These are the materials I use with my new MUN students. Directors are invited to download this material if it is helpful. Links to other sites on the Web:

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TINY MODEL UN 2000

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General Information

The MUN Prep Class will prepare students to participate in the upcoming MUN events in which BBS will participate, i.e. KFSAC (November 2000), possibly AISMUN (November 2000), and THIMUN (February 2000). In order to prepare for these events, students will learn how to write a debate from the point of view of a particular country. Whereas in the MUN, students would work with partners, the small size of this class means that students will each, individually represent a country within a single committee, the Security Council

Introduction: The Security Council

The Security Council is a special body with the United Nations. Unlike other bodies with the United Nations, any Security Council member can submit a resolution WITHOUT co-sponsors. This is unlike the other committees. In addition, the five permanent members of the Security Council can veto any resolution simply by voting against it.

Then, the question arises: Why bother to submit a resolution to the SC if nothing will happen? The answer is very simple: drama. Besides actually doing things, the SC represents the world's best theater. Even years later, people remember the Russians hammering on the table during one American speech that they didn't like and also they remember the US ambassador calling out to the Russians:

"I'm waiting to hear your answer. I'll wait, if necessary, until Hell freezes over."

So even if the SC doesn't pass a resolution, it gives a country a chance to "be heard."

Security Council Countries

The SC has two tiers of membership. The top-tier, permanent members have the veto power. They are members "forever and ever." You will note that every one of them has something very important in common: big atomic arsenals. This may explain why certain countries, such as India, seem so interested in getting atomic weapons.

The bottom-tier members are elected periodically and their membership changes. There has been some discussion of changing membership and voting procedures. Of course, the Big Five object to this. Note that often countries that are temporary members are not even particularly important countries; the GA (General Assembly) seems to select them simply because they're unlikely to cause much of a fuss or, in the case of countries like Costa Rica, they have a reputation as peacemakers.

Permanent Security Council Members Temporary Members

USA, Russia, China, Britain, France Kenya, Costa Rica, Bahrain, Gabon, Sweden

Issues Under Discussion

This "tiny" MUN will discuss the following issues. For the purposes of simplicity, these issues will be restricted to:

1. Sanction against Iraq

2. The current war in Southern Africa between DPR Congo and its neighbors

3. The status of the Kurdish people

4. Measures to eliminate the trafficking of technologies/weapons of mass destruction (WOMD).

5. Reform of the SC.

Two countries will write resolutions on each of those topics. EVERY country will have to write a policy statement on EVERY issue (i.e. FIVE policy statements).

Security Council: President: The SC has a president who will preside over the meetings.

In order to participate in this event, students will have to prepare three different kinds of documents:

A. A country profile.

B. Policy Statements

C. One Resolution (on one of the five topics above)

General time-table

March: Prepare country profile, practice parliamentary procedure

April: Prepare policy statements-resolution

May: Practice parliamentary

Late May: Event

June: With everything completed, you can probably spend the remainder of your time studying for your finals.

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COUNTRY PROFILES, POLICY STATEMENTS, and RESOLUTIONS

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A Schematic of What Takes Place Before an "Idea" Becomes an Adopted Issue

PRE-CONFERENCE

1. Students gather information about a country. (Country Profile)

2. Students apply what they've learned to an issue under discussion.

3. Students write a paper outlining what their country thinks (Policy Statements).

4. Students think of positive action that their country would like on an issue.

5. Students positive action ideas become the basis for concrete documents (Resolutions).

6. Student resolution MAY form part of a delegation's opening address.

7. IDEALLY, student research what other countries might be interested in the country's ideas.

CONFERENCE

1. Delegates meet informally to try to gather support for resolutions.

2. Students listen to opening speeches for possible delegations in agreement.

3. The GA, Special Conference, ESOSOC, and permanent Commissions meet. Lobbying continues and student resolutions combine, merge, etc.

