MUN Activitiy Guide PDF

UNITED NATIONS MAJOR ORGANS
TOPIC: UNITED NATIONS ORGANS PUZZLE ACTIVITY

OBJECTIVES
Identify the particulars of each of the major UN organs.
Match the answers to the appropriate question box.
Have general understanding of the different functions of the major UN organs.
REQUIREMENTS
1. Time: 40-60 minutes
2. Materials Needed:
Handout A: The United Nations Organs
Handout B: The United Nations Organs Puzzle
Additional Resource: Global Classrooms: Peacekeeping Unit Teachers Guide, pages 141-143
Scissors and Glue (optional)
PROCEDURE
1. Lesson Introduction/Activation of Prior Knowledge
KWL (Know-Want-Learned) Discussion on UN major organs: Ask students to create a KWL chart on their
papers. Ask them to individually fill in the Know and What they Want to Know of the KWL chart
regarding the UN major organs. Discuss their responses with the class. It is okay if they do not have
much completed on their charts because this activity will help them learn about the major organs and
their functions.
2. Activity
Read Global Classrooms: Peacekeeping Unit, pp. 141-143
Distribute Delegates Handbook, page 52 and Attachment B
Instruct students to match answer squares with question squares. Students may cut and paste.
3. Closing/Wrap-Up
Once students are done, review answers.
Fill in Learned section of KWL activity
OPTIONAL ACTIVITIES
Homework Writing Activity: Have students choose the UN organ that he or she believes has had the most
impact on world affairs. Ask students to briefly explain their decision. No research necessary. This
assignment should be followed by a discussion the following day.
PAGE 54
THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE

HANDOUT A: THE UNITED NATIONS ORGANS
Secretariat
General
Assembly
Security Council
International
Court of Justice
Economic and
Social Council
Who are the

members?
What do they
do? / What
topics do they
discuss?
If it is a voting
body, how does it
vote?
When and where

does it meet?
What makes it
different from
other organs?
PAGE 55
Trusteeship
Council

HANDOUT B: THE UNITED NATIONS ORGANS PUZZLE
Simple majority
These are the

employees of
the United
Nations; they
do the work of
the United
Nations.
UN
Headquarters
15 Member
States
New York, NY
United States
(5-Permanent,
10-Rotating)
They do not
vote.
54 Member
States elected
by the General
Assembly
This organ is
located in the
same city as the
International
Criminal Court
in The Hague,
Netherlands.
Debates
international
economic and
social issues
Oversees trust
territories
Settles legal
disputes among
countries not
people
The five
permanent
members of the
Security
Council ran this
Council when it
was active.
15 judges are
elected by the
General
Assembly for
their judicial
expertise; they
do not
represent their
countries.
Discusses issues
of Peace and
Security.
Members must
be available at a
moments notice
in case of Crisis.
This Council no
longer meets
because it has
fulfilled its
mission. If
necessary, it will
be recalled by
the General
Assembly.
They work all

over the world.
This Body
regularly works
with NonGovernmental
Organizations
(NGOs).
The decisions
are legally
binding and
may be
enforced
through
sanctions.
Assisted
territories in
achieving
independence
or joining
neighboring
countries
This body
provides legal
opinions on
cases and on
the
interpretation
of International
Treaties.
Simple majority
OR
2/3 majority if
the issue is
declared an
important
question
191 member
nations
This Body can

discuss any
topic that the
members wish
to speak about.
This Body
ceased to exist
with the
independence
of Palau.
Simple majority
UN
Headquarters
New York, NY
United States
UN
Headquarters
New York, NY
United States
This body
meets with the
full
membership of
the United
Nations.
Simple majority
UN
Headquarters
New York, NY
United States
This is not
made up of
Member States.
PAGE 56
MODEL UN SCAVENGER HUNT

