Model United Nations: Food Security
A Civics Project Based Learning Unit
Social Studies Grade 7
Judi Allen, Rebecca Corcoran, Greg Hurley, UNAGB Education Team
A Model United Nations simulation asks students to step into the role of world leaders negotiating issues of global importance. In
this unit, students become delegates to the UN Human Rights Committee addressing the issue of food security. Students will be
captivated by this experience and rise to meet the challenges presented by research and debate.
The unit incorporates a variety of sources including primary documents, videos, and research materials from the web to engage
students of varied learning styles and to develop the literacy skills emphasized by the Common Core. Moreover, students work
together in partners, develop alliances with small groups of peers, and give speeches to the entire class, thereby improving their
speaking, listening, and leadership skills. All lessons include high expectations for all students while providing appropriate scaffolds
to support the needs of all learners.
This unit developed over time in collaboration between Malden Public Schools and the United Nations Association of Greater Boston’s (UNA-GB) education team. The UNA-GB
supports Massachusetts schools in the teaching of Model UN by providing on-going curriculum support, delivery of a lesson on parliamentary procedure (see lesson 3) and
facilitating the final UN simulation (see lesson 12). Please see their website, http://www.unagb.org/model-un for more information.
Stage 1 Desired Results
ESTABLISHED GOALS
G
Transfer
Students will be able to independently use their learning to…
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or conclusions of
a text; provide an accurate summary of the
text distinct from prior knowledge or
opinions.
T1. Research and evaluate the credibility of sources and develop and/or defend an
argument, or claim.
T2. Write to inform and explain a topic, concept, or process to a variety of
audiences.
T3.
Understand how recurring patterns in history can inform judgments about
CCSS.ELA-LITERACY.RH.6-8.4
current events and other issues.
Determine the meaning of words and phrases
T4. Analyze and resolve conflicts in order to work and live in an inter-connected
as they are used in a text, including
world society.
vocabulary specific to domains related to
T5. Understand how physical and human geography can inform responsible
history/social studies.
interactions with environment.
CCSS.ELA-LITERACY.RH.11-12.9: Integrate
T6. Apply knowledge of political and social systems to participate actively as an
information from diverse sources, both
informed citizen of a democracy.
primary and secondary, into a coherent
T
understanding of an idea or event, noting
Meaning
discrepancies among sources
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
E
CCSS.ELA-LIYERACY.RH.11-12.7
Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well as
in words) in order to address a question or
solve a problem
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear
reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons
and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
Students will understand…
E1. Can human rights be protected?
At what cost?
U1. The United Nations’ role in the world.
U2. The power and limitations of the
E2. How effective is the United Nations in
United Nations.
solving world conflicts?
U3. The United Nations’ parliamentary
procedure and protocols and how to
E3. Is it the right or responsibility of a
effectively use them as a tool to
country to promote its values around
persuade others.
the world?
U4. The complexity of a contemporary
issue and how it affects their country.
U5. The mission of the United Nations is to E4. Is food security a human right?
uphold human rights
U6. The process of communication and
negotiation in building coalitions with
other countries to reach consensus
sources and demonstrating an understanding
of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or
researched material under study; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track
progress toward specific goals and deadlines,
and define individual roles as needed.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and
respond to others' questions and comments
with relevant observations and ideas that
and resolutions.
Acquisition
Students will know…
K
Students will be skilled at…
S
Tier 2/Academic Vocabulary
Alliance (Allies), negotiation, resolution,
S1. Examining and analyzing primary and
solution, coalition, nation, infrastructure,
secondary sources to increase
delegate, consensus
understanding of the United Nations,
its’ purpose, and how the issue affects
Tier 3/Content Vocabulary
individual countries as well as the
United Nations, diplomacy, Secretaryinternational community.
General, General Assembly, human rights, S2. Making connections between prior
parliamentary procedure, speakers list,
knowledge and the issue of food
moderated caucus, unmoderated caucus,
security
placard, delegate, motion, national
S3. Prioritizing and ranking information
soverignty, food security, world hunger,
and data from multiple databases
malnutrition, underdeveloped country,
S4. Debating contemporary world issues
developing country, developed country,
using parliamentary procedure and
malnutrition, protein deficiency, vitamin
protocols.
deficiency, climate change, Codex
S5. Making predictions and inferences as
Alimentarius, Gross Domestic Product,
to how an issue will affect a country.
income disparity, literacy rate, operative
S6. Synthesizing information from
clause, perambulatory clause, sponsor
multiple sources to develop a
signatory
position.
S7. Critically reading sources from
Students will know…
differing viewpoints and to enhance a
K1. The goals of the United Nations and its
position.
effectiveness.
S8. Writing and speaking persuasively in
K2. The purpose of the Declaration of
support of a position.
