The goal of the 10th grade Model United Nations course is to teach students about the world of international relations with the goal of developing them in their roles as responsible global citizens. This course will cover the history and organization of the United Nations, major international conventions, the methodology of diplomacy, important global issues, and specific country information. At the same time, the course seeks to develop student skills in the areas of research and analysis, public speaking, and parliamentary procedure.
Syllabus
munsyllabus2013-2014.pdf | |
File Size: | 27 kb |
File Type: |
Exam Review
Date: June 25, 2014
Format:
Section 1
In section 1, there will be 3 Excerpts from the following documents: Universal Declaration of Human Rights (http://www.un.org
/en/documents/udhr/#atop); Convention on the Rights of the Child (http://www.ohchr.org/en/professionalinterest/pages/crc.aspx);
Declarations on the Prevention and Punishment of Genocide (http://www.hrweb.org/legal/genocide.html). You will be asked several
questions in relation with each excerpt. These questions will ask you to identify the document, explain its historical background, and explain
its relevance to a contemporary human rights issue.
Section 2
In section 2, you will complete a full-length essay addressing the following prompt: "What is the most important human rights issue facing
the world today, and what can be done to address this issue?"
Format:
Section 1
In section 1, there will be 3 Excerpts from the following documents: Universal Declaration of Human Rights (http://www.un.org
/en/documents/udhr/#atop); Convention on the Rights of the Child (http://www.ohchr.org/en/professionalinterest/pages/crc.aspx);
Declarations on the Prevention and Punishment of Genocide (http://www.hrweb.org/legal/genocide.html). You will be asked several
questions in relation with each excerpt. These questions will ask you to identify the document, explain its historical background, and explain
its relevance to a contemporary human rights issue.
Section 2
In section 2, you will complete a full-length essay addressing the following prompt: "What is the most important human rights issue facing
the world today, and what can be done to address this issue?"
Classwork
Classwork 6/11: Complete your rough draft and the following checklist for self-editing (http://www.readwritethink.org/files/resources/printouts/Editing%20Checklist.pdf). Once you have finished self-editing, find a partner and complete the peer-editing portion of the checklist.
Classwork 6/9: Complete the following research to help you write a position (using the country of your choice):
hrpositionresearchguide.docx | |
File Size: | 97 kb |
File Type: | docx |
Classwork Questions 5/28: Complete the questions below on the videos from class.
thinking_about_human_rights.docx | |
File Size: | 53 kb |
File Type: | docx |
Classwork Questions 5/26: Go to the website of the NGO United for Human Rights (http://www.humanrights.com/what-are-human-rights.html) and answer the questions in the worksheet below.
exploring_the_universal_declaration_of_human_rights.docx | |
File Size: | 51 kb |
File Type: | docx |
Homework (by date due)
6/2: Complete the questions on the videos from class (links are available in the "Resources" section of the website)
5/26: Complete your answers to the three questions from the documentary on the 24 hours leading up to the administration of the death penalty.
5/21: Draft your responses to the questions from class Monday, but leave room to add information from the second half of the documentary.
5/14: Read the following articles and answer the questions below:
1. Race and the death penalty in the US: http://www.trust.org/item/20140327114438-qfbwv/?source=search
What role do you think that race plays in capital punishment? How does this affect the justification for the death penalty?
2. Myths about the death penalty: http://www.deathpenaltyinfo.org/race-death-row-inmates-executed-1976?scid=5&did=184#racestat
What information from this article did you find most interesting?
5/7: Write a new preamble to the Universal Declaration of Human Rights. Your preamble should reflect why such a declaration is necessary, why a list of basic human rights is necessary, and why, in your opinion, the respect of human rights is important. Your preamble should follow the proper format for preambulatory clauses (see the original preamble to the UDHR or the relevant pages in your MUN book), and include at least 150 words.
