NHSMUN 2017 - Beginner Delegate Guide

BEGINNER
IMUNA
DELEGATE GUIDE
Prepared by:
International Model United Nations Association (IMUNA)
IMUNA, All Rights Reserved
Education Through Simulation
TABLE OF CONTENTS
OVERVIEW......................................................................................................................................................... 2
ABOUT IMUNA ................................................................................................................................................ 3
INTRODUCTION TO MODEL UNITED NATIONS ............................................................................................... 4
ACTIVITY: DEBATING CANDY BARS.................................................................................................................................. 4
ACTIVITY: REBUTTAL TENNIS ............................................................................................................................................ 5
WHAT IS THE UNITED NATIONS? ..................................................................................................................... 6
THE UN SYSTEM ................................................................................................................................................................... 6
UN RESOLUTIONS ................................................................................................................................................................. 7
ACTIVITY: COMMITTEE REPORTS ....................................................................................................................................... 7
ADDITIONAL RESOURCES .................................................................................................................................................... 8
FLOW OF A MUN COMMITTEE ......................................................................................................................... 9
STARTING DEBATE ............................................................................................................................................................... 9
RESOLUTION WRITING ......................................................................................................................................................... 9
VOTING PROCEDURE ..........................................................................................................................................................10
MULTIPLE TOPICS ................................................................................................................................................................10
ACTIVITY: NEW SCHOOL RULES ......................................................................................................................................11
ADDITIONAL RESOURCES ..................................................................................................................................................11
THE ART OF SPEECHCRAFT ............................................................................................................................. 12
SPEECHES AND THE RULE OF THREES...........................................................................................................................12
MODERATED CAUCUSES....................................................................................................................................................12
PUBLIC SPEAKING ................................................................................................................................................................13
ACTIVITY: IMPROMPTU SPEECHES ...................................................................................................................................14
ACTIVITY: MONOLOGUES ..................................................................................................................................................14
ACTIVITY: TONGUE TWISTERS ..........................................................................................................................................15
THE ART OF CAUCUSING ................................................................................................................................. 16
EXPLAINING YOUR POLICY (MODERATED AND UNMODERATED) ...........................................................................16
CHALLENGE YOUR OPPONENTS ......................................................................................................................................17
THE ART OF RESOLUTION WRITING ............................................................................................................... 18
ACTIVITY: UN RESOLUTION BOOK CLUB .......................................................................................................................19
ADDITIONAL RESOURCES ..................................................................................................................................................20
CRAFTING A POSITION PAPER.......................................................................................................................... 21
GLOSSARY .........................................................................................................................................................23
National High School Model United Nations 2017

Beginner Delegate Guide
OVERVIEW
Hello and welcome to the wonderful world of Model United Nations (MUN)! We here at the International
Model United Nations Association (IMUNA) are thrilled that you are interested in becoming immersed in
the world of MUN. If recent events are any indication, global issues education is more important now than
ever before, and MUN is one of the best ways for primary and secondary school students to learn about
international relations. We are certain that you have a lot of questions, and we hope that this guide helps
you get started.
This guide is intended for students who have not participated in MUN at all, or who are still developing
their understanding of how MUN works. It can also be used by teachers and faculty advisors of those
students to introduce them to MUN, and many of the example lessons provided in this guide are written
with teachers in mind. We will begin this guide with some broad foundational information about what the
United Nations is and its role in society, since many students (and even adults) either do not know much
about the UN or have some unfortunate misconceptions about it. Later on, we will walk you through the
different skills that MUN demands of students and how you can sharpen your own skills to match those
of the most experienced debaters. By the end of this guide (and a lot of practice), you will be more than
prepared to participate in your first conference.
The guide consists of various sections that will gradually introduce new concepts to students, and each will
have at least one activity to check for students understanding. For teachers fortunate to have a class
dedicated to teaching MUN, these activities can easily be converted into lesson plans for your students.
If you have any questions about this guide, please feel free to contact IMUNA at info@imuna.org. We are
always happy to support new MUN programs as they begin their wonderful journey exploring what it
means to be a global citizen.

ABOUT IMUNA
Founded in 1979, IMUNA is a non-profit educational organization devoted to global issues education
through simulation of international debate. Our flagship program, NHSMUN, is the largest Model
United Nations conference for secondary school students in the world. Every year, we welcome more
than 4000 students from more than 50 countries to New York City for four days of critical thinking,
writing, collaboration, and public speaking, led by a diverse, all-volunteer staff of more than 140
university students from the leading global educational institutions.
Because of the nature of our work, our organization enjoys a close working relationship with the
United Nations Department of Public Information (UNDPI). In addition to our NHSMUN
conference, we also work with a variety of partner organizations in the United States and
internationally to host high-quality training programs, led by our alumni volunteers who bring their
expertise as educators, policy analysts, and professionals to prepare students for their Model UN
experience. Our alumni community includes a wide array of business leaders, experts in international
law and economics, university professors, and even a Nobel Peace Prize nominee.
By leveraging its unique philosophy and human resources, IMUNA is the vanguard in providing
engaging and transformative learning opportunities that empower young learners with the skills to
be responsible global citizens. IMUNA holds itself to the highest standard for educational
programming that builds upon students' classroom skills by providing them with the means and
confidence to be effective agents for global change. The organization actively builds and supports a
network of international practitioners and organizations in a community of excellence, utilizing
expert resources to identify new improvements and innovations in global issues education; expands
and diversifies its community and diminishes barriers to participation in IMUNA programming; and
integrates emotional and social intelligence with interdisciplinary academic skill-sets to develop
empathy, critical thinking, and cross-cultural understanding.
IMUNA's volunteer staff publishes research papers, curriculum guides, training and self-study
resources, and educational material on a platform accessible to learners across the globe. IMUNA
supports the next generation of globally-minded leaders by facilitating cross-cultural debate and
exchange programs, equipping learners with the academic and social skills necessary to solve some
of the worlds most pressing international issues. The goal of IMUNA is to promote global
citizenship through global issues education. While we support numerous educational endeavors and
have assembled the world's leading MUN archive for students and educators, the heart of our
organization rests in our Model UN simulations and the delegates we serve. IMUNA partners with
international and regional organizations that promote education and international dialogue, as well as
collegiate and university educational institutions. IMUNA is also committed to serving as a leader to
the high school MUN community, providing resources to schools trying to start MUN clubs and
assisting schools that host local conferences around the world.