TOPIC: MODEL UN RESEARCH
OBJECTIVES
Find websites needed for country research.
Become more familiar with websites needed for country research.
REQUIREMENTS
1. Time: 1-2 class periods
Handout C: Model UN Scavenger Hunt
Computer lab with Internet access
PROCEDURE
Begin by asking students how they currently do research for different subject. List their responses on the
board. Ask if any of the students have had previous MUN experience. What websites have they used in
the past to help them research their country?
2. Activity
Explain to students that you are going to send them on an Internet scavenger hunt that will help them
find websites needed for their assigned country research. Provide students with Handout C- Model UN
Scavenger Hunt.
Ask students to work with a partner and find websites for letters a-m on Handout C.
After reviewing the sites, ask the following questions:
1. Which websites were difficult to find?
2. How did you find the website?
3. Which websites were interesting and why?
Go over their answers with the class and discuss their findings. See attached Answer Key.
3. Closing/Wrap-Up
Once students learn what their assigned country, committee and topic will be, they can begin their
research with these websites.
PAGE 57

HANDOUT C: MODEL UN SCAVENGER HUNT
Find the following items or websites. Write down the website address in the space provided.
The United Nations Charter:
________________________________________________________
Security Council membership:
________________________________________________________
A UN General Assembly
resolution:
________________________________________________________
The names of three previous UN

Secretaries-General:
________________________________________________________
The Universal Declaration of Human

Rights:
________________________________________________________
The Amnesty International

website:
________________________________________________________
UNA-USA Model UN website:
________________________________________________________
The CIA World Factbook:
________________________________________________________
The Commission on Human

Rights homepage:
________________________________________________________
The Commission on Sustainable

Development homepage:
________________________________________________________
The homepage to the European

Union:
________________________________________________________
Security Council Resolution 1373:
________________________________________________________
Directory of UN Mission
homepages:
________________________________________________________
Bonus: The World Magazine and

Newspaper Directory:
________________________________________________________
PAGE 58

ANSWER KEY FOR HANDOUT C
The United Nations Charter:
www.un.org/aboutun/charter/index.html
Security Council membership:
www.un.org/Docs/scinfo.htm#MEMBERS
A UN General Assembly
resolution:
www.un.org/documents/resga.htm
The names of three previous UN

Secretaries-General:
www.un.org/Overview/SG/former_sgs.html
The Universal Declaration of Human

Rights:
www.un.org/Overview/rights.html
The Amnesty International

website:
www.amnesty.org
UNA-USA Model UN website:
www.unausamun.org
The CIA World Factbook:
www.cia.gov/cia/publications/factbook/index.html
The Commission on Human

Rights homepage:
www.unhchr.ch/html/menu2/2/chr.htm
The Commission on Sustainable

Development homepage:
www.un.org/esa/sustdev
The homepage to the European

Union:
http://europa.eu.int
Security Council Resolution 1373:
www.un.org/Docs/scres/2001/sc2001.htm
Directory of UN Mission
homepages:
www.un.int/index-en/webs.html
Bonus: The World Magazine and

Newspaper Directory:
www.ecola.com
PAGE 59
GETTING TO KNOW YOUR COUNTRY

TOPIC: BUILDING MODEL UN RESEARCH SKILLS
OBJECTIVES
Research assigned countries on the Internet.
Find important information in order to begin writing position papers.
REQUIREMENTS
4. Time: 1-2 class periods (This activity can also be completed outside the classroom.)
Handout D: Getting to Know Your Country
PROCEDURE
Ask students to partner up and brainstorm about the country, committee and topic information they will
need to find as they prepare for the conference. Ask the pairs to share their responses with the class.
Provide them with any important information that is not presented by a student.
7. Activity
Provide students with Handout D: Getting to Know Your Country. Ask students to underline the words
they dont know (for example, infrastructure, trade bloc, GDP), and discuss these words in class. These
terms can be used as vocabulary words in the future. Ask students complete this handout individually.
Once they have completed their handouts, ask students representing the same country to compare their
answers to ensure they have the same information.
8. Closing/Wrap-Up
Students can use Handout D as they begin to research their country.
OPTIONAL ACTIVITIES
Future in-class follow-up for teachers: Additional research information can be found on page 26.
PAGE 60

HANDOUT D: GETTING TO KNOW YOUR COUNTRY
Government
Economy
Official country name:
Economic system:
Governmental system:
GDP and growth rate:
Head of state:
Major cities:
Official languages:
Infrastructure status (good, poor, etc.):
Region:
Allies or blocs:
Trade blocs/associations:
Balance of payments/trade:
Major exports/imports:
People
Population and growth rate:
Major religions or cultures:
Major trade partners:
Standard of living:
International Monetary Fund, World Bank positions

