U.S. China Trade Simulation This simulation was developed with support from the KU Center for Teaching Excellence (CTE) and as part of the resources designed within the KU Center for East Asian Studies (CEAS). It is designed as a scaffolded classroom assignment where the students can learn about what’s going on in the Trade War and also reflect on theoretical concepts about trade and investment politics. It is both a teaching tool and also a lab experiment to capture how ideological divides play out in domestic politics and international bargaining in the US-China trade war. The simulation has been successfully implemented at KU, UCSD, Princeton, Arkansas, and UBC.
Treaty of Versailles Simulation: Students will engage in a simulation in which they each take part as a major participant in the Treaty of Versailles. They will understand the desires of each country going into negotiations and how the treaty actually ended up (can be adapted for more recent treaties)
Objectives: Evaluate the choices each side made and the consequences, understand the interactions among individuals, groups, and institutions – also fulfil standard 1.
The Debate Over Globalization: Students will research, analyze, and debate the pros and cons of globalization
Objectives: Define and conduct research about globalization, identify pros and cons, choose and support one side of the debate – also fulfil standard 1.
Discover Diplomacy: Diplomatic Simulations in the Classroom: Nine diplomacy simulations where students negotiate global challenges ranging from migration to wildlife trafficking
Objectives: Researching and defining a position on a foreign policy issue and adjusting this position as the negotiation evolves, prioritizing goals and objectives, defining responsibilities within the group, creatively negotiating, compromising, and resolving conflict, active listening, team, and alliance-building, weighing different perspectives and points-of-view, articulating a position, and persuading others, investigating worldwide issues, appreciating different perspectives on those issues, finding opportunities to improve situations, and taking practical action – also fulfils standards 1, 2, 3, & 4.