4. The GA committees meet, and resolutions are formally debated and amended.

5. Adopted resolutions form part of the final document.

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COUNTRY PROFILE-AREA BY AREA

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Special Notes for MUN-Prep

Normally, you are researching a country about which you do not have a lot of information. This is NOT the case with the SC members. As a result, you're going to have to simplify and summarize info or you will be simply overcome with the amount of data. Therefore, you must SUMMARIZE important findings and use brevity.

Your country profile CANNOT, repeat CANNOT, go longer than THREE pages, single-space.

I. Country profile by specific area.

A. Purpose: This document will give others in your country group a general introduction to one particular aspect of your country under study. These aspects include:

Political Structure: Origins, Constitution and Government, Stability

Natural Resources: Basic Commodities, Trade Agreements, and Self-Sufficiency

Cultural Factors: Ethnic Groups, Religions, and Cultural History

Defense: Military Structure, Dependence on Other Nations, Membership in Alliances

Geography: Bordering Countries and Topography

Views on World Problems: Role and Influence in the World, Membership of blocs and groupings.

Economy: Monetary System; Dependency and Debt, Membership of Economic and Trade Organizations

History: General (keep in short), Last 15 years.

RESTRICT yourself to about a paragraph on each.

B. Likely sources: Since this material is relatively constant, you needn't necessarily look at the most up-to-date information. Geography, for example, doesn't change. Given this, you can probably look at:

1. Embassy Web-sites (beware, however, that they might exaggerate somewhat)

2. Encyclopedias (be careful on dates however)

3. Country histories and reference books (within reason)

4. Travel books (often a good source for a quick introduction)

5. Area handbooks (written by the US State Department for diplomats, these are often very good).

C. Form: This paper should be about THREE pages (single-spaced) altogether. Resist the temptation to simply copy long sections from reference books. The idea is to come up with USABLE data that others, not researching your section, can use to get a general picture of the country. Though you have about "two pages," in reality you should bring this in on a disk.

D. Final form: All of these summaries, along with a class-written introduction will appear in a report that will be printed out for all members to take with them to the respective conferences.

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POLICY STATEMENTS

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A. Purpose: These papers will summarize the country's position on a particular issue under UN discussion. This will, in turn, inform resolution drafts. This will depend upon the actual issues chosen in the 1999 MUN conference.

B. Likely Sources: Unlike the general information on the country, the object here is to know what your country does think or might think about a particular issue TODAY. This means reference to a largely different list of resources than the previous section:

1. Newsbank: A summary of the world's news headlines (If your country just happens to have a position on an issue, likely a headline will show it).

2. Proquest: A digest of the top 200 or so periodicals. (This will provide more in-depth analysis)

3. News discussion groups on the Internet.

4. The BBC.

5. Contact with actual ambassadors, trade delegates, etc. (Here's where email is very helpful.)

6. Country profile (If, in fact, the country HAS no opinion on an issue, by looking at the information we have assembled, we should be able to determine what the position would be).

C. Form:

This is a particular piece of writing that has a style all of its own. There are multiple examples in the teaching materials. The policy statement should NOT be long. The THIMUN manual states that it should have five key components:

(a) an explanation and definition of the question and its key terms exactly as they appear on the committee agenda. For example, a resolution stating "Central Europe" should define the limits of the term.

(b) a background summary of the most recent international events related to action on the question.

(d) a general statement of the country's position on the issue

(e) specific suggestions for a solution to the question (this should serve as the first draft for the operative clauses of a resolution).

At the end of the paper, you should also include two very important pieces of information for the information of other delegates:

(1) a short bibliography, including sources you used

(2) a list of countries likely to take the same position on this issue. Include here only the obvious.

D. Final form: Like the country profiles, all of the papers will become one large file that, again, you take with you to the conference.

Example of a policy statement.(copied from The THIMUN MANUAL)

Delegation: Japan

Committee: General Assembly

Delegate: Benjamin Eysselinck

ISSUE 101: The Question of the Rights of Displaced Persons

Japan is growing increasingly alarmed at the radical increase of infringements upon refugees and their rights. We see it as vital for world security that the world as a whole accept the definition of a refugee to be, "any displaced person as a result of civil strife, war, and, or, famine." Japan is guided by resolutions 40/100, 39/12, 39/106, 39/108, and 39/100 all dealing with The Question of the Rights of Displaced Persons.