(debtor nation? donor nation?):
Development
Natural resources:
Development status:
Climate:
Energy sources:
Environment (problems, innovations, etc.):
Military
Has this nation met the Millennium Development Goal
targets?
Military organization:
Percent of GDP spent on defense:
Major weapons, nuclear capability, etc.:
PAGE 61

United Nations
Conflicts/Issues
Date admitted to UN:
What are four problems that affect this nation?
UN dues payment status:

Has the UN ever intervened in a conflict involving this
nation? If so, where and how?
Ethnic/cultural issues, if any:
How does the country contribute to UN peacekeeping?
Refugee problems:
Major conflicts both past and present:
Has the UN cited this nation for human rights violations?

If so, why?
What do you think this nations position on the topic of

debate will be? Why?
____________________________________________
Try to find at least one recent article that is about or makes
reference to this nation (preferably from the past two
weeks).
PAGE 62
WRITING THE POSITION PAPER

TOPIC: WRITING THE POSITION PAPER
OBJECTIVES
Identify the parts of a position paper.
Explain the information that would ideally be included in each part of the position paper.
Translate the information gathered from research into the position paper format, with special
attention to thoroughness, clarity and style.
REQUIREMENTS
Hamburger graphic organizer, drawn on the board or chart paper
Position paper content list taken from this guide, page 30.
Global Classrooms website for additional guides and tips:

www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457141
PROCEDURE
Ask students to list things that have a beginning, middle and an end. Write their responses down (e.g.,
movies, songs, days, meals, house-building)
Next, draw a picture of a hamburger on the board. This will be your graphic organizer. The hamburger
should have a top and bottom bun, lettuce, tomato and patty. As discussed above, even a hamburger has
a top, middle, and a bottom.
2. Activity
Ask students to copy the hamburger onto their own papers. Provide the students with the list of the
content of a position paper taken from this guide, page 30. Work with the students to fill in the
hamburger based on the position paper content:
Top Bun (Introduction) - A brief introduction to the country and its history regarding the topic
and/or UN body
Contents - The countrys background on the topic including:
Lettuce: The countrys actions on a national level, including political and/or foreign policy
Tomato: The countrys actions on the international level, including resolutions, conventions and
declarations that the country supports;
PAGE 63
WRITING THE POSITION PAPER
Burger - Quotes taken from speeches made by heads of the government and/or government
representatives.
Burger 2 (optional) - Statistics regarding the issue
Bottom Bun (Conclusion): The countrys recommendation for a resolution for the topic.
Review the importance of ordering things logically (e.g., the hamburger shouldnt be on the top of the
bun!).
3. Closing/Wrap-Up
Help students fit their countrys information into the hamburger graphic organizer. Using this organizer,
they can then start writing their own position papers.
OPTIONAL ACTIVITIES
Future in-class follow-up for teachers:
Have students peer-edit their position papers
Teacher conferencing
PAGE 64
MODEL UN VOCABULARY
DEFINITION MATCHING
Identify the word that matches the definition below and find that word in the word search puzzle on the next
page.
Vocabulary Word
Definition
1.
A sign that identifies your country.
2.
Countries that are the principal authors of Model UN

resolutions.
3.
Person who facilitates Model UN Debate.
4.
Attendance at the beginning of every Model UN session.
5.
The vested power of the P5 countries to refuse approval of a

draft resolution.
6.
Countries that would like to see a certain draft resolution

debated.
7.
When a delegate is present and wishes to vote.
8.
Informal meeting in which delegates discuss country positions

and ideas for draft resolutions.
9.
To give up time, usually to questions or another delegate.
10.
A group of nations.
11.
A person authorized to act as representative for a country.
12.
The number of members that must be present before official

business can be conducted.
13.
A paper that helps delegates to organize their ideas and aid in

formatting and representing a countrys policy.
14.
The final results of discussion, writing and negotiation,

including suggestions for addressing a specific problem or
issue.
15.
An international organization of nations pledged together to

promote world peace and security.
16.
The most senior staff of a Model UN conference.
17.
A list that determines the order in which delegates will speak.
18.
To discuss opposing reasons or to argue.
19.
The group of people, usually high school or college students, in

charge of a Model UN committee. It generally consists of
a Chair, a Director and a Rapporteur.
20.
The tool shaped like a small wooden hammer that

