SUGGESTED+CURRICULUM+MAP+FOR+MUN+IMPLEMENTATION

CURRICULUM MAP : Integrating Model UN into Malden Public Middle Schools, Grade 7 Familiarize students with role of the UN in world affairs || What is the UN?: An Introduction || TBD || TBD || **Video Resource: The United Nations, It's Your World.** || Begin to familiarize students with Model UN “jargon” || Silly Simulation: Introduction to Model UN Procedure || Public speaking Negotiation Problem Solving Cooperation || Speaking and Listening Standards
 * WEEK || OBJECTIVES || ACTIVITIES || SKILLS || STANDARDS* || RESOURCES ||
 * 1 || Introduce students to the United Nations
 * Watch it from this wiki site
 * YouTube link to watch or download
 * 2 || Introduce students to rules of procedure in a Model UN simulation

1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher led)

with diverse partners on // grade 6 topics, //

// texts, and issues //, building on others’ ideas and

expressing their own clearly.

a. Come to discussions prepared, having read or

studied required material; explicitly draw on

that preparation by referring to evidence on

the topic, text, or issue to probe and reflect on

ideas under discussion.

b. Follow rules for collegial discussions, set

specific goals and deadlines, and define

individual roles as needed.

c. Pose and respond to specific questions with

elaboration and detail by making comments

that contribute to the topic, text, or issue

under discussion.

d. Review the key ideas expressed and

demonstrate understanding of multiple

perspectives through reflection and paraphrasing

6. Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when

indicated or appropriate. (See grade 6 Language

standards 1 and 3 on page 52 for specific

expectations.) || || Introduce statement of the problem  Introduce history of issue || Distribute Topic Guide  Read and complete first two sections of guide || Critical reading  Vocabulary  expansion  Critical thinking  Building background knowledge || Reading Standards for literacy in History:  Craft and structure:  Determine the meaning of words and phrases  as they are used in a text, including vocabulary  specific to domains related to history/social || Video Resources to Introduce the Topic: Watch from this wiki site: [|Clean Water Video A] (short and jazzy)  Watch it from youtube to view or download: [|Clean Water Video A] (short and jazzy) [|Clean Water Video B] (8 min. news-style) //(see videos- bottom of page)// Clean Water Topic Guide. Below it is provided in two forms: The 'Single File' doc contains all 10 pages in one PDF. OR . * 'Topic Guide - Part 1' contains only the materials you will need for this lesson.
 * 3 || Introduce students to topic, e.g., “Clean Water”

Link to the NYT article on the Boston water main break [|HERE] Newly Uploaded!!!: Student Worksheet for Topic Guide Part 1: || Identify causes and effects of an issue Understand the impacts of an issue across sectors (society, environment, culture) || Continue reading about issue in topic guide Complete only first two columns of Dividing the Problem handout || Analyzing facts Making inferences Categorizing data || Reading Standards for Literacy in History Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies Reading Standards for Literacy in History Key Ideas and Details 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. || Topic Guide - Part 2' contains the following sections: * Discussion of the Problem * Past International Actions * Recommendations for Formulating a Resolution Handout: Dividing the Problem:  Video Resource: @http://speaking%20and%20listening%20standards%201.%20engage%20effectively%20in%20a%20range%20of%20collaborative%20discussions%20%28one-on-one,%20in%20groups,%20and%20teacher%20led%29%20with%20diverse%20partners%20on%20grade%206%20topics,%20texts,%20and%20issues,%20building%20on%20others%e2%80%99%20ideas%20and%20expressing%20their%20own%20clearly.%20a.%20come%20to%20discussions%20prepared,%20having%20read%2TED Talks - The Lifesaver || Familiarize students with web pages of relevant UN bodies || Introduce Methods of Internet Research * Optional lesson, computer lab required || Media literacy Data analysis Data collection || Writing Standards for Literacy in History Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9. Draw evidence from informational texts to support analysis reflection, and research. || Student Link: Handout: UN Scavenger Hunt Student Worksheet:
 * 4 || Give students opportunity to “deconstruct” large topic into smaller parts
 * 5 || Gather primary data from reputable sources



Answer Key: || Synthesize information || Commence Country Research || Data Collection Data Analysis || Reading Standards for literacy in History: Integration of Knowledge and Details Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. || Computer Lab // Hard Copies of Country Background Guides (if computer lab is unavailable) // Handout: Country Research  || Synthesize information Commence position paper writing process || Position Papers Alternate projects as needed for differentiation || Expository writing || Reading Standards for literacy in History: Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources. Writing Standards for literacy in Social Studies 1. Write arguments focused on // discipline-specific // // content //. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented || Refer to the shaded column of this handout: Handout: Position Paper Outline
 * 6 || Make inferences on country position based on prior knowledge
 * 7 || Make inferences on country position based on prior knowledge





|| Alternate projects as needed for differentiation || Expository writing || Reading Standards for literacy in History: Key Ideas and Details: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge and opinions || Handout: Sample position paper || Review Sample Country Proposal Complete Country Proposal handout || Critical thinking Analyze information Make inferences || Writing Standards for Literacy in History 1. Write arguments focused on // discipline-specific // // content //. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented || Topic Guide: Refer to Bloc Positions
 * 8 || Continue the position paper writing process || Position Papers
 * 9 || Apply knowledge to propose a solution to an international problem || Read Bloc Positions section of Topic Guide

Handout: Student Country Proposal || Negotiate solutions Draft resolution || Opening Speech Outline Model UN: full simulation || Oral presentation Debate Critical Thinking Negotiation Cooperation || 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on // grade 6 topics, // // texts, and issues //, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on  that preparation by referring to evidence on  the topic, text, or issue to probe and reflect on  ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ............................................................ d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing 6. Adapt speech to a variety of contexts and tasks,demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.) .............................. || Handout: Opening Speech Outline District-wide simulation facilitated by UNA-GB staff
 * 10 || Present ideas, knowledge and expertise about country

|| * All standards cited in this curriculum map are taken from Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies, Science, and Technical Subjects

media type="file" key="The United Nations_ It_s Your World.mp4" width="494" height="482"

media type="file" key="Water_Video_A.mp4" width="701" height="660"

Clean Water Video

media type="file" key="Water and sanitation_ a partnership for change.wmv" width="711" height="526" Water and Sanitation Lesson Resources