THE ATHENS-MELOS ROLE PLAY -...

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PROGRAM ON NEGOTIATION AT HARVARD LAW SCHOOL AN INTER-UNIVERSITY CONSORTIUM TO IMPROVE THE THEORY AND PRACTICE OF CONFLICT RESOLUTION THE ATHENS-MELOS ROLE PLAY WORKABLE PEACE: ANCIENT GREECE AND THE PELOPONNESIAN WAR TEACHERS PACKAGE Review Copy Do Not Reproduce

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PROGRAM ON NEGOTIATION AT HARVARD LAW SCHOOL AN INTER-UNIVERSITY CONSORTIUM TO IMPROVE THE THEORY AND PRACTICE OF CONFLICT RESOLUTION

THE ATHENS-MELOS ROLE PLAY

WORKABLE PEACE: ANCIENT GREECE AND THE PELOPONNESIAN WAR

TEACHER’S PACKAGE

Review Copy Do Not Reproduce

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Workable Peace: Ancient Greece and the Peloponnesian War

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The Athens-Melos Role Play

This teaching guide presents the goals of the Athens-Melos Role Play and instructions on how to facilitate the preparation, negotiation, and debriefing of the role play. Two final sections present suggestions for trouble-shooting common problems in all phases of the role play, and suggestions for assessment and final projects.

This Teacher’s Guide is designed for post secondary school educators with limited experience using nego-tiation role plays. It includes advice to help guide you in implementing and making the most of the Workable Peace simulations, and worksheets to improve prep-aration. Please feel free to use, adapt, or ignore our suggestions, as appropriate for your teaching environ-ment and your students.

It is essential that you read this entire Teacher’s Guide thoroughly before you use Workable Peace: The Athens-Melos Role Play in the classroom. It is also essential that you read all of the role play mate-rials (historical background, general instructions, confidential instructions, and attached forms) for this role play before you use it.

The Historical Background and General Instructions handout explains the history and current situation in more detail. The Confidential Instructions handouts for each role in the simulation explain the perspec-tives and specific knowledge of each role. Please note that each set of Confidential Instructions includes

information and perspectives not shared by other roles—each student should receive only one of the four confidential instructions.

I. Goals of a Workable Peace Role Play

The Athens-Melos Role Play aims to

Provide accurate historical and background infor-1. mation on Ancient Greece, the Peloponnesian War, and the conflict between Athens and Melos, and provide opportunities for students to engage with this history in a direct and realistic context

Stimulate and motivate student learning through 2. active participation, as well as through reading, writing, class discussion, and other forms of analy-sis and expression

Build students’ negotiation and conflict manage-3. ment skills by asking them to take on the roles of participants seeking to resolve a conflict through negotiation, with support and feedback as they pre-pare, conduct, and debrief the role play

Challenge students to find the links between the 4. conflict presented in the role play and the conflict resolution steps presented in the Workable Peace Framework, and the links to other conflicts in his-tory and in their own lives

II. Using Role Play in the Classroom

Tell me and I may forget; show me and I may re-member; involve me and I will understand.

Proverb

Role play is experiential learning, or learning by do-ing, which allows participants to experience the content and the skills being taught by taking on the

teacher’s guide

Table of Contents

Preparation 3

Conducting the Negotiation 6

Debriefing 9

Troubleshooting Common Problems 12

Assessment and Final Project Ideas 14

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.2

personality and background of an individual or group, and interacting with others in the context of a specific situation. Role play provides an opportunity for deep learning—learning described by John Dewey as a pro-cess by which concepts, principles, and ideas are inter-nalized cognitively, leading to changes in the learners’ patterns and actions.1 There are several educational theories about how this occurs, but all of them involve “a process of confronting our existing ideas about how and why certain things happen, breaking them down, and offering a new model or set of postulates to re-place the old ones.”2

As teachers know, this is not a simple thing to do. Peo-ple are often stuck both in their ways of seeing the world and in their behavioral responses to challenging situations. Extensive research on active learning has shown that by asking students to enter into new situ-ations as different people, role plays can be effective opportunities for students to break out of old patterns of thought and behavior, by experiencing the limita-tions of one set of strategies and/or the potential of another.

In Workable Peace role plays, students are not only challenged to take on the roles of others, they are then required to interact with other students, also in role, who have very different perspectives, needs, and ideas. In this way, students must test their personal ideas against those of their roles, as well as against those of the other students and their roles. This opens students to the complexity of multiple perspectives, a central theme in the understanding of conflict and of history.

In addition, studies on learning strategies have shown that students are more likely to integrate and remem-ber those things that they have learned actively, and apply them to their lives.

1 Dewey, John. Experience and Education. New York: Macmillan, 1938.

2 Susskind, Larry, and Jason Corburn. “Using Simulations to Teach Negotiation: Pedagogical Theory and Practice.” Teaching Nego-tiation: Ideas and Innovations. Ed. Michael Wheeler. Cambridge, MA: PON Books, 2000. 291.

To integrate and synthesize the learning potential of role play, students must have an opportunity to reflect on the experience in a structured and interactive man-ner. The primary mechanism for this reflection in role play is the debriefing. Effective debriefing asks stu-dents to step back from the experience and examine the dynamics of behavior and interaction, guided by the observations of the teacher and of other students. The final section of this Teacher’s Guide provides sug-gestions on how to maximize student learning through the debriefing process.

III. Overview of the Athens-Melos Role Play

The Athens-Melos Role Play is based on the historical conflict between the Greek city-states of Athens and Melos, in the year 416 BCE. It takes place during the seven-year interlude of peace in the middle of the Pelo-ponnesian war between Athens and Sparta.

Melos is an island in the Aegean Sea that is culturally connected to Sparta, yet deeply values its indepen-dence. During the first phase of the war, Melos favors neutrality but then Athens attempts to invade Melos, in 426 BCE. Melos is able to successfully fight off the invaders, and, according to the report of a captured Melian sailer, appears to have made a contribution of money to the Spartan war fund.

In 416 BCE (the setting for the role play), Athens has sent a fleet and soldiers to demand that Melos join the Delian League, a coalition of Greek city-states led by Athens for more than 60 years. Athens is particularly worried about Melos’ connection to Sparta, their en-emy, and is also interested in changing Melos into a democracy. The leaders of Melos do not want to give up their stable oligarchic government or their indepen-dence, and immediately send a messenger to Sparta to ask for help. Now, delegates from Athens and Melos are meeting to see if they can avoid war.

Roles:

Athenian Admiral Ruler of Melos

Athenian General General of Melos

teacher’s guide The Athens-Melos Role Play

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IV. How to Facilitate the Workable Peace Athens-Melos Role Play

To facilitate a WP role play, you need to complete three phases:

Preparing• yourself and the students

Conducting• the negotiation

Debriefing• the negotiation

Each phase has several steps, which will be outlined in this Teacher’s Guide, and summarized in a chart for each phase.

The Athens-Melos Role Play is designed to walk stu-dents through the PEACE steps in the Workable Peace Framework one by one.

