teaching guide to the model united nations

7/29/2019 Teaching guide to the Model United Nations

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The Model United Nations

Introduction

The Model United Nations is a programme that allows students to take on the role

of delegates from specific countries, learn about international issues, and discuss

these issues from the point of view of their chosen country. The 4 core skills

(reading, writing, speaking & listening) are practised and improved both during

the research sessions and the actual UN conference itself. Weeks before the

conference, delegates will conduct research into their country, the topic to be

talked about, and their countrys opinions on the issues at hand. When the time

comes for the meeting, delegates will discuss the issues on the agenda, and try

to put forward resolutions to solve these problems; resolutions which will need to

be voted on if they are to be passed. So the delegates must negotiate with eachother, trying to secure a Yes vote for their resolution. The end of the

conference leaves the students with a heightened knowledge of international

issues, and problems that they might not otherwise have known about. It also

leaves them realising that things they do in their own country can affect global

issues such as global warming or child soldiers.

Although the MUN only began in 1945, model conferences were being held much

before that, with students taking on the role of countries in the League of Nationsfrom the 1920s. Initially, the MUN started in the USA, and it remains very

popular there both in high schools and universities. Although not well known in

Europe, conferences are starting to increase in number and size. This year over

200,000 students will take part in over 400 MUN conferences in around 50

countries in the world. The main conference in Japan is the All Japan MUN

(AJMUN), which features around 300 students from 50 high schools throughout

the country. Koyo Prefectural Senior High School also runs 1 or 2 conferences

throughout the year in Okinawa, to which delegates from other Okinawan high

schools are invited. These conferences usually feature around 50 students, with

each student being a delegate for a separate country.


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Creating or joining an MUN conference

The MUN conference should be the goal for both teachers and students in this

programme. Whether the MUN is performed as a club activity, or a

classroom-taught subject, everything should be focused towards the MUN

conference and emphasising the importance of students taking an active part in

the meeting.

Topic: The first thing that needs to be determined for an MUN conference is the

topic to be discussed. This could be a very specific issue, such asThe North

Korea Nuclear Problem, or it could be a much wider-ranging topic, such as

Global Warming or Resource Conflicts. If you are creating your own

conference, some thought must be put into the topic by teachers. Too general a

topic could result in a conference which takes too long and doesn t result in a

good final resolution. Too specific a topic could result in a conference which is

over in a couple of hours. At Koyo SHS, the classroom conferences usually last

between 10 and 14 hours. Be creative with the ways you introduce your topic:

in 2007 the students talked about, Conflict diamonds and how to stop future

resource conflicts. As an introduction to this topic, the students watched the

film, Blood Diamond. This achieved a number of goals: the students were

watching and listening to a film in English, they were learning about their MUN

agenda item, and they didnt feel like they were in a classroom lesson. If youare joining a conference hosted by another school, the issues of choosing a topic

are not relevant to you.

Country selection: This is a very big thing to think about for your MUN

conferences. You really want to create a good geographical spread of countries

that will take part in the conference. A good example of this would be choosing

25% of countries from North & South America, 25% from Europe, 25% from Asia

& Oceania, and 25% from Africa. Also try to have an even number of developedand developing countries in the conference if you dont it could make

discussions very one-sided. Also, think about the countries involved in the topic

at hand. For example, if your topic is global warming, you would want to include

both the worlds largest polluters, and the countries which are feeling the effects

of global warming, no matter how small. Here it is good to emphasize to

students that all countries have an equal standing in the UN, and they all get one

vote. So smaller countries have as much power as larger ones.

Research: Once students have chosen/been allocated their country, this is

where the work for them begins. Their aim is to create a Position Paper a


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Country Information WorksheetWhat is your country?________________________________________________

Where is your country (Africa, Asia, Europe etc)?________________________

What is the capital city in your country?________________________________

Who is the leader in your country, and are they a president, prime minister,

king/queen, or emperor?______________________________________________

What is the currency in your country?__________________________________

What is the Gross Domestic Product (GDP) per capita in your

country?____________________________________________________________

Please write some more information or trivia about your country below.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

What is the population of yourcountry?________________________

________________________________

Draw and colour your countrys flag.Draw a map of your country, showing the

capital city.