Japan applauds the recent efforts of the United Nations High Commissioner of Refugees (UNHCR) and the International Committee for the Red Cross (ICRC), as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East. Japan views the rights of displaced persons to encompass the right to food and water, the right to personal security, the right to own possessions, and the right to return to their previous homes as put forth in the Universal Declaration of Human Rights. Japan strongly supports the idea of voluntary repatriation. We feel that it is the duty of the world community to render maximum material, financial, and technical assistance not only to the refugees themselves, but also to the governments of nations who accept and provide for these refugees within the boundaries of nations.

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RESOLUTIONS

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A. Purpose: These papers build, directly, upon the policy statements. If the policy statements tell how the country "feels" about an issue, the resolution (s) say what should be done about the issues.

B. Likely Sources: Again, the resolutions bring about a different list of sources. If the policy statements went after the current feeling of the country, in the resolution, you want the feeling of experts, particularly those experts who agree with the actions you propose. In this case, however, you need to actually research on two different fronts: (1) what might be done (2) what supports the course you decide to take.

1. Newsbank: A summary of the world's news headlines (If your country just happens to have a position on an issue, likely a headline will show it).

2. Proquest: A digest of the top 200 or so periodicals. (This will provide more in-depth analysis)

3. News discussion groups on the Internet.

4. The BBC.

5. Contact with actual ambassadors, trade delegates, etc. (Here's where email is very helpful.)

6. Country profile (If, in fact, the country HAS no opinion on an issue, by looking at the information we have assembled, we should be able to determine what the position would be).

C. Form:

A resolution contains one long, coherent, sentence, divided into clauses and sub-clauses. No draft resolution should be longer than two pages long. (Note: I know that this is poor English, but this is the way it is done).

a. It starts with perambulatory clauses

b. Following that are operative clauses

D. Final form: Like the country profiles, all of the papers will become one large file that, again, you take with you to the conference.

LIFE OF A RESOLUTION

AT SCHOOL

Policy Statement

Draft Resolution

AT THE CONFERENCE

Lobbying Informal

Caucusing Informal and form Meetings

Merging Informal Meetings

Typing and Registering Computer Room

Approval Approval Panel

Formal Debate Conference Forum

Amendments Conference Forum

Retyping Computer Room

Debates and Reports General Assembly

AFTER THE CONFERENCE

Publication in a Reports Book

Phrased for Introducing Clauses

Perambulatory Phrases

(1) Simply Noticing<---- calling attention

Affirming

Aware of

Believing

Bearing in Mind

Contemplating

(2) Noting But Concerned About About<--- Use these when referring to addition information

Fulfilling

Further Recalling

Guiding By

Having Adopted

Having Considered

Having Consider Further

Having Devoted Attention

Having Studied

Having Heard

Having Received

Keeping in Mind

Noting Further

Observing

Realizing

Recalling

Recognizing

Referring

Seeking

Taking Into Account

Taking Into Consideration

Taking Note

(3) Noting With Particular Reference to Documents<--- Use then when about to quote something

Fulfilling

Guiding By

Having Adopted

Having Studied

Keeping in Mind

Referring

Taking Into Account

Taking Into Consideration

Taking Note

(4) Noticing But Worried About<---- Use this to note bad things

Alarmed By

Deeply Concerned

Deeply Conscious

Deeply Disturbed

Deeply Regressing

Fully Alarmed

Fully Deploring

Noting With Regret

Noting With Deep Concern

(5) Noting And Positive<-------Use this to note good things

Approving

Expressing Its Appreciation

Expressing Its Satisfaction

Viewing With Appreciation

Welcoming

(6) Noting With a High Degree of Confidence<------ These are used to recognize some strong principle

Confident

Declaring

Fully Believing

Reaffirming

(7) Noting and Wanting Action<----These will typically lead to action phrase operative clauses.

Desiring

Emphasizing

Expecting

Notes: (1) Put introductory clauses in some form of writing to make them stand out.

(2) Do not use perambulatory clauses as operative clauses.

(3) The preamble should be NO LONGER THAN 1/2 a page.

(4) Choose operative clauses carefully.

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Operative Clauses

(1)Simply Notices: <--- something is happening, and the UN wants to call attention

Accepts

Affirms

Confirms

Declares

Designates

Draws the Attention

Takes Note of

Notes

(2) Wants Someone to Notice<--- something is happening, and the UN should already have noticed

Emphasizes

Further Proclaims

(3) Considers Bad (But Doesn't Necessarily Act Upon)<--- the "action" will be a strong statement

Condemns

Deplores

Proclaims

Regrets

Strongly Condemns

(4) Considers Good (But Doesn't Necessarily Do Anything)<--- the "action" will, again, be only a statement

Congratulates

Endorses

Expresses Its Appreciation

Proclaims

Supports

(5) Wants Someone To Do Something<---- the UN can't do something but wishes it could

Calls Upon

Encourages

Further Recommends

Further Requests

Expresses Its Hope

(6) Really Wants Something Done<-----the UN wishes it could act really badly

Further Invites

Further Reminds

Further Recommends

Further Requests

Requests

Trusts

Urges

(7) Will Actually Do Something<----- the most serious phrases. This will lead to action

Further Resolves

Have Resolved

SAMPLE RESOLUTION

FORUM: Economic and Social Council

QUESTION OF: The Enlarged Emergency Disaster Relief Fund

(1) Believing that the United Nations Disaster Relief Office (UNDRO) has been an important part of disaster

(2) relief efforts worldwide,

(3) Congratulating UNDRO for its efforts to become a center for the exchange of technical information

(4) which coordinating international emergency efforts

(5) Noting with appreciation the assistance UNDRO has given to drought-stricken and locust-infected African (6) nations, hurricane-ravaged Latin American and Caribbean countries and flood-paralyzed lands in the Sudan (7) and Bangladesh

(8) Realizing that the Emergency Disaster Relief Program does not have enough money to help all the

(9) nations who have fallen victim to nation's whim,

(10) Pointing out that economically disadvantaged and underdeveloped nations are often the most affected by (11) disaster and therefore contributions would largely benefit such nations,

(12) Deeply regretting that nations have given relief, or abstained from giving t, for political reasons instead (13) of human ones,

(14) 1. Deplores nations who distribute, or refrain from distributing, relief money on the basis of

(15) governmental relations;

(16) 2. Urges UNDRO to broaden its involvement in disaster relief efforts allocating funds directly to (17) relief efforts and planning, which would allow UNDRO to:

(18) a) help provide shelter, medical assistance and the technology and materials necessary for (19) the construction of structurally safe buildings,

(20) b) form a committee of specialists in the field on natural disasters to study possible

(21) areas of disaster and forewarn government(s) and inhabitants of impending danger,

(22) draft plans for effective evacuation of high risk areas;

(23) 3. Affirms that with the new responsibilities of UNDRO, lives will be saved that previously could (24) not have been

(25) 4. Encourages high risk countries to plan ahead for disasters by instituting policies which

(26) encourage population

(27) 5. Suggests that able nations donate the equivalent of 1% of their UN dues to UNDRO;

(28) 6. Reminds nations that the contributions of the extra funds will help ensure that the basic human (29) rights to food, shelter, and medical assistance referred to in Article 25, Clause 1 of the

(30) Declaration of Human Rights will be met in times of crisis;

(31) 7. Emphasizes that UNDRO will distribute the said money without reference to the political

(32) persuasions of existing governments;

(33) 8. Strongly affirms that UNDRO will begin a tradition of giving aid to civilians in need;

FORUM: Economic and Social Council

QUESTION OF: The Enlarged Emergency Disaster Relief Fund

(34) 9. Reminds states the increased disaster control programs will, in the long term, save lives and

(35) much needed funds for relief and other necessary programs;

(36) 10. Recommends that all member states pay UN back dues by the 1997 fiscal year in order to

(37) expedite the implantation and completion of these suggestions.

(38) 11. Expresses its hopes that the United Nations Volunteer Program can play a greater role in the

(39) implementation of disaster relief programs.

SAMPLE KFSAC RESOLUTION: Note no line numbers

QUESTION OF: The Role of Model United Nations Programs and Conferences in the Promotion and

Development of Global Awareness and International Cooperation.

THE SPECIAL CONFERENCE,

Emphasizing that over 170 Model United Nations (MUN) conferences are held annually around the world and over 60,000 students participate in these conferences,

Take note that MUN experience provides people of all ages with a chance to discover how international decisions are made, how multilateral diplomacy works, and how the UN operates,

Taking into consideration....
Recognizing.
Keeping in mind that....

1. Encourages schools to develop a curriculum involving the issues before the United Nations, which would

emphasize the goals of MUN, which are:

a) solving problems dealing with human rights, protection of the environment

b) learning all member states' positions on the above mentioned goals,

c) ......

2. Encourages the establishment of MUN courses within schools and the adoption of the above mentioned

curriculum;

(etc.)

Question: The Elimination of Trafficking of Women and Children

Submitted by: DPR Korea, Netherlands, Croatia, Germany, France, Cuba, Yugoslavia, the Gambia, Kenya

Human Rights Commission,

Defining trafficking as the kidnapping or forcible removal of women and children from their homes and then selling them against their will into a state of virtual slavery,

Recalling Article 3, Resolution 1998/30, which calls upon governments to criminalize trafficking in women and girls in all its forms, to condemn and penalize all the offenders involved, including intermediaries, whether their offense was committed in their own or in a foreign country, while ensuring that the victims of these practices are not penalized, and to penalize persons in authority found guilty of sexually assaulting victims of trafficking in their custody,

Reaffirming Article 7 of the Universal Declaration of Human Rights, 1948-1998, which states that all are equal before the law and entitled to equal protection,

Emphasizing Article 25, sub-clause 2 of the Universal Declaration of Human Rights, which states that motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection,

Noting with Approval Article 4 of the Universal Declaration of Human Rights, that says, No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Deeply Concerned with the unjust and unprovoked trafficking of women and girls,

Deeply Disturbed by the deliberate defiance of the laws set forth banning the trafficking of women and children in various countries,

Viewing with Appreciation the efforts of organizations such as the United Nations Development Fund for Women (UNIFEM), Violence Against Women Services Elgin Country (VAWSEC), Southeast Asian Women's NETwork (SAWNET), and South Asian Women's Empowerment and Resource Alliance (SAWERA) have put forth towards the attempts to eliminate the trafficking of women and children,

Deeply Disturbed by the fact that many of these trafficked females are imprisoned in overcrowded living conditions, threatened, beaten, and not fed if they protest or do not perform sex with "clients,"

Guided by the Articles of the Declaration of Human Rights 1, 5, and 23 which state that everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment. All human beings are born free and equal in dignity and rights,

Fully Aware of the fact that the long term solutions to this problem lie in the root causes of trafficking of women for sexual exploitation which are: poverty, lack of opportunities, scarce resources, low status of women, and political and economic instability,

1. Congratulates those nations which have enforced laws penalizing the traffickers of women and children,

2. Further requests that the trafficking in women be viewed and addressed as a human rights violation-a number of serious offenses often associated with trafficking in women such as extortion, debt bondage, indentured servitude, sexual violence, and exploitation through prostitution, violate the basic human rights of these women,

3. Recommends that people be educated about the growing menace of trafficking of women and children by:

a. education children from primary school onwards by means of special sections within Health classes,

i) by using visual aids such as film strips and pictures and careful explanations of how

women and children are lured away and how badly they are treated,

ii) year by year, more information could be given to the children through advisory sessions and role-playing exercises,

b. educating all people through the media of television and radio by,

i) means of informative advertising,

ii) asking members states to work actively with the entertainment media in their countries to incorporation information about the dangers and realities of human trafficking into their programs such as talk shows, soap operas, documentaries, ect.

4. Asks UNIFEM to identify the affected countries in which trafficking occurs, based on authenticated reports of such offenses being received from citizens or residents of that country,

5. Strongly condemns traffickers and particularly those criminals involved in pedophilia,

6. Further Recommends concerted collaboration and action between governmental and non-governmental actors, including educators, health care authorities, legislatures, the judiciary, and the mass media,

7. Requests UNIFEM to have a counseling and aid center in the major cities of each affected country,

a) with well advertised toll-free numbers to call for help,

b) with facilities to transport the kidnapped women and children back to their homes,

c) with counselors who can provide medical and psychological care to the victims of such trafficking,

d) with help lines to be set up so that families can report cases of missing women and children, and,

e) to send social workers to areas where such facilities as telephones and other sorts of media are not available to some of the citizens.

8. Urges affected countries to ensure their police forces actively work to support the UNIFEM centers in tracking down the missing women and children,

9. Further Recommends that UNICEF and UNIFEM establish relief shelters which would allow women and children to reside until they are able to support themselves, and that:

a) UNIFEM and UNICEF establish training programs connected with these shelters, for women and

children to remain in the shelters until they are trained and able to take up employment to support themselves, and,

b) UNIFEM and UNICEF make arrangements for women and children to return home to their families if

they wish;

c) Education should be implemented within these shelters for both women and children,

10. Calls upon the affected countries to allow the placement of UNIFEM-appointed observers between the borders of these affected countries to,

a) report back to UNIFEM on their finding instances of trafficking in women and children,

b) ensures the supervision of railway stations, airports, seasports, and other public places,

c) supervise employment and travel agencies to ensure the females seeking employment within the nation are abroad and not exposed to trafficking,

11. Further requests the governments of members states of the UN to conduct undercover operations to investigate the criminal activities of the traffickers,

12. Encourages the governments of each nation to enact specific laws under which traffickers will be effectively brought to justice,

13. Expresses its hope that all nations present here and related international organizations will co-operate on resolving this large scale problem, and coordinate their work programs to concentrate on eliminating this trade.

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OPENING SPEECHES

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Each delegation has the opportunity to address the General Assembly during its opening session. This should be treated as a serious occasion and, although the delegation's opening speech can b either of a general or a specific nature, it must be representative of that nation's primarily concerns about the state of the world. Speakers should not attempt to start their countries position on as many issues as possible in the allotted speaking time and, under no circumstances, may they abuse the privilege by insulting other members of the United Nations or by presenting their own country in an unworthy fashion (Though, I must comment here, that sometimes REAL countries have done this. For example, the Russians pounding their shoes on the table...)

Sample Opening Speech:

Specific Issue Type of Statement from a non-aligned point of view

Delegation: India

Four-fifths of the world's population depends on one third of the global income. This group clings to survival with a meager annual income of one hundred dollars or less, and in the past decade has experienced an economic growth of only 10%, while the richer one-fifth of the world's population has enjoyed five to ten times that growth. Poor people are getting poorer and the rich and becoming richer. The growing income gap between the developed nations of the North and the developing nations of the South is a disgrace to the international community. If the problem is not properly addressed now, then the people of this word will not see the year 2000 without experiencing a drastic global depression.

The North is responsible for its brother nations in the South. Right now, debt servicing alone is sending the countries of the South further and further away from economic stability and independence. It is a bottomless pit, with no way out unless the North is willing to make some concessions to the South. Therefore, India calls upon the countries of the North to consider the problems of the South with this in mind, lest they undermine their own prosperity.

Interrelated Issue Type of Statement from the point of view of a developed nation.

Delegation: The Netherlands

The Netherlands recognizes the need for multilateral efforts to achieve a greater balance in terms of development between the nations of the world. However, the Netherlands also believes that any hope of achieving an acceptable economic balancing terms of global standards of living, must take into consideration the environmental impact of such development efforts. The post World War II era has emphasized development on a grand scale without respect for the environment. The improvement in man's conditions was believed to flow from the channeling of enormous funds into the newly independent nations of the third world. We have since learned that aid and investment do not automatically lead to development. We know now, as we enter a post Cold War era, that money alone does not determine the chances of success in development. We also know that the environmental impact of development projects much bet taken into consideration or the resource base of the very society one is seeking to create and foster may be destroyed.

