Project Estrangement Model United Nations. av Hårek Sande

Transcription

1 Project Estrangement Model United Nations av Hårek Sande

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4 Develop the whole person (ATL): U 1Thinking skills 2 Research skills 3 Communication skills 4 Self-management skills 5 Social skills

5 Fagtilbud ved Spjelkavik vgs Subject Groups Subjects 1 Language A Norwegian A. Literature. English A. Language and Literature. 2 Language B (Second language) Spanish B. Norwegian B. 3 Individuals and societies Psychology. Business management. History 4 Experimental sciences Physics. Chemistry. Biology. 5 Mathematics Mathemathics. SL Mathemathical Studies SL Mathematics HL 6 Electives Choose another course from groups 2, 3 or 4

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7 Some characteristics: Six subjects over 2 years 3 High Level subjects and 3 Standard Level subjects Higher proficiency in English Focused Norwegian language learning UInternational Exams University recognition Challenging yourself - CAS Internal assessment Extended essay Critical thinkers - TOK

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9 Project Estrangement ( Strangers in Our societies) Exchange with Mencia de Mendoza, Breda, The Netherlands U 1 Discuss migration and related issues 2 Research and represent other perspectives than your own

10 Examples of perspectives: U 1 Elderly people 2 Domestic Abuse (Krisesenter) 3 Psychological health 4 Refugees (Asylum center) 5 Religious minorities 6 Refugees (Skarbøvik secondary school)

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14 Model UN

15 Model UN Simulation of the UN General Assembly students step into the shoes of ambassadors of countries that are members of the UN (also known as delegates) Participants placed in committees and assigned countries, or occasionally other organizations or political figures, where they represent members of that body. Looking closely at the needs, aspirations, and foreign policy of the country they will represent. Delegates talk to the entire committee: making speeches, answer questions, and debate on resolutions and amendments. MUN involves and teaches researching, public speaking, debating, and writing skills, in addition to critical thinking, teamwork, and leadership abilities. Resolution: final results of conversations, writings, and negotiations.

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19 Model UN Day Thursday 9 th of February 08:15 14:00 Auditorium at Spjelkavik VGS: Model United Nations at school. Internasjonal engelsk and 3IB also participates in MUN. 8:15 Welcome (Erik) 8:25 The importance of knowing different perspectives (Hårek) 8:35 Welcome to MUN and programme (Khyle) The following speakers are invited: (Bjørn Vatne (journalist and writer) will hold his talk 8:15 on Wednesday.) 8:45 (be there at 8:15) Pål introduces Linda Dalehamn (works with young asylum seekers in Ålesund) and a young refugee (name should not be given due to security reasons) 9:15 (be there at 8:15) Mari introduces Tore Johan Øvstebø (local politician Krf) 9:45 (be there at 9:30) Christian introduces Kjetil Haanes (leader Amnesty in Norway) 10 minutes break 10:30 12:00 Group discussions. 15 minutes break 12:15 14:00 Debate on resolutions. We finish at 14:00. 17:10 The students and teachers leave for Breda. The students need transport to get to Vigra Airport. The airport bus leaves from Moa at 15:00. The plane leaves 17:10

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21 DEBATE QUESTION 1 Do we have a moral obligation to help people in need?

22 DEBATE QUESTION 2 Should some countries accept more migrants than they already do? And should the Dublin Regulation be abandoned?

23 Resolution Resolution GA/3/1.1 This resolution is based on a cooperation between Spjelkavik High School and Mencia de Mendoza High School. General Assembly Third Committee Sponsors: China, Italy and Germany Signatories: Lebanon, Mexico, Netherlands, Turkey, UNHCR, Amnesty, Afghani Refugee Interest Group, Syrian Refugee Interest Group Topic: Distribution of development aid and migration The General Assembly, Reminding all nations that there is a shared interest in creating a more efficient and functioning development aid system, and that in various degrees the current migration and refugee crises affect all member states, Noting with concern that the current state of affairs in many poor and wartorn Asian and African countries needs to be addressed, Stressing the fact that today s fragmented development aid does not work in a satisfactory manner and that today s migrants and refugees are not fairly distributed among member countries, 1. Encourages a transnational fund where all member countries

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28 Evaluation What was good about the project and what could be improved upon? Good about the project: My group's project was about Syrian refugees. We tried to share different perspectives of the Syrian refugees. Therefore, we U decided to interview young Syrian children instead of interviewing older refugees. We tried to show young Syrian children's opinions and perspectives about living here in Norway.

29 Evaluation Model United Nations How did the plenary debate go? What went well and what was less successful? Since many of us did it for the first time, I think it U went well. Of course, lack of information about the country/organization was a downside, also the people who did not take it seriously kind of ruined the debate. What was good about Model United Nations and what could be improved upon? It was a completely new experience for me, so it was fun. From the technical set I think we should have had at least two microphones because a lot of time in debates was spent on passing the

30 Evaluation Which new insights or new perspectives have you obtained in the course of the week? That we cannot force our opinions on others. We have to show respect for others even though we completely disagree with them. U Which new insights or new perspectives have you obtained in the course of the week? There are so many that I cannot even name all. Every day, almost every conversation, many situations gave me new insights or made me look at things from different perspectives. This was an amazing week. I am really looking forward to go to Breda. I wish this was not the only exchange we had during IB. :(

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38 Joy Knowledge Growth

39 Thank you!