4/30: Rewrite Articles 1-5 of the UDHR (http://www.un.org/en/documents/udhr/) in your own words
4/28: Complete page 46 on the MUN book
4/7: Compose a 175 to 200-word response to the following prompt: In 1994 (while the Rwandan genocide was taking place) then-US President Bill Clinton gave a speech in which he claimed that the United States would stay out of foreign entanglements unless "the cumulative weight of the American interests [was] at stake." Does the UN have a responsibility to induce nations to intervene in humanitarian crises even when their own national interests are not directly affect? Why or why not?
4/2: Answer the following in complete sentences:
3/19: Research and complete (in hard copy, not electronic) the definitions for the following terms: 1. Tutsis; 2.Rwandan Patriotic Front (RPF);
3. Interahamwe; 4. Hutus; 5. Rwandan Armed Forces (FAR); 6.Arusha Accords (1993) and create a timeline for the Rwandan genocide that includes the following dates: 1. 1899; 2. 1919; 3. 1935; 4. 1959; 5. 1962; 6. 1990; 7. April 6, 1994; 8. April 7, 1994; 9. April 15, 1994; 10. April 21, 1994; 11. April 2, 2002
3/3: Revised draft of Child soldier letter due in HARD COPY (along with rough draft and peer editing checklist)
2/24: Rough draft of letter due (see prompt in Resources Section at bottom of page)
2/19: Find the name of an organization that works to rehabilitate former child soldiers
2/12: Use the Red Hand Campaign website (http://www.hrw.org/video/2009/02/11/red-hand-campaign) and the other resources related to child
soldiers to answer the following questions:
1) What is the Coalition Against the Use of Child Soldiers?
2) What is the Red Hand Campaign? What do people all around the wold do during this campaign?
3) What are the six demands of the Red Hand Campaign?
4) How many red hands have been sent, and to how many countries, in the past couple of years?
5) Where was the Red Hand Campaign initiated?
6) What kind of activities or events were done to collect funds for child soldiers?
7) List the countries that are involved in the use of child soldiers.
8) How old are child soldiers when they are recruited? Who recruits them?
9) What are male child soldiers constantly in danger of and what are their living conditions?
10) How are female and male child soldiers different? What are female soldiers' role(s) in the army?
2/10: ***** RED HAND CAMPAIGN *****
1) Make sure to bring your Cancun MUN for the assembly Monday morning and second recess Monday and Tuesday. Wear your uniform as normal, but bring your shirts to put on at those times.
2) Check your assigned duty below:
10A -- Monday, February 10th, Second Recess
SETUP
Raul Adame
Pablo Ramirez
Karla Gonzalez
Ana Orozco
ASSISTING WITH HANDS DURING LUNCH
Nicole Polanco
Karina Segura
Cassandra Miguel
Sofia Gomez
Paula Lopez
Javier Rivera
Santiago Castilla
CLEANUP
Paola Ballesteros
Sandra Macias
Christian Munoz
Cayetana Fernandez
1/29: 1) Finish watching the documentary on the Nurmeberg Trials (http://www.youtube.com/watch?v=_8pVElnR1M8). Think about the following questions: In what ways did the Nuremberg Trials attempt to address the guilt of the Nazi high command for the Holocaust? Why did the prosecution focus their case in the way that they did? How did those choices affect the amount of emphasis placed on the acts of genocide by the prosecution? 2) Complete page 41 in your MUN book.
1/27: Write a reflection of at least 250 words about the images/ideas/developments from that documentary that affected you the most. How does the documentary present them? Why are they presented in that specific way? How do they fit with the eight stages of genocide? How do they fit with the definitions of genocide in the UN resolutions on the Crime of Genocide and on the Punishment and Prevention of Genocide (available in the additional resources section below)? You need to answer all of these questions in your reflection, but hopefully they give you some ideas.
1/22: Use the information from the documentary and pages 28-31 in your book to complete pages 32-35 of your book with multiple examples for each stage of genocide.
1/15: Record the 8 stages of genocide and their definitions (paraphrased to be in your own words) in your notes
8/26: Print and sign last page of syllabus; Work with your partners to create a 2-4 minute presentation on your topic and a visual aid (poster, powerpoint, slideshow, etc.)