INTRODUCTION TO MODEL UNITED NATIONS

Model United Nations (MUN) is an extremely popular activity for students of all ages and spans the
entire globe, with millions of participants from every continent. In MUN, students take on the role of
delegates, or representatives of countries to the United Nations (UN). Delegates advocate for their
countrys interests in UN debates. Because MUN students are playing the role of delegates, they dont
actually advocate for their own opinions. Instead, they research the policy of a country that they are
assigned, and speak for that countrys point of view. After researching their countrys policy, delegates
from many different schools come together at MUN conferences, each playing the role of different
countries. At the conference, delegates negotiate with each other and try to come up with a solution to
the problem with which they are confronted.
For high school students, participating in MUN will help develop many skills that do not ordinarily get
the attention they deserve in traditional classroom environments. Because you will be arguing for your
countrys policy to many other students, your public speaking skills will improve. Youll also become a
better critical thinker: making a compromise with other delegates will force you to identify which parts
of your countrys policy are non-negotiable and which parts can be given up to achieve a better solution.
MUN will also make you a better global citizen, which will continue to be more and more important as
the world becomes more interconnected. Colleges and universities know that MUN trains these skills,
and having MUN on your college application can be a big help, especially if you become a leader for
your MUN club. This may sound challenging, and it will honestly demand a lot from you. But ask any
current or former MUNer and they will tell you that the experience, network, and fun that you get out
of a MUN conference will be well worth the work required. Dont just take our word for it. Heres what
one of our former students had to say about joining his MUN team and continuing the activity
throughout high school and college:
Participating in Model UN as a delegate was, for me, a perfect crash
course in public speaking, diplomacy, compromise, and policy. As a
complement to high school classes that encourage listening and learning,
Model UN pushes delegates to put their knowledge to the test and, most
importantly, to do so in a competitive and intellectually stimulating
setting.
ACTIVITY: DEBATING CANDY BARS

Objective: Students will get practice arguing for opinions that are not their own and defending those
opinions with just as much evidence and passion as they would their personal opinion.
Materials Required: Paper for students; Small bowl
Time Requirement: 10-30 minutes
Procedure: Start off the students by having them write down their favorite type of candy (or something
else enjoyable and subjective like television shows, ice cream flavor, etc.) on a small slip of paper. Collect
the papers and mix them together in the bowl. Then, have students pick one paper from the bowl at
random, making sure that they did not choose their own paper (or a paper with the same response they
wrote). The students should then have between 2-5 minutes to prepare a 45-60 second speech
explaining why the candy they drew from the bowl is the best candy. Note that it is important to have
students deliver a speech at least 45 seconds so that they are forced to provide a strong defense of their
candy. After their preparation time has passed, they should organize themselves in small groups of 2-5

and deliver their speeches to the group. Students listening to each speech should give positive,
constructive feedback to the speaker for 1-2 minutes after each speech.
ACTIVITY: REBUTTAL TENNIS

Objective: Students will practice sustaining a debate against new rebuttals without preparation, thereby
improving their argumentative and impromptu speaking skills.
Materials Required: N/A
Procedure: This activity makes for a great warm up for both new and experienced students. The idea
is simple: students pair up and one student makes any claim while the second student has to rebut it. If
the second student successfully rebuts the claim, then the first student has to rebut the second students
rebuttal. This continues until one student doesnt address the rebuttal or commits a logical fallacy. Once
one round is over, the second student can take a turn making a claim.
Before starting this activity, it is important to discuss with scholars what exactly a claim is. If one scholar
starts off with the claim that he/she is five feet tall, that is very difficult for a novice student to rebut.
Similarly, it would be hard to refute a claim such as, My favorite candy is anything with chocolate.
How can one student tell another student what his/her favorite candy is? Push students to make claims
that are contentious. Often, these claims only need to be tweaked to be appropriate. In the above
example, the claim Candies with chocolate are superior to all other kinds of candy is something that
is very arguable and not overly personal.
Weve heard that many MUN programs use this as a warm-up at the start of their meetings to get
students thinking about debate and the art of argumentation, in which case this might only take up a
few minutes. However, for newer students who might be more challenged by this activity, an instructor
could set up an entire tournament with the class to see who is the most skilled at rebutting arguments.

WHAT IS THE UNITED NATIONS?

Before discussing how MUN simulations take place, its important to understand what the UN is and
does. There are entire college-level classes taught on this subject, so well barely scratch the surface here.
However, we strongly encourage students and teachers alike to do their own research on the UN, as it
is one of the most important international organizations today.
The United Nations is a place where every country meets to discuss the issues that impact the entire
world. While individual countries usually deal with their own internal problems, some issues have effects
that cross borders, and therefore cannot be handled by a single country. For example, the UN often
discusses the best way to stop the illegal drug trade because illegal drugs are often made in one country
and later sold in another. Therefore, the many effects of the drug trade are felt in many different
countries, which means that individual countries are unable to stop the problem alone.
The UN is not a place where laws are made and passed. With rare exception, agreements made by the
UN are not binding on members, meaning they do not have to obey the agreement. Therefore, the UN
often works on the principle of consensus, where all countries make an agreement without a formal
vote. Because the UN cannot force countries to take certain actions, achieving consensus is the best
way to encourage all countries to implement the agreement in their own countries. This is a critical way
in which the UN differs from national governments, which frequently pass laws that are binding on
people in that country.
THE UN SYSTEM
When students visit the website of a large MUN conference for the first time, they often comment first
on the sheer number of confusing acronyms, many of which begin with UN Overall, the UN is at
the heart of what we call the UN System, the system of international organizations that are part of or
work very closely with the UN. The UN is just one part of the UN system, and there are non-UN bodies
that are considered part of the UN system. However, the parts of the UN system that are formally part
of the UN fall under one of the six organs of the UN.
General Assembly (GA): This is what most people think of when they think of the United
Nations. The General Assembly is the organ in which every country has one vote and every
member of the UN is represented. The GA cannot pass any binding agreements, but it does
have the power to set the UNs budget and elect members of most other organs.
Economic and Social Council (ECOSOC): Many view this as part of the GA, but it is actually
its own organ of the UN. In fact, many of the subcommittees of the United Nations actually
report to ECOSOC rather than to the GA. Unlike the GA, ECOSOC also does not have every
country represented. There are always 54 members of ECOSOC that are elected to three year
terms by the General Assembly. As the name implies, they primarily concern themselves with
economic and social matters.
Security Council (UNSC): Like the GA, this organ also gets a lot of press and is fairly well
known. The UNSC is made up of 15 members: 5 permanent members and 10 members elected
by the GA. The UNSC is unique for being able to pass binding resolutions on member
countries, but even then it is very limited by the UN Charter in what kinds of resolutions it can
pass as binding. However, the 5 permanent members all hold veto power on the UNSC,
meaning that if any of them disagree with an agreement, the agreement automatically fails, even
if everyone else votes for it.

