MONTESSORI MODEL UNITED NATIONS

Montessori Model United Nations Global Competency Course

Teacher’s Manual

1. BRIEF INTRODUCTION OF THE COURSE 2

2. KNOWLEDGE, VALUES AND SKILLS 2

3. COURSE STRUCTURE & NOMENCLATURE 4

4. TEACHING TIPS 6

5. LESSON PLANS 6
1. Brief Introduction of the Course

The mission of Montessori Model United Nations is to “Inspire Youth to Create a Better World”,
in alignment with the 17 Sustainable Development Goals of the United Nations. Youth effort in
sustainable development is not possible without communication and cooperation. In a time of
globalization, modernity and cultural diversity, young people face unique challenges in
communicating and cooperating with individuals from different cultures. Therefore, to
accomplish the MMUN and UN mission in the new era, educators need to cultivate certain
knowledge, skills and values in the younger generation, and such capacities are often termed as
“Global Competency”.

The MMUN Global Competency Course is a humble effort by MMUN Guangdong Committee
to prepare youth in addressing complex challenges in the globalized and diversified world, and
inspiring youth to build a world that is inclusive, peaceful and sustainable. Our Course intends to
firstly equip MMUN learners with foundational knowledge of human society, to then build their
skillset for the critical analysis of global issues that are impacting the lives of billions, to inspire
youth with a sense of social responsibility to address global issues, and to prepare them for
effective and productive intercultural communication and cooperation.

In addition, the Course takes into account the learning profile of MMUN students in China (aged
9-15 years old), designing a course that fulfills their unique needs in the cultural context. With a
group of professional and talented teachers like you, our MMUN Global Competency Course
intends to create an engaging, accessible, cultural-sensitive, inspiring and meaningful experience
for our next generation of global citizens.

2. Knowledge, Values and Skills

 What is global competency?

The concept of Global Competency is fairly recent. As defined by the Organization for
Economic Co-operation and Development (OECD), Global Competency “includes the
acquisition of in-depth knowledge and understanding of global and intercultural issues: the
ability to learn from and live with people from diverse backgrounds; and the attitudes and
values necessary to interact respectfully with others.”

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 How do we define the knowledge, skills and values required by MMUN Global
Competency Course here in China?

As implied by the definition of Global Competency, it encompasses disciplinary and

interdisciplinary, cognitive and meta-cognitive, social and emotional, abstract and practical
abilities. Moreover, it is largely a culture-related concept, and thus the education of Global
Competency is an intercultural education. Therefore, educators must consider the cultural
context of where it’s being educated. It is on such basis MMUN Guangdong Committee
analyzes the unique learning needs of Chinese students based on experience and
investigation and develops a course that attempts to bring the basic ideas, beliefs and spirit
of the rest of the world to the East, mapped with the knowledge, skills and values as below:

 Knowledge

The knowledge of MMUN Global Competency Course could be summarized as…

1). Foundational knowledge in sociology, addressing themes as globalization, inequality,

migration, media and diversity through the observation and discussion of daily life and
social events, initiating a closer look at the interdependence of individuals, the dynamics
between individual action and society, and the diversity of ideas and beliefs as a social,
historical and cultural product.

2). Adequate knowledge of global issues addressed in the United Nations Sustainable
Development Goals.

3). Basic knowledge of significant moments in Western history and its repercussions
throughout the world, providing necessary historical, geographical, religious and political
context for youth to understand current global issues. * The predominant coverage on
Western history does not necessarily mean the Western culture is more valuable, but it is
chosen as a direct contrast to the communistic values of the East. (African, Latin American
values are very much communistic, similar to Asian, while European and American are
individualistic. )

4). Knowledge of scientific methods and how to use empiricism, logic and reasoning in the
effective analysis of global issues, communication of relatively complex ideas, and
problem-solving in real life.

5). Review of human innovation in science and technology and reflection upon the practice
of science and technology in the contemporary world.

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 Skills

MMUN Global Competency Course aims to improve in students…

1). Research skills: the ability to observe phenomenon, recognize research problems,
review current knowledge, choose research methods, make conclusions and report findings.