8/28: Re-watch the parliamentary procedure video from class (http://www.youtube.com/watch?v=KnVp0070o0s) and record a list of all motions mentioned in the video and their definitions (When does it happen? When do you request it? Why do you make that motion?); Read through the guidelines for writing a position paper (http://iasmodelun.weebly.com/position-paper-guidelines.html)
9/2: Use position paper guidelines to create an outline for your position paper on school uniforms
9/4: Read pages 2-7 and answer all the questions on pages 10-11 in your books
9/9: Prepare half a page or more of notes on the major body of the UN you've been assigned. Make sure that you've answered the following questions in your own words: 1)Specific Function 2) Number of Members 3) Membership Process 4) 3 Issues addressed in last 5 years
9/11: Read page 12 in your MUN book and complete the assignment at the bottom of the page; finish preparing your presentation with your group
9/23: Read pages 13-17 in your MUN book; find, read, print, and be prepared to discuss a news article from a reputable news source that directly involves the UN in some way
9/25: Read the guidelines for writing a position paper (http://vmun.com/writing-position-paper-model-united-nations/), then choose a country and compile a full printed page worth of research that you can use on Wednesday to begin writing a new position paper, the topic of which will be "Safety and Security: North Korea's Nuclear Program". Use this webpage as your background for the topic (http://hickoryinternationalcouncil.com/modelun/security-council/). Information on specific countries can be found here: http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/country-information. Please note that all information must be cited (in MLA format). You should NEVER copy and paste information unless it is within a direct quote and has been properly cited.
9/30: Use this example outline (https://owl.english.purdue.edu/media/pdf/20081113013048_544.pdf) and your research from Wednesday to create an outline for your position papers on the nuclear situation on North Korea. Additionally, print out the following sample position paper (www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper) and label each (A, B, C1, etc.) as they appear in the guidelines for writing a position paper (http://vmun.com/writing-position-paper-model-united-nations/)
10/7: Position paper on the nuclear situation in North Korea due
10/9: IN CLASS: Students should use the information from The document named "Background10-9" as well as the individual country resources below to assemble a page worth of research on the topic of human trafficking. This research should be sent to Mr. Moore attached to an Engrade message at the end of class.
10/16: Complete page 59 of the MUN book
10/21: Use the four parts of a position paper (http://vmun.com/writing-position-paper-model-united-nations/) and your research on human trafficking from Wednesday, the 9th of October to create an MLA-style outline for your next position paper. The four major parts should align with the roman numerals (I. Brief Introduction to Topic, II. Effect of the Topic, etc.). There is an example of the proper MLA outline format in the "Additional Resources" section of your course website.
10/28: **IN CLASS** Students should work with a partner to use this sample position paper (http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper) and the information we've gone over on resolutions (pags 57-59 in your MUN boks) to practice writing a resolution paper with at least four preambulatory and four operative clauses.
10/30: Complete/prepare to turn in classwork from 10/28
11/4: Position paper on human trafficking due
11/8: If you wish for Mr. Moore to give you feedback on your position papers for Cancun MUN, you must submit them to him by Friday, November 8. This is not required. Position papers on human trafficking available from Mr. Moore
11/11: Bring a clean copy of your position paper on the nuclear situation in North Korea to class
IF YOU WANT TO BE CONSIDERED FOR BEST DELEGATE OR BEST POSITION PAPER, YOU MUST SUBMIT YOUR POSITION PAPERS VIA IASCANCUNMUN.ORG BY MIDNIGHT ON MONDAY, NOVEMBER 11.
11/13: Position papers for Cancun MUN due to Mr. Moore. These must be turned in as clean, printed copies even if you submitted them for best delegate and/or best position paper
11/14: Cancun MUN begins (http://www.iascancunmun.org/schedule.html)
11/15: Cancun MUN
11/16: Cancun MUN
11/20: Finish reading the excerpt from "The End of Poverty" in your MUN book
11/27: Finish watching the documentary "The End of Poverty?" (http://www.youtube.com/watch?v=_xpKKHcC8eU). The video should be ready to play from the 30 minute mark.
