International relations in sixth grade

There were alliances and debates, preambles and unmoderated caucuses, small huddles and general assemblies as sixth grade had their Model United Nations on Monday. 
 

The project was integrated into their yearlong study of global sustainability, with an expectation that every representative research how their nation is impacted by climate change, and a mandate that the entire assembly pass a resolution on that issue.
 

Students formed alliances based on region (there was a pan-Africa voting bloc), economics (developed countries, developing countries), and size (smaller or island nations).
 

They debated the merits of a resolution about extreme weather, rising sea levels, or carbon emissions, and ultimately decided that all three of these climate challenges are connected to the fact that fossil fuels are emissions contributing to greenhouse gases, so that is how the resolution was formed.
 

Parts were added to satisfy smaller countries like Haiti, Cambodia, and Dominican Republic who don't feel that they contribute to excess emissions but are nonetheless feeling the effects. This disconnect between cause and impact kept some countries from supporting the resolution.
 

In the end, after research, debate, compromise, dissent and careful wordsmithing, the assembly passed this resolution:

Given that rising sea levels and extreme weather are generally caused by carbon emissions, we call upon the member states of the United Nations to:

1. set an emissions standard worldwide
2. cap emissions in wealthier countries
3. increase renewable energy, including offshore and land-based wind farms, increasing carbon sinks, increasing solar energy options, and providing storage for the renewably resourced energy 
4. provide necessary resources to developing countries in order for them to maintain their economic structures