The Netherlands applauds the recent changes in tone apparent in the North-South dialogue and calls for greater attention to be paid to the inter-relatedness of development planning and environmental security. The lessons which the industrialized world are learning about the environment and growth, must be communicated to developing nations. Environmental threats from industrialization must be eliminated from developmental planning. That is why the Netherlands stands firmly behind the idea that developmental aid investment should occur at the local level, where traditional knowledge about the environment can play an important role in the modernization process.

After each opening speech, the chair may entertain "rights of reply" (responses).

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PARLIAMENTARY PROCEDURE AS USED IN MUNS

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MUN uses its own kind of special debating procedures. In general, the chairman of the SC conducts the meetings. He proceeds to discuss the five (to ten) resolutions. The following terms are used during the debate.

1. Point of Personal Privilege: This is stated when you are having difficulty understanding the speaker. This motion may be made when a speaker is speaking if he cannot be understood. When interruption to state a Point, do so politely yet in a manner audible to the chair. The Chair will then recognize your Point and ask the speaker to speak louder.

2. Point of Information: This Point can only be stated after the Chair has asked for Points of Information (and cannot interrupt a speaker). A Point of Information is a question, not a comment. Some notes:

a. The delegate to who the point is directed must be directed with respect. An example "Most honorable

delegate of Libya. What are Libya's sentiments on American bomb strikes?"

b. A Point of Information is that: A point, only question per point.

c. Delegates should not raise their placards to state Points unless it's after the delegate has yielded to Points of Information and the Chair has specifically asked for Points.

d. Delegates should refrain from standing up to state their Point after being recognized UNTIL the

Chair has finished officially recognizing them. This means the Chair will say something like "Afghanistan, you have been recognized, please rise and state your Point of Information." THEN, you rise.

e. If a delegate wishes to make a comment, he or she must use a Point to do so. In general, the delegate

would have to phrase the comment as a question. CF, "Honored Delegate of China, wouldn't you agree

that....." or "Honored delegate of Bahrain, are you unaware that..."

(Note: This is much like asking a question in Cross-X that is not really informational)

3. Point of Order: This may be stated when a delegate wants to draw attention to a breach of procedure. Delegates may NOT interrupt the speaker to state a Point of Order. To raise a Point of Order, a delegate should raise his or her placard and state "Point of Order." The Chair, if he or she opts to recognize this Point, will then ask the delegate to rise and state the Point of Order. For example, "Is it in order for the honorable delegate from Micronesia to refer to himself as 'I' when in facts he is supposedly conveying the sentiments of his entire nation?"

4. Point of Parliamentary Inquiry: The Point is a Point of Information directed to the Chair regarding the Rules of Parliamentary Procedure. Delegates may not interrupt the speaker to make such a point. For example: "Honored Chair: Is it not an order for the speaker of the failed amendment to retain the floor?"

General Guidelines for Formal Debate:

5. Eating, drinking, talking, and laughing are out of order.

6. Remember you are in the UN: The use of slang and irrelevant contributions to debate will not be tolerated, and adherence to the rules of procedure are expected.

7. Always address the Chair and your fellow delegates with RESPECT before you start to speak. Say something like, "Honorable Chair, fellow delegates..."

8. Refrain from using personal pronouns. Instead of "I" refer to yourself as though you are, in fact, the country you represent, Henry VIIIth style. "Honorable Chairman, India feels..." not "I feel that...."

9. If you have something to say that is relevant but outside of debate, write it down!

Parliamentary Terms in Use by MUN

Parliamentary procedure refers to the way in which parliament operates. In general, it operates much like a classroom, with the exception that a "Chair," rather than a teacher heads the discussion. The following terms typically apply in speech:

"the chair" the person actually in charge

"The chair recognizes..." that person can speak.

