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TRANSCRIPT
FULBRIGHT ESPAÑA – ETA HANDBOOK 2015/2016 –
Mai and Karsten here, comin’ at you live from Fulbright España! Looking ahead to your Fulbright year, we know many of you are feeling nervous, anxious, and excited all at once. We encourage you to relish all of the emociones and enjoy the ride! Like the true intellectuals you are, we also figured many of you are pretty curious about what exactly you’ll be doing as an ETA over the next nine months. Therefore, we have put together this handbook to guide you through your year as an ETA in Madrid, as well as pass along a few tidbits of wisdom. Our hope is to give you helpful information without overwhelming you - learning all about being an ETA and about Global Classrooms can definitely be a lot to take in at the beginning! Keep in mind that all the following materials have been gathered from previous years and are subject to changes and modifications. You can find edible versions of everything on our ETA Google Drive and remember that everything provided here is all meant to help provide you with support and suggestions. You are always free, and encouraged, to develop your own resources. Happy reading!
Table of Contents
Welcome Letters…………………………………………………………………………………...…1 The 411 on Being an ETA…………………………………………………………………………...3 So, what is Global Classrooms anyway?……………………………………………………………4 Getting Started……………………………………………………………………………………….6 Rules of Procedure………………………………………………………………………………….17 Position Papers……………………………………………………………………………………...38 Resolution Papers…………………………………………………………………………………...52 Opening Speeches…………………………………………………………………………………..59 Dressing for Global Classrooms…………………………………………………………………...64 Closing Remarks……………………………………………………………………………………65 !
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Dear Madrid ETA Grantees,
¡Bienvenidos a Fulbright España! Let me start by congratulating each and every one of you on your selection as a grantee for the 2015-2016 year in Madrid! You are about to embark on a transformative journey and together, form one chapter in a long-standing tradition of incredibly diverse and inspiring individuals who make up the Fulbright program. What an honor! My Fulbright year challenged me and helped me grow in ways I never could have expected. While each grantee’s Fulbright experience is unique, I am sure you will have just as much of a rewarding and enjoyable year as I did.
As ETA grantees, the main focus of your year will be working as English teaching assistants in
bilingual high schools around the Comunidad de Madrid. As in any country, your students will continuously surprise, frustrate, and inspire you. I promise you’ll never have a boring day! While you may certainly feel overwhelmed at the beginning of the school year, I want to encourage you not to stress TOO much about lesson planning and Global Classrooms. Karsten and I are here to support you throughout the year and together we will conquer it all! Your Fulbright grant is only for nine months, and there are so many other things to do, to see, and to experience besides your work as an ETA. Learning how to take your job seriously without taking yourself too seriously is important for any profession in life, as is finding a balance between work and other interests. When I came to Madrid, I immediately discovered, and was immensely grateful for, how multifaceted and dynamic the Fulbright experience would be. I certainly struggled, learned, and grew in all aspects of my life both inside and outside of the classroom. Take advantage and aprovechar from your time in Spain as much as possible – it flies by all too quickly!
As you make your big move to Madrid, go ahead and expect most things to not go according to
plan – it’s all just part of the beauty of the journey! Last year, I was relieved to realize that many of the other Fulbrighters were going through the exact same thing I was as I transitioned to life in Spain. My best piece of advice for you during your first few months is to truly invest in your barrio and in making Spanish friends from the very beginning. Be intentional about not letting opportunities to assimilate with the madrileños pass you by! That being said, you may never again find such an incredible, interesting group of individuals compiled into one place and into one program as you’ll find with Fulbright Madrid, so definitely also invest in getting to know your fellow Madrid grantees from the get go. Support each other and never be afraid to reach out for advice, companionship, or simply a group to grab cañas with on any given night. And make sure you show Tory and Victoria the love as often as possible – they do an incredible job in supporting each of us and we cannot thank them enough!
So here are my final nuggets of wisdom as you prepare to cruzar el charco: Allow yourself to get
lost, to explore new interests, and to sometimes not have a plan. The greatest gift I have received this past year was the freedom to deambular both literally and metaphorically. Take way too many photographs, and actually keep that blog like you promised your mom you would. Go on a spontaneous road trip to a festival, try out all of the new foods, and travel as much as possible. Open your mind, broaden your horizons, and let this experience truly be a life-changing one. ¡Buen viaje! ¡Nos vemos pronto en Madrid!
Un abrazo fuerte, Mai
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Fellow Madrileños,
An introduction to Fulbright, Global Classrooms, and all things Madrid…where to start? I guess I can begin by extending yet another big CONGRATULATIONS to all of you on your acceptance as ETAs with Fulbright España. Upon reflecting on my grant period I’ve come to realize how grateful I am to have been given an experience like this past Fulbright year in Madrid, and in a short while I imagine you’ll all know exactly where I’m coming from. Though the year will be jam-packed with a myriad of exciting activities and adventures, we will certainly earn it through our fair share of hard work along the way. Your whirlwind experience in Madrid will begin right away, as you’ve got a lot to take care of upon arrival. Looking over that checklist and seeing things like “Find Apartment, Open Bank Account, Make Friends” might seem a bit daunting at first. My immediate advice is to take solace in the fact that you’ll all get it done, and you’ll get it done together. Each one of you is in the same barco, so be sure to utilize each other as resources throughout the process. And don’t forget- we’re here to help you! Beyond the classroom, Mai & I can assist you with any of your needs during this crazy transition. Orientation will be a fantastic opportunity for connections to be made, so be sure to put yourself out there and get to know everyone right from the start. You’ll get out of those four days exactly what you put in; don’t let them pass you by! From day one of orientation, you’ll realize how important the Fulbright community is to the success of our year together. From move-in day to your return flight home, your fellow ETAs will be by your side through it all. Keeping as many lines of communication open as possible between each other and embracing a team mentality is one of the greatest pieces of advice that I can provide. Our Global Classrooms project is the most important component of that connection. As we begin preparing our students for GC, you’ll quickly realize that the format of the program very much lends itself to a competition: some schools will advance and others will not. That being said, allowing ourselves or our students to treat GC as a competition begins to defeat the purpose of why we implement this program in the first place. You have to trust us when we say that the conferences are not nearly as intense as they will seem, and that although you may be coming into this year with some trepidation, there’s really nothing to worry about. For those of you with no previous Model UN or GC experience…you’re right on track. All of that being said, I would be remiss if I didn’t add that one of the greatest downfalls of this Fulbright year would be to consume yourself with GC. Echoing Mai, there is SO MUCH MORE that this experience has to offer. Travel everywhere you want to travel, meet new people every day, and practice your Spanish. Seek out ways to live out your many passions, and share them with those around you. Try new foods, and retry foods that you’ve already decided that you don’t like. Do bring a jacket to Madrid, because it actually gets chilly in the winter. Take advantage of the downtime you have with your students, and push them to grow more than they ever thought they could. Make sure to dar un paseo anytime you get the chance, and really enjoy your morning coffee. Make Madrid your home, and learn the true meaning of aprovechar. Good luck with the rest of your preparations, and we will see you in September! Hasta muy pronto, Karsten
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The 411 on Being an ETA
As Fulbright ETAs, each of you is placed at a bilingual high school in Madrid, but you will soon find that each individual ETA’s experience can vary tremendously on a school-by-school basis. Flexibility, an open-mind, and a readiness to smile and give lots of besos on the first day are your best tools to bring with you to start the school year off right! Never underestimate the power of a warm saludo. Regardless of your school, all Madrid high schools are organized in a different way than American high schools. Madrid high school starts with 1st ESO, which is essentially the equivalent of 7th grade in the U.S. Compulsory high school goes through 4th ESO (aka 10th grade). After that, students can choose to stay in school for two more years, called 1st Bachillerato and 2nd Bachillerato, if they plan to go on to college. Otherwise, students generally go to a trade school or look for a job. So basically you may teach students anywhere from ages 12-18. Being an English Teaching Assistant doesn’t necessarily mean you’ll be teaching only English grammar/lit classes! Depending on your school’s needs and your own personal strengths, you could teach a bilingual history, science, technology, music, or even a P.E. class. When you meet with your bilingual coordinator for the first time, he/she will set your schedule with you. If there is a certain subject you’d really like to assist with, be sure to let your bilingual coordinator know up front! Regardless of the subject(s) you end up teaching, check out the Madrid Fulbright weebly website (http://madridfulbright.weebly.com/teaching-esl.html) for tips on working with ESL students. All 2nd ESO and 4th ESO bilingual students in Madrid take the standardized Cambridge Exams around the end of April every year. Most students will take the KET, PET, or 1st Certificate exam, depending on their level of English. Familiarizing yourself with these exams and the grammar skills each exam tests can be helpful, particularly if you end up assisting in an English grammar/lit classroom. The majority of schools in Madrid use their ETAs to help with Cambridge exam prep (particularly oral skills) in the spring, and you may find, as many of us did, that just because you speak English doesn’t mean you are very familiar with the grammatical rules of English! To learn more about the Cambridge Exams and find resources for teaching ESL, visit their website at http://www.cambridgeenglish.org/teaching-english/ Speaking of Cambridge, get excited – this upcoming year, you will not only learn more Spanish, but also learn many British English terms as well! Here are some new British English words you may soon add to your vocabulary: http://www.englishclub.com/vocabulary/british-american.htm. Prepping materials to bring from the US can be difficult when you don’t yet know what types of classes you will be teaching or what materials/technology will be available at your school. Plus there is that pesky detail about weight restrictions on luggage… However, here are some suggestions from past grantees on useful items for being an American cultural ambassador: • PowerPoint and physical pictures from your life back home to introduce yourself on the first day • American board games or movies (Students love these!) • Holiday items (Halloween costume, Mardi Gras beads, Santa hat, Thanksgiving stuff, etc…) • “American” things, such as money, a flag, or American-exclusive candy • Paraphernalia from your college or home state • Tourist pamphlets from your hometown • Small gifts from back home to give to teachers at the end of the year
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Skills Students Will Take Away from GC
As you soon begin your work on your Global Classrooms lessons, it’s important to always remember that GC is a tool to teach skills to our students that will serve them well for the rest of their lives. They may not remember down the road exactly how to motion to enter a moderated caucus, but we do hope they will always remember how to spontaneous defend their opinion in public or to compromise to come to a creative consensus. Center your instruction around fostering these skills in your students, and you’ll be a Fulbright-ETA-GC ROCKSTAR! Critical Thinking - Students will grapple with real-world issues and put themselves in the shoes of the countries that they represent. Creative license will be new for many of them. Research Skills - Students will research general information on their assigned country, as well as the ways in which the country has been affected by the assigned global issue. Essay Writing - Students will compose a Position Paper, which is an essay that concisely presents their country’s history, opinions, and suggestions for future action. Speech Writing - Students will write Opening Speeches, representing their country’s opinion on and recommendations to resolve the issue at hand. Professional Comportment - Many students will be entering a formal atmosphere for the first time, learning how to dress, behave and interact appropriately for the environment. Public Speaking - Students will orate these speeches in a formal setting, presenting in front of the DAIS, fellow delegates, judges, and spectators. Extemporaneous Speaking - Students will make changes to their Opening Speeches and deliver newer and more relevant ones that address the changing flow of debate and conversation. Adaptation & Collaboration - Students will be placed in an arena with students whom they have never previously met, tasked with overcoming discomfort and learning to collaborate. Debating/Negotiating - Students will debate with fellow delegations regarding the interests of their respective nations with an end goal of jointly composing an inclusive resolution. Global Awareness - Students will struggle with real-world issues that stretch beyond their schools, communities, cities, and countries, hopefully making the world a smaller place. How to Make a Difference - Students will begin to understand the “power of one;” the idea that they themselves do have the power to make a difference in the world around them. Check out photos from last year’s Global Classrooms Program: https://www.flickr.com/photos/130294408@N04/
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Global Classrooms: Getting Started
You’ll quickly notice that your students don’t have the same understanding of the word research as we do. So before you dive into your countries, your issues, or even the United Nations, it might be a good idea to introduce this idea to them. During the Global Classrooms process, it is our goal to implement basic research protocol (works cited, plagiarism, etc.) as effectively as possible. Again, given that your students may have never heard of these concepts before, it can prove to be a bit challenging- but you’ll get the hang of it. Therefore, beginning with some basic lessons on how to cite a source in a paper, the rules of plagiarism and how to avoid it, and how to summarize and/or paraphrase a source will be helpful as you prepare for the GC conferences in the winter. Beyond these tips, it’s important to show your students what a credible source even is. Distinguishing between academic sources and homemade websites might be an important stepping-stone for them in the research process. How and when you want to do this depends entirely on you! It’s also important to note that you may or may not have input from your school when it comes to your GC lesson planning. Whether you think it’s best to provide these research lessons before beginning any GC material or to teach them simultaneously, it’s entirely your call.
