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"Virtual" Model United Nations Day

The purpose of this unit is for students to
(1) develop an understanding of the problems facing the world today;
(2) develop an understanding of the institutions that have been developed to solve these problems; and
(3) make decisions from the perspective of the UN member nation which they represent.

Grade Range	Intermediate (4-6) Middle School (7-8) High School (9-12)
Concepts	Connections
Topics	Global Interdependence Internationalism

Purpose Statement

How and why have Global Interdependence and Internationalism become major themes in human activity?

Software

Claris; Claris HomePage; Telnet or other Communications Software; Email Account (Pine, Eudora); Netscape or other Navigation.

Hardware

Available Computers, Scanner, Mavica, and Printers.

Internet Resources

Westside UN Web Page

The United Nations

CIA World Factbook (http://www.odci.gov/cia/publications/factbook/index.html>

Westside UN Web Pages
The United Nations HomePage
CIA World Factbook

Standard Resources

Text Books:
Burns, Edward M. Western Civilizations: Their History and Their Culture.
Ellis and Esler. World History: Connections Today.
Gordon, Irving L. World History.
Krieger, Neill, and Reyolds. World History: Perspectives on the Past.
Mazour and Peoples. World History: People and Nations.
McKay, etal. A History of Western Society.
Palmer and Colton. A History of the Modern World.
Perry, Etal. History of the World.
Roselle, Daniel. Our Common Heritage.
OTHER SOURCES:
Brooman, Josh. Twentieth Century History, 2d.
Brooman, Josh. The World Since 1900: Sourcebook. pp. 87-104.
Cannon, etal. The Contemporary World.
Gilbert, Felix. The End of the European Era, 1890 to the Present.
O'Callaghan, Bryn. A History of the Twentieth Century.
Snellgrove, L.E. The Modern World Since 1870.
UN Publications. Basic Facts About the United Nations.
Walker, Tim. & Amy N. Edwards. The Challenge of Building Global Peace.
The Card Catalog, CD Rom, and Infotrac are electronic resources located in the SS IMC and are also intended for student use.

History Teacher Objectives

1. To create a unit which allows students to use available technology to communicate with students and teachers in other countries.
2. To create a unit which broadens the frame of reference that students use to make decisions.
3. To create a unit which allows students to understand the interrelatedness of world problems.
4. To create a unit which allows students to practice the behaviors needed to become an effective team member.

History Content Objectives

1. Students will understand that Global Interdependence and Internationalism have become major themes in human activity in the areas of population, environment, the world economy, and the United Nations.

2. Students will understand the structure and functions of the United Nations and its various organs and agencies.

Instructional Outline

Instructional Outline
A chronological, step-by-step description of how the unit was carried
through by the teacher and the students. Include mention of the
activities done by students.

1. The unit is based on the currently existing Westside Model United Nations Day which has been in existence for more than fifteen years.
2. Post the follow Web Pages on the Westside Web Site: (a) Westside High School Model UN Day Page; (b) WHS Model UN Agenda; (c) WHS Model UN Country Data Page; (d) WHS Model UN Country Portfolio; (e) WHS Model UN Resolution Issues; (f) WHS Model UN Resolutions 1-7; (g) WHS Model UN Art Page; and (h) Global Interdependence and Internationalism Unit Page.
3. Promote international teachers and students participation in the WWW Model United Nations Day by posting information on the following sites:
Communtiy Discovered
K12 Euro History Teachers
International Email Cultural Communication
4. Assign students their respective UN Countries in January so that they can begin dialogue with their international counterparts.
5. Work with Media personnel obtain classroom email accounts.
6. Engage students in the Unit Plan for Global Interdependence and Internationalism.
7. Make appropriate arrangements with the building administrators for placing UN Day on the calendar and providing for 3 large group seating areas (180-360 students). Arrangements must also be made for large groups displaced by this activity.
8. Communicate with teachers whose classes will be interrupted by student participation from 8:15 a.m. to 1:10 p.m. Also arrange for student bag lunches and notify cafeteria personnel of change of routine.
9. Arrange for "secretariat security force" made up of cooperative students who will aid in supervision of 360 students along with 3-5 teachers and student teachers.
10. Be certain that students understand the process, the resolutions, and have completed background study of their respective countries.
11. Provide for election of caucaus, General Assembly, and Economic and Social Council Presidents (candidates are required to have completed petitions signed by twenty of their classmates).
12. Arrange for keynote speaker who can (in less than ten minutes) welcome students and provide a sense of importance for the UN Day activity.
13. Arrange for overheads and sound equipment for General Assembly, Economic and Social Council, and the Security Council.
14. Arrange for "UN Food and Art" Day to be held several days later in the student's respective classrooms.
15. Arrange for students to dress for the day looking "like UN Ambassadors."

Teacher Reflection

This plan is based on the current Westside High School Model UN Day. We have found that most students get a sense of anticipation for the roles they will play once they have completed the UN Country Data Sheets and the UN Country Portfolios. Some students find working with the resolutions a bit difficult, but the process of having honors students present a brief analysis of the issues seems to solve this problem. Research is difficult for students because once they get the data, they have to move to analysis. The Media staff have been most helpful at making resources available and helping kids learn how to use both print and non-print sources.
The real inspiration for this particular project is the desire to enable students to communicate with students from the country that they represent and to really get a feeling for the values and beliefs that people living there have.
The hardest part in this unit to implement is to make contacts with foreign schools. While I belong to a teachers of European History list serve, I found it to be loaded with teachers requesting contacts but with little desire or. more probably, the time to facilitate a project as extensive as this. In the several years that I have attempted the project, four schools at a time is the max I have been able to involve.

Teacher Artifacts

(a) Westside High School Model UN Day Page; (b) WHS Model UN Agenda; (c) WHS Model UN Country Data Page; (d) WHS Model UN Country Portfolio; (e) WHS Model UN Resolution Issues; (f) WHS Model UN Resolutions 1-7; (g) WHS Model UN Art Page; and (h) Global Interdependence and Internationalism Unit Page.

Student Reflection

Students have expressed the idea that UN Day was a lot of work. Yet former students come back and indicate that while they don't remember a lot of what they studied in World History, they do remember their UN Country and have always felt compelled to pay attention to articles about it in the paper or on the news. Students occassionally indicate surprise when a Security Council Crisis or a resolution issue becomes front page news within several weeks or months after UN Day.

Student Artifacts

Country Data Sheets and Country Portfolio Notebooks

Partnerships

Because of the global nature of this project, the work of many of the partners did not apply. We will continue to examine their sites for appropriate art works.

All Unit Plans are to be considered "Works in Progress". As teachers reflected upon the challenges and successes of each unit they were encouraged to return and make modifications. Also, each teacher was at their own level in incorporating the four strands of the grant into their daily teaching. As they grew more comfortable with each area they were encouraged to revisit their Unit Plan and make modifications. These Unit Plans are a snapshot of where the teachers were when the grant ended.