Types of Diplomatic Communication
Course
Political Science II
Unit II
Foundations and
Development of
Globalization
Essential
Question
What are the
different types of
diplomatic
communication?
TEKS
§130.184(c)
(4)(C)
Prior Student
Learning
None
Estimated Time
1 to 1.5 hours
Rationale
Diplomatic communication is the basis for international policies that have
affected billions of people. The discussions between small groups of men
and women who represent their countries have led the world through
different political eras throughout history.
Objectives
The students will be able to:
1. Compare and contrast the types of diplomatic communication
2. Analyze and discuss the types of diplomatic communication in small
groups
3. Conduct research about historical events that represent the types of
diplomatic communication
4. Create a presentation about their research findings
5. Present their research findings to the class
6. Create a game that illustrates the complex relationships between
countries in relation to the types of diplomatic communication
Engage
Post the following questions on the board and have the students write their
answers using their own ideas and beliefs about keeping secrets,
discussing problems, and keeping the peace in their personal relationships.
 Why is keeping secrets problematic? Think about this question in
terms of relationships—what could possibly happen?
 Why is it important to discuss problems? What may result from
people ignoring or avoiding problems? What are the pros and cons
of discussing problems?
 Why is peacekeeping among people important? What might be the
alternative to peacekeeping?
After the students have completed their responses, open the floor for a
class discussion. Review each question and the students’ answers. Then
extend the discussion by asking the following questions:
 What if these questions were directed to countries with millions of
people and the ability to go to war and/or to create global problems?
 Would your answers change if the discussion changed to
peacekeeping among countries instead of relationships? Do you
think that the stakes change?
Use the Discussion Rubric for assessment.
Key Points
I. Diplomatic Communication
A. The International System
1. Is the relationship among all of the countries in the world
1
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2.
Is based on each country’s
a) Culture
b) International and national goals
c) Resources
d) Governments
e) Relationships with other countries
f) Levels of power
B. Components of the International System
1. National actor – the name given to each country on the world’s
stage (Imagine that the countries are game pieces and the world
is the game board; each piece has its own political, economic,
and social ideologies and goals that must mix well in a world of
many actors)
2. International interaction – an organization or event that nations
have collaborated to create, monitor, and use in order to
facilitate diplomatic relations with one another
C. Types of Diplomatic Communication
1. Public
a) The policies and national aspirations of a country are
known to everyone
b) Potential reasons for this include
(1) Setting standards of behavior pertaining to specific
countries
(2) Making threats regarding standards that are ignored or
disrespected
(3) Representing a nation’s ability to work on certain
issues or show the world that it wants to be more
integrated into the international system
2. Secret
a) Certain policies or national aspirations are kept secret from
the world
b) Potential reasons for this include
(1) Protecting national security
(2) Deceiving rivals
3. Multilateral
a) Agreements or diplomatic actions that deal with multiple
countries
b) Potential reasons for this include
(1) Cooperating for a common purpose such as:
(a) Trade
(b) Peace negotiations
(c) Environmental protection
(d) Global threat
(e) Natural disaster relief
(2) Expressing shared support or condemnation of a
global issue (more support generally means more
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4.
5.
6.
power)
Bilateral
a) Agreements between two countries on a particular issue
(similar to multilateral but involves only two countries)
b) Potential reasons for this include
(1) Solving a common problem
(2) Opening a channel of discussion on an issue perceived
as important
Tacit
a) Used when countries communicate through a third party
(another country); may be perceived as veiled foreign
policy
b) Potential reasons for this include
(1) Disputing countries do not want to communicate
directly
(2) Solving issues
(3) Avoiding public criticism between disputing countries
(4) Creating agreements away from the public eye
Formal
a) Diplomacy between people representing their own
countries
b) Potential reasons for this include
(1) Communicating a country’s official stance on an issue
(2) Making a public display
(3) Showing support or disapproval on world events in an
official manner
(4) Sending messages on certain issues
(5) Televising events for public relations purposes
Activities
1. Types of Diplomatic Communication Activity – Divide the class into
small groups and give each group a copy of the Types of Diplomatic
Communication Scenarios Handout. Have the students review the
scenarios together and answer the questions as a group. Use the Types
of Diplomatic Communication Scenarios Handout Key and the Peer
Evaluation Rubric for assessment.
2. Diplomatic Communication Research Presentation – Have the students
conduct research to find three historical events that are examples of
three different types of diplomatic communication. Have the students
compile their research findings into a brief computer-based presentation
that summarizes the event and explains the type of diplomatic
communication represented and their reasons for making their choices.
Use the Individual Work Rubric and/or the Presentation Rubric for
assessment.