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speech detailing their countrys background, their countrys opinion on the issue

to be discussed, and possible actions they feel the UN should take. A lot of

research should be undertaken, and it could be done in 3 parts. Firstly, the

country is researched so that the students know about where they are delegates

from. For some countries this is easy, but do many students know where

Maldives or Angola is? To start them thinking about this, the students can be

given a worksheet to fill in about their chosen country (see page 3 for a sample

worksheet). Students can then make a presentation of their country to their

class, so that everyone starts to understand where each country is. Thepresentation shouldnt be too indepth to start with; introduce the countrys name,

location, flag, and then something more interesting for the students to research

and present, like the language for example. If the students are of a high level

then you can ask them to present more detailed information about their country.

Once the students have a fairly solid foundation about their country, they can

start to research the topic. It should be stressed though that the students need

to know and remember information about their country. If the student cant

remember who their countrys leader is or if their country is a developed or

developing country, they will struggle in the MUN conference. The foundations

of knowledge need to be made here as everything from here on will be building

on that. Knowledge can be tested by a test on their chosen country.

Researching the MUN topic is first done on a general and global scale (i.e. notspecifically relating to their country.

Teachers need to be actively involved in this part of the research, and information

should be given to the students in the form of reading assignments. The teacher

will need to do extensive research on the topic, as students will expect them to

have answers to their questions. It will also help you direct the students own

research. Be aware that there will be a lot of new words for the students, and

the meanings should be made clear. If the topic is large, students could beasked to make a presentation about a certain aspect of it. This will allow them to

focus their research a little, and then learn from the presentations made by

others. Teachers should stress that presentation giving, listening and

note-taking skills are vital for a good MUN delegate.

When students are doing research on the topic, encourage research to be done in

English. This may be more difficult initially, but will help them during the

conference when they have to talk about these things in English. And once

again, be creative with how you get the students to research topics. This year,

Koyo students were asked to contact jewellery shops all over Japan by phone,


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Student poster presentation on resource conflicts in DR Congo

And ask them where their diamonds came from, and what their policy was on

conflict diamonds. The students were not keen on this initially, but it was very


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successful and will be continued and built upon in forthcoming conferences.

Depending on the class type, you can incorporate skits or drama so the students

can illustrate parts of the topic they will discuss.

The final part of research is joining the 2 previous parts. The students now have

to look at the topic and how it affects their country. This is the part of research

where some students will become frustrated. Because, for example, there is no

direct relationship between the UK and child soldiers, they may think there is

nothing to talk about. But encourage the students to think and look deeper.

Maybe the weapons the child soldiers use are made by British companies.

Maybe the resources they are fighting for are used in western goods; the demand

for these goods and the resources are high, so the conflicts and killings continue.

Even if a country has no relationship at all with the issue, encourage the student.

This gives them the chance to be completely neutral in the conference and to find

a solution that is best for everyone. The students should be working towards

making a position paper. This is a 2-3 minute (usually) speech which is made up

of 3 parts:

1. A very brief introduction to the country.2. Information on the problem and how it affects their country.3. A general idea of how the problem can be solved.

On the following 2 pages you will find a template that the position paper shouldfollow, and a sample position paper made by Koyo students who were talking

about Global warming. You will notice slight differences in the template and the

position paper they made. This is because there is no set position paper. If a

delegate wants to talk about the problems only, without talking about their

country and a possible solution, that is their choice and they are free to do so.

A common problem you will find when students start taking on the role of

delegates and talking about their country is that they are often too honest! Theyoften continue to look at the issue from a neutral point of view and will criticise

their own nation. For example, you may have the delegate from

Burma/Myanmar stating to the UN that they admit to committing many human

rights abuses as one of the first parts of their position paper. This is a difficult

problem to overcome, and you just have to keep encouraging students to think as

if they were from their chosen country. Hopefully they will start to understand

and will refine their speeches appropriately.


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Position Paper WorksheetUse this sheet to help you write your position paper.

Greeting: Good morning/good afternoon delegates

Introduce your country: _________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

What is the problem and how does it affect you? ___________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

How can we solve this problem? _________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

Ending: Thank you. I yield my time to the chair.


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Committee: General Assembly

Topic: Global Warming

Country: The Kingdom of Sweden

Delegates: *****************

Position PaperGlobal warmings effects and influence on the global climate is visible all around us now.