12/2: Write three paragraphs (each 4-6 sentences long) discussing what you learned from the documentary and the excerpt in your MUN book. This should not be a summary, but rather should show your analysis/understand of the role that colonialism plays in global economics to this day. Use questions such as "What role do the structures of colonialism play in continuing extreme poverty in formerly colonized areas?"; "What sort of problems to these colonial structures cause in these areas?"; "What advancements have been made in fighting poverty in recent decades?"; and "What changes can/should be made in the future to address these issues?" to guide your writing. The links related to our discussion of global poverty in the "Additional Resources" section below can also aid your analysis.
12/9: Complete the 10-sentence summary of the article you began during class on Wednesday
12/11: Write a 5-7 sentence paragraph on whether you would prefer to work for the IMF, the World Bank, or neither. Please state your reasons for your choice and include information from our in-class discussions.
5/26: Complete your answers to the three questions from the documentary on the 24 hours leading up to the administration of the death penalty.
5/21: Draft your responses to the questions from class Monday, but leave room to add information from the second half of the documentary.
5/14: Read the following articles and answer the questions below:
1. Race and the death penalty in the US: http://www.trust.org/item/20140327114438-qfbwv/?source=search
What role do you think that race plays in capital punishment? How does this affect the justification for the death penalty?
2. Myths about the death penalty: http://www.deathpenaltyinfo.org/race-death-row-inmates-executed-1976?scid=5&did=184#racestat
What information from this article did you find most interesting?
5/7: Write a new preamble to the Universal Declaration of Human Rights. Your preamble should reflect why such a declaration is necessary, why a list of basic human rights is necessary, and why, in your opinion, the respect of human rights is important. Your preamble should follow the proper format for preambulatory clauses (see the original preamble to the UDHR or the relevant pages in your MUN book), and include at least 150 words.
4/30: Rewrite Articles 1-5 of the UDHR (http://www.un.org/en/documents/udhr/) in your own words
4/28: Complete page 46 on the MUN book
4/7: Compose a 175 to 200-word response to the following prompt: In 1994 (while the Rwandan genocide was taking place) then-US President Bill Clinton gave a speech in which he claimed that the United States would stay out of foreign entanglements unless "the cumulative weight of the American interests [was] at stake." Does the UN have a responsibility to induce nations to intervene in humanitarian crises even when their own national interests are not directly affect? Why or why not?
4/2: Answer the following in complete sentences:
- Who in the film do you think might be haunted by "the ghosts of Rwanda?" Why?
- Some of those involved have suggested that racism may have been a factor in the international community's decision not to intervene in Rwanda. Do you agree or disagree with this statement? Why?
- At what points could someone have intervened and possibly changed the history of the genocide?
- Why was the Red Cross more effective in Rwanda than the U.N.?
3/19: Research and complete (in hard copy, not electronic) the definitions for the following terms: 1. Tutsis; 2.Rwandan Patriotic Front (RPF);
3. Interahamwe; 4. Hutus; 5. Rwandan Armed Forces (FAR); 6.Arusha Accords (1993) and create a timeline for the Rwandan genocide that includes the following dates: 1. 1899; 2. 1919; 3. 1935; 4. 1959; 5. 1962; 6. 1990; 7. April 6, 1994; 8. April 7, 1994; 9. April 15, 1994; 10. April 21, 1994; 11. April 2, 2002
3/3: Revised draft of Child soldier letter due in HARD COPY (along with rough draft and peer editing checklist)
2/24: Rough draft of letter due (see prompt in Resources Section at bottom of page)
2/19: Find the name of an organization that works to rehabilitate former child soldiers
2/12: Use the Red Hand Campaign website (http://www.hrw.org/video/2009/02/11/red-hand-campaign) and the other resources related to child
soldiers to answer the following questions:
1) What is the Coalition Against the Use of Child Soldiers?
2) What is the Red Hand Campaign? What do people all around the wold do during this campaign?
