In this manuscript, the authors describe the benefits and theoretical connections the Junior Model United Nations (JMUN) program has with middle school classrooms. The lens used to view the JMUN program is informed by literature on the needs of young adolescents, inquiry learning, and global citizenship. Findings from this literature illuminate nuances in the interaction between inquiry learning through the C3 Framework and active learning participation. Implications for middle school students, in-service teachers, and teacher candidates are discussed.

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