the Chair uses to keep order.
PAGE 70
MODEL UN VOCABULARY
WORD SEARCH
Circle the vocabulary words from above. Words are written up, down, diagonally and backwards.
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Bloc
Yield
Chairperson
Debate
Resolution
Gavel
Delegate
Veto
Quorum
Dias
Roll call
Unmoderated caucus
Placard
Secretariat
Present and voting
Position paper
Signatories
United Nations
Speakers list
Sponsors
PAGE 71
MODEL UN VOCABULARY
MODEL UN VOCABULARY WORD SEARCH ANSWERS
Vocabulary Word
Definition
Placard
1.
A sign that identifies your country.
Sponsors
2.
Countries that are the principal authors of Model UN

resolutions.
Secretariat
3.
Person who facilitates Model UN Debate.
Roll call
4.
Attendance at the beginning of every Model UN session.
Veto
5.
The vested power of the P5 (permanent 5) countries to

refuse approval of a draft resolution.
Signatories
6.
Countries that would like to see a certain draft resolution

debated.
Present and voting
7.
When a delegate is present and wishes to vote.
Unmoderated caucus
8.
Informal meeting in which delegates discuss country positions

and ideas for draft resolutions.
Yield
9.
To give up time, usually to questions or another delegate.
Bloc
10.
A group of nations.
Delegate
11.
A person authorized to act as representative for a country.
Quorum
12.
The number of members that must be present before official

business can be conducted.
Position paper
13.
A paper that helps delegates to organize their ideas and aid in

formatting and representing a countrys policy.
Resolution
14.
The final results of discussion, writing and negotiation,

including suggestions for addressing a specific problem or
issue.
United Nations
15.
An international organization of nations pledged together to

promote world peace and security.
Secretariat
16.
The most senior staff of a Model UN conference.
Speakers List
17.
A list that determines the order in which delegates will speak.
Debate
18.
To discuss opposing reasons or to argue.
Dias
19.
The group of people, usually high school or college students, in

charge of a Model UN committee. It generally consists of
a Chair, a Director and a Rapporteur.
Gavel
20.
The tool shaped like a small wooden hammer that

the Chair uses to keep order.
PAGE 72
POINTS AND MOTIONS WHAT DO YOU SAY?

TOPIC: LEARNING HOW TO USE MODEL UN POINTS AND MOTIONS
OBJECTIVES
Identify important points and motions.
Use points and motions correctly.
REQUIREMENTS
Handout H: Points and Motions Chart
Handout I: What Do You Say?
PROCEDURE
Write a few of the points and motions terms on the board and ask students what they think these mean.
Discuss their answers.
2. Activity
Provide students with Handout K: Points and Motions Chart. See if their responses to the brainstorming
activity above were similar to the definitions on the chart. Go over each of the points and motions on the
chart with the students.
Provide students with Handout I: What do you Say? Review the different scenarios with the students.
Working in groups of 2-3 students ask them to write exactly what they think should be said to the chair.
You may want to do a few of these exercises with them. This is also a good opportunity to invite a Model
UN trainer to your class to help with Points and Motions.
Once students have completed their charts, review their answers.
3. Closing/Wrap-Up
Have student role play some of the scenarios with each other so they can practice the language and
answer the questions.
PAGE 73

HANDOUT H: POINTS AND MOTIONS CHART
Motions
Suspend the
Meeting
Description
Vote to Pass
Suspending the meeting means calling for a moderated or unmoderated

caucus. When moving to suspend the meeting, delegates should specify
the purpose for and length of the suspension. This motion requires an
immediate vote.
Simple
majority
Adjourn Meeting
Adjourning the meeting ends the committee session until the next
session, which may be held the following year. The motion is most
commonly made to end a committee session for the purpose of lunch
or dinner. It requires an immediate vote.
Simple
majority
Table Debate
This motion must not be confused with the motion to adjourn the
meeting. Tabling debate ends debate on the topic. Delegates can table
debate, move on to another topic and return to the first topic at a later
time. Before going to a vote, two delegates must speak in favor of
tabling debate and two speak against it.
Two-thirds
majority
Close Debate
Closing debate allows the committee to move into voting procedure.