International Court of Justice (ICJ): This is similar to the judicial branch of the UN. The ICJ
is made up of 15 judges elected by the GA that hear legal cases related to international law. In
order for the ICJ to decide on a case, it must be recommended to them by the GA or the two
countries in question must agree to have the ICJ decide their case.
Secretariat: The Secretariat is the administrative wing of the UN. They focus on the
implementation of many of the UNs resolutions and prepare reports for member states so that
they have the latest information when deciding on important issues. The Secretariat is headed
by the Secretary-General, who is elected to five-year terms by the General Assembly.
Trusteeship Council: This organ is now defunct, as its mission was completed during the era
of decolonization. We dont see this too often in MUN, but we think it makes for a fascinating
read.
UN RESOLUTIONS
Weve been using the vague word agreements to describe the documents that the UN votes on, but
that is not quite the correct word. Just like how, for example, the United States Congress passes bills
that are signed into law by the President, the UN passes resolutions (although they dont need to be
signed by anyone!). A resolution is essentially the text of what the countries agree to, written in legal
language to ensure that there are no misunderstandings between countries. The GA, ECOSOC, and
UNSC are each empowered to pass resolutions by the UN Charter; the other organs may not pass their
own resolutions.
In most cases, resolutions are passed by consensus, which means that there is no formal vote taken.
Instead, the countries just agree that there are no serious objections to the resolution, and it passes by
merit of the fact that there are no objections. MUN is somewhat different in that we frequently vote on
resolutions, but well describe that in more detail later on. If the GA or ECOSOC do decide to vote on
a resolution (usually because it is very contentious), the resolution requires a simple majority (50% + 1)
to pass. The only organ that differs in this is the UNSC. Resolutions there must have a two-thirds
majority to pass, and none of the permanent members (China, France, Russia, the United Kingdom,
and the United States) can vote against it or it automatically fails.
ACTIVITY: COMMITTEE REPORTS

Objective: Students will develop a deep understanding of a particular UN committee and how it fits
into the broader UN system
Materials Required: Chart paper
Procedure: The UN system is vast and complicated, so understanding it can take time. A great way to
help make it manageable for students is to break it down committee by committee. Assign each student
a UN committee to research, such as the Disarmament and Security Committee (part of the GA organ).
Ask each student to answer a few questions, such as the ones below (though we encourage instructors
to think of their own):
When and why was this committee founded?

Which types of issues does this committee discuss?
Which countries are represented on this committee?
What is one example of an important resolution or decision that came from this committee?

Students should prepare a written report on these questions no longer than a single page (good
preparation for position papers, which well discuss later), which shouldnt take more than 60 minutes
by itself. Then, have each student make a one minute presentation of his/her committee to the group,
ideally having them go in an order that will help them understand the connections between committees
(e.g., having each of the GA committees go first). After each presentation, the teacher should draw up
the six UN organs on chart paper and place each committee under the organ of which it is a part.
Students can then identify committees that have similar mandates as well.
By the end of the activity, the group should have built a good organizational chart of the UN that the
students themselves have created together. This is a great resource to post in the classroom for future
reference throughout the year.
ADDITIONAL RESOURCES
UN System Organizational Chart (Updated June 2015)
Descriptions of GA Committees
Descriptions of ECOSOC Committees. There are a lot of them. The Functional Commissions
are most frequently encountered in MUN conferences.
Overview of the UNSC. This article is heavily linked to other pages describing conflicts the
UNSC has addressed.
Overview of how the ICJ works. This source is a bit dense, but keep in mind that ICJ simulations
are typically reserved for more experienced delegates.

FLOW OF A MUN COMMITTEE

Instead of going chronologically through the process of preparing for a MUN conference, we are first
going to start with the overall flow of a MUN committee. This will help students understand exactly
what they are preparing for and why they are doing each of the preparation steps listed below. Both
students and instructors shouldnt be concerned if they dont totally understand this after their first read
through. Most MUNers have told us that no matter how well they were taught it, they didnt really
understand how conferences worked until they actually arrived to their very first one. MUN is really a
one-of-a-kind activity!
MUN is governed by the rules of procedure, which are the rules that determine when and how
delegates are allowed to speak. Without the rules of procedure, MUN conferences would just turn into
shouting matches, which wouldnt really create any sort of meaningful conversation. Here, we must
note that there is no single set of rules of procedure that all conferences share. The major themes
are usually shared among conferences, but each one may have its own special flavor of rules.
In this guide, well discuss what conferences using IMUNA rules of procedure look like. The IMUNA
rules of procedure are largely similar to the rules of procedure at most North American conferences.
However, we also want to note that we discourage new delegates from trying to learn or memorize the
rules in complete detail. FAs and veteran delegates can point new delegates to the most important rules,
but many of the rules cover situations not commonly found in MUN conferences, and a deep reading
of the rules of procedure can overwhelm new delegates.
STARTING DEBATE
Debate typically starts with a Speakers List: the list of countries in the order in which they will have the
floor to speak. The Speakers List is the most democratic of the forms of MUN debate. Each country,
no matter how strong or weak the delegate is, is allowed to be on the Speakers List only once at any
given moment, so this allows all delegates in the room to share their positions. Speeches in opening
debate are typically expository in nature. Delegates will highlight the facts that they deem most
important to their country, explain their involvement in the issue, and discuss the kinds of solutions
they want to see pass.
This is also the time where countries identify their blocs: groups of countries that share beliefs about
how to address the problem. Blocs are critical for getting anything passed through the committee, as a
resolution with a single sponsor is unlikely to pass. By listening for opening speeches that share similar
values to those of their own country, delegates can easily identify potential allies.
RESOLUTION WRITING
After many speeches have passed and the different blocs are starting to come together, the different
blocs will start to write their resolutions outlining how they want to see the issue addressed by the UN.
There is never a time in committee when the chair formally announces that it is time to begin writing
resolutions, and therefore the transition between the first and second phases of debate is never precise.
However, once a bloc feels that it has enough members to start writing, it should feel empowered to
begin writing.

