Simulation Story #2
Simulation Story #2: INTERNATIONAL SYSTEM
Gary Schmidlin, a teacher from Stratford High School, shares his experience using the International System simulation with his International Relations course.
Why I participate in the International System simulation:
The simulation is an excellent opportunity for my class to apply the concepts covered in the course to actual global issues with all of the problems associated with compromise and resolution.
How ICONS connects with my course:
We are an ECE (UCONN) International Relations class. It deals with all of the basic concepts involved with International Relations as well as an analysis of the major current global issues being addressed by the UN as well as regional bodies. The simulation is used to bring all of the problems involved in international negotiations and compromise to the light in an atmosphere where students are required to research issues and assume the position of states other than the US. It is an excellent tool to view the concept of diversity on a global scale. We have represented countries from all over the world in various simulations as well as participants in Yale, UPENN and William and Mary Model United Nations.
How my students prepare for the simulation:
They have a semester long assignment to hand in articles on a weekly basis covering specific global issues. They must have a summary and reaction on each. They have access to Countrywatch.com as well as CIAO.org and the bigproject.co.uk/news as well as 70+ additional IR sites. They also are required to formulate position papers that include a summary of the issue, the position of the nation state, a proposal for funding, a proposal for enforcing, a list of countries that may support or oppose their position and a list of areas that they can and cannot compromise on. We are in the computer lab on a daily basis during the entire semester.
Teacher and student roles during the simulation:
My role is to make sure that teams are accurate on the positions taken on issues and the position of the states being represented. I will also direct them towards areas that may reinforce their positions and need to be researched. They will respond, introduce ideas and proposals and research info on global issues.
Learning objectives and assessment:
Students apply the information researched in the course and they have a first hand opportunity to apply knowledge and understand the difficulties involved in global negotiations. They are tested on research as well as their position papers and work in the conferences.
My advice for teachers preparing to participate in an ICONS simulation for the first time:
Read the info provided, ask questions, and get into previous simulations to get an idea of how they work.
Final Thoughts:
Great learning experience through application!
Do you have a story to share about how you incorporated an ICONS simulation into your instruction? ICONS would like to post it in this special section of our website. Please email us at icons@gvpt.umd.edu or call us at (301) 405-4172 to participate.
