problem.

Link to sample TIMEMUN policy statement:

http://timemun.net/policy/

Tips: DO NOT just restate information found in the topic guide. DO NOT just list facts. Give
recommendations on issue specifics.

Keep in mind that position papers should demonstrate knowledge of both the topic and the
country’s views on it. To do this, the delegate should frame his/her nation’s perspective in
terms of solutions proposed in the past or the views of regional blocs and countries that share
their country’s position. It is also important to examine prior UN resolutions, decisions,
declarations or reports. Statistics and quotes from international documents often give
compelling factual support for your arguments.

Do not forget to provide reasonable suggestions for action. This is the most important part of a
position paper, as it will serve as the basis for debate at the conference. Many students leave
this out, or call for vague cooperation on the issue, rather than working out specific proposals.

Ultimately, student research should culminate with the creation of a national position on the
topic at hand. In some cases, they will be able to find speeches or press releases from their

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government outlining their positions on the issue. These can usually be found on the
government’s webpage or, if the nation’s representative has spoken about the topic at the UN,
through the UN Bibliographic Information Service. (See Handout 2-Unit 2-Weeks 7-12-MUN
Research Guide-Ralph)

When developing a country’s position, delegates should think of ways to convince other
nations to agree with this viewpoint. 

If students are having trouble finding their nation’s
position on a topic, it is often helpful to determine the position of their nation’s bloc. Blocs are
informal or formal alliances of nations with similar social, economic or political interests. For
many countries, particularly smaller ones, blocs are useful for gaining influence in committee—
nations from the same bloc often combine resources and votes to advance their position in
light of other, perhaps more influential nations. 
Delegates should determine if their nations
belong to any regional alliances, such as the European Union or Association of Southeast Asian
Nations (ASEAN). Also look to see if other blocs around the world have general stances on the
issue. This will help predict the arguments of other nations without having to research each
one individually. Many times, countries will belong to several overlapping blocs (e.g. the Arab
League and the Islamic bloc).

Be aware that it is not always possible to find information on the position of a specific country
on a specific topic. Rather, by having a firm understanding of a country’s government,
demographics and policies, and an in‐depth knowledge of the topic for debate, students should
be able to make inferences and draw conclusions about their nations’ policies. Students may
also search for existing policies of other nations that they believe their own country would be
willing to support or implement.

6. Negotiation Skills Lesson

Materials:
 Teacher Guidelines – (5e-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-
Teacher Guidelines-A New Leaf-Negotiation Lesson II)
 Handout 5 – (5f-Unit 2-Int’l Diplomacy-Weeks-7-12-Intervention-MUN-Handout 5-A
New Leaf-Drawings
 Before running the simulation, the students will learn negotiation skills by playing the
negotiation game “A New Leaf”. This is a negotiation game, the second in our
Diplomacy Course (the first was at the conclusion of the Davos Forum) that teaches
Position/Interest.

 Read the guidelines. Implement the lesson in class before the simulation.

 After the debriefing of the game, your class is ready for the simulation.

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7. The MUN Simulation

Materials:
Handout 4 (Unit 2-Int’l Diplomacy-Weeks 7-12-Intervention-MUN-Handout 4-Global
Classrooms Activity Guide)
USE:
b) Writing a Resolution, Handouts 8a, 8d, 8e, pages 31, 32, 34]
 Handout 6 (Unit 2-Int’l Diplomacy-Weeks 7-12-Intervention-MUN-Writing a
Resolution-additional guidance )

Overview:

MUN simulations use formal procedure. The following are vocabulary words for the most basic
terms:
Delegate – A person who represents a country in an official capacity.
Formal debate – Formal debate revolves around the speakers list. Delegates use this
time to deliver prepared speeches about country positions, recommendations for
action, and resolution ideas.
Moderated caucus – A moderated caucus involves discussion outside of the speakers
list. The chair calls on delegates one-by-one to deliver short speeches.
Placard – A sign that is labeled with a country name that represents a country’s
delegation. This sign is raised when a delegate wishes to be recognized in a committee
session.
Speakers’ List – This is the list that directs formal debate. The chair usually controls
the list of countries waiting to speak.
Unmoderated caucus – In an unmoderated caucus, the rules of debate are
suspended. Delegates may leave their seats and discuss the topic freely with
other delegates.



