A Classroom Simulation of the Syrian Conflict. Issue 4 (October 2019)

• Record Type: Journal Article
• Authors: Frank, Richard W.; Genauer, Jessica
• Is Part Of: PS, political science & politics. Volume 52:Issue 4(2019)
• Page Start: 737
• Page End: 742
• Publication Date: 2019-10
• Subjects: Political science -- Periodicals; 320.05
• DOI: 10.1017/S1049096519000556
• Languages: English
• ISSNs: 1049-0965

Abstract

ABSTRACT: This article describes a semester-long classroom simulation of the Syrian conflict designed for an introductory international relations (IR) course. The simulation culminates with two weeks of multi-stakeholder negotiations addressing four issues: humanitarian aid, economic sanctions, ceasefire, and political transition. Students randomly play one of 15 roles involving three actor types: states, non-state actors, and international organizations. This article outlines the costs and benefits of simulation design options toward encouraging students' understanding of IR concepts, and it proposes a course plan for tightly integrating lectures, readings, assessment, and simulation—regardless of class size or length. We highlight this integration through a discussion of two weeks' worth of material—domestic politics and war, and non-state actors—and the incorporation of bargaining concepts and frameworks into the two weeks of simulated multi-stakeholder negotiations.