A Classroom Simulation of the Syrian Conflict

Richard Frank, Jessica Genauer

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)737-742
Number of pages6
JournalPS: Political Science and Politics
Issue number4
Publication statusPublished - Oct 2019


  • Syrian conflict
  • international relations (IR)
  • humanitarian aid
  • economic sanctions
  • Political transition


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