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What all schools should be prepared to provide for success in Global Classrooms
Schools should have or find ways to provide:
• Two hours worth of class time to dedicate to GC. This should be one English class and one Social Sciences class
• Monthly meetings with all teachers involved with GC to get everyone on the same page
• A GC advisor who is currently actively involved in teaching GC
o This may mean changing the GC advisor on a yearly basis
• Regular access to a room with internet access and a projector so that ETAs can show videos, websites for research, etc.
• Consistent standards on plagiarism in all classes related to GC
o This includes holding high standards on plagiarism in non-GC related activities
• Printing/photocopying budget for GC notes (Parliamentary procedure vocabulary, etc.)
• A mark for students' GC participation - given by teacher or ETA
o Examples: Oral mark for participation in debate or speeches, Homework mark for country research, Written mark for final Position Paper
• Card stock for country placards at conference
• Plastic holders for delegates' and teachers' name tags
• Optional but advised: A short introduction to GC at the end of 2° ESO
o Examples: Intro. to the UN, Plagiarism activities, Public speaking activities
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Global Classrooms Timeline One of the most important keys to success as an ETA is advanced planning with your teachers, and this is especially true of Global Classrooms. While you will also be learning about GC as you go, having a general road map at the beginning helps you to stay organized and ensure that you cover all of the skills and topics in the time we have before the first round of conferences in January. Please note that the timetable below is simply a suggestion. YOU are the one in charge of GC at your school, and so long as you cover all of the topics, you can really do it in any order and any way that you like. Lesson plans will vary a lot based on the size of the group you have and how often you meet with your students. Don’t let this overwhelm you! You will soon learn all the specifics about Rules of Procedure, GC-Style debating, Position Papers, etc… Happy planning!
September Goals for the month: Settle in and familiarize yourself with new surroundings
• Week 1: Arrive in Madrid • Week 2: Fulbright Orientation • Week 3: Begin school
o Settle in, meet students and faculty o Introduce yourself, “About Me” Presentations
• Week 4: Introductions cont. o What is the United Nations o What is Global Classrooms
October
Goals for the month: Begin laying down basic skills regarding research and building familiarity with the UN, the GC program and parliamentary procedure
• Week 1: Research
o What is a Works Cited o What is plagiarism o How to summarize
• Week 2: Research cont. o Further practice, how to find credible sources o Begin practicing research on countries
! Have students pick a country ! Fill out Getting to Know Your Country Worksheet ! Present findings to class
o If you can, proceed to Week 3 activities • Week 3: Mock Conference
o Slowly work through the stages of a mock conference using a silly topic and fake delegations
o Handout and go over Points and Motions Sheet o Focus mainly on Speaker’s List, Mod and Unmod Caucuses o Leave Resolutions for later
• Week 4: Topics & Countries o Introduction to the assigned topic
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o Begin Getting to Know Your Country Worksheet
November Goals for this month: Begin seriously looking at topic and countries through research guided by
“Questions to Consider” section of the Introduction of the Topic reading/packet
• Week 1: Practice with Position Papers o Before introducing Position Papers, try an activity:
! Have students write a page long paper about themselves structured like a PP
! Paragraph 1: Introduce yourself, give basic information and describe your family (Introduction to Topic and Background Information)
! Paragraph 2: Describe your best memories and your proudest achievements so far (Past Actions)
! Paragraph 3: Talk about where you live, your school, your friends and what you do in your free time (Current Situation and Collaborations)
! Paragraph 4: What are your goals for the future? What do you hope to do when you are older and why? (Future Actions)
! Next, have students condense their paper into a 90 second speech to the class, simulating an Opening Speech
• Week 2: Position Papers o Formal introduction to PP and the structure o Review PP Graphic Organizer o Handout an example PP and have students fill out the Graphic Organizer (reverse
organization practice) o Review work in class
• Week 3: Mock Conference Round Dos o Try a second Mock Conference, this time using a serious topic and actual
delegations (though maybe not your actual topic quite yet) o This time around, introduce and review Resolutions o For Homework, start having students write Introductions for their Position Papers
! Note: you can have students write them individually and later have delegations combine their work or you can have them collaborate. It all depends on the progress of your class and the time you have
• Week 4: Serious Business o Have students write the Body Paragraphs of their PPs o Can be helpful for students to begin work in class in groups so they con compare
and share their research with formal writing being completed at home o Proceed to Resolution Proposals/Conclusions when ready
! Again, try brainstorming in groups in class ***Ojo: This month will be a tough one full of writing, grading and editing!
December Goals for this month: Continue with Position Papers and start drafting Opening Speeches, organize a full Mock Conference at your school or in partnership with another school and
finalize selections of final 10 for conference
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• Week 1: Resolutions o Brainstorm ideas for Resolutions o Make sure to have students think about:
! Who? ! What? ! When? ! Where? ! How?
o Continue developing final paragraph of the PPs • Week 2: Opening Speeches
o Introduce Opening Speeches o Use the OS Outline to help students begin drafting o Begin discussing tips for successful public speaking o Continue editing PPs
• Week 3: Mock Conference, for real o Organize a full Mock Conference with our students o Check out the Google Drive for further materials
! Tips from previous ETAs: • Have GC students from the previous year participate • They can use their countries with the new topic • Have next year’s GC students come watch • Have auxiliares at your school help on the Dais • Use this as a test run both for you and the students. It is a great
time to get a feel for which ten students ought to be chosen. Go into it with an idea of who you want to pick and see how they preform. Also, if you have your own conference day position already, this might be a great way to practice for role.
• Have students fill out a post conference survey to give you an idea of last minute emergencies that need to be address before the conference
o Continue editing PPs • Week 4: Vacation
o Make sure to leave for break with clear goals o Finalizing Position Papers o Practicing Opening Speeches
January
Goals for this month: Finalize Position Papers, practice Opening Speeches while working on public speaking
• Week 1: Vacation • Week 2: Final Preparations
o Do what you got to do o Practice Opening Speeches o How to dress business attire for Global Classrooms o Go over conference day logistics
• Week 3: Preliminary Conferences! • Week 4: Await Results
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February/March Goals for this month: If your school is chosen to participate in the 2nd round of Madrid
conferences, prep your students again, specifically with researching their new country and topic, and writing another position paper/opening speech. The 2nd round of conferences will take place
at the end of February/beginning of March (exact date TBD).
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For further resources visit the ETA Google Drive: https://drive.google.com/drive/u/0/folders/0BzVKYFj5bZIn
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Country of the Day Activity Purpose: To help students learn about countries all over the world, especially outside of Europe. And to habitually present UN organizations, treaties, and relevant vocabulary to students. Procedure: To be performed at the start of every GC class. Before class begins list 5 facts about a country. This can be done on a chalkboard or in a word document or powerpoint slide. I generally try to include one fact on culture/indigenous people, one on geography, and one on a UN project or organization associated with the country. The other two are pretty flexible. Instruct students to copy down the facts as soon as they enter class. Then have a different students read each line. As you move through the points, explain any terms or acronyms like GDP, Non-Proliferation, or BRIC countries. After reading all the facts, have students guess which country it is. Show students the country with a class map or Google maps. Make sure students know that they will be quizzed on the material after every 10 countries. This quiz will include 10 boxes, each with all of the country facts, and a map with each country labeled with a letter. Students must identify the countries labeled with letters. Examples: Country of the Day – Day 1: NEW ZELAND
• The original inhabitants of this island nation, were called the Maori • In the 1800s, this nation was a British Colony, today it is still a member of the British
commonwealth • Population – 4,4 million people • Lord of the Rings was filmed here because of the country’s gorgeous scenery • This country asserts that it has a claim to land in Antarctica
Country of the Day – Day 2: INDIA • This country is the world´s largest democracy with over 1 billion people • Due to this country´s large economic growth, it has been identified as a BRIC nation • This country possesses nuclear weapons and has not signed the non-proliferation
treaty for nuclear weapons • One border of this country, the area around the city of Kashmir, is disputed by China and
Pakistan • The northern border of this country is home to the Himalayas
Country of the Day – Day 3: ARGENTINA
• Keith lived in this South American country for 4 months (studying abroad) • The name of the capital city literally translated means “Good Airs” or “Fair Wind” • The Tango was invented here • After a brutal dictatorship, this country returned to Democracy in 1983 • After a financial crisis in 2000, the country as recovered. But this commodity driven
economy is dependent on soy bean prices.
GETTING TO KNOW YOUR COUNTRY
PAGE 61 THE 2006 UNA-USA MODEL UNITED NATIONS CONFERENCE ADVISORS GUIDE
HANDOUT D: GETTING TO KNOW YOUR COUNTRY
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!
– 16 –
Taking Notes
You might find that the ability to take notes is a skill that your students will need to learn and practice. At the conference, it is hard to completely prepare what to say during the debate because most of what will need to be discussed is determined by the direction that the flow of debate takes in the moment. As a result, it is really important for Global Classrooms’ students to learn how to listen carefully, process information and develop a response all at once throughout the conference proceedings. It can be helpful to train them to think of taking notes as a process that they can practice to be familiarized and later internalized. Note taking charts like the once below can be used in class to prepare for conference day, and even used on conference day itself. Feel free to use it or design one of your own!
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!
– 17 –
Global Classrooms: Rules of Procedure
One of the more complex components of the Global Classrooms curriculum is formal procedure. Students will learn how actual proceedings are conducted at the UN and mimic the format. This involves learning how to caucus, make points and motions, use technical language and generally behave as a diplomat. Though it may seem overwhelming at first, we assure you that all students do quite well with it! In this section, we have included a PowerPoint breaking down Rules of Procedure as well as a Debate Script to show how the conference should proceed from beginning to end. In addition, we have included more specific instructions on how debate should flow and definitions for each of the points and motions that delegates are allowed to make. You will also find handouts used by past ETAs to help build formal vocabulary for debate. These will be key teaching materials throughout the semester! *Don’t forget that all of this information will be covered during orientation and periodically throughout the first semester as well! So while some of it may seem difficult at first, it will all come together soon enough. !