PRePARAtIOn

In this section, we lay out the details of the eight prep-aration steps outlined in the Preparation Phase Sum-mary table on page 4. We recommend the following time frame for preparation:

At least 30–60 minutes• for reviewing the Workable Peace Framework and historical background, intro-ducing the scenario and discussing the conflict, ex-plaining the structure of the negotiation, and teach-ing the PEACE Checklist (preparation steps 1–5)

Out-of-class assignment of roles, reading of confi-•dential instructions, and completing Conflict Prepa-ration worksheet (step 6)

At least 30–60 minutes• for same-role meetings and same city-state meetings (steps 7–8)

1. Read the General Instructions for the Athens-Melos Role Play

To prepare students for the role play, assign them to read the General Instructions reviewing the his-torical background. You may wish to use additional resources—such as videos, literature, or primary

source materials—to increase their background knowledge. If the class has studied ancient Greece, you will have an opportunity to make connections to topics you have been covering.

To assure that students understand the background history and the scenario, and are prepared for class discussion, have students answer comprehension questions and/or write short essays on the history, if appropriate.

2. Review Historical Background and Workable Peace Framework

Review the four sources of conflict (interests, be-liefs, emotions, and identities) the strategies leading to escalation (WARS steps) and strategies for con-flict management and resolution (the PEACE steps). See the Workable Peace Framework and the Sample Framework Presentation for more information.

Review the historical background. Based on this background (NOT on the information in the confi-dential instructions), discuss the history and sources of the conflict. Examine the identities of the groups involved in the conflict: the Athenians, the Melians, and the Spartans (although they do not have roles in the simulation, the Spartans are still key stake-holders in the conflict). How does each group define itself? How do they see each other? What values do members of each group stand for? What are their interests?

3. Introduce the negotiation Scenario and explain the Structure of the Role Play

Review the negotiation scenario, participants, and issues with the class (you may want to have the students read this information aloud, or chart this information on the board).

If this is the first time you are doing a role play with your class, it is important to create an envi-ronment in the classroom that is both serious and safe. We recommend that you explain the overall

The Athens-Melos Role Play teacher’s guide

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Step Period/ Homework

Class Work Teacher Work

1. Read the General Instructions for the Athens-Melos Role Play

Homework for Class 1

a. Class reads General Instructions for role play

b. Class answers questions in prepara-tion for class discussion

a. Provide General Instructions handoutb. Assign fact questions and/or short essay

on contentc. Decide which students will play each role.

Prepare Confidential Instructions

2. Review Historical Background and Workable Peace Framework

Class 1 a. Class reviews and discusses Work-able Peace Framework

b. Class discusses conflict’s sources and evolution, possibilities for peaceful resolution

a. Collect homeworkb. Review Workable Peace Framework and

Athens-Melos history. Lead class discussion

3. Introduce the nego-tiation scenario and explain the structure of the role play

Class 1 a. Class discusses historical back-ground, setting, roles, and issues for the role play

b. Class discusses format and process of the role play, sets expectations and ground rules for participation

a. Facilitate discussion on setting, roles, and issues

b. Explain format and process of role playc. Facilitate discussion of expectations and

ground rules.

4. Teach the PEACE Checklist

Class 1 Class reads and discusses PEACE Checklist

Review PEACE Checklist; make sure students understand all concepts

5. Assign roles/respon-sibilities

Class 1 Explain and distribute one set of Confidential Instructions and Conflict Preparation work-sheets to each student

6. Role preparation Homework for Class 2

All students read their Confidential Instructions and complete Conflict Preparation worksheet

Grade homework

7. Conduct same-role meetings

Class 2,or out of class (in groups)

a. Same-role groups meet to review interests and develop strategies

b. Groups compare Conflict Prepara-tion worksheets, fill out Negotia-tion Strategy Preparation work-sheets, and choose representatives for each negotiation step

c. Complete opening statements

a. Circulate and monitor same-role discussionsb. Answer questions about roles and issuesc. Collect completed Conflict Preparation

worksheets at end of class

8. Informal in-role interaction

Class 2/3 Students meet informally with other negotiation participants in role to learn interests and needs.

a. Circulate to monitor discussionsb. Intervene only if necessary to answer ques-

tions or keep individuals/groups on task

PRePARAtIOn PHASe SUMMARy

teacher’s guide The Athens-Melos Role Play

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The Athens-Melos Role Play teacher’s guide

process of the role play, so that students will know what to expect and what is required during the process. In addition, it would help to spend some time constructing some ground rules and expecta-tions for role playing. You could enlist their help in brainstorming helpful actions and behaviors for the classroom, and posting them somewhere in the room as a reminder.

As students explore the identities, emotions, beliefs, and interests of the characters they represent, they will ideally begin to become personally invested in their roles. You want to encourage them to imagine the feelings they would have if they were actually the character they will be playing. This will create a more authentic and meaningful learning experi-ence for the class.

While it is exactly this sort of engagement that makes the role plays such fertile ground for learn-ing, it is important to help students avoid the pit-falls of over-empathy. For example, some of the emotions involved in the role plays may make stu-dents uncomfortable, leading them to become silly, or pull back from their roles. Also, students need to be able to examine the conflict from the perspec-tives of the other group involved in the conflict, not just the one that they represent. If they become too deeply invested in only the perspective of their role, they may have difficulty feeling the fear and anger that make accepting the other group’s legitimate needs and rights a major psychological challenge. If they do not feel some of these emotions, much of the skill-building value of the role play will be lost.

It is very important that students properly un-derstand the goals of the negotiation. Sometimes students think that they should offer concessions immediately, or decide to give up things they feel strongly about, because they believe that negotia-tion is about making compromises or “being nice.” Students should be reminded that the goal of the negotiation is not “to be nice,” but rather to fulfill their needs and the needs of their group. On the other hand, students sometimes treat the negotia-tion as a debate, asking rhetorical questions to “get”

the other participants, or arguing their case with-out listening to others. While working to make sure they are firmly routed in the needs and interests of their roles, be sure not to get them stuck in their po-sitions. The goal is not for them to simply demand and argue for what they want, but to persuade the other groups to accept an agreement that can be good for all of them.

4. teach the PeACe Checklist (optional)

The PEACE Checklist operates as a primary rubric for the role play, and can be used by participants throughout the negotiation process, as well as a tool to assess themselves at the end. Go over the check-list with the class and facilitate a discussion on the skills highlighted within it.

5. Assign Roles and Responsibilities

Assign each student to one of the four roles. Be careful to balance “strong” and “not-as-strong” stu-dents across groups, so that no group dominates the negotiations. By “stronger,” we mean students who can master the negotiation scenario; understand and “get into” the interests, beliefs, emotions, and identities of the role they are assigned to play; and negotiate effectively with other role players using the Workable Peace Framework as a guide.

Stronger students can help less-strong students in their group prepare before the negotiation begins (see the explanation of same-role meetings be-low). Stronger students can also support less strong group members during the negotiation, by passing notes to them as they sit at the negotiating table, and by talking with them during group caucuses during the negotiation.

It is helpful to photocopy each of the roles onto a different color paper (i.e., Athenian General on green, Athenian Admiral on blue, etc.) so that you and students can quickly identify who shares their role.

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6. Students Prepare their Roles in Same-Role Groups

Break the class into four “same-role” groups of all students who are playing the same role. Distribute Confidential Instructions for one role to each stu-dent. Students need to fill out their Conflict Prepara-tion Worksheets as they read to prepare for the role play. Emphasize to the students that it is essential to the negotiations that they use this form to prepare. Be cognizant of the amount of time you give them to complete this form, and encourage them to manage their time in a way that allows them to get through all parts. You can have students do this alone or together in their same-role groups. You need to cir-culate from group to group to make sure that each team works together to understand and agree on their identity, beliefs, emotions, and interests, and begin developing strategies for the negotiations.