2). Critical thinking skills: the ability to identify, construct and evaluate arguments, to
identify the relevance and importance of ideas, to detect inconsistencies and mistakes in
reasoning, to solves problems in a systematic way, and to reflect on one’s own beliefs and
values.

3). Communication skills: the ability to effectively and respectfully communicate ideas
with different audience in various MMUN occasions, such as discussion, debate,
public-speaking or presentation.

4). Presentation skills: the ability to present ideas to an audience in an effective,

appropriate, inspiring and clear way.

5). English language skills: the capacity to use English speaking, listening, writing and
reading to conduct learning activities in MMUN programs.

6) Social-emotional skills: including but not limited to students’ self-awareness, social

awareness, interpersonal relationship skills, self-management skills, and responsible
decision making.

 Values

MMUN Global Competency Course would strive to…

1). Promote literacy in social science, natural science and humanities, providing students
with a foundation for future interest in human knowledge.

2). Cultivate the spirit of empiricism, critical thinking, logic and reasoning in the
Information Age.

3). Inspire compassion, integrity, cooperation, respect, tolerance, cultural awareness,

innovation, and a sense of social responsibility.

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 4). Maintain decorum and encourage the use of proper etiquette in all Course settings, such
as classrooms, activities, or conferences.

Module 1

Module 2
3. Course Structure & Nomenclature
Phase I

Module 3

Skill Module*

The Global Competency Course is now offered in public

Module 1
and private schools.
Module 2
Global
Competency Phase II In both public and private schools, the Course composes
Course
Module 3 of three Phases: Phase I, Phase II and Phase III. For
public schools, each Phase is made up of three Modules,
Skill Module*
while each Module has five different Lessons; for private
schools, each Phase is made up of the same three Modules
Module 1
as in public schools, only with an extra Skill Module,
Module 2 which is also made up of five Lessons.
Phase III

Module 3 In both public and private schools, the duration of each

Lesson is approximately 90 minutes. A short break of 5
Skill Module*
minutes is recommended in the 90-minute class for
optimal class experience.

Each Module has a theme of either Sociology, History, Science, or Skill, depending on the
content of its Lessons. As the numerical order of Lessons follows an internal logic, it is
imperative that MMUN Teachers should follow this order of Lessons and the arrangement of
Modules, so as to achieve the intended outcome of the Course. Skipping or rearranging the
Lessons or Modules is strongly discouraged.

For non-Skill Module lessons, the PowerPoint file of a Lesson is named in the format of
PX-MX-X, with P being Phase, M being Module, and X being the number of the corresponding
Phase/Module/Lesson. For example, a PowerPoint file named P2-M3-4 would mean it's the
PowerPoint for the 4th Lesson in Phase 2 Module 3.

For Skill Module lessons, the PowerPoint file of a Lesson is named as PX-MS-X, with P being
Phase, MS being Module of Skill, and X being the number of the corresponding
Phase/Module/Lesson. For example, a PowerPoint file named P1-MS-2 would mean it's the
PowerPoint for the 2nd class in Phase 1 Skill Module, offered only in private schools.

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4. Teaching Tips

The exploration of high-quality Global Competency education has presented enormous

challenges to educators all over the world, and to fulfill the mission of MMUN Global
Competency Course is undoubtedly a daunting task. Our Course Program staff would spare no
effort in sharing knowledge, strategies and experience with MMUN Teachers.

This section of Teaching Tips is meant as a set of recommendations for you as an MMUN
Teacher. In order to facilitate a positive and fruitful interaction with students, we would
appreciate your willingness to implement them in your teaching practice.

4.1. Regarding the organization of the class:

 With a positive and flexible attitude, establish a good interpersonal relationship with
your students (be approachable and try to remember their names). The Attendance
List with the names of the students is a good way to keep track of their names, their
oral interventions during the class, the homework and the feedback about their
performance and attitude. We suggest using a next to the students’ names that read
their homework in class, a  for the one that actively participated in class and a for
the ones that repeatedly disturbed the class. This would be your personal
recordkeeping, so you will not be asked to hand in this information.
 Behavioral management is a very important aspect of teaching. Being able to attract
and maintain students’ attention and interest is a difficult, yet essential skill for
teachers. There are different –positive– ways to reach that goal: setting clear rules
and being consequent in applying them, regularly changing the seating system,
rewarding well-behaved students, giving time-offs, etc. Find your own strategy and
stick to it.
 Managing a Chinese classroom without traditional authoritative methods in China
could pose many challenges, especially in time of a class activity, a discussion or a
debate. It is therefore necessary to explore your own strategy of classroom
management that is respectful of students’ personality but maintain the order of the
class. One typical strategy may be appointing temporary student assistants.

