Overseas Family SchoolModel United NationsInterdisciplinary Unit

Grade 7, Quarter Four, 2016

Preparation and Participation Booklet

Fairness and Development

How can the United Nations Human RightsCouncil help to ensure fair development

worldwide?

Name:

Role(s): Ambassador Chair Co-Chair Director Delegate

State:

Committee Issue Statement (copy from page 6) :

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Index1. My State

2. Our Language

3. Ambassador's opening speech

4. Committee issue research

5. Criterion B: Synthesizing

6. Draft Position Paper

7. State Resolutions Review

8. Final State Resolution

9. Interdisciplinary Performance

10. Criterion D: Reflecting

11. Note Grid and Protocol

12. General Overview and Committee Schedule

13. Voting Protocol and Roles

7.01 Japan 7.02 France 7.03 Ukraine 7.04 South Africa 7.05 Turkey 7.06 Brazil 7.07 China 7.08 UnitedStates 7.09 Russia

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The Aims of the United Nations• To keep peace throughout the world.• To develop friendly relations between nations.• To work together to help people live better lives, to end poverty, disease and

illiteracy in the world, to stop environmental destruction and to encourage respect for each other's rights and freedoms.

MUN IntroductionThe Model United Nations allows you to create realistic solutions to some of

humanity's most important issues.You develop your understanding of a State's point of view through collaborative

background research with your homebase peers.

Delegates develop listening, presenting and negotiating skills when representingtheir States and when caucusing (negotiating, persuading and collaborating) with other State delegates. All delegates try to find a realistic and mutually acceptable solution to their committee room issue statement.

Through sharing your State views with other State representatives, you begin to understand the difficulty of creating workable solutions to international issues.

To prepare for the MUN conference you should:1. Know the UN system.2. Become familiar with your State's history, culture, political structure, and

current political issues.3. Learn about your State’s viewpoints on as many of the issues that will be

discussed at the conference as you can.4. Know your allies and your opposition. In order to represent your State during

the conference, you will interact with delegates from other States. Knowing theirpoints of view on your topic will help you predict their arguments in debates.

5. Be familiar with current statistics on your topic and State.6. Review the rules and procedures for your conference. These rules are

intended to help the group reach an agreement on the issue.

"Model United Nations: Prepare - UN Cyberschoolbus." Welcome to the United Nations: It's Your World. Web. 25 Nov. 2011. <http://www.un.org/Pubs/CyberSchoolBus/>.

Dress code: https://www.ofs.edu.sg/resources/munofs/munofs-vii/dress-code/

Try to also wear an accessory, symbol or colours that represent theculture of your MUN State (like a small flag).

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1. My StateUsing the Online Research Portal collaborate with your delegate partner:

Factual questions:1. What is our national language and other major languages used in our State?

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2. What is our gross domestic product per capita (PPP)?

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3. Who is our current leader and what is our main political party?

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4. Are we in the UN Human Rights Council? Are any of our close neighbour States in the UNHRC?

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Conceptual questions:1. How do our human rights compare to our neighbours?

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2. How green is my State?

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3. What Percentage of Women in are government in my State?

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Debatable question:1. What should be the main priority for my State to develop in the next twenty years?

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Recent significant events:

What has been happening in our State? Why have we been in the international news recently?

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2. Our LanguageThis section is to be completed in Language Acquisition classes only (from week

starting 23 May).

Write these sentences in your MUN OFS official language, with only the greetingin your State language. You will be provided with a link to the Language Acquisition online sources to research the language, protocols, customs and etiquette to ensure intercultural awareness.

Hello my name is... and I represent the State of... and I look forward to a productive committee meeting.

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Thank you for listening to my State's position on this issue and I hope we can agree on our finalresolution.

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3. Ambassador's opening ceremony speech.Collaborate to develop your State's one minute Ambassador's speech.