3) What are the six demands of the Red Hand Campaign?
4) How many red hands have been sent, and to how many countries, in the past couple of years?
5) Where was the Red Hand Campaign initiated?
6) What kind of activities or events were done to collect funds for child soldiers?
7) List the countries that are involved in the use of child soldiers.
8) How old are child soldiers when they are recruited? Who recruits them?
9) What are male child soldiers constantly in danger of and what are their living conditions?
10) How are female and male child soldiers different? What are female soldiers' role(s) in the army?
2/10: ***** RED HAND CAMPAIGN *****
1) Make sure to bring your Cancun MUN for the assembly Monday morning and second recess Monday and Tuesday. Wear your uniform as normal, but bring your shirts to put on at those times.
2) Check your assigned duty below:
10A -- Monday, February 10th, Second Recess
SETUP
Raul Adame
Pablo Ramirez
Karla Gonzalez
Ana Orozco
ASSISTING WITH HANDS DURING LUNCH
Nicole Polanco
Karina Segura
Cassandra Miguel
Sofia Gomez
Paula Lopez
Javier Rivera
Santiago Castilla
CLEANUP
Paola Ballesteros
Sandra Macias
Christian Munoz
Cayetana Fernandez
1/29: 1) Finish watching the documentary on the Nurmeberg Trials (http://www.youtube.com/watch?v=_8pVElnR1M8). Think about the following questions: In what ways did the Nuremberg Trials attempt to address the guilt of the Nazi high command for the Holocaust? Why did the prosecution focus their case in the way that they did? How did those choices affect the amount of emphasis placed on the acts of genocide by the prosecution? 2) Complete page 41 in your MUN book.
1/27: Write a reflection of at least 250 words about the images/ideas/developments from that documentary that affected you the most. How does the documentary present them? Why are they presented in that specific way? How do they fit with the eight stages of genocide? How do they fit with the definitions of genocide in the UN resolutions on the Crime of Genocide and on the Punishment and Prevention of Genocide (available in the additional resources section below)? You need to answer all of these questions in your reflection, but hopefully they give you some ideas.
1/22: Use the information from the documentary and pages 28-31 in your book to complete pages 32-35 of your book with multiple examples for each stage of genocide.
1/15: Record the 8 stages of genocide and their definitions (paraphrased to be in your own words) in your notes
8/26: Print and sign last page of syllabus; Work with your partners to create a 2-4 minute presentation on your topic and a visual aid (poster, powerpoint, slideshow, etc.)
8/28: Re-watch the parliamentary procedure video from class (http://www.youtube.com/watch?v=KnVp0070o0s) and record a list of all motions mentioned in the video and their definitions (When does it happen? When do you request it? Why do you make that motion?); Read through the guidelines for writing a position paper (http://iasmodelun.weebly.com/position-paper-guidelines.html)
9/2: Use position paper guidelines to create an outline for your position paper on school uniforms
9/4: Read pages 2-7 and answer all the questions on pages 10-11 in your books
9/9: Prepare half a page or more of notes on the major body of the UN you've been assigned. Make sure that you've answered the following questions in your own words: 1)Specific Function 2) Number of Members 3) Membership Process 4) 3 Issues addressed in last 5 years
9/11: Read page 12 in your MUN book and complete the assignment at the bottom of the page; finish preparing your presentation with your group
9/23: Read pages 13-17 in your MUN book; find, read, print, and be prepared to discuss a news article from a reputable news source that directly involves the UN in some way
9/25: Read the guidelines for writing a position paper (http://vmun.com/writing-position-paper-model-united-nations/), then choose a country and compile a full printed page worth of research that you can use on Wednesday to begin writing a new position paper, the topic of which will be "Safety and Security: North Korea's Nuclear Program". Use this webpage as your background for the topic (http://hickoryinternationalcouncil.com/modelun/security-council/). Information on specific countries can be found here: http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/country-information. Please note that all information must be cited (in MLA format). You should NEVER copy and paste information unless it is within a direct quote and has been properly cited.