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4.2. Regarding the teaching methodology:

 At the beginning of each class, offer students a brief summary of what the lesson will
be about: ‘In this lesson we will learn/explore the many ways in which we can apply
science in our daily lives’, for example.
 Proxemics: An excellent way to build rapport with the students is to deliver the
lesson in a dynamic way, move along the row of desks and get physically close to
them, especially when asking questions and listening to the answers.
 Inquiry based teaching is the core strategy in the MMUN teaching methodology. We
seek to facilitate the path to active learning, encourage SS to be critical thinkers and
with this goal in mind, we deliver the content we teach constant questioning from
different perspectives and bring solutions in line with the moral and ethical values
promoted by the United Nations.
 Active listening: one of the goals of the MMUN course is to help our SS become
successful communicators and the only way to reach that goal is for them to learn
how to listen actively and purposefully to the speaker, show respect, empathize with
them and, thus, give meaningful replies. Paraphrasing, summarizing, questioning
and clarifying are some of the techniques we use in order to practice this skill.
 Learning how to learn: encourage SS to become more and more autonomous in their
own learning process, do further research on the topics they are particularly
passionate or curious about, encourage them to take notes during the brainstorming
or debating processes, to create mind maps and to connect concepts (chronologically,
spatially or theoretically), to apply same strategies to different situations (when
persuading, debating or negotiating), etc.
 Whenever possible, make analogies, provide examples, use anecdotes that relate the
new concepts to SS’ personal and social reality.
 Feedback from the SS is a very valuable tool for us to improve and adapt the course
to their learning needs. Frequently ask them about their motivation to take part in the
MMUN classes, the topics they’re more interested in, the concepts and tasks they
find more difficult (or too easy) and report to us in our monthly Teacher Meetings.
 The way to make sure that SS understand the concepts is by asking questions in
which they don’t provide “yes/no” answers (students don’t want to lose face so they
will never admit they don’t understand something), but they have to explain the
meaning and/or give examples.
 Once you establish dynamics of your classes, make sure to find a balance between
delivering the new content and answering the SS’ questions that are directly related
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 to the topic. For other unrelated questions, encourage them to do a personal research
and share their findings with the class on another occasion.
 Use culturally appropriate methods in the communication of knowledge and foster a
positive value of cultural diversity and respect for global cultures.

5. Lesson Plans

This section is meant to provide the gist of the lesson

and to facilitate your preparation before delivering the
class. The Learning Objectives section outlines the
knowledge and the skills SS are expected to acquire at
the end of the lesson. The General Vision section
provides a short summary of the contents and the
manner in which they are connected. A list with the
words essential to the understanding of the lesson is
compiled in the Target Language section. The Backup
Language section includes words and phrases SS should use in the debates and eventually
incorporate in their personal lexicon. Timing is very important if you want to cover all the
content planned for the lesson. The Steps mark the progress of the class and the time assigned to
each activity. The main activities of every lesson are as follows:
1) Reading;
2) Homework review;
3) New content [PPT];
4) Class Activity (debate, discussion, negotiation, role-play, questionnaire);
5) Introducing the homework for the following class.
 Check for understanding: this section gathers a number of questions to address the SS
during the delivery of the whole lesson (inquiry based teaching).
 Explore: this section is meant to serve as a teaching guideline, to deliver a smooth
transition from one concept to another.
 Big Question Why:
 Compare for Insight:

 Correction of Homework#2: SS are assigned homework#2 and they are expected to

hand it to the teacher that takes it home for correction. The assignment may vary from
lesson to lesson, sometimes they need to write a summary (usually summarizing the
debate they previously had), other times analyze a picture, a graph, write a speech on a
topic and bring supporting arguments for their opinion. The writing has a limit of words,