Include: Greetings in your national language. (Include any special customs to do with greetingsin your State’s non-English language). General introduction to your State. Unique and special features of your State in relation to Fairness and Development and the committee issue statements included in this MUN event. Refer to at least three of the main issues that are of particular concern for your State and what your State expects to achieve in this MUN event. Include at least one visual slide for projecting. Use this box for notes about your Ambassador’s speech:

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Grade 7 MUNIDU issue statements

1. In accordance with Article 39 of the UNSC, all States involved in the Syrian proxy war must pay reparations for all damages caused by 2020.

2. In accordance with the first resolution adopted by the General Assembly in 1946 calling for “the elimination from national armaments of atomic weapons…”, all States that have nuclear weapons within their territories must be subject to a total trade embargo by 2020.

3. In compliance with the UN Conventions on the Rights of the Child, all States must eliminate child labour by 2018.

4. In accordance with the United Nations 1951 Refugee Convention, all States must allow unrestricted entry and support for Syrian refugees within their territories.

5. In accordance with Article 21 of the Universal Declaration of Human Rights, all states must ensure equal numbers of male and female government officials by 2020.

6. In accordance the United Nations Human Right to Education, all states must provide free university education for all citizens.

7. In accordance with Article 25 of the UDHR, all States must reduce nitrogen oxide emissions and improve the health of citizens by replacing all fossil fueled vehicle engines with electric (Tesla) or hydrogen powered engines by 2020.

8. In accordance with Article 19 of the Universal Declaration of Human Rights, all States denying people freedom to express their opinions in any form of media without censorship should be subjectto a total trade embargo until freedom of expression is ensured.

9. In accordance with the UN Declaration on the Right to Development, all States must completely

ban the use of coal powered electricity generation and replace it with renewable energy by 2020.

4. Committee issue inquiry for delegate pairs. Write

the name of your delegate partner here: ............................................................

Copy your issue statement to mind map below (center circle) and brainstorm aspects of your issue statement by completing the mind map.

Add notes and questions (factual, conceptual or debatable) around the issue statement to better understand the key concepts and main focus of the issue.

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Based on your issue statement, use the Online Research Portal to develop four (4) different Factual, four (4) Conceptual and one (1) unique Debatable inquiry question about this issue.

Your supervising teacher will check your understanding of your notes by closing thisbooklet and asking you to recount and explain your data and ideas. Each delegate and Chair will be asked to address the entire class to practice public speaking skills.

Delegate pairs should direct initial questions to the Chair and Co Chair whose role it is to lead delegates in this preparation.

Before starting your research, think about the relevance of your issue statement to the global community. Why does this issue matter and who does it impact globally? Note at least two (2) different opinions or perspectives on how your issue is or isn't important globally.

Notes:

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Factual Inquiry Question 1: Developed with guidance from your Mathematics teacher. ......................................................................................................................................................................................................................................

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Factual Inquiry Question 2: With guidance from your Language and Literature teacher

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Factual Inquiry Question 3: With guidance from your Sciences teacher.

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Factual Inquiry Question 4: With your Individuals and Societies teacher.

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Main Source for Factual Inquiry (MLA format):

Criterion C: Communicating: https://www.ofs.edu.sg/resources/ms-language-and-literature/cite-it-right/

Main Source: hand-write the source in this box (no printing and pasting):

Conceptual Inquiry Question 1: Focus on Fairness and Development in relation to your issue.

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Notes:

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Conceptual Inquiry Question 2: Focus on Fairness and Development in relation to your issue.

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Conceptual Inquiry Question 3: Focus on Fairness and Development in relation to your issue.

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Notes:

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Conceptual Inquiry Question 4: Focus on Fairness and Development in relation to your issue.

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Notes:

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Main Source for Conceptual Inquiry (MLA format):

Criterion C: Communicating: https://www.ofs.edu.sg/resources/ms-language-and-literature/cite-it-right/ Main Source: hand-write the source in this box (no printing and pasting):

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Debatable Inquiry Question 1: Linked to your studies of Fairness and Development across your different subjects as and Interdisciplinary Unit.

