Virtual Youth MUN: Debating Global Issues
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we as delegates at a Virtual Model United Nations effectively debate and propose solutions to global issues affecting youth, while considering the roles and responsibilities of countries, communities, and the United Nations itself?Essential Questions
Supporting questions that break down major concepts.- What are the roles and responsibilities of the United Nations in addressing global issues?
- How do global issues affect different countries and communities, especially focusing on the youth?
- What skills are necessary for effective debate and negotiation in international forums?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will understand the roles and responsibilities of the United Nations and how they address global issues.
- Students will develop skills necessary for effective debate and negotiation in an international context.
- Students will investigate and analyze global issues affecting youth, considering cause and consequence.
- Students will collaborate to propose solutions to global issues, using the social studies inquiry process.
- Students will enhance their writing skills by creating coherent, evidence-based arguments for their positions.
Social Studies Standards
Common Core Standards
Next Generation Science Standards
Entry Events
Events that will be used to introduce the project to studentsGlobal Crisis Breaking News Simulation
Start with a simulated breaking news broadcast detailing a sudden global crisis affecting youth, such as cyber bullying or access to clean water. Students must come up with immediate responses and solutions in small groups, simulating real-time reaction to global issues.Youth Voices from Around the World
Introduce the project by showcasing video messages from children around the world discussing various global issues they face, from climate change to social justice. Students will be tasked with representing these youth in a Model UN debate, fostering empathy and understanding.Embassy Role-Play Day
Transform the classroom into a series of embassy offices, where each student is an ambassador tasked with presenting an issue their country is facing. This hands-on role-play day will engage students by letting them creatively explore their assigned country's culture, challenges, and diplomatic efforts.UN in Action: Live Debate Viewing
Organize a live viewing of a real UN debate or simulation (if available) and prompt students to note the processes and topics discussed. This will serve as a launchpad for their own simulations, demonstrating the intricacies of global dialogue and negotiation firsthand.A Day in the Life: Immersive Global Issue Experience
Create an immersive experience where students spend a day experiencing the daily life of kids in countries facing significant issues: collecting water, dealing with political strife, etc. This will not only ignite empathy but also inspire action and solutions in the simulated debates.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Embassy Insights: Country Deep Dive
Students transform into country ambassadors to explore their assigned nation's culture, challenges, and diplomatic efforts. This will deepen their understanding of individual countries' perspectives on global issues.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive country profile presentation that students will deliver during the Embassy Role-Play Day.Alignment
How this activity aligns with the learning objectives & standardsAligns with B2: Inquiry - Responses to Global Issues, enhancing specific country-focused research and presentation skills.Debate Day: Laying the Groundwork
This activity prepares students for the Model UN simulation by observing real UN debate processes, allowing them to learn from experts and understand the dynamics of global discourse.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA list of strategies and techniques students plan to use in their Model UN debates, developed from real-world observation.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.6.1 by engaging in collaborative discussions and observing formal debate settings.A Day in Their Shoes: Experiential Learning
An immersive learning experience where students spend a day simulating the lives of children in different countries. This will help them grasp the realities and hardships these young people face.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective piece (essay or video diary) that showcases students' understanding and insights gained from the immersive experience.Alignment
How this activity aligns with the learning objectives & standardsAligns with B2: Inquiry - Responses to Global Issues and CCSS.ELA-LITERACY.W.6.1 by blending experiential learning with written reflective practice.Crisis Reaction Teams
In this activity, students work in small groups to simulate real-time response teams to a global crisis. They will focus on understanding immediate actions and longer-term strategies needed to address youth-impacting issues like cyberbullying or water scarcity.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityEach group will present a short action plan highlighting their immediate response and proposed long-term strategies to the class.Alignment
How this activity aligns with the learning objectives & standardsAligns with B2: Inquiry - Responses to Global Issues and NGSS.MS-ESS3-3 by simulating real-world problem-solving and crisis management.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioVirtual Model United Nations Portfolio Assessment Rubric
Research and Understanding of Country Issues
Evaluation of students' research skills and their ability to understand and analyze specific country issues as they relate to global contexts.Depth of Country Research
Assesses the thoroughness and accuracy of research conducted on the assigned country, focusing on social, political, and economic issues.
Exemplary
4 PointsProvides a comprehensive and detailed analysis, covering all major aspects of the country's current issues with substantial evidence and sources.
Proficient
3 PointsDemonstrates thorough research with relevant and reliable sources, accurately identifying major issues affecting the country.
Developing
2 PointsProvides a basic overview with limited sources, some inaccuracies in detailing the country's issues.
Beginning
1 PointsLacks depth in research; major details about the country’s issues are missing or inaccurate.
Analysis of Impact on Youth
Evaluates understanding of how global issues specifically impact the youth in the researched country.
Exemplary
4 PointsInsightfully analyzes the youth impact with detailed connections to wider global issues and relevant examples.
Proficient
3 PointsProvides clear explanation and examples of youth impact, showing connection to broader global issues.
Developing
2 PointsGives a basic analysis of youth impact, with minimal connection to global issues.
Beginning
1 PointsInadequate analysis or understanding of youth impact; lacks connections to global issues.
Debate Skills and Collaboration
Assesses the student's ability to engage in effective debate and collaboration throughout the Model UN simulation activities.Effectiveness in Debate
Measures the ability to use debate techniques effectively, present arguments clearly and persuasively, and respond to opposing views.
Exemplary
4 PointsDemonstrates exceptional debate skills with articulate arguments, effective use of evidence, and respectful engagement with opponents.
Proficient
3 PointsConsistently effective in debates, presenting clear arguments and responding well to others' views.
Developing
2 PointsShows basic debate skills with some clear arguments but inconsistent engagement or responses.
Beginning
1 PointsStruggles with using debate techniques and articulating arguments; requires considerable support.
Collaboration and Teamwork
Evaluates how well the student works in teams, contributes ideas, and engages in collaborative processes.
Exemplary
4 PointsExhibits leadership in teamwork, fostering collaboration and effectively integrating group ideas into the project.
Proficient
3 PointsParticipates actively in team efforts, contributing valuable ideas and respecting team dynamics.
Developing
2 PointsShows some participation, but with inconsistent engagement in team activities.
Beginning
1 PointsMinimal participation in team activities; often unfocused or disengaged from the process.
Reflective and Creative Output
Focuses on the student's ability to reflect on experiences and creatively express understandings and insights gained from the activities.Reflective Insight
Assesses the depth and clarity of reflection in written or video diary formats following experiential learning activities.
Exemplary
4 PointsProvides deep, insightful reflections that connect personal experiences to broader global issues with advanced critical thinking.
Proficient
3 PointsClear and thoughtful reflections that relate personal experiences to global issues with some critical analysis.
Developing
2 PointsBasic reflections that touch on experiences without deep analysis or connections to global issues.
Beginning
1 PointsLimited or unclear reflections with minimal connection to global issues or personal insight.
Creativity in Presentation
Evaluates how well the student uses creative strategies to present information and insights, particularly during role plays and projects.
Exemplary
4 PointsShows exceptional creativity in presentations, using innovative techniques and engaging storytelling.
Proficient
3 PointsConsistently demonstrates creativity, using good techniques for engaging presentations.
Developing
2 PointsDisplays some creativity, but presentation techniques may lack engagement or originality.
Beginning
1 PointsMinimal creativity evident in presentations, with basic or uninspired techniques.