LMS students fill delegates’ seats at regional Model U.N. conference

LMS students joined 300 middle school students from New York City, Connecticut and New Jersey at the session, sponsored by the United Nations Association of the United States of America.

By:Lea Kahn Staff Writer
   Lawrence Middle School students Anna Bosted, Michael Coleman and Sarah Gilbert never imagined they would be sitting in the delegates’ chairs at the United Nations headquarters in New York City.
   But that’s where the three eighth-graders — along with 15 of their classmates — found themselves seated Dec. 3, when they attended the Middle School Model U.N. conference.
   "To sit in that chair and feel like you are an important delegate — that’s an experience I will cherish forever," Sarah said Monday afternoon. "It was surreal. I’ll tell my children about it."
   Nearly 300 middle school students from New York City, Connecticut and New Jersey attended the session, sponsored by the United Nations Association of the United States of America.
   The Model United Nations is a simulation of the U.N. General Assembly, according to the UNA-USA Web site. It allows students to step into the shoes of ambassadors from U.N.-member countries, and to debate current issues on the organization’s agenda.
   This year’s theme was "Human Rights for All." The topic of the General Assembly was "Children in Armed Conflict," which dealt with the issue of whether children under 18 years old should participate in the military.
   The U.N. Commission on Human Rights at the Model U.N. session focused on the human rights of refugees. Wars have always been fought between other countries, but lately, fighting has become internal as different groups within a country clash with each other.
   In the Model U.N., students are assigned to represent member countries. Sarah, 14, was assigned to represent the Republic of the Congo and Anna, 13, represented the Republic of Bolivia. Michael, 14, was the delegate from Hungary. The students studied the culture and background of their respective countries to prepare themselves to act as delegates representing those nations.
   The student delegates made speeches, prepared draft resolutions, negotiated with allies and adversaries, resolved conflicts and navigated the Model U.N. conference procedures — efforts that were all aimed at mobilizing international cooperation to resolve issues that affect countries worldwide.
   Michael said that he and his classmates in the Model U.N. Club did not have much time to prepare for the conference. Since the club meets once a week, preparing for the Model U.N. conference involved a lot of independent study, he said.
   For example, Michael said, in preparing his position paper on "Children in Armed Conflict," he learned that many children were killed during World War II. If further combat were to occur in Hungary now, steps should be taken to set up camps for abandoned children, he said. They should be taken to a safe haven, he added.
   Bolivia’s position on children in the armed forces states that the United States, other countries and the U.N. could provide food assistance to reduce the lure of military jobs for children, according to the position paper that Anna wrote with teammate Luke Yamamoto. About 40 percent of Bolivia’s armed forces comprise children under 18 years old, they wrote.
   In a position paper on the human rights of refugees, Sarah and her teammate, Victoria Freeland, wrote that civil war in the Republic of Congo has forced many residents to flee to neighboring countries. Inside the Republic of Congo, there are about 60,000 refugees who need government support, they wrote. Financial support from the United States and other countries would help, they wrote.
   Sarah and Anna said they enjoyed their experience as delegates.
   "I have always been interested in politics and government," Sarah said. "I thought this was a great opportunity to see how things are run in countries that are different from the United States."
   Sarah continued, "I knew nothing about the Congo, but I became an expert on that country to understand the problems and conflicts. It expands you as a person, and you have a different perception (on the issues)."
   The Model U.N. experience was a fulfilling one, said Anna.
   "I always dreamed of (being a delegate)," Anna said. "It is definitely something that will always stay with me. When I learned there would be a Model U.N., I wanted to be a part of it."
   "I was really excited to go — to make a difference," she said. "When I came home, I felt like I had done something. I felt that I had made an impact on a child’s life. I felt satisfied."
   Model U.N. Club advisor Tim Collins said the experience was a good one for the 18 students who participated. They learned by immersing themselves in their respective countries, he said. They researched the issues and learned the process of solving issues, he said.
   In addition to Anna, Sarah and Michael, LMS eighth-graders who participated included Rakesh Bhagat, Allie Brobst, Marissa Cheifetz, Monnish Choudhary, Ivy Drexel, Catie Drury, Stephen Fredericks, Victoria Freeland, Adriana Gabriel, Elizabeth Lapidow, Elizabeth Morreale, Ed Reynolds, Alice Shen, Perri Smith and Luke Yamamoto.