“PROJECT
SAVE”
THE GLOBAL HIV/AIDS
CRISIS: ORPHANS & VULNERABLE
CHILDREN
The High School for Math, Science &
Engineering @ CCNY
Model United
Nations Club
Ms. Florian:
rflorian@schools.nyc.gov
Ms. Boylan:
jboylan2@schools.nyc.gov
Image
from United Nations Population Fund
“Today,
6,000 children will be orphaned by AIDS.”
- WorldVision.org
1.
THE
INTRODUCTION
Since its first documented appearance in 1981, more
than 21 million people worldwide have died of AIDS and just under a quarter of
that has been children. By 2010
statistics show that the current figure of 12 million children who have one or
more parent who have died of AIDS will grow to 20 million. Today the HIV/AIDS crisis is about more than
shocking death tolls. Among hundreds of
other issues, it’s about those living with it, those most at risk to contract
it and those whose caretakers died of it. While this is a global issue, Sub-Saharan Africa
remains the hardest hit region.
2.
The Task
1
As delegates to the
United Nations, you and your partner will:
·
Thoroughly research
the issue and compile your research in an organized binder for presentation to
the club.
·
Write a one-page
single-spaced brief, which provides a snapshot of your research: the issue’s history, development, policies
and policy effectiveness analysis.
·
Participate in a “town-hall”
style discussion about the issue.
The Task 2
BE A HERO!!! The Model United Nations Club will run a
school-wide campaign. We will take
action on this issue and serve our global community by participating in UNAUSA’s
HERO Campaign to raise awareness and funds to “help support children living
in HIV/AIDS-affected communities in Sub-Saharan Africa.” (UNAUSA)
Students are individually expected to:
·
“Be a HERO!” and
commit to providing a child with 3 meals each day for a year: $150 individual
fundraising goal.
·
“Recruit a HERO!” and
get at least one friend in the HSMSE community to commit to the same fundraising
goal.
Students, as part of a group, are expected to:
·
Create and launch an
awareness campaign at the High School for Math, Science and Engineering.
3.
THE
PROCESS
In order to complete
your tasks, you and your partner need to research or topic. Essentially, you become public policy
analysts and go through the following six steps, which will give you the
foundational information required to complete your tasks.
Research
Step
1. Define the Problem
Step
2. Gather Evidence
Step
3. Identify Causes
Analysis
Step
4. Evaluate a Policy
Step
5. Develop Solutions
Step
6. Select Best
Solutions
Compiling
Research
Researchers must be organized! Use
a one-inch three-ring binder with dividers and folders to keep your
research. You may come up with your own
system but you have to be able to justify it.
At our town-hall meeting you may need to refer to some of your research
in order to speak effectively and accurately about the issue.
The Paper
Using the research and analysis tools, you will write your paper
addressing the issue’s history,
development, policies and policy effectiveness.
The “Town-Hall”
Discussion
You and your partner will participate with other members of the Model
United Nations Club along with invited guests from your peers, family members
and faculty as well as a guest moderator to talk and raise questions about the
global HIV/AIDS crisis.
4.THE RESOURCES
Make sure to track and cite
resources!
GENERAL
UNAUSAMUN
– Global AIDS Crisis
UNAIDS – Joint United Nations Programme on HIV/AIDS
The United States Agency for
International Development (USAID)
5. THE EVALUATION
|
Category |
4 |
3 |
2 |
1 |
|
Research |
Incorporates
relevant outside information. Includes
relevant facts, examples and details, but discussion may be more descriptive
than analytical. |
Incorporates
limited or no relevant outside information.
Uses some facts, examples and details, but discussion is more
descriptive than analytical. |
Presents no
relevant outside information. Presents
few facts, examples and details; simply restates contents of the documents. |
Presents no
relevant outside information. Attempts
to complete the task, but essay demonstrates a major weakness in
organization. |
|
Mechanics |
Communicates
with full control and understanding of the conventions of English grammar and
usage. Experiments with sophisticated
language and varied sentence structures. |
Writes a
satisfactory developed essay, demonstrating a general plan of organization. Restates the theme in the introduction and
concludes with a simple restatement of the theme. |
Communicates
with partial control and understanding of the conventions of English grammar
and usage. Uses familiar language and
simple sentence structure. |
Communicates
with a lack of control and understanding of the conventions of English
grammar and usage. Uses inappropriate
and/or incorrect language and sentence structure. |
|
Purpose |
Establishes
and maintains clear focus: evidence of distinctive voice and appropriate
tone. |
Focuses
on a purpose, evidence of voice and suitable tone. |
Attempts
to establish and maintain purpose and communicate with the audience. |
Limited
awareness of audience and purpose. |
|
Policy
Development |
Depth
and complexity of policies supported by rich, engaging and pertinent details;
evidence of analysis, negotiation, reflection and insight. |
Depth
of policy development and success of negotiation supported by elaborate,
relevant details. |
Lack
of elaborated policy development, unelaborated or repetitious details, little
evidence of successful negotiation. |
Minimal
policy development, limited or unrelated details, no evidence of successful
negotiation. |
|
Real
World Reference |
Frequent
reference to international treaties, international organizations and
real-world stakeholders. |
Numerous
references to international treaties, international organizations, and
real-world stakeholders. |
Some
references to international treaties, international organizations, and real
world stakeholders. |
Few
references to international treaties, international organizations and
real-world stakeholders. |
Source for Position Paper
Rubric: UNAUSAMUN
Discussion Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Content |
Shows
a full understanding of the topic and uses many examples. |
Shows
a good understanding of the topic and uses some examples. |
Shows
a good understanding of parts of the topic and uses few examples. |
Does
not seem to understand the topic very well. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all the time, and mispronounces no words. |
Speaks
clearly and distinctly all the time, but mispronounces one word. |
Speaks
clearly and distinctly most of the time. Mispronounces a few words. |
Often
mumbles or can not be understood OR mispronounces many words. |
Individual Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Individual
Work in a Team |
Almost
always listens to, shares with, and supports the efforts of others in the
group. Tries to keep people working well together. |
Usually
listens to, shares with, and supports the efforts of others in the group.
Does not cause "waves" in the group. |
Often
listens to, shares with, and supports the efforts of others in the group but
sometimes is not a good team member. |
Rarely
listens to, shares with, and supports the efforts of others in the group.
Often is not a good team member. |
5.THE CONCLUSION
If
this is an issue about which you feel passionately, don’t stop here! Apply to be a HERO
Ambassador or become a HopeChild Sponsor. Make your voice heard and DO
SOMETHING! Start a letter writing
campaign to an elected
official to effect change in
6.THE STANDARDS
This Webquest adheres to the