9/30: Use this example outline (https://owl.english.purdue.edu/media/pdf/20081113013048_544.pdf) and your research from Wednesday to create an outline for your position papers on the nuclear situation on North Korea. Additionally, print out the following sample position paper (www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper) and label each (A, B, C1, etc.) as they appear in the guidelines for writing a position paper (http://vmun.com/writing-position-paper-model-united-nations/)
10/7: Position paper on the nuclear situation in North Korea due
10/9: IN CLASS: Students should use the information from The document named "Background10-9" as well as the individual country resources below to assemble a page worth of research on the topic of human trafficking. This research should be sent to Mr. Moore attached to an Engrade message at the end of class.
10/16: Complete page 59 of the MUN book
10/21: Use the four parts of a position paper (http://vmun.com/writing-position-paper-model-united-nations/) and your research on human trafficking from Wednesday, the 9th of October to create an MLA-style outline for your next position paper. The four major parts should align with the roman numerals (I. Brief Introduction to Topic, II. Effect of the Topic, etc.). There is an example of the proper MLA outline format in the "Additional Resources" section of your course website.
10/28: **IN CLASS** Students should work with a partner to use this sample position paper (http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper) and the information we've gone over on resolutions (pags 57-59 in your MUN boks) to practice writing a resolution paper with at least four preambulatory and four operative clauses.
10/30: Complete/prepare to turn in classwork from 10/28
11/4: Position paper on human trafficking due
11/8: If you wish for Mr. Moore to give you feedback on your position papers for Cancun MUN, you must submit them to him by Friday, November 8. This is not required. Position papers on human trafficking available from Mr. Moore
11/11: Bring a clean copy of your position paper on the nuclear situation in North Korea to class
IF YOU WANT TO BE CONSIDERED FOR BEST DELEGATE OR BEST POSITION PAPER, YOU MUST SUBMIT YOUR POSITION PAPERS VIA IASCANCUNMUN.ORG BY MIDNIGHT ON MONDAY, NOVEMBER 11.
11/13: Position papers for Cancun MUN due to Mr. Moore. These must be turned in as clean, printed copies even if you submitted them for best delegate and/or best position paper
11/14: Cancun MUN begins (http://www.iascancunmun.org/schedule.html)
11/15: Cancun MUN
11/16: Cancun MUN
11/20: Finish reading the excerpt from "The End of Poverty" in your MUN book
11/27: Finish watching the documentary "The End of Poverty?" (http://www.youtube.com/watch?v=_xpKKHcC8eU). The video should be ready to play from the 30 minute mark.
12/2: Write three paragraphs (each 4-6 sentences long) discussing what you learned from the documentary and the excerpt in your MUN book. This should not be a summary, but rather should show your analysis/understand of the role that colonialism plays in global economics to this day. Use questions such as "What role do the structures of colonialism play in continuing extreme poverty in formerly colonized areas?"; "What sort of problems to these colonial structures cause in these areas?"; "What advancements have been made in fighting poverty in recent decades?"; and "What changes can/should be made in the future to address these issues?" to guide your writing. The links related to our discussion of global poverty in the "Additional Resources" section below can also aid your analysis.
12/9: Complete the 10-sentence summary of the article you began during class on Wednesday
12/11: Write a 5-7 sentence paragraph on whether you would prefer to work for the IMF, the World Bank, or neither. Please state your reasons for your choice and include information from our in-class discussions.