Global C
lassrooms
Mock C
onference
The Dais
! H
onorable C
hair –
Oversees all aspects of
the conference ! D
irector – G
uides delegates through R
esolutions/Am
endments process
! R
app
orteur –
Calls roll, keeps tim
e and tallies votes
! S
taff – K
eeps notes, works the com
puter ! H
elper –
Passes notes for delegates
Today’s Topic
Th
e World
Ban
k wan
ts to imp
ose a tax on
nation
al football teams in
order to
raise mon
ey for the In
ternation
al M
onetary F
un
d.
Th
e tax wou
ld be based
on h
ow each
team
preform
ed in
the 20
14 W
orld
Cu
p; th
e more gam
es a team w
on, th
e less tax th
ey wou
ld h
ave to pay.
Roll C
all & Speakers List
! The R
apporteur will take roll
! W
hen your country is called, say present
! Speaker’s List ! Form
al Debate
! C
ountries names are w
ritten on a list ! C
ountries then speak in this order
! O
ne country must m
otion to open the Speaker’s list: “H
onorable C
hair, (C
oun
try Nam
e) moves to
open
the S
peaker’s L
ist with
a speakin
g time
of 90
second
s.” ! The country that m
otions to open the Speaker’s List must go
first. Now
debate is OP
EN
Motions
! W
hen a country makes a m
otion, the Chair w
ill ask: “M
otion to […
] is on th
e floor. Is there a secon
d?”
! O
ne country must second (express support for the m
otion) by raising their placard
! If there is a second, then everyone m
ust vote on the m
otion ! V
ote in favor ! V
ote against ! A
bstain (when you do not w
ant to vote for either side) ! To vote, raise your placard in the air
! There m
ust be a simple m
ajority (50%) vote for the
motion to pass
Speaker’s List
! H
ow do you add yourself to the Speaker’s List?
! R
aise your placard at the beginning of the debate ! W
hat do you say? ! Starts w
ith Op
enin
g Sp
eeches
! C
ountries introduce their position on the topic ! 90 seconds to speak
! W
hat if you don’t use all your time?
! Y
ield your tim
e ①
To the Chair (ends your tim
e) ②
To another delegate (so an ally can speak) ③
To Points of Information (so others can ask you
questions)
Points
! W
hat if you have a question or a comm
ent? ! You m
ust make a point:
! Point of Personal Privilege
! Point of O
rder ! Point of Inquiry
! Point of Inform
ation
! R
aise your placard and wait for the C
hair to call you ! “H
onorable C
hair, (C
oun
try Nam
e) has a p
oint
of […].
! C
hair responds, “To what point do you arise?”
! Then you can ask your question
Moderated C
aucus
! W
hen you hear something you disagree w
ith or som
ething you want to talk about m
ore…
! M
otion to suspend debate for a Moderated C
aucus: “H
onorable C
hair, (C
oun
try Nam
e) moves to
susp
end
debate for th
e pu
rpose of a
Mod
erated C
aucu
s for a total time of 10
m
inu
tes and
a speakin
g time of 4
5 second
s.” ! Total tim
e: complete am
ount of time for the M
oderated C
aucus ! Speaking tim
e: amount of tim
e for each country to speak w
hen it is their turn
Moderated C
aucus
! W
hat do you do when you w
ant to speak? ! R
aise your placard and wait to be called on by the C
hair ! A
nyone can speak in any order ! D
o not follow the Speaker’s List
! W
hen total time runs out, w
e return to the Speaker’s List and continue w
ith formal debate
! A
fter returning to the Speaker’s List, you no longer give your O
pening Speech ! Speeches now
have to adapt to what has been said in caucus
! You m
ust follow the flow
of debate by listening and taking notes as other delegates speak
Unm
oderated Caucus
! When you are ready to m
ove around the room to
talk to other countries about ideas and possible resolutions, m
otion for an Unm
oderated Caucus:
“Hon
orable Ch
air, (Cou
ntry N
ame) m
otions
to susp
end
debate for th
e pu
rpose of an
U
nm
oderated
Cau
cus for a total tim
e of 10
min
utes.”
! There is only a total tim
e
! W
hat are you supposed to do? ! M
ake blocs and form alliances
! Start w
riting resolutions
Resolutions
! The final result of discussion and negotiation during the conference regarding the topic
! W
ritten suggestions for actions to address the problem
proposed at the beginning of the conference
! E
ach resolution has: ! S
pon
sors = C
ountries that wrote the resolution
! S
ignatories =
Countries that are interested in discussing
the resolution more
! 20
% of the com
mittee m
ust be a sponsor or a signatory of a resolution draft for it to be subm
itted to the Chair
Writing R
esolution Drafts
!
Three main parts
①
Heading
②
Preamble or Peram
bulatory Clauses
③
Operative C
lauses
!
Head
ing
Nam
e of the Body or O
rganization making the
statement w
ith the name of the C
omm
ittee that is m
eeting at the conference Topic: Sponsors: Signatories: R
esolution Num
ber: (assigned only to drafts chosen by the Chair)
Preamble
! W
hat do Perambulatory C
lauses say? ! They describe the current situation about the topic [W
HY?]
! You use them
to cite past resolutions, precedents and statements
about the topic
! H
ow do you w
rite Perambulatory C
lauses? ! They form
one long sentence ! B
egin clauses with gerunds (verbs ending in –
ing) ! A
ffirming
! A
cknowledging
! N
oting ! Stressing
! R
eminding
! W
hen you use a new gerund, begin a new
line ! A
t the end of the line, do not use periods! Use com
mas [,]
Operative C
lauses
! W
hat do Operative C
lauses say? ! They are policies that countries w
ant to enact with the draft
resolution [WH
AT?]
! You use them
to explain what you’re going to do about the topic
! H
ow do you w
rite Operative C
lauses? ! B
egin clauses with “soft” term
s ! Think about verbs that SU
GG
EST actions
! U
rges ! E
ncourages ! R
equests ! R
ecomm
ends ! W
hen you use a new verb, start a new
line ! A
t the end of the line, do not use periods! Use sem
icolons ;-) ! Put a period only at the very end of the entire R
esolution.
Resolution D
raft
The World B
ank, R
eminding all nations that the IM
F has always helped countries w
hen in need, R
eaffirming that there are alw
ays problems in the w
orld that the IMF
gives money to solve,
Stressing that all countries should be considered on an individual basis, 1.
Encourages all countries to pay a m
aximum
tax of 5%;
2. R
equests that only countries that want to pay, pay this 5%
tax; 3.
Calls for the W
orld Bank to take into consideration each country´s
economy before taxing them
; and 4.
Requests that the countries that do not pay any taxes cannot go to
the next World C
up.
Details about R
esolutions
! N
ot every country needs to write their ow
n resolution (be a Sponsor)
! N
ot every country needs to sign a resolution (be a Signatory)
! Y
ou can
only be a S
pon
sor on O
NE
resolu
tion d
raft! ! B
ut, you can be a Signatory on as many or as few
drafts as you’d like
! A
ll the resolution drafts are submitted to the C
hair and tw
o drafts will be chosen for debate
! Sponsors then read the O
perative Clauses to everyone
Am
endment Procedure
! Sponsors read the O
perative Clauses of the the draft
of Resolution #
1 ! Sponsors take five Points of Inform
ation ! Then, there is a 5-10 m
inute Moderated C
aucus to discuss the resolution draft
! Then, there is a 5-10 m
inute Unm
oderated Caucus to w
rite the am
endments
! R
epeat the process for the draft of Resolution #
2
Am
endments
! W
hile debating a draft, you may propose an
amendm
ent ! W
ritten changes or revisions to resolution drafts
! A
n amendm
ent can be written by any delegation, not
only the Sponsors of the resolution draft ! Friendly A
mendm
ents are ones shown to the Sponsors and
agreed upon by all the Sponsors ! N
o vote is needed because everyone agrees
! U
nfriendly Am
endments are ones that are only agreed upon by
some or none of the Sponsors
! M
ust be put to a vote because of disagreement
Voting Procedure
! W
hen you have finished debating the two
resolution drafts you may vote on them
! A
country must m
otion to close the debate in order to m
ove on to voting ! O
r if we have gotten to the end of the Speaker’s List
! “H
onorable C
hair, (C
oun
try Nam
e) motion
s to en
d d
ebate on th
e topic of […
].” ! A
t last 2/3 majority is needed to close debate
Voting Process
! The C
hair reads resolution #1 and the D
elegates vote ! Then the C
hair reads resolution #2 and the
Delegates vote again
! D
elegates vote on any amendm
ents before voting on the resolution ! If the am
endment passes, D
elegates then vote on the resolution w
ith the changes ! If the am
endment does not pass, D
elegates then vote on the resolution as it w
as turned in originally
! It is ok for one, both or neither resolutions to pass
Motions Description What do you say? “Honorable Chair, (Country
Name)...
Interrupt speaker?
Vote required?
Motion to Open the Speakers List
Allows delegates to sign up for the Speakers List by raising their placards.
“Honorable Chair, (Country Name) moves to open the Speakers List.”
No Yes, simple majority required
Motion to Set the Speaker’s Time
Specifies the time allowed for speeches during caucusing.
“Honorable Chair, (Country Name) moves to set a speaker’s time of (x) (usually >2 minutes).
No Yes, simple majority required
Motion to Suspend Debate (for a moderated or unmoderated caucus)
Enters into informal debate. A specific time must be included.
“Honorable Chair, (Country Name) moves to suspend debate for the purpose of a moderated/unmoderated caucus for (x) minutes.”
No Yes, simple majority required
Motion to Close Debate
Ends debate and moves into voting procedure.
“Honorable Chair, (Country Name) motions to end debate on the topic of (x).”
No Yes, 2/3 majority required
Adjourn Debate Ends the meeting for a specific purpose (e.g. lunch, dinner, etc.)
“Honorable Chair, (Country Name) motions to adjourn the debate for the purpose of (x).”
No Yes, simple majority required
Points Description What do you say? “Honorable Chair, (Country
Name)...
Interrupt
speaker?
Vote required?
Point of Personal Privilege
Addresses any personal discomfort (e.g. can’t hear, room is too hot...)
“Honorable Chair, (Country Name) has a point of personal privilege...”
Yes No
Point of Order
Addresses a procedural matter. Doesn’t allow delegate to speak on the topic of debate.
“Honorable Chair, (Country Name) has a point of order...”
Yes No
Point of Inquiry
Addresses any clarification of parliamentary procedure.
“Honorable Chair, (Country Name) has a point of inquiry...”
No No
Point of Information
Addresses other delegates to ask them questions about speeches and draft resolutions.
“Honorable Chair, (Country Name) has a point of information...”
No No
!
– 24 –
Useful Debate Vocabulary
“I’m listening to the other side.” " I see your point, but I think… " Yes, I understand, but my opinion is that… " That is all very interesting, but the problem is that... " I’m afraid I cannot quite agree with your point. " I think I’ve got your point, now let me respond to it. " We can see what you’re saying. Here is my reply…
“I need to say something now. " I’m sorry to interrupt, but you have misunderstood our point. " Excuse me, but that is not quite correct. " Sorry, I just have to disagree with your point. " Let me just respond to that, please. " Forgive me for interrupting, but I must respond to that. " Hold on a moment, that is not correct. " If you would allow me to add a comment here... " If you do not mind, I would like to take issue with what you just said.