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 MUN Simulation Procedure – Reference Page

BASIC RULES TO FOLLOW IN A SIMULATION:

 The Chair is in charge and decides who speaks.

 You always address the chair when you speak, not other delegates.
 You must raise your placard to show that you want to speak and may do so only
once the current speaker has finished.
 There will be a speaking time set for how long each delegate may speak at one
time.

FORMAL DEBATE OR USING SPEAKERS’ LIST.

 This is the default setting for all debate. If you want to have any other type of
debate or discussion, you must “motion” for it, have your motion seconded, and
then have it agreed upon by a simple majority vote.

Speakers’ list basics:

 Your country or stakeholder can be on the speakers list only once at any
given time.
 After you speak and your country is removed, you can immediately ask to be
added back to the Speaker’s list.
 There are two ways to get added to the speakers list:
o When the chair asks for delegates wishing to speak.
o By passing a note to the chair.
o
YIELDING:

If you don’t use all your speaking time that is OK, but you must give the extra time to
someone else in one of the following ways by saying:
“I yield my time to…”
 The chair (this is the most common yield)
 Another delegate (they would have asked you before)
 To questions (one other delegate may ask a question of you and
you get the remaining time to answer.)

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INFORMAL DEBATE: MODERATED CAUCUS

In a moderated caucus, the debate is much faster and sticks to a specific issue.

Moderated Caucus Basics:

 There is no speakers’ list.

 Only for a set amount of time (usually 5-15 minutes)
 Chair asks for delegates who wish to speak and picks delegates one at a time.
 Speaking time limit is shorter, 30-45 seconds.
 There are no yields.

SUSPENSION OF RULES: UNMODERATED CAUCUS

This is the part where delegates get up and move around the room to talk to other
delegates to negotiate and work on resolutions. It is set for a specific time, usually 15-
20 minutes.

Points and Motions

If you want to… Then raise your placard and say

Ask the chair a question
Make a request related to your comfort
(room temperature, inability to se a visual,
inability to hear the speaker, etc.)
Have an informal debate where the Chair
decides who speaks
Have an informal debate with no rules
Stop talking and vote
End the session
Point of inquiry
Point of personal privilege
Motion for moderated caucus (for what
purpose? For how long?)
Motion for unmoderated caucus (for how
long? For what purpose?)
Motion to close debate
Motion to adjourn

Point of Information: a question to another delegate (during moderated caucus)

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 Guidelines for conducting the simulation

Note: Students guide the entire committee session at actual Model UN conferences.
For example, students suggest and vote on speaking times. However, students may
need more support/direction during in-class simulations. The following procedures
provide chair-directed structure so students become accustomed to the usual format
of Model UN debate.

Teacher is the committee chair. Bang gavel and say “Welcome to the Model UN Security
Council session on The Responsibility to Protect returning refugees and internally
displaced persons (IDPs) inside Syria when the Syrian Civil War ends.”
1. Say: “I will now call roll. Please raise your placard and say ‘Present,’ when your
country is called.”
2. Call each country name (traditionally done in alphabetical order). Students raise
placard and say “Present.”
3. Say: “The chair will now open the speakers list to begin formal debate.”
4. Say: “The speaking time will be set at (60) seconds. All those in favor, raise your
placards.” [gesture /encourage students to raise placards, as it is simpler if the vote
passes] (Count votes.) “All those opposed, raise your placards.” (Count votes)
5. Say: “With ____(number of) votes, the motion passes and the speaking time is set at
(60) seconds.” [If the motion does not pass, say “…the motion fails” then make
speaking time motion again with different time length.]
6. Say: “All those wishing to be added to the speakers list, please raise your placard at
this time.” Students raise placards.
Remind students to take notes so they know which position each country supports
and will be able to negotiate better. Speakers’ list speeches are the prepared
position papers.
i. Record country names (those with raised placards) on a list. You will
cross the country name off as the delegation speaks.
ii. Call first country on the list. Delegates present Position Papers. When
delegate finishes speech, ask: “Is the delegate open to Points of
Information?” [Points of Information are questions.] If delegate says
yes, then say: “All delegates wishing to ask points of information,
raise your placards now.” Call on delegates to ask points of
information.