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 as you will notice in the PPT. When correcting the homework, our main goal is not
necessarily SS’ accuracy in English (grammar and spelling, for example), but their
critical thinking skills. We want to make sure that SS understand the content, can relate to
the new concepts in a meaningful way (can provide examples or connect with their
previous knowledge), can interpret the information and use it to construct their own
vision on global issues, they can compare, contrast, and be creative in generating new
ideas about solving the tasks. Possible examples of feedback might be:
o You did a great job! I like how you organized your ideas from the debate.
o Nice speech! Your arguments in favor of gender equality are very strong and well
explained.
o Good, but you need to think about reasons 1& 3, are they really useful?

 Before the class, while preparing the lesson you are about to teach, make sure you go
through all the notes at the bottom of the PPT slides. They provide guidance to the
progression of logic of the content of the lesson.

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[P1-M1-L1] Lesson Plan
Learning Objectives
 To be able to understand the purpose of the course and its contribution to the SS’ global competency as
a skill;
 To be able to understand, from an observer’s perspective, the place of our planet in space and time;
 To be able to discuss about the ways in which people are connected in the modern world and
hypothesize about the consequences of lack of connection.

General Vision

Before venturing into the complex division of the World from a social, political, cultural and economic
perspective, we take a more detached view of the our world as a planet in order to give students a feeling of
space and time, our place in the world as a species, then as individuals. Our approach will be both scientific
(expose students to facts), humanistic and humanitarian (emphasize the value of life).
Target Language Backup Language
Global Competency, Milky Way Galaxy, Universe, I think that..; The point is…; Personally speaking, I
Big Bang Theory, Species, think that…; As far as I’m concerned…

STEPS
1. Warm-up: Self-Introduction, engage with students with a fun activity. 5’

2. A question for all of us: Why are we here? Discuss students’ goals and teacher’s role in 15’
delivering the content and facilitating the knowledge and acquisition of new skills.
3. PPT: Globalization -1- Intro
Check for understanding: What is our world? Where is our planet? How do we know that?
How old is our planet? 45’
a. Explore: In my eyes the world is…
Break time 5’
4. Discussion about a hypothetical scenario of a world without connection

a. Instructions
15’
b. Coach the process
c. Listen and provide feedback
d. Resources: Flashcards
5. Present H#1 Think after class 5’

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[P1-M1-L2] Lesson Plan
Learning Objectives
 To be able to understand the mechanics and interdependence in economic globalization;
 To be able to understand the effects of one currency policy on an economic level;
 To bring relevant arguments (in favor and against) in a class discussion.

General Vision

This lesson offers a first and general approach to the phenomenon of globalization (a global interdependence,
focusing on the 1st of three main areas: economy, politics and culture). First, we introduce economic
globalization (EG) and the global commodity chain with examples. Social issues as consequences of EG: child
labor, green house outsourcing and accountability for these problems. SS should be able to reflect on the
upsides and downsides of EG.
Target Language Backup Language
Globalization, Economy, Production, Global I think that..; The point is…; Personally speaking, I
Commodity Chain, Outsourcing, Child Labor think that…; As far as I’m concerned…
Multinational, Overseas, Investment, Funds,
Industrialized, Policy, Trade, Labor, Capital,
Enterprise, Cost, Wage, Development
STEPS
1. Warm-up Reading: Group Reading in order to improve pronunciation. Comprehension questions 5’