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Main Source for Debatable Inquiry (MLA format):

Criterion C: Communicating: https://www.ofs.edu.sg/resources/ms-language-and-literature/cite-it-right/ Main Source: hand-write the source in this box (no printing and pasting):

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5. Criteria B: Synthesising and C: Communicating

Identify your interdisciplinary understanding of either your issue statement ORthe Fairness and Development theme of this IDU, from the combined learning from two(2) subjects. Use bullet points in the Venn diagram below to show how two subjects helped your understanding.

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Communicate with clarity, organisation and coherence to explain your interdisciplinary understanding of the issue.

The explanation should show your interdisciplinary understanding of the issue that has developed from what you learned from two different subject areas.

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Identify your interdisciplinary understanding of either your issue statement ORthe Fairness and Development theme of this IDU, from the combined learning from twosubjects (one can be the same as previous page). Use bullet points in the Venn diagram below to show how two subjects helped your understanding.

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Communicate with clarity, organisation and coherence to explain your interdisciplinary understanding of the issue.

The explanation should show your interdisciplinary understanding of the issue that has developed from what you learned from two different subject areas.

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Should your State (not you personally) support the issue statement or not?

Yes or No (circle one) Why? List three specific reasons for your State to support (or not to

support) the issue statement.

Reason 1:

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Reason 2:

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Reason 3:

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6. Draft position paper: Introduction (preambulatory) and action (operative) clauses.

Study this example of a MUN resolution:General Assembly Third Committee 68th sessionTopic: “Limination of racism, racial discrimination, xenophobia and related intolerance”

The General Assembly,

Alarmed at the spread in many parts of the world of various extremist political parties, movements and groups, including neo-Nazis ... as well as racist extremist movements and ideologies,

Deeply concerned by all recent manifestations of violence and terrorism incited by violent nationalism, racism, xenophobia and related intolerance,

Recalling that in 2015 the international community will celebrate the seventieth anniversary of victory over Nazism in the Second World War, and looking forward in this regard to the initiative to hold a special solemn meeting at the sixty-ninth session of the General Assembly,

1. Expresses deep concern about the glorification of the Nazi movement ..., including by erecting monuments and memorials and holding public demonstrations in the name of the glorification of the Nazi past, the Nazi movement and neo-Nazism;

2.Stresses that any commemorative celebration of the Nazi Waffen SS organization and its crimes against humanity, whether official or non-official, should be prohibited by States, as outlined by the Special Rapporteur in his latest report to the General Assembly;

3. Recommends the increase of measures to raise awareness among young people of the dangers of the ideologies and activities of extremist political parties, movements and groups.

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"Update - National Model United Nations." 2014. 23 Nov. 2015 <http://www.nmun.org/ny_archives/ny14_downloads/BGGs/NY2014_BGG_GA3Update.pdf> (selected clauses)

A. Write the three (3) main things your State has already done or has considered about the issue statement.

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Now write three (3) introduction (preambulatory) clauses beginning each clause with one of the 'initiating phrases' in this list below. Do not refer to your own State in these preambulatory - they must apply to at least some OTHER STATES.

Acknowledging Affirming Alarmed by Aware of Believing Congratulating Declaring Deeply concerned Deeply convinced Deeply regretting Deploring Desiring Emphasising Having studied Keeping in mind Noting further Noting with appreciation Noting with approval Noting with deep concern Noting with regret Noting with satisfaction Observing Pointing out Reaffirming Realising Recognising Referring Takinginto account Taking into consideration Taking note Viewing with appreciation Welcoming

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B. What does your State want all other States to do now?Write three (3) things your State thinks ALL OTHER STATES should do about the issue. Do

not refer to your own State in these operatives - they must apply to all States.1......................................................................................................................................................................................................................................

