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End Notes
1
For a literature review on the benefits of active learning, simulations in the classroom, and international
relations simulations, see Shellman and Turan 2003, Shellman 2001, Brock and Cameron 1999, Woodworth
and Gump 1994, Stice 1987, Smith and Boyer 1996, Kolb 1976, Kolb1984, Kolb1988, Poplin and Weaves
1992.
2
Color flag signs are available upon request from the authors in Power Point Format.
3
We inform students that these roles and placements are for the game and that we are not implicating these
real actors as terrorists or spies.
4
See the following web page: http://faculty.wm.edu/smshel/Courses/GOV204/CGISimulation.html.
5
If an action (e.g., forming a bilateral trade agreement) costs an actor something (e.g. 250) but does not
include giving another actor money (e.g., purchasing weapons or information), the transacting parties must
pay the “SD” the sum indicated in Table 3 (to be discussed below).
6
All expenses that are not paid from one country to another, such as the transfer of weapons or aid, should
be paid to the SD.
7
This concept comes from the game Axis and Allies.
8
It is up to the SD as to whether or not you allow students to inquire about a defender’s score prior to
committing to an attack. We do allow such inquiry.
9
Note that the weapon must be able to reach the target. For example, infantry, tanks, and missiles must be
within their realistic striking range of the target.
10
If using the first set-up (discussed in the text below), the media can simply report the news via a
microphone.
11
We recognize that there is an inherent quantity nature to this variable. However, goals worth more points
are more difficult to achieve. However, we realize that point total of many small goals achieved may equal
the point total of only a few larger goals.
Convention