MUN Madness: Diplomatic Delegates Unite!

10th Grade

Project
5 weeks

MUN Madness: Diplomatic Delegates Unite!

Thuc-Anh Vo

CCSS.ELA-Literacy.L.9-10.1

CCSS.ELA-Literacy.L.9-10.2

CCSS.ELA-Literacy.L.9-10.3

CCSS.ELA-Literacy.L.9-10.6

CCSS.ELA-Literacy.RH.9-10.1

+ 16 more

Purpose

The purpose of this Mock United Nations project is to engage 10th-grade students in a dynamic, real-world simulation that enhances their understanding of international relations and diplomacy. Through role-playing as country delegates, students will develop critical thinking, research, and communication skills while addressing complex global issues. This project fosters collaboration, encourages diverse perspectives, and cultivates students' ability to articulate and defend their positions effectively in a global forum.

Learning goals

Students will develop the ability to critically analyze international issues and articulate their assigned country's position through research and debate. They will enhance their writing skills by crafting position and resolution papers, adhering to standard English conventions and effectively using domain-specific vocabulary. Students will engage in collaborative discussions, practicing diplomacy and negotiation, while refining their public speaking skills through structured presentations. They will also learn to evaluate diverse perspectives, synthesize information from multiple sources, and apply feedback to improve their work.

Standards

CCSS.ELA-Literacy.L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.9-10.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.9-10.6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis
CCSS.ELA-Literacy.RH.9-10.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-Literacy.RH.9-10.9 - Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.3 - Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.W.9-10.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Products

Throughout the project, students will create several products, including a detailed position paper that articulates their country’s stance on assigned issues and a polished opening speech for the conference. During the TOSMUN conference, they will collaboratively draft and present resolution papers, showcasing their negotiation and diplomatic skills. The culmination of the project is a public debate where students present their resolutions, which are documented through photos and videos shared on the TOSMUN website.

Launch

Kick off the project with a dynamic "Country Research Scavenger Hunt." Students work in teams to uncover specific information about their assigned countries using diverse resources, such as UN databases and news articles, fostering collaborative research and critical analysis. This engaging activity sets the stage for the Mock United Nations conference by immersing students in the geopolitical landscape and sparking curiosity about their roles as delegates.

Exhibition

Students will participate in a public debate during the TOSMUN conference, engaging with peers from all classes and external students from other schools. They will present their position papers, deliver opening speeches, and partake in moderated and unmoderated caucuses, showcasing their resolutions to a broad audience. The event will be documented with photos and videos, some of which will be uploaded to the TOSMUN website for public viewing, allowing students to share their work with a wider community.

Week 1	Day 1	Day 2	Day 3
Activities	Project Launch and Introduction - Initiate the Mock United Nations project with an engaging introduction to the concept, roles, and objectives, and explain the Country Research Scavenger Hunt (15 min) Country Research Scavenger Hunt - Work in teams to gather introductory information about assigned countries using a variety of resources, focusing on basic demographics, culture, and geopolitical standing (30 min)	Research Skills Workshop - Conduct a session on effective research strategies, focusing on identifying reliable sources and advanced search techniques to support the MUN project (20 min) Country Profile Development - Begin developing a detailed country profile by compiling research findings and organizing information on demographics, culture, and international relations (25 min)	Collaborative Discussion on Country Profiles - Share and discuss country profile findings with peers, focusing on key insights and identifying areas needing further research (20 min) Position Paper Outline - Start drafting an outline for the position paper, focusing on structuring arguments and identifying areas for deeper investigation (25 min)
Deliverables	1. Position Paper Outline - By the end of the week, each student should submit an outline of their position paper, including the key issues, their country's stance, and supporting evidence from their research.
Preparation	1. Prepare a presentation on MUN structure and roles, ensuring it includes visual aids and examples. 2. Create a list of countries, councils, and topics for students to choose from. 3. Compile a set of resources for the scavenger hunt, including links to UN databases, news articles, and country profiles. 4. Design a rubric for evaluating position paper outlines, focusing on clarity, coherence, and evidence-based reasoning. 5. Arrange materials and space for group discussions and collaborative reflection sessions.

Week 2	Day 1	Day 2	Day 3
Activities	Position Paper Drafting Session - Begin drafting the position paper by articulating your country's stance on the assigned issue, incorporating initial research findings and citing reliable sources (45 min)	Peer Review and Feedback - Exchange position paper drafts with peers to provide and receive constructive feedback, focusing on clarity, coherence, and adherence to MUN standards (20 min) Revision Workshop - Revise position papers based on peer feedback, refining arguments and ensuring accurate citation of sources (25 min)	Opening Speech Preparation - Craft an opening speech that summarizes your position paper, emphasizing key points and practicing effective delivery techniques (25 min) Rules of Procedure Practice - Engage in a mock session to practice MUN rules of procedure, ensuring familiarity with debate protocols and procedures (20 min)
Deliverables	1. Draft Position Paper: An initial version of the position paper articulating the country's stance on the assigned issue, supported by evidence from research.
Preparation	1. Prepare a list of reliable sources, including UN databases and news websites, for students to access during their research. 2. Develop a peer review rubric that outlines criteria for providing constructive feedback on position papers. 3. Organize a workshop on effective writing techniques, focusing on clear argumentation, organization, and use of evidence. 4. Set up a schedule for peer review sessions, ensuring each student has a partner to exchange feedback with.