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Now write three (3) action (operative) clauses beginning each clause with one of the 'initiating phrases' in this list:

Accepts Affirms Approves Asks Authorises Calls for Calls upon Condemns Congratulates Confirms Declares accordingly Deplores Designates Encourages Endorses Expresses its appreciation Expresses its hope Further invites Further proclaims Further recommends Further requests Further resolves Hopes Invites Proclaims Proposes Recommends Regrets Requests Resolves Seeks Strongly affirms Strongly condemns Strongly urges Suggests Supports Trusts Transmits Urges

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7. State resolutions review. Practice your draft resolution with your fellow delegates in

your State. The Chairs will call a delegate assembly to review all preambulatory andoperative clauses.

Each delegate pair will present their draft resolution to the State (class) and listening delegates will discuss points of interest and motions to amend.

This is practice for the MUN day event where delegates will go to different committee rooms and present their State resolutions. This is also practice for the Chairs to run a committee room delegate assembly.

Once the resolutions review begins, your teacher will talk as little as possible – all instructions and transitions from one delegate pair to the next will be organised by the committee Chair and Co-Chairs just like on the MUN day.

Listen carefully to each resolution and recommend ways it can be improved for your State.

If you cannot hear say "Point of personal privilege, audibility”. If you want information repeated or explained say "Point of information to the Chair". Then the Chair will ask you to stand and state your point, at which time you can ask the Chair for more information or a repeat.

Write any edits, comments and suggestions in the listening grid below. This will also be used on the day of the MUN event.

Start with the Ambassador's speech including State language greeting.

Comments, suggestions, feedback to delegates1. In accordance with Article 39 of the UNSC, all States involved in the Syrian proxy war must pay reparations for all damages caused by 2020.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

2. In accordance with the first resolution adopted by the General Assembly in 1946 calling for “the elimination from national armaments of atomic weapons…”, all States that have nuclear weapons within their territories must be subject to a total trade embargo by 2020.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

3. In compliance with the UN Conventions on the Rights of the Child, all States must eliminate child labour by 2018.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

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4. In accordance with the United Nations 1951 Refugee Convention, all States must allow unrestricted entry and support for Syrian refugees within their territories.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

5. In accordance with Article 21 of the Universal Declaration of Human Rights, all states must ensure equal numbers of male and female government officials by 2020.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

6. In accordance the United Nations Human Right to Education, all states must provide free university education for all citizens.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

7. In accordance with Article 25 of the UDHR, all States must reduce nitrogen oxide emissions and improve the health of citizens by replacing all fossil fueled vehicle engines with electric (Tesla) or hydrogen powered engines by 2020.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

8. In accordance with Article 19 of the Universal Declaration of Human Rights, all States denying people freedom to express their opinions in any form of media without censorship should be subject to a total trade embargo until freedomof expression is ensured.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

9. In accordance with the UN Declaration on the Right to Development, all States must completely ban the use of coal powered electricity generation and replace it with renewable energy by 2020.

Why does the speaking delegate dis/agree with this issue?

How would I improve the speakers' preambulatory and operatives:

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8. Final preambulatory and operative clauses. Based on the feedback from above, write your final resolution below:The MUN General Assembly,

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9. Interdisciplinary Performance.The Middle Years Programme uses Global Contexts to

explore the natural links between subjects and the realworld.

Your Performance Director will coordinate theperformance and be responsible for allocating roles andresponsibilities to all members of the homebase.

Develop a three to five (3-5) minute performanceinvolving everyone in your State class that shows how your current study in Maths, Language and Literature, Sciences and Individuals and Societies is related to Fairness and Development. Your homebase will present this performance in the UN General Assembly final day event.

Brainstorm some ideas – start with reviewing what you studied in your Quarter Three units and how they relate to Fairness and Development.

The class Chairperson will decide which lessons will be used to prepare and practice the performance. There will be an additional hour on both final MUNIDU days.

The Performance Director and Assistant Director are responsible for all aspects of the performance and will delegate all roles and responsibilities.

10. Criterion D: ReflectingAs a delegate you have been learning about Fairness and

Development issues in most of your lessons during this quarter:

Complete the table below:

Subject Area activitythat best relates to

your interdisciplinarylearning.

