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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick confront in a real and hopefully meaningful way how the rules of diplomacy and structural impediments, such as the unequal distribution of power in the international system, impede international policy formation. Fifth, I wanted students to work with primary documents as a way to expand their analytical capabilities and experiment with the kind of writing styles found in IGO documents (e.g. resolutions, expert committee reports resulting from negotiation). Finally, I wanted to exploit the electronic savviness of students by incorporating the use of Blackboard. Simulations are often perceived as fun on the part of students. The goal here was not to subordinate my teaching goals to “fun,” but to leverage it to achieve broader pedagogical ends. Simulations can be enjoyable, rich in content, and serve as a unique way to engage students (Kille 2002:273; Shaw 2004:4). Design Parameters Model United Nations is one of the most prevalent and popular simulations of UN behavior found on both high school and university and college campuses around the world. It is currently estimated that more than 200,000 high school and college/university students worldwide participate annually. 1 Since Model UN conferences began over fifty years ago, at least 1,000,000 students have participated. There are more than 400 conferences annually in 35 countries around the world. 2 The Model UN format presents one option to achieve the aforementioned educational objectives because the approach is flexible enough to adapt to 1 http://www.un.org/cyberschoolbus/modelun/faq.html. Accessed January 30, 2008. 2 Ibid. 5

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
confront in a real and hopefully meaningful way how the rules of diplomacy and
structural impediments, such as the unequal distribution of power in the
international system, impede international policy formation. Fifth, I wanted
students to work with primary documents as a way to expand their analytical
capabilities and experiment with the kind of writing styles found in IGO
documents (e.g. resolutions, expert committee reports resulting from
negotiation). Finally, I wanted to exploit the electronic savviness of students by
incorporating the use of Blackboard.
Simulations are often perceived as fun on the part of students. The goal
here was not to subordinate my teaching goals to “fun,” but to leverage it to
achieve broader pedagogical ends. Simulations can be enjoyable, rich in content,
and serve as a unique way to engage students (Kille 2002:273; Shaw 2004:4).
Design Parameters
Model United Nations is one of the most prevalent and popular simulations
of UN behavior found on both high school and university and college campuses
around the world. It is currently estimated that more than 200,000 high school
and college/university students worldwide participate annually.
Since Model UN
conferences began over fifty years ago, at least 1,000,000 students have
participated. There are more than 400 conferences annually in 35 countries
around the world.
The Model UN format presents one option to achieve the aforementioned
educational objectives because the approach is flexible enough to adapt to
1
2
Ibid.
5


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