Fernando M. Reimers et al.

An additional whole—class activity would be for the class to
read the following scenario from Thucydides’s “The Melian
Dialogue” and then role—play as the Athenians and the Melians
to try to negotiate a different ending to the conflict (idea bore
rowed from IAF training):
http://www.wellesley.edu/ClassicalStudies/CLCV102/
Thucydides—-MelianDialoguehtml. Half of the students would
take part in the role—play activity, and the other half would watch
and reflect on it. Then the halves would switch roles, with the
second group attempting another resolution and the first group
watching and then discussing their observations. Or the class
could be divided into two Melian groups and two Athenian
groups and then paired up and asked to act out their positions
and negotiations, one after another. The whole class would then
debrief the scene together, discussing the pros and cons (and
similarities and differences) of the two scenes that developed.
Or, using SPICE curriculum background notes (http://spice.
stanford.edu/catalog/10027/), students examine the following
conflict between

Russia and Japan, with a specific focus on the “Northern
Territories” dispute. In this lesson, students will be given
the historical background on the “Northern Territories” and
on how the islands that make up the “Northern Territories”
came to be a barrier to Russo—Japanese relations. Students
will be asked to characterize four major perspectives on the
issue: Japanese, Russian, US, and Ainu (the indigenous
people). They then apply their knowledge of the issue in a

simulated international tribunal.

The students then apply to the conflict the frameworks they’ve
learned thus far (identifying the elements) and generate possible
resolutions or management techniques.