During the same-role meetings, students also need to decide which member of the team will make the opening statement, and how they will rotate through the negotiations. Since this role play has four “phases” of negotiation, corresponding to the PEACE steps, students should each take one of these phases. If there are more than four students in a role, you can have two students split up the “Con-trolling Violence” step and two split the “Engage in Negotiations” step.

7. Students Meet in Same-City-State Groups

Students in each group meet together to complete the Negotiation Strategy Preparation worksheet and prepare their opening statements. To do this, students in each group will need to

Review their identities, beliefs, emotions, and •interests

Think about the interests of other groups •

Assign team members to give the opening state-•ment, negotiate on each issue, and negotiate a package agreement

Develop some options to propose on each issue•

Develop an opening statement for the beginning •of the negotiations and for each issue

The same city-state meetings are a key opportunity for group members to clarify facts and build a com-mon understanding of their goals. Remind students that the two different roles in the city-states do not necessarily share all of the same interests, beliefs, emotions and identities, and might weigh the value of different priorities differently. Nonetheless, they will have to develop to some common proposals in order to be successful in their negotiations with the other city-state.

COndUCtInG tHe neGOtIAtIOn

We recommend that you budget at least 2–3 classroom hours for the negotiations. We recommend that you set the room up with four chairs around a table, or with four chair-desks in a circle. Each seat at the table should have a designated nameplate for each repre-sentative. It is best to seat the groups next to groups that are closest to their allies. Each of the four groups should have a representative seated at the table. Other team members should be seated behind their repre-sentative. The representative at the table will be the one to speak for the group.

1. explore needs and Concerns

After the city-state groups have finished prepara-tion, they begin direct dialogue with one another. As the neutral facilitator, you should welcome each group to the table for discussion to explore each group’s goals, needs and concerns. It is important to emphasize that students are NOT expected to negotiate at this stage. Rather the emphasis is on developing a better understanding of each group’s goals, needs, and concerns.

Have the participants decide who should speak first. Each group should share their opening statements,

teacher’s guide The Athens-Melos Role Play

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one at a time, while the other group listens actively and takes notes. Then, each group should ask clari-fying questions to the other group. Help students to understand the difference between a clarify-ing question and a provocative or argumenta-tive question.

Then each team is to prepare a written statement of the other team’s goals, needs, and concerns, which is then approved by that country (i.e., Athens needs to write a statement describing Melos’ concerns and Melos must confirm it is accurate and complete, and vice versa). For greater emphasis, they then sign each others’ statements.

2. Acknowledge needs and Concerns

The class then meets again in separate city-state groups to review and discuss the other city-state’s needs and concerns. They must decide which of the other group’s needs and concerns they can accept as legitimate. Emphasize that this acknowledgment does not mean that they have agreed to give up any-thing. They should prepare a statement with which to return to the table. Remind students again that they are not negotiating at this phase.

Back at the table, the teams should share their state-ments with each other, and respond. At this point, inform them that representatives from the Athe-nian Assembly and Melian Council have arrived, demanding to know the status of the talks. Ask each group to describe what has occurred so far. In this step, the teacher’s role is to play the members of the Assembly and Council, and ask questions to push the members to defend the negotiations, and to push further the exploration and acknowledg-ment. Feel free to be creative and have fun with this exercise!

3. Control Violence

The next step is for the representatives to discuss

whether they should establish a military truce to reduce tensions during the negotiations. If so, they will need to agree on how.

This is the beginning of actual negotiations. Group representatives may also call for “time outs” to cau-cus with members of their group. Students should try to use the skills from the Workable Peace Frame-work, such as:

proposing options that meet the needs of their •own group while also addressing concerns of the other group

making wise trade-offs by giving in on things •that are less important in order to gain things that are more important

seeking criteria that are acceptable to both sides •as “fair,” such as reciprocity, justice, equality, etc.

There are no right answers to the negotiation, but some common agreements for controlling violence include a trade-off to recall the Spartan messenger in return for an easing of the blockade and removal of some—if not all—Athenian troops off the island. These agreements should also contain some mecha-nism allowing Melos to continue trade during the time of the negotiations, so that their people do not starve or lose their livelihoods. A common pitfall is for students to assume that they should trust the other side, rather than develop mechanisms for en-suring that each side keeps their commitments (for example, sending along an Athenian to confirm that Melos recalls the Spartan messenger before remov-ing the blockade). You can push students to define realistic agreements by asking questions like “How will you know if…?” and “What will happen if…”

4. engage in negotiations

The negotiators now need to negotiate the issues related to the conflict. They should answer the fol-lowing question.

The Athens-Melos Role Play teacher’s guide

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teacher’s guide The Athens-Melos Role Play

Will Melos join the Delian League? If so, will it con- f

tribute tribute, troops, or ships? Will it retain its own form of oligarchic government?

If and when the groups come to an agreement they should write it up and sign it, symbolizing their commitment to uphold the agreement.

In this phase of the negotiation, the major trade-off is usually Athens giving up their demand for democ-racy, and Melos giving up their desire for indepen-dence. Some groups, though, refuse to make this trade, and would rather declare war. This is fine, and can be discussed in the debriefing by sharing the

true historical outcome (see Thucydidies) and asking all participants if they felt this outcome met their in-terests better than if they had made the trade-off.

There are a wide range of potential agreements that uphold the most essential interests of all four roles, some of which are better for one side than the oth-er. For example, groups may agree for Melos to pay more or less, to contribute more soldiers but only close to home or fewer soldiers or even none. There are also many creative agreements that groups can reach that go beyond the information in the instruc-tions but are true to the spirit of the conflict. The

Step Class Work Teacher Work

1. Representatives explore needs and concerns

a. Representatives meet, share opening state-ments, and ask clarifying questions

b. Representatives make a list of each others’ needs and concerns, and share and confirm lists

Observe, take notes on student performance•Answer questions if necessary•

2. Representatives acknowledge needs and rights

a. Students decide which of the other group’s needs and concerns they can accept as legitimate

b. Representatives share their statements with each other, and respond

Observe, take notes on student performance•Allow time-outs for caucus•Troubleshoot if problems arise, but otherwise let •students run the sessions

3. Representatives control violence

a. Representatives discuss whether they should establish a military truce to reduce tensions during the negotiations

Observe, take notes on student performance•Allow time outs for caucus•Troubleshoot if problems arise, but otherwise let •students run the sessions

4. Representatives engage in negotiation and document agreement

a. Representatives negotiate on the key issuesb. Other students observe, provide input via

notes to representativesc. Participants write down agreements reached

and any remaining points of disagreement

Observe, take notes on student performance•Guide and support students as needed•

5. Between negotiation sessions, assign homework

a. Students reflect on process and skills of negotiation

Assign and collect homework•

neGOtIAtIOn PHASe SUMMARy

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more creative students can be in inventing options, the more successful they will usually be at reaching agreements that all sides find acceptable.

Intervention & note taking

If there is confusion or uncertainty about a point of fact or a question about the process, it is usually fine for the teacher to make the clarification and let the negotiation continue. However, as a rule, the teacher should aim to intervene as infrequently and unobtru-sively as possible in the role play. If students are stray-ing from their roles, are unprepared, or, otherwise en-dangering the learning potential of the activity, begin by passing a note to a member of the group who is not at the table, suggesting that he or she step in or help his or her teammate. If this doesn’t help, or isn’t appropriate, the teacher can stop the negotiation and suggest that the groups “caucus” within their roles. At this point, you can check in on the role group or indi-viduals who you are concerned about. Before telling them your thoughts about their actions, give them a chance to diagnose the problem themselves by helping them to evaluate how the negotiation is going so far. Try asking them what their goal is, what their strategy is, and whether they think their strategy is working to help reach their goal.

