Model United Nations and Advanced Geography (UNAG) Course Syllabus CTY 2014

Transcription

1 Model United Nations and Advanced Geography (UNAG) Course Syllabus CTY 2014 Week One Objective Students will take the first steps towards developing greater global awareness through the research and exploration of the regions of the globe. Students will spend the first two weeks working on activities focused on the different region: the Americas, Africa, the Middle East, Asia and Europe. Focusing on the physical geography and major global issues that face each of these regions, students will draw connections between regional issues and global issues, and highlight how physical geographic barriers (mountains, oceans, etc ) affect these relationships. By starting with the Americas, students will expand upon their strongest reference point the United States and North America to journey south include Latin America, from there students will travel the globe, adding regions to their mental map. Day 1 Day 2 WHAT (skills & knowledge goals, Introduction to the course Class Expectations, Honor Code Pre-Assessment Study of Geographic Themes Discussion of World Issues- If the World Were a Village Mapping Activity for location: relative and absolute (Lat/Long) Review of course material from the day before Map Projections and images of the earth Icebreakers, Name Games, Overview of class schedule Brainstorming class expectations on the board, supplemented by Instructor/TA guidance Presentation of 5 geography themes, pairs exercise using National Geographic magazines to identify examples of the themes Review of longitude and latitude with mapping, and location finding activitystudents are given cards with locations and then find them on the map worksheets they have Flag identification mapping activityidentifying the flag, then finding the name and coordinates of that country, placing it then on a blank grid Start the Day: Worksheets that reinforce regions of the globe and lat./long. map reading skills Introduction to guided reading of the New York Times Grapefruit activity to understand map distortion

2 Day 3 (Intro to Global Resource Inequality and Development) Day 4 (Latin America/ Africa) WHAT (skills & knowledge goals, Introduction to argument and debate (which map projection is best) Types of Maps Choropleth Maps Activity Gap Minder Graph Analysis Journal reflections Review of course material from the day before World Economic Systems Simulation Follow up on choropleth mapping and GDP correlations State and Sovereignty Exercise, Types of Governance Review of course material from the day before Social Justice and Trade Reading (time permitting) World System s theory note taking Practice research skills in computer lab while reinforcing GDP correlations with Africa research project Building the Americas Map presentation preparation Guided note taking on different types of maps, their uses and purposes Working off own reading, notes and images in atlas, develop an argument. Then working with peers, formulate a speech/presentation to defend your perspective. Create their own Choropleth maps with GDP tables to map global trends, explore the connections and relationships between GDP and other factors Introduction to journal writing and expectations, make journals Review worksheets on GDP, Choropleth maps How do articles in the New York Times illustrate important foreign policy (introduce terms: foreign vs. domestic, containment, deterrence, arms race etc as necessary) Students will be split up into 3 tiers, roughly representing aspects of World Systems Theory. The simulation will highlight the difficulties that countries have developing. Using an atlas to collect data and make correlations maximizing statistics as a form of research on a country Mental mapping of democracy, oligarchy and autocracy, with web worksheet. Brainstorm current examples. article, complete analysis worksheet Discussion of terms brought up in readings: trade barriers, tariffs, imports, exports, WTO, OPEC, free trade advantages and disadvantages Lecture and discussion on World Systems Theory and its implications on NAFTA etc Time in computer lab- students will each research important information about a different country in Africa and compare to document trends Asses base knowledge with a fill in the blank map, then using atlases and craft supplies,

3 Day 5 (Middle East cont.) WHAT (skills & knowledge goals, State, Sovereignty, Nationalism term definitions and mental mapping Review of debate format and skills: argument hierarchy, parts of debate Opening Statement structure Introduction to South Asia Water Issue (pending change of topic due to current events) Review debate situation, and prepare arguments Debate each student will create and label a country from the region, and present their research on this country to the class Reflective journaling article, complete analysis worksheet Review of debate format, taking opposing sides, short role plays as necessary Introduce hamburger of opening statements Individually reading of Jordan River packets, discussion of main issues as a class Students will have some time to strategize, prepare etc in groups Role play debate over water rights in South Asia (Bangladesh, China, Nepal, Pakistan, India)