2. Review H#1 and H#2 (~8 SS interventions). In H#1, check that SS understand the factors 15’
involved in the production system (global commodity chain) and have taken into account
questions such as: What are the main factors? Who makes the chocolate? Where does the cocoa
grow? Is it cheap/expensive to transport the product? etc. In H#2, make sure that SS have listed
the ideas from the discussion and they are able to extract some of the consequences of lack of
contact with the rest of the world.
3. PPT: Globalization-Economy
Check for understanding: (Video) How do people exchange information and goods? What
does “to come together” mean? Can you give an example? Please explain “globalization” in 45’
your own words? Why is globalization necessary? Who benefits from this? How many kinds of
globalization do we have?
a. Explore: this section is meant to serve as a teaching guideline, to deliver a smooth transition
from one concept to another. SS should comprehend that several countries contribute with
different resources to the production of high quality products like airplanes and cars used
everywhere in the world.
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 b. 2- Sided Coin: SS brainstorm about the advantages and disadvantages of globalization
c. News Time: Read the article and check for understanding
d. Me as a Storyteller: same as section c.
Break time 5’
4. Debate about the One Currency Policy
a. Instructions: split the class in four groups. Two groups will be in favor of the policy and the
other two groups against. Every group elects a secretary who will be in charge of writing down 15’
the arguments. Remind SS to justify their argument (explain why  because).
b. Coach the process: Make sure they know to make notes. Point out some good arguments; other
flawed ones, improvements, suggestions. Monitor carefully to provide support where necessary.
c. Listen and provide feedback
5. Present H#1 Think after class 5’

[P1-M1-L3] Lesson Plan

Learning Objectives
 To be able to understand the implications of political globalization and the crucial role of international
organizations like the UN;
 To be able to identify the consequences (benefits, drawbacks, compromises) of political globalization;
 To establish priorities after analyzing given information in a class debate.

General Vision

After being familiarized with some of the effects of economic globalization, SS are introduced to the concept of
political globalization and how it is undertaken through international organizations. First, we explain that
politics is the process of making decisions and rules for one country and then what are the implications (gains &
losses) of making decisions on a global level so that all the countries can benefit from it. Emphasize the
necessity of UN to prevent events like the 2ndWW, its mission (peace), and vision for the future and goals.
Target Language Backup Language
Politics, Nationalism, Country, Goal, Culture, Sentences with: should; would; could (modal verbs)
Multilateral, Agreements, Organization, Our position is the following…
Sustainable, Development. The way we see it…
This SDG is more/less important because…
Our 1st, 2nd, 3rd point is that…
STEPS
1. Warm-up Reading: Group Reading in order to improve pronunciation. Comprehension questions. 5’
Check some of the words from Target Language
2. Review H#1 and H#2 (~8 SS interventions) In H#1 check that SS are aware of the negative 15’
consequences of child labor both at a personal level (lack of education, low income,
vulnerability) and at a social level (a country with a high number of young unskilled workers
will not improve easily). H#2 will be evaluated (given feedback) according to how well SS
justify their answers and connect the main ideas in writing.
3. PPT: Globalization, Politics and SDGs

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 Check for understanding: What is politics? Can we have the same rules for all the countries in
the world? Why/why not? Display the Political Map of the World (slide 6) and check the notes 45’
section of the PPT.
a. Explore: Because of globalization, people all over the world are more connected to each other
and can communicate to each other easily. But does this mean one day our world will no longer
have conflicts and prosper as one? Imagine our world in the year of 3517, and explain what you
think.
b. Big Question Why: Pay attention to the starting point, why the year 1945? What happened
in 1945?
c. Explore: In political globalization, we can see many international organizations like the
United Nations. Any other examples of such organizations? What do they do?
d. Explore: In globalization, when different countries are more connected to each other,
sometimes a problem is no longer a local problem faced by one country, but becomes a global
one.
Break time 5’
4. Debate about prioritizing certain SDGs according to the region
a. Instructions
b. Coach the process 15’
c. Listen and provide feedback

5. Present H#1 Think after class 5’

[P1-M1-L4] Lesson Plan

Learning Objectives
 To be able to understand the different layers of poverty at a personal, national and global level;
 To be able to read a chart and interpret its data.
 To be able to come up with practical solutions for social issues such as poverty and exclusion.