To deal with student, under- or over-investment in their roles or the process, please see the final section of this Teacher’s Guide on “Troubleshooting” for more suggestions on how to intervene.

While the negotiations are in progress, you should also consider some group process questions, and take notes of examples, to bring up during the debriefing. Key questions might be

How did each group of negotiators handle disagree-•ments among representatives?

Was the final group of negotiators able to develop •a package agreement that addressed all the issues? Why or why not? If so, did the final agreement meet the needs of all the players? Was it fair? Why or why not?

What could the participants do differently next •time?

How well did the class work together, in same-role •groups and overall?

Between negotiation Sessions, Assign Homework

To encourage reflection during the negotiation pro-cess, it is helpful to give reflective homework assign-ments. A suggested set of journal questions is:

What issues were discussed today?•

What were the main points offered by your group?•

How did the other groups respond? What were their •main points?

What was the outcome?•

What was one thing someone at the table did that •escalated the conflict? What was one thing someone at the table did that helped de-escalate the conflict and advance the negotiations?

Are you satisfied with today’s negotiation? What •one thing could your representative have done dif-ferently to improve the outcome? What one thing could another group’s representative have done better?

What do you think will happen next?•

deBRIeFInG

Debriefing is a critical step in the role play—it is dur-ing debriefing that students can reflect on and analyze the experiences of the negotiation process, share dif-ferent perspectives, and integrate new learning into their larger conceptual framework. We recommend that you allocate 45–90 minutes for debriefing.

We recommend that you assign students to complete their PEACE Checklists for homework (debriefing steps 1). You should then have the class discuss the process of the Role Play (step 2). If relevant, you can also link the role play to history and current events using the

The Athens-Melos Role Play teacher’s guide

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Workable Peace Framework (step 3). Use the questions listed below to discuss students’ perspectives on the outcomes, and analyze the components of the process. The notes you took about the overall process during the negotiations should help you identify issues for discussion. Highlight examples from key moments in the role play.

1. Student Role Players Complete PeACe Checklists

Each student who played a role completes a PEACE Checklist, rating his or her own performance on each of the Workable Peace skills, and giving evi-dence, such as an example. If possible, this should be homework.

2. debrief Role Play Outcomes and Processes

Use the following key questions to guide a class-room discussion on the experience of the role play, the conflict, and the resolution.

Reviewing Experiences and Outcomes

What did your role hope to achieve in this nego-•tiation? What did it achieve? How did you and your group do in meeting your interests, uphold-ing your beliefs, and affirming your identities? Are you satisfied with the results? What would you do differently next time?

How did the whole group do at finding a reso-•lution to meet the interests, uphold the beliefs, and affirm the identities of all the participants? What could the group as a whole do differently next time?

Analyzing the Conflict

At the beginning, what did your group see as the •causes of the conflict?

In what ways did other groups in the conflict see •the causes of the conflict differently?

Did your understanding of the causes of the con-•flict change by the end of the role play? How? Why?

Is it helpful for all stakeholders in a conflict to •share a common understanding of its causes? Why or why not? How can this be done?

Resolving the Conflict

At the beginning, what did your group think was •the best way to manage the conflict?

In what ways did other groups in the conflict •have different ideas about how to manage the conflict?

Did your ideas about the best way to manage the •conflict change by the end of the role play? How? Why?

Negotiation Processes

What did you do to try to convince the other •groups of your solution to the conflict? Did you persuade them? Why or why not?

What did other groups do to try to convince you •of a different solution to the conflict? Did they persuade you? Why or why not?

3. Relate the Role Play to History, Current events, and Students’ Lives

We recommend that you use the Workable Peace Framework to link the role play back to historical issues and current events. You might ask students to respond to some or all of the following questions in class or as a homework assignment or final essay.

Connections to the History

The only existing written record of the Athenian siege of Melos comes from Thucydides’ History of the Peloponnesian War. In a chapter titled, “The

teacher’s guide The Athens-Melos Role Play

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 11

Melian Dialogue,” Thucydides presents the negotia-tions between the two city-states, set out as a play. (Historians disagree about the historical accuracy of this account.) We recommend that the class read it at the conclusion of the Athens-Melos Role Play, and then comparing and contrast the negotiation process and outcome presented in the Melian Dia-logue with their own.

Some discussion questions might include:

In the Melian Dialogue, how well did Athens and •Melos follow the five steps you took in your ne-gotiations (Prepare, Explore, Acknowledge, Con-trol violence, Engage in negotiations)? What did they do well? What did they not do well? Use the PEACE checklist to assess them.

What do you think about the arguments made by •the Athenians? The Melians? How are these simi-lar and/or different to the arguments you made?

At one point, the Athenian representative says, •“...in fact, the strong do what they have the pow-er to do and the weak accept what they have to accept.” Do you think that this is always true? What kinds of power do the Melians have be-sides military power?

How is their outcome similar to your outcome? •How was their outcome different from yours? Which was a better outcome? Why?

Individual and Community Applications

What did you learn about your own negotiation •style and strategies that you use every day? How will you use this knowledge in your own life?

How could the lessons we’ve learned be applied •to a situation or an issue in your school or the larger community?

Step Class Work Teacher Work

1. Students complete PEACE Checklist

Each student completes both sides of the PEACE Checklist

Provide students with checklist•

2. Debrief Role Play Outcomes and Processes

Class reviews key moments and discusses strengths, difficulties, and how the group worked together

Facilitate the discussion using students’ answers •from PEACE Checklist and recommended ques-tions to generate discussion

3. Relate role play to history, current events, and students’ lives

Students answer questions at home to prepare for discussion

Assign homework using the recommended ques-•tions

4. Discuss the above Class attempts to link lessons of the role play to concepts presented in the framework and to issues in their own lives

Facilitate discussion using recommended questions•Collect and grade homework•

5. Optional: Additional homework or essay

Students complete final project Create, assign, and guide students•

deBRIeFInG PHASe SUMMARy

The Athens-Melos Role Play teacher’s guide

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.12

Think of a conflict between groups that you have •been involved in (or are involved in now). Do you think that the Workable Peace Framework could have been useful to you and your group? Why or why not?

tROUBLeSHOOtInG COMMOn PROBLeMS

1. the students are giving in too easily, going against the bottom lines of their roles

This happens for several different reasons:

Students think that negotiation is about being •nice, or that the point of the exercise is to compro-mise and that the teacher wants them to give in.

Students, immersed in a culture of being nice, •are used to this expectation of their behavior in school.

Students aren’t really engaged in their roles. •They don’t really care about the outcome and giving in is easy.

Students are confused about their interests and •don’t understand the problems with making concessions.

Compensating Strategies During Preparation Phase

In explaining the framework and purpose of the •role play, be sure to explain to the students that the goal is not to be nice, but rather to try to create an agreement with the other groups in which you are better off than you would be if you tried to meet your needs unilaterally (with-out an agreement).

If you worry that your students are likely to give •in too easily, it might help to make it somewhat competitive, by saying that the group that best meets its needs wins, or that any group that is unable to meet its minimum needs, loses.