Resources
Human Rights
History and first dimension: https://www.youtube.com/watch?v=3L4r47WiqMw
Second Dimension: https://www.youtube.com/watch?v=k0lsAYnBNaM
Third Dimension: https://www.youtube.com/watch?v=AEO6xRpo024
"Ghosts of Rwanda": http://www.youtube.com/watch?v=VJAuyIRfYIM
List of genocides since 1945: http://www.genocidewatch.org/images/GenocidesandPoliticidessince1945withstagesin2008.pdf
MLA format for business letter: https://owl.english.purdue.edu/owl/resource/653/01/
Sample letters in MLA format: https://owl.english.purdue.edu/owl/resource/653/2/
Glossary of important terms: http://www.hrea.org/index.php?base_id=121
UN Resolution 96 "The Crime of Genocide"(1946): http://archive.adl.org/education/curriculum_connections/spring_2005/spring_2005_lesson2_resolution.html
UN Resolution 260 "The Prevention and Punishment of Genocide" (1948):
http://www.fordham.edu/halsall/mod/UN-GENO.asp
http://www.iascancunmun.org/
MUN simulation training videos:
http://www.youtube.com/watch?v=QYu9mJz6S3I&feature=related
http://www.youtube.com/watch?v=uebd006PtBw
http://www.un.org/
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/country-information
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/news-media
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/issues
Guidelines for writing a position paper: http://vmun.com/writing-position-paper-model-united-nations/
Example Outline: https://owl.english.purdue.edu/media/pdf/20081113013048_544.pdf
MLA Formatting Guide: https://owl.english.purdue.edu/owl/resource/747/01/
Global Issue: Poverty
USA for Africa: http://www.youtube.com/watch?v=OoDY8ce_3zk
Africa for Norway (satire of USA for Africa): http://www.youtube.com/watch?v=oJLqyuxm96k
Interview with the director of The End of Poverty?: http://www.youtube.com/watch?v=NHhEk_nMWdo
NYT article by the author of The End of Poverty: http://www.nytimes.com/2013/09/25/opinion/the-end-of-poverty-soon.html?_r=0
UNDP fact sheet on poverty reduction: http://www.undp.org/content/dam/undp/library/corporate/fast-facts/english/FF-Poverty-Reduction.pdf
History and first dimension: https://www.youtube.com/watch?v=3L4r47WiqMw
Second Dimension: https://www.youtube.com/watch?v=k0lsAYnBNaM
Third Dimension: https://www.youtube.com/watch?v=AEO6xRpo024
"Ghosts of Rwanda": http://www.youtube.com/watch?v=VJAuyIRfYIM
List of genocides since 1945: http://www.genocidewatch.org/images/GenocidesandPoliticidessince1945withstagesin2008.pdf
MLA format for business letter: https://owl.english.purdue.edu/owl/resource/653/01/
Sample letters in MLA format: https://owl.english.purdue.edu/owl/resource/653/2/
Glossary of important terms: http://www.hrea.org/index.php?base_id=121
UN Resolution 96 "The Crime of Genocide"(1946): http://archive.adl.org/education/curriculum_connections/spring_2005/spring_2005_lesson2_resolution.html
UN Resolution 260 "The Prevention and Punishment of Genocide" (1948):
http://www.fordham.edu/halsall/mod/UN-GENO.asp
http://www.iascancunmun.org/
MUN simulation training videos:
http://www.youtube.com/watch?v=QYu9mJz6S3I&feature=related
http://www.youtube.com/watch?v=uebd006PtBw
http://www.un.org/
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/country-information
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/news-media
http://www.unausa.org/global-classrooms-model-un/for-educators/resources/resource-links/issues
Guidelines for writing a position paper: http://vmun.com/writing-position-paper-model-united-nations/
Example Outline: https://owl.english.purdue.edu/media/pdf/20081113013048_544.pdf
MLA Formatting Guide: https://owl.english.purdue.edu/owl/resource/747/01/
Global Issue: Poverty
USA for Africa: http://www.youtube.com/watch?v=OoDY8ce_3zk
Africa for Norway (satire of USA for Africa): http://www.youtube.com/watch?v=oJLqyuxm96k
Interview with the director of The End of Poverty?: http://www.youtube.com/watch?v=NHhEk_nMWdo
NYT article by the author of The End of Poverty: http://www.nytimes.com/2013/09/25/opinion/the-end-of-poverty-soon.html?_r=0
UNDP fact sheet on poverty reduction: http://www.undp.org/content/dam/undp/library/corporate/fast-facts/english/FF-Poverty-Reduction.pdf
peer_editing_checklist.pdf | |
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Background 10-9
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