In my sophomore year at Bow High School, I was introduced to Diplomacy Simulations. At the age of fifteen, I had begun to realize that politics were much more than a topic that shouldn't be discussed at the dinner table. Between learning twentieth-century history in class and trying to keep up with modern politics in my free time, I had always wondered what made world leaders make the choices that they did. How could countries with violent, clashing histories reach an agreement that benefits both parties?
As we approached our first diplomacy simulation, focused on the Suez Canal Crisis, a new world of puzzles and strategies was revealed to me. By examining the techniques and mindsets of the past, I began to understand that while every country wishes for peace, every nation has an underlying need—one that shapes decisions and alters relations. At the time, I was working through the mindset of a representative for the United States. My delegation aimed to prevent the spread of communism and push for a ceasefire between the conflicting nations.
Navigating tense relationships became a puzzle that I had to solve. How can I ensure that the nation I am representing gets what it needs without sparking issues with others? I learned that I had to conceal my delegation’s motives and hear the other offers on the table before I discussed financial opportunities and assistance. This simulation specifically taught me the importance of listening to hear, rather than listening to speak—an important skill that I still use regularly. I had to hear what other delegates were suggesting, and the needs they were implying, before immediately offering a solution of my own. I realized that keeping the aims of my country quiet and suggesting simple offers to our problem that subtly implemented my delegation’s plans was far more effective than outright stating exactly what we wanted.
Being able to participate in a hands-on-approach to the political history I was learning provided me with a new understanding of the crisis at hand and a sense of excitement to learn more. It allowed me to understand that every action has a consequence and that simply choosing “to be peaceful,” an easy solution in my fifteen-year-old mind, would not be as effective as one would think. The simulation acted as a doorway into global politics. It offered an approachable start to understanding what goes on in our world and what it means to be a political leader. When students are put into the roles of world leaders and representatives, it allows them to think outside of their own opinions. Diplomacy simulations evoke a motivation to push boundaries and invent creative solutions to complex problems.
By Mallory Hinck, Bow High School Alum