Choose the right students for the tough-to-justi-•fy roles—that is, the students you think would

most likely be able to hold to a tough perspective under pressure.

Give the students opportunities to really get into •and identify with their roles. Prior to the nego-tiations, give them extra reading or have them do extra research on their roles. Have them give a presentation, create a poster, or write a letter focusing on their roles’ history, identities, values, and/or interests.

Check in with students during the prepara-•tion phase to make sure they understand for which issues their roles can and cannot make compromises.

Prepare the students to hold a press conference •at the end of the negotiations where they will have to justify and explain the outcome of the negotiations to members of their groups.

While working to make sure the students are firmly rooted in the needs and interests of their roles, be sure not to let them get stuck in their positions. The goal is not for them to simply demand what they want, but to persuade the other groups to accept an agreement that is good for them.

Intervention Strategies During the Role Play

If a student makes concessions below the mini-•mum level that his or her role allows, try pass-ing a note to the representative, reminding him or her to check the Confidential Instructions on a given point. You might just say, “Are you sure your role agrees to that?” or “ wants to offer that?”

If giving in is more widespread, and resolution •of the first issue happens easily due to one role, you can do a mini-debriefing after the first is-sue. Some questions you might ask: Are you happy with today’s agreement? Did you get what you wanted? Do you think the members of your group will be happy when they learn of today’s negotiations? How will you justify your conces-sions to your group?

teacher’s guide The Athens-Melos Role Play

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 13

Hold a press conference and ask questions that •might be asked by unhappy members of the group whose needs are not being met.

Write a letter to the representatives from the •perspective of their group, expressing disap-pointment with what you learned about the first day of negotiation and demanding a change in strategy. Try to be realistic—what would the group members say about the statements of the representative?

Response Strategies During Debriefing

If an agreement was achieved too easily or con-•trary to the actual needs of the negotiators, help the students compare what each group really wanted with what it got. Some questions to ask

What actions and decisions led to this agree- f

ment?

Do you think this agreement will be implement- f

able? Lasting? Why or why not?

How will your constituents respond to this f

agreement? How can you defend it?

2. the students are intransigent, refusing to make any concessions

This happens for several different reasons:

Students think that the goal of the exercise is •to win without making concessions, or they in-terpret the “maximums” in their instructions as “minimums.”

Students are immersed in a culture of competi-•tion and debate, and think this is expected of their behavior in school.

Students are overly engaged in the emotions of •their roles, and more into playing their charac-ters than seeking a resolution that meets their needs.

Students are confused about the flexibility for •

concessions or the possibilities of creative prob-lem solving that their roles allow.

Compensating Strategies During Preparation Phase

In describing the framework and purpose of the •role play, be sure to explain that the goal is to try to create an agreement with the other groups in which you are better off than you would be if you tried to meet your needs unilaterally. Make sure they understand how this goal differs from a debate.

As students fill out their preparation worksheets, •help keep them balanced between the emotional connection to their roles, and the focus on finding a solution that meets the needs of their group.

Prepare the facilitators to manage the situation. •It is often helpful for the facilitators to model lis-tening behavior by acknowledging the emotional statements of the role players so the students can feel they’ve been heard and move on.

Intervention Strategies During Role Play

Wait for the facilitators to manage the situation. •If they are having difficulty, you can offer sug-gestions, either through a note, or by calling a time out and pulling them aside.

After the players’ concerns have been raised and •validated by the facilitators, encourage the facili-tators to ask the group—or specific students—to offer concrete proposals that meet their needs but that also respond to the needs of the others in the group.

If one role is refusing to budge, you might write •a note to those players or pull them aside to talk about their strategy.

Encourage the group to be creative and think •outside the box. It is difficult to come to an agreement without expanding the range of op-tions beyond what is offered in the Confidential

The Athens-Melos Role Play teacher’s guide

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.14

Instructions. Thus, students have license to in-vent new options for meeting their underlying interests, but they should remain consistent with and relevant to their roles.

Remember that reaching no agreement is also a •legitimate outcome to the negotiations. If students decide not to make concessions based on their own weighing of pros and cons, this is as legiti-mate an outcome as one that reaches agreement.

Response Strategies During Debriefing

If the group is unable to come to an agreement, •use the debriefing to explore:

What is likely to occur since there was no f

agreement?

How well does that outcome meet your needs? f

Why did you decide not to agree with the op- f

tions offered by the others?

Why did you not offer more options that re- f

sponded to the needs of the other side?

Was the lack of creative thinking an obstacle to f

coming to agreement? If so, have the students brainstorm out-of-role potential offers that could have been made.

ASSeSSMent And FInAL PROjeCt IdeAS

You can choose from a wide range of options when assessing the Athens-Melos Role Play. What follows is a menu of potential components. We recommend that students be informed from the beginning how this unit will be graded, so that they have a clear understand-ing of your expectations.

1. Performance Assessment Options

Role plays require active participation, and allow for many opportunities to assess student performance of skills and behaviors. Skills and behaviors include

Preparation (worksheets, demonstration of his-•torical understanding)

Oral skills (talking clearly, slowly, loudly; not •reading from a paper)

Individual negotiation skills (asking questions, •perspective-taking, inventing options)

Group work skills (listening to others, support-•ing peers, providing input/feedback)

Performance in role (emotional commitment, •demonstrated knowledge of role’s interests, be-liefs, and identity)

Debriefing (ability to examine self and group’s •learning and performance)

Overall participation (attitude, motivation, com-•mitment/engagement, development)

2. Written Assessments

Reading comprehension questions•

Preparation and debriefing worksheets (Conflict •Preparation and Negotiation Strategy Prepara-tion worksheets; PEACE Checklist)

Negotiation notes•

Daily negotiation journals•

Quizzes or tests•

3. Follow-Up Assignments and Final Projects

We recommend assigning some type of final essay or project to assess student knowledge of the his-tory and conflict, understanding of the process, and reflection on the experience of the role play and debriefing. You can use any of the above levels of questions to shape your assignment, or build from the following suggestions of essay topics and other projects:

Analytical Essay:• Assign one or more of the fol-lowing questions, or add questions from the

teacher’s guide The Athens-Melos Role Play

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 15

Connections to the History section (page 10). In-struct students to use their role play experience and knowledge of the history of Ancient Greece as evidence to support their answers.

Why didn’t the stakeholders in the conflict use f

negotiation to reach an agreement?

Justice and fairness are central themes/issues in f

this role play. In the Melian Dialogue by Thucy-dides, it is clear that the Athenians and the Me-lians hold different conceptions of fairness. In the end, it is rare that any negotiated outcome in this simulation would meet our modern con-ception of fairness. Why, then, can we advocate using negotiation to resolve the dispute?

Reflective Essay:• Ask students to reflect on and evaluate their learning experience with the Ath-ens-Melos Role Play. Ask students to examine the lessons they learned, and the process they used to learn them. Use some of the questions below, and/or some of the individual and community application questions above.

What did you learn from the Workable Peace f

curriculum? (about history, about conflict, about yourself, about your community)

Which parts of the curriculum were most effec- f

tive and interesting? Why?

What did you do during the Athens-Melos Role f

Play that altered your contribution to the nego-tiations? How did these changes strengthen or weaken your participation?

What would you do differently next time? f

Why?

How, if at all, are the lessons relevant to your f

lives—as Americans, as teenagers, as students?