“You have not replied yet.” " We would like the other side to explain why... " We said that…but the other side has not replied to our point yet. " I would like to focus on two points that the other side has failed to address. " There are two points that we have succeeded in establishing… " I want to call your attention to an important point that the delegation of …has not
addressed yet. " I would like to point out that there are two issues our opponents have failed to
dispute, namely “Well, I think that…”
" The first point I would like to raise is this… " Our position is the following… " Here is the main point I want to raise… " I would like to deal with two points here. The first is… " The delegation of …has still not addressed the question we raised a moment ago… " The other side has failed to answer our point about… " Let me just restate my position. " Just to be clear, here is what I mean…
“So finally, we…” " To sum up, here are the main points… " We pointed out that… " Other delegations have claimed that… " To recap the main points… " Let’s sum up where we stand in this debate. " Let me summarize our position in this debate. " In summary, we want to point out that… " Let’s see which arguments or problems are still standing. " Let’s think about where we are in this debate.
!
– 25 –
Debating Phrases
Stating an opinion " In my opinion... " I think that... " I feel that... " I believe that... " It seems to me that... " If you ask me... " I'd say that... " The point is... " As I see it...
Asking someone to repeat or explain " I don't understand what you mean " Would you explain that, please? " I'm sorry, but I didn't understand your point. " Could you give an example? " What do you mean by...?
Agreeing with someone " You're right " I think so, too " I agree with you " You could be right " I couldn't agree more " That's a good point " I see what you mean " That's just what I was thinking " I agree entirely " You know, that's exactly what I think
Disagreeing with someone " Yes, but... " I'm sorry but I have to disagree there " That's not the point " No, I think you're wrong " I can't agree with you there " Up to a point, but... " Yes, that's quite true, but... " I'm not sure I quite agree " Well, you have a point there, but... " Perhaps, but don't you think that... " I see what you mean, but... " I totally disagree with you there
Persuading someone " You must admit that... " Do you really believe that...? " Don't you think that...? " Don't you agree that...? " Wouldn't you say that the reverse is also true?
!
– 26 –
Debate “Script” Global Classrooms Madrid, 2015 Purple: Important changes to script for Chairs, and things you need to change specific to your Committee (committee name, simple majority #, etc.) Blue: Director’s lines Red: Important changes to Director’s lines$!"#!$%&'(('(&)!
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– 27 –
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!Explain the Rules (Chair)
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+117!%0!,0!%0!%#1!J$%#)00:M!904!70!hA/!+117!%0!)$&'1!904)!*3$;$)7!$+7!:$O1!$!*0&+%!0>!*1)'0+$3!*)&L&31,18!l4'%!,0!k4&1%39a!
0 D!*0&+%!0>!0)71)!&'!6#$%!904!'#0437!'$9!&>!904!J13&1L1!EM!%#1!<#$&)M!#$L1!:$71!
$!:&'%$O1!&+!*)0;174)18!j04!;$+!)$&'1!904)!*3$;$)7!$+7!'$9!“*0&+%!0>!0)71)” 6#&31!'0:10+1!&'!'*1$O&+,M!Xm/!&%’'!J1%%1)!%0!6$&%!4+%&3!%#1!'*1$O1)!#$'!>&+&'#178!D+!12$:*31!0>!%#1!%&:1!>0)!$!*0&+%!0>!0)71)!60437!J1!&>!%#1!<#$&)!
;$3317!0+!%#1!6)0+,!'*1$O1)8!0 D%!04)!:11%&+,M!9&137'!;$+!J1!:$71!$>%1)!$!'*1$O1)!>&+&'#1'8!E>!904!#$L1!12%)$!
%&:1!31>%!$%!%#1!1+7!0>!904)!'*11;#M!904!;$+!9&137!%#$%!%&:1!%0!$+0%#1)!7131,$%1M!%0!k41'%&0+'M!0)!%0!%#1!<#$&)8!E>!904!9&137!%0!%#1!<#$&)M!%#$%!1>>1;%&L139!
1+7'!904)!%&:18!E>!904!9&137!%0!k41'%&0+'M!0%#1)!7131,$%&0+'!;$+!:$O1!*0&+%'!
0>!&+>0):$%&0+8!=061L1)M!&>!904!70!+0%!9&137!%0!k41'%&0+'M!0%#1)!7131,$%&0+'!:$9!+0%!:$O1!*0&+%'!0>!&+>0):$%&0+8!
0 i1:1:J1)!%#$%!6#1+!904!1+%1)!%#1!700)'!%0!%#&'!)00:!904!$)1!0+39!$330617!
%0!'*1$O!&+!?+,3&'#8!E>!61!#1$)!904!'*1$O&+,!&+!G*$+&'#M!904!6&33!J1!4+$J31!%0!)1;1&L1!$+!$6$)78!!
0 F0!904!#$L1!$+9!k41'%&0+'-”!0 0(#12-.+#'2(!23!#24'+)!5,%!+,6'1!7,2./-!81'#%!6!9:;!<'(.#%!'(#12!2(!#,%!
#24'+!6(-!'(#12-.+%!#,%!41%='2.7/>!-%+'-%-!.42(!7.$:#24'+7!!
A4)!%0*&;!%07$9!&'!e0$+!i1>0):!$+7!C0),&L1+1''!>0)!F1L130*&+,!<04+%)&1'8!/#1!
E+%1)+$%&0+$3!N0+1%$)9!C4+7!6$'!;)1$%17!&+
!
– 28 –
• <0+7&%&0+$3&%9I!&'!%#1!%1):'!$+7!;0+7&%&0+'!70+0)!;04+%)&1'!*3$;1!0+!30$+'!%0!71J%0)!;04+%)&1'!6#&;#!;$+!)1,43$%1!#06!%#1!:0+19!&'!4'17!$+7!6#1+!&%!6&33!J1!*$&7!J$;O8!
"1!6&33!J1!>0;4'&+,!0+!%#1!>$&)+1''!0>!;0+7&%&0+$3&%9!$+7!%#1!J4)71+!&%!*3$;1'!0+!
71J%0)!;04+%)&1'8!!
• e0$+!C0),&L1+1''I!$3'0!O+06+!$'!71J%!)13&1>!&'!%#1!*1):&''&0+!,)$+%17!J9!70+0)!
;04+%)&1'!%0!71J%0)!;04+%)&1'!%0!+0%!)1*$9!%#1&)!30$+'8!N$+9!;04+%)&1'!$)1!'11O&+,!30$+!>0),&L1+1''!$'!%#19!'%)4,,31!4+71)!%#1!61&,#%!0>!%#1&)!30$+'8!"1!6&33!J1!
7&';4''&+,!#06!%0!71L130*!$!'9'%1:!%#$%!%$O1'!&+%0!$;;04+%!%#1!+117'!0>!J0%#!71J%0)!$+7!70+0)!;04+%)&1'8!!
• K0%&+,!i1>0):I!E+!%#1!;4))1+%!'9'%1:M!L0%&+,!&'!61&,#%17!J$'17!0+!1$;#!;04+%)&1'!;0+%)&J4%&0+!%0!%#1!ENC8!F1J$%&+,!&''41'!'4;#!$'!)1>0):'!&'!;0:*3&;$%17!J9!%#1!>$;%!
%#$%!71L130*17!;04+%)&1'!#037!:0)1!*061)!%#$+!71L130*&+,!;04+%)&1'!'0!61!6&33!J1!
$3'0!300O&+,!$%!#06!%0!)171'&,+!%#1!L0%&+,!'9'%1:8!!i1:1:J1)!%#$%!%#1'1!%0*&;'!$)1!'&:*39!,4&713&+1'!$+7!%#$%!&%!6&33!J1!4*!%0!904!$33!%0!
71%1):&+1!6#&;#!904!60437!3&O1!%0!>0;4'!0+!,&L1+!904)!;04+%)&1'!&+%1)1'%'8!N0'%!
&:*0)%$+%39M!61!60437!3&O1!%0!1+;04)$,1!904!%0!60)O!#$)7M!)1'*1;%!1$;#!0%#1)!$+7!#$L1!>4+a!!
!9:15—Call Roll
• Chair: “i033!<$33!&'!%#1!*$)%!0>!%#1!:11%&+,!6#1)1!61!'11!6#0!&'!*)1'1+%!$+7!6#0!&'!:&''&+,8!"1!6&33!;$33!)033!1$;#!%&:1!$>%1)!)1%4)+&+,!>)0:!$!J)1$O8!G$)$M!904)!)$**0)%14)M!6&33!J1!&+!;#$),1!0>!;$33&+,!)0338” !
• i$**0)%14)I!“E!6&33!+06!;$33!%#1!)0338!(31$'1!$+'61)!‘()1'1+%’ 6#1+!904)!;04+%)9!&'!;$33178”!
• -#../0')10<C&-););")0&'/&0).)#'&?(#'&'()@&<#@D&i$**0)%14)I!“D4'%)$3&$”!F131,$%1I!“()1'1+%”!i$**0)%14)I!“D4'%)$3&$!&'!*)1'1+%8”!!
87&#&5/1$'0@&9/)<&$/'&0)<./$9&?()$&5#++)9&/$5)2&0).)#'&'()&5/1$'0@&$#;)&&& #%#4$E&87&$/&/$)&#$<?)0<')0&'()&<)5/$9&'4;)2&@/1&;#@&<#@M!“f<04+%)9!`g!! &'!+0%!*)1'1+%8”!!
!
e&'%!0>!;04+%)&1'I!
• D>,#$+&'%$+!
• D3J$+&$!
• D3,1)&$!
• D),1+%&+$!
• D4'%)&$!
• D4'%)$3&$!
• D^1)J$&W$+!!
• X$+,3$71'#!
• X13,&4:!
• X03&L&$!
• X0'+&$R=1)^1,0L&+$!
• X0%'6$+$!
!
– 29 –
• <)0$%&$!
• <4J$!
• <^1;#!i1*4J3&;!
• F1+:$)O!
• ?3!G$3L$70)!
• ?;4$70)!
• l$*$+!
!
. <#$&)C&“"1!+06!#$L1!k40)4:!&+!%#&'!;0::&%%11M!$+7!61!;$+!J1,&+!%#1!:11%&+,8!"&%#!AB!7131,$%&0+'!*)1'1+%M!&%!6&33!)1k4&)1!AC!7131,$%&0+'!%0!)1$;#!$!:$W0)&%9M!$+7!AD$7131,$%&0+'!%0!)1$;#!$!UYZ!:$W0)&%98!E’7!3&O1!%0!;$33!>0)!71;0)4:—%#$%!&'M!*)0*1)!
71J$%1!1%&k41%%18!j04!:$9!+0%!'*1$O!4+31''!;$3317!0+!J9!%#1!;#$&)8!X1!)1'*1;%>43!%0!904)!>13306!7131,$%1'!$+7!%#1&)!0*&+&0+'8!e00O!>0)!*0'&%&L1!'034%&0+'!$+7!$L0&7!
+1,$%&L1!3$+,4$,18!"1!$)1!300O&+,!>0)!%1$:'!%#$%!$)1!)1'*1;%>43!$+7!60)O!%0,1%#1)!