During this phase, the Speakers List will continue, but the committee will more often vote to enter
caucuses. In short, caucuses are a suspension of the rules, meaning that countries no longer follow the
Speakers List. There are two types of caucuses:
Moderated Caucus: In this form of caucus, delegates pick a single, narrow topic on which they
want to make short speeches. The chair will then call upon countries that want to speak on that
topic. There is no Speakers List for a moderated caucus. These caucuses are great if there is a
single issue that has been bothering the committee and the delegates want to explore it more
fully through a series of dedicated speeches, since the Speakers List has no such restriction on
topic.
Unmoderated Caucus: An unmoderated caucus is where all delegates are invited to get out of
their seats and move about the room. This is extremely useful when it comes time to write
resolutions, as it allows blocs to speak freely with each other and debate ideas as they commit
them to paper.
Throughout this phase, different blocs may split or merge depending upon whether any issues become
more or less important to the committee. It is not unusual for there to be varying numbers of resolutions
being written throughout the debate. Such compromise is, in fact, at the very heart of the UN, and
remember, the UN most often works on the principle of consensus!
Finally, more advanced conferences will allow time to amend resolutions and allow extensive question
and answer sessions. We believe that new delegates should not be terribly concerned by this, and even
many advanced conferences dont feature amendments because the students do not have any to
propose. If you are curious about amendments, though, please ask us to share our resources pertaining
to advanced delegates and debates!
VOTING PROCEDURE
The committee ends with voting procedure. This is the time when all resolutions are presented or read
to the committee, and the committee votes on those resolutions one by one. New delegates should only
be concerned with whether they are going to vote yes or no on each resolution. The chair will walk the
committee through the various steps on how to cast those votes. However, it is important to note that
the UN and MUN committees can pass more than one resolution at a time, so there is no need for titfor-tat voting. Countries are encouraged to vote according to their policies to produce the most realistic
results from the simulation.
MULTIPLE TOPICS
Some conferences will have the delegates debate two topics instead of one. This is particularly popular
at MUN conferences throughout California and the West Coast of the United States. If so, the
committee will begin debating the second topic immediately after voting procedure on the first topic is
closed. At NHSMUN, in most cases, the committees will discuss one topic in depth, though it is not
entirely uncommon for a committee to complete both topics. We do not believe in regulating or rushing
the flow of debate to such an extent that it would be detrimental to the experience of the delegates;
therefore, we only require that committees debate, at minimum, one complete topic. As such, especially
in double delegation committees, it is important for both delegates to be familiar with both topics.

ACTIVITY: NEW SCHOOL RULES

Objective: Students will practice a full, but abbreviated debate session to understand the flow of debate.
Materials Required: Placards with students names on them; one gavel; one teacher or other
experienced individual familiar with the rules to serve as chair
Procedure: Theres simply no better way to understand how a debate evolves than to experience it. In
order to focus on how debate unfolds and not get bogged down in research-related questions, we can
pick a topic that is already near and dear to students hearts. One weve seen be very successful is This
classroom can pass one new school rule that the principal must adopt. What should it be? Students
will likely have very different opinions about what that school rule should be, but the restriction that
they can guarantee only one new rule will force them to compromise.
Ask students to make brief introductory speeches (~30 seconds) explaining the rule they would like to
see implemented. Then, once all speakers have gone, invite them to begin motioning for caucuses.
Depending upon the direction in which the debate goes, the chair can direct them towards the type of
caucus that would best assist them in addressing their issue. Be sure to allow the debate to return to the
speakers list sometimes, too, to show delegates how the speakers list can be a great opportunity for
someone from their bloc to address the whole committee.
By the end of committee, there should hopefully be a few rules that have widespread support among
the students. Once debate begins to reach a stable point (or if there is simply no more time), have the
students vote to determine the single rule that they would like to see passed.
Remember to leave time to debrief with the students. Which caucuses were the most productive (or the
least)? When did most of their resolution writing get done? Did anyone use their speakers list speeches
very well? Having the students generate their own observations about the activity will strongly reinforce
their own understanding of the flow of debate.
5 Stages of Committee Every Delegate Should Know -- Best Delegate
Flow of Debate -- UNAUSA
UN4MUN Rules -- Rules of procedure developed by the United Nations that differ significantly
from more traditional North American rules of procedure.
11

THE ART OF SPEECHCRAFT

SPEECHES AND THE RULE OF THREES
There is really only one thing to remember when it comes to speechcraft for novice delegates, and its
the rule of threes. The rule of threes states that a good speech features ideas organized into groups of
threes, which makes it very easy for a listener to understand the speech.
Lets break down what this means. First of all, a good speech of reasonable length (1-5 minutes) should
have three main arguments (in addition to a brief introduction and conclusion, each about one sentence
long). Then, each of these main arguments should have three pieces of good evidence to support them.
Good evidence means statistics, quotes from reputable sources, past UN resolutions, etc. So, in outline
format, a good speech looks something like this:
SHORT introduction
Argument 1
Evidence 1
Evidence 2
Evidence 3
Argument 2
Evidence 1
Evidence 2
Evidence 3
Argument 3
Evidence 1
Evidence 2
Evidence 3
SHORT conclusion
Many students, at first, tend to be hesitant to utilize this structure. They most often want to present a
different number of arguments, and there are very few that find three to be a comfortable number. The
rationale for three is as follows. If a delegate has only one argument, it is very easy for another speaker
to come up late and give a solid rebuttal in one or two sentences. Having more arguments helps make
the position more resilient against other delegates positions.
However, some delegates just want to put all of their arguments on the table and flood the listener with
ideas. This isnt good because many studies show that listeners only take away about 3 main ideas from
a speech, whether it is one minute long or an hour long. By selecting only the three best arguments,
delegates are delivering in a memorable way the three most compelling reasons why the listener should
agree with them.
MODERATED CAUCUSES
In moderated caucuses, where speaking times are usually either 30 or 45 seconds, there isnt really
enough time to implement the rule of threes. However, delegates should also remember that in
moderated causes, the goal of their speech is somewhat different (see the Flow of a MUN Committee
section). In a moderated caucus, there is only one topic that the delegates are discussing. Therefore,
delegates should view a moderated caucus speech as a small section of a full speech, specifically focused
on one of their arguments. In that sense, the rule of three still applies: speakers should have three pieces