Position Paper:• Have students write their person-al perspective on what the “proper” resolution to the conflict should be, supported with evidence from their readings and experiences. Or, have them write a position paper from an assigned per-spective—as their role, or as an opposite role.

Research Paper:• Ask students to conduct further research into a specific area. Some ideas

Examine the events leading up to and following f

the Athens-Melos conflict during the Peloponne-sian Wars. What was the impact of the outcome of this conflict on the war and the future defeat of Athens?

How is the conflict in Ancient Greece similar to f

or different from other historical conflicts that you have studied? How is it similar to or differ-ent from conflicts in your own life?

Dramatic and Creative Writing:• Have students delve further into the lives of the people in the role play by writing a story or a poem from their perspective. Or, have them write a story, poem, or play from the perspective of a neutral party or a mediator.

Civic Learning Project: • In Part I, research a con-flict going on in your community, and write about it as a case study. The write-up should include the following:

The background history to the conflict f

A detailed description of the current situation, f

including what actions have been taken, by whom, and when

The stakeholder groups involved (at least two), f

including their identities, their values, their emotions, and their interests

The primary issues that need to be resolved (at f

least two)

In part II, write an analysis of either your own or a classmate’s case study. The analysis should

Examine the sources of conflict f

Brainstorm options (at least two) for each issue f

that could meet the most important needs and concerns of all the stakeholders

Include a written proposal to submit to the f

stakeholders, explaining your suggestions as a neutral party

The Athens-Melos Role Play teacher’s guide

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17Wor

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19Wor

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serv

ed.

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Workable Peace: Ancient Greece and the Peloponnesian War

21

Instructions: After you have read your Confidential Instructions and filled out your Charting the Sources of Conflict worksheet, complete this Negotiation Strategy Preparation worksheet to use as during the negotiations.

1. Preparation for Peace

What is the most likely outcome you can reasonably expect for your group if you do not reach an agreement •with the other groups? In light of your no-agreement options, what arguments can you use to convince your own group members to negotiate?

For your opponent, what is the most likely outcome if he or she do not reach an agreement with you and the other •groups? In light of your no-agreement options, what arguments can you use to convince your opponent to negotiate?

2. exploring needs and Concerns

What questions should you ask the other groups about their needs and concerns? Remember that your percep-•tions may be very different from theirs because you may not understand their intentions, experiences, feelings, interests, and values. (Be sure to make your questions open, and to communicate a sincere desire to learn, not to debate or make a point.)

What do you want to tell the other groups about your needs and concerns? Remember that their perceptions may •be very different from yours because they may not understand your intentions, experiences, feelings, interests, and values.

worksheetNegotiation Strategy Preparation

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.22

3. Brainstorming Options

What are some options that meet the needs of your group and the needs of the other group(s)? Try to come up •with at least three.

worksheet Negotiation Strategy Preparation

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Workable Peace: Ancient Greece and the Peloponnesian War

25

Daily Journal/Homework Questions

What issues were discussed today?1.

What main points did your group offer?2.

How did the other groups respond? What were their main points?3.

What was the outcome?4.

What was one thing someone at the table did that escalated the conflict? What was one thing someone at the 5. table did that helped de-escalate the conflict and advance the negotiations?

Are you satisfied with today’s negotiation? What one thing could your role representative have done differently 6. to improve the outcome? What one thing could another group’s representative have done better?

What do you think will happen next?7.

worksheet

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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Workable Peace: Ancient Greece and the Peloponnesian War

27

PEACE Checklist

Name: ____________________________________ Role: ________________________________

Prepare Self and Role Group

How well did you

Show knowledge of your own role’s interests, values, emotions, and identities? •

Help your own group prepare worksheets and the opening statement? •

Develop and stay in role and help other group members to do the same? •

Evidence:

explore needs and Concerns

How well did you

Explain your role’s needs and concerns clearly and passionately? •

Listen actively and ask clarifying questions about others’ needs and concerns? •

Examine the conflict from others’ perspectives?•

Explore needs and concerns before moving on to negotiate details? •

Evidence:

worksheet

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.28

Acknowledge the Other Group

How well did you

Restate others’ needs and concerns in a way that they accepted? •

Acknowledge others’ legitimate needs and concerns without compromising your own •group’s interests?

Seek acknowledgment from other groups about your own group’s needs and concerns?•

Evidence:

Control Violence

How well did you

Invent and propose ways to avoid violent resolution of disputes? •

Generate agreement for non-violent resolution of disputes? •

Invent and propose ways to monitor/enforce non-violence?•

Evidence:

engage in negotiation

How well did you

Demonstrate understanding of other groups’ perspectives? •

Provide sufficient information on interests but not bottom line?•

Invent options to meet the needs of many groups, using “what if” questions/suggestions? •

Trade things less important to your group, to get things more important to your group? •

Insist on fairness and establish reasonable standards for making decisions? •

Evidence:

worksheet PEACE Checklist

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 29

How well did your group work together to meet your interests, uphold your values, and affirm your iden-tities? Please be specific.

How well did the whole group work together to meet the interests, uphold the values, and affirm the identities of all the participants? Please be specific.

How could the group improve the process and outcome next time?

PEACE Checklist worksheet

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.30

What was one PEACE step you observed being used by any member that had a great impact? What was the impact? Please be specific.

What was one WARS step you observed being used by any member that had a great impact? What was the impact? Please be specific.

worksheet PEACE Checklist

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Workable Peace: Ancient Greece and the Peloponnesian War

1

Historical Background and General Instructions

Table of Contents

I. Historical Background 1

II. Negotiation Setting and Roles 4

III. Negotiation Issues 5

IV. Steps in the Role Play 5

I. HIstorIcal Background

Ancient Greece was not the unified country it is today, but rather a collection of tribal groups and city-states of various sizes. The city-states operated like today’s nation-states, each with its own military and govern-ment. They traded and formed alliances with each other. These alliances were often formed along “kin-ship” lines—meaning that each city-state formed coali-tions with others who spoke similar dialects of Greek, had similar traditions, and claimed common ancestry. Despite some ethnic differenc-es and political rivalries, the city-states nonetheless main-tained a broader Greek iden-tity derived from their com-mon religious and intellectual heritage.

The Greeks were aware of some of the other peoples of the world: they banded to-gether to fight off the invad-ing armies of Persia; they sent ships to help the Egyptians revolt against Persian control; they received diplomats from the King of the Libyans; and

they fought against the Macedonians and Phoenicians. Yet, for the most part, they considered the rest of the world simply foreign (barbaros).

In the sixth and fifth centuries BCE, two city-states began to emerge as the dominant powers among the Greeks: Sparta and Athens. The people of these two cities spoke slightly different dialects of Greek, and had different ethnic backgrounds—the Spartans traced their heritage back to the Dorians, while the Athenians came from the Ionians. Sparta was an oli-garchy, ruled by the landed aristocracy. Sparta was self-sufficient, meaning it did not have to depend on trade with other city-states to meet its basic needs. Spartan slaves produced adequate food for their citi-zens. In contrast, Athens was a democracy, ruled by the all-male citizen assembly. Athens relied heavily on trade to feed its growing population and to buy the wood it needed to build its ships. Despite their dif-ferences, these two powers were able to live in peace

handout

Map of the world according to Herodotus, ca. 450 BCE

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.2

with each other for many years, cooperating to beat back the Persian invasions.