6&%#!0%#1)!7131,$%&0+'8!E%!&'!An!&>!904!6#&'*1)!k4&1%39!%0!904)!*$)%+1)M!J4%!%#$%!'#0437!J1!%#1!0+39!%$3O&+,!61!#1$)8”!!
. E>!904!6$+%!%0!%$3O!%0!$+0%#1)!7131,$%&0+!0)!%#1!FDEG!4'1!$!+0%18!D!+0%1!&'!$!6$9!%0!;0+%$;%!%#1!F$&'!&>!904!6$+%!%0!J1!$7717!%0!0)!)1:0L17!>)0:!%#1!'*1$O1)’'!3&'%!0)!&>!904!%#&+O!61!#$L1!70+1!'0:1%#&+,!&+;0))1;%398!D+7!&%!&'!$!6$9!%0!;0+%$;%!$+0%#1)!
;04+%)9!&>!904!6$+%!%0!$'O!%#1:!$!k41'%&0+!0)!%$3O!$J04%!;033$J0)$%&0+8!F$)'#$3&M!04)!#13*1)M!6&33!;0331;%!904)!+0%1M!)1$7!0L1)!&%M!$+7!%#1+!J)&+,!&%!%0!%#1!;0))1;%!)1;&*&1+%8!
"1!6&33!J1!)1$7&+,!$33!+0%1'M!'0!:$O1!'4)1!%#$%!%#19!$)1!$**)0*)&$%1!$+7!&+!?+,3&'#a!!
!9:30—Set the Speaker’s List (Chair) • “"1!6&33!+06!0*1+!%#1!'*1$O1)’'!3&'%8!G*1$O1)'!3&'%!&'!%#1!71>$43%!%9*1!0>!71J$%18!X9!
*3$;&+,!904)!;04+%)9!0+!%#1!'*1$O1)’'!3&'%M!904!6&33!J1!$J31!%0!,&L1!$!0+1!:&+4%1!$+7!%#&)%9!'1;0+7!'*11;#!%0!'#$)1!904)!;04+%)9’'!*03&;9!6&%#!$33!0>!%#1!0%#1)!7131,$%1'8!/#1!'*1$O1)’'!3&'%!&'!$!,)1$%!%&:1!%0!:$O1!0*1+&+,!)1:$)O'!$J04%!904)!7131,$%&0+’'!'%$+;18!j04)!'*11;#!'#0437!>0;4'!0+!'%$%&+,!904)!;04+%)9´'!*0'&%&0+'!$+7!0>>1)&+,!)1;0::1+7$%&0+'!>0)!$;%&0+8!
0 l4'%!$!)1:&+71)M!%#&'!&'!#06!904!:$O1!$!:0%&0+!>0)!$!'*1$O1)’'!3&'%I!‘E!:0L1!%0!0*1+!%#1!'*1$O1)'!3&'%!>0)!$!'*1$O&+,!%&:1!0>
!
– 30 –
0 “/#1)1!6&33!J1!0%#1)!0**0)%4+&%&1'!%0!,1%!0+!%#1!G*1$O1)'!e&'%!3$%1)8!j04!:$9!$'O!%0!J1!$7717!%0!%#1!3&'%!$%!$+9!%&:1!74)&+,!%#1!:11%&+,M!J9!'1+7&+,!$!+0%1!4*!%0!%#1!<#$&)8!E%!'#0437!'$9M!>0)!12$:*31M!%#1!7131,$%&0+!>)0:!%#1!m+&%17!n&+,70:!60437!
3&O1!%0!J1!$7717!%0!%#1!'*1$O1)’'!3&'%8”!!!Calling on Speakers (Chair)
• “h06!61!6&33!J1,&+!6&%#!%#1!'*1$O1)´'!3&'%8!D33!0%#1)!7131,$%1'M!904!'#0437!J1!3&'%1+&+,!%0!%#1!'*1$O1)8!/$O1!04%!904)!+0%1J00O'!$+7!6)&%1!706+!+0%1'!0+!%#1!
'*11;#1'!>)0:!0%#1)!;04+%)&1'8!E+!904)!+0%1'M!>0;4'!0+I!0 F01'!:9!;04+%)9!$,)11!6&%#!%#&'!;04+%)9’'!*03&;&1'-!0 "#9!0)!6#9!+0%-!
0 D3'0M!+0%1!&>!904!60437!3&O1!%0!6)&%1!7)$>%!)1'034%&0+'!6&%#!%#1!;04+%)98!j04!6&33!J1!$J31!%0!%$3O!$J04%!%#&'!74)&+,!&+>0):$3!71J$%18!
0 G*1$O1)'M!)1:1:J1)!%#$%!%#&'!&'!904)!%&:1!%0!:$O1!0*1+&+,!)1:$)O'!$J04%!904)!
;04+%)9’'!'%$+;18!E>!904!#$L1!$!*)1R6)&%%1+!0*1+&+,!'*11;#M!)1:1:J1)!%0!300O!$%!%#1!$47&1+;1!$+7!+0%!0+39!300O!$%!904)!*$*1)8!j04!6&33!J1!>$;&+,!%#1!7131,$%1'!
6#1+!904!'*1$O8!!0 F131,$%&0+!>)0:!5555M!904!#$L1!%#1!>300)!>0)!0+1!$+7!$!#$3>!:&+4%1'8!"#1+!904!
#$L1!%1+!'1;0+7'!31>%M!G$)$M!904)!)$**0)%14)!6&33!%$*!%#1!,$L13!0+;18!"#1+!904)!
%&:1!&'!0L1)M!G$)$!6&33!%$*!%#1!,$L13!%6&;18!(31$'1!;0:1!4*!%0!%#1!>)0+%!$+7!%$O1!>300)8” !
!H()$&%4*4$%&#&9)+)%#')&'()&7+//02&<'#')M!“=0+0)$J31!7131,$%1!0>!f2gM!904!#$L1!%#1!>300)!>0)!f2g!:&+4%1'8”!!After a Delegate Speaks
• "#1+!$!7131,$%1!#$'!ten seconds!31>%M!%#1!i$**0)%14)!,&L1'!$!3&,#%!%$*!6&%#!%#1!,$L138!0 E>!904!'11!$!7131,$%1!&'!$J04%!%0!1+7M!J4%!6&33!)4+!$!>16!'1;0+7'!0L1)!%#1&)!
%&:1M!31%!%#1:!>&+&'#8!
• <#$&)M!$>%1)!>&)'%!'*1$O1)I!“/#$+O!904!7131,$%&0+!>)0:!555!>0)!J1&+,!'0!J)$L1!$'!%0!'*1$O!>&)'%8”!
0 87&$)5)<<#0@I!“"0437!904!3&O1!%0!9&137!%0!k41'%&0+'M!$+0%#1)!7131,$%1!0)!%0!%#1!<#$&)-”!
0 N4)+9&'/&'()&5(#40I!“/#1!>300)!#$'!J11+!9&13717!%0!%#1!;#$&)8!E'!%#1)1!$+9!;04+%)9!%#$%!60437!3&O1!%0!)1k41'%!%#1!>300)!>0)!$!*0&+%!0)!:0%&0+-”!! “/#1!<#$&)!)1;0,+&^1'!%#1!7131,$%&0+!>)0:!55558!f(31$'1!%$O1!%#1!>300)8g!
0 N4)+9&'/&#$/'()0&5/1$'0@I!“/#&'!9&137&+,!&'!&+!0)71)8!888f;04+%)9!+$:1gM!904!#$L1!%#1!>300)8!(31$'1!J1,&+8”!
0 N4)+9&'/&O1)<'4/$<I!“/#1!'*1$O1)!&'!0*1+!%0!*0&+%'!0>!&+>0):$%&0+8!D)1!%#1)1!$+9!*0&+%'!0>!&+>0):$%&0+!>)0:!%#1!>300)-”!! E>!%$O1'!Z!*0&+%'!0>!&+>0):$%&0+I!“j04!#$L1!%$O1+!%#)11!*0&+%'!0>!
&+>0):$%&0+8!j04!+06!+117!%0!9&137!%#1!>300)!%0!%#1!;#$&)!0)!%0!$+0%#1)!
;04+%)98!"#$%!60437!904!3&O1!%0!70-”!• K7')0&#&9)+)%#')&<.)#><2&<#@M!“/#$+O!904M!#0+0)$J31!7131,$%18!j04!:$9!%$O1!904)!'1$%8!
D)1!%#1)1!$+9!*0&+%'!0)!:0%&0+'!0+!%#1!>300)!$%!%#&'!%&:1-” 87&'()0)�)&/1'<'#$94$%&./4$'&/0&;/'4/$<2&.0/5))9&?4'(&'();E&87&$/'2&5/$'4$1)&/$&'/&'()&$)P'&9)+)%#')&#$9&<#@2 “G11&+,!+0+1M!7131,$%&0+!>)0:!f2gM!904!#$L1!%#1!>300)!>0)!0+1!$+7!$!#$3>!:&+4%1'8”!
!
– 31 –
• K7')0&)*)0@&7)?&<.)#>)0<2&0);4$9&9)+)%#')<&'(#'&'()@&;#@c&'();<)+*)<&'/&'()&6.)#>)0<&F4<'8!“D)1!%#1)1!$+9!7131,$%&0+'!%#$%!60437!3&O1!%0!J1!$7717!%0!%#1!G*1$O1)´'!e&'%!$%!%#&'!%&:1-” !
0 :0@&'/&%)'&)*)0@/$)&/$&'()&6.)#>)0<&F4<'&#'&+)#<'&/$5)8!“"1!'11!'0:1!7131,$%&0+'!#$L1!+0%!91%!J11+!$7717!%0!%#1!3&'%8!"0437!%#19!3&O1!%0!J1!$7717!
%0!#$L1!$!;#$+;1!%0!'#$)1!%#1&)!*0'&%&0+-” !!After about 8-10 Speakers Moderated Caucus (Chair)
3104$%&LG2&<4;.+@&(#*)&'()&<'19)$'<&<'#$9&4$&.+#5)&?()$&<.)#>4$%E&Q/&$))9&'/&5/;)&'/&'()&70/$'&/7&'()&0//;E&
• D>%1)!$J04%
!
– 32 –
%#1!:071)$%17!;$4;4'!$+7!%#1!&71$'!904!W4'%!7&';4''178!j04!'#0437!+0%!J1!
713&L1)&+,!904)!0*1+&+,!'*11;#8”!0 !6.)#>)0´<&F4<',C “F131,$%&0+!>)0:!555M!904!+06!#$L1!%#1!>300)8”!0 “fE>!+1;1''$)9I!"0437!904!3&O1!%0!9&137!%0!k41'%&0+'M!$+0%#1)!7131,$%1M!0)!%#1!
;#$&)-g!/#$+O!904M!#0+0)$J31!7131,$%1'8!D)1!%#1)1!$+9!04%'%$+7&+,!*0&+%'!0)!
:0%&0+'-!G11&+,!+0+1…”!!Unmoderated Caucus (Chair and Dais)
• D>%1)!$J04%!URZ!'*11;#1'I!“/#1!;#$&)!60437!300O!>$L0)$J39!4*0+!$!:0%&0+!>0)!$+!4+:071)$%17!;$4;4'8!/#1!4+:071)$%17!;$4;4'!&'!&+>0):$3!71J$%18!F4)&+,!
4+:071)$%17!;$4;4'1'M!%#1!;0::&%%11!J)1$O'!>0)!$!%1:*0)$)9!)1;1''8!"1!'%0*!
