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10th Grade  Project 5 weeks

MUN Madness: Diplomatic Delegates Unite!

Thuc-Anh V
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
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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.