Running a Mini Simulation

 

CFR Education simulations are based on various hypothetical, historical, and current event scenarios that put students in the shoes of policymakers facing the most pressing issues in international relations. Most mini simulations can be completed in 45–60 minutes, though they can be modified to be longer or shorter, or to suit other needs. For notes on modifying mini simulations, see the link below.

Before the simulation, assign each student a role and distribute the simulation text for them to read. Each simulation includes a link to information about the decision-making body being simulated, as well as (in most cases) a Roles & Goals sheet, which lays out who is a member of the body, what they do, and what their goals are in a meeting.

☞ PRO TIP: If you have more students than roles, have students work in groups of two or more to represent each role.

Make sure students have read the simulation and considered their role ahead of class. You can assign a written one-paragraph position statement as a way to assess students’ preparation, using the preparation handout to guide students.

During the simulation, we recommend that the instructor play the national security advisor, taking on a facilitating role. A student (or, in a larger class, a few students) plays the role of president. Divide the discussion into three rounds, as laid out in the table below, with the president making a decision at the conclusion of the third round. After the simulation, use the reflection handout to debrief orally in class, or assign the handout as homework.

RoundTimingObjectivesProcedural Notes
Round One

Initial Positions		15 minutes

Approx. 30 sec to 1 min per person
  1. Present initial positions to the president.
  2. Investigate the nuances of the positions through questioning.
  3. Clarify the central questions to be debated.
Each participant presents their position statement. If time permits, the president may ask questions to understand each NSC member’s position and bring out the essential questions they wish to debate.
Round Two

Debate and Deliberation		15 minutes
  1. Clarify obstacles, risks, opportunities, and threats
  2. Evaluate merits of various positions
Debate and Deliberation. Participants can defend their recommendations and identify potential areas of compromise agreement. The National Security Advisor will call on students in the order in which they volunteer. While all students should be encouraged and incentivized to speak during this round, time constraints will play a major factor in how this round is handled.
Round Three

Final Positions/ Presidential Decision		15 minutes

Approx. 30 sec to 1 min per person
  1. Narrow options to a few well-focused strategies that the president prefers.
  2. Provide the president with clear recommendations (from NSC members), through consensus or an advisory vote
  3. Presidential decision
The president starts by stating 1–3 preferred options. The National Security Advisor then guides participants through weighing them and reaching recommendations.

For the National Security Advisor (the instructor):

  • Round 1: Call on everyone for their opening statements, keeping to a strict time limit. The president doesn’t have a specific time limit, but you should keep things moving by not letting the president get bogged down on one issue or policy option.
  • Round 2: Students do not need to follow a prescribed speaking order; you can call on them as they raise their hands. Feel free to pose questions or propose discussion topics if you feel that certain issues are not receiving adequate consideration. You will want to move on to Round 3 when all policy options have been discussed and all of the president’s questions have been answered.
  • Round 3: Ask students to make a final case for their positions. If consensus seems possible, you could work toward it; if not, just make sure each option has been clearly presented to the president. Remember, the NSC is not democratic and is an advisory, not decision-making, body. A vote is not required, and the president does not need to choose the most popular option.

For the President (assigned student or students):

  • Round 1: As students are presenting their opening statements, the president can ask questions to clarify or help draw out the differences between one policy option and another. Try not to get too deep in the weeds, though—that is what Round 2 will be for.
  • Round 2: The president can take a more active role. If they have concerns about a policy option, ask questions; if some policy options seem stronger than others, say so. If an element is not being discussed, raise it.
  • Round 3: Once the president has heard all the policy options, they should choose whichever policy option they think is best. They may choose to combine the strongest elements of several different options. Remember, the NSC is not democratic and is an advisory, not decision-making, body. A vote is not required. The president does not need to choose the most popular option. The president’s decision must be made and announced before the wrap-up discussion.

For all participants:

  • Students should stay in their roles as they conduct the role-play. That means approaching issues with the interests and perspectives of their particular role in mind.
  • These deliberations are collaborative. Students should not approach the simulation as a competition.
  • Students should be mindful of how much they are speaking and not dominate the conversation or crowd out others.
  • Students should imagine they are generic government officials, rather than portraying a specific real-life person.

We have alternative options for using mini simulations if you have time constraints, want to focus on specific skills, or are teaching online.