It was in the aftermath of the war with Persia that a ri-valry began to form between Sparta and Athens. Spar-ta had long been considered the dominant land power among the Greeks, having led the united Greek armies to victory over the Persians. Athens, on the other hand, was gaining a reputation as a great sea power, having used its ships to destroy the Persian navy.

After the Persian war, in 478 BCE, a voluntary league was created for the common defense of the Greek city-states. At first Sparta led the League, but it decided to turn its attention to matters closer to home and so it left the League and passed leadership on to the Athenians. The Athenian-dominated Delian League required its members to contribute ships, men, and money. It built up a navy to liberate some of the cap-tured Greek city-states still under Persian control and ensure that Persia could never invade again.

Over time, most of the city-states in the League preferred to pay additional yearly tribute instead

of providing troops and ships. This worked to Athens’ advantage, al-lowing the Athenians to build up a huge navy financed by the tribute from the League’s members. Athens then used this navy to ensure that no city-state could revolt and leave the League. The Athenians used na-val blockades and sieges to cut off supplies to any city that revolted, forcing it to surrender.

After putting down a revolt, it was common practice to slaughter every man and take the women and children as slaves—thus making an example of the revolting city and discouraging other defections. In this way Athens began to create an empire for itself, slowly growing to incorporate more and more islands and city-states along the coast.

It is unclear whether or not the city-states resented being part of the Delian League. We do know that Athens required the members to pay a yearly tribute and would not let them leave the League. Athens of-ten intervened politically to set up democratic gov-ernments. Such Athenian measures met with hostil-ity from the ruling elites and aristocratic families in city-states that it conquered, while it often won over the lower classes who gained more power. Es-tablishing democratic governments, then, was one

handout Historical Background and General Instructions

This map originated on the Interactive Ancient Mediterranean website (http://iam.clas-sics.unc.edu). It has been copied, reused, or redistributed under the terms of IAM’s fair use policy. Copyright 1998, Interactive Ancient Mediterranean.

What do BCE and CE mean?

The time period prior to the Common Era is commonly

referred to as “BC” or “Before Christ” and the period

of the Common Era as “AD” or “Anno Domini” mean-

ing “Year of Our Lord.” While this is accurate for those

of the Christian faith, it does not accurately represent

the beliefs of non-Christians. Therefore, in this text,

“BCE” will refer to “Before the Common Era” and “CE”

will indicate the time of the “Common Era.”

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 3

Historical Background and General Instructions teacher’s guide

way Athens reinforced the loyalty of city-states and lessened the chance of revolts.

A hundred years before Athens and the rapidly growing Delian League came to power among the islands and coastal cities, Sparta had created an al-liance of its own among the city-states of the Pelo-ponnesian peninsula. The Spartans did not require their allies to pay tribute, but instead saw to it that they were governed by oligarchies that responded to Sparta’s interests. Eventually, Sparta viewed Athe-nian growth as a threat to its own power and it or-ganized its allies and went to war. This war became known as the Peloponnesian War. It was fought in two phases, starting in 431 BCE. The first phase of the war lasted ten years, pausing with the Peace of Nicias in 421 BCE. This peace lasted seven years. In 414 BCE the war started again, ending only with the defeat of Athens in 404 BCE.

athens and Melos

Melos was originally a Dorian settlement—meaning that its people felt a common kinship with Sparta, also of Dorian heritage. Melos was one of the few Aegean is-lands that had managed to remain outside of the Delian League and retain its independence from Athenian in-fluence. This meant that Melos still retained its 700-year tradition of oligarchy (rule by a few elite families).

Despite their common kinship with Sparta, the Me-lians (people of Melos) claimed neutrality during the first phase of the Peloponnesian War, refusing to help either Sparta or Athens. In 426 BCE, in the middle of the war with Sparta, the Athenian general Nicias had tried to invade the island of Melos, but the Melians suc-cessfully fought off the invaders. After the failed Athe-nian invasion of Melos and just before the first phase of the Peloponnesian War ended, Athens captured a

The Doric Order in the Parthenon at Athens Ionic Entablature from the Temple of Minerva Polais at Priene

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.4

sailor who claimed that he was bringing a contribution from Melos to help the Spartan war fund.

II. negotIatIon settIng and roles

In 416 BCE, after five years of peace with Sparta, Ath-ens again decided to force the island of Melos to join the Delian League. It is now the summer of that year, and the Athenians have blockaded the island of Melos with 30 of their own ships, plus six from their ally Chios and two from another ally, Lesbos. In addition, they have landed armored troops on the beaches of Melos. The Athenians are providing 1,200 hoplites (armored sol-diers), 300 archers, and 20 mounted archers. Their al-lies from the Delian League are providing an additional 1,500 hoplites. This time Athens is determined to make Melos part of the Delian League. The Melians have about 500 lightly armored men and no fighting ships.

Before they lay siege to Melos, the Athenian gener-als who are leading the expedition have the authority to negotiate. If Melos is willing to peacefully join the Delian League, there will be no need to waste lives in battle. The Athenians have sent delegates to the Me-lians to attempt to negotiate a treaty in which Melos could agree to join the League and assume the full responsibilities of membership. The standard require-ment of membership in the Delian League is payment of a yearly tribute as well as supplying men and ships for battle. It is also common for Athens to institute democratic rule in the League’s member city-states.

After the initial Athenian invasion in 426, the Melian Council of Elders determined that it was only a matter of time before the empire-building Athenians would try to conquer their small island. So, when the oligarchs of Melos received news that the Athenian Navy was approaching,

they immediately sent a messenger to Sparta, asking it to come to their aid. Now there is a risk that Sparta may join the fray, and war between Athens and Sparta could start again. Meanwhile, the Melians are sending two del-egates to meet with the Athenian negotiators. Perhaps they can make it clear to Athens that attacking Melos would risk the fragile peace with Sparta.

athens

1. Athenian Admiral

A wealthy Athenian merchant has been elected Ad-miral by the Athenian Assembly and assigned to organize the expedition force necessary to bring Melos into the league. This Admiral is determined that Melos will not make a fool of Athens, as it did last time when Nicias invaded.

handout Historical Background and General Instructions

Time Line

631 bce Sparta conquers southern Greece and

becomes a warrior society.

508 bce Democratic institutions begin to evolve

in Athens.

490 bce Athenians defeat the Persian army at the

battle of Marathon.

482 bce Athenians defeat the Persian navy at the

battle of Salamis.

479 bce Greek allies, led by Sparta, defeat the

Persian army at the battle of Platea.

431 bce The Peloponnesian War begins between

Athens and Sparta.

421 bce The Peace of Nicias begins.

414 bce Second phase of the Peloponnesian War

begins.

404 bce Athens surrenders to Sparta, ending the

Peloponnesian War.

Most of what we know about the time of the Pelopon-

nesian War comes from the writings of Thucydides,

an Athenian aristocrat and general who became

known as one of the first true historians. He wrote a

book called The History of the Peloponnesian War.

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved. 5

2. Athenian General

A respected aristocrat, the old general is experi-enced in the whims of warfare. The General will have to organize and run the siege of Melos if it refuses to join the league peacefully.

Melos

1. Ruler of Melos

This young ruler has recently been elected to power by the Council of Elders—a small group of wealthy landowners who govern the city and surrounding island. The ruler is determined not to go down in history as the regent who allowed a foreign invader to overturn 700 years of stable oligarchy.

