How+do+I+use+parliamentary+procedure+to+resolve+an+issue?

__LESSON TWO:__
How do I use parliamentary procedure to resolve an issue?

__DESCRIPTION:__
Students learn how to use parliamentary procedure to discuss a problem and create potential solutions.

__TEACHER BACKGROUND INFORMATION:__
Once students grasp the logic of parliamentary procedure they will easily be able to apply it in future conferences and other settings. MUN delegates use the rules of parliamentary procedure to guide the discussion from analyzing problems to creating solutions. Formal motions move students in and out of a speakers’ list, moderated and unmoderated caucuses, resolution presentations, and formal voting. Each phase requires students to demonstrate different social and academic skills. In general, the conference as a whole moves through four basic phases show in the diagram below:

If students understand and can anticipate the flow of the conference then they can be the leaders in shaping transitions between moderated and unmoderated caucuses. This will improve their individual performance and the quality of the conference as a whole.

The best way for students to understand the ‘flow’ of a conference as a whole is to participate in it! After just one conference, students vicariously ‘pick up’ the language of parliamentary procedure and can become leaders in using it. This experience of ‘learning by doing’ is an important social and academic skill in and of itself. Transitioning to new environments such as high school, college, or the work place require students to learn by observing and mimicking their most competent peers.

__PREPARATION__:
Contact the UNAGB to set up the ‘mini-simulation.’ The UNAGB Model UN Coordinator will create materials and run this simulation in your classroom!

__STEP BY STEP PLAN:__
//Preview//: Consider introducing students to the grading rubric that you will use to grade the final simulation.

//Grade//: During the mini-simulation, grade students on their performance.

//Note: Grading the content of the MUN conference is also extremely important, though not relevant to this mini simulation. Grading for content understanding can be done by grading position papers (see lesson 15 for more details).//

//Debrief//: Share you feedback/rubric with students. Guide them in setting class goals for their ‘real’ MUN simulation on Clean Water.

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

//Synthesize//: After the simulation, debrief with students by asking some of the following questions: What did you learn about parliamentary procedure? When is the best time for an unmoderated caucus? What are the three most important pieces of advice they would give to a first time MUN participant?

//Possible Skill and Content Extensions://
//Skill Building Extension: Consider activities in the ‘Understand the Flow of Debate section’ on page 8 of the// __Preparing Students for Model United Nations Conferences – Mini-Activities that Build 21st Century Skills__

//Content Extension (International Affairs): Instruct students to a YouTube or C-SPAN video of Prime Ministers Questions in the House of Commons of the British Parliament (this is a Q and A session, regulated by parliamentary procedure, in which any member of the House of Commons can question the Prime Minister. Often humor and fierce debate are interwoven.) In what ways are the parliamentary procedures used in these assemblies the same as used in MUN? Why do governments use parliamentary procedures?//

//Content Extension (Parliamentary Procedure): Use parliamentary procedure in another setting, such as homeroom/advisor, to decide a ‘school issue’ such as the theme for an upcoming dance.//