Week 3	Day 1	Day 2	Day 3
Activities	Position Paper Finalization - Refine and finalize the position paper, ensuring clarity of arguments, correct grammar, usage, and citation of sources as per MUN standards (45 min)	Opening Speech Rehearsal - Practice delivering the opening speech in front of peers, focusing on effective communication, confidence, and adherence to time limits, followed by peer feedback (25 min) Feedback Reflection - Reflect on peer feedback and make improvements to speech content and delivery style, enhancing clarity and persuasiveness (20 min)	Draft Resolution Workshop - Collaborate in groups to draft initial resolutions, identifying key issues and proposing solutions based on research and negotiation skills (30 min) Resolution Feedback Session - Present draft resolutions to peers for constructive feedback, focusing on content validity and diplomatic language (15 min)
Deliverables	1. Revised Position Paper 2. Draft of Opening Speech
Preparation	1. Compile feedback for position papers from Week 2 2. Prepare guidelines and examples for impactful opening speeches 3. Organize materials and resources for Rules of Procedure workshop 4. Set up peer review sessions with structured feedback forms

Week 4	Day 1	Day 2	Day 3
Activities	Resolution Draft Refinement - Collaborate in groups to refine resolution drafts, focusing on incorporating diplomatic language and ensuring alignment with country positions (25 min) Feedback and Revision Session - Exchange resolution drafts with peers for feedback, concentrating on the clarity of arguments and feasibility of proposed solutions (20 min)	Resolution Presentation Practice - Practice presenting resolutions to the class, emphasizing clear communication, persuasive language, and adherence to time constraints (25 min) Feedback Reflection and Improvement - Reflect on presentation feedback to refine resolution content and delivery, enhancing persuasiveness and clarity (20 min)	Mock Conference Simulation - Engage in a full mock conference simulation, practicing the roles of delegates, and applying rules of procedure in a realistic MUN setting (30 min) Debrief and Reflection - Participate in a debrief session to discuss performance, highlighting areas of strength and identifying opportunities for improvement before the final conference (15 min)
Deliverables	1. Draft resolution paper that incorporates collaborative input and feedback from peers and teachers. 2. Revised opening speech, refined based on feedback and practice sessions.
Preparation	1. Provide access to resources on UN Rules of Procedure and examples of resolution papers for reference. 2. Set up a mock conference environment in the classroom, including seating arrangements and necessary technology for effective communication. 3. Prepare feedback rubrics for draft resolution papers and speeches, focusing on clarity, coherence, and adherence to conventions. 4. Schedule time for peer review sessions and ensure students have access to collaborative tools for drafting and revising documents. 5. Arrange for recording equipment or devices to help students review their practice speeches and improve their delivery.

Week 5	Day 1	Day 2	Day 3
Activities	Conference Preparation and Role Assignment - Organize final preparations for the Mock United Nations conference, reviewing roles and responsibilities within each council (15 min) Speech Finalization and Dress Rehearsal - Practice and finalize opening speeches with attention to formal English and debate protocols in a dress rehearsal setting (30 min)	Mock United Nations Conference Day 1 - Participate in the first day of the Mock United Nations conference, delivering opening speeches and engaging in moderated caucuses (45 min)	Resolution Drafting and Feedback Session - Collaborate with other delegates to refine resolution drafts, integrating feedback from chairs and fellow delegates (25 min) Reflection and Debriefing - Reflect on conference experiences, discussing challenges and successes in representing assigned countries effectively (20 min)
Deliverables	1. Final Resolution Paper: Each student submits a well-researched and collaboratively drafted resolution paper, representing their country's stance and proposed solutions to the assigned issue. 2. Public Debate: Students participate in the TOSMUN conference, presenting their resolutions and engaging in discussions with peers and external students.
Preparation	1. Arrange the room for the TOSMUN conference to simulate an authentic UN setting, with appropriate seating and audio-visual equipment. 2. Prepare a rubric for assessing students' resolution papers and public debate performance, ensuring alignment with the project standards. 3. Coordinate with community partners, such as UN offices, to provide insights or feedback during the conference, enhancing the real-world relevance of the simulation. 4. Organize technical support for recording the event, including photos and videos, to document the students' participation and performance. 5. Ensure availability of reference materials, such as UN databases and news articles, to support students in refining their resolutions.