Approaches toLearning Skill being

developed in thisactivity

Benefits of thisActivity to

Understanding ofInterdisciplinary Unit

Limitations of thisActivity to

Understanding ofInterdisciplinary Unit

Sciences

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Insoc

Language and Literature

Maths

Language B

Example: InSoc Critical Thinking

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1a. Describe two (2) benefits of learning about Fairness and Development issues when combining knowledge from different subject areas. (Interdisciplinary learning).

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1b. Describe two (2) limitations of learning about Fairness and Development issues whencombining knowledge from different subject areas. (Interdisciplinary learning).1. .................................................................................................................................................................................................................................

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11. Notes grid and protocol while listening to other delegates in committee rooms.

If you cannot hear say "Point of personal privilege, audibility". If you want information repeated or explained say "Point ofinformation to the Chair". Then the Chair will ask you to rise and state your point, at which time you can ask the Chair for more

information or a repeat.

State ofSpeakingDelegates

Notes for negotiations:

7.01 Japan

Does the State support your State's view? Yes / No / Not yet sure Why / not?

Follow up question for clarification:

Answer from delegate:

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7.02 France Does the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.03 UkraineDoes the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.04 SouthAfrica

Does the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.05 TurkeyDoes the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.06 BrazilDoes the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.07 China Does the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.08 UnitedStates

Does the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

7.09 Russia

Does the State support your view? Yes / No / Not yet sure Why / not?Follow up question for clarification:

Answer from delegate:

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12. General overview and committee schedule.

Thursday 2nd June Homebase in usual rooms. Change to

UN clothes during homebase

Period 1: Opening MUN General Assembly

9:10 All students go to State rooms for 5 (five) minutes only.

9:15-9:20 All students go to the MS Activity Room in homebase groups for openingceremony.

9:25-9:30 General Secretary of the MUN begin proceedings when all State delegatesare seated.

9:30-9:50 Ambassadors introduce their States and delegates (with greetings etc in the most common non-English language of the State they are representing).

9:50-10:00 Formal address to MUN general assembly by invited speaker.

10:05 Break time

Period 2: Delegate State Resolutions

All speaking delegates must be standing before they speak.

10:25 All delegates move directly to appointed committee issue rooms.Chairs and Co-Chairs stay in homebase committee rooms.

10:25-10:30 Chairs and Co-Chairs call session to order.Begin session with welcoming speech and outline of proceedings and

protocol for delegates to observe during session.

10:30-10:55 Chairs introduce delegates in turn and begin delegate resolution speeches.All delegates read preambulatory and operative clauses in turn (with

greetings and endings in the State official language).Seated delegates listen to other state views on the issue and complete listening

notes.Delegates use protocol for points of information and requesting speakers to

repeat points.

10:55-11:25 Q&A session: All delegates repeat their State positions (and whether theyagree or disagree with the issue statement) and explain in plain English what they wantto achieve in the UN sessions today. Delegates then ask questions for clarification and points of information.

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Period 3: Negotiations (Caucusing)(Wait for supervising teacher to change before beginning next session)

11:25-11:30 Chairs begin caucus session by explaining the bi-lateral meetings table.

11:30-12:20 Each delegate pair will meet every other delegate pair for five minutes tonegotiate operative clauses (and preambulatory clauses if applicable).

Delegates should try to convince the other State delegates to support their operative clauses.

The issue statements can be modified or completely changed during these negotiations.

12:20-12:25 Chairs close bilateral meetings and delegates make preparations for final session.

12:25 Delegates break for lunch (leave all materials in room).

Protocol for exchanging ideas with foreign delegates.

• All State delegates will meet with all other State delegates at least once in this session. The meetings schedule will be projected.

• Delegate pairs will have five (5) minutes to meet and discuss the wording of their draft resolutions with their counterparts from other States. Always greet your fellow delegates in the official language and customs of your State before each negotiation.

• Focus on the wording of your preambulatory and operative clauses specifically.

• Explain why you wrote your resolution and why the other delegates should support your proposals.