Universal Human Rights and the rights
S9. Actively listening to other delegates
that are protected
bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by
others and, when warranted, modify their
own views.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing
salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and
examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual
displays in presentations to clarify claims and
findings and emphasize salient points.
Evaluative Criteria
K3. How food security differs around the
world, and its social, political, and
economic implications.
K4. How to use the protocols and
parliamentary procedures as a strategic
tool for debate
K5. Demographics, interests and values of
assigned countries to understand the
complexity of the issue
K6. The priorities of their assigned country on
the issue of food security
K7. How to effectively use research to
support a position
K8. How to be persuasive in writing and
speaking to convince delegates to work
with them in solving complex world
issues
K9. How to actively listen and respond to
other delegates in a debate
K10. Work collaboratively with other
delegates to create a solution to the
issue of food security
K11. The importance of building coalitions to
negotiate resolutions
and orally responding in an
appropriate and strategic manner.
S10. Negotiating with other delegates to
reach consensus.
S11. Reaching consensus as to how the
United Nations should act upon a
contemporary world issue.
Stage 2 – Evidence
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT
Rubric criteria:
Model UN Civics Unit on Food Security– Simulation
Use of parliamentary procedure
Clarity of ideas
Verbal synergy/diplomacy
Self-reliance
Goal:
You goal is to represent one of the 193 UN member nations and argue passionately for
the interests of your country on the issue of food security. You will craft resolutions on
Presentation skills
Partner teamwork
Accuracy of information
Tally of students speaking
this critical global issue.
Role:
You are a delegate to the United Nations representing one of the 193 member nations
called to analyze and discuss the critical global issue of food security
Audience:
The audience is the member nations represented in the conference.
Situation:
You have been asked to debate, negotiate, and plan actions to solve the human rights
issue of food security. You will use parliamentary procedure to present your nation’s
perspective and interests on the issue. Delegates will form coalitions with other nations
who share common goals on the issue. Coalitions will collaborate to create resolutions
that address and take action to solve the issue of food security.
Product Performance and Purpose:
You need to research your country and topic in depth and get into the shoes of UN
ambassador. You will:
Collaborate with a partner and use your research to prepare a position
paper, opening speech, and counterarguments for debate.
Use parliamentary procedure strategically to represent your country’s
interests and persuade the other member nations to agree with your
nation’s goals.
Argue your position knowledgably and with passion.
Negotiate and collaborate with other nations to create resolutions that
address and take action to solve the issue of food security.
Reflect on the conference experience and outcomes. (See lesson plan for details.)
Select one of the essential questions and create a Pinterest Post and written statement
in response to that question. Use your experience at the simulation as evidence to
support your claim.
Can you protect human rights? At what cost?
How effective is the United Nations in resolving world conflicts?
Is it the responsibility and/or the right of a nation to promote its values
around the world?
Is food security a human right?
Resource:
Flow of Debate: for use in class, school or regional simulation
*A staff member from United Nations Association of Greater Boston will come and run
simulations. To get in contact with UNA-GB, please email [email protected] or call 617-4824587
1. Debate begins with Formal Debate, called a Speakers List
a. Formal Debate Procedure: Formal debate revolves around a speakers list. The
Chair begins by asking all delegates interested in addressing the other members
to raise their placards. The Chair then chooses delegates to be placed on the
speakers list.
b. Purpose of Speakers List: Students present their opening speeches, that focus
on stating country positions or the how the topic is affecting their country and
offering recommendations for action or possible solutions to take action
c. Next Step: After all students have presented their opening speeches, debate
moves towards informal debate
2. Informal Debate, called Moderated Caucus
a. Moderated Caucus Procedure: A delegate (student) motions (recommends) that
the debate move into a moderated caucus, where instead if a listing the order
of the speakers, delegates can raise their placard and be called on to speak right
away. The delegate who motions for the moderated caucus must
recommendation the topic for discussion, how long the moderated caucus will
last, and how long each speaker will have to speak. Then, the rest of delegates
vote on whether or not to move into a moderated caucus.
b. Purpose of Moderated Caucus: Students focus the debate on a subtopic of the
issue their nation is particularly interested in. For example, for the topic of food
security, students may motion for a moderated caucus to discuss food prices,
food emergencies, malnutrition, etc. Moderated caucus also gives students to
ask questions of other nations, agree or disagree with other nations, and build
on what other nations (students) have said.
c. Next Step: After students have exhausted discussing the subtopics of the issue
and have started discussing solutions, debate moves into suspension of the
rules or unmoderated caucus.
3. Suspension of the Rules, a called an Unmoderated Caucus for resolution writing
a. Suspension of the Rules Procedure: A delegate (student) motions (recommends)
that the debate move into a unmoderated caucus, where students go and talk
with other countries and start creating resolutions. The delegate who motions
for the unmoderated caucus must recommendation the topic for discussion and
how long the moderated caucus will last. The topics are usually finding allies or
writing resolutions. Then, the rest of delegates vote on whether or not to move
into an unmoderated caucus.
b. Purpose of an Unmoderated Caucus: The primary purpose of the unmoderated
caucus is to write resolutions. First, students create groups of nations who want
to see the same solutions that their nation does (find allies). Then students
write resolutions, which is an outline for the solutions or actions these nations
want to take action on the issue at hand.
c. Next step: After time for unmoderated caucus expires, debate will move into
presenting resolutions and voting procedures.
4. Voting Procedure
a. Voting Procedure: After students have finished writing their resolutions and
have passed them into the chair or teacher, a student motion to close debate
and move into voting procedure. Then, the rest of the nations on it.
b. Purpose of Voting Procedure: If time permits, students or the chair/teacher will
present their resolutions to the rest of the nations. The students who wrote the
resolution read the resolution to the rest of the nations, and if time permits,
other nations can ask them questions about their resolution and the writers if
the resolution defend their ideas. Then the nations vote on whether or not they
support the passing of that resolution. This process repeats itself until all the
resolutions have been voted on.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Introduction to the United Nations
This lesson will introduce the United Nations, how the organization is set up, and the role the United Nations plays in world affairs. Students will
build conceptual knowledge of the United Nations using a Frayer Model. As you plan, consider the variability of learners in your class and make
adaptations as necessary. (T5, U1, U2, E1, E2, E3, K1, S1)
 Define the United Nations and explain its role in world affairs.
 Generate a class Wordle using students’ prior knowledge of the United Nations
 “Frame, Focus, and Follow-Up” on video clip, “Day in the Life of Ban Ki-Moon”
 Gradual Release of Responsibility: Reading and Marking up the text- Introduction to the UN
 Conceptual Vocabulary: Frayer Model On the United Nations
Lesson 2: Introduction to Human Rights
This lesson is the introduction to the Model UN Unit on food security. The overarching theme of the unit is how do we protect human rights,
including food security, so this lesson first uncovers previous knowledge student have on human rights and introduce the role of human rights
and the Universal Declaration of Human Rights plays in the United Nations. This lesson builds content knowledge on the human rights and
Universal Declaration of Human Rights. This lesson also builds some of the unit skill goals, including making a claim, negotiating, and consensus
building.
(T3, T5, U1, U2, U5, E1, E2, K2, S1, S2)
 Define a unit concept, “human rights,” using complete sentences and target vocabulary.
 “Frame, Focus, and Follow-Up” on video clip “What are Human Rights?”
 Close Reading and text dependent questions on the Universal Declaration of Human Rights (UDHR) Preamble
 Evaluation of the importance of articles in the UDHR

Creation of Article 31 of the UDHR
Lesson 3: How do I use parliamentary procedure as a strategic tool?
This lesson introduces students to the purpose of debate in the United Nations. The goal of the lesson is to teach students parliamentary
procedure or the rules of debate for Model United Nations. Students will participate in a “silly” simulation to gain understanding and directly use
parliamentary procedure for their performance task and this is an opportunity to teach the skill of debate, as well as give students a chance for
guided practice. For additional support in this lesson, contact the UNA-GB, [email protected].
(T1, T2, T4, U1, U2, U3, U6, E2, K3, K8, K9, K10, K11, S4, S9, S10, S11)
 Participate in a debate using the rules of procedure of the United Nations.
 Construct an argument and debate their position with others.
 Student self-assessment and reflection of their participation
Lesson 4: The Actions the UN can Take.
Students will learn about the actions that the UN can take.
 Think/Pair/Share
 Partner Work
 UN Actions ranking activity
 Frayer Model Instructions
Lesson 5: What is the Issue of Food Security and Why Does it Matter?
Students investigate the problem of food security in the world and basic vocabulary that will be necessary to
understanding the topic.
 Investigate the issue of food security
 Analyze the impact of food insecurity on people and countries
 Determine if food security is an issue the UN should address
Lesson 6: Malnutrition
Students will learn about the issue of malnutrition and begin to develop ideas about why it exists and what steps might be taken to address it.




Think/Pair/Share
Frame, Focus, Follow Up
Independent Reading Using Comprehension Symbols
Problem/Solution/Explanation Graphic organizer
Lesson 7: Food Emergencies
Students will learn about the issue of food emergencies and begin to develop ideas about why it exists and what steps might be taken to improve global
response to these situations.




Think/Pair/Share
Frame, Focus, Follow Up
Independent Reading Using Comprehension Symbols
Problem/Solution/Explanation Graphic organizer
Lesson 8: Food Security and Climate Change
Students will learn how climate change affects food security and what steps might be taken help those who are most affected.




Think/Pair/Share
Frame, Focus, Follow Up
Independent Reading Using Comprehension Symbols
Problem/Solution/Explanation Graphic organizer
Lesson 9: Food Security and Food Safety
Students will learn how climate change affects food security and what steps might be taken help those who are most affected.




Think/Pair/Share
Frame, Focus, Follow Up
Independent Reading Using Comprehension Symbols
Problem/Solution/Explanation Graphic organizer
Lesson 10: Creating a Country Profile
In order to become skilled in the use of Model UN protocols, students must become experts on their countries as they will be expected to
represent that country’s positions and values during the simulation. Students will create a country profile which will deepen students’
knowledge about the state of affairs in their assigned countries, and they will begin to understand those countries’ places within the
international community. This will help students learn facts and statistics about their country in comparison to other countries, which in turn
allows students to identify possible allies when negotiating resolutions.
(T1, T2, T3, T5, T6, U4, U5, E2, K5, K6, K7, S5, S6, S7)
 GDP, literacy rate, and income disparity statistics for assigned countries
 Basic Introduction handout on student country assignments
 Country Profile on each assigned country
 Analyze assigned countries’ roles in the world community
 Classify relevant social, political, and economic statistics of assigned countries
Lesson 11: What is the food security situation in my assigned country?
In this lesson students will craft their country’s fundamental position (thesis statement) on the issue of food security to be made in the
conference or simulation. This is a complex process which requires guided research, deep analysis and thorough synthesis of sources in order to
come up with an evidenced-based claim. During this independent research heavy class, students will deepen their understanding on the issue of
food security in their assigned country, in preparation for the simulation.
(T1, T2, T3, T5, T6, U4, U5, U6, E1, E3. E4, K3, K4, K5, K6, K7, K8, S3, S5. S6. S7)
 Analyze how students’ assigned country can work with others in the international community to improve the problems surrounding the
issue of food security for all countries.
 Identify how the issue food security affects their assigned country’s population.
 Annotations and content response notes on Food Security research articles
 Position Statement (thesis statement on assigned country’s position)
Lesson 12: How do I write a convincing position paper?
This lesson will ask students to condense their research on food security and their assigned country, create an outline, and write a creative and
persuasive position paper.
(T1. T2, T3, T5, T6, U1, U2, U5, U6, E3, E4, K7, K8, S6, S7, S8)
 Use research to identify how the issue of food security affects their nation
 Use research to identify what actions the United Nations should take to solve the issue of food security
 Create a Position paper outline
 Write a persuasive position paper
Lesson 13: How do I prepare to give speeches at a conference?
In this lesson, students will be introduced to what are good public speaking techniques. Students will also examine how to write an effective
opening speech and receive feedback on both the content of their speech and their public speaking technique.
(T4, T6, U3, U4, E3, E4, K7, K8, S8)
 Construct a convincing argument based on evidence in a speech
 Demonstrate effective public speaking techniques


Creation of Opening speech
Oral delivery of opening speech
Lesson 14: What can a UN resolution include?
The overall purpose of this lesson is for students to learn how the United Nations formally write solutions or resolutions. The goal is for students
to learn how to translate their ideas for identifying the problem and proposing possible solutions into a formal written document. Students will
be asked to create their own resolutions as part of their performance task, and this will teach students the process and walk students through
that process through guided practice.
(T2, T3, T4, T6, U3, U6, E2, E3,E4, K9, K10, K11, S9, S10, S11)
 Determine a solution and create a resolution using parliamentary procedure
 Understanding the Resolution
 Creating a preambulatory clause and Operative clause
Lesson 15 – CEPA
Students will perform a simulation to assess their knowledge if the United Nations, food security, and their assigned country. As you plan,
consider the variability of learners in your class and make adaptations as necessary. For additional support in this lesson, contact the UNA-GB,
[email protected].
(T3, T4, T6, U3, U4, U6, E1, E2, E3, E4, K8, K9, K10, K11, S8, S9, S10, S11)
 Demonstrate their deep understanding of the issue of food security
 Present and defend their country’s position on the issue of food security using evidence to support their arguments
 Demonstrate an understanding of the debate protocols of the United Nations
 Work collaboratively with other countries to create a solution to the issue of food secuirty
Lesson 16 Unit reflection
In this lesson, students will reflect on the process of participating in the Model United Nations simulation. Students will also answer one or more
of the essential questions using digital media. Students will reflect on what they have learned throughout the unit by comparing and contrasting
a word map from the start of the unit with a word map created at the end of the unit.
(T2, T3, T4, T5, T6, U1, U2, U5, E1, E2, E3, E4, K1, K7, K8, K9, S6, S8)
 Self-Reflection on simulation process
 Conceptual Vocabulary: Revisit Frayer Model on United Nations
 Response to essential question using a Pinterest post
 Creation of a class Wordle using research and understanding from their learning throughout this unit
 Comparison to the Wordle they created on the first day of the unit to show growth
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012