of evidence to support the main argument of their moderated caucus. However, they shouldnt try to
make more than one argument in such a short amount of time.
PUBLIC SPEAKING
No matter how strong the content of a delegates speech is, if he/she fails to present the speech well,
he/she will lose the audiences attention. This is why public speaking skills are critical to the art of
speechcraft.
Unfortunately, it is very difficult to teach public speaking skills which are inherently auditory in a
written guide. However, the good news is that most people have a natural sense of what kinds of
speeches are the most compelling. So our main tip for public speaking is to study how well-known
orators make their speeches. Its easiest to use the most obvious examples of strong public speakers.
United States President Barack Obama is one example, and there is no shortage of video content online
that students can study. Historical figures also work well as public speaking coaches, and many of these
videos can also be found online. Great speakers need not be famous, historical figures, though, and
your community is likely to have local leaders to study.
Regardless, there are some tips we can provide to address some of the most common public speaking
issues we see among our delegates. Overall, the best way to address these issues is simply practice. If a
scholar has a glaring issue in a practice speech, address it there and then; otherwise, he or she may learn
bad habits that will be more difficult to eliminate later.
Audibility: The most common issue is students who dont know how to project their voices.
More often than not, this stems from nervousness around public speaking (which is completely
natural and should not be chastised). The easiest way to push students over that challenge is to
ease them into it while still holding them accountable. Do public speaking activities online (like
the ones suggested below) where they wont be the only ones in an uncomfortable position.
However, once they are speaking, dont give them a pass on their audibility. Have the student
leader or teacher push them to be louder until they reach a good public speaking volume and
hold them accountable for remaining at that volume until theyre done speaking. It will be
uncomfortable for them, but some discomfort must be overcome. Most importantly, allow
students to have breaks between speeches. If students feel like they are being picked on, they
may retreat further into their shell.
The Sweet Sound of Silence: Many students also struggle with the idea that they dont always
have to be speaking during a speech. This not only appears in the obvious issue of students
saying um and like a lot, but it also causes students to ramble with long run-on sentences.
Highlighting speeches from public figures where the pauses help captivate the audience is an
effective tool to showcase this technique.
Speaking Quickly: Similar to the above, some students get nervous and allow themselves to
speak quickly just to get the speech finished. If the audience cant understand the students
words, though, the speech is effectively useless. Hold students accountable when they are
speaking too quickly and make them start again from the beginning.
Tapering Off: Finally, many students have an issue where they taper off during the last sentence
of a speech. While not a major concern for longer speeches, during moderated caucuses, this
can make the main point of their speech entirely inaudible.
13

ACTIVITY: IMPROMPTU SPEECHES

Objective: Students will practice impromptu speaking skills and learn to think on their feet in ways
similar to moderated and unmoderated caucuses.
Materials Required: List of impromptu debate topics; gavel
Procedure: Prior to launching this activity, the teacher or student leader should write out a series of
impromptu speech topics that novice debaters can address. These topics should allow room for
differing opinions, but should not require any expert knowledge. Great topics may include What is
your favorite kind of candy bar? Would you prefer the power of flight or invisibility? or any number
of Would you rather topics. Once the instructor has prepared the topics, they can printed out on
tiny slips of paper for students to draw at random, or the instructor can just tell the students their topics.
From there, the procedure is simple. One at a time, students come up and pick a topic at random (or
have it assigned by the instructor). The student reads his/her topic to the class and then has 15 seconds
to mentally prepare before making a 45-60 second speech. It is important to urge students to fall within
that time range so that they can develop a natural sense of how long 45-60 seconds feels like.
This activity can also make a great warm up at the beginning of a class or club meeting, too!
ACTIVITY: MONOLOGUES
Objective: Students will perform monologues to practice their public speaking skills in front of others
and get experience making longer presentations.
Materials Required: Database of monologues (or Google)
Procedure: The idea here is simple, but the execution can be time consuming. Essentially, the idea is
for students to practice public speaking in a manner similar to the Speakers List by preparing
monologues to deliver in front of the class.
Usually, we find it helpful to have the full class read one monologue together and identify how they
might turn the written word into spoken word. The drama teacher at your school will likely be a great
resource for this. An important note here is that the instructor should not perpetuate the idea that there
is one way to go about delivering a monologue. In any monologue, there are multiple interpretations
possible. Once students learn how to creatively interpret a monologue, they should find their own, or
have a unique monologue assigned to them by the instructor.
It is important that students believe that preparing to deliver their monologue takes time and effort. It
is very obvious when students dont prepare a monologue and sound like theyre reading it for the first
time. Students should be given ample time to read and analyze their monologue, as well as practice it in
small groups. However, once everyone is ready, the instructor should have students deliver their
monologues one by one in front of the full class, with other students offering grows and glows after
each speech.

ACTIVITY: TONGUE TWISTERS

Objective: Students will use tongue twisters to ready their mouths and voices for public speaking,
especially before a MUN conference.
Materials Required: List of tongue twisters
Procedure: This activity is just a quick and great warm up before MUN tournaments that has worked
wonders for some teams. The idea is simple: a teacher or student leader brings a series of tongue twisters
with them to the MUN conference (such as this one), and students warm up by trying to perform the
tongue twisters. Not only does this awaken their voices and muscles, but it also gives them an early
opportunity to fail in a friendly environment, which can take some of the anxiety away from public
speaking.
15

THE ART OF CAUCUSING

As you read in the Flow of Committee section, MUNs rules of procedure consist of many styles of
debate and discussion, one of which is known as caucusing. As an alternative to the structured
Speakers List throughout debate, delegates can make a motion for two very different styles of
caucusing:
Moderated Caucus: A rapid, yet structured style of debate, a moderated caucus is used to
discuss a predetermined, specific aspect of the topic. When suggesting a moderated caucus, the
delegate proposing the motion must specify the length of the caucus, a speaking time, and the
purpose. For example, a delegate would say: Indonesia moves for a five-minute moderated
caucus with 30-second speaking time for the purpose of discussing Draft Resolution 1.2, which
would allow ten speakers to participate in the caucus (ten 30-second speeches in five minutes).
When the initially proposed caucus time has exhausted, debate defaults back to the Speakers
List if the committee does not pass a motion for another caucus.
Unmoderated Caucus: On the other hand, an unmoderated caucus is a suspension of
structured debate, and it is used to facilitate the free flow of communication among delegates.
During unmoderated caucuses, it is encouraged that delegates walk around the room and talk
policy and solutions with various other delegates in order to begin forming working paper, and
ultimately, resolution groups. These open caucuses also serve as a great time and place to
coordinate and write working papers and draft resolutions, as the caucuss loose structure allows
for open conversation and collaborative writing. Unlike the specifics required when motioning
for a moderated caucus, a delegate only needs to specify the length of time for the caucus, which
would sound like: Germany moves for a ten-minute unmoderated caucus.
The appropriate approach to caucusing will not only benefit the flow and productivity of committee,
but can also help delegates stand out amongst ones peers and in front of the dais. Here we have outlined
a few of the most common ways in which moderated caucuses are used and some tips for using this
time to ones advantage.
EXPLAINING YOUR POLICY (MODERATED AND UNMODERATED)