As time has passed in the past century, Arctic ice has begun to gradually melt and sea

levels have started to rise. If this situation continues, then low-lying island nations

such as Vanuatu and Maldives will sink into the sea and will simply disappear.

Also, climate is changing in many parts of the world because of global warming.

For example, acid rain damaging soils and forests, particularly in our country, seriousdroughts in Australia, and abnormal weather patterns all over the world. These

things are not naturally occurring phenomena they were caused by human actions.

Our nation is addressing global warming on a domestic level. For example, we are

separating household waste and recycling as much as we can, and are imposing taxes

on CO2 emissions. Out carbon dioxide emissions are 0.4% of the global total.

We are raising public awareness of the environmental problems they will face

in the future, and we hope that our people will address this issue. But individualnations cannot succeed the only way to secure our future is if we can get a consensus

of nations to take action to reduce these effects. Humans caused this problem and

ultimately they must address and deal with it.

We must, as global citizens, address this problem actively. Thank you.


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Regional Bloc Meetings: As the MUN conference draws closer, and position

papers are completed, students should continue to research the topic. If

possible, teachers should search for news articles relating to the subject and

present them to students. This is also the time for regional bloc meetings to

take place, if possible. In this meeting, all of the delegates from one continent

will come together and talk about the problem. They will present their position

paper in small groups, and then hold short Q&A sessions. Their position papers

must be given in English, but it is possible to allow students to ask questions in

Japanese in these meetings. A clear understanding of the issue and countries

opinions is more important than practising their English listening skills at this

time.

The Model UN conferenceThe Model UN conference, the climax of the studentsand teacherswork always

arrives much earlier than you expected. One of the first things that need to be

done is the Chair & secretary has to prepare for the meeting. The Chair is

usually chosen in advance of the meeting, and should given some tuition by

teachers on how to prepare for the conference, the structure of the conference,

and phrases they will need to use throughout (see pages 10-11). Delegates are

given a similar phrase sheet with phrases they will need to use during the

conference (see page 11). A much-simplified format for the meeting is shownon pages 13 and 14. Placards are then given to each student with their countrys

name written on it. This placard will be raised when voting and when delegates

wish to make motions during the conference (for a small example, see below)

JapanFoldFold


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MUN Phrase Sheet for Chairs

All delegates, please take your seats. The ____________ is now in formalsession. We will begin with role call

Would any more countries like to be added to the Speaker s List at this time?if you wish to be added from now on, please pass a note to the front.

Are there any motions on the floor at this time? (wait 5 seconds). Seeingnone, we will move to formal debate. The next speaker is

________________. You have 3 minutes.

Time! Thank you delegate from ___________________. Are there anymotions on the floor at this time? (wait 5 seconds). Seeing none, the next

speaker is ________________. You have 3 minutes.

There is a motion to suspend the meeting for a ________ minute caucus.We will go to an immediate vote. All those in favour (count votes). All

those opposed (count votes).

With ________ votes in favour and _______ votes opposed, thismotion passes. We will restart the meeting in _______ minutes.

With ________ votes in favour and _______ votes opposed, thismotion fails. Are there any other motions on the floor at this time?

There is a motion to move to informal debate for ________ minutes. We willgo to an immediate vote. All those in favour (count votes). All those

opposed (count votes).

With ________ votes in favour and _______ votes opposed, thismotion passes. We will now have informal debate for ______

minutes.


There has been a working paper submitted to the floor by ______________._______________, would you like to explain your working paper? You have

3 minutes.

There has been a draft resolution submitted to the floor by ______________.This is draft resolution number _______. _______________, would you like

to explain your draft resolution? You have 3 minutes.


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There has been a motion to close debate and move to voting. All those infavour (count votes). All those opposed (count votes).

With ________ votes in favour and _______ votes opposed, thismotion passes and the debate is closed. There are ______ draft

resolutions which have been submitted and which we will vote on.First, we will vote on resolution number ________. In this voting,

you can either voteyes,no,abstainorpass.


There has been a motion to adjourn the meeting. All those in favour (countvotes). All those opposed (count votes).

With ________ votes in favour and _______ votes opposed, thismotion passes. The _________ meeting is now closed. Thank you.

MUN Phrase Sheet for Delegates

Motion! I would like to motion to suspend the meeting for ________minutes.

Motion! I would like to motion to move to informal debate for _______minutes.