4 Week Two Objective Students will finish their tour of the world with the study of Asia and Europe and then shift focus from the regions themselves to how countries interact with each other internationally. In preparation for the Model UN simulations, students will use Week Two to develop more detailed understandings of the UN structure and their assigned countries. During this week students will be introduced to Parliamentary Procedure, draft position papers on the most important topics for each of their countries, and then discuss these broad issues in a series of mock General Assembly meetings. Students will synthesize what they have learned about the structure of the UN, by recommending certain topics to other committees, UN organizations, and bodies. Students will practice their public speaking, persuasive writing and speaking skills; this will also prepare them for Week Three s mock Security Council simulation. Day 1 Day 2 Finish South America Presentations Antarctica-digital mapping innovations Introduction to the UN, its major organs Individual research to build country profiles Review of material from previous day: UN Organs Subsidiary Bodies Introduction Understanding development aid through the World Food Programme case study Introduction to UN style debate Introduction to rules of procedure Introduction to resolution writing Guided note taking of UN Readings- United Nations at a Glance Chapter 1 Activate learned knowledge through the Organs Puzzle and fly swatter game Assign Countries for next two weeks, Students will begin their research for their assigned countries in the computer lab (UN scavenger hunt, getting to know your country sheet) Lecture and note taking on the role of subsidiary bodies paralleled with information in their books Use of WFP Food Force Game in Computer Lab with guided note taking to engage in the steps necessary for humanitarian aid Overview of Rules of Procedure and caucusing using the examples from Food Force Review of Preambulatory versus Operative Clauses in resolution writing: Draft resolutions for Food Force example

5 Day 3 (First GA Simulation, Development Issues) Day 4 Day 5 Review of Rules Position Paper Writing Simulation of GA committee on the issue of Famine in the Sahel (including Moderated Caucus time, and resolution writing) Journaling Asian geography Study of the Major Agencies and Subsidiary bodies of the United Nations Pirate negotiations, Universal Declaration of Human Rights and the Geneva Conventions Pirate Simulation (General Assembly) Worksheet on Rules for review Review hamburger graphic organizer for opening statements Using the data collected in the computer lab, students will draft position papers for use during the simulation, students will also be given access to classroom resources and computers Simulation will reactivate learned knowledge about their countries perspectives, the Rules of Procedure, and the extent of the UN s powers Working in teams to complete a multi-stepped scavenger hunt students acquire knowledge about Asian while also improving their research and data collection skills using available books etc in the classroom Working individually, students will become experts on different UN subsidiary bodies/agencies and then present to their classmates Students will negotiate for items in return for their RAs, learn about International Humanitarian Laws that protect us all in the process Building off the preparation from the previous day, students will replicate a General Assembly meeting and discuss their recommendations for solutions to the Somali Piracy in the world utilize information about subsidiary bodies in their resolution writing

6 Week Three Objective Students will continue to build on their knowledge of the UN and their simulation experiences with the General Assembly by branching out through small simulations and activities that examine global issues (health, poverty, human rights, economics). Students will also prepare for the culmination of the course with their final simulation of the Security Council. Day 1 Day 2 Day 3 Amending Resolutions Furthering your knowledge of your country Introduction to the EU Review what we know about Europe, through individual exercises about different parts of the continent, and then sharing with the class Review of UN organs Review of Human Rights, the Universal Declaration of Human Rights If time allows: expand on capitalism world trade simulation with socialist/communist progression in the activity Review of UN Procedure Climate Change Simulation Journaling Reflecting on the efficacy of the resolutions written about climate Discussion of friendly versus unfriendly amendments practice amending using piracy resolutions Additional time in the Computer Lab, more open ended questions as researching points, ability to use a variety of sources (what is legitimate?) Read about the EU and create a map illustrating the member countries Emphasis on who in the UN is responsible for what, and where its limitations lie prompt discussion of limitations of major organs, successes of smaller bodies Review of voting procedures, and further explanation of Rules of Procedure (General Assembly versus Security Council) Prepare for the debate, speech writing with peer review Simulation SC discussing the issue of environmental refuges and Climate Change Interruption of the simulation with press conference/protest (with BACO and WRIT) Climate change resolution writing Students will read through and reflect on their previous afternoon s

7 Day 4 Day 5 change limitations of the UN system Overview of Refugee situations in the world, current UN bodies working on the situation, definition of refugees Peacekeeping and Conflict Resolution- the UN s role Preparation work for simulation on Nuclear Weapons in Iran and North Korea If there is time: Trivia Challenge Bowl Nuclear Crisis Security Council simulation Post Assessment test & SPEs Completion of Security Council simulation Reading of the NY Times Closing Activities work, consider what they accomplished and what is left undone Note taking and worksheet on UNHCR and refugee vocab and definitions real life examples, limitations of the system Reading and Guided Note Taking of Chapter 4 in United Nations at a Glance what s the most shocking thing you learned? Read through prepared research, students will reflect in preparation for simulation and draft position papers on the topic Simulation of Security Council meeting on nuclear weapons: moderated and unmoderated caucus, resolution writing and voting, power of the veto, frustrations of the veto system in action