The complexities of the governmental machinery and personal perceptions involved in the formulation of American foreign policy are difficult for students to comprehend from the confines of the classroom. Beginning students often enter the study of international relations/political science with a simplistic view of policy making. They tend to accept a priori what Graham Allison (1971) calls the “rational actor model” in which students “package the activities of various officials of a national government as action chosen by a unified actor, strongly analogous to an individual human being.” Students often believe that foreign policy is set by a cohesive group of individuals who share common goals and preferences. The additional tendency to anthropomorphize the state leads undergraduates to write papers in which nation-states are portrayed with such diverse human qualities as sympathy, cruelty, greed, and aggression.

Modern scholarship on decision making has expanded beyond this traditional view to encompass differing variables. There is an ongoing debate in the discipline as to what is the most potent variable in American foreign policy. One group of scholars contends that the bureaucratic or role variable is more important. While agreeing that role is a powerful restriction, particularly at the lower levels of the bureaucracy, other scholars argue that the individual perceptions and beliefs of policy makers are more important in the decision-making process.

Given the complicated nature of this debate, a creative way to expose beginning students to American foreign policy decision making is through a simulation. Simulations are useful for the study of the decision-making process because the standard lecture-discussion format, which provides a linear overview of the subject, does not adequately communicate the complex structure and multiplicity of factors in operation.