King School’s Grade 8 played the role of delegates facing a United Nations Committee in an activity that marked the end of a yearlong study of American foreign policy and the United States’ role in the world today. Under the guidance of history teacher Kenneth Lewis, students debated global issues with one another as part of a Model U.N. simulation in their history class in mid-May. 

The exercise “exposed students to an experience they may not have been interested in before and paved a new pathway in life for those students,” said Alicia Leng ’27. “I hope to join the Model U.N. club when I am in high school because it was amazing this year, and I hope to try it again and do even better next year." 

For seven weeks, each of Lewis' five classes discussed possible ways to slow the effects of climate change in the world today. After serious collaboration and debate involving both arguments and disagreements, several delegations reached resolutions that were passed by the Model U.N. committee. Click here for one of the passed resolutions.

"I think I was able to listen to other’s ideas and help them work out ideas well,” said Briana Scharlat ’27, who represented Kenya. “Throughout the project, we bounced ideas off each other to work out flaws and come up with solutions, ultimately leading to resolutions.”

The students were assigned to one of several countries sending delegates to the United Nations General Assembly. They prepared by researching their given country’s people, culture, geography, economy, and political structure. The information they gathered served as a foundation for writing papers from their country’s perspective, focusing on proposed issues. 

During their roundtable meetings, the students raised their flags to be entered on a speaker list by the acting chairperson of the committee, Lewis, and they communicated their respective positions while listening and taking notes when the other delegates spoke. The ultimate goal was to collaborate on a resolution, a term used by the United Nations when referring to an agreement or solution on an issue. 

“The Model U.N. project focuses on the development of research, public speaking, debating, and writing skills, as well as promoting critical thinking, teamwork, and leadership abilities,” said Lewis. “During this activity, the students become experts on their country and come to represent its interests with passion and tenacity.” 

Students realized early in the exercise that relationships built on communication and collaboration were critical.

"The Model U.N. strengthened our ability to work with others and create smart ideas to solve problems that directly affect us and our future,” said Camila Pajarres ’27. “What I learned from this project was how differently countries experience the same situation. It was interesting to learn about how India deals with climate change along with other countries. Another thing I learned was how much work goes into creating an idea or solution. We had to repeatedly go over the same thing just to find the perfect solution.”

Solutions take time, and Eleanor Matteson ’27 recognized the potential of having more time to solve big problems. 

“It would have been even more fun if the simulation went longer,” Eleanor said.