Once a delegate feels that his or her countrys position has been made
clear, that there are enough draft resolutions on the floor and that all
other delegates are ready, he or she can move for the closure of debate.
Two delegates usually speak against the closure of debate. None speak
for it.
Two-thirds
majority
Appeal the Chairs This motion is made when a delegate feels that the chairperson has
Decision
made an incorrect decision. The appeal must first be made in writing.
No vote
Point of Order
Points of order are used when delegates believe the chair has made an
error in the running of the committee. Delegates rising to points of
order may not speak on the substance of the matter under discussion.
They should only specify the errors they believe were made in the
formal committee procedure.
No vote
Point of Inquiry
(or Point of
Parliamentary
Procedure)
When the floor is open (i.e., no other delegate is speaking), a delegate

may rise to a point of inquiry in order to ask the chairperson a question
regarding the rules of procedure.
No vote
Point of Personal
Privilege
Points of personal privilege are used to inform the chairperson of a

physical discomfort a delegate is experiencing, such as the inability to
hear another delegates speech.
No vote
After a delegate has given a speech in formal debate, he or she may yield
time to points of information, or questions from other delegates
concerning the speech.
No vote
Point of
Information
PAGE 74

HANDOUT I: WHAT DO YOU SAY?
Using the Handout H: Points and Motions Chart, determine which point or motion is being made under the
Description. Then write exactly what you would say to make this point or motion.
Description
What do you say?
The delegate has a question regarding the rules of procedure.
Delegate wishes to adjourn the meeting until next session.

Usually used to adjourn for lunch or dinner.
Delegate wishes to yield time to points of information or
questions from other delegates about the speech.
Delegate wishes to tell the chair about of a physical
discomfort they are experiencing (the inability to hear
another delegates speech, that the room is too hot, etc.).
Delegate wishes to suspend debate in order for a moderated
or un-moderated caucus. The purpose and the length of the
suspension need to be stated.
Delegate wishes to end the debate on the topic. This topic
can be returned to at a later time. Before going to a vote, two
delegates must speak in favor of tabling the debate and two
must speak against it.
A delegate has just finished their speech. Another delegate
would like to ask them a question about speech. (Please note,
that a speaker must be open to questions.)
The delegate feels that the chairperson has made an incorrect
decision. The appeal must first be made in writing.
Delegate wishes to close the debate and move to voting.
PAGE 75

ANSWER KEY TO HANDOUT I: WHAT DO YOU SAY?
Description
What do you say?
The delegate has a question regarding the rules of procedure.
Honorable Chair, (Country Name) has a

point of Inquiry.
Delegate wishes to adjourn the meeting until next session.

Usually used to adjourn for lunch or dinner.
Delegate wishes to yield time to points of information or
questions from other delegates about the speech.
Honorable Chair, (Country Name) moves to

suspend debate for the purpose of lunch
Honorable Chair, (Country Name) yields to
points of information
OR
Honorable Chair, (Country Name) is open
to questions
Delegate wishes to tell the chair about of a physical

discomfort the delegate is experience (the inability to hear
another delegates speech, that the room is too hot, etc.).

point of personal privilege, we cannot hear
the speaker, the room is too hot, etc
Delegate wishes to suspend debate in order for a moderated

or un-moderated caucus. The purpose and the length of the
suspension need to be stated.

suspend the meeting for the purpose of a
moderated/ caucus to discuss landmines for
25 minutes, with a 1 minute speaking time.
OR
suspend the meeting for an un-moderated
caucus for 20 minutes.
Delegate wishes to end the debate on the topic. This topic

can be returned to at a later time. Before going to a vote, two
delegates must speak in favor of tabling the debate and two
must speak against it.

table the topic of landmines to be discussed
at a later time.
A delegate has just finished their speech. Another delegate

would like to ask them a question about speech. (Please note,
that a speaker must be open to questions.)