2. General of Melos

The general has commanded the Navy of Melos for 30 years. He understands the ins and outs of war and knows that it was possible to defeat the Athe-nians when they were also distracted by war with Sparta. But now it is peacetime between Athens and Sparta, and the General recognizes that Athens has been able to amass a more formidable force than it had for the previous invasion.

III. negotIatIon Issues

The key questions to be addressed include

Should Athens and Melos establish a military truce 1. to reduce tensions during the negotiations?

Will Melos join the Delian League? If so, under what 2. terms? Will it contribute tribute, troops, or ships to the League? Will it retain its own form of oligarchic government?

IV. stePs In tHe role PlaY

You will play one of the four roles listed in Section II. You will receive a set of Confidential Instructions for your role in the negotiations, which will explain who you are and what you would like to achieve in the negotiations. Please note that your set of Confidential Instructions includes information from your charac-ter’s perspective. Other characters will not necessar-ily share your perspective and they will have different information. Share whatever information you feel is appropriate and that your character would be willing to share. But do not show other players your Confiden-tial Instructions.

This role play consists of five stages. Your responsi-bilities during each stage are described below. Use this outline during the role play as a guide. Good luck!

1. Prepare

Read your Confidential Instructions several times.•

Meet in role groups (Athenian General, Ruler of •Melos, etc.) with other students who have been as-signed the same role. As a roll group, fill out the Charting the Sources of Conflict worksheet.

Next, meet in identity groups (Athens, Melos) to •share information, ask questions, and discuss strat-egy; fill in the Negotiation Strategy Preparation worksheet.

Historical Background and General Instructions handout

Front and back of coin of Melos

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Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard College. All rights reserved.6

2. explore needs and concerns

Each city-state presents its needs and concerns •while the other city-state listens, takes notes, and then asks clarifying questions.

Each city-state prepares a statement of what the •other city-state needs and why.

Each city-state approves and signs the statement •written by the other city-state’s representatives.

3. acknowledge needs and rights

Meet with the other representatives of your city-•state to review the other city-states’ needs.

Answer the following question: Which of their •needs, if any, can your city-state recognize as legiti-mate? (e.g., need for security)

Return to the table and tell the other city-state your •perspective on their needs.

4. control Violence

The Athenian and Melian negotiators need to answer the following question:

Should Athens and Melos establish a military truce •to reduce tensions during the negotiations?

5. engage In negotiations

The Athenian and Melian negotiators need to answer the following questions:

Will Melos join the Delian League? •

If so, will it contribute tribute, troops, or ships? •

Will it retain its own form of oligarchic government?•

handout Historical Background and General Instructions

Model of Athena Parthenos (“Athena at the Parthenon”) Spartan warrior

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Workable Peace: Ancient Greece and the Peloponnesian War

1

Athenian Admiralconfidential instructions

You come from a merchant family and you are proud of the city that has allowed your family to prosper and rise in social class and wealth. Athens is the wealthiest and most powerful city in Greece. You feel especial-ly proud of its new democratic form of government, which you feel outshines older forms of government anywhere in Greece.

You ran for the office of Admiral in the Athenian Navy during the war with Sparta after being inspired by a speech by Pericles, the commander-in-chief of the mili-tary. Later in the war Pericles died, but you continue to be inspired by his wisdom as you fight to carry the honor of Athens to new lands. You are willing to make all the necessary sacrifices to carry Athens to glory, and ensure that its empire creates a reign of peace and prosperity.

You have been assigned to bring Melos into the Delian League. Melos successfully resisted invasion during the war. Now Athens needs to demonstrate that Melos is not strong enough to resist the might of the Athe-nian Empire. As Athens had long suspected, it seems clear that Melos was helping Sparta during the war, as evidenced by the admission of the captured sailor. Athens needs to protect itself and if Melos does not join the Delian League, it will most certainly fall into Sparta’s alliance. Athens’ future security depends on maintaining a strong alliance against Sparta. If Melos cannot be trusted to remain neutral, you feel it would be better to destroy her than to allow her to remain outside of the League.

Presently the island of Melos is blockaded by 30 ships, and several thousand armored Athenian troops are on the beach making battle preparations. Although it would be better for all involved if Melos peacefully joined the League and paid tribute, you understand why the Melians might choose to fight. If the positions were reversed, you would expect Melos to be acting in

the same way as Athens is now, and you would choose to fight for your freedom. Pericles summed it up best when he said, “[S]uppose the choice was forced upon one—submission and immediate slavery or danger with the hope of survival: then I prefer the man who stands up to danger rather than the one who runs away from it.” But the situations are not reversed and you believe in the cause of the Delian League. In the long run, taking Melos by force can save more lives as it increases stability in the League and keeps the peace throughout the empire.

Your goals and needs are explained on the following pages.

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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confidential instructions Athenian Admiral

1. COntROLLInG VIOLenCe: Should Athens and Melos establish a military truce to reduce tensions during the negotiations?

Possibly. You want to make sure that Sparta does not get involved. Your top priority is getting the Melians to stop their request for help to Sparta. You also want to maintain the naval blockade. You are willing to consider with-drawing the armored troops only if you can verify that Sparta is not sailing to aid Melos.

When Melos found out that you were coming to attack, they sent a messenger to Sparta asking for help. You are quite concerned that Sparta would decide to go to war with Athens over the fate of Melos and this is too much to risk. Therefore you want Melos to send another messenger to Sparta telling her that her troops should return to Sparta’s port. You are willing to reach the necessary compromise to ensure that this happens, without giving up your power to force Melos to join the League.

If Melos is willing to cooperate and you can verify that Sparta is not sending troops, then you may be willing to move your armored troops off the island and back onto the ships while negotiations continue. You might also be willing to ease the blockade to allow Melos trade necessary to their survival, only as long as the negotiations are under way. However, you feel it is essential to maintain pressure on Melos and you will not remove the naval blockade entirely under any circumstances.

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Athenian Admiral confidential instructions

2. enGAGInG In neGOtIAtIOnS: Under what terms will Melos join the League?

Your first priority is to establish democratic rule in Melos; you also want ships, armored troops, and a yearly tribute payment (in that order of preference). You will not leave the island peacefully, unless Melos joins the League and at least provides ships and armored troops.

You feel that part of the glory of Athens rests in her bringing the benefits of democracy to other lands. You are a true democrat and believe that the oligarchs of Melos are oppressing the will of the people. If justice is to be achieved, then the oligarchs should step down and make way for a new age of democratic rule.

Also, you believe the clearest way to make an example of Melos is to force it to comply with the maximum duties of membership: contributing ships and armored troops, and paying tribute. With these added resources, more islands could be brought under Athenian influence and more democracies established. Because you value the growth of the Athenian empire, you are willing to tolerate oligarchic rule of Melos for the time being, but only if they provide at least 200 hoplites (armored troops) and three ships to Athens.

You understand that 200 men will be hard for Melos to contribute. As a compromise, you are willing to reduce the amount of yearly tribute to 10 talents1 (even though you know the Athenian General will push for 15 talents a year). However, Melos has plenty of wood and it would be no problem for them to provide the three ships you are demanding—especially since this is a one-time contribution.

If Melos seems unwilling to pay the yearly tribute or to contribute armored troops, or even ships, you might re-mind them of how they have freely benefited from the League for years. The Delian League defends all Greeks from the Persian Empire and its goal of expansion. By staying out of the League, Melos has gotten all the ben-efits without shouldering any of the burdens. Athens fully intends to use the contributions of League members to liberate those Greek city-states in Asia Minor presently still under Persian rule. Wouldