9.1 Inquiry and Literacy in Political Studies
Political knowledge evolves from evidence-based investigation of power structures, political interests and decision-making in societies. Therefore, political science is a problem-solving discipline that involves questioning, investigating, understanding and interpreting political developments and events. Inquiry into political science aims at revealing the relationships underlying political events and conditions while also constructing general principles about the way the world of politics works. In order to build and refine precise and persuasive theories about these relationships and general principles, it is important for the written work of political scientists to be conceptually precise and well substantiated by empirical evidence (The Writing Center, University of North Carolina at Chapel Hill, n.d.). Though this may be true, the term political literacy is often used to describe the goal of political education in schools, such as citizen competence or preparing citizens for democracy, with little reference to the importance of discipline-specific language (Westholm, Lindquist & Niemi, Reference Westholm, Lindquist, Niemi and Ichilov1990). For example, Denver and Hands (Reference Denver and Hands1990) define political literacy as ‘the knowledge and understanding of the political process and political issues which enables people to perform their roles as citizens effectively’ (p. 263). That being said, for political participation to be successful, effective communication and appropriate languaging is undoubtedly essential.
One essential aspect of political literacy is understanding political vocabulary, which can be understood both in a broad and narrow sense. Looking at it more broadly, political vocabulary can be considered anything talked about in political discussions. Words such as climate, vaccination or taxation are politically relevant because the issues they refer to are the subject of controversial disputes in public communication. Thus, political vocabulary is littered with many words from our everyday life and various professional fields due to the all-encompassing nature of politics. Many words that are not ‘political’ in the strict sense of the word are, therefore, semantically charged in certain contexts and then receive an additional meaning in the political sphere (Grinth, Reference Grinth2010). This additional political use of language must be distinguished from political vocabulary in the narrower sense, which can be divided into four groups: vocabulary referring to political institutions (e.g. ‘constitution’), vocabulary referring to particular policy areas (e.g. ‘trade agreement’), vocabulary for political interaction (e.g. ‘declaration of solidarity’) and vocabulary referring to ideology (e.g. ‘conservatism’) (Grinth, Reference Grinth2010). Additionally, within this vocabulary are subject-relevant collocations, which include expressions such as ‘to amend a resolution’ or ‘to draft a proposal’. More general than the technical terms, these subject-specific phrases can help the learners to language political texts in an authentic and appropriate way.
In addition to the importance of language, it is also important that political scientists understand the key concepts on which the discipline is built. This includes basic concepts like power (Who can exercise it?), laws (How do they come about and do they provide justice?), common good (What is good for the community?), system (What characterises coexistence in modern societies?), public life/policy (What is the difference between human activity in public and private life?) and scarcity (How should the handling of scarce goods be politically regulated?) (Sander, Reference Sander2009). These concepts and their sub-concepts provide a basis for the construction of knowledge in politics and are the main instruments of meaning-making – that is, understanding and being understood in political discourse.
Progress in meaning-making in political science entails an increase in competence in the activity domains of doing, organising, explaining and arguing politics, which can be observed in students’ presentation of political information and the quality of their production of political text types. Therefore, meaning-making in political science can be enhanced by enlarging the students’ repertoire of general academic language structures as well as specific political language functions and their command of the genre conventions of political text types. Essentially, the more precisely the students can follow the specific genre conventions of political text types and make use of specific cognitive discourse functions, the more precise the meaning-making that can take place in the course of a political investigation.
Table 9.1 shows the way in which tasks in political science and the activity domains are related to cognitive discourse functions (CDFs) and student products that are typical in political communication.
Table 9.1 Activity domains, language functions and student products in political science
| Activity Domains in Political Science | Sample Activities in Political Science | Cognitive Discourse Functions and Learner Progression in Political Science (How these CDFs might be languaged by learners at different stages) | Complex Student Products in Political Science |
|---|---|---|---|
| Doing Political Research: Investigate, research, find, select CDFs • Report (inform, recount, present, summarise, relate) | Collecting political data from a variety of primary and secondary sources | Novice: ‘We asked people in the street to say what they think about a longer school day. 70% thought that this was a good idea.’ Expert: ‘We used a sample size of 100 people and found that 70% of our respondents were in favour of a longer school day.’ | Preliminary: • Chronology • Statistics • Maps • Lists • Bibliography • Structured notes • Mind maps • Concept maps • Document archives Oral: • Presentations • Discussions • Political debates • Talk shows • Role plays • Simulations Written: • Political analysis and/or comparison of texts, cartoons, pictures, posters, maps, charts, statistics, tables • Policy cycle analysis • Conflict analysis • Political scenario • Political evaluation • Political argumentation • Political expert opinion • Newspaper article or comment on political phenomenon • Comic Digital: • Documentary • Animation • Radio show or feature • Instructional video • Blog/vlog |
| Selecting relevant political data with respect to the guiding question | |||
| Presenting research results | |||
| Organising Political Data: CDFs • Describe (describe, label, identify, name) • Classify (classify, compare, contrast, match, structure, categorise, subsume) | Organising the political data chronologically or thematically | Novice: ‘In the 1970s and 1980s, people were unsure about making the school day longer. It caused many people to ask themselves questions about the role of the government and the role of parents, especially the role of mothers.’ Expert: ‘In the 1970s and 1980s, the political decision of establishing longer school days also raised questions about the proper role of the state, parenting and the value of paid employment for women.’ | |
| Describing or summarising a political event, structure or process orally or in writing | |||
| Explaining Politics: CDFs • Explain (explain, reason, express, draw conclusions, deduce) • Define (define, identify, characterise, compare, contrast) | Explaining aspects of power in political measures, events, structures or processes | Novice: ‘Some people still think that women should stay at home and do household work but men can have a job and earn money.’ Expert: ‘Female employment is still strongly determined by socio-economic constraints and pressure to conform to traditional gender roles.’ | |
| Explaining the legal framework of political measures, events, structures and processes | |||
| Explaining the common good of people, groups or societies involved in political measures, events, structures or processes | |||
| Explaining the political system that shapes political measures, events, structures or processes | |||
| Explaining the role of public life/policy in political measures, events, structures or processes | |||
| Explaining aspects of distribution and scarcity in political measures, events, structures or processes | |||
| Arguing Politics: CDFs • Explore (explore, hypothesise, speculate, predict, guess, estimate, simulate, take other perspectives) • Evaluate (evaluate, judge, argue, justify, take a stance, state, critique, recommend, comment, reflect, appreciate) | Exploring the validity of a theory about a political measure, event, structure or process | Novice: ‘Longer school days should (shouldn’t) be established because a lot of people (don’t) want this.’ Expert: ‘Longer school days would/would not be a legitimate solution to the persistent gender gap in the labour force because a majority/only a minority of mothers would be more able and willing to enter the labour force knowing that they had reliable and educational childcare while they were working.’ | |
| Evaluating the legitimacy of political measures, events, structures or processes | |||
| Evaluating the efficiency of political measures, events, structures or processes |
9.2 Deeper Learning in Political Science
Deeper understanding in political science means that political measures, events, structures and processes can be described, analysed and assessed in accordance with the scientific standards of the subject. Therefore, the learners need patterns of inquiry and representation that can scaffold political thinking and communication.
As educators, there are many things we can do to help students foster these deeper learning strategies. For example, by defining difficult words or annotating hard-to-understand passages, especially when a text is written in a learners’ second language, we help learners decipher technical terms and abstract concepts and thus deepen their textual understanding. When we relate political matters to their lives and challenge them to take a stance, content relevance can be increased. Moreover, when we present and critically question different ideological perspectives or interests, our students’ critical cultural consciousness can be developed. Agency and accountability can be increased by giving students responsibility for the accuracy of the political investigation and asking for evidence and referencing. Furthermore, we can differentiate learning pathways by offering optional input and output scaffolding for learners with different language backgrounds, as well as providing different assignments within the overall learning task. Deep practice can be offered by practising recurring genre conventions (e.g. policy cycle or conflict analysis based on a variety of sources and with reference to different political contexts). By providing language and method frames for text production on different levels, we can scaffold students’ learning and provide level-appropriate guidance.
9.3 A Model Deeper Learning Episode in Political Science: Online Model United Nations Debating the Question of ‘Reducing the Harmful Impact of Informal E-Waste Recycling’ (Year 10)
The main objective of the following deeper learning episode (DLE) in political science is developing a deep understanding of the way in which political problems can be solved multilaterally by simulating the formal and informal problem-solving procedures of the United Nations. This includes learning about the social and linguistic conventions of the diplomatic process, with a special focus on diplomatic language in oral formats, such as opening speeches, negotiations during the lobbying process and debates in committee sessions, as well as written genres, such as amendments and resolutions.
The concept of a Model United Nations (MUN) is not new, seeing as simulations of the United Nations have been practised since the 1950s, and prior to that, simulations of the League of Nations took place from the 1920s. Usually, a MUN is practised in a club at school or university, preparing the learners for a large-scale official conference event, such as The Hague International Model United Nations. Typically, only a few ambitious students from each club can take part in the conferences as participation is limited to a small number per school or university. Being a part of the club means travelling, having international encounters and dressing appropriately for the various MUN events.
This DLE makes use of the enormous learning opportunities that this format offers with respect to plurilateral learning. However, it brings the concept of a MUN conference to the school level and uses normal school lessons for the preparation of the conference. The conference itself then only needs one school day, in which the learners attend the conference online or live at school, dressed appropriately for the occasion. Teachers can choose to limit the participation to one grade level (e.g. all of Year 10) or even just a single class, which reduces the number of participating member states. Nevertheless, all participants are still able to benefit from the great plurilateral learning opportunities provided by such a format.
The conference will be built around making a resolution to the political problem of ‘reducing the harmful impact of informal e-waste recycling’. The topic is relevant to the learners as it deals with a pressing environmental problem caused by the unsustainable way in which electronic products are used in the Western world – that is, their world. Specifically, informal e-waste recycling refers to when electronic devices are sold to scrap dealers, who improperly handle and dispose of the equipment and its parts, which leads to the release of the toxins contained within the devices.
The learning episode begins with an introduction to the concepts of MUN and informal e-waste recycling. Students then work in teams to research the different aspects of informal e-waste recycling (e.g. economic, environmental, and social). This research will serve them in the next step, where they choose a country and analyse the problem from that country’s perspective. Once each student knows his/her country’s stance on the matter, they individually draft a resolution on how to manage informal e-waste recycling, in which the problem and its possible solutions are laid out. In the following step, students prepare an opening speech for the General Assembly, in which they once again explain the problem and suggest possible solutions. The culmination of their research and text production (i.e. the resolution and opening speech) is the conference on the last day, in which students represent their countries as delegates, propose their solutions to the problem, and come to a final co-constructed resolution on how to handle the matter via lobbying, negotiating and debating.
The learning product (i.e. the co-constructed UN resolution) promotes creativity and problem-solving skills while also providing authenticity by giving students a realistic insight into the way multilateral political decision-making works. The DLE is structured in such a way that it leads the learners through different modes of political communication, culminating in a public debate at a MUN Conference. The public nature of the event motivates learners to properly prepare themselves for the debate, which includes the acquisition of profound knowledge on the topic and the languaging of their respective political positions. In order to be able to play their role as a UN member state authentically, the learners must acquire information on the member state they represent, its power status and its political position concerning the issue of electronic waste, analysing the environmental, economic, social and political dimensions of the problem from that state’s perspective.
In Table 9.2, a grid is shown with an overview of the planning aspects guided by the principles of the pluriliteracies approach to deeper learning. Afterwards, a didactic commentary explains how this DLE is aligned with the aforementioned principles and how learners move from surface learning to consolidation and finally to the transfer stage.
Table 9.2 Planning grid for a deeper learning episode in political science: Model United Nations debating the question of ‘Reducing the harmful impact of informal e-waste recycling’ (Year 10)
| Designing Deeper Learning Episodes | ||||
|---|---|---|---|---|
| Planning Grid for a Deeper Learning Episode in Political Science | ||||
| What do I want my learners to know or be able to do? | How will my learners demonstrate increasingly deeper understanding at the surface, consolidation and transfer levels? | How can I support active knowledge co-construction for my learners? | How will I support my learners every step of the way? | How can I generate and sustain learner commitment and achievement? |
| Basic Understanding: • Multilateralism: political decision-making in international organisations • Understanding of the impact of generating increasing amounts of e-waste Foundational Skills: • Doing international (and multilingual) research on the environmental, social, economic and political dimensions • Translating and organising the information for a policy cycle analysis in English • Explaining the impact of increasing e-waste generation while using different subject lenses • Formally arguing solutions to the problem of informal e-waste recycling Deeper Understanding: • Global dimension of consumption and waste Deep Practice: • Translation or mediation of L1 information into English • Using subject-specific language • Using formal debate code for argumentation • Writing formal texts Transfer: • Subject-specific translation • Debate code and conventions • Global learning dimensions | Preliminary Product Outcomes: • Country profile and political position • Policy cycle analysis, taking political, environmental, social and economic aspects into consideration • MUN opening speeches reflecting the member states’ positions Main Product Outcome: Purpose: Presenting a solution to the problem of informal e-waste recycling Genre: UN resolution Mode: (Digital) text document Style: Diplomatic language Possible Transfer: • Translating subject-specific texts into English • Giving a public speech • Debating procedures • Writing formal texts • Analysing a political problem according to the principles of global learning or the policy cycle | Construction of Knowledge: (X) Inquiry-based learning (X) Problem-based learning () Experimenting (X) Project-based learning Social Interaction: • Individual research in respective L1 • Collaborative work on the policy cycle analysis (Part I) • Individual completion of policy cycle (Part II) • Individual preparation as ambassador to the Model UN General Assembly and Economic and Social Council • Collaborative lobbying process • Plenary work in the MUN General Assembly and the Economic and Social Council Use of (Digital) Media: • Policy cycle analysis as a collaborative document, opening speeches and resolutions are presented and exchanged digitally (e.g. via Padlet) • MUN Conference can be held onsite or digitally via Teams or Zoom. | Scaffolding: • Research is scaffolded by providing starting websites • Policy cycle analysis, country profile and position paper are scaffolded by structuring worksheets • Opening speech is scaffolded by a writing frame • UN resolution is scaffolded by a writing frame Feedback: • Individual teacher feedback on policy cycle analysis (Part I) and draft resolution • Peer feedback on policy cycle analysis (Part II), opening speech Feed-Up: • Structured worksheets, writing frames and assessment grids ‘Opening Speech’ and ‘MUN Resolution’ Feed-Forward: • Individual teacher feedback • Peer feedback Assessment: • Assessment grids ‘Opening Speech’ and ‘MUN Resolution’ | Engagement: Personal Relevance: • Use of the MUN conference as an engaging setting demanding contributions from all delegations • Relevance of the topic for students as owners of electronic goods (e.g. smartphones) Opportunities for Autonomous Learning: • Independent research on one of the dimensions of the global impact of e-waste • Individual development of solutions to the problem and evaluation of these • Formulation of a well-founded position on the problem • Creative writing of the opening speech and the draft resolution • Interpretation of the member state’s delegate in a formal debate Reflection and Revision: • Commenting and debating draft resolutions, negotiating the wording of amendments and subject-specific terminology • Closing ceremony presenting the final resolutions and awarding the best delegation award |
9.4 Alignment of the Deeper Learning Episode
In alignment with deeper learning principles (Table 9.2), the proposed learning episode (see Table 9.3) takes into account learners’ strengths, needs and interests, provides opportunities to build their political literacy and successfully implements tasks that cover all activity domains. High task fidelity in this DLE is predominately achieved by the authentic UN simulation – that is, by researching, presenting, speaking and writing like a diplomat with the task of finding and negotiating political solutions to a global problem.
Table 9.3 Lesson plan
| Lessons and Feedback (90 minutes twice a week) | Tasks | Time |
|---|---|---|
| 1st lesson | Introduction of MUN and the problem of informal e-waste recycling | 90 minutes |
| 2nd lesson | Task 1:Individual research and entry in collaborative document | 90 minutes |
| Teacher feedback on collaborative document ‘Policy Cycle’ | Task 1: Revision of the collaborative document | Homework |
| 3rd lesson | Task 2: Research on country profile and political position | 90 minutes |
| Teacher feedback on country profile and political position | Task 2: Revision of country profile and political position | Homework |
| 4th lesson | Task 2: Completing the policy cycle analysis from country’s perspective, including peer feedback and revision | 90 minutes |
| 5th lesson | Task 3: Drafting of MUN resolution | 90 minutes |
| 6th lesson | Task 3: Drafting of MUN resolution Task 4: Writing opening speeches, including peer feedback and revision | 30 minutes 60 minutes |
| Teacher feedback on UN resolution | Task 4: Revision and publication of MUN resolution via Padlet Informal lobbying via Padlet | Homework |
| Full school day (9 am to 4 pm) | MUN conference with opening ceremony, committee sessions and closing ceremony | 420 minutes (including breaks) |
Learner Strengths, Needs and Interests
To ensure the success of the learning episode, it is important to keep in mind learner strengths, needs and interests. Setting up a MUN highlights students’ strengths because it lets them draw on the cultural knowledge they already have about relevant topics. This is even more the case for multicultural classrooms in which students come from different backgrounds. Such a learning episode can provide the opportunity for learners with an L1 different from the school language to research their L1 country’s position on the problem and lobby for its political interest.
Though students will come to the learning episode with many strengths, there will also be knowledge gaps that need to be filled. A MUN is very structured and guided by many rules. Some students might need advance organisers, like an explanatory video to understand the concept of MUN and its rules. In a similar vein, many of the formats of MUN, such as policy cycle analyses, the opening speeches for the General Assembly, a MUN resolution, and committee debates, are highly conventionalised regarding purpose, mode, genre and style. Therefore, it would be necessary to provide learners with method and language scaffolding so they can successfully navigate these formats (see Table 9.4). Another need that may arise regards the research phase. The students are responsible for the depth of their research but might need help finding the right resources and mediating information from their L1 into the conference language.
Table 9.4 Writing frame: Opening speech (max. 1 minute)
| Parts | How to Proceed | Useful Phrases | Example Opening Speech |
|---|---|---|---|
| Address | First, you address the chairperson of the committee and the delegations of the other member states. In formal debate you speak of yourself and others only in the third person. The tradition is also to refer to others exclusively as ‘the Distinguished Representative of (member state)’. To omit the word ‘Distinguished’ would be a significant faux pas and possibly a deliberate slight. | Honourable Mr/Madam Chairman, Honourable/Distinguished Delegates of the … (committee) | Honourable Madam Chairman, Distinguished Delegates of the Social Council, … |
| Hook | The opening speech should go straight to the point. The hook tells the listener what clash, problem or conflict you want to focus on. This part shouldn’t take more than ten seconds. | … once said: ‘….’ Following this quotation … … million people in … are … It is a fact that …; however, … … (member state) is here today, in another United Nations conference, to discuss … The latest statistics issued by … on … say that … Do we really want …? Is it inevitable that …? | Do we really want to deny Syrian refugees who have spent over three years in refugee camps the right to work? |
| Point | Then you should explain your main point and why your approach to the problem is the correct one. | The delegation of … (member state) would like to …/thinks that … It is essential to … … (member state) suggests that/wants to contribute to … It is not acceptable that … This is an outrage! | Germany thinks that work visas could be an essential tool to mitigate the most severe effects of the refugee crisis brought about by ongoing war in Syria. It is not acceptable that those who had to flee from war and destruction are not allowed to use their skills and talents to feed their families and to contribute to the welfare of their host countries. |
| Action | You should describe your policy/solution halfway through your speech at the latest. This is because you need time to elaborate on your solution. No idea is clear in one sentence. You will need time to explain why it is important and why it is going to work. | The UN should … This is why the UN is called upon to … Nonetheless, a resolution is necessary to do nothing more and nothing less than to … … (member state) is in favour of/supports a resolution that will, finally, request … | The UN should support this by asking the member states hosting Syrian refugees to issue work permits to those who have spent more than one year in a refugee camp. Germany is aware of the fact that large numbers of refugees can be difficult to integrate into the labour market, but the state is optimistic that it is possible by providing accompanying measures. |
| Final Words | You could end with an appeal to the committee expressing your hopes for a successful outcome of the following negotiations. Don’t forget to thank the audience for listening to you. | … (member state) hopes that … will make this conference fruitful and productive Thank you for your attention! | Germany hopes that the Economic and Social Council will be able to have a fruitful debate on this issue and come to solutions that can really improve the lives of the Syrian refugees. Thank you for your attention! |
In addition to addressing students’ needs and strengths, this learning episode also takes into account learners’ interests. Based on professional experience, learners tend to enjoy the challenge of taking on an identity that is different from their own. Diplomats have a high prestige and represent an academic and political elite that is stereotyped as being very well mannered, eloquent and well informed. Motivated by their desire to successfully and authentically portray their selected diplomat, students undergo intensive preparation of appropriate, eloquent and well-informed written and spoken communication.
Political Literacy
The language the learners use in this DLE is pluriliteral in many different ways: As mentioned in Section 9.1, political science is an all-encompassing discipline, dealing with topics from both everyday life as well as other professional disciplines. Thus, in order to prepare themselves fully for the conference, the learners need to analyse the political problem of e-waste from the perspective of a variety of different disciplines. This multi-disciplinary problem analysis confronts students with subject-specific language. For example, when researching the biological impact of the chemicals and materials involved in e-waste recycling as well as the geographical distribution and economic and social structure of e-waste trafficking, students are confronted with specialised biological terms, from which they have to pull meaning. The written explanation of the information they gather from their research will require subject-specific language, which they then have to transform into language for a political context for use at the conference. All the while, students must keep in mind the many different facets of conference language, which means making their discourse understandable enough for a lay person but still precise enough to address the details of the problem.
With regards to political language in the narrower sense, formal, legal and institutional language has to be mastered by the learners in order to successfully complete the task. This includes the language used in the resolutions and amendments and that of certain persuasive political genres, such as speeches, negotiations and debates, all of which require rhetorical skills and creativity.
In addition to language, students must be literate in the key concepts of politics. The predominating key concepts used in this episode are law and common good because the MUN conference simulates the quest for a global solution to e-waste recycling via the formulation of a legal text. However, other concepts, like power, public life/policy and scarcity, also play a key role since the international arena is marked by significant imbalances concerning power, public life/policy and/or economic strength, all of which determine how member states deal with scarcity of resources, especially those hidden in recyclable waste.
Activity Domains
This learning episode touches on each of the four activity domains. Learners are doing political science when they collect subject-specific data on the political, environmental, economic and social dimensions of informal e-waste recycling and research their member state’s political position on the problem using a variety of resources. Then they organise the gathered information in the policy cycle analysis for each dimension and explain one of the dimensions of the informal e-waste recycling to their peers. Those dimensions reflect the political complexity of the problem with its political framework, the economic, environmental and social impact and the resulting interests involved, as per the policy cycle analysis. The formulation of a political position of the member state, the opening speech, the draft resolution and the contributions to the committee debate also integrate the activity domains of organising and explaining but predominantly represent the activity domain of arguing.
Growth Mindset, Deep Practice and Deep Understanding
The task drives learner commitment and achievement by demanding a research-based role play whose successful completion requires problem solving, negotiating and debating in front of an audience of peers. Throughout this challenging learning process, a growth mindset is fostered through mentorship, feedback and reflection. Students are mentored and encouraged by the teacher, who consistently models the diplomatic code and provides method and language scaffolding in the form of structured worksheets and language frames for both the text production and the debate. Additionally, feedback given at regular intervals provides students the opportunities to improve their work. Peer feedback is given on the policy cycle analysis (Part II) and the opening speech, and teacher feedback is given on the policy cycle analysis (Part I) as well as the drafts of the resolution. Lastly, student growth is fostered by reflection on the success (or lack thereof) that they achieved in their lobbying, debating and voting processes.
In addition to a growth mindset, students are able to develop a deep understanding of both political practices and the effects of informal e-waste recycling through their self-driven research on the different dimensions of consumption and waste and the multilateral approaches to the solution of such problems. They then demonstrate their understanding through the presentation of their policy cycle analyses, their opening speeches and, finally, their draft resolution.
All the while, learners are engaged in deep practice by maintaining scientific standards and diplomatic conventions. The social interaction in the informal lobbying process, the formal public debating and the voting procedure on amendments and resolutions provides a high degree of reflection on the success of the work and the individual contribution.
This way, deeper understanding can be achieved concerning the global dimension of consumption and waste and multilateral approaches to the solution of such problems.
Deep practice is offered concerning translation and mediation skills, the use of subject-specific language and the practice of formal written and oral argumentation as a form of political articulation.
9.5 Movement from Surface Learning to Consolidation to the Transfer Stage
In this DLE in-depth research, organisation of information and text production are the major vehicles for the movement from surface to deeper learning. Specifically, the political knowledge derived from the research is first rearranged in a collaborative policy cycle analysis, then used to formulate a political position in accordance with the country profile, transformed into a draft resolution and, finally, reduced to be presented in an opening speech. This process provides ample opportunity to practise organising and explaining political information in different forms of representation, in different language styles and in different modes. Approaching political knowledge from these different angles propels students from surface learning to consolidation to knowledge transfer. The most difficult move is the switch to a diplomatic language level in the draft resolution, which requires intensive teacher feedback concerning content and language. The formal language and adherence to the UN rules of procedure is even more challenging in their spontaneous use during debate and, therefore, also needs intensive scaffolding (see Worksheet 9.7 – Conference Outline) and exemplary behaviour by the mentor or student chairing the committee sessions and the General Assembly. So, learning is consolidated by moving along the mode continuum.
Engage the Learner
In order to activate the learners, the setting of a United Nations conference is introduced along with a documentary on informal e-waste recycling that impressively shows the impact on the people involved (The Documentary Channel, 2019). For secondary school students, this question has a special relevance because they are digital natives, used to smartphones and computers that they frequently exchange for newer versions.
Promote/Acquire Basic Understanding and Acquisition of Foundational Skills
The learners are then acquainted with the learning task for the whole episode via a detailed handout in which the learning unit is laid out and scaffolding language frames are given (see Section 9.7). They first collect political information on one of the dimensions of the problem, such as environmental, social or economic impacts, in order to co-construct the first part of a policy cycle analysis. Afterwards, they choose a member state of the UN they want to represent, research the profile of that country and, with the help of the second part of the policy cycle analysis, develop a well-founded political position.
Provide Feedback, Feed-Up and Feed-Forward/Demonstrate Basic Understanding and Reflect
Teacher feedback via assessment grids and comments on the language use is necessary in the early stages of the project in order to ensure the correctness and depth of the information that is passed on to peers during the first part of the policy cycle analysis. It is also necessary to ensure the political position the students have developed is authentic and coherent.
Facilitate/Acquire Deeper Understanding and Deep Practice
Deeper understanding and deep practice are provided by movement along the mode continuum (i.e. researching and organising information, writing and debating about the problem of informal e-waste recycling). The meaning-making in this process is scaffolded by genre-specific language frames and learning conversations on the basis of feedback criteria. In addition to feedback, expectations concerning the use of methods and language are made transparent via assessment grids and a detailed task prompt (see Tables 9.5, 9.6 and 9.7). This enables the learners to language their learning process and deliberately modify their language level.
Table 9.5 Assessment grid: Opening speech
| Assessment Grid: Opening Speech | ||||
|---|---|---|---|---|
| Excellent! | Well Done! | Improvement Possible | Improvement Necessary | |
| Address | You welcome the chairman of General Assembly and the delegates of other member states in perfect form and in accordance with diplomatic conventions. You always speak of yourself and others in the third person. | You welcome the chairman of General Assembly and the delegates of other member states appropriately and in accordance with diplomatic conventions. Most of the time you speak of yourself and others in the third person. | You welcome the chairman of General Assembly and the delegates of other member states. Occasionally you speak of yourself and others in the third person. | You forget to welcome the chairman of General Assembly and the delegates of other member states. You never speak of yourself and others in the third person. |
| Thematic Anchor | Your opening speech gets to the point very quickly but precisely. The thematic anchor focuses the listener clearly on the problem or conflict. | Your opening speech gets to the point quickly. The thematic anchor focuses the listener on the problem or conflict. | Your opening speech takes a comprehensible direction. The thematic anchor does not necessarily focus the listener on the problem or conflict. | Your opening speech appears long-winded. The thematic anchor hardly focuses the listener on the problem or conflict. |
| Explanation of the Problem | You accurately address the main aspect of the problem concerned and explain clearly why the proposed approach is the right one. | You address the main aspect of the problem concerned and explain why there is a problem. | You address the problem concerned and explain roughly why there is a problem. | You don’t address the problem concerned and/or there is no comprehensible explanation of the problem. |
| Demand for Action | After about half of the speaking time, you present the policy or the solution to the problem and convincingly explain why the solution could be promising. | After about half of the speaking time, you present the policy or the solution to the problem and comprehensibly explain why the solution could be promising. | After about half of the speaking time, you present a rough sketch of a solution to the problem and roughly explain why the solution could be promising. | You don’t present a comprehensible solution to the problem and/or explain why the solution could be promising. |
| Closing Remarks | You end the speech confidently with a clear conclusion and politely thank the audience. | You end the speech with a conclusion and thank the audience. | You end the speech with a conclusion or by thanking the audience. | You end the speech without a conclusion or thanking the audience. |
Table 9.6 How to write a UN resolution
| Parts | What is the Purpose of the Part and What Needs to be Included? | Examples and Useful Phrases | |
|---|---|---|---|
| 1. Heading | There are four main pieces of information in the header of the resolution. Committee: The name of the committee you’re representing Topic: The name of the topic you’re debating Sponsors: The main authors that wrote the clauses of the resolution Signatories: The delegates that would like to see this resolution introduced in the committee. They don’t necessarily support the resolution but want it to have the requisite number of signatories so it can be accepted by the Chair (usually about 20% of the committee is required) | Committee: Security Council Topic: The Use of Unmanned Aerial Vehicles (UAVs) Sponsors: Argentina, Ethiopia, Germany, Kazakhstan Signatories: Poland, Somalia, South Africa, Sudan, etc. | |
| 2. Pre-Ambulatory Clauses | The pre-ambulatory clauses state all the issues that the committee wants to resolve on this issue. It may state reasons why the committee is working on this issue and highlight previous international actions on the issue. Pre-ambulatory clauses can include: • Past UN resolutions, treaties, or conventions related to the topic • Past regional, non-governmental, or national efforts in resolving this topic • References to the UN Charter or other international frameworks and laws • Statements made by the Secretary-General or a relevant UN body or agency • General background information or facts about the topic, its significance and its impact First, take a statement that you want to write about (perhaps an issue you want to solve or a specific fact from one of the five bullet points above). You then take that statement, combine it with an underlined pre-ambulatory phrase, and end it with a comma. | The Security Council, recalling its resolution A/RES/68/178, which sought to limit the use of UAVs in combatting terrorism without the express permission of Member States, … Concerned by the recent high rate of civilian casualties in the rate of armed UAV strikes, … | |
| Pre-Ambulatory Phrases: Acknowledging Affirming Alarmed by Bearing in mind Deploring Emphasising Expressing concern Expressing its appreciation Fully aware | Guided by Having considered Mindful of Noting Reaffirming Recalling Recognising Regretting Taking into consideration | ||
| 3. Operative Clauses | Operative paragraphs determine what action the UN will take on the issue. This can mean funding solutions, directing members of the UN Secretariat what to do, or requesting actions by UN Member States. Each paragraph takes action, so it is important to be careful with each of the operative paragraphs in a resolution! First, take a solution that you want to include in the draft resolution. You then take that solution, combine it with an underlined operative phrase in italics, and end it with a semicolon (the last operative clause ends with a period). Operative clauses are also numbered. This differentiates them from pre-ambulatory clauses, helps show logical progression in the resolution, and makes the operative clauses easy to refer to in speeches and comments. | 1. Encourages countries to adopt a UN High Commissioner for Refugees (UNHCR) and UN Office for Disarmament Affairs (UNODA)-orchestrated 2014 Covenant on Extrajudicial Drone Strikes that: a. Treats extrajudicial targeted assassination outside declared conflict zones as violations of the 1966 Covenant on Civil and Political Rights, b. Reaffirms the rights of nations to develop drones, especially for nonviolent purposes, c. Acknowledges that drone use in self-defence and inside declared war zones is acceptable in accordance with existing international law; 2. Strongly encourages the use of drones in peaceful and primarily civilian affairs within each nation for instances of agricultural progress, surveillance, monitoring natural disasters and the environment; (…) | |
| Operative Phrases: Acknowledges Adopts Affirms Approves Authorises Believes that Calls attention to Calls upon member states Condemns Confirms Decides Demands Determines that Emphasises Endorses the Declaration Establishes Expresses its appreciation Expresses its concern | Insists that Instructs Invites Notes that Demands Determines that Realises Recalls Recognises Recommends Reminds Requests Resolves Suggests that Supports Takes note Urges Welcomes | ||
Table 9.7 Assessment grid: UN resolution
| Assessment Grid: UN Resolution | ||||
|---|---|---|---|---|
| Excellent! | Well done! | Improvement Possible | Improvement Necessary | |
| Resolution Head | In the resolution head you can find the committee, the topic, the authors and the signatories in the correct order. | In the resolution head you can find the committee, the topic, the authors and the signatories, but not in the correct order. | In the resolution head some information is missing. | There is no resolution head, or a considerable part of the information is missing. |
| Pre-Ambulatory Clauses | The pre-ambulatory clauses provide a precise and detailed explanation of the background of the problem in question, its history and possible references to previous resolutions or documents on the topic. | The pre-ambulatory clauses provide an explanation of the background of the problem in question, its history and possible references to previous resolutions or documents on the topic. | The pre-ambulatory clauses provide a superficial explanation of the background of the problem in question, its history and possible references to previous resolutions or documents on the topic. | The pre-ambulatory clauses neither provide an explanation of the background of the problem in question nor possible references to previous resolutions or documents on the topic. |
| Operative Clauses | The operative clauses formulate precise and detailed proposals for solutions and/or statements. Demands, appeals and/or guidelines take into account the complexity of the situation. The sentences are arranged in a hierarchy. | The operative clauses formulate proposals for solutions and/or statements. Demands, appeals and/or guidelines take into account the complexity of the situation to some extent. The sentences are arranged in a hierarchy. | The operative clauses formulate superficial proposals for solutions and/or statements. Demands, appeals and/or guidelines don’t sufficiently take into account the complexity of the situation. The sentences are not clearly arranged in a hierarchy. | The operative clauses don’t formulate precise and detailed proposals for solutions and/or statements. Demands, appeals and/or guidelines don’t take into account the complexity of the situation. The sentences are not arranged in a hierarchy. |
| Formal Aspects | The formal requirements are precisely met. | The formal requirements are generally met. | The formal requirements are partially met. | The formal requirements are not met. |
Provide Feedback, Feed-Up and Feed-Forward/Demonstrate Basic Understanding and Reflect
The third opportunity for teacher feedback concerns the draft resolution and is important to ensure its authenticity as well as correctness in form and content. One of the most difficult movements in this learning episode is the switch to a diplomatic language level in the draft resolution, which requires intensive teacher feedback concerning content and language. If language problems are confronted in these feedback sessions, the delegates do not have to argue about mistakes in resolutions or amendments during the debate but can rather work on the formulation of a consensus while co-constructing a joint resolution.
Additionally, students receive peer feedback on their opening speeches. This feedback is backed by an assessment grid that gives clear quality criteria and, therefore, also offers opportunities for self-reflection and serves as a feed-forward.
Facilitate Transfer/Transfer Knowledge
By collecting information about the political, economic, environmental and social dimension of the problem, learners become aware of the global dimension of their consumption habits, which is transferable to other global environmental issues. They also acquire transferable tools for working on global problems: translation and mediation skills, political analysis tools and the linguistic means to articulate a political position publicly and in a formal context. Moreover, the learners acquire transferable knowledge concerning the procedures of the multilateral process in international organisations and might be able to develop an understanding of the complexity of democratic decision-making on an international level.
Mentor Reflection/Present and Reflect
Apart from the individual feedback that is given by the mentor, refection is mainly triggered by the obligation to perform in front of an audience in the committee sessions. Such a challenge creates an opportunity for self-awareness and can make students more open to direct feedback they might receive during the debate and voting procedures. Additionally, they will be assessed by their peers, especially with regard to the consistency of the political position and their conduct as delegates, which provides another opportunity for reflection. An option would also be to set up a press team that comments on the debate in a conference newsletter. Such journalistic feedback could enhance the reflection process.
9.6 Conclusion and Outlook
Pluriliteracies teaching for deeper learning makes sense for political science teachers who want to make full use of language as a driving force for learning political science. By focusing on the language use in different modes and text types, the students can cultivate a subject-specific language repertoire while also acquiring the political facts, concepts, procedures and strategies they need to produce appropriate political communication. By giving and receiving criteria-oriented feedback on various political text types, the learners are empowered to language their learning process as well as their political communication and thus experience deep political learning.
Digital learning environments can facilitate the setting up of complex learning task, such as a MUN conference, and help to save time, paper and organisational work, which might put off teachers from entertaining such formats. To make use of them can prove very rewarding in terms of achieving the main goal of political education, which is for the learners to become politically literate and empower themselves as citizens.
9.7 Learning Materials
Imagine you are a diplomat working at United Nations in New York. With your delegation, you represent a member state or a non-governmental organisation (NGO) and have been assigned to the Economic and Social Council, a sub-committee to the UN General Assembly that deals with environmental problems that need to be solved on a global level.
One of those problems is the question of reducing the harmful impact of informal recycling of electronic waste, which has economic, environmental (i.e. geographical, biological and chemical) and political dimensions.
In order to integrate all those dimensions and develop a well-founded political position based on thorough research, you will divide up the research of those three dimensions in your delegation and then inform your colleagues about your findings.
Tasks
1. Please work in groups of four and do research for the first part of a policy cycle analysis, dividing up the work so that each member of the group does research on one of the following dimensions of the problem of informal e-waste recycling. Add your research results to the respective section of the collaborative worksheet ‘Policy Cycle’, then explain your research results to your group and answer questions.
