How+do+I+write+and+pass+a+resolution?

__LESSON THREE:__
How do I write and pass a resolution?

__DESCRIPTION:__
Students learn how to write and vote on draft resolutions.

__TEACHER BACKGROUND INFORMATION:__
The goal of a MUN simulation is for delegates to create solutions that improve the problem being discussed by the committee. Students create solutions by writing (and voting) on draft resolutions. These resolutions are formatted in three sections: first a list of sponsors and signatories, second a list of preambulatory statements explaining the necessity of the resolution, and third, a list of operative clauses that explain what the UN will do to resolve the issue. Preambulatory Clauses and Operative Clauses begin with specific phrases. For a list of these terms, see the __Resolution Clauses Worksheet__.

__PREPARATION__:
Print and preview materials.

__STEP BY STEP PLAN:__
//Connect to Prior Learning//: Ask students to recall their country’s position during the mini-simulation in lesson three. (Lesson Four directly builds on this topic).

//Discover//: Hand out __Sample Vending Nuclear Pollution__ worksheet. Students should work together in pairs or small teams to answer the basic questions about writing resolutions found on the __Understanding a Resolution__ Worksheet. Go over answers and clarify any remaining questions about writing resolutions using the __Key__.





//Allow:// students to work in pairs or groups to write their own resolutions, using the __Draft Resolution Template__ Handout and __Resolution Clauses__ Handout



//Gain Signatories//: Once students have completed the __Draft Resolution Template__ worksheet, they should walk around the room to find signatories.

//Vote:// Ask 1-3 students to read aloud their resolutions. Using parliamentary procedure, orchestrate a vote on each resolution. (To do this, simply say, “All those delegates wishing to vote for this resolution raise your placards.” Count placards. Then say, “All those delegates wishing to vote against this resolution, raise your placards.” Count placards. Then say, “All those who wish to abstain, raise your placards.” Count. Then declare, “This resolution passes” or “This resolution does not pass.”) Each student should vote from the perspective that they took on during the mini-simulation in lesson 3. Celebrate any resolution that passes!

//Debrief//: Reflect on student experience in writing, gaining signatories and voting on draft resolutions. Ask students to consider the following question: What might be a challenge in writing and passing resolutions?

//Checks for Understanding//: Consider one or more of these culminating activities for exit tickets, homework assignments, or formative assessments.

//Analyze//: Read students preambulatory and operative clause phrases. Then, ask them to correctly identity which ‘type’ of clause each phrase begins.

//Possible Skill and Content Extensions://
//Skill Building Extension: Consider activities in the Developing, Writing, and Refining Solutions and Voting sections on pages19-23 of __Preparing Students for Model United Nations Conferences – Mini-Activities that Build 21st Century Skills__//

//Content Extension: Show the movie __Peace One Day__. This was designed for classroom use and can be ordered, for free, through their website:// [|//www.peaceoneday.org//] //. This inspiring documentary tells the story of the creation of UN Resolution that established an international day of peace and the ongoing challenge of its implementation. Ask students to reflect on why it is difficult to turn a resolution into action.//