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Submitted by ALbewi on May 6, 2007
Category: Miscellaneous
Words: 1036 | Pages: 5
Views: 118
Popularity Rank: 89,523
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This papers objective is to examine two simulations or games, "Diplomacy" and
"Nations" played in the classroom and how these simulations help to show students how to
examine the theories in international relations. Such theories like realism and liberalism can
describe some of the behavior and responses students have in their strategies in the game.
The game "diplomacy" is defined as a game of skill and cunning negotiations. The game
is played with seven groups or less, every group is a state or country in Europe prior to World
War One. The object of the game is to control eighteen supply centers, out of a total of thirty
four. Once you have taken the supply centers on the game board then it is said you have control
over Europe(Calhamer,1). Students write orders, which can move an army or fleet, to the game
master in order for their pieces to move across the border(Calhamer,1).
Students used the basic elements in realism to try and win the game. These basic elements
are a pessimistic view of human nature, a conviction that international relations are necessarily
conflictual and that international conflicts are ultimately resolved by war, a high regard for the
values of national security and state survival, and a basic skeptism that there can be progress in
international politics that is comparable to that in domestic political life(Jackson and
Sorenson,68). When examining the board before the moves the group members took in account
how many pieces they had and where best to move the armies or navy to gain more power. Power
is a type of casual relationship in which the power yielder affects the behavior attitudes, beliefs,
or prosperity of one actor to another actor(Wright, 2). My group which was the state of Russia
tried to use our army to push though mainland Europe, and tried to control as...
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