Because you can speak more freely in caucuses than in speeches, they can be a great way to quickly push
out your countrys policy on the debate topic. Typically, delegates will save their more lengthy policy
statements for their time on the Speakers List, but will use caucuses to push out previews of their
policy, offering just enough to get other delegates interested in their policy. If you are going to use a
caucus in this way, here are some tips for making the most of your speech.
Come Prepared: Coming prepared with research on a variety of subtopics will help you
participate during moderated caucuses, and the more moderated caucuses you can participate
in, the better off you will be. Having a policy on only one aspect of a topic is guaranteed to limit
your ability to contribute to debate.
Be Welcoming: Especially as committee sessions progress on, it can be very easy to let your
naturally-formed group become exclusive in a caucus, with a few key players dominating
conversation. For this reason, it is important to make sure you are letting any and all listeners
feel included, so be welcoming and invite interested participants to join the circle. You wont
pass your resolution if your speeches only address your friends in the committee!
Be a Good Listener: If you are caucusing to get your policy out there, its likely others will be,
too. No matter how much we think our opinion is best, we need to remind ourselves that our

voice is not the only one in the room, nor is it the only voice that matters. As weve already said
many times, one country has never passed a resolution by itself, so you need to be listening for
other countries that have similar policies to yours. Caucuses should only encourage, not hinder,
engaging conversation among delegates.
CHALLENGE YOUR OPPONENTS

Especially as committee goes on and as blocs get further into the resolution writing process, some key
points of dissent will emerge between members of the committee. At this point, you will likely be
battling for the hearts and minds of delegates that you could be bringing into your bloc. Here, caucuses
are also a great way to get some face-to-face time with delegates from opposing blocs and engage in a
debate with them in front of others. Do it well enough, and you will easily sway delegates to abandon
their bloc for yours. Some tips for using this strategy:
Come Prepared: This point is the same as in the previous section. If you challenge someone
elses argument without evidence to back you up, you might find yourself embarrassed by the
other students response.
Speak Confidently: This is not the time to be timid! If you are going to inspire other delegates
to trust you and your caucus bloc, you need to exude confidence with your speaking. Plan what
youre going to say to prevent any ums and deliver your speech with a strong, authoritative
voice. And if you arent really feeling confident about your speech, pretend that you are!
Be Civil: Most if not all conferences in the world value civility and diplomacy above everything
else. Even if the points you are making are correct, if you present them in an aggressive way,
the chair will not look fondly on that and may even intervene. You should feel free to target
your opponents ideas, but do not be demeaning in the way you go about that. When in doubt
about whether your language will be met with hostility, tone it down.
While there is no cookie-cutter strategy to being the perfect caucuser, we do believe following the above
tips will help you not only make the most of your time in debate, but ultimately will help you be a better
delegate and team player. Taking an open, welcoming, and logical approach to caucusing will help you
contribute to debate in a way that is beneficial to committee flow and overall debate.
17

THE ART OF RESOLUTION WRITING

Before learning what it takes to create a stand-out resolution for committee, you must first understand
the various stages a resolution goes through, from the very start of debate all the way through to voting.
At IMUNA conferences, this is the essential workflow:
You debate you write you submit you debate you amend you
vote everyone celebrates!
Below we have outlined the three main stages of a resolution:
Phase I - While a caucus bloc is putting together its resolution, the document is known as a working
paper. This means that the document is not formally acknowledged by the chair, meaning that if debate
closes, it will not be voted on. At most conferences, working papers are hand-written, but are written
with the goal of turning them into resolution. So, be sure to obey the resolution format rules presented
below.
Phase II - Once the bloc has written the working paper and it has all the ideas that the caucus bloc
wants to include, it is then submitted to the dais. The conference staff then types up the paper and
returns it to the committee, during which it then becomes a draft resolution. Draft resolutions are
recognized by the chair and are eligible to be voted on; however, draft resolutions are not the end of
the writing process.
Phase III - Prior to being voted on, draft resolutions are (sometimes) debated and amended. Some
conferences may deemphasize or even skip the amendment phase, either because the chairs want to or
the delegates simply dont have any amendments, but it is always an option. Once the draft resolution
is voted on (and if it is approved by the committee), it finally becomes a resolution.
Now, you may be thinking to yourself, what makes up a resolution? In deceptively simple terms, a
resolution is basically one very, very long sentence describing what the committee plans to do. However,
the resolution is broken up into a few different sections.
The header is like the header of a document that students may write for science class, but with MUNspecific information. Headers may vary widely between conferences, but they always include the list of
sponsors: the countries that are proposing the draft resolution and support it fully. Usually, conferences
also ask for signatories (countries that arent signing to the resolution, but think it should be voted on)
and a title for the resolution. Heres an example header:
Getting into the real content of the resolution, we start with the preambulatory clauses, or the why
of the resolution, explains the context for the topic under debate. These could include general
statements about the situation, references to actions already taken by the committee or other
resolutions, quotations from Secretaries-General, naming statistics related to a topic or subtopic, etc.
Note: these are always written in italics and start with participial phrases (usually, -ing words).

Examples of participial phrases used to start preambulatory clauses: bearing in mind, deeply concerned, further
deploring, keeping in mind, recognizing
Once the why is out of the way, resolutions describe the what and how with operative clauses.
These detail the actions that the committee wishes to take, which can be recommendations from member
states, establishments of protocols and subcommittees, collaboration with Non-Governmental
Organizations (NGOs), etc. Note: these are always written underlined and are in the third-person,
singular, present tense of a verb.
Examples of operative clauses: calls upon, endorses, encourages, further invites, recommends, requests
Now, its safe to say that no resolution is perfect. That is why before voting on draft resolutions, the
delegates have the ability to create what are called amendments, which essentially can alter and edit
the clauses of a draft resolution before it is finalized. Ultimately, amendments tend to be a tactic reserved
for a more advanced delegate, so we will reserve our discussion of amendments for a separate chapter.
ACTIVITY: UN RESOLUTION BOOK CLUB

Objective: Students will analyze resolutions actually passed by the United Nations to better understand
what goes into a resolution.
Materials Required: Prepared list of UN resolutions to read
Time Requirement: Varies widely
19

