Draft
Creating an Ethnic Divide:
Simulating Ethnic Cleavages in the Classroom
M.C. Boomgaard
Nationalism and ethnic politics in general tend to be somewhat mysterious for
undergraduate students in America. Most were raised in an environment where differing identities
can be shared or swapped without penalty. For example, a Lutheran can go to a Catholic high
school, a Catholic to a Lutheran college, and state schools of all sorts are open to all backgrounds.
Thus, the idea that one affiliation should trump all others, and even lead to violence baffles many.
These leaves them open to many facile explanations of conflict, and the all-to-familiar sense that
certain areas are more prone to it than others, or that “it cannot happen here.”
This simulation helps students explore the causes of ethnic conflict. In particular, it
highlights the differing perceptions of history and security that exacerbate ethnic conflict, through
the intentional distribution of different histories to the different groups. In addition, this simulation
shows that putatively neutral of fair rulemaking – such as majority rule and the imposition of
campaign deadlines – may adversely impact minority populations. Though it takes place in a
democracy, subsequent class periods can explore how some of the other issues raised in the
simulation affect conflict in non-democratic regimes. For classes which include the optional
“international mediator” roles, the simulation also shows the difficulties faced by outside forces
plunged into conflicts with which they may not have intimate familiarity. In addition, since this
simulation effectively splits a class into two opposing and often irreconcilable sides, it has been
used as a basis for subsequent discussions and simulations of mediation and conflict resolution
techniques.
This hour-long simulation works best in medium-sized classes (approx. 25-35) students).
It will not work with less than 10 students. In addition, because this simulation requires a large
amount of student improvisation and spontaneity, it tends to work better in classes where most of
the students have previous experience with active learning. Students who are not familiar with
simulations, case studies, or other group work learning styles tend to hesitate, and to worry about
doing what is expected of them.
Why Use Simulations?
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Convention