Below is the list of topics that the MMUN students learned of, discussed and wrote about.
- Protecting Street Children (UNICEF)
- The Voice of the Child and their Rights (UNICEF)
- Palestinian Refugees (UN Peacebuilding Commission)
- Current Problem in Sierra Leone (UN Peacebuilding Commission)
- Situation in Japan Following the 2011 Earthquake (UN Environment Programme)
- Improving the Quality and Access of Drinking Water (UN Environment Programme)
- Humanitarian Situation in the Gaza Strip (Gen Assembly, Social Humanitarian and Cultural Committee)
- Land Rights of Indigenous People (Gen Assembly, Social Humanitarian and Cultural Committee)
At the New York City conference in April, each committee will be comprised of students much like our own, drawn from grades 4 through 6 at more than 400 Montessori schools around the world. Their common educational background makes this mix work well -- as if the students have always known each other, even though they will meet for the first time in April and spend only three days together.
Last year, students came to the conference from Montessori schools in China, Jordan, Sweden, Puerto Rico, and many other countries around the world. Such international representation helps all of these students come to a realistic understanding about what it is like to work within an international body of people. Our students learn first-hand what it means to try to achieve peace in a world where people speak different languages and have different cultural traditions, beliefs and opinions. Compromising on their opinions as they debate students from China playing the role of U.S. diplomats and from Sweden representing Mexico, for example, really broadens their perspectives on international relations.
Often representing Member States with cultures that are very different from their own, the children acquire a sense of what it is like to work together in a collaborative effort to achieve peace in the world. While each individual committee's work simulates the UN experience, it also models our Montessori classroom in that mixed ages of students work together while a few Montessori teachers manage the sessions and help maintain a respectful, non-competitive approach as they do in their classrooms. Together, the students propose solutions to the issues raised and draft resolutions with the hope that their ideas might achieve consensus on final voting day in NYC at UN Headquarters.
The collaboration among AOCs MMUN students during this preparatory period has been remarkable. Without teacher interference in the process, those students who finished their papers first helped those who were required to publish a second paper for their particular committees. The students offered each other every type of assistance, from research and guidance on the topics to typing and editing, until all of the final submissions were polished and ready to go. I am very impressed with this hard-working group and their fine work! More importantly, it is clear that they feel a sense of accomplishment -- and not just because they finished two weeks before the deadline.
Once their spring drama performance is in the past, the students will be able to return to the next phase of preparation for the MMUN Conference -- speech writing and practice debating.