>0):$3!71J$%1!'0!%#$%!7131,$%1'!;$+!:11%!6&%#!1$;#!0%#1)!$+7!7&';4''!&71$'8!!0 /$3O!%0!0%#1)!7131,$%&0+'!&+!904)!)1,&0+$3!J30;'!$+7!>&+7!%#1!7131,$%1'!6#0!
'#$)17!'&:&3$)!*0'&%&0+'!6#1+!%#19!'*0O1!>)0:!%#1!G*1$O1)'!e&'%8!
0 G%$)%!*4%%&+,!&71$'!%0,1%#1)!0+!*$*1)M!;)1$%&+,!$!7)$>%!)1'034%&0+—904)!>&)'%!7)$>%!>0)!$!)1'034%&0+8!"0)O&+,!*$*1)'!70!+0%!+117!%0!J1!%9*178!
0 j04!;$+!1+%1)!$+!4+:071)$%17!;$4;4'!J9!:$O&+,!$!:0%&0+8!j04!'$9M!E!;/*)&%0!<1<.)$9&71J$%1!>0)!%#1!*4)*0'1!0>!$+!4+:071)$%17!;$4;4'M!6&%#!$!'/'#+&'4;)!0>!5558!D!,007!31+,%#!>0)!$+!4+:071)$%17!;$4;4'!&'!J1%611+
!
– 33 –
0 “"1!6&33!+06!;$33!%#1!)0338”!i033!<$33—)$**0)%14)!!
• <#$&)I!“j04)!7&)1;%0)!F$++9!6&33!+06!12*3$&+!%#1!*)0;1''!0>!6)&%&+,!$+7!%4)+&+,!&+!)1'034%&0+'8”!
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0 “/#1!)1'034%&0+!#$'!U!:$W0)!*$)%'M!$'&71!>)0:!%#1!#1$7&+,M!6#&;#!61!6&33!>0):$%!>0)!9048!/#1!>&)'%!'1;%&0+!#$'!%#1!*)1$:J43$%0)9!*#)$'1'8!/#1'1!$)1!*#)$'1'!%#$%!%133!4'!%#1!)1$'0+'!?(@!904!$)1!6)&%&+,!%#1!)1'034%&0+'8!D33!0>!%#1'1!*#)$'1'!6&33!'%$)%!6&%#!,1)4+7'M!'4;#!$'!)1:&+7&+,M!+0%&+,M!*0&+%&+,!04%M!1%;8!/#1!'1;0+7!'1;%&0+!#$'!0*1)$%&L1!*#)$'1'8!/#1'1!$)1!*#)$'1'!%#$%!%133!
4'!?(#'!904!'4,,1'%!%#$%!%#1!_1+1)$3!D''1:J39!701'8!/#&'!'#0437!J1!6)&%%1+!&+!%#1!%#&)7!*1)'0+!$+7!'#0437!4'1!60)7'!%#$%!'4,,1'%M!+0%!71:$+78”!
. )E.:F.5/$G2/,—HI$45$D$/E..1-./J$0 “D%!%#&'!%&:1!61!6&33!)1%4)+!%0!%#1!'*1$O1)’'!3&'%8!F131,$%&0+!>)0:!555M!904!
+06!#$L1!%#1!>300)8”!0 “/#$+O!904M!#0+0)$J31!7131,$%1'8!D)1!%#1)1!$+9!04%'%$+7&+,!*0&+%'!0)!
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!
– 34 –
. K20:G$1:+1+/./C&;/*)&7/0&SG&!'/&?04')&90#7'&0)</+1'4/$<,2&'()$&LG&!'/&94<51<<&0)</+1'4/$<2&'0@&'/&()+.&'()&9)+)%#')<&$#00/?&9/?$&'/&'?/,2&'()$&SG&'/&?04')2&94<51<<2&#$9&74$#+4X)&0)</+1'4/$<&
0 12:30—“D%!%#&'!%&:1M!%#1!<#$&)!60437!300O!>$L0)$J39!4*0+!$!:0%&0+!%0!'4'*1+7!%#1!71J$%1!>0)!%#1!*4)*0'1!0>!$+!4+:071)$%17!;$4;4'!0>!ZS!:&+4%1'!
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"4412='(&!6!?163#!@%72/.#'2(!A?'1%+#21!6(-!*#633B!Y K7')0&@/1&#..0/*)&#&90#7'&0)</+1'4/$2&%4*)&4'&'/&'()&5/;;4''))’<&K9;4$4<'0#'4*)&
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Y 3/&$/'&7/0%)'&'/&#<<4%$&'()&90#7'&0)</+1'4/$&#&$1;")0&"77'&(!(.<$%17!67!32//287)!C2<<'##%%D?@ED524'+!!
Y U$+@7).'&'?/&0)</+1'4/$<!!14:00—Before lunch: motion to adjourn the debate for the purpose of a 45 minute lunch break. !AL:00-14:45 – Lunch (Staff types resolutions and photocopies them) 14:00 Chair/Director/Staff choose and type resolutions 14:15 Turn in resolutions to photocopy 14:45—Return from lunch. Debating and voting on resolutions Chair: “E+!%#1!3$'%!'1''&0+M!904!'4J:&%%17!$!+4:J1)!0>!L1)9!&+%1)1'%&+,!$+7!%#04,#%>43!)1'034%&0+'M!6#&;#!71$3!6&%#!f:$+9!$'*1;%'!0>!%#1!&''41!$+7!0>>1)!'0:1!&:$,&+$%&L1!$+7!)1$3&'%&;!)1;0::1+7$%&0+'!>0)!$;%&0+g8!h06!61!6&33!J1!&+%)074;&+,!$+7!71J$%&+,!%#0'1!7)$>%!
)1'034%&0+'8!D%!%#1!1+7!0>!%#&'!'1''&0+M!61!6&33!*$''!)1'034%&0+'8!j04)!7&)1;%0)!F$++9!6&33!
+06!12*3$&+!%#1!*)0;1''!0>!&+%)074;&+,!)1'034%&0+'!$+7!:$O&+,!$:1+7:1+%'8!/ BP.+#$#'4/$&/7&(/?&?)&?4++&4$'0/915)&0)</+1'4/$<2&704)$9+@M1$704)$9+@&#;)$9;)$'<2&
?(#'&#$&#;)$9;)$'&4<2&(/?&*/'4$%&?/0><E&
!
– 35 –
/ “"1!6&33!&+%)074;1!%#1!7)$>%!)1'034%&0+'!J9!31%%&+,!904!$33!)1$7!0L1)!%#1:!&+7&L&74$3398!j04!6&33!#$L1!%#1!0**0)%4+&%9!%0!$'O!%#1!'*0+'0)'!k41'%&0+'!$J04%!%#1!)1'034%&0+M!%#1+!61!6&33!7&';4''!%#1!)1'034%&0+'8!/#1!'*0+'0)'!6&33!,1%!$!;#$+;1!%0!
12*3$&+!$+7!71>1+7!%#1&)!&71$'8!/#1+M!61!6&33!$77)1''!*0''&J31!$:1+7:1+%'8!D+!$:1+7:1+%!&'!$!;#$+,1!%0!%#1!)1'034%&0+8!E%!;$+!J1!$!;#$+,1!0>!60)7&+,M!&71$'M!0)!$!
+4:J1)!%#$%!904!7&'$,)11!6&%#8!D'!904!$)1!)1$7&+,!%#)04,#!%#1!)1'034%&0+M!:$O1!
+0%1!0>!$+9!$:1+7:1+%'!904!:$9!6$+%!%0!:$O1!$+7!61!6&33!;0+'&71)!%#1:!3$%1)8”!/ “D>%1)!%#1!'*0+'0)'!12*3$&+!%#1&)!)1'034%&0+M!904!;$+!6)&%1!$:1+7:1+%'8!E>!$33!0>!%#1!
'*0+'0)'!$,)11!6&%#!904)!$:1+7:1+%M!%#1!;#$+,1!&'!:$71!&::17&$%139!$+7!+0!L0%1!
&'!+117178!/#&'!&'!;$3317!$!>)&1+739!$:1+7:1+%8”!/ “E>M!#061L1)M!0+1!0)!:0)1!0>!%#1!'*0+'0)'!7&'$,)11!6&%#!%#1!$:1+7:1+%M!61!6&33!
L0%1!0+!&%!$'!$+!$''1:J398!/#&'!&'!;$3317!$+!4+>)&1+739!$:1+7:1+%8!E>!&%!&'!$+!4+>)&1+739!$:1+7:1+%M!61M!%#1!F$&'M!$'O!%#$%!904!#$L1!$%!31$'%!0+1!0%#1)!;04+%)9!
'&,+!%#$%!%#19!$)1!&+!$,)11:1+%!6&%#!904)!$:1+7:1+%8”!!/ “/#1)1!$)1!+0!'1%!)431'!>0)!6)&%&+,!$:1+7:1+%'M!J4%!$33!$:1+7:1+%'!:4'%!J1!
J)04,#%!%0!:1M!%#1!F&)1;%0)8!E!6&33!'%$9!4*!>)0+%!74)&+,!%#1!4+:071)$%17!;$4;4'!'0!
904!;$+!>&+7!:18”!/ “D'!'00+!$'!61!$)1!70+1!7&';4''&+,!%#1!)1'034%&0+'!$+7!$:1+7:1+%'M!61!6&33!L0%1!
0+!%#1:8!E>!$+!$:1+7:1+%!&'!>)&1+739M!%#1!;#$+,1!6&33!J1!:$71!&::17&$%139!%0!%#1!
)1'034%&0+8!E>!&%!&'!4+>)&1+739M!%#1+!61!6&33!L0%1!0+!%#1!$:1+7:1+%!$'!$!;0::&%%11!J1>0)1!:0L&+,!0+!%0!%#1!+12%!$:1+7:1+%8!/#1+!61!6&33!:$O1!$+9!+1;1''$)9!;#$+,1'!
%0!i1'034%&0+
!
– 36 –
0 "1!6&33!J1,&+!J9!#$L&+,!%#1!)1'034%&0+!)1$7!04%!30478!"&33!%#1!
'*0+'0)!0>!%#1!)1'034%&0+!*31$'1!%$O1!%#1!>300)!%0!)1$7!Ahej!%#1!0*1)$%&L1!;3$4'1'!0>!)1'034%&0+8!!
0 j04!$)1!$330617!>&L1!*0&+%'!0>!&+>0):$%&0+!)1,$)7&+,!%#&'!)1'034%&0+8!D)1!%#1)1!$+9!*0&+%'!0>!&+>0):$%&0+!0+!%#1!>300)-!fG#++&/$&5/1$'04)<&47&$/'C!/#1)1!&'!$!*0&+%!0>!&+>0):$%&0+!>)0:!555558!(31$'1!'%$%1!904)!*0&+%8g!
0 “"1!6&33!+06!J1,&+!$
!
– 37 –
0 j04)!;04+%)9!;$+!‘DXG/DEh’ >)0:!L0%&+,!&>!904!$)1!4+'4)1!0>!#06!%0!L0%18!X4%M!&%!+117'!%0!J1!+0%17!%#$%!$+!‘$J'%1+%&0+’ L0%1!6&33!J1!;04+%17!$'!$+!‘$,$&+'%’ L0%18!!
0 n11*!&+!:&+7!%#$%M!&+!0)71)!>0)!$!)1'034%&0+!%0!*$''M!$!L0%1!0>!:0)1!%#$+!VS!T!&'!)1k4&)178!!
