Simulations: Real-World Practice
Simulations help students develop the knowledge, skills, and dispositions needed for success in the
world at large. They provide a safe playing field for students to try new roles, skills, and
responsibilities.
Simulations have proven to be an important tool to developing many aspects of global competence.
They motivate students through real-world, relevant events. Simulations also compel students to
combine content knowledge with critical thinking and reasoning skills.
Role-playing exercises may be part of the human condition. Experts believe that when children play,
they often take on the role of someone older--often a parent or a professional. Child development
specialists explain that this is simply a way for children to make sense of the world. Practicing
different outcomes makes people, however young, understand variables and make them more
comfortable in different situations.
Schools have used simulations for a long time. School newspapers and drama clubs, just to name
two examples, mimic the practices of professional institutions as a way for students to learn how to
strive for professional-level benchmarks.
It may sound like a cliche, but role-playing exercises that have an international or global dimension
help students find commonalities and respect differences. Working with unfamiliar partners or on
international conflict resolutions also helps students understand the local-global connection, as well
as delve into roots of tradition and conflict.
Qualities of a Good Project
Here are some questions to ask when evaluating simulation projects and service providers:
 Is the project driven by relevant essential questions?
 Does it take into account perspectives from beyond the United
States? How? (Tapping into international news sources, working
with international partners)
 Does it use primary sources from around the world, as
appropriate?
 Does it have real-world outcomes?
Get Started with Global Simulations
A great way to start is to use an existing program or service provider.
 GlobalEd 2 Project: Utilizing educational technologies currently
available in most middle schools (computers with Internet
connection), GlobalEd 2 situates students in a virtual,
international decision-making environment focused on critical
world issues. Across the country about 12-16 social studies
classrooms participate in the simulation, each assigned a
different country to represent. Within each classroom or
country, students are further divided into a number of issue
areas such as human rights, economic policies, environment,
and health. The students in these issue area groups then
interact with their counterparts in other countries over a fiveweek period, though a web-based environment in order to
negotiate some mutually agreeable resolution to a world issue
like water scarcity or global climate change.
http://www.globaled.uconn.edu
 Model United Nations, long popular in U.S. schools, allow
students to assume the role of diplomats from a range of
nations. As they research specific problems in their new roles,
students see world issues from new perspectives and are forced
to craft multi-nation resolutions as they learn first-hand about
the structures and work of the United Nations.
http://www.nmun.org/
 Capitol Forum, is a simulation sponsored by Choices for the 21st
Century Education Program, a national education initiative
based at Brown University that allows students to participate in
U.S. foreign relations negotiations, centered around the
question: What role should the United States play in the
changing international environment of the 21st century?
http://www.choices.edu/cf/
 The World Affairs Challenge, from the Center for Teaching
International Relations at the University of Denver, provides
resources to school teams to study a different global theme
each year. Teams then come together for a day-long event in
which they present the results of their research, participate in a
global quiz, and work on a "collaborative question" with
students from other schools. Annual themes have included
global health, the global marketplace, and conflict in the
contemporary world. http://www.du.edu/worldaffairschallenge/
 The ICONS Project, based at the University of Maryland, offers
online role-play simulations on contentious global
issues. Simulations are available on topics ranging from a
Nigerian oil conflict to a crisis in North Korea. Some can run in
just a few class periods, while others can involve multiple
schools and last for a few weeks. All simulations take place
within a password-protected online simulation platform,
complete with instructional resources, a scenario, and a variety
of communication tools. http://www.icons.umd.edu/secondary
 Federal Reserve Bank of New York provides a simulation
exercise to help students understand how the Federal Open
Market Committee (FOMC), made up of the seven members of
the Board of Governors and the presidents of the 12 Federal
Reserve Banks, makes monetary policy. Students must consider
international conditions when making decisions.
http://www.ny.frb.org/education/fomcsim.html
 International Economics Summit is a world trade simulation
for high school students, which teaches fundamental economic
concepts within the context of international trade. Students
work in teams throughout the 10 weeks as economic advisors
to a country. Together they create a strategic plan to improve
the living conditions in their assigned country. A mini summit at
their school or in their region is finale to the project.
http://www.frbsf.org/education/teachers/ies/index.cfm
 ThinkQuest.org collaborate with an international team of peers
and coaches to create a real-world website.
http://thinkquest.org