Motion! Could you please ask all delegates to speak moreclearly/loudly/slowly.

Motion! I would like to submit our working paper to the floor. (pleaseshow to teachers first)

Motion! I would like to submit our draft resolution to the floor. (pleaseshow to teachers first)

Motion! I would like to motion to close the debate and move to voting. Motion! I would like to motion to adjourn the meeting until next class. (at

the end of each class)

Motion! I would like to motion to adjourn the meeting. (at the end of themeeting)


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Meeting Format: An MUN meeting has a fairly standard format for delegates

to follow. Sometimes there will be changes in the format, but if so these will be

announced at the start of the meeting.

Roll call: The role call will happen at the start of every day/class of themeeting. It is simply a register of which countries are present in the meeting.

The chair will call out the countrys name, and the country will reply by raising

their placard and calling out, Present. This will be continued until all

countries have been read out. If any country is absent, it should be noted

down by the chair for future reference.

Speakers list: Once roll call has been completed, the speakers list isopened. This is a list noted down on a board or projector screen for all to see,

showing which countries are in line to give a speech. Any student who wants

to make a speech (i.e. initially, to give their position paper) should raise their

placard. The chair will read the names of the countries which raised their

placards. As their country names are read, delegates will put down their

placards and the secretary will write their name down in order. This order

will be the order of speeches in the conference. If a delegate wishes to make

a speech after the first speakers list has been made, they may write a note to

the chair asking to be put onto the

speakers list (see right).

Speakers time: Once the speakers listhas been created, a time for the speeches

needs to be decided upon. Usually this

is between 2 and 3 minutes. The

process for this can take one of two forms.

Firstly, a delegate may propose a time

limit for speeches and then an immediatevote is taken for people who agree or disagree (no abstentions).

Alternatively, 4 short speeches may be made (2 in favour and 2 opposed)

after a speech time has been proposed and before the voting takes place.

Formal Debate/Position Papers: Now is the time for students to come to the

fore and start their speeches. The first country on the speakers list will come to

the front of the room and present their position paper in front of all the delegates

and the chair. Delegates not giving a speech should listen carefully to the

speeches, make notes and not talk. The information given in the position papers

will be useful for everyone when it comes to talking about

Chair,

France would like to be placed onto

the speakers list.

Thank you


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MUN Procedures

1. Role Call

2. Open Speakers List

3. Set Speakers Time

4. Speeches and Position papers

Present!

Doraemon?

Speakers

List

Thank you Honorable Chair.Ultraman would like to set the

speakers time to 5 minutes.

Thank you Honourable

Chair. My country is the

USA. We believe that


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5. Caucus (sometimes)

You can caucus for:

6. Informal Debate

You can ask questions about the speeches that

delegates have made.

7. Working Paper & Draft Resolution

8. Voting

Talking with other

delegates.

Going to the toilet. Eating food. Having a drink.

Allow me to

present my

working

a er

UK


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solutions. If the speaker does not speak loudly or clearly, one of the otherdelegates or the chair should interrupt and ask them to speaker louder/more

clearly.

Caucus: One of the most active parts of the meeting, although it isregarded by some delegates as being a break. This is where a lot of the work

is done and discussions are held. The caucus must be motioned for by a

delegate and must be voted on (delegates must vote yes or no; there are no

abstentions). A caucus is a meeting for a certain length of time (usually 5-15

minutes) where students are allowed to walk around the room, and talk freely

to anyone they please. In these sessions, opinions are sought, questions

raised and solutions discussed. It is also the time when working papers and

draft resolutions are created by the delegates. The students should be

allowed to talk in Japanese if they wish during these sessions (this is the only

part of the conference in which this is allowed), and any students sat around

and not talking to anyone should be encouraged to participate.

Informal Debate: Informal debate is the 3rd type of meeting in the UNconference, and is similar to a Q&A session. It is usually requested after a

working paper or a draft resolution has been submitted to the floor. The

caucus must be motioned for by a delegate and must be voted on (delegates

must vote yes or no; there are no abstentions). In this meeting, studentsmay ask questions to specific delegates or to all delegates as a whole. To do

this they must raise their placard and call out,Chair!. If the chair then calls

their countrys name the delegate may speak to the floor. They may also

make comments about things they have seen or heard in the meeting. If a

delegate is asked a question, they are encouraged (but not forced) to answer

the question as best they can. This is where the listening and quick thinking

skills are very important. It should also be noted that a question does not

have to be answered before another question is asked.