3
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Assessments
Types of Diplomatic Communication Quiz and Key
Types of Diplomatic Communication Scenarios Handout
Types of Diplomatic Communication Scenarios Key
Diplomatic Communication Game Rubric
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
Types of Diplomatic Communication computer-based presentation
Types of Diplomatic Communication Activity Handout and Key
Computers with Internet access and computer-based presentation software
or Reference materials and posters with markers
Resources
Remy, Richard C. United States Government: Democracy in Action. New
York City: Glencoe, McGraw-Hill, 2003. Ch. 22. Print.
Accommodations for Learning Differences
For reinforcement, the students will compare and contrast the types of
diplomatic communication discussed in the lesson. This writing reflection
should include the pros and cons for each type and an explanation that
describes the reasons why each type is used. Use the Individual Work
Rubric for assessment.
For enrichment, students will create a game that illustrates the complex
relationships among countries in relation to the types of diplomatic
communication. (Note: This assignment may be extended into a group
project that has students take various stances on diplomacy, make their
own scenarios, and learn how the diplomacy may be utilized globally.) Use
the Diplomatic Communication Game Rubric, the Group Evaluation Rubric,
and the Peer Evaluation Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.184. Political Science II (One to Two Credits).
(4)
The student explores diplomacy as the management of
international relations by negotiation. The student is expected
to:
(C)
distinguish between types of diplomacy such as public
versus secret diplomacy, multilateral versus bilateral,
and tacit versus formal;
4
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College and Career Readiness Standards
Social Studies Standards
III. Interdependence of Global Communities
A. Spatial understanding of global, regional, national, and local
communities
1. Distinguish spatial patterns of human communities that exist
between or within contemporary political boundaries.
2. Connect regional or local developments to global ones.
3. Analyze how and why diverse communities interact and
become dependent on each other.
5
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Types of Diplomatic Communication Scenarios
Directions: Read each scenario and then work as a team to answer the questions below.
Highlight words or phrases that may give clues to the type of communication.
Scenarios:
1. Mexico has been flooded with Columbian refugees who are fleeing Colombia because of a
civil war. The Mexican government does not want to interfere in the affairs of Colombia but
cannot allow thousands of people to illegally cross its borders, even to escape a destructive
war. The Mexican government asks the US to assist it with its dilemma; it does not want to
offend the Colombian government but cannot watch the civil war displace so many innocent
civilians. Mexico wants to end the Colombian Civil War and bring peace to the region, with
the assistance of the US.
2. North Korea and South Korea decide to become a unified nation again. After almost sixty
years of being separated by war and opposing political ideologies they have created a new
nation. The world is shocked and happy because its creation will calm regional tensions and
avert military conflict. The US is the first country to accept the new Korean country as a
viable state within the international system and sends the US Secretary of State to a banquet
in Korea to welcome full cooperation between our governments.
3. The US and the EU are concerned about growing unrest in the Middle East because it may
have a global effect on gas prices. The US and EU cannot allow gas prices to rise or radicals
to control oil production. National interests are severely threatened. The US and EU hold a
private meeting at an undisclosed location to discuss possible interventions in case the
unrest does not improve. The US and EU agree that if the Middle Eastern countries cannot
stop the unrest, they will intervene and use force if needed.
4. It is the year 1930. The Great Depression has created severe consequences for people and
countries around the world. The US and many other countries send representatives to Paris,
France for an international conference to find ways to fix the economic crisis and bring
economic prosperity back to the world. Each country sends a person that best represents the
needs of his or her people and can contribute his or her own solutions. The conference
agrees eventually and unanimously on a solution to the economic crisis.
5. The President of the US speaks to the US people, and to the world, about his new policies
for dealing with terrorism. In his (or her) 10-minute speech he (or she) outlines US strategies
to stop terrorism and eliminate terrorist-supporting enemies. He or she calls for global
support of US anti-terrorist interests and threatens countries that support terrorist
organizations.
Questions:
 What type of communication is used in the scenario?
 What words lead you to select the communication type?
 Why would this communication type be useful in solving the situation described in the
scenario?
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Types of Diplomatic Communication Scenarios Key
Scenario 1:
 What type of communication is used in the scenario? Bilateral Diplomacy
 What words lead you to select the communication type? Mexico and USA
 Why would this communication type be useful in solving the situation described in the
scenario? Because two countries that are close to the current problem are trying to work
together to solve the problem.
Scenario 2:
 What type of communication is used in the scenario? Formal Diplomacy
 What words lead you to select the communication type? Secretary of State, welcome full
cooperation
 Why would this communication type be useful in solving the situation described in the
scenario? Because it is a public display of America’s commitment to cooperate with a
new government. The prestige attached to the Secretary of State being sent to represent
the country shows the importance of the event.
Scenario 3:
 What type of communication is used in the scenario? Secret
 What words lead you to select the communication type? Undisclosed location, private
 Why would this communication type be useful in solving the situation described in the
scenario? Because the nations have not publicly said what they will do if the situation
becomes worse but are preparing to act together if they need to. Think of the political
consequences between the Middle Eastern countries and the world if they found out this
type of plan was being discussed—trust would be broken.