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0 87&L#R/04'@&4$&7#*/0C&“"1!#$L1!)1$;#17!$!:$W0)&%9!$+7!%#1!$:1+7:1+%!6&33!J1!$70*%17”&
0 87&;#R/04'@&/../<)9C&“"1!#$L1!+0%!)1$;#17!$!:$W0)&%9!$+7!%#1!$:1+7:1+%!6&33!+0%!J1!$70*%178”&
. 87&+/'<&/7&'4;)2&.)07/0;&#&0/++&5#++&*/')&4$&?(45(&)#5(&9)+)%#'4/$&4<&5#++)9&1./$&4$94*491#++@&#$9&#$<?)0<&“@#@”2&“$#@”2&/0&“#"<'#4$E”&U'()0?4<)&<4;.+@&(#*)&9)+)%#'4/$<&0#4<)&'()40&.+#5#09<&#<&7/++/?<E&
. !“D%!%#&'!%&:1M!61!$)1!L0%&+,!0+!)1'034%&0+!f2g8!D33!;04+%)&1'!L0%&+,!‘CAi’!%#&'!)1'034%&0+M!*31$'1!)$&'1!904)!*3$;$)7'E&!K&5/1$'&/7&*/')<&7/0&4<&'#>)$&#$9&0)5/09)9&"@&-#../0')10E&G(#40.)0</$&9/)<&$/'&5/;;)$'&/$&$1;")0<&#'&'(4<&./4$'E,&-#../0')10&0)5/09<&$1;")0<E&&
0 D33!;04+%)&1'!L0%&+,!‘D_DEhG/’!%#&'!)1'034%&0+M!*31$'1!)$&'1!904)!*3$;$)7'E&!K&5/1$'&/7&*/')<&#%#4$<'&4<&'#>)$&#$9&0)5/09)9E&G(#40.)0</$&9/)<&$/'&5/;;)$'&/$&$1;")0<&#'&'(4<&./4$'E,&-#../0')10&0)5/09<&$1;")0<E&
0 D33!;04+%)&1'!L0%&+,!‘DXG/DEhEh_’!%#&'!)1'034%&0+M!*31$'1!)$&'1!904)!*3$;$)7'8!!K&5/1$'&/7&*/')<&4<&'#>)$&#$9&0)5/09)9E&G(#40.)0</$&9/)<&$/'&5/;;)$'&/$&$1;")0<&#'&'(4<&./4$'E,&-#../0')10&0)5/09<&$1;")0<E&
0 H()$&'()&*/')<�)&71++@&'#"1+#')9&#$9&'()&74$#+&0)<1+'&4<&<10)EEE,!/#&'!)1'034%&0+!*$''1'Y>$&3'!6&%#!$!L0%1!0>!888!CAiM!888!D_DEhG/M!$+7!888!DXG/?h/EAhG8”!
!16:40- Motion to Adjourn Debate!G/$%0#'1+#')&'()&9)+)%#')<&/$&'()40&(#09&?/0>&#$9&.#0'454.#'4/$&4$&'()&5/$7)0)$5)E&&
Y 87&$/&0)</+1'4/$&?#<&.#<<)92&)P.+#4$&'/&'()&9)+)%#')<&'(#'&'(4<&4<&UVE&:()40&.)07/0;#$5)&?4++&$/'&")&R19%)9&"#<)9&/$&'()&.#<<4$%&/7&0)</+1'4/$<2&"1'&0#'()0&/$&(/?&?)++&'()@&.)07/0;)9&4$&0).0)<)$'4$%&'()40&5/1$'0@&#$9&4'<&./<4'4/$E&
Y L/'4/$&'/	R/10$&;))'4$%&1$'4+&WG&$)P'&@)#0D&&Y BE!#1)1J9!0>>&;&$339!;0+;3471!%#1!N$7)&7!_30J$3!<3$'')00:'!()13&:&+$)9!<0+>1)1+;18H!
Y I)&<10)&9)+)%#')<&'#>)&#++&'()40&'(4$%<&#$9&5+)#$&1.&'()&0//;&
16:45 Students evacuate the premises. Please be sure they leave the room very tidy! !
!
– 38 –
Global Classrooms: Position Papers
The Position Paper is one of the most challenging and time consuming pieces of the Global Classrooms process. Delegations will spend a good part of the year each preparing a paper on their country’s position on the assigned topic. Position Papers are turned in before the conference and are used as part of the evaluation process to demonstrate that students have adequately researched and prepared for debate. The Position Paper is also a good way to gauge students’ progress in research and critical thinking. Here are the basics:
# 1 to 1.5 pages in length # Gives facts about country and the topic # Includes proposals for resolutions (ideas of what should be done in the future) # Resolutions are actions for ALL countries, not just your country # Can be used later to write Opening Speeches
The fundamental elements of the Position Paper are:
! Introduction " Domestic Action # International Action & Collaboration $ Future Resolutions % Conclusion (Optional)
Much of your job as an ETA will be spent helping students improve their writing skills. This will range from teaching them how to make a sound argument to how to paraphrase and cite properly. For many students, this may be the first research style paper that they have ever written. Because synthesizing information and paraphrasing in a second language can be especially difficult, we’ve included some materials to make it a bit more manageable. The following handouts have been used by previous ETAs and can be adapted for your classrooms. You’ll also find sample Position Papers written by previous Global Classrooms Madrid students on previous topics.
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– 46 –
Committee: General Assembly Regional Committee Topic: Sustainable Development Country: Vietnam
Environmental problems are changing our world as we know it. Scientists, media, politicians and citizens from all over the globe have been more and more aware of that fact. During the last decades, climate change and global warming have been increasingly important issues in the political agendas of every state. The first UN conference on sustainability was the World Summit on Sustainable Development (WSSD), or Earth Summit 2002, which took place in Johannesburg, South Africa. The agreement that resulted from that first conference, the Johannesburg Declaration, is an agreement to focus on the problems that affect worldwide and threaten the sustainable development of the world’s citizens, such as chronic hunger; malnutrition; foreign occupation; armed conflict; illicit drug problems; organized crime; corruption; natural disasters; etc, and in particular HIV/AIDS, malaria and tuberculosis.” Sustainability depends on a green economy, which the dictionary defines as “a sustainable economy and society with zero carbon emissions and a one-planet-footprint where all energy is derived from renewable resources.”
Sustainability is relevant throughout Asia since most of the countries are newly industrialized countries with limited technical infrastructure and financial resources. For example, Vietnam has an agriculture-based economy that is becoming more and more industrialized, leading to the building of infrastructure and factories that can emit harmful gases and other toxic substances, threatening the environmental well-being of the ecosystems. Recently, environmental issues have taken greater priority in Vietnam’s political agenda. Vietnam’s Agenda 21 states that “Protection and improvement of environment quality are to be considered as inseparable factors from the development process”. Moreover, the revised Law on Forest Protection and Development approved by the National Assembly in November 2004 provides the general framework for the achievement of a more social and community-based forestry. There is, however, still much work to be done in order to integrate environmental protection into economic and development planning.
Vietnam’s government is aware of the repercussions that environmental problems have for every inhabitant of Earth. We therefore form part of many Multilateral Environmental Agreements (MEAs), such as the Conventions on Biodiversity Conservation, Climate Change, Endangered Species (CITES), Ozone Layer Protection (Montréal Protocol), and Kyoto Protocol and Clean Development Mechanism (CDM). Vietnam agrees with Time magazine’s observation that we can’t “blow it—good planets are hard to find.” All the members of our planet must work together to preserve it for future generations.
Vietnam’s first proposal is based on sustainable industrialization. We uphold the creation of a law requiring every factory built to be maintained at least in half by renewable energies, such as solar or hydroelectric power. Since Vietnam is not a completely developed country, we call upon the UN for financial support to build these power plants. We also propose tax breaks to reward the businesses that use renewable energies to power more than half of their factories. Vietnam, together with other countries, could use Grassroots programs to collect funds. That money could improve knowledge, tools, capacity and coordination for development of climate change policy and investment in Vietnam’s sustainable development. To raise the percent of the sustainable development of aquaculture, Vietnam will raise the fishing production in the form of intensive cultivation, improving the quality of input materials and diversifying markets. Vietnam suggests creating more green areas in order to promote a society more conscious about taking care of the environment. We are also committed to improving the quality, accessibility, and effectiveness of public transportation, so that fewer people will rely on cars or motorbikes. Vietnam will follow all the agreements reached in this conference and we hope our suggestions will be considered as a path to the improvement of our world.
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– 47 –
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– 48 –
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Republic of Estonia !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!>!!"#$%&'()A!!"#$%&'()$*+,-.&&/0!"!"#$!!!"#$%&'()$*+,-.&&/!!!"#$%&'()#$"''*+"#,"(-+"#,.(/!)-01(2&3$(456&$"6(7#(-5%*'(89!"!!"#$%&'()*+,(%&!""#$$#%&'(&!)*+,&-.!"!!"#$%!!""#$%&&'''()*+(,-.&/*01+12/*)+"*-4$&"!5R!"#!"R!"#$%&&'(!)*+,-(../012$3+4*5!B!!"#$%&'(&)*($'%&(+),$-($./0)%&),1#$('&(2+.)3.4.+%56.&$7),1#$('&(2+.)"#$%&'()89:!"!"#"$%&'()*(%+,(-#."&)#/,#%!"#$%&'()'"*('($%+,"&-"%./"!"#$%&"'(")*+)%,"-.,)(/*$")&*!"0.$-1*23*4,%$",*4,%,"56*!"#!"#$!"!""#$$#%&'(&!)*+,&-.!"!!"#$%&!""#$%%&&&'()*+,'((%-+"(-%.(/012"%/+2(-%(2/+).(,%0,"+32(4/+2(-%-(564()74&(8'#./
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– 49 –
General Assembly Estonia Eradication of Poverty: Post-2015 Agenda
Nowadays, 1,200 million people all over the world live in relative poverty, suffering from hunger, homelessness, diseases, and a lack of money. Nevertheless, thanks to the Millennium Development Goals and the dedication of the United Nations, the eradication of poverty is possible. In fact, in 1990, 43% of the world total population lived on less than $1.25 USD (extreme poverty) a day while in 2011 only 17% did. However, 17% is still devastating. For that reason, Estonia believes that finding a solution to this issue is of the utmost importance. The global improvement achieved by the MDGs is also reflected in Estonia. From 1990 to 2013 many different initiatives launched specifically to reduce poverty, have achieved a reduction in extreme poverty from 13% to 8%. The goal of halving extreme poverty has almost been achieved. This effort has left us some important lessons. Poverty is not just one problem with one solution; it is formed by a series of different factors that define the complex problem of poverty. To effectively eradicate poverty, each of these factors needs to be treated individually. And that needs focus and coordination.