Political Framework (legal and institutional aspects): In what way does informal e-waste recycling reflect global and domestic imbalances of power? What measures has the international community, especially the United Nations, taken to tackle the problem?
Economic interests: What is the economic value of e-waste, and what impact does that have on the distribution of wealth? What economic interest groups are involved, what are their interests, and in what way do they articulate those interests?
Environmental interests: In what countries does informal e-waste recycling take place, and which countries benefit? What chemicals can be recycled, and what dangers do they pose to the environment if they are not recycled appropriately? What are the effects of informal e-waste recycling on humans involved in the process, especially children?
Social Interests: What is the situation of families who earn their living with informal e-waste recycling? What kind of social policy could the countries with a large informal e-waste recycling sector implement to improve this situation?
You can start with the following websites. Please also include information from non-English websites if possible.
https://ourworld.unu.edu/en/informal-recycling-of-e-waste-a-serious-problem-expert-says (10.7.2021)
http://www3.weforum.org/docs/WEF_A_New_Circular_Vision_for_Electronics.pdf (11.7.2021)
https://www.sciencedirect.com/science/article/pii/S2214999614003208 (10.7.2021)
https://www.itu.int/en/ITU-D/Environment/Pages/Spotlight/Global-Ewaste-Monitor-2020.aspx (10.7.2021)
As homework, read through your teacher’s feedback and improve your group’s collaborative document.
2. As an individual, choose one of the following UN member states, which you will represent as national ambassador in the MUN General Assembly and in the Economic and Social Council, by adding your name and member state to the collaborative document ‘Delegations’. You may also represent a country of your choice and do research in the language of your choice, but each member state can only be represented by one ambassador.
3. Use the worksheet ‘Country Profile and Position’ and the following link https://imuna.org/resources/country-profiles/ to do research on the member state you represent and the political position it might have on the question of informal e-waste recycling.
Countries Sending E-Waste Countries Receiving
E-WasteCountries with Little or No E-Waste Export or Import NGOs USA
Canada
Federal Republic of Germany
France
UK
Norway
Italy
Denmark
Japan
South Korea
AustraliaNigeria
Mexico
Brazil
Senegal
Ivory Coast
Benin
Ghana
Egypt
India
People’s Republic of China
Thailand
VietnamRussian Federation
North Korea
Iran
Chile
South Africa
Nepal
Uganda
Ethiopia
Afghanistan
NigerUNEP (United Nations Environment Programme)
Greenpeace
CTA (Consumer Electronics Association)Based on: World Economic Forum (2019) Please download a copy of the revised collaborative document ‘Policy Cycle Analysis’ and complete it from the perspective of the member state you represent. Answer the following questions.
Possible solutions: What political measures appear feasible for the future? How could formal e-waste recycling be economically stimulated in your member state? What is your member state prepared to do concerning the prevention of the negative environmental and social impact of informal e-waste recycling?
Efficiency of the solution: What are the costs of the solution? What are its benefits? Do the benefits outweigh the costs?
Legitimacy: Is the solution in accordance with the Charter of the United Nations and previous UN resolutions? Is the solution likely to be approved by a majority of the Economic and Social Council or the General Assembly?
4. With the help of the respective writing frame, draft a UN resolution from the perspective of the Economic and Social Council that is in accordance with your member state’s political position.
5. With the help of the respective writing frame, write a one-minute opening speech for the General Assembly that introduces your political position on the question of informal e-waste recycling as persuasively as possible. Exchange your opening speech with a partner and give feedback with the help of the ‘Assessment Grid: MUN Opening Speech’. Revise your own opening speech according to your partner’s feedback.
Lesson Plan
Country Profile:
| Your country’s official name: | |
| The region your country is located in: | |
| Physical features and climate: | |
| Ethnic composition: | |
| Official language and other languages: | |
| Country’s capital and other major cities: | |
| Quality of life for an average person: | |
| Date of foundation of the country: | |
| Type of government: | |
| Natural resources: | |
| Major imports and exports: | |
| Biggest trading partners: |
Political Position on the Question of Informal E-Waste Recycling:
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Writing Frame: Opening Speech (max. 1 minute)
How to Write a UN Resolution (Created Using: https://bestdelegate.com)
A resolution has three main parts: the heading, the pre-ambulatory clauses and the operative clauses.
1) Timetable 2) Lobbying 3) Guidelines for Procedure during Committee Debate 4) Procedure – Chronology 5) Committee Procedure at a Glance 6) MUN Best Delegation Award 7) Dress and Behaviour Code 8) Language 9) How to Be the Perfect Diplomatic Delegate 10) Appendix
Timetable
Model United Nations Conference 9.00–9.30 Welcome and explanation of debating rules
9.30–10.30 Opening ceremony with opening speeches
10.30–11.00 Coffee break with lobbying
11.00–12.30 Economic and Social Council in session
12.30–13.30 Lunch break
13.30–14.30 Economic and Social Council in session
14.30–14.45 Coffee break with lobbying
14.45–15.30 Economic and Social Council in session
15.30–16.00 Closing ceremony with best delegation awards
Lobbying
Delegates lobby both before and during the conference. First, they read all resolutions submitted to the General Secretariat (teachers) and published via Padlet. They try to convince other delegations of their resolution, make them sign it or join other delegations, integrating their pre-ambulatory or operative clauses. The idea is to get as many co-submitters for a resolution as possible by ‘advertising’ them verbally via chat or video call.
Delegations can use all channels of communication to work cooperatively on resolutions and merge them. In order to submit a merged resolution for the Economic and Social Council debate, the delegations need to collect the approval of the teachers’ panel.
Guidelines for Procedure during Online Committee Debate
1. One delegate of each member state makes an opening speech of a maximum of one minute.
2. All delegates switch on their camera while speaking.
3. The Chair selects resolutions for the debate and decides on the order of the agenda.
4. Two formal debates are held, debating resolutions in committee.
5. The main submitter (i.e. the member state handing in the resolution with the most signatures in lobbying process and the approval of the chair) reads the operative clauses to the committee.
6. Delegates write their country’s name in the committee chat to request time to speak for or against a resolution or amendment.
7. The statements for and against the resolution are followed by points of information (questions). They can be raised by writing your country’s name and ‘?’ in the chat. Tip: you can also use questions to express your opinion (e.g. by using rhetorical questions). The Chair’s decision to allow questions is final.
8. Time for: The submitting delegation is invited to speak for two minutes in favour of the resolution or amendment plus one minute for questions or comments from the floor (including right to reply).