Scenario 4:
 What type of communication is used in the scenario? Multilateral
 What words lead you to select the communication type? US and other countries, each
country, all countries
 Why would this communication type be useful in solving the situation described in the
scenario? All countries are coming together in agreement about what needs to be done
to fix the issue and work together to make sure everyone recovers from the depression.
Scenario 5:
 What type of communication is used in the scenario? Tacit
 What words lead you to select the communication type? It was a blanket statement to all
possible threats—no denying it.
 Why would this communication type be useful in solving the situation described in the
scenario? It sends a message to everyone who would possibly threaten America about
the consequences of their actions.
7
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Name________________________________ Date__________________________
Types of Diplomatic Communication Quiz
1. _____Public
2. _____Secret
3. _____Multilateral
4. _____Bilateral
5. _____Tacit
6. _____Formal
A. Certain policies or national aspirations are kept secret
from the world
B. Diplomacy between people representing their own
countries
C. The policies and national aspirations of a country are
known to everyone
D. Agreements between two countries on a particular issue
(similar to multilateral but involves only two countries)
E. Agreements or diplomatic actions that deal with multiple
countries
F. Used when countries communicate through a third party
(another country); may be perceived as veiled foreign
policy
7. _____Which of the following situations is an example of a bilateral communication?
A. A world trade conference for establishing new trade agreements with Europe and the
world
B. The agreement between Germany, Italy, and Japan to create the Axis Alliance in
World War II
C. An agreement between Mexico and the US for new trade regulations
D. An agreement between Mexico, Canada, and the US to create a trade organization
8. _____Why is tacit diplomacy somewhat dangerous in diplomatic affairs?
A. The risk of a miscommunication between the countries that causes more problems
B. Other countries could interfere with the diplomacy for their own benefit
C. Sometimes issues cannot be solved as easily or as efficiently while using a third party
D. All of the above
9. _____Which of the following is NOT a reason why secret diplomacy would be used?
A. To avoid offending countries involved
B. To protect national interests
C. To publically express what their country wants
D. None of the above
10. _____Why is the International System important to remember when dealing with
diplomacy?
A. Because it is important to understand various governments and how they treat people
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B. Because countries have different goals, cultures, and governments but must work
together
C. Because it is necessary to understand the past historical values of diplomacy in the
world
D. None of the above
11. _____Which statement best describes National Actors in diplomacy?
A. Each individual country acting in its own defense and for its own interests
B. Countries binding together in alliances to protect one another during world events
C. People that are sent as hostages to other countries in order to solve problems
between the two countries
D. Different regions of the world cooperate for a common interest
12. _____How can formal diplomacy assist or hurt relations between countries?
A. Depending on the approval of a country means they will send or withhold formal
representation
B. Sometimes withholding formal representation is seen as a snub
C. Sometimes not sending a formal diplomatic team sends a message of displeasure or
concern
D. All of the above
13. _____Which of the following is NOT a reason that diplomacy is important?
A. It helps countries to understand their cultural differences
B. It helps some countries to understand the weaknesses of their enemies in order to
crush them
C. It helps open communication between countries so issues can be solved easier
D. It allows countries to understand the demands and desires of one another so they can
avert war or potential conflict in the future
14. Explain the similarities between public and formal diplomacy. What are the reasons that
these types of communication are beneficial in relations between countries? How can
they be used to further diplomatic communication between nations? (Your answer should
be a minimum of five sentences written on a separate sheet of paper.)
15. Explain the difference between public and secret diplomacy. Be sure to use examples
that show the differences between the two and why different countries would use them.
Remember what we have discussed during the lessons. (Your answer should be a
minimum of five sentences written on a separate sheet of paper.)
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Types of Diplomatic Communication Quiz Key
1. C
2. A
3. E
4. D
5. F
6. B
7. C
8. D
9. C
10. B
11. A
12. D
13. B
14. Answers will vary
15. Answers will vary
10
Copyright © Texas Education Agency, 2014. All rights reserved.
Name________________________________ Date__________________________
Diplomatic Communication Game Rubric
Objectives
Points
The game has a clear diplomatic objective
At least 4 types of diplomatic communication are used
The game states the participating countries clearly
There are clear instructions/directions for the game
Knowledge of the types of diplomatic communication is obvious
The game is creative
The diplomatic process (and how it relates to the real world) is used clearly
All aspects of the game relate to the theme of diplomatic communication
The game board is well thought out and runs smoothly from beginning to end
of the game
The game and all aspects of project met all of the deadlines
Total Points (100 pts possible: maximum of 10 pts each)
Comments:
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
12
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
13
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
14
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
16
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
17
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
18
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
19
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
20
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