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7. After each speech, say, “Thank you honorable delegates from _________.” Then
“The chair now recognizes the delegates from ______(next country on list).”

8. Unmoderated Caucus

When delegates finish presenting the policy statements, Chair calls for an
unmoderated caucus. In an unmoderated caucus, the rules of debate are suspended.
Delegates may leave their seats and discuss the topic freely with other delegates.
The purpose of the unmoderated caucus is to allow delegates to meet with countries
that agree with theirs (allies) and begin drafting resolutions.

Reminder: students should know who their blocs are (allies) from the research they
did earlier in the unit.

Unmoderated caucus:
1. “The committee will now move to an unmoderated caucus for 15-20
minutes.”
2. To end caucus: “The time for unmoderated caucus has expired. Delegates
will now return to our seats.”

3. Allow delegates time to draft resolutions together.

9. Writing the Resolutions with Allies

 Unit 2-Weeks-7-12-MUN Handout 4- Global Classrooms Activities guide (use

the following pages:
o Writing a Resolution, Handouts 8a, 8d, 8e, pages 31, 32, 34
 Unit 2-Weeks-7-12-MUN-Handout 6-Writing a Resolution-additional guidance

The resolution is the final stage of the committee work. A resolution contains all the
proposed solutions to a topic. The ultimate goal of the committee sessions is for
delegates to come up with written solutions to the problems they are trying to solve.

Basics of a Resolution

A resolution is a document that contains all the issues that the committee wants to
solve and the proposed solutions to that issue. It’s called a resolution because that’s
what the United Nations calls the documents they produce. Technically, the resolution
should be called a draft resolution before it is voted upon and then called a resolution
after it is successfully passed during voting bloc.

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The ultimate goal of the committee sessions is for delegates to come up with written
solutions to the problems they are trying to solve.

How to Write a Resolution:

For this simulation we are using the UN Resolution format. Note for those who
participate in TIMEMUN – TIMEMUN uses clauses, which are a part of the resolution.

a. Beginner level with detailed guidelines: Handout 6 (Unit 2-Weeks-7-12-MUN-

Handout 6-Writing a Resolution-additional guidance)
In this attachment, you will find scaffolded instructions on how to write a resolution.
This can also serve as background material for the teachers.

b. Advanced level: For those who feel they can simply use a model and then get the
students writing, then distribute the following to students. Handout 4 (Unit 2-Weeks-7-
12-MUN Handout 4- Global Classrooms activities guide (use the following pages):
o Writing a Resolution, Handouts 8a, 8d, 8e, pages 31, 32, 34
These handouts include a sample resolution, a list of useful phrases and a template.

10. Reading Resolutions. When they finish writing their resolutions, they will present
them to the committee. In this case (unlike the traditional MUN procedure), one
delegate from each group will read them to the committee.

11. Moderated Caucus - After they have read, the chair will call for a moderated caucus.
A moderated caucus involves discussion outside of the speakers list. The chair calls
on delegates one-by-one to deliver short speeches.
a. Moderated caucus:
b. “The committee will now move to a moderated caucus for 10-15 minutes.
Any delegates wishing to speak may raise their placards. The speaking
time will be set at (30) seconds.
c. The chair calls on any country that wants to speak (no list). The same
country may speak more than once. Bang gavel at the end of 30 seconds
and go to a new delegation.
d. To end caucus: “The time for moderated caucus has expired. We will now
vote.”
12. Voting - Move to voting procedures
a. “As everyone on the speakers list has spoken, we will move into voting
procedures.”
b. “All those in favor of resolution (number/title), please
raise your placard. (Count votes. Simple majority wins.)

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 c. “Resolution (number of title) passes with (number of votes).” OR “With only
(number of votes), recommendation (number or title) fails.”
d. Repeat i. and ii. for each proposed resolution.
13. End of Committee Session
“The chair would like to thank the honorable delegates for their participation in today’s
committee session. (Tap gavel) Committee

Materials are adapted from sources as credited and http://www.unausa.org/global-classrooms-

model-un/how-to-participate; https://education-resources.wikispaces.com/Introduction+to+Model+UN

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