Procedure: Any good MUN student should get into the habit of reading and analyzing real UN
resolutions. This kind of detailed knowledge can easily set a delegate apart from the rest of an otherwise
talented committee. The challenge, however, is that many UN resolutions can be difficult to read. Many
of them focus on assigning research to the Secretary-General or asking for regular updates on
developing situations. Therefore, resolutions need to be vetted and pre-selected by a teacher or student
leader. Picking one at random and hoping it makes sense is more than likely to leave a student confused.
The idea is simple, though. Essentially, students work individually, in groups, or as a full class to analyze
a resolution that the UN has passed, focusing on the format of the document and the nature of the
steps taken. Students will likely quickly realize that although UN resolutions are not nearly as complex
as most countries domestic laws, they are still very dense documents that approach problems from
multiple angles. After students have had time to analyze this on their own or with their groups, they
should present their findings to the full class to reinforce their knowledge.
Sample Resolution -- This lightly annotated sample resolution from UNAUSA is a great way
to introduce resolutions to students without overwhelming them.
UN PaperSmart -- A database run by the UN that includes all working papers and resolutions
that are available digitally.
UNSC Resolutions -- Security Council resolutions can often be more understandable than
GA or ECOSOC resolutions. This page has links to all UNSC resolutions since the founding
of the UN.
Model UN Made Easy: How to Write a Resolution -- This article from Best Delegate does a
great job explaining how to write resolutions and goes into a bit more detail than we do here.

CRAFTING A POSITION PAPER

A delegates experience does not begin when he or she walks through the committees doors, but rather,
it begins the second he or she starts researching. Dedicating time to research and preparation the
months leading up to the conference will result in a well-rounded, prepared delegate which will not only
benefit the flow and movement of debate, but will also contribute to the delegates confidence in and
understanding of the topic. At MUN conferences, delegates compile their research on the ideas and
goals of his or her country into what is a known as a position paper, which is often a requirement for
delegates to receive awards. At IMUNA conferences, these papers are read carefully by the dais and
returned back to the delegates with feedback and suggestions, in efforts to point delegates and debate
towards the right direction as well as provide delegates with areas of improvement. Furthermore, the
position paper often comes in handy for delegates throughout committee as reference material when
they need to recall some of their research.
Many, if not all delegates ask one question at some point during their MUN career: Why do I need to
write a position paper? Essentially, the position paper is each delegates research summary. Many
delegates will prepare research binders where they print out numerous articles on their topic, which is
a great resource to have. However, sometimes you dont have time to dig through a massive research
binder to find the article you need. Sometimes, you just need to quickly refer to an important statistic.
Your position paper is that reference document. Writing these papers urges you to analyze several,
intricate aspects of the designated topic(s) as well as your delegations relation to the situation, allowing
you to come to committee prepared to accurately and realistically address what may be discussed. In
addition, researching your delegation's policy in regards to the topic will help you formulate solutions
to introduce to the committee. This type of thorough research leads to a more comprehensive debate
as delegates will be more likely to stay on-policy when discussing his or hers proposed solutions.
There is no standard format for a position paper, and they tend to vary widely between different
MUN conferences. However, most position papers include at least these three sections (or variants of
these sections)
I: Topic Background - Entire books could be written about most MUN topics, but you
dont have time to write or reference an entire book. In this section, you should highlight just
the parts of the topic background that are most important to your country or your proposed
solutions. Dont waste time on superfluous details.
II: Country Policy - This section focuses on the delegates policy and relation to the topic.
State your countrys policy in plain terms, and then back up why your country has that policy.
Here, it is critical to use evidence to support your arguments. If someone challenges your
policy in committee, youll want to back up your policy with evidence to shut down that
opposing voice.
III: Proposed Solutions - This is likely the most challenging section of the paper, as it tests
your out-of-the-box thinking. Proposed solutions need to be realistic. While a solution that
costs $100 trillion might work, the world doesnt have $100 trillion to throw around at any
problem. You should also tie your solution back to your countrys policy. Why is this the
solution that your country wants to see?
Be sure to check each conferences website for their exact position paper guidelines, since they change
slightly from conference to conference.
21

Many students also wonder about how to go about starting their research. Dont worry, weve got
some tips for that, too!
Do NOT start with the CIA World Factbook. If you arent familiar with the CIA World
Factbook, it is a great resource that provides a wealth of statistics about every country in the
world. Many students start their research here. However, we dont think this is a good place
for students to start. If students start here, they tend to get lost in the numbers, failing to see
the forest for the trees. Just listing the GDP, GNP, and GNI of your country isnt really
research. Theyre useful bits of information, but by themselves they dont tell a story about
your country. Delegates should look for more qualitative evidence to build that story and use
statistics to reinforce it.
Research Your Committee: It is absolutely critical for delegates to become familiar with the
past actions of the UN regarding their topics, which can be found in actual UN documents,
resolutions, and other published sources found online. Without this research, delegates simply
cannot have a proper understanding of the real challenges facing the UN.
Your Country: As you are responsible for speaking and making decisions in line with your
delegations policy, you should become an expert on the countrys political, economic, and
cultural systems so that you can effectively act as a representative.
In conclusion, the position paper will be a delegates best resource in committee. Upon completion of
the position paper, delegates should be confident in their ability to discuss, in detail, any and all sections
of the position paper in committee. To reach this goal, delegates must find the balance between being
concise and thorough when writing their paper. While some conferences may impose a maximum or
minimum page requirement, the main ideas should be clear and concise yet detailed and supported
regardless of the conference's requirements.

GLOSSARY
Amendment: Before a draft resolution is finalized and voted on, delegates have the ability to alter,
edit, or remove the clauses using amendments.
Background Guide: An informative guide prepared by a MUN conference that explains the
background behind the topic each committee is debating. These can vary widely in terms of format
and length between conferences, but the goal is always to educate. However, delegates should not see
these background guides as being the only research theyll need. The background guide is simply a
starting point for delegates individual research.
Caucus: A suspension of the rules. A caucus is when the Speakers List is temporarily abandoned and
the committee instead moves to different forms of debate to better serve its needs. See moderated
caucus and unmoderated caucus.
Chair: Also known as Director, the chair of a committee is the person who manages the committees
rules of procedure. The chair has the power to adjust or interpret the rules of procedure as needed in
order to help the delegates reach a more fair compromise before the conference ends.
Clause: The basic unit of a resolution (see preambulatory clause and operative clause).
Conference: The conference is the real goal of almost all MUN work. At MUN conferences, delegates
from different schools come together and advocate for their countries policies along with other
countries that may have similar or very different policies. Conferences are usually hosted by non-profit
organizations or universities and can last anywhere from a few hours to a whole week.
Consensus: The primary way in which the UN works. Because most UN resolutions are nonbinding, UN resolutions are often passed by consensus so that all countries feel motivated to
implement the resolutions in their own countries.
Dais: The term dais literally refers to the long table that the committees leaders sit at (e.g. The dais
in the town hall is made of oak). However, in MUN, the term more often refers to the people who
sit at the dais and run the committee. See: Chair.
Delegate: A representative of a country to the United Nations. Delegates dont speak for their own
points of view, but rather for the policies of their home country. In Model UN, the students play the
roles of delegates.
Draft Resolution: After a working paper is submitted and typed, it is redistributed to the committee,
then becoming a draft resolution. Prior to being voted on, draft resolutions are debated and amended.
Gavel: A tool somewhat similar to a hammer that chairs and dais members use to get the attention of
the committee and indicate when a speakers allotted speaking time has expired. The best delegate
of a committee is sometimes given the committees gavel as an award for his or her performance.
Moderated Caucus: Used to discuss a predetermined, specific aspect of the topic, a moderated caucus
is a formal style of caucusing, as a specific number of speakers are designated by the motion and called
on by the chair. The delegate proposing the motion must specify the length of the caucus, a speaking
time, and the purpose. For example, a delegate would say: I move for a five-minute moderated caucus
with 30-second speaking time for the purpose of discussing Draft Resolution 1.2, which would allow
ten speakers participate in the caucus (ten 30-second speeches in five minutes). When the caucus time
23