"The distinguished ambassador from..." a reference to someone from another country

"the question," the issue currently under consideration

1. Point of Personal Privilege: an appeal to have the speaker speak louder.

2. Point of information: This is a question. It can take two forms. It can be obviously, a real appeal for information or it can be a challenge, i.e. a rhetorical remark. A short introductory remark or statement may proceed the question. A person can only ask ONE question. A speaker must be open to one point of information; then he/she can yield to the chair.

3. Point of Parliamentary Inquiry: a question to the chair as to whether the speaker understands parliamentary procedures or is actually following them.

4. Move the Previous Question: want to take vote.

5. Yield the floor: a speaker may yield to the chair OR to another speaker. A speaker cannot (and would not) want to yield to an enemy except through a neutral third party. Always yield to someone who holds similar views. You can yield twice to other countries before the yield goes automatically to the chair. During the yielding chain, a country must yield to three different countries. The same country cannot speak twice. If the first country speaking yields to the chair instead of to another country, then the yielding chain starts over. THIS IS AN MUN RULE ONLY. In the actual GA, there is no yielding chain; they can make speeches for hours.

Example of a yield chain:

USA----yields to ------>Britain--yields to-----France/////// must yield to the chair //////

China---yields to------->USA-----cannot yield either (a) Vietnam (b) back to China

6. Move to Amend the Agenda: This can be done after the opening ceremony while the agenda is being set. Agenda sets the order to debate. Speakers can add another issue to the agenda. This issue becomes part if approved by 2/3 of the GA or committee and follows the issues already on the agenda. The issue (resolution) must already have been submitted with co-signers.

7. Procedural vote: This is a vote to (a) recess (b) extend debate time (c) call the question.

8. Right of reply: After every 3-4 opening speeches in the GA, rights of reply are allowed. The reply needs to address one of the three or four speeches.

9. Placards: Raise placard to be recognized by the chair.

10. Substantive matter: Anything having to do with the resolution itself for an amendment to the resolution.

11. Perambulatory Clause: First part of the resolution; gives the background or explanation. These are not read aloud in the committees or the GA.

12. Operative Clauses: These are the second part of a resolution. They call for an action to be taken. A GA resolution can only ask or urge the Security Council to consider taking an action.

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THE ADMINISTRATIVE STAFF

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The admin staff does several jobs.

(1) They pass notes.

(2) They record voting (yes, no, abstention)

(3) They could (and should) help with the timing. One should sit next to Moh'd and watch the time.

(4) They take badges.

(5) They also distribute the resolutions. We have to consider how we're going to do this. The audience will likely be more interested if they can actually SEE a resolution. We may want to make enough copies to accommodate anyone in the audience who wants to see. That means giving them to a lot of folks. Always, however, give them to the countries and chairperson first.

Sample Final Exam Grading Sheet

Student:______________________________________

a. Image presented of your country-10

Comments____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b. Quality of opening speech-5

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Quality of speeches supporting/attacking resolutions-15

d. Quality of questioning-10

e. Ability to get aims accomplished of your country-

Overall Grade: _____

Further comments on grading:

I should explain that the first relates to your manners and presentation, including dress, note passing protocol, etc. The last point means voting for resolutions that really ARE in your country's best interests.

Any student REMOVED from the session will receive a zero. Moh'd will warn you twice, and then you are gone. If that decision results in you failing, too bad. Missing an SC meeting is serious business. The Korean War started because Russia missed one meeting.

Any delegate without a resolution written and an opening speech will not be allowed to attend. That will also count as a fail. If that results in your failing the class, that's too bad. Missing an SC meeting is serious. China spent 31 years just trying to earn the right to attend these sessions.

(6) During the event, once I have introduced the SC's function to the classes attending or lunch audience, I will leave the room. The Chairman is empowered, if he sees fit, to dismiss the SC. To do so will result in all failing as war will break out due to world developments. The chair will grant a brief (5 minute) break at the end of lunch and sixth to allow trips to the bathroom. I will rely on the VCR for grading purposes.

(7) Prior to the final event we will likely hold a practice session. It’s imperative that SC members, in particular, attend.