point of information for the delegate.
The delegate feels that the chairperson has made an incorrect

decision. The appeal must first be made in writing.
Honorable Chair, (Country Name) moves

for an Appeal of the Chair (after a note has
been accepted).
Delegate wishes to close the debate and move to voting.
Honorable Chair, (Country Name) moves

for Closure of Debate on this topic.
PAGE 76
MODEL UN PROCEDURES
TOPIC: LEARNING PROPER MODEL UN PROCEDURES
OBJECTIVES
Identify important Model UN procedures.
REQUIREMENTS
1. Time: One class period
Handout J: Jigsaw Chart
Two definitions of Model UN procedures per expert groups
PROCEDURE
Ask students to write for 1 minute about why procedures are important. They should write the entire
minute and their pen/pencil should not leave the paper. If they cannot think of anything to write they
should write I dont know or Im thinking until they can write a few sentences.
Go over their answers.
2. Activity
Explain to the students that they will be asked to follow several important rules of procedure when they
are speaking at the Model UN conference. Each of these rules has a specific name and definition.
Explain the students that they are going to be doing a Jigsaw activity.
To start this activity, ask students to count off 1-5. Go around the room until all students have a number.
Have students separate into groups according to their assigned number. Explain to the students each
group is an expert groupthey will receive two Rules of Procedure that they must become experts
on. Give each group at least two Rules of Procedure (see answers below) and their definitions. Provide
the groups several minutes to study the words and their definitions. They may take notes.
Ask students to now form home groups. Each of these groups should contain one member of each
expert group (numbers 1-5). Provide students with a copy of Handout L- Jigsaw Chart and ask them to
complete the chart as a group.
3. Closing/Wrap-Up
Review their answers.
PAGE 77
MODEL UN PROCEDURES
HANDOUT J: JIGSAW CHART
Term
Definition
The opportunity for delegates to share their views with the entire
committee.
After a delegate has given a speech in formal debate, he or she may choose
to yield his or her time to this point.
Motion for the committee to move into voting procedure.
Motion to suspend the meeting for the purposes of a regular caucus or a

moderated caucus.
A delegate may move for this point to ask the chairperson a question
Motion to change the length of time during formal debate.
Motion to end the committee session until the next session.
Motion to put current discussion or work on a topic on hold.
A mixture of both formal and informal debate.
10
During any discussion, a representative may rise to this point. The chair
person must immediately decide on this point.
PAGE 78
MODEL UN PROCEDURES
ANSWER KEY TO HANDOUT J: JIGSAW CHART
Term
Definition
The opportunity for delegates to share their views with the entire
committee.
Formal Debate
Information
After a delegate has given a speech in formal debate, he or she may choose
to yield his or her time to this point.
Close Debate
Motion for the committee to move into voting procedure.
Suspend Debate
Inquiry
Set Speakers Time
Motion to change the length of time during formal debate.
Adjourn Meeting
Motion to end the committee session until the next session.
Table Debate
Moderated Caucus
10
Order
Motion to suspend the meeting for the purposes of a regular caucus or a

moderated caucus.
A delegate may move for this point to ask the chairperson a question
Motion to put current discussion or work on a topic on hold.

A mixture of both formal and informal debate.
During any discussion, a representative may rise to this point. The chair
person must immediately decide on this point.
PAGE 79
RULES OF PROCEDURE QUIZ

Students may use this chart as a study guide for the quiz.
Motion or Point
Second
Required
Debatable
Interrupt
Speaker
Vote to Pass
Notes
Points
Point of
Personal
Privilege
No
No
Yes
None
Addresses any personal discomfort

(e.g., cant hear, too hot/cold)
Point of Order
No
No
Yes
None
Addresses a procedural matter. Does

not allow a delegate to speak on the
topic of debate.
Point of Inquiry
No
No
No
None
Addresses any clarification of

procedure needed by a delegate
Point of
Information
No
No
No
None
Addresses other delegates to ask

questions in relation to speeches and
working papers
Suspend Debate
(Caucus)
Yes
No
No
Simple majority
Enters into informal debate. A

specific length of time must be
included.
Table Debate
Yes
2 For
2 Against
No
Two-thirds
majority
Tables the topic and moves to the

next agenda item
Closure of
Debate
Yes
2 Against
No
Two-thirds
majority
Ends debate and moves into voting

procedures on current topic
Adjourn
Meeting
Yes
No
No
Simple Majority
Ends the meeting for the day.
Adoption of the
Agenda
Yes
3 For
3 Against
No
Simple majority
Sets the order in which topics will be

discussed
Right of Reply
No
No
No
None
Must be submitted in writing to the

Chair. Addresses the need to rebut
derogatory remarks.
Appeal the
Chairs Decision
No
No
No
None

Chair. Addresses what a delegate
feels is an incorrect decision by the
Chair
Yields
No
No
No
None
Can be done after a delegate speaks.