Estonia has focused on those factors which were most relevant to forming the overwhelming cycle of poverty by reinforcing and enabling one another: unemployment, drugs and corruption. Unemployment is very high in Estonian youth, reaching 14% of the young population. This unemployment is the main factor that lead to Estonia having the highest percentage of illicit drug-related deaths in Europe. The lucrative illicit drug industry is contributing to frequent cases of corruption, which introduces many inefficiencies in the economic aid granted by other countries and the government. Thus, the creation of jobs for Estonian youth becomes difficult with corruption, reinforcing this complex poverty cycle. The initiatives launched include programs to develop employment in rural areas, to grant scholarships for professional education programs for young people, to improve access to quality healthcare, to train and reinforce state police to face the drugs environment, to develop drug rehabilitation centres, and to develop social awareness on corruption, among many others. In the international field, in 2010 Estonian government approved the “Strategy for Estonian Development Cooperation and Humanitarian Aid 2011-2015”. Under this project Estonia has increased its bilateral development cooperation projects and its participation in multilateral projects and organisms such as Unicef, the World Bank, the International Monetary Fund or the European Permanent Network. As bilateral cooperation example, Estonia has provided Georgia more than 2,4M" to improve entrepreneurial activity and education access, which has a direct effect in the country’s poverty rate.
UNICEF has played a key role in this area. As a matter of fact, Open Estonia and UNICEF Estonia are the principal promoters of a network which joins and coordinates representatives from the European Anti-Poverty Network Estonia (EAPN Estonia) and other NGOs working in this area. This network’s duty is to concentrate these efforts in Estonia’s households which are most affected by poverty.
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– 50 –
A lot of work has been done to improve the situation, but we are conscious that it is not enough. With the experience gained from our previous efforts we propose to move even further with these two possible solutions which are focused on solving several different sub-factors of poverty present in Estonia, but also shared among many other countries:
Firstly, for the purpose of eradicating poverty, we recommend an international agreement which would reduce unemployment in an environmentally sustainable way, as we consider job creation one of the main solutions to this problem. To tackle the issue of the creation of jobs, we believe in the establishment of businesses. So to encourage multinationals to set up their subsidiaries in developing countries we request the government’s participation by granting a tax reduction in the benefits of these companies. Secondly, regarding corruption and bad governance as one of the main factors leading to extreme poverty, we recommend the creation of a stricter commission to watch over and report corruption to international authorities. The duty of this international commission, would consist of people with financial and political knowledge from developed countries watching over the performance of the governments. Any case of corruption with financial implications would be made public.
All things considered, although poverty has been reduced considerably there are still far too many people affected by it. A clear demonstration would be that 22.000 children die everyday due to their economic struggles. This situation is unacceptable. While the battle against world poverty is difficult to win, we have never been in a better position to fight it. With help from all of us, solving poverty could stop being a dream and become a reality. This is the moment. This is our moment.
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– 51 –
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– 52 –
Global Classrooms: Resolution Papers The final result of debate and negotiation are resolutions—written suggestions for addressing a specific problem or issue. Resolutions, which are drafted by delegations during unmoderated caucuses, are voted on by the committee after debate is closed. This is the final culmination of your students’ hard work, and they’re usually quite proud of it! The following materials are designed to help guide your students through the resolution drafting process along with sample Resolution drafts written at past conferences.
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Resolution Guide
1. Preambulatory clause is written with gerunds and commas 2. Operative clause is written with present simple suggestive verbs and semi-colons 3. Each clause (preamble or operative) should relate to ONE IDEA 4. Any operative clauses should have some connection with a premabulatory clause as
background and the reason for needing the operative clause 5. Instead of putting too many ideas in one operative clause, separate the idea into several
distinct clauses and use connector words like “Further” and “Additionally” to connect the idea
6. Put all the operative clauses related to one idea (leakage, environment, etc) together and then start the next grouping of clauses
7. On conference day, you should aim for around 5 sponsors, and as many signatories as possible
8. Remember to be SPECIFIC! For example, DON´T say “Suggests creating educational programs about the environment.” Instead, say “Suggests creating educational programs based on international video conferences with students in primary schools from different environments in order to better educate future generations about the environmental damage caused by tourists.” (Then follow this up with another clause stating how you will fund it).
9. Questions to answer in a resolution: a. What? (What problems should be addressed? What will we do to address them?) b. Why? (Why should we address the problems? Why does this affect my country
and countries around the world?) c. How? (How are we going to fix these problems? How will we get the money?
How will we get people to do what we suggest?) d. Who? (Who should be fixing these problems? Who should be educated about it?
Who should be paying? Who is suffering? Who needs the most help? Who is responsible?)
e. Where? (Where are the problems occurring? Where should we help?) f. When? (When does this need to be solved by? When is a realistic goal of reaching
this resolution?) 10. BE SPECIFIC!!! (Really, I mean it)
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– 56 –
Resolution GA/3/1.1 General Assembly Third Committee Sponsors: United States, Austria and Italy Signatories: Greece, Tajikistan, Japan, Canada, Mali, the Netherlands and Gabon Topic: "Strengthening UN coordination of humanitarian assistance in complex emergencies" The General Assembly, Reminding all nations of the celebration of the 50th anniversary of the Universal Declaration of Human Rights, which recognizes the inherent dignity, equality and inalienable rights of all global citizens, [use commas to separate preambulatory clauses] Reaffirming its Resolution 33/1996 of 25 July 1996, which encourages Governments to work with UN bodies aimed at improving the coordination and effectiveness of humanitarian assistance, Noting with satisfaction the past efforts of various relevant UN bodies and nongovernmental organizations, Stressing the fact that the United Nations faces significant financial obstacles and is in need of reform, particularly in the humanitarian realm, 1. Encourages all relevant agencies of the United Nations to collaborate more closely with
countries at the grassroots level to enhance the carrying out of relief efforts; [use semicolons to separate operative clauses]
2. Urges member states to comply with the goals of the UN Department of Humanitarian Affairs to streamline efforts of humanitarian aid;
3. Requests that all nations develop rapid deployment forces to better enhance the coordination of relief efforts of humanitarian assistance in complex emergencies;
4. Calls for the development of a United Nations Trust Fund that encourages voluntary donations from the private transnational sector to aid in funding the implementation of rapid deployment forces;
5. Stresses the continuing need for impartial and objective information on the political, economic and social situations and events of all countries;
6. Calls upon states to respond quickly and generously to consolidated appeals for humanitarian assistance; and
7. Requests the expansion of preventive actions and assurance of post-conflict assistance through reconstruction and development. [end resolutions with a period]
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IMF3/DR1/Debt Forgiveness Committee: International Monetary Fund Topic: Debt Forgiveness Sponsors: Denmark, Azerbaijan, Australia Signatories: Japan, Austria, Botswana, Cuba, Ecuador, Bosnia-Herzegovina, El Salvador, Bolivia, Belgium, Croatia, Argentina, Algeria, Albania, Afghanistan The General Assembly, Noting that some borrower countries cannot pay their loans back but have more raw materials, Emphasizing that developing and underdeveloped countries are really suffering from the economic impact of debt, Reaffirming that borrower and lender countries´ economies affect the global market, if poor countries have more prosperous economies, they have the potential to improve the conditions of the global market and economy,
1. Considers exchanging the remaining debt with raw materials or energy sources that borrower countries have. The debt will be paid by giving 75% raw materials and 25% money.
2. Encourages borrower countries who don´t have raw materials to promote themselves with the help of developed countries in order to attract investors which will improve their economic situation and pay the debt;
3. Stresses the importance of starting companies in borrower countries so that the money produced by public companies will be given to lender countries with some commissions until the loan has been paid back;
4. Proclaims these resolutions would be supervised or controlled by the IMF to make sure that everything is done legally.
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– 58 –
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Global Classrooms: Opening Speeches $
Once your students have completed their Position Papers, they will use the key points of their paper to write an Opening Speech to be delivered in their committee when the Speaker’s List is opened. Delivering a successful speech and participating in debate will require public speaking skills, an area that might be the most daunting for students speaking in a foreign language, especially at the always awkward age of fourteen! The following handouts were developed to help guide students through the process of condensing their Position Papers into Opening Speeches and with practicing public speaking.
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INTRODUCTORY SPEECH OUTLINE
This is an outline of the first speech that you will make during Formal Debate. It should
take approximately 90 seconds to complete and it is basically a summary of your
position paper.
1.
Thank you, honorable Chair,
The country of ______________________ feels that the issue of
________________________ is:
• Explain why it is important to the United Nations
• Explain why it is also important to your country
• Talk about statistics that illustrate the problem in your country
2.
This committee should understand that due to these problems:
• Explain the effects of the problem on your country
The government of _____________________ has been trying to deal with the issue of
________________ by:
• Talk about actions your country has taken on a nation level to address the
problem
• Talk about actions your country has taken on an international level
3.
The country of _____________________ encourages the committee to:
• List your recommendations for the committee, which will be what you want to
see in the resolutions at the end of the debate
4.
In conclusion, the country of _____________________ believes that:
• Summarize your statements.
Thank you for your time (or: Thank you, honorable chair).
!
!
– 62 –
BCD3E9%&:?$+2+>&B?$$1@&!Thank you honorable Chair, The Republic of Estonia believes that the issue of Deforestation is affecting millions of animals, plants and even people. In the last decade the amount of logging has been growing due to the expansion of human activities. Therefore, the government of Estonia has been trying to deal with this issue by implementing sustainable energy projects and promoting ecological balance. Estonia is part of many different international organizations working with reforestation and other environmental activities, for example the Forest-based Technology Platform, which provides information about ongoing EU-funded forest related research projects.
To stop deforestation, we propose to create an international organization funded by the contribution of a percentage of each country’s GDP. This organization would promote the investigation of ways to reduce clear cutting, and specialists would give lessons to teachers and students about nature. Our second proposal would be to establish a quota for a maximum logging of 5% of the total forested area in each country. We also encourage all the countries to create a law in which companies that cut down trees have to replant them.
In conclusion, we think that it is now up to us, the entire world, to combat deforestation. We should cooperate and solve the problem united together. We cannot let deforestation continue jeopardizing the lives of animals and people. Thank you for your time. !
!
!!
!
!!
!! !
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!
– 63 –
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!
– 64 –
!!DRESSING FOR GLOBAL CLASSROOMS
UN Conferences require that students dress more formally than usual. To help you think about what to where, here are some general guidelines. Your goal: You are aiming to dress in businesslike, professional clothing. A helpful way to think about this is to imagine yourself as a lawyer arguing a case in court. How would you dress? You should look polished and dignified, not as if you are about to go to a party or dance. Girls: Appropriate choices include:
• Suit, jacket, vest or sweater with skirt or pants • Simple dress that covers your shoulders • Simple shoes with flat or moderate heel
Items to avoid:
• Miniskirts or shorts • Jeans or leggings • Flip-flops, strappy sandals, very high heels or sneakers • Low-cut or revealing tops • Party clothing
Boys: Appropriate choices include:
• Shirt and tie with a jacket, vest or sweater • Pants with belt • Simple dress shoes
Items to avoid:
• Jeans or shorts • Visible boxer shorts • Sneakers, flip-flops or other casual shoes
Things to Consider: You will be spending all day at the Conference and you do not know now hot or cold it will be in your room. Bring layers so that you can be comfortable no matter what.
!
– 65 –
Closing Remarks At the end of the day, Global Classrooms is an incredibly rewarding experience both for your students and for us as ETAs. It will be one of the most challenging, yet exciting, aspects of your Fulbright year. You are not expected to be a master of all things MUN, least of all at the beginning of the school year. Rest assured, we will be going over everything in this manual at orientation and at trainings throughout the fall semester. Just remember to take everything paso a paso and don’t hesitate to reach out for support.
¡No os preocupeís!
Porque no estaís solos.
Questions? Comments? Concerns? Email us at [email protected]