General Vision

In this lesson we approach the multilayered phenomenon of poverty, we explain how we measure it (in its three
dimensions) in terms of wellbeing, and we analyze and discuss its distribution worldwide in a comparative way.
We briefly address some of the causes of poverty (like war) and then discuss its impact on a personal level
(education, lack of opportunities, social exclusion). SS are encouraged to reflect upon these facts and figures
and come up with some solutions targeted especially at the young population.
Target Language Backup Language
Poverty, Developing, Dimensions, Measure, Index, Useful language for giving reasons
Standard, Sanitation, Schooling, Attendance, … (in order) to…; As/ Since/ Because…,…
Nutrition, Colonialism, Cycle, Exploitation, , so (that) we/ you can…
Opportunities, Abilities, Insider, Outsider, An additional reason is…
Discrimination, Racism, Alleviation. Another (good) reason why…

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 Because of…, Due to…

STEPS
1. Warm-up Reading. Group Reading in order to improve pronunciation. Comprehension questions 5’

2. Review H#1 and H#2 (~8 SS interventions) In H#1 check that the SS understand that the concept 15’
of “culture” comprises a wide variety of social and artistic behavior and is related to identity. The
purpose of H#2 is for SS to get more familiar with the goals behind the SDGs and how those
goals are closely related to some regions rather than others.
3. PPT: Inequality-Poverty
Check for understanding: What is poverty? Have you seen it? What is like to be poor? How do
we know/measure it in numbers? How much does an extremely poor person earn? How did 45’
poverty change in time in different regions? Why do you think some countries/families/
individuals are poor? The main purpose of these questions is for SS to understand that there are
various and strong external factors that lead to poverty, which ostracize a person. The value we
intend to convey is against the prejudice that “poor people are in this situation because they are
lazy.”
a. Big Question Why:
1. In your opinion, why are some countries/families/individuals poor?
2. A poor family is likely to remain poor. Why?
3. Look at the picture, why do you think some people are left outside the circle?
b. Explore: As a student, what do you think you could do to help those children living in
extreme poverty?

Break time 5’
4. Debate about deciding what kind of humanitarian help should Haiti accept after the earthquake
a. Instructions (see slide 36 in the PPT)
b. Coach the process 15’
c. Listen and provide feedback

5. Present H#1 Think after class 5’

[P1-M1-L5] Lesson Plan

Learning Objectives
 To be able to recognize and reflect upon the behavior towards gender inequality, understand its
implications and accept it as a human right;
 To be able to identify the limitations set by stereotyping and prejudices and correct them;
 To bring relevant arguments (in favor and against) in a class discussion.

General Vision

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In this lesson, start discussing the roles assigned to men and women by the society and encourage students to
question the validity of those roles through personal, critical thinking. By way of illustration, use the graph with
the percentage of women in STEM fields, gender data in global research workforce and guide SS to reflect
upon the factors that lead to these numbers. Is it intelligence (or lack of it) that causes the inequality? Or is it
peoples’ different behavior, different opportunities, rights, benefits, obligations, etc.? Also discuss the
Heidi/Howard study conducted at Columbia Business School as an example for negative bias towards women,
and the self-fulfilling prophecy to explain how our thoughts can modify our own and others’ behavior.
Target Language Backup Language
Gender, Equality, Prophecy, Science, Technology, To disagree:
Engineering, Mathematics, Oppression, We believe that’s not quite correct…
Stereotyping, Research, Workforce, Statement, People often claim that…
Beliefs. There are good reasons to believe that…
I strongly disagree with you in this matter…
STEPS
1. Warm-up Reading. Group Reading in order to improve pronunciation. Comprehension questions 5’

2. Review H#1 and H#2 (~8 SS interventions) H#1 is meant to raise awareness among SS that 15’
poverty is not necessarily an alien concept for their family, through the interview with an older
family member they should realize that social status is variable in time. In H#2, SS select,
prioritize and justify their elections.
3. PPT: Inequality-Gender
Check for understanding: What is equality between girls and boys, men and women? Can we
be equal, yet different? How? What kinds of stereotyping do you see in your daily life? 45’
a. Think again: (Challenge preconceived ideas) “Boys are better at STEM than girls”
b. Explore: are there any other examples of stereotyping in our daily life?
c. Explore: How is stereotyping related to gender inequality?
d. Explore: are there any ways to break the self-fulfilling prophecy?
Break time 5’
4. Debate about women earning less than men for the same job
a. Instructions (see slide 34 in the PPT)
b. Coach the process 15’
c. Listen and provide feedback

5. Present H#1 Think after class 5’

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