Can only yield to questions, another
delegate or to the Chair.
Motions
Other
PAGE 80

Fill in the numbered blank spaces and answer the questions below.
Motion or Point
Second
Required
Debatable
Interrupt
Speaker
Vote to Pass
Notes
Points
Point of
Personal
Privilege
No
No
1.
None
Addresses any personal discomfort

(e.g., cant hear, too hot/cold)
Point of Order
No
No
Yes
None
2.
Point of Inquiry
3.
No
No
None
Addresses any clarification of

procedure needed by a delegate
Point of
Information
No
No
No
4.
Addresses other delegates to ask

questions in relation to speeches and
working papers
Suspend Debate
(Caucus)
Yes
No
No
Simple majority
5.
6.
Yes
2 For
2 Against
No
Two-thirds
majority
Tables the topic and moves to the

next agenda item
Closure of
Debate
Yes
7.
No
Two-thirds
majority
Ends debate and moves into voting

procedures on current topic
Adjourn
Meeting
Yes
No
No
8.
Ends the meeting for the day.
Adoption of the
Agenda
Yes
9.
No
Simple majority
Sets the order in which topics will be

discussed
Right of Reply
No
No
No
None
10.
11.
No
No
No
None

Chair. Addresses what a delegate
feels is an incorrect decision by the
Chair
Yields
No
No
No
None
12.
Motions
Other
PAGE 81

ANSWER KEY TO RULES OF PROCEDURE QUIZ
1.
Yes.
2.
Addresses a procedural matter. Does not allow a delegate to speak on the topic of debate.
3.
No.
4.
None.
5.
Enters into informal debate. A specific length of time must be included.
6.
Table Debate.
7.
2 Against.
8.
Simple Majority.
9.
3 For and 3 Against.
10.
Must be submitted in writing to the Chair. Addresses the need to rebut derogatory remarks.
11.
Appeal the Chairs Decision.
12.
Can be done after a delegate speaks. Can only yield to questions, another delegate, or to the
Chair.
PAGE 82

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UNITED NATIONS MAJOR ORGANS

TOPIC: UNITED NATIONS ORGANS PUZZLE ACTIVITY

Identify the particulars of each of the major UN organs.

Match the answers to the appropriate question box.

Have general understanding of the different functions of the major UN organs.

Handout A: The United Nations Organs

Handout B: The United Nations Organs Puzzle

Scissors and Glue (optional)

Read Global Classrooms: Peacekeeping Unit, pp. 141-143

Distribute Delegates Handbook, page 52 and Attachment B

Once students are done, review answers.

Fill in Learned section of KWL activity

UNITED NATIONS MAJOR ORGANS

Who are the

When and where

UNITED NATIONS MAJOR ORGANS

These are the

They work all

This Body can

MODEL UN SCAVENGER HUNT

Find websites needed for country research.

Become more familiar with websites needed for country research.

Handout C: Model UN Scavenger Hunt

Computer lab with Internet access

MODEL UN SCAVENGER HUNT

Security Council membership:

The names of three previous UN

The Universal Declaration of Human

The Amnesty International

UNA-USA Model UN website:

The CIA World Factbook:

The Commission on Human

The Commission on Sustainable

The homepage to the European

Security Council Resolution 1373:

Bonus: The World Magazine and

MODEL UN SCAVENGER HUNT

Security Council membership:

The names of three previous UN

The Universal Declaration of Human

The Amnesty International

UNA-USA Model UN website:

The CIA World Factbook:

The Commission on Human

The Commission on Sustainable

The homepage to the European

Security Council Resolution 1373:

Bonus: The World Magazine and

GETTING TO KNOW YOUR COUNTRY

Research assigned countries on the Internet.

Find important information in order to begin writing position papers.

Handout D: Getting to Know Your Country

GETTING TO KNOW YOUR COUNTRY

Official country name:

GDP and growth rate:

Infrastructure status (good, poor, etc.):

Major trade partners:

International Monetary Fund, World Bank positions

Environment (problems, innovations, etc.):

GETTING TO KNOW YOUR COUNTRY

Date admitted to UN:

What are four problems that affect this nation?

UN dues payment status: