Model United Nations: Access to Clean Water
A Civics Project Based Learning Unit
Social Studies Grade 7
Judi Allen, Rebecca Corcoran, Greg Hurley
Model United Nations places students in the position of those General Assembly, Security Council, and committee delegates. Through this
experience, pairs of students collaborate with their peers to create solutions for issues of global significance. Rather than speak from their
own perspective, students represent the position of assigned countries. Negotiating with the other country delegations, often with
conflicting values and interest, they work together in order to create resolutions to address these issues.
Students are inherently excited to participate in this meaningful work. They know that the topics of access to clean water, food security,
maternal health, and child soldiers are complex and real. At the same time, participating in an MUN simulation challenges students in ways
beyond the obvious hurdles of international relations terminology and topic and country research. To participate, students must present
prepared speeches, incorporate the ideas of others into extemporaneous speeches, work to find allies, write a proposal, and use
parliamentary procedure, all while working with a partner and speaking to a large group of peers. The embedded social and academic skills
required of students in a simulation are what make Model United Nations such a rich learning experience.
This unit focuses specifically on access to clean water as the issue addressed by the UN Human Rights Committee, however the issue can be
customized with any contemporary issue and supplemented with resources on that specific topic. Regardless of the issue being addressed,
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 challenge and develop a broad range of literacy and interpersonal skills. The lessons include high expectations
for all students while providing appropriate scaffolds to support the needs of all learners.
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Table of Contents
Unit Plan ……………………………………………………………………………………………..……………………………………………… 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……… 16
Lesson 2 ………………………………………………………………………………………………………………………………..…….…….… 22
Lesson 3 ……………………………………………………………………………………………………………………………………………… 30
Lesson 4 ………………………………………………………………………………………………….…………………………………………... 35
Lesson 5 ………………………………………………………………………………………………………………………………………………. 41
Lesson 6 ………………………………………………………………………………………………………………………………………………. 46
Lesson 7 ………………………………………………………………………………………………………………………………………………. 52
Lesson 8 ……………………………………………………………………………………………………………………………………………… 59
Lesson 9 ………………………………………………………………………………………………………………………………………………. 64
Lesson 10 …………………………………………………………………………………………………………………………………………….. 69
Lesson 11 …………………………………………………………………………………………………………………………………………….. 74
CEPA/ Lesson 12.………………………………………………………………………………………………………………………………….. 78
Lesson 13 …………………………………………………………………………………………………………………………………………….. 83
Unit Resources …………………………………………………………………………………………………………………………..…………. 88
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Stage 1 Desired Results
ESTABLISHED GOALS
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.
G
Transfer
Students will be able to independently use their learning to…
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 current events and
other issues.
T4.
Analyze
and resolve conflicts in order to work and live in an inter-connected world society.
CCSS.ELA-LITERACY.RH.6-8.4
T5. Understand how physical and human geography can inform responsible interactions with
Determine the meaning of words
environment.
and phrases as they are used in a
T6. Apply knowledge of political and social systems to participate actively as an informed citizen of a
text, including vocabulary specific
to domains related to history/social
democracy.
studies.
T
Meaning
CCSS.ELA-LITERACY.RH.11UNDERSTANDINGS
U
ESSENTIAL QUESTIONS
E
12.9: Integrate information from
diverse sources, both primary and
secondary, into a coherent
understanding of an idea or event,
noting discrepancies among
sources
Students will understand…
U1. The United Nations’ role in the world.
U2. The power and limitations of the United
Nations
CCSS.ELA-LIYERACY.RH.11-12.7
U3. The United Nations’ parliamentary procedure
Integrate and evaluate multiple
and protocols and how to effectively use them
sources of information presented in
as a tool to persuade others.
diverse formats and media (e.g.,
U4. The complexity of a contemporary issue and
visually, quantitatively, as well as in
how it affects their country
words) in order to address a
U5. The mission of the United Nations is to uphold
question or solve a problem
human rights
U6. The process of communication and negotiation
CCSS.ELA-LITERACY.W.7.1
in building coalitions with other countries to
Write arguments to support claims
reach consensus and resolutions.
with clear reasons and relevant
E1. Can human rights be protected? At what cost?
E2. How effective is the United Nations in solving
world conflicts?
E3. Is it the right or responsibility of a country to
promote its values around the world?
E4. Is access to clean water a human right?
evidence.
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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 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-onone, 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
Students will know…
K
Acquisition
Students will be skilled at…
S
Tier 2/Academic Vocabulary
S1. Examining and analyzing primary and
Alliance (Allies), negotiation, resolution, solution,
secondary sources to increase understanding
coalition, nation, infrastructure, delegate, consensus
of the United Nations, its’ purpose, and how
the issue affects individual countries as well as
Tier 3/Content Vocabulary
the international community.
United Nations, diplomacy, Secretary-General,
S2. Making connections between prior knowledge
General Assembly, human rights, parliamentary
and the issue of clean water.
procedure, speakers list, moderated caucus,
S3. Prioritizing and ranking information and data
unmoderated caucus, placard, delegate, motion,
from multiple databases
bacteria, virus, vermin, pollution, underdeveloped
S4. Debating contemporary world issues using
country, developing country, developed country,
parliamentary procedure and protocols.
malnutrition, poverty cycle, maternal health,
S5. Making predictions and inferences as to how
infrastructure, Gross Domestic Product, income
an issue will affect a country.
disparity, literacy rate, operative clause,
S6. Synthesizing information from multiple
perambulatory clause, sponsor signatory
sources to develop a position.
S7. Critically reading sources from differing
Students will know…
viewpoints and to enhance a position.
K1. The goals of the United Nations and its effectiveness. S8. Writing and speaking persuasively in support
K2. The purpose of the Declaration of Universal Human
of a position.
Rights and the rights that are protected
S9. Actively listening to other delegates and orally
K3. How access to clean water differs around the world,
responding in an appropriate and strategic
and its social, political, and economic implications.
manner.
K4. How to use the protocols and parliamentary
S10. Negotiating with other delegates to reach
procedures as a strategic tool for debate
consensus.
K5. Demographics, interests and values of assigned
S11. Reaching consensus as to how the United
countries to understand the complexity of the
Nations should act upon a contemporary
issue
world issue.
K6. The priorities of their assigned country on the issue
of clean water
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
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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.
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 clean water
K11. The importance of building coalitions to negotiate
resolutions
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 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.
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Evaluative Criteria
Rubric criteria:
Use of parliamentary procedure
Clarity of ideas
Verbal synergy/diplomacy
Self-reliance
Presentation skills
Partner teamwork
Accuracy of information
Tally of students speaking
Stage 2 – Evidence
Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
Post objectives for the simulation
CEPA: Model UN Civics Unit on Clean Water – Simulation
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 access to clean water. You will craft resolutions on 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 access to clean water.
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 access to
clean water. 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 access to
clean water.
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 access to clean water.
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Reflect on the conference experience and outcomes.
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 access to clean water 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 617-482-4587
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
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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.
Rubric:
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Model Un Simulation Grading Rubric
Excellent (4 points)
3 points
2 points
Weak (1 point)
Use of
Parliamentary
Procedure
Category
Delegates used parliamentary
procedure to effectively consider the
issue. Use of parliamentary procedure
seemed ‘natural’ and ‘unforced’.
Demonstrated
the majority
of qualities of
a 4.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Students were hesitant to use
parliamentary language. They required
multiple explicit reminders about how
to use parliamentary procedure
throughout the day.
Idea Clarity
Positions and questions were stated
clearly. It was easy to understand the
point that a delegate was trying to
make. Statements were logical and
succinct.
Discussion was deep and thorough.
Delegates summarized and built off
each others’ point effectively. They
were aware when a topic had become
repetitive and move on.
All delegates were professional and
considerate in their interactions. Even
when negotiating fiercely they
maintained a tone of respect. They
were welcoming and ‘on the lookout’
for common ground.
Demonstrated
the majority
of qualities of
a 4.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Positions were often confusing or
contradictory. Students either spoke for
too long a time without really saying a
clear idea or for too short a time as to be
understood.
Delegates spoke but the discussion was
‘shallow’ and often repetitive. Delegates
did not build off of or summarize each
others’ points.
Self Reliance
Students recovered quickly from
mistakes, took initiative during formal
and informal debate, and challenged
themselves to take intellectual risks.
Demonstrated
the majority
of qualities of
a 4.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Students had trouble recovering from
mistakes. They required explicit
instructions during unmoderated
caucuses. They ‘held back’ and waited
or asked questions before taking
intellectual risks.
Presentation
Skills
Delegates spoke loudly, in a
convincing tone, using inclusive body
language, and while making eye
contact with their fellow delegates.
Demonstrated
the majority
of qualities of
a 4.
Demonstrated a
few of the
qualities of a 4
and some of the
qualities of a 1.
Delegates fidgeted or used body
language in a way that was distracting
to the listener. They did not make eye
contact with their fellow delegates –
either looking at the floor/wall or only
at the Chair. Their tone was
unconvincing.
Partner
Teamwork
Country delegates were clearly a team.
Partners shared speaking time.
Partners were encouraging of each
other. They worked together to design
Demonstrated
the majority
of qualities of
a 4.
Demonstrated a
few of the
qualities of a 4
and some of the
There was clearly one dominant
partner. Partners seemed to work
independently or even against each
other at times. Partners seemed
Verbal Synergy
Diplomacy
Demonstrated
the majority
of qualities of
a 4.
Demonstrated
the majority
of qualities of
a 4.
At times, delegates were rude or
dismissive in their tone or body
language. At times, negotiations took on
a hostile or personal tone.
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resolutions and always seemed ‘on the
same page’ during formal debate.
<type here>
qualities of a 1.
confused by their position and even
presented conflicting ideas.
OTHER EVIDENCE:
OE
Lesson 1:
 Responses to “Frame, Focus, and Follow-Up” on “A Day in the Life of Ban Ki-Moon”
 United Nations Frayer Model
Lesson 2:
 Responses to “Frame, Focus, and Follow-Up” on “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:
 Participation in the “silly” simulation
 Self-Assessment of participation
Lesson 4:
 Quick write: Why is clean water important?
 Contrast three terms: developed country, developing country, and underdeveloped
 Responses to “Frame, Focus, and Follow-Up” on “World Water Day”
 Response to why is clean water a global issue that should be addressed by the UN
Lesson 5:
 “Frame, Focus, and Follow-Up” on Disease and Sanitation in C.A.R”
 Answers to critical thinking questions
 Accountable talk on social implications of access to clean water
Lesson 6:
 Infrastructure 7-Step Vocabulary Strategy
 Answers to the critical thinking questions
 “Frame, Focus, and Follow-Up” on “Water Changes Everything”
 Response to infrastructure prompt
 Response to essential question: :Is access to clean water a human right?
Lesson 7:
 GDP, literacy rate, and income disparity statistics for assigned countries
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 Basic Introduction to their country
 Country Profile
Lesson 8:
 Annotations and content response notes on Access to Clean Water research articles
 Position Statement (thesis statement on country position’s)
Lesson 9:
 Position paper outline
 First Draft of Position Paper
 Final Draft of Position Paper
Lesson 10:
 Opening speech
 Oral delivery of opening speech
Lesson 11:
 Understanding the Resolution
 Preambulatory clause and Operative clause
Lesson 13:
 United Nations Frayer Model

Pinterest Post on Essential Questions
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 clean water and sanitation. The overarching theme of the unit is how do we protect human rights,
including clean water & sanitation, 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)
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




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.
(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: What is the issue of clean water and why does it matter?
Students investigate the problem of access to clean water in the world and develop an understanding of basic vocabulary that will be necessary to
understanding the topic.
(T1, T3, T5, U4, U5, E1, E4, K5, K6, K7, S5, S6, S7)
 Investigate the issue of access to clean water and sanitation
 Analyze the impact of “dirty” water on people and countries
 Determine if access to clean water and sanitation is an issue the UN should address
 “Frame, Focus, and Follow-Up” on video clip of “World Water Day”
 Identify key vocabulary
 Guided reading on Introduction to clean water and review of critical thinking questions
Lesson 5: Water and Social Issues - How does access to clean water affect global health issues, women’s issues and education internationally?
The overall purpose of this lesson is to examine the social issues associated with access to clean water and sanitation. The goal is to expose students to
how not having access to clean water and sanitation affects the lives of individuals around the world. The students will use their knowledge gained to
(later in the unit) make connections between access to clean water and sanitation, social issues, and their assigned country.
(T1, T3, T5, U4, U5, E1, E4, K5, K6, K7, S5, S6, S7)
 Evaluate the health, gender, and educational implications of not having clean water and sanitation
 “Frame, Focus, and Follow-Up” on Disease and Sanitation in C.A.R”
 Guided reading on Health, Women, education, and Water and answers to critical thinking questions
 Accountable talk on social implications of access to clean water
Lesson 6: The Infrastructure of Clean Water; Effects on Political Life and International Economics
Students will be examining the process of how clean water gets into homes and will use that knowledge to look at how governments and economies are
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dependent on access to clean water. Students will continue to evaluate whether or not access to clean water is a human right.
(T1, T3, T5, T6, U4, U5, E1, E4, K5, K6, K7, S5, S6, S7)
 Identify the infrastructure surrounding clean water
 Analyze the impact of clean water on politics and economics in underdeveloped and developing nations
 Infrastructure 7-Step Vocabulary Strategy
 Answers to the critical thinking questions
 “Frame, Focus, and Follow-Up” on “Water Changes Everything”
 Response to infrastructure prompt
 Response to essential question: Is access to clean water a human right?
Lesson 7: 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 8: What is the access to the clean water situation in my assigned country?
In this lesson students will craft their country’s fundamental position (thesis statement) on the issue of access to clean water 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 access to clean
water 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
clean water for all countries.
 Identify how the issue of clean water affects their assigned country’s population.
 Annotations and content response notes on Access to Clean Water research articles
 Position Statement (thesis statement on assigned country’s position)
Lesson 9: How do I write a convincing position paper?
This lesson will ask students to condense their research on access to clean water and their assigned country, create an outline, and write a creative and
persuasive position paper.
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(T1. T2, T3, T5, T6, U1, U2, U5, U6, E3, E4, K7, K8, S6, S7, S8)
 Use research to identify how the issue of access to clean water and sanitation affects their nation
 Use research to identify what actions the United Nations should take to solve the issue of access to clean water
 Create a Position paper outline
 Write a persuasive position paper
Lesson 10: 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 11: 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 12 – CEPA
Students will perform a simulation to assess their knowledge if the United Nations, access to clean water and sanitation, and their assigned country. As
you plan, consider the variability of learners in your class and make adaptations as necessary.
(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 access to clean water and sanitation
 Present and defend their country’s position on the issue of clean water 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 clean water
Lesson 13 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.
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(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
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Lesson 1: Introduction to The United Nations (UN)
Brief Overview of Lesson (what this lesson is about):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.
Prior Knowledge Required:
Vocabulary terms unite and nation
 From their study of ancient history, students will know since the beginning of time people began settling in
communities, societies have always needed to work together and cooperate in order to survive

Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials):

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
Wordle: To create a word map at: http://www.wordle.net
Day in the Life of the UN Secretary-General Video. The video can be accessed at: https://www.youtube.com/watch?v=dUR0gzFg2ss
Introduction to the United Nations Handout
United Nations Frayer Model can be created at: **http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html**
Frayer Model Instructions: http://contentarealearningstrategies.wikispaces.com/Day+2
"Frame, Focus, Follow-Up": http://mass.pbslearningmedia.org/resource/vtlpd.pd.hints.frfofo/effective-video-based-lessons/
Comprehension Symbols. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Four Column Vocabulary Notes. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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MA Model Curriculum Lesson Plan
Lesson Number and Name:
Lesson 1: Introduction to Model UN
Time (minutes): 60 minutes
Overview of the Lesson:
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 construct a Frayer Model to build their own understanding of this concept throughout the unit. As you plan, consider the variability of
learners in your class and make adaptations as necessary.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U1 – the United Nations’ role in the world.
Standards:
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
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.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E2- How effective is the United Nations in solving world conflicts?
E3- Is it the right or responsibility of a country to promote its values around the world?
Objectives
Students will be able to
 Define the United Nations and explain it’srole in world affairs.
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
Annotate a text to increase their comprehension on a non-fiction text
Language Objectives
Students will be able to explain the role the United Nations plays in world affairs using target vocabulary and complex sentences.
Students will be able to report a group consensus using past-tense verbs: concluded, determined.
Targeted Academic Language:
Tier 2: Nation, Consensus, and Negotiation
Tier 3: Secretary – General, General Assembly, United Nations
What students should know and be able to do before starting this lesson:
 From their study of ancient history, students will know since the beginning of time people began settling in communities, societies
have always needed to work together and cooperate in order to survive
 The vocabulary terms unite and nation
 Define, characterize, give examples, and define the role an organization plays in a graphic organizer (a Frayer Model)
Anticipated Student Pre-conceptions/Misconceptions
 The UN is not a world government, however it often serves the role of mediator which is a role often played by government in the
United States as well as many other countries
 The UN members countries are all equal in the eyes of the organization
 The UN cannot pass binding laws upon its members but does have the means with which it can pressure compliance amongst
members
Instructional Materials/Resources/Tools
Resources:
 Wordle: To create a word map at: http://www.wordle.net
 Day in the Life of the UN Secretary-General Video. The video can be accessed at: https://www.youtube.com/watch?v=dUR0gzFg2ss
 Introduction to the United Nations Handout
 United Nations Frayer Model can be created at: **http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html**
 Frayer Model Instructions: http://contentarealearningstrategies.wikispaces.com/Day+2
 "Frame, Focus, Follow-Up": http://mass.pbslearningmedia.org/resource/vtlpd.pd.hints.frfofo/effective-video-based-lessons/
 Comprehension Symbols. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Four Column Vocabulary Notes. Can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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Instructional Tips/Strategies/Suggestions for Teacher
 Pre-Assessment: Think-Write-Pair-Share on Prompt “What is the UN?”
 Class brainstorm
 Video Excerpt: “Frame Focus, and Follow-Up” Model
 Close Reading- what is the United Nations
 Student creation of “Frayer Model” definition sheet
Assessment
Formative assessments:





Pre-Lesson: Think-Pair-Share Descriptive word list
Class “pre-unit” wordle
Frayer Model worksheet
Exit Ticket
Student reactions to homework/ extension assignment
Lesson Details (including but not limited to:)
Lesson Opening
Do Now: Students will complete a Do Now using the following prompt:
Think-Write:
Independently, students will create a list of descriptive words that characterize the term United Nations. If students have never heard
of the United Nations, instruct them to look at the individual terms, united and nations, and create a list of descriptive terms that
describe the two vocabulary terms.
Pair-Share:
Have students turn to their partner and share the list of words they generated. Partners should combine their answers into one list
and be ready to share with the rest of the class. Each group shares their answers, including any duplicates with the whole class. The
teacher types the list of words in wordle.net and creates a word cloud. The duplicate words will be emphasized in the word cloud by
size. Using the Wordle, have a short class discussion around the words that are most prominent.
Prompt questions the teacher can use to promote discussion:
o Why do you think some words are larger than others?
o What could these words tell us about the UN?
o Are there any words you don’t think belong?
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Teacher should provide each student with a copy of the Wordle for his or her notebook. Students will create another Wordle at the end of the
unit, which will provide a visual to demonstrate growth in their understanding.
·
During the Lesson
Vocabulary:
Introduce students to the four-column Vocabulary Organizer.
Students define the word diplomacy (column 2 only)
Video Excerpt: “Frame Focus, and Follow-Up” Model
 Show students the video clip “A Day in the Life of Ban Ki-Moon.” The teacher will use “Frame, Focus, and Follow Up” model to help
students build their understanding of the role the United Nations plays in world affairs
o Frame: The teacher will explain to students when and why the United Nations was founded.
o Focus: While students watch the brief clip, students should aim to answer the following questions:
 What is primary goal of the United Nations?
 Identify examples of the Secretary – General engaging in diplomacy.
o Follow-Up: After viewing the clip, the teacher will give students a few moments to reflect upon the clip, write their answers to
the “focus” questions, and then ask students to share their answers to the “focus” questions with the class.
 In vocabulary organizer, students demonstrate understanding of the word diplomacy and illustrate it
(columns 3 and 4).
Reading: Gradual Release of Responsibility
 Read the Introduction to the UN handout and mark it up the text using Comprehension symbols and annotating.
 Use the concept of Gradual Release of Responsibility
 I Do, You Watch: teacher models “marking up” and annotating on a small section of text from the article.
 I Do, You Help: together as a class, mark up the next section of the from the article
 You Do, I Help: Students can in partners to mark up and annotate the next section of the article.
 You Do, I Watch: Students work independently to finish the article. Customize for your class.
Frayer Model to build conceptual knowledge and vocabulary
 Students will be broken into 4-5 small groups based on their skill level.
 They will use the information in the reading to fill out the UN graphic organizer in 4 categories: definition, characteristics, examples,
and How effective is the UN.*
 A Frayer Model worksheet can be created at:http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html. More
specific directions can be found here: http://contentarealearningstrategies.wikispaces.com/Day+2
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
Students will add to this worksheet throughout the course of the unit to demonstrate their increased understanding of the United
Nations and the role it plays in world affairs.
Lesson Closing
Each group would nominate a group leader and each group would report what the United Nations is and its role in world affairs.
Extension / Homework Assignment


Content Extension (The UN): Examine the different organs of the UN. Have students visit http://www.un.org/en/mainbodies/ and
ask students to summarize a different body of the UN and report back to their classmates.
Content Extension (International Affairs): Instruct students to view the short video “7 Billion “produced by National Geographic:
http://www.youtube.com/watch?v=sc4HxPxNrZ0 Ask students to consider the challenge of living in a crowded world. Why does this
make the UN even more important?
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Lesson 2 and Introduction to Human Rights
Brief Overview of Lesson (what this lesson is about):This lesson is the introduction to the Model UN Unit on clean water and sanitation.
The overarching theme of the unit is how do we protect human rights, including clean water & sanitation, 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.
Prior Knowledge Required:
 What the United Nations is
 The United Nations was created to protect human rights
 What rights are
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials):
 Universal Declaration of Human Rights handout, which can be accessed here: http://educationresources.wikispaces.com/Clean+Water+Resource+Page
 UDHR, which can be accessed here: http://www.un.org/en/documents/udhr/index.shtml - a1
 The Story of Human Rights Video, which can be accessed here: https://www.youtube.com/watch?v=oh3BbLk5UIQ
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 2: Introduction to Human Rights
Time (minutes): 60 minutes
Overview of the Lesson
This lesson is the introduction to the Model UN Unit on clean water and sanitation. The overarching theme of the unit is how do we protect
human rights, including clean water & sanitation, 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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U5 - The mission of the United Nations is to uphold human rights
Standards:
• Skills: CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E2- How effective is the United Nations in solving world conflicts?
Objectives:
Students will know and be able to . . .



Identify human rights
Reflect on the challenges of enforcing human rights
Analyze the Articles in the UDHR
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Language Objectives:
Students will be able to articulate a perspective using strong present tense verbs: believe, agree/disagree, support.
Students will be able to define a unit concept, human rights, using complete sentences and target vocabulary.
Targeted Academic Language:
Tier 3:
human rights
What students should know and be able to do before starting this lesson:
 Identify whatare the United Nations.
 Explain the United Nations was created to protect human rights
 Identify what is meant by“rights”
Anticipated Student Pre-conceptions/Misconceptions
 Students may believe that human rights are limited to the United States’ Bill of Rights, and not realize how comprehensive the list is
and how it extends beyond what is included in the Bill of Rights
 Students may believe that because like in the United States, human rights are valued and upheld throughout the world, when the
reality is the human rights are violated all over the globe every day.
Instructional Materials/Resources/Tools
Resources:
 Universal Declaration of Human Rights handout, which can be accessed here: http://educationresources.wikispaces.com/Clean+Water+Resource+Page
 UDHR, which can be accessed here: http://www.un.org/en/documents/udhr/index.shtml - a1
 The Story of Human Rights Video, which can be accessed here: https://www.youtube.com/watch?v=oh3BbLk5UIQ
Instructional Tips/Strategies/Suggestions for Teacher
Frame / Focus / Follow-up on video
Vocabulary.com to make meaning of complex key vocabulary
Close Reading of primary source with Text Dependent Questions
Wordsift.com as a pre-reading strategy
Jigsaw reading of primary source
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Assessment:
 Formatively assessed on participation in the two class discussions and how they participated in the group activity.
 Group work reflection write-up.
 Creation of Article 31.
Lesson Details (including but not limited to:)
Lesson Opening
Opener: What are human rights? When students enter the class, have the Do Now prompt on the board and have students write their
answers.
During the Lesson
Introduce: Show students the following video to introduce the concept of human rights.
• Video: What are human rights?
Frame: Students have developed their version of what is meant by “human rights” but over the course of history this has evolved into what
we know today. Adults today often struggle to answer this question.
Focus: Why are human rights important?
Debrief the video
Follow-up: discuss the following: the concept of human rights has been around for thousands of years, why are people still fighting over
them today?
Close Reading and Text Dependent Questions on the Universal Declaration of Human Rights
Students should open the entire document on this website: http://www.un.org/en/documents/udhr/
Teacher can print of copies of the entire document for students to mark-up by hand or should use an online tool to mark up the document online (such as
Crocodoc ).
Pre-teach vocabulary: The following three terms should be briefly explained or students can use Vocabulary.com to look these terms up.
*Using Vocabulary.com to look up the words will allow students to look up student-friendly definitions, listen to pronunciations, and look at the
various word forms in real-world context which will help build meaning in order to motivate students and quickly understand these complex terms.
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Inalienable- a natural right that cannot be revoked by an outside force
Barbarous - to be vicious and cruel or simply uncivilized
Tyranny – a form of government in which the ruler is an absolute dictator (not constricted by a constitution, laws or an opposition)
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Background:As the video from the previous activity shows, the UN codified “human rights” in the Universal Declaration of Human Rights. This is a
document that all 193 nations in the UN (every country on earth) have signed on to in order to become part of the UN. It is the cornerstone of why the UN
exists.
Teachers can choose to share the following background information or see if students get this on their own.
Close Reading Directions
Students will read the document multiple times, each time with a different focus. Students will practice this strategy on the Preamble of the UDHR using
partner reading and reading the document aloud. (Directions adapted from: http://www.teachingthecore.com/non-freaked-out-common-core-closereading/)
Read through 1 – Students independently read the Preamble to familiarize themselves with it and answer Text Dependent Questions below.
Text Dependent Questions:


Who is the author of this document? How do you know that?
Who is the intended audience of this document? What words in the text indicate this?
Read through 2 – Students skim and scan the Preamble and Articles, paying attention to structure.
Text Dependent Questions:

What are the text features that you notice most about this document?
o
The word Preamble is at the top of the document. Based on the format of the text, what do you think that word means?
o
How are the Preamble and Articles related?How is each part different?
o
Why do the sections appear in this order?
Prediction – Use the following Wordsift (www.wordsift.com) to help students make a prediction about the intent of the author in the left hand margin of
the reading. The words repeated the most in the Preamble are the words which appear largest in the Wordsift. Students should make their predictions
based on those high frequency words.
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Students Pair / Share their predictions with a partner. Teacher call on partners to share their predictions with the class and record for the class to see.
Teacher Think Aloud: Teacher reads the first stanza and demonstrates the Think Aloud process.
Read through 3: After teacher finishes modelling Think Aloud the first stanza of the Preamble, students should partner read the next stanza together,
going through the same process as the teacher.
Teachers have student volunteer share their Thank Aloud. Students should be reminded to use left and right hand margins to identify document their
thinking.
Students are then released to complete reading the Preamble with their partners and to answer the text dependent questions below.
Text Dependent Questions:



What is the single most important idea in the document?
Does the UN have the power to enforce its standards for Human Rights? Cite evidence from the text to defend this answer.
Based on your reading of the text, your understanding of the United Nations, and your understanding of the term “Human Rights,” why might
countries who have agreed to the statements in this document not feel an obligation to abide by it after signing and joining the UN? Use specific
evidence from the text to support your claim.
Check for Understanding: Students should mark-up the document and should also submit their marked up documents (either paper or online markup)
marking up with a purpose – have a right side margin (content) and a left side margin. These mark-ups should be indicative of student understanding.
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Revise / Reflect: Once students have finished responding to the text dependent questions teacher facilitates a student centered discussion providing an
opportunity for students to build on one another’s responses.
Jigsaw: Students will then be broken into home groups and will jigsaw read the articles of the Universal Declaration of Human Rights.Jigsaw
Protocol
*Note on grouping: Flexible grouping decisions should be made based English Language acquisition skills, reading comprehension abilities,
and any other data which will help students support each other’s weaknesses by bringing their unique talents and strengths to the group.
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Each expert group will be assigned a section of the Universal Declaration of Human Rights.
Suggested Breaks:
o Articles 1-7
o Articles 8-14
o Articles 15-21
o Articles 22-30
Groupsmark-up, discuss and debatewhich right is the most important and why.
Share: Students return to home group. Have each member present which right they chose in their expert group and the reasoning behind
that choice.
Examine:
 Ask students in home groups to reach consensus to decide which of the four rights is most important.
 Each group shares the right they chose as most important and explains their reasoning.
 Debrief the process of reaching consensus.
 Ask students if they think we should whittle it down to one most important right or are all the rights included in the UDHR important
and why?
*Note: Throughout the unit, teachers should monitor and assess student discussions though the use of a discussion tracker or online app
such as dojo. Listen for . . .
 student use of vocabulary
 use of evidence
 higher-level thinking comments
 address misconceptions
 all students are contributing
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Lesson Closing
Add an extra article on the end- Write article 31.
Homework: Have students start 3 column notes on the key vocabulary terms speakers list, moderated caucus, unmoderated caucus, placard,
and delegate. Have students find the definitions for the 2nd column.
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Lesson 3: Introduction to Parliamentary Procedure
Brief Overview of Lesson (what this lesson is about):
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.
Prior Knowledge Required:


Role the United Nations in world affairs
How the United Nations discusses and negotiates world issues through structured debate
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials): all resources can be found here: http://educationresources.wikispaces.com/Clean+Water+Resource+Page
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Parliamentary Procedure handout
Junkfood in School Debate Briefing Handout
Junkfood in School Stakeholder Position Handout
Junkfood Stakeholder Placards
Timer
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 3: Introduction to Parliamentary Procedure
Time (minutes): 60 minutes
Overview of the Lesson
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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U3 – the United Nations’ parliamentary procedure and protocols and how to effectively use them as a tool to persuade others.
U6 – the process of communication and negotiation in building coalitions with other countries to reach consensus and resolutions.
Standards:
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 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.
Essential Question(s) addressed in this lesson:
E2- How effective is the United Nations in solving world conflicts?
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Objectives
Students will be able to participate in a debate using the rules of procedure of the United Nations.
Students will be able to construct an argument and debate their position with others.
Language Objectives:
Students will be able to articulate a perspective using strong present tense verbs: believe, agree/disagree, support
Students will be able to listen for and point out similarities in ideas using target language: My idea is similar to /builds upon
Targeted Academic Language:
Tier 2: Yield
Tier 3:
Parliamentary Procedure, Moderated Caucus, Speaker’s List, Unmoderated Caucus, Motion, Points, Placard
What students should know and be able to do before starting this lesson:
 The purpose of the United Nations
 Definition of human rights
 Human rights recognized by the UN
 Challenges of enforcing human rights
Anticipated Student Pre-conceptions/Misconceptions
 Students may have learned a style of debate that is different from parliamentary procedure, but use similar vocabulary, which may be
confusing when presenting the new information
Instructional Materials/Resources/Tools
Resources: all of the resources can be located at http://educationresources.wikispaces.com/Clean+Water+Resource+Page
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Parliamentary Procedure handout
Junkfood in School Debate Briefing Handout
Junkfood in School Stakeholder Position Handout
Junkfood Stakeholder Placards
Timer
Instructional Tips/Strategies/Suggestions for Teacher
 Quick-write to check for background knowledge
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Direct Instruction on Parliamentary Procedure
Experiential exercise to apply knowledge and skills
Assessment
 Students will write a one-page self-reflection for homework. Students will need to reflect on their experience in the Model UN
simulation. Their reflection should include the most challenging part about participating in the simulation, and what they would like
to do differently when they do the simulation for the end of unit performance task.
 Students will also be informally assessed on their participation in the simulation using the rubric.
Lesson Details (including but not limited to:)
Lesson Opening
*Prior to class, set the room with students sitting in partners and have the placards for the “silly” simulation
Do Now: How do you think the 193 nations of the United Nations negotiate solutions and debate international issues if there were no rules of
debate? Why? Have students independently respond to the do now prompt when they arrive in the classroom with a quick-write. Have a
brief class discussion going over the idea students came up with and use the answers to introduce the lesson on parliamentary procedure.
During the Lesson
Introduce: This is a short activity to familiarize students with the rules of procedure. Have students take out their 3 column notes on the
vocabulary. Handout the Rules of Parliamentary Procedure handout. Have students partner read the rules of parliamentary procedure and
write questions and comments in the margins. Debrief process.
Prepare for simulation: Partner students and tell them that they are going to practice parliamentary procedure in a “silly” simulation.
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Students are going to take on the roles of community members who are invested in whether or not junk food should remain in the
local middle school.
Assign students a stakeholder and pass out the stakeholder positions and junkfood in schools summary.
Students will need to read through the stakeholder position and come up with an argument (whether or not junk food should remain
in the school) and at least three pieces of evidence to support their arguments.
Guided Practice: The teacher will moderate the simulation using the rules of parliamentary procedure, and help students move through the
different steps of parliamentary procedure. This is designed to be a practice and deepen understanding of parliamentary procedure. In this
practice simulation, teachers should feel comfortable stopping debate and guiding them through each step in the process and explaining the
purpose.
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Check for Understanding: Pass out first row of final simulation rubricand have students self-assess their performance during the “silly”
simulation according to the criteria.
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Who made the strongest argument for or against the issue of junk food in schools.
How would you vote on the issue?
Lesson Closing
Students will write a self-reflection for homework. Students should consider the following:
 Were you able to get your position heard and why or why not?
 Who made the best argument and why?
 Were you able to use the rules of parliamentary procedure to help your argument?
 Are you comfortable using parliamentary procedure?
Homework:
Building Key Vocabulary: Have students fill in the 3rd column of their 3 column vocabulary notes. Ask students to illustrate 3 out of the 5
vocabulary terms and transfer the definition in their own words.
Extension:
 Content Extension (International Affairs): Instruct students to a YouTube or C-SPAN video of Prime Ministers Questions in the House
of Commons of the British Parliament (this is a Q and A session, regulated by parliamentary procedure, in which any member of the
House of Commons can question the Prime Minister. Often humor and fierce debate are interwoven.) In what ways are the
parliamentary procedures used in these assemblies the same as used in MUN? Why do governments use parliamentary procedures?
 Content Extension (Parliamentary Procedure): Use parliamentary procedure in another setting, such as homeroom/advisor, to decide
a ‘school issue’ such as the theme for an upcoming dance.
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Lesson 4: What is the issue of clean water and why does it matter?
Brief Overview of Lesson (what this lesson is about): Students investigate the problem of access to clean water in the world and develop
an understanding of basic vocabulary that will be necessary to understanding the topic.
Prior Knowledge Required: Students should be mindful of the essential questions that they have developed up to this point: Is diplomacy
enough to protect human rights around the world?
Students must know what is meant by human rights?
Estimated Time (minutes):60 minutes
Resources for Lesson (list resources and materials):
Video on World Water Day: https://www.youtube.com/watch?v=DEnlrE4iMBU
Introduction to clean water handout: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name: Lesson 4 clean water – Why is that an issue?
Time (minutes):60 minutes
Overview of the Lesson: Students investigate the problem of access to clean water in the world and basic vocabulary that will be necessary
to understanding the topic.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Reading Standards for literacy in History:
Craft and structure:
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies
Key Ideas and Details
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the textdistinct from prior knowledge or
opinions.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E4 - Is access to clean water a human right?
Objectives
Students will know and be able to…
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Investigate the issue of access to clean water and sanitation
Analyze the impact of “dirty” water on people and countries
Determine if access to clean water and sanitation is an issue the UN should address
Language Objectives
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
SWBA to articulate the main idea and details using key vocabulary
Targeted Academic Language
Tier 2: Toxic
Tier 3: Bacteria, Viruses, Vermin, Pollution, under-developed country, developing country, developed country
What students should know and be able to do before starting this lesson
Students should be mindful of the essential questions that they have developed up to this point:
 Can human rights be protected? At what cost?
 Is access to clean water a human right?
Anticipated Student Pre-conceptions/Misconceptions
Students will not recognize the importance of clean water and might not view it as an important topic. However this lesson makes the
importance of this problem very clear.
Students who are ELL learners could also do well with watching the videos more than once as the language and infographics move quickly
on and off the screen.
Instructional Materials/Resources/Tools
Students learn about the problem of clean water in the world and basic terminology that will be necessary to understanding the topic.
Instructional Tips/Strategies/Suggestions for Teacher
Direct Vocabulary Instruction
Frame, Focus, Follow-up
Guided Reading
Assessment
Student written responses to lesson closing prompt: why is clean water a global issue that should be addressed by the UN?
Lesson Details (including but not limited to):
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Opener:Vocabulary:Student should use last night’s homework to review the 3rd column and illustrations with a partner.
 3rd column should demonstrate student understanding (important/interesting)
 Illustration should symbolize meaning of the word
 Share a few examples with the class
 Students revise as necessary
Introductory activity: Students brainstorm a list of how they have used water thatday. Examples that could be included…
 Brushing teeth
 Showering
 Washing dishes
 Clean laundry
 Drinking
 Flushing toilets
Quick write: Why is clean water important?
Conceptual Vocabulary:Students should use Vocabulary.comand a word wheel vocabulary organizerto identify key vocabulary terms and
include them in their 4 column vocabulary organizer:
 under-developed country
 developing country
 developed country
*Using Vocabulary.com to look up the words “developed” and “developing country” will allow students to look up student-friendly
definitions, listen to pronunciations, and look at the various word forms in real-world context will help build meaning in order to
motivate students and quickly understand these complex terms.
Follow-up Activity:
To deepen understanding students should contrast these three terms after populating the word wheel.
Frame Focus Follow-up: Show video on World Water Day
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Frame: The issue of dirty water is one that does not impact most people living in developed countries (like the US) but is a daily
struggle for 2.5 billion people living in developing and under-developed countries.
Focus: Students should pay attention to the issues that arise from a lack of access to clean water.
Follow-up: Why is the problem of dirty water in developing and under-developed countries something that the UN should be
addressing?
Identifying Perspective: Who produced this video? What was their purpose in producing the video? Was it effective?
Guided Reading: Students read the handout Introduction to the topic: Clean Water Students should identify three main ideas and use those
three main ideas to summarize the issue of clean water as outlined by the UN.
For struggling learners, scaffold as necessary. Possibly have students preview the text before reading or mark the document up as they read
to increase comprehension.
Advanced Learners can use the links within the document to deepen their understanding of the topic.
Building Comprehension: Students should answer the four critical thinking questions at the end of the document and follow the
Think/Write/Pair/Share/Revise protocol below:
Think/Write/Pair/Share/Revise
Think/Write: Students review the text and answer the prompts
Pair: Students work with a partner to share responses
Share:Students share responses with class encourage students to build on to one another’s responses
Revise: As a result of discussion students revise their work in red.
Lesson Closing
If time runs out this closing can be given for homework.
Optional Connection: Watch a short (30 second) video clip of a family in New York City getting their water from Central Park.
https://www.youtube.com/watch?v=U7viqHIZPnY&list=ULl3uFkS5Svt4&index=22
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Checks for Understanding: Ask students to use their notes to write a response to the following prompt: why is clean water a global issue that
should be addressed by the UN?
Homework: Students should complete their responses, which they started at the end of class.
Extension: If students complete their responses in class they can look at one or more of the links below to enhance their response with
additional information:
I Photo Credit: http://www.operationbrokensilence.org/?p=4109
ii "Recreational "Bathing" Waters." Water Sanitation and Health. World Health Organization, 2011. Web. 15 Jun 2011.
iii "thermae." Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia Britannica, 2011. Web. 15 Jun. 2011.
<http://www.britannica.com/EBchecked/topic/591317/thermae>.
ivCoren, Anna. "Finding a Cure for Indonesia's Sick River." CNN 18 Mar 2010, Print.
v World Health Organization. Cholera Factsheet. New York: UNPO, 2011. Print.
Vi Coren, Anna. “Finding a Cure for Indonesia’s Sick River.” CNN 18 Mar 2010, Print.
vii "Introduction." Water, Sanitation and Hygiene. UNICEF, 6 Jul 2010. Web. 15 Jun 2011. <http://www.unicef.org/wash/>.
viii "Burden of Disease and Cost-Effective Estimates." Water Sanitation and Health. World Health Organization, 2011. Web. 15 Jun 2011.
<http://www.who.int/water_sanitation_health/diseases/burden/en/index.html>.
ix "Drinking Water and Sanitation." UN Water Statistics.Water Supply and Sanitation Collaborative Council, n.d. Web. 15 Jun 2011.
X Photo Credit: http://the99percent.com/articles/5775/Charity-Water-Making-Trade-Offs
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Lesson 5: Water & Social Issues
Brief Overview of Lesson (what this lesson is about):The overall purpose of this lesson is to examine the social issues associated with
access to clean water and sanitation. The goal is to expose students to how not having access to clean water and sanitation affects the lives of
individuals around the world. The students will use their knowledge gained to (later in the unit) make connections between access to clean
water and sanitation, social issues, and their assigned country.
Prior Knowledge Required:
 Identify why access to clean water is an issue that needs to be addressed by the United Nations
 How access to clean water and sanitation affects people worldwide
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials): all resources can be accessed here: http://educationresources.wikispaces.com/Clean+Water+Resource+Page
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Diseases and Sanitation in Central African Republic Video
Water and Health Topic Guide
Water, Women, & Education Topic Guide
Poverty Cycle Graphic Organizer
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 5: Water & Social Issues
Time (minutes): 60 minutes
Overview of the Lesson
The overall purpose of this lesson is to examine the social issues associated with access to clean water and sanitation. The goal is to expose
students to how the lack of clean water and sanitation affects the lives of individuals around the world. The students will use their
knowledge gained to (later in the unit) make connections between access to clean water and sanitation, social issues, and their assigned
country.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U4 –the complexity of the issue and how it effects their country
Standards:
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.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E4 - Is access to clean water a human right?
Objectives
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Students will know and be able to . . .

Evaluate the health, gender, and educational implications of not having clean water and sanitation
Language Objectives:
Students will be able to articulate the main idea and details using key vocabulary: main idea, detail.
Targeted Academic Language:
Tier 2: empower
Tier 3: malnutrition, poverty cycle, maternal health
What students should know and be able to do before starting this lesson:
 Identify why access to clean water is an issue that needs to be addressed by the United Nations
 How access to clean water and sanitation affects people worldwide
Anticipated Student Pre-conceptions/Misconceptions
 Students may not realize how access to clean water affects all aspects of people lives, not just for health and nutrition
Instructional Materials/Resources/Tools
Resources: all resources can be accessed here: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Diseases and Sanitation in Central African Republic Video
 Water and Health Topic Guide
 Water, Women, & Education Topic Guide
 Poverty Cycle Graphic Organizer
Instructional Tips/Strategies/Suggestions for Teacher
 Think-Write-Pair-Share-Revise
 Introduce topic with video preview
 Partner reading of the Water & Health
 Guided reading on Water, Women, & Education
 Conceptual Vocabulary through a Poverty Cycle Graphic Organizer
 Accountable talk on identifying the main social implication of “dirty water”
Assessment:
 Formative assessment of participating in pairs and small groups
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
Answers to sentence stems and questions in Water and Health and Women, Water, and Education Topic Guides
Poverty Cycle Graphic Organizer
Lesson Details (including but not limited to:)
Lesson Opening
Opener: Think –Write-Pair-Share. Ask students to answer the following prompt:
 How could lack of clean water and sanitation affect a child’s education?
Have students think about and write their answer, then share it with another student, and lastly, have a short class discussion on the
answers they came up with. Students revise their answers based on class discussion.
During Lesson
Introduce: Have students view the introductory video: Disease and Sanitation in C.A.R.
 Frame: In Sub-Saharan Africa, lack of clean water and sanitation causes many health problems and makes other health problem, such
as malnutrition, worse.
 Focus: Why is the lack of clean water and sanitation causing so many health problems, beyond just water-born diseases?
 Follow: After viewing the clip, the teacher will give students a few moments to reflect upon the clip, write their answers to the
“focus” questions, and then ask students to share their answers to the “focus” questions with the class
Partner Reading:Hand out Water and Health Topic Guide. Have students work in pairs to do a partner reading of the topic guide and work
together to answer the sentence stems in the document. Debrief the reading by discussing answers to the two sentence stems. Scaffold if
necessary. The materials can be accessed at the following link:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Guided Reading: Hand out the Water, Women, and Education Topic Guide. Have students read and mark up the text, including filling the in
the sentence stem. Have students respond to the prompts at the end of the article. Be sure to remind them to include evidence in their
responses. Debrief the answers the questions. The materials can be accessed at the following link:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Deepening Comprehension: Reread the article with a partner and use the article to fill out the poverty cycle graphic organizer. Instruct the
students to draw a picture depicting each stage of the poverty cycle using their notes and the article.
Accountable Talk: Students will talk to a partner about which social issue (health, women, and/or education) they think is the most
important for the United Nations to address and why (give at least 2 reasons).
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Lesson Closing:
Have students weigh in on the essential question(s) using their responses, notes and information from class discussions. Students must give
reasons to support their choice.
 Can human rights be protected? At what cost?
 Is clean water a human right?
Homework: Have students read the Economics of Water topic guide and mark up and answer the questions at the end of the reading. (Short
Reading)
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Lesson 6: The Infrastructure of clean water - Effects on Political Life and
International Economics
Brief Overview of Lesson (what this lesson is about):How does access to clean water affect political life and international economics of a country?
Students will learn about the impact of access to clean water on politics.
Students will learn about why access to clean water affects the economics of a country.
Prior Knowledge Required:Students will probably not understand how clean water flows into their houses for household purposes, and have probably
taken this for granted. In addition students will probably think the process for getting clean water into homes is far more complex than they would
originally think.
Estimated Time (minutes):60 minutes
Resources for Lesson (list resources and materials):
The Politics of Water:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Water and the Economy:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name: Lesson 6 –Infrastructure: How clean water impacts politics and economics
Time (minutes):1-2 days
Overview of the Lesson: Students will be examining the process of how clean water gets into homes and will use that knowledge to look at how
governments and economies are dependent on access to clean water. Students will continue to evaluate whether or not access to clean water is a human
right.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Reading Standards for literacy in
History:
Craft and structure:
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
Key Ideas and Details
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E4 - Is access to clean water a human right?
Objectives
Students will know and be able…


Identify the infrastructure surrounding clean water
Analyze the impact of clean water on politics and economics in underdeveloped and developing nations
Language Objectives

Students will know and be able to articulate the main ideas and details of an article using key vocabulary
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Targeted Academic Language
Infrastructure – Frayer Model
What students should know and be able to do before starting this lesson
Students should know what is meant by “politics” and “economics.”
Anticipated Student Pre-conceptions/Misconceptions
Students will probably not understand how clean water flows into their houses for household purposes, and have probably taken this for granted. In
addition students will probably think the process for getting clean water into homes is far more complex than they would originally think.
Instructional Materials/Resources/Tools
The Politics of Water:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Water and the Economy:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Instructional Tips/Strategies/Suggestions for Teacher
Plotting opinion on a continuum
Frayer Model on Infrastructure
Content Response Notes on The Politics of Water
Think Write Pair Share Revise
Frame Focus Follow-up
Assessment
Checks for understanding on student explanation for why infrastructure is important to accessing clean water
Quick write: cost/benefit analysis on building clean water infrastructure
Student explanation of where they fall on continuum of EQ: Is access to clean water a human right?
Lesson Details (including but not limited to:)
Connect to the Previous lesson: Students discuss EQ - Is clean water a human right? – use a continuum line to chart responses. Cover up this continuum
once students have finished putting themselves on this, as they will be doing this again at the end of class and will need to compare their responses from
the beginning and end of the class.
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Opener: Students make a prediction – How does clean running water get into your home for use in drinking, cooking and cleaning?
Activate: Students read one of the following articles from the US Geological Survey describing how governments get clean water to homes in the US. Both
articles are written in kid friendly language and make an engaging introduction to the reasoning behind why governments must address water needs.
Shorter/condensed article which summarizes the process simply: http://water.usgs.gov/edu/qa-home-supply.html
Longer article which uses a hypothetical example of how a town gets clean water to its citizens: http://water.usgs.gov/edu/dryville.html
Discuss: Why do governments (local, state, or federal) make access to clean water a priority for citizens?
Conceptual Vocabulary: Explicitly teach the key vocabulary wordInfrastructureusing the 7 Step Method
*Using Vocabulary.com to allow students to look up a student-friendly definition, listen to pronunciation, and look at the word in real-world
context will help students build meaning in order to motivate students and quickly move through the 7 Step Method.
*To get student buy-in using the 7 Step Method, it is important for them to understand the importance of using and pronouncing key words
correctly. When they participate in the Model UN Simulation student performance is based on a polished presentation. Misuse or
mispronunciation of a crucial vocabulary term will detract from credibility when trying to make convincing arguments.
Content/Response notes: Students will read the articleThe Politicsof Water and take notes using Content /Response notes *link to template and directions
here*
o
o
o
o
o
Students should identify main ideas and details (right-hand side)
While students are reading and taking notes they should be making comments, asking questions, inferring, and predicting (left hand side)
Students will synthesize main ideas and details to summarize the issue of clean water as outlined by the UN.
 For struggling learners, scaffold as necessary. Possibly have students preview the text before reading to increase comprehension.
As students find main ideas and details have them reach consensus with a partner.
In pairs students should share comments, answer one another’s questions and make connections
 Share responses as a class
Advanced Learners can use the links within the document to deepen their understanding of the topic.
Building Comprehension: Students should answer the four critical thinking questions at the end of the document and follow the
Think/Write/Pair/Share/Revise protocol below:
Think/Write/Pair/Share/Revise
Think/Write: Students review the text and answer the prompts
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Pair: Students work with a partner to share responses
Share: Students share responses with class. Teachers should encourage students to build on to one another’s responses.
Revise: As a result of discussion students revisit their notes.
Checks for Understanding: Students should look back at their Frayer Models on Infrastructure and add characteristics and examples based upon the
reading, summarizing and discussions they have just completed.
Justify: Explain why water infrastructure is important in order for people to access clean water.
Connection to economics: From where does the infrastructure for bringing clean running water into homes come? What needs to be built to improve
clean water access? Are the costs of building clean water infrastructure worth the benefits?
Frame Focus Follow-up: show video: Water Changes Everything

Frame: This video illustrates how people in underdeveloped and developing countries use vast amounts of time and resources trying to get
water, instead of being more productive members of their societies.
 Focus: How does access to clean water improve the economic health of a community?
 Follow-up: The video makes the claim that access to clean water makes a community economically healthier and it is as simple as donating 20
dollars. If the solution is so seemingly simple, why do 1 billion around the world people still lack access to clean water? (Underdeveloped and
developing nations don’t have the financial resources to build this infrastructure and rely upon developed nations for those financial resources).
*Have students fill in all of the columns in the 4-column notes on infrastructure
Guided Reading Check: Students should take out the homework done before this lesson and Pair/Share their responses to the six questions at the end of
the document Clean Water: Water and the Economy with a partner.
Discuss: The teacher should make a list on the board of ways that clean water impacts economies, based on both the video and the article.
Summarizing activity:Using their notes from on infrastructure, students should respond to the following question in a short quick write: Are the costs of
building clean water infrastructure in underdeveloped and developing nations worth the benefits for developed nations to invest in this infrastructure?
Using their responses students should then re-visit the Essential Question: Is access to clean water a human right?
Teacher has students plot themselves on the continuum again in response to the EQ above. They then compare how they fell on the continuum at the
beginning and end of class. Students should explain to partners why they think their opinions changed or stayed the same.
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Content Extension – how an NGO was able to develop a system with villages in the Philippines to get water to those citizensWater Infrastructure
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Lesson 7: Creating a Country Profile
Brief Overview of Lesson (what this lesson is about):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.
Prior Knowledge Required: Have some background knowledge of the issues surrounding clean water.
Students should have an understanding of what is meant by underdeveloped, developed, developing nations.
Estimated Time (minutes):60 minutes
Resources for Lesson (list resources and materials):
CIA World Fact Book’s website
Basic Introduction Worksheet:http://education-resources.wikispaces.com/Clean+Water+Resource+Page
How to Create a country profile: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Country Blocs: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 7 Creating a Country Profile
Time (minutes):60 minutes
Overview of the Lesson
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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Writing Standards for Literacy in History
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused
questions that allow formultiple avenues of exploration.
9. Draw evidence from informational texts to support analysis reflection, and research.
Reading Standards for literacy in History:
Craft and structure:Determine the meaning of words and phrasesas they are used in a text, including vocabularyspecific to domains related to history/social
Key Ideas and Details
2. Determine the central ideas or conclusions of atext; provide an accurate summary of the textdistinct from prior knowledge or opinions.
Essential Question(s) addressed in this lesson:
E2 – Is it the responsibility and/or the right of a nation to promote its values around the world?
Objectives:
Students will know and be able to. . .
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

Analyze assigned countries’ roles in the world community
Classify relevant social, political, and economic statistics of assigned countries
Language Objectives:
Students will know and be able to. . .

Evaluate important information from a large database in order to find the most pertinent information
Targeted Academic Language
Tier 3:



Gross Domestic Product
Income disparity
Literacy rate
What students should know and be able to do before starting this lesson
Students must know what is meant by the word “state” or “country” in an international context, as well as what types of government exist: democracy,
authoritarian, hybrid democracy, republic, monarchy
Anticipated Student Pre-conceptions/Misconceptions
Students might need support determining relevance of statistics, and the significance of the comparisons with the United States.
Students will struggle to classify the information they find into social, political, and economic categories.
Students also need to understand how these various facts impact the individuals within these countries, but also that statistics do not make up an entirety
of a country and that there are always deviations within these stats.
Instructional Materials/Resources/Tools




A more thorough glossary of terms can be found on the CIA World Fact Book’s website
Basic Introduction Worksheet:http://education-resources.wikispaces.com/Clean+Water+Resource+Page
How to Create a country profile: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Country Blocs: http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Instructional Tips/Strategies/Suggestions for Teacher
TWPS
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Skimming
Categorizing Information
Assessment
Basic Introduction - Formative
Country Profile – Formative
Country Comparisons – Summative
Lesson Details (including but not limited to:)
Assigning countries:
Before class teachers need to assign students the countries they’ll be representing in the simulation. Two students per country is recommended.
(Consider flexible grouping strategies.)
Optional: Have desks arranged in pairs with student names and countries.
Lesson Opening
Do Now: As students enter the classroom students need to find their seat to determine countries and partners. In these assigned pairs, they must find a
picture of the flag of their country. In addition they should find an explanation about why this design was chosen for the flag. Students should summarize
this as an introduction to their assigned country.
Website: https://www.cia.gov/library/publications/the-world-factbook/docs/flagsoftheworld.html Teachers can also print the flags and have them
displayed in advance around the room.
During Lesson
Country Research:Introduce students to the CIA Factbook and how to navigate that website by selecting their assigned country from the drop down
menu:https://www.cia.gov/library/publications/the-world-factbook/
*If computers are not available, make an appointment at the school or public library.
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Vocabulary Instruction:Students should look up the following words and put their definitions in column two on the Four Column Vocabulary Organizer.



Gross Domestic Product (per capita)
Literacy rate
Income disparity
Country Data Compilation: Student pairs identify the data for the above categories for their assigned countries and record that data in their notebooks. In
addition students should note hemisphere, continent and geographical features of their countries.
Discuss: Would you consider your country to be safer/more developed than the US or less safe/less developed than the US? Why? Students should cite
evidence from their research.
Independent work: Using the CIA Factbook website, students work in their delegate pairs through the Basic Introduction Worksheet. Instructor monitors
progress and provides feedback and clarification where needed.
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Debrief: Students share answers to the Basic Introduction Worksheet in small groups of 3-4 delegate pairs. As they listen to other countries students
should be predicting whether or not their country would be allied to or in opposition of the other countries in their small groups. They should justify this
decision with evidence from presentations.
Preview Pair/Share: Students should review the How to Create a Country Profilewhich will introduce key terms in creating a country profile. Students
partner share their understanding with their country colleagues and ensure they both understand the work they are to complete.Teacher then selects
volunteers to describe the process of creating a country profile to ensure all students are doing it correctly.
Independent / Partner Research: Students work collaboratively to complete the Country Profile for their country using the CIA Factbook website for their
assigned country.
Check for understanding: Based on the country profile, students need to decide if their country is underdeveloped, developing, or developed (this might
raise the question “How do I know?” This provides a good opportunity to analyze or interpret the statistics).
Inference: Students infer what they believe to be their countries’ point of view on the issue of clean water would be and justify that inference based upon
evidence found in their research.
Optional Application Activity: Students should use the information that they learned while creating a country profile to complete the Country
Blocs Worksheet. Students may not have time to complete this activity. If you need to choose between research and understanding country blocs, choose
to do the research.
Lesson Closing
Debrief: Ask students to move to different sides of the room, based on the following statements (instructors should choose 2-3 of these):









Developed, developing, underdeveloped
Colonizer, colonized, never colonized nor colonizing
Northern hemisphere, southern hemisphere, Western hemisphere, Eastern hemisphere
North of Tropic of Cancer, South of Tropic of Capricorn, Equatorial (between two)
Republic, Dictatorship, Monarchy
Put in order based on highest level of obligatory schooling to lowest level
Order from highest to lowest maternal mortality rate
Order from highest to lowest access to clean water
More than 15 official languages, Less than 15 official languages
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Based upon what they have observed in doing this activity, which countries do the students feel they should work with and which should they
work against? Students record their responses in their notes.
Homework: Students use their research to specifically explain why their country is classified as underdeveloped, developing, or developed.
Skill Building / Content Extensions:
Consider activities in the Roll Call: Sharing Materials is section on pages 11-12 of Preparing Students for Model United Nations Conferences – Mini-Activities
that Build 21st Century Skills to help students practice working together in their new delegate pairs.
Content Extension: Find an interesting news article (BBC has a country specific bank) and summarize. Find out the results of elections and government
actions recently. Find out what the weather was in the capital city of this country today using weather.com. The possibilities are endless!
Consider activities in the Roll Call: Notice and Remember Who is in the Room section and Voting: Making Decisions from a Specific Point of View section on
pages of 9-10 and 22 Preparing Students for Model United Nations Conferences – Mini-Activities that Build 21st Century Skills to get kids excited about
representing the point countries in the conference.
Content Extension: Ask students to research countries on the World Happiness Index. Ask them to reflect on the validity of this index, or any index, to create an
accurate country profile.
Content Extension: Ask students to consider the following question: “Which would provide a more accurate profile of a country, a 30 minute interview with
one person or 30 minutes reading about the country form the CIA World Factbook? “ (get at the idea of the difficulty of creating a profile for something as
complex as a country (or a person for that matter!)
Content Extension: This may be an overdone activity, but ask students to read excerpts the following anthropological study (which is actually the US in
anthropological jargon by Jared Miner://http://www.ohio.edu/people/thompsoc/body.html//. Ask students to reflect on the difficulty of describing a place –
be it through anthropology or international relations.
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Lesson 8: What is the access to the clean water situation in my assigned
country?
Brief Overview of Lesson (what this lesson is about):In this lesson students will identify how the issue of clean water plays a role in their country,
either directly or indirectly. This will be used to create the country’s position on the issue which will serve as the thesis for the position paper. Students
will write the position paper in the following class.
Prior Knowledge Required:Clear understanding of the issue and clear understanding of their country’s status (developed, developing, underdeveloped)
Estimated Time (minutes):60 mintues
Resources for Lesson (list resources and materials):
Individual country research: http://education-resources.wikispaces.com/Access+to+Clean+Water+%26+Sanitation+Students+Page
Additional links for content extension:




General FAO Country Profiles: http://www.fao.org/countryprofiles/default/en/
General WHO Country Profiles: http://www.who.int/countries/en/
Nutrition Country Profiles: http://www.fao.org/ag/agn/nutrition/profiles_en.stm
Humanitarian Country Profiles: http://www.trust.org/alertnet/country-profiles
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:Lesson8 – My country’s position on clean water.
Time (minutes):60 minutes
Overview of the Lesson
In this lesson students will craft their country’s fundamental position (thesis statement) on the issue of access to clean water 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 access to clean
water in their assigned country, in preparation for the simulation.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing
Essential Question(s) addressed in this lesson:
E1- Can human rights be protected and at what cost?
E3 - Is it the right or responsibility of to promote its values around the world?
E4 - Is access to clean water a human right?
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Objectives
Students will know and be able to


Identify how the issue of clean water affects their assigned country’s population.
Analyze how “their” country can work with others in the international community to improve this situation for all countries.
Language Objectives
Identify main ideas and details from technical non-fiction texts
Targeted Academic Language
Tier 2:
Position
Thesis Statement
What students should know and be able to do before starting this lesson
Students must be familiar with the topic guide and previous lessons.
Anticipated Student Pre-conceptions/Misconceptions
Students from developed countries might not see the immediate need to address this issue as it does not directly impact their citizens’ as much as
developing and under-developed countries. However using the discussion of clean water as a human right will help them see where they might fit into
the discussion, how their countries can play a role, and why it is important for them to play a role.
Instructional Materials/Resources/Tools
Country profile sheets
Websites for information on clean water access in countries around the world.
Instructional Tips/Strategies/Suggestions for Teacher
This lesson incorporates good reading and note-making skills which should embed vocabulary, force students to pull out main ideas, and allow them to
visibly make meaning of the information they research.
Assessment
Thesis statement which clearly states the correct position of the assigned country’s on this issue.
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Lesson Details (including but not limited to:)
Lesson Opening
Opener:Students need their country profiles to respond to the following prompt – Make an inference based on what you have learned about your assigned
country.
Independently students will decide . . .
1. Do you think your country needs help in order to get clean water to the people?
2. Do all of the people have access to clean water, and would theybe willing to help others develop the necessary infrastructure? Explain your
reasoning. (Hint: Redirect students to analyze their country’s Political and Economic status.)
Pair/Share: Students share their inferences with their country partners. Teacher polls the class to see which partner groups agreed and disagreed in
their predictions, and address misconceptions (send students back to their sources to re-evaluate)
During Lesson
Independent and Partner Research:Individual country profile research links are located on this page: http://educationresources.wikispaces.com/Access+to+Clean+Water+%26+Sanitation+Students+Page
“I do:” Students individually read annotate each article for their country looking for evidence to support what they think the claim might be.
Students annotate the Marking up the Document protocol as was first used in Lesson 2. Students code the evidence that supportstheir countries’
position on the issue of access to clean water as a human right.
“We do:” Students regroup with partners and respond to one another's comments and questions from response side of annotations.
Students discuss and record responses to the following questions.
1) Does my country have clean water?
2) Is my country willing to help surrounding countries?
3) Is my country willing to help other countries around the world?
“I do:”After discussion, students split up the articles to make Content/Response Notes on half of the articles using both partners' annotations and
ideas from discussions.In the summary portion of these notes, studentsidentify the country's position on the issue of access to clean water as a
human right according to that article.
Students share the summaries from their respective articles with partners and reach a consensus to identify their country's position on the issue
of access to clean water as a human right:
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


How does access to clean water affect your people directly?
How does it impact your country as a whole?
Can your country play a role in helping all people on earth achieve clean water? If yes, how and with what limitations? If not, why not?
Student responses to these questionsshould be recorded on their Country Profiles
Create a thesis statement: Students take their answers from the above questions and write a 1-2 sentence thesis statement which clearly lays out how
their assigned countries are impacted by the issue of clean water. Teachers are encouraged to share the rubric for position papers and ask students to
review the criteria for thesis statements.
Lesson Closing
Whole class debrief: Teacher checks in with pairs and plots country positions on a continuum line on the board:
1) Countries that do not have adequate access to clean water / Countries that have adequate access to clean water
2) Countries that need help creating infrastructure /Countries that are willing to provide help creating infrastructureto some countries /
Countries that are willing to provide help creating infrastructureto all other countries
Homework: Students should do a quick-write on the following Essential Questions:
E1 – Can human rights be protected? At what cost?
E4 - Is access to clean water a human right?
Students should specifically state if they changed their position and explain why or why not.
Additional Assessment:This research will be used to write position papers (see lesson 12)
Skill Building Extension:
Consider activities in the Roll Call: Sharing Materials is section on pages11-12 of Preparing Students for Model United Nations Conferences – MiniActivities that Build 21st Century Skills to help students practice working together in their new delegate pairs.
Additional research links with information about the access to clean water situation in each country:
General WHO Country Profiles: http://www.who.int/countries/en/
Nutrition Country Profiles: http://www.fao.org/ag/agn/nutrition/profiles_en.stm
Humanitarian Country Profiles: http://www.trust.org/alertnet/country-profiles
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Lesson 9: Writing My Position Paper
Brief Overview of Lesson (what this lesson is about):This lesson will ask students to condense their research on access to clean water
and their assigned country, create an outline, and write a creative and persuasive position paper
Prior Knowledge Required:
 How the issue of clean water affects their country’s population from their research
 How their country can work with others in the international community to improve the clean water situation for all countries
Estimated Time (minutes): 2 days
Resources for Lesson (list resources and materials): all materials can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page




Student’s Research
Position Paper Rubric
Position Paper exemplars
Position Paper Outline
If you would like to integrate the “Teacher and Student Guide for Writing Research Papers,”visit:
http://www.doe.mass.edu/candi/model/units/HSSgHS-GuideResearchPapers.pdf
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 9: Writing My Position Paper
Time (minutes): 60 minutes
Overview of the Lesson:
This lesson will ask students to condense their research on access to clean water and their assigned country, create an outline, and write a
creative and persuasive position paper
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U4 –the complexity of the issue and how it effects their country
Standards:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible 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.
Essential Question(s) addressed in this lesson:
E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is access to clean water a human right?
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Objectives
Students will know and be able to . . .



Use research to identify how the issue of access to clean water and sanitation affects their nation
Use research to identify what actions the United Nations should take to solve the issue of access to clean water
Write a persuasive position paper
Language Objectives:
Students will be able to . . .
 Articulate a position using strong present tense verbs: support, maintain, contend, believe
 Justify a position using relevant details and complete sentences
What students should know and be able to do before starting this lesson:
 How the issue of clean water affects their country’s population
 How their country can work with others in the international community to improve the clean water situation for all countries
Anticipated Student Pre-conceptions/Misconceptions
 Students may believe that a position paper follows the same exact format as a persuasive essay and miss that there are four distinct
sections they need to include
Instructional Materials/Resources/Tools
Resources: all resources can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Student’s Research
 Position Paper Rubric
 Position Paper exemplars
 Position Paper Outline
Instructional Tips/Strategies/Suggestions for Teacher
 Pair-Share thesis statement
 Graphic Organizer: Position Paper outline
 Guided Writing of the position paper
Assessment:
 Formative Assessment on sharing of thesis statements
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

Formative Assessment: creating position paper outline
Summative Assessment Position Paper
Lesson Details (including but not limited to):
Lesson Opening
Opener: Self-Monitor: Have students take out their thesis statement and share it with their country partner. Students should compare their
thesis to the criteria in the rubric. Students can circle elements of the rubric to provide feedback for their partner. Students will revise thesis
statements based on the feedback.
During Lesson
Introduce position paper rubric.Students work with their partner to read and mark upthe rubric and write comments and questions. Expand
into a group of 4 to 6 and try to answer their own questions. Debrief any remaining questions and go over the criteria for creating a
successful position paper.
Creating an Outline: Instruct students to go through their all of their previous notes and articles to highlight and code segments they want to
include in their outline, which will support their thesis. Discuss purpose of using an outline to organize information. Have students create the
position paper outline using their notes, “creating a country position”, “country bloc,” and vocabulary graphic organizers. Remind students to
integrate key vocabulary into the outline. Once students finish creating the outline, they should begin writing their final position paper in
their own words, integrating statistics into the paper using evidence.
Guided Writing: Position Paper
Introduce Exemplar(s): In pairs, students will evaluate an exemplar using the position paper rubric and use the criteria in the rubric to
identify what makes this paper an exemplar.
Step 1: Write a First Draft


Use your outline to begin writing a cohesive essay. Make sure you are aligning your paper with the expectations of the assignment
and are arguing a point. Include information from your notes to add depth to the assignment and feel free to make as many
adjustments along the way as necessary. At this point in the process the paper is just beginning to take shape so you may need to
adjust the thesis statement or the order of your paragraphs as you progress. (Teacher and Student Guide for Writing Research
Papers, pg. 6)
Reminder: Audience: Remind students that they need to think about the audience of the paper. The audience is an expert on the
topic, so you need to carefully integrate relevant evidence and details to back up your position. “Always try to find the most
convincing examples and facts and include them in your papers in order to bolster the strength of your point of view (Teacher and
Student Guide for Writing Research Papers, pg. 18).”
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Step 2: Revise/Correct



After writing the first draft, read and revise the paper. Look for areas that need clarification, more evidence or more elaboration and
adjust accordingly. You may also need to eliminate portions that are not relevant or more information around to better address the
assignment. Rewrite the paper with the new revisions in preparation for the final draft. (Teacher and Student Guide for Writing
Research Papers, pg. 6)
Reminder: Tone: “While it is important for a writer to persuade the readers to agree with a specific point of view, it is best to let the
evidence and analysis included in the paper accomplish that work for the writer. It follows accepted rules of usage, structure,
grammar and punctuation and is written to avoid confusion due to an emotionally biased author (Teacher and Student Guide for
Writing Research Papers, pg. 19).”
Reminder: Make sure to integrate key vocabulary into the position paper.
Step 3: Edit/Peer Edit/Revise


Reread you newest version of the paper, or have a peer read it for you, focusing on errors in grammar, spelling, punctuation,
capitalization, and word choice. Use the information you collected in the editing process to create a final, polished essay. Always
recheck your final draft for any unseen errors in order to make sure it is of the highest possible quality and correctly formatted.
(Teacher and Student Guide for Writing Research Papers, pg. 6)
Reminder: Source notes
Lesson Closing:
Exit Ticket: Have students write down one possible solution that their country believes will solve the issue of clean water and why this
solution would work (one reason).
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Lesson 10: Speech Writing
Brief Overview of Lesson (what this lesson is about):
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.
Prior Knowledge Required:
 Analyze how the clean water affects their assigned nation
 Outline what actions the United Nations should take to solve the issue of clean water
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials):all resources can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page




Miss South Carolina Video Clip
President Obama Video Clip
Structured Opening Speech Outline
Specifics at a Glance Handout
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 9: Position paper
Time (minutes): 60 minutes
Overview of the Lesson:
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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U3 – the United Nations’ parliamentary procedure and protocols and how to effectively use them as a tool to persuade others.
U4 –the complexity of the issue and how it effects their country
Standards:
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.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 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.
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Essential Question(s) addressed in this lesson:
E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is access to clean water a human right?
Objectives
Students will know and be able to . . .


Construct a convincing argument based on evidence in a speech
Demonstrate effective public speaking techniques
Language Objectives:
Students will be able to . . .
 Articulate a position using strong present tense verbs: support, maintain, contend, believe
 Justify a position using relevant details and complete sentences
Targeted Academic Language:
Tier 2:developed, developing, underdeveloped
Tier 3:infrastructure
What students should know and be able to do before starting this lesson:
 Analyze how the clean water affects their assigned nation
 Evaluate what actions the United Nations should take to solve the issue of clean water
Anticipated Student Pre-conceptions/Misconceptions
 Students may feel that they need to include all of the information they have researched in their opening speech, when they should
only focus on the most important information and arguments first and save any additional information for later speeches
Instructional Materials/Resources/Tools
Resources: all resources can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Miss South Carolina Video Clip
 President Obama Video Clip
 Structured Opening Speech Outline
 Specifics at a Glance Handout
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Instructional Tips/Strategies/Suggestions for Teacher
 Think-Write-Pair-Share-Revise Possible Solutions
 Class Discussion: Protocol Fishbowl
 Opening Speech Creation
 Small Group Critiques of Public Speaking and Opening Speech
Assessment:
 Formative Assessment of participation in class discussion in the think-write-pair-share-revise
 Structured Opening Speech Outline
 Small Group work on Public speaking and speeches
 Exit Ticket on ways to improve public speaking
Lesson Details (including but not limited to:)
Lesson Opening
Opener: Think-Write-Pair-Share-Revise: What should an effective public speaker do? Not do?Each students should create a list of dos and
don’ts when it comes to public speaking. Students will then share their lists with a partner to see the similarities and differences in their lists.
Debrief with a class discussion.
Give students the public speaking rubric so students can provide feedback on the criteria. Watch the following clips and list what each
speaker does well and what they don't do well:
https://www.youtube.com/watch?v=lj3iNxZ8Dww
https://www.youtube.com/watch?v=JCD18Dr4McI (show only portion of the video)
Debrief what each speaker does well and what they don’t do well. Students revise their answers based on class discussion based on
suggestions to improve public speaking.
During Lesson
Preview: Hand out the public speaking grading rubric and have students work with their partner to read through and mark up the criteria,
writing down any questions. Debrief and go over the criteria. Rubric can be found here:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Prepare: Instruct students to prepare for the different types of speeches they will give throughout the day by filling in the Structured
Opening Speech handout.Students should use their creating a country position handout, country bloc, position paper outline, and any
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additional notes to create their opening speech. Students will work with their partner. Materials can found at the following link:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Practice: Group the pairs with 2 other pairs, and have each pair share their opening speech. The other students will each take on a role (one
role will be filled by two students) and report back on the pair’s opening speech. Have the students repeat the process and switch for each
pair. The roles are as follows:
 SPEAKER: Students will present a one minute argument about the assigned topic
 ENCOURAGER: Student will focus on the public speaking skills of the SPEAKER and identify what their classmate has done well.
 IMPROVER: Student will focus on the public speaking skills of the SPEAKER and identify what their classmate could and should
improve.
 NOTE TAKER: Student will focus on the content of the SPEAKER and take notes on the content
Lesson Closing:
Exit Ticket: Have students write down one or two sentences on techniques to improve their speech.
Homework:Students should use their notes, position paper outline, creating a country position, and country bloc handouts to fill out the
Specifics at a Glance Handout. Materials can be found here:
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
Skill Building Extension:
Consider activities in the on pages11-12 of Preparing Students for Model United Nations Conferences – Mini-Activities that Build 21st
Century Skills to help students practice their public speaking skills
Content Extension: Keep researching the issue and adding to the Specifics Worksheet!
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Lesson 11: Writing Resolutions
Brief Overview of Lesson (what this lesson is about):
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.
Prior Knowledge Required:


Students should know how to use parliamentary procedure to reach consensus
Students should know what possible solutions to clean water that their country wants to happen
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials): all resources can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page




Draft Resolution Sample
Understanding a Resolution Worksheet
Draft Resolution template
Preambulatory Clauses and Operative Clauses Handout
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 4: Writing Resolutions
Time (minutes): 60 minutes
Overview of the Lesson:
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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U3 – the United Nations’ parliamentary procedure and protocols and how to effectively use them as a tool to persuade others.
U6 – the process of communication and negotiation in building coalitions with other countries to reach consensus and resolutions.
Standards:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
Essential Question(s) addressed in this lesson:
E2- How effective is the United Nations in solving world conflicts?
E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is access to clean water a human right?
Objectives
Students will be able to

Determine a solution and create a resolution using parliamentary procedure
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Language Objectives:
Students will be able to . . .
 Articulate s position using strong present tense verbs: support, urges, recommends
 Report a group consensus using strong present tense verbs
Targeted Academic Language:
Tier 2: resolution
Tier 3: operative clause, perambulatory clause, sponsor, signatory
What students should know and be able to do before starting this lesson:
 Students should know how to use parliamentary procedure to reach consensus
 Students should know what possible solutions to clean water that their country wants to happen
Anticipated Student Pre-conceptions/Misconceptions
 Students may assume that resolutions are formatted in similar ways to other types of formal writing, but there are very particular
rules to formatting a resolution
Instructional Materials/Resources/Tools
Resources:all resources can be accessed at
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Draft Resolution Sample
 Understanding a Resolution Worksheet
 Draft Resolution template
 Preambulatory Clauses and Operative Clauses Handout
Instructional Tips/Strategies/Suggestions for Teacher
 Think-Write-Pair-Share-Revise
Assessment
 Formative: Participation in Think-Wrtie-Pair-Share-Revise
 Understanding a Resolution Handout
 Creation of Preambulatory and Operative Clause
 Participation in class discussion
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Lesson Details (including but not limited to:)
Lesson Opening
Do Now: Think-Write-Pair-Share-Revise: Have students answer the prompt: What is a resolution?
 Share with a partner
 Share with the class
 Have students revise their answers
During the Lesson
Deepening Understanding: Hand out Draft Resolution Sample and Understanding a Resolution worksheet. *Note: The draft resolution is
based on the Junk Food in School Simulation performed the day earlier in the unit.
 Working together will fill out Understanding a Resolution Worksheet.
 Debrief activity and clarify any remaining questions about writing resolutions using the Key.
*Have students fill in all of the columns in the 4-column notes on operative clause, preambulatory clause, sponsor, and signatory.
Students work in partners to write their own resolutions, using the Draft Resolution Template Handout and Resolution Clauses Handout.
Students will create a preambulatory and operative clause based on the solutions they want to see for clean water. Students can use the
notes and position paper outline.
 1 preambulatory clause (the problem)
 1 operative clause (the solution
Lesson Closing
Students will share their clauses with the class.
Extension / Homework Assignment
 Show the movie Peace One Day. This was designed for classroom use and can be ordered, for free, through their
website://www.peaceoneday.org//. This inspiring documentary tells the story of the creation of UN Resolution that established an
international day of peace and the ongoing challenge of its implementation. Ask students to reflect on why it is difficult to turn a
resolution into action.
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Lesson 12: CEPA
Brief Overview of Lesson (what this lesson is about): Students will perform a simulation to assess their knowledge if the United Nations,
access to clean water and sanitation, and their assigned country. As you plan, consider the variability of learners in your class and make
adaptations as necessary.
Prior Knowledge Required:



How the clean water affects their assigned nation
What actions the United Nations should take to solve the issue of clean water
How to effectively use parliamentary procedure to present their arguments
Estimated Time (minutes):2-3 60 minute periods
Resources for Lesson (list resources and materials):all resources can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page




Country Placards
Draft Resolution Templates
Projector or poster paper
Student Research, notes, and opening speech
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MA Model Curriculum Lesson Plan
Lesson Number and Name:
Lesson 12: CEPA
Time (minutes):2-3 60 minute periods
Overview of the Lesson:Students will perform a simulation to assess their knowledge if the United Nations, access to clean water and
sanitation, and their assigned country. As you plan, consider the variability of learners in your class and make adaptations as necessary.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U3 – the United Nations’ parliamentary procedure and protocols and how to effectively use them as a tool to persuade others.
U4 –the complexity of the issue and how it effects their country
U6 – the process of communication and negotiation in building coalitions with other countries to reach consensus and resolutions.
Standards:
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.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that 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.
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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.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E2- How effective is the United Nations in solving world conflicts?
E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is access to clean water a human right?
Objectives
Students will be able to
 Demonstrate their deep understanding of the issue of access to clean water and sanitation
 Present and defend their country’s position on the issue of clean water 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 clean water
Language Objectives
Students will be able to . . .
 Articulate a position using strong present tense verbs: believe, agree/disagree. Support
 Listen for and point out similarities in ideas using target language: My position is similar to/builds upon
Targeted Academic Language:
Tier 2: developed nations, developing nations, underdeveloped nations, Alliance (Allies), negotiation, resolution, solution, infrastructure,
delegate, consensus
Tier 3: Moderated caucus, speaker’s list, unmoderated caucus, motion, placard, millennium development goals, poverty cycle, pollution,
What students should know and be able to do before starting this lesson:
 How the clean water affects their assigned nation
 What actions the United Nations should take to solve the issue of clean water
 How to effectively use parliamentary procedure to present their arguments
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Anticipated Student Pre-conceptions/Misconceptions
 Students may think that the simulation is all about disproving the other countries arguments, when they should be identifying the
similarities and reaching consensus
Instructional Materials/Resources/Tools
Resources: all resources can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 Country Placards
 Draft Resolution Templates
 Projector or poster paper
 Student Research, notes, and opening speech
Instructional Tips/Strategies/Suggestions for Teacher
Assessment
Formative Assessment: Small group work on draft resolutions
Summative assessments: Student Participation in the Model UN Simulation
Lesson Details (including but not limited to:)
The goal of the CEPA is for students to participate in a Model United Nations Simulation, in which the issue of access to clean water and
sanitation is being debated. Each student in partners has already been given a specific country to represent and has collected his/her
evidence. After a brief check in with their partner, students should be ready for the simulation to begin. After the simulation students will
have an opportunity to reflect on their participation.
*The classroom should be set up with placards placed in alphabetical order and students sitting with their partners.
Lesson Opening
Do Now:Students will review their opening speech and notes with their partner to prepare for the simulation
During the Lesson
Students will participate in the Model UN Simulation and move through the following stages of debate:
5. 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
6. Informal Debate, called Moderated Caucus
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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.
7. 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.
8. 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.
Lesson Closing
Exit Ticket: Either have students write or have a brief class discussion asking students what they feel they accomplished in the simulation?
Give students examples such as getting their resolution passed, compromising with another country, or prospoing a topic for a moderated
caucus.
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Lesson 13: Reflection
Brief Overview of Lesson (what this lesson is about):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.
Prior Knowledge Required:
 The role the United Nations plays in world affairs
 What human rights are
 How nation’s use diplomacy to promote its values and interests around the world
Estimated Time (minutes): 60 minutes
Resources for Lesson (list resources and materials): all resources can be accessed at http://educationresources.wikispaces.com/Clean+Water+Resource+Page





United Nations Frayer Model
Digital visual resources
Pinterest Board
Wordle.net
United Nations Wordle from Lesson 1
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MA Model Curriculum Lesson Plan Template
Lesson Number and Name:
Lesson 13: Reflection
Time (minutes): 60 minutes
Overview of the Lesson:
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.
Standard(s)/Unit Goal(s) to be addressed in this lesson:
Understandings:
U1 – the United Nations’ role in the world.
U2 – the power and limitations of the United Nations
U5 - The mission of the United Nations is to uphold human rights
Standards:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the
topic or text.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Essential Question(s) addressed in this lesson:
E1 – Can human rights be protected? At what cost?
E2- How effective is the United Nations in solving world conflicts?
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E3- Is it the right or responsibility of a country to promote its values around the world?
E4 - Is access to clean water a human right?
Objectives
Students will know and be able to . . .


Articulate a position on one of the essential questions
Express a position using visuals
Language Objectives:
Students will be able to . . .


Articulate a perspective using string present tense verbs: determined concluded
Express an opinion in a topic sentence for a persuasive paragraph using strong verbs
Targeted Academic Language:
Tier 2:right, responsibility, compromise, value
Tier 3:human rights, United Nations
What students should know and be able to do before starting this lesson:
 The role the United Nations plays in world affairs
 What human rights are
 How nation’s use diplomacy to promote its values and interests around the world
Anticipated Student Pre-conceptions/Misconceptions
 In the self-reflection, students may feel they need to focus on how well they remembered how to use parliamentary procedure,
instead of how they were able to use parliamentary procedure to effectively communicate a position and negotiate with other
position to reach a solution.
Instructional Materials/Resources/Tools:
Resources: all resources can be accessed at http://education-resources.wikispaces.com/Clean+Water+Resource+Page
 United Nations Frayer Model
 Digital visual resources
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


PinterestBoard
Wordle.net
United Nations Wordle from Lesson 1
Instructional Tips/Strategies/Suggestions for Teacher:
 Conceptual Vocabulary using a Frayer Model
 Self-Reflection
 Creating a digital collage on essential questions using Pinterest
 Word Map
 Compare and Contrast word maps
Assessment:
 United Nations Frayer Model
 Self-reflection
 Answering an essential question on Pinterest (visual and written display)
 Class discussion with thesis statement Wordle and UN Wordle
Lesson Details (including but not limited to:)
Lesson Opening
Do Now: Have students take out the United Nations Frayer Model from Lesson 1 and complete the section based on what they have learned
from their participation in the simulation.
 Students need to pay particular attention to what the United Nations powers the United Nations has and what the United Nations is
not able to do (outside of its power).
During Lesson
Self-Reflection: Students will write a short self-reflection on the simulation process, from delivering their opening speech to debating the
sub-topics such as health and infrastructure to negotiating with other countries to create a resolution. Students should incorporate what
they learned about parliamentary procedure and public speaking strategies.
As a result of participating in the class or regional simulation, student shave heard many different points of view. This provides them an
opportunity to rethink their previous position. Students will create a visual response to one of the essential questions. Students can chose
from the following essential questions:
 E1 – How effective is the United Nations in resolving world conflicts?
 E2 – Is it the responsibility and/or the right of a nation to promote its values and interests around the world
 E4– Can you make compromises on human rights?
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Creating The Digital Collage: Every student is going to create a short Pinterestpost answering one of the essential questions of the unit.
 Students will chose one of the essential questions.
o E1 – How effective is the United Nations in resolving world conflicts?
o E2 – Is it the responsibility and/or the right of a nation to promote its values and interests around the world
o E4– Can you make compromises on human rights?
 Students will find a digital visual that best describes or illustrates their chosen essential question
 Students will write a short statement answer the essential questions and describing how the chosen visual represents their
statement.
 Students will “pin” their post to the pre-set up Pinterest Board with the essential question, visual, and statement.
Alternative Bulletin Board: Every student is going to chose a visual answering one of the essential questions of the unit and post it on a
class bulletin board.
 Students will chose one of the essential questions.
o E1 – How effective is the United Nations in resolving world conflicts?
o E2 – Is it the responsibility and/or the right of a nation to promote its values and interests around the world
o E4– Can you make compromises on human rights?
 Students will find a visual that best describes or illustrates their chosen essential question
 Students will write a short statement answer the essential questions and describing how the chosen visual represents their
statement.
 Students will post their essential question, visual, and statement on the bulletin board.
Lesson Closing:
Students will take their thesis statements from their position paper and create a class Wordle (similar to the one created in Lesson One). The
Lesson 1 Wordle should be displayed as well, and have a brief class discussion comparing and contrasting the words in both. How has the
students’ idea of what the United Nations is grown throughout the unit?
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Unit Resources:
All resources associated with this unit can be found online at the website below, as well as within the
individual lesson plans.
http://education-resources.wikispaces.com/Clean+Water+Resource+Page
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