9. Then time for or against: All other delegations are invited to speak for two minutes in favour or against the resolution plus one minute for questions or comments per speaker (including their right to reply).
10. If an improvement to the resolution can be made by striking out whole clauses or parts of them or adding an operative clause or new phrasing, delegates can submit amendments to the Chair.
11. Amendments to operative clauses or resolutions are considered during time against by writing the quotation in the chat; for example, ‘Turkey: “Regrets that troops have not been withdrawn from …”’. Any changes need to be underlined. If approved by the Chair, these can be debated. Each speaker has two minutes to make their case. Each amendment is then voted on.
12. Delegates can also submit new operative clauses as amendments (see submitting an amendment in 5. Committee Procedure at a Glance).
13. The Chair may post a speaker list in the chat to announce the upcoming speeches.
14. When the Chair decides, a vote is called for the amendment or the whole resolution to be approved or rejected by a majority vote.
15. Points of Order can be raised anytime by writing your country’s name and ‘#’ in the chat. Besides questions on procedure, timetable, etc., this includes the request to move on to vote for amendments or the whole resolution or move the debate to another amendment or new resolution. The Chair may decide to put this to a vote (a two-thirds majority of the committee is required).
16. Votes are held in the chat. Delegates therefore either respond FOR or AGAINST within ten seconds after the vote has been called by the Chair.
17. You can support other delegation’s resolutions (e. g. during informal debate), submit amendments via chat to the Chair and request time for the debate of the amendment.
Procedure – Chronology
GENERAL ASSEMBLY Day 1 Chair:
• Opens General Assembly by welcoming delegations
• Asks speakers to address the General Assembly
• Asks delegations to take the floor to deliver their opening speechesDelegates of the member states:
• Switch on their microphone and camera
• Deliver their opening speeches of maximum one minute
• Ask questions to the keynote speakers and enter informal discussion with themECONOMIC AND SOCIAL COUNCIL IN SESSION Chair:
• Switches on microphone and camera
• Delivers welcome address
• Informs delegates about the order of the agenda
• Asks sponsors of the first (most successful) resolution to read out its operative clauses (delegations are expected to have read the pre-amble)Sponsors (main submitters) in ‘time for’:
• Read the operative clauses to the committee
• Speak for two minutes in favour of the resolution plus one minute for questions or comments from the floor (including right to reply)Delegations:
• Can raise points of information (questions on the resolution) by writing their country’s name and ‘?’
• Can raise points of order (questions on procedure, timetable, etc.) by writing their country’s name and ‘#’Delegations in ‘time for and against’:
• Write their country’s name in the committee chat to request time to speak for (e. g. RUSSIA +) or against (e. g. USA -) the resolution
• Speak two minutes in favour or against the resolution plus one minute for questions or comments per speaker (including their right to reply)Chair
• Calls upon delegations to hand in amendments to the resolution
• Organises the speaker list in the chat
• Reads out amendments and presents them by sharing the screen
• Sets ‘time for’ and ‘time against’ the amendment
• Decides on votes for amendment or the whole resolution (two-thirds majority)Delegations
• Improve the resolution by amendments striking out or adding whole clauses or parts of them or adding an operative clause or a new phrasing
• Write the quotation in the chat with any changes underlined (e. g. ‘Turkey: “Recommends Agrees that electronic waste recycling should not be carried out on the basis of child labour …”’)
Committee Procedure at a Glance
Write … in the Committee Chat Example Submitting an amendment Country’s name and quotation of the changed operative clauses ‘…’
(with underlined changes)Turkey: ADD/STRIKE OUT/REPLACE ‘Recommends Agrees that electronic waste recycling should not be carried out on the basis of child labour …’ Points of information Country’s name and ‘?’ USA? Request time to speak for resolution or amendments Country’s name and ‘+’ Russian Federation + Request time to speak against the resolution or amendments Country’s name and ‘-‘ Federal Republic of Germany - Points of order (questions on timetable, procedure, etc.) Country’s name and ‘#’ UK #
MUN Best Delegation Award
Passing a constructive solution is the individual goal of MUN. Never forget that, as a delegation, you must work together as a team to win the prestigious award of ‘MUN-BEST-DELEGATION’.
Criteria:
Ability to work constructively on the resolution
Ability to cooperate with other delegations
Authenticity of portrayal (including political position, appropriate language and style)
Dress Code and Behaviour
Behave like UN delegates at all times.
All delegates must have their camera switched on while speaking, therefore all delegates are required to wear formal clothing (shirt, tie, …); Jewellery and make-up should be unobtrusive, with no facial piercings.
Make sure you ALWAYS switch off your microphone and camera if you are not talking.
If possible, create a suitable background indicating your country (flag, traditional items or clothing, …)
Please do not chew gum!
Follow the instructions in 9 – How To Be the Perfect Diplomatic Delegate
Language
In all your dealings, be courteous to everyone, especially the Chair, and always address them as ‘Mr Chairman’ or ‘Madam Chair’ during debate.
Always use the third person while speaking. Delegates will refer to themselves as ‘this delegate’ and other delegates as ‘the distinguished delegate of the United Kingdom …’, using the country’s official name.
Speak of yourself as ‘(country’s official name) thinks that …’ or ‘the delegation of (country’s official name) suggests that’ and address the chair and other delegates as ‘Would the honourable Madam Chair please …’ or ‘Could the distinguished delegate of Israel please elaborate on …’
See Worksheet 9.6 How to Express Yourself as a Delegate.
How to Be the Perfect Diplomatic Delegate
The essence of MUN is to try to recreate reality. As a diplomat, therefore, you must be supremely diplomatic, creating or maintaining peace and accord, the purpose of the real UN. You should, therefore:
◦ become aware of the will of your committee
◦ achieve consensus for decision-making, emphasising negotiation rather than confrontation
◦ address the issue by defining its terms
◦ never indulge in meaningless rhetoric
◦ never sacrifice the country’s interest to serve private motives (either your own or someone else’s).
Always speak slowly, clearly and loudly, so that people can hear and respond to your points. Always follow the rules of diplomatic language. Never use colloquial language.
Remember: when talking on a resolution, you are a salesperson!
Try to come up with your own ideas on how to solve the problems being debated.
Chairs get annoyed by dilatory points and poor debate. Be prepared to speak up if the chair has the impression the country is not contributing to the debate enough.
Always have points of information prepared and work as constructively as possible on all resolutions.
Do not try to make too many points in your speech. All arguments must be as constructive as possible.
Ensure that your arguments against others’ resolutions are sensible and politely expressed.
Follow the rules on ‘How to Argue’.