• Listen to the other State's reasons for their different resolution and try to negotiate a compromise where both of you are happy with the final wording.

• If you cannot agree with a compromise, be ready to contend with that State when voting for the final draft resolution in the next session.

Protocol• Introduce yourself to the other delegate pair and offer to read your operative

clauses again if they need to review them.

• You will have notes about this State from the introductory session when all delegates read their resolutions.

• Be polite and considerate in your dealing with these foreign dignitaries and refer any inappropriate negotiations to the Chair.…............................................................................................................................................................

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Period 4: Final Committee ResolutionsAll speaking delegates must be standing before they speak.

1:25–1:30 Chairs begin final session by introducing final resolution protocol and proceedings.

1:30-1:55 Any delegate nominates a single preambulatory clause.• If the preambulatory is supported by any other delegate, it is written directly

on gDocs by the Co-Chair which is projected to the entire committee.• All delegates then nominate edits to the wording of that preambulatory phrase.• All edits are carried by simple majority vote.This is repeated until three (3) preambulatory phrases are agreed on by the

majority of committee delegates.

1:55-12:25 Delegates nominate single operative clauses.• If the clause is supported by any other delegate, it is written directly on

gDocs by Co-Chair.• All delegates then nominate edits to the wording of that operative clause.• All edits are carried by simple majority vote.This is repeated until three (3) operative clauses are agreed on by the majority

of committee delegates.Sometimes the wording of a final resolution can greatly affect the power of the

resolution. For example,

3. Calls upon States to respond quickly and generously to consolidated appeals for humanitarian assistance

...would be very different if we changed the words 'quickly', 'generously', 'humanitarian' to read...3. Calls upon States to respond slowly and economically to consolidated appeals for military assistance.

If you want to change anything in the wording of the final committee resolution you can get a hearing by raising your placard and (when recognised by the Chair) tell the Chair you want to suggest an amendment.

Be very careful that these amendments by opposing States do not destroy allyour hard won negotiations. All amendments are voted on as you practised in class.

Period 5: 2nd Last Performance Rehearsal(Wait for the supervising teacher to change before beginning the next session)

2:25 All delegates return to their State rooms and hand in their MUNIDU booklets.

2:30-3:25 States practice their final performance. Ensure everyone has a role in the performance and that it clearly relates to the Fairness and Development Global Context. Practice microphone use and coordination.

3:25-3:30 Delegates return placards and gavels and return desks to normal setup.

Hand in your MUNIDU Booklet for final assessment…............................................................................................................................................................

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Friday 3rd June Period 1: State Review of Final Resolutions and Delegate Vote

9:10 All students go directly to State homebase rooms (not committee rooms).

9:15-9:25 Committee Chairs prepare delegates with review of voting procedures and protocol. Project final resolutions onto the main screen for all delegates to review.

9:25-10:05 All Committee Room delegates present their final resolutions for discussion, consideration and voting by all delegates from the State homebase.

Chairs record overall homebase vote from all delegates for each issue for use in General Assembly.

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Period 2: Final Performance Rehearsal

10:25 All students return to same State rooms.

10:30-11:25 All students review and rehearse the State performance.Be sure any media support is taken to the activity room before 11am.…............................................................................................................................................................

Period 3 and 4: General Assembly Vote and Performance Presentations

11:25-11:30 All delegates go to General Assembly room and sit in State groups.

11:30 -11:35 General Secretary Chair will call session to order and introduce final voting event.

11:35-11:40 First Voting SessionCommittee Chair from issue 1 will be invited to share their final resolutions (projected for all candidates to read) according to voting procedures.Chairs (only) from each State can vote as decided by all State delegates in period 1 – one vote per Chair only by show of Chair placards.

11:40-11:45 First IDU Presentation 8.01All students from homebase 8.01 demonstrate their Fairness and Development performance.

11:45-11:50 Second Voting SessionCommittee Chair from issue 1 will be invited to share their final resolutions (projected for all candidates to read) according to voting procedures.

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Chairs (only) from each State can vote as decided by all State delegates in period 1 – one vote per Chair only by show of State placards as agreed in periodone.

11:55-12:05 Second IDU Presentation 8.02All students from homebase 8.02 demonstrate their Fairness and Development performance.

1:30-2:20 Remaining Voting SessionsCommittee Chairs from issues 3 to 10 will be invited to share their final resolutions (projected for all candidates to read) according to voting procedures.After each issue vote there will be one State performance.

2:20-2:25 Closing and final comments for MUN General AssemblyChairs complete General Assembly and invite delegates to return to State rooms. Ambassadors remain to sign final copies of passed resolutions.Closing comments – return to State rooms.

Return to State rooms - 2:25 Debrief and reflection lead by Chairs.

13. Voting protocol and roles.The delegates will read out loud and clear the resolution as it is written, which

will also be projected on the screens. The Chair will then thank these delegates. The Chair will then instruct that “the House will now move into voting procedures” as follows:

All placards are to be in the delegate’s hands, but lowered until asked to raise them. “All those in favour of the resolution (voting ‘yes’), to please raise their placards high and to keep them high and still until instructed to lower them”. The votes will be counted by the committee group and reported back to the Chair. Thank the delegates and ask them to lower their placards.

“All those ‘against’ the resolution (voting ‘no’), to please raise their placards high and to keep them high and still until instructed to lower them”Thank the delegates and ask them to lower their placards.

“All those ‘abstaining’ from the resolution (not voting yes or no), to please raise their placards high and to keep them high and still until instructed to lower them”. Thank the delegates and ask them to lower their placards. The Chair will then count and confirm the results of the voting and report the results to the House. A simple majority vote in favour is required for the resolution to pass.

If a resolution passes, thus being adopted by the House, then the Chair will advise “This resolution has passed. Clapping is in order.”

If a resolution does not pass the Chair will announce that “Clapping is NOT in order as the House has failed to find a solution”.Passed resolutions will then be signed by the representatives who presented the resolution and by the Secretary General.

The voting procedures will be repeated for each of the committee resolutions.

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Interdisciplinary Unit Assessment Rubric

Criterion A: Disciplinary grounding

Criterion B: Synthesizing

Criterion C: Communicating

Criterion D: Reflecting

8

7

• demonstratesextensive necessarydisciplinary grounding.

• synthesizes disciplinaryknowledge to demonstrate consistent interdisciplinary understanding with at least three (3) subject links.

• communicates interdisciplinaryunderstanding with clarity (meaning is clearly understood on first reading), organization (logical and effective paragraph structure)

and coherence (ideas and concepts are clearly connected)

• document three (3) relevant sources

• evaluates strengths andlimitations of the interdisciplinary learning process• describes some benefits and limitations of disciplinary and interdisciplinary knowledge in specific situations.

6

5

• demonstratesmost necessarydisciplinary grounding.

• synthesizes disciplinary knowledge to demonstrate interdisciplinary understanding with two (2) subject link.

• communicates interdisciplinaryunderstanding in a way that is mostly clear• document two (2) relevant sources

• explains strengths and limitations of the interdisciplinary learning process• states some limitations and benefits of disciplinary and interdisciplinary knowledge in specific situations.

4

3

• demonstratessome relevant disciplinarygrounding.

• connects disciplinaryknowledge to achieve adequate understanding.

• communicates interdisciplinaryunderstanding with some clarity.• document one (1) relevant source

• describes strengths and limitations of the interdisciplinary learning process• states some limitations orbenefits of disciplinary knowledge in specific situations.

2

1

• demonstrateslimited relevantdisciplinarygrounding.

• establishes few and/or superficial connections between disciplinary knowledge.

• communicates interdisciplinaryunderstanding in a limited way.

• no limitations or strengths of benefits identified.

0 The student doesnot reach a standard described by any of the descriptors below.

The student doesnot reach a standard described by any of the descriptors below.

The student doesnot reach a standard described by any of the descriptors below.

The student doesnot reach a standard described by any of the descriptors below.

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