Notes: During the formal and informal parts of the meeting, there is no talking

allowed unless it is talking to the floor and speaking to everyone. But

sometimes students need to contact each other to talk about ideas they have.

Because of this, notes are used. A delegate will write their message on a piece

of paper and then hand it to apage, a student or teacher assigned to pickup and

deliver notes. The student must remember to write who the message is from as

well as who it is to. As the meeting becomes more indepth, messages will

frequently be sent around the room, and more than onepage is usually needed.


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Working Paper: This is the first big step in finding a solution to the problem.

A working paper is an idea, put forward to all of the delegates by one or more

countries. It can describe one specific solution to the problem, or a general

outline of the problem and solutions they want to find. There is also no format

to the working paper, which means diagrams, pictures, tables, charts etc can be

used. The only things that the working paper needs are a working paper

number (usually WP1, WP2, WP3 etc), and information about which countries

wrote the paper. Below is a sample working paper, but this is just to give you an

example of what could be written on one of these papers.

Working Paper 3 (WP3)Sponsor: Costa Rica

Make a new process which will protect all natural resources. We have manyconflicts in the world because of natural resources. The diamond problem isprotected by the Kimberley Process, but we don t have any schemes for other

natural resources.

Make an institution which deals with countries which sign the process Requests help from countries which can help us.

Support SideCountry

New ProcessInstitution

Signatorygovernment

Signatorygovernment

Signatorygovernment

Support


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The paper must first be submitted to the chair, who will make photocopies of it.

When this has been done, the sponsor (the delegate(s) who wrote it) may

motion to the Chair that they wish to introduce their working paper. The

sponsor of it will be asked if they wish to orally explain their paper. If they

choose to, the sponsors would come to the front of the room and explain the

paper. Once a working paper has been submitted to the floor, it is likely that a

motion will be made for either a caucus (so people can take time reading the

paper) or informal debate (so questions and comments on the paper may start).

If there are neither of these, after the paper has been introduced the meeting

will go back to formal debate.

Draft Resolution: The most difficult and complex part of any UN conference is

also the most important: making a draft resolution. This is a detailed plan

which talks about the issues discussed in the meeting, and a range of measures

that should be taken to deal with them. The most difficult part of the draft

resolution is that it must follow a strict format, and has a number of set rules,

the most important of which are given below:

1. The draft resolution must have one sentence only. It doesntmatter whether the draft resolution is 5 lines long or 5 pages long, it

will only have one sentence. Phrases and clauses in the resolution are

separated using commas (,) and semi-colons (;).

2. The draft resolution needs a document number. This is usuallysomething like DR1 or DR2 and a number will be given to the draft

resolution by the Chair.

3. The draft resolution needs sponsors and signatories. Put simply,sponsors are countries that agree with all of the draft resolution.

Signatories, on the other hand, are countries that agree with some,

but not all, of the draft resolution. The total number of sponsors and

signatories must be 25% or over the total number of countries taking

part in the meeting.4. The draft resolution must have 2 parts:

Part 1 talks about the problem and what ishappening regarding it (the preambletory clauses).

Part 2 talks about the solution and what will be doneabout it (the operative clauses).

5. The last part of the draft resolution must read, Decides to remainseized of this matter.

Another issue involved in the draft resolution is the wording used at the start of

each clause. Words of varying strength may be used depending on the situation


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and what the delegate is talking about. Examples of the words which can be

used at the start of each clause in a draft resolution are shown below:

Preambletory clauses Operative Clauses

Noting Notes

Affirming Affirms

Confident Recommends

Declaring Invites

Welcoming Urges

Approving Encourages

Concerned Deplores

Alarmed by Demands

Noting with regret Calls upon

Noting with deep concern Declares

Deploring Regrets

On the following 2 pages you can see 2 sample draft resolutions made this year

by Koyo SHS students.

Draft Resolution amendments: Sometimes a UN meeting will allow changes

to be made after draft resolutions have been submitted. These are called

amendments. This means that a country may offer a change to the draft

resolution (an addition, modification or deletion). There are 2 types of

amendment: friendly and unfriendly.