has exhausted, debate defaults back to the Speakers List if the caucus is not voted on for extension or
another motion is not made.
Motion: If a delegate wants to address the Chair on a matter related to how the committee is being run,
he or she will make a motion. The two most common motions by far are the motions to enter a
moderated and unmoderated caucus. However, there are also motions to open and close the Speakers
List, close debate, etc. See also: Points
Operative Clauses, or the how, details an action that the committee wishes to take, which can be
recommendations from member states, establishments of protocols and subcommittees, collaboration
with Non-Governmental Organizations (NGOs), etc. Note: these are always written underlined and
are in the present tense of a verb. Examples: calls upon, endorses, encourages, further invites,
recommends, requests.
Organs of the United Nations: The UN is organized into six organs (one of which is now defunct)
that each have their own domain of responsibility described in the UN charter. Every UN committee
falls into one of these organs.
Points: Points are similar to motions (and indeed chairs will ask are there any points or motions on
the floor? between speeches), but are intended to be questions to the chair that are not related to the
debate itself. Examples include point of inquiry (used to ask a question about the rules), point of order
(used when a delegate believes the chair has misapplied the rules), and point of personal privilege (used
when a delegate isnt comfortable with the environment, for example if the room is too hot). The points
at each conference will be listed in that conferences rules of procedure. See also motions.
Policy: A countrys opinion on a topic is often called their policy. For example, a country might have a
policy that nuclear weapons are too dangerous and that no country should have any nuclear weapons.
At a MUN conference, delegates with different policies meet and negotiate a solution to the worlds
problems that everyone can agree on.
Position Paper: The research document that delegates typically put together prior to attending a MUN
conference. Position papers typically reflect research the delegate did on their own countrys policy, past
actions on the topic, and their proposed solutions.
Preambulatory Clauses, or the why of the resolution, explains why the topic is important and being
debated on. These could include general statements about the situation, references to actions already
taken by the committee or other resolutions, quotations from Secretaries-General, naming statistics
related to a topic or subtopic, etc. Note: these are always written in italics and use participial phrases ing words. Examples: bearing in mind, deeply concerned, further deploring, keeping in mind, recognizing
Resolution: After being amended and voted on, this the final document that the United Nations (or a
MUN simulation) passes describing the action the committee wants to take.
Rules of Procedure: These are the rules that govern how delegates debate in committee. The rules of
procedure specify when and for how long delegates are allowed to speak and on what topic.
Signatory: This is a delegation who respects the resolution as debate-worthy and does not necessarily
contribute any content to the working paper or draft resolution.
Sponsors: The main authors and contributors of the resolution.
Unmoderated Caucus: A much more casual style of debate, an unmod allows for the free flow of
communication amongst delegates. During unmoderated caucuses, it is encouraged that delegates walk
around the room and talk policy and solutions with other delegates in order to begin forming working
paper and ultimately, resolution groups. These open caucuses also serve as a great time and place to

coordinate and write working papers and draft resolutions, as the caucuss loose structure allows for
open conversation and collaborative writing. Unlike the specifics required when requesting a moderated
caucus, a delegate only needs to specify the length of time for the caucus, which would sound like:
Germany moves for a ten-minute unmoderated caucus.
United Nations (UN): The most prominent international organization, bringing together nearly every
recognized country in the world in the spirit of peace and diplomacy. MUN conferences simulate
various committees of the United Nations.
UN System: The series of international organizations, primary constituent organizations of the UN,
that work to further the UNs mission. Although it is called the UN system, there are some organizations
that are not formally part of the UN, but work closely enough with the UN to be considered part of
the UN system (e.g. the International Atomic Energy Association and the World Trade Organization)
Working Paper: Recognized by the committee as a rough draft of a resolution that is still up for debate,
this first round of compiling operatives is handwritten.
25

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BEGINNER

Education Through Simulation

National High School Model United Nations 2017

National High School Model United Nations 2017

National High School Model United Nations 2017

INTRODUCTION TO MODEL UNITED NATIONS

ACTIVITY: DEBATING CANDY BARS

National High School Model United Nations 2017

ACTIVITY: REBUTTAL TENNIS

National High School Model United Nations 2017

WHAT IS THE UNITED NATIONS?

National High School Model United Nations 2017

ACTIVITY: COMMITTEE REPORTS

When and why was this committee founded?

National High School Model United Nations 2017

National High School Model United Nations 2017

FLOW OF A MUN COMMITTEE

National High School Model United Nations 2017

National High School Model United Nations 2017

ACTIVITY: NEW SCHOOL RULES

National High School Model United Nations 2017

THE ART OF SPEECHCRAFT

National High School Model United Nations 2017

National High School Model United Nations 2017

ACTIVITY: IMPROMPTU SPEECHES

National High School Model United Nations 2017

ACTIVITY: TONGUE TWISTERS

National High School Model United Nations 2017

THE ART OF CAUCUSING

EXPLAINING YOUR POLICY (MODERATED AND UNMODERATED)

National High School Model United Nations 2017

CHALLENGE YOUR OPPONENTS

National High School Model United Nations 2017

THE ART OF RESOLUTION WRITING

National High School Model United Nations 2017

ACTIVITY: UN RESOLUTION BOOK CLUB

National High School Model United Nations 2017

National High School Model United Nations 2017

CRAFTING A POSITION PAPER

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National High School Model United Nations 2017

National High School Model United Nations 2017

National High School Model United Nations 2017

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