Friendly This means that the sponsors of the draft resolutionagree with the change being made. The amendment is

automatically made to the draft resolution.

Unfriendly The sponsors of the draft resolution do not agreewith the change in the amendment. In this case, when voting

takes place a vote will be made on the amendment, before the

draft resolution is voted on.

If amendments are going to be used in the meeting, an amendment form is

usually available for delegates to use (see below).

Country:

Draft resolution you wish to change:

What is the change you wish to make?

Is this amendment friendly or unfriendly (please circle)?


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General Assembly

Koyo/2007/DR1

19 July 2007Draft Resolution

Agenda item: Conflict diamonds and how to stop future resource conflictsSponsors: USA, China, Japan, Singapore, Australia, Germany, Canada

Signatories: France, Italy, Angola, South Africa, D.R. Congo, Sierra Leone, India

The General Assembly,

Awarethat there are many countries which are damaged due to diamond and resource conflicts,

Notingthat there is nobody who watches the countries joining the current Kimberley Process; even

if they do not follow the rules, they wont be recognized as countries with wrong-doing,

1. Sets up an organization for investigating in the UN that will inspect countries and makes thosecountries with diamond or resource conflicts join the Kimberley Process,

2. Asks each country joining the Kimberley Process to elect people who will work for thisorganization; these people will be national government employees,

3. Decides that developed countries joining the Kimberley Process will receive economic sanctionsif they do not follow the rules,

4. Decides that the countries which import diamonds or resources will have responsibility toinspect the countries which export these diamonds or resources; countries can use the

organization to inspect the countries,

5. Decides to remain seized of this matter.


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General Assembly

Koyo/2007/DR2

19 July 2007Draft Resolution

Agenda item: Conflict diamonds and how to stop future resource conflicts

Sponsors: UK, Brazil, Spain, Belgium, Colombia, Russia, Tanzania, Turkey, Switzerland, Nigeria

The General Assembly,

Aware that countries which have troubles of resource conflicts have serious problems such as illegal

mining and smuggling, and also that there are risky companies which have bad working conditions,

and that resource conflicts occur because of these situations,

Noting with deep concern that such countries dont have much money and they dont have the

ability to manage those companies,

1. Requests to countries which have resource conflict troubles that their governments managecompanies which mine and export resources in their countries about concessions, trade and

working conditions,

2. Sets up a new organization to support and oversee these countries to keep good workingconditions, good trade and rightful regulation of mining,

3. Requests the ILO to support this organization and run it

4. Decides to remain seized of this matter.


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A delegate will write the amendment and then pass it to sponsors of the draft

resolution. They will decide if it is friendly or unfriendly (i.e. if they agree or

disagree with the changes made), and will return it. The delegate who wrote the

amendment will then submit it to the Chair. The Chair then reads the

amendment and approves it, before submitting it to the floor. When it is

submitted, the amendments author has the chance of explaining to the floor why

they want this amendment to be made.

Closing the debate: After a resolution and amendments have been introduced

and have been debated fully, it will be time to vote on them. But before voting,

the speakerslist must be closed, and then debate should be closed so that

voting can start. This will require delegates to motion for the speakerslist to be

closed (and the motion voted on) and then that debate should be closed (and

similarly, voted on).

Voting: The final part of the UN conference comes in the form of voting. Firstly,

any unfriendly amendments will be voted on (with a yes/no/abstention vote).

Then, the draft resolutions are voted on in the order they were introduced.

Countries will be asked to vote aloud in alphabetical order. There are 4 different

ways that delegates can vote: yes/no/abstention/pass. If a delegate chooses to

pass, then the chair will continue asking other countries. When the list has

been completed, the chair will come back to the delegates who passed in the firstround. Note that a delegate may only choose to pass once. If the number of

Yesvotes exceeds the number ofNovotes, regardless of the abstentions, the

motion passes in the General Assembly and Economic & Social Council. In the

Security council, a 66% majority of votes are needed for a draft resolution to pass.

Remember that in the Security Council only, permanent members (China,

France, Russia, UK and USA) have a veto vote. This means that if one of these

countries votesNoto a draft resolution, it cannot pass, regardless of how many

Yes

votes it received.

Once voting is completed, there will be a motion to adjourn the meeting, and the

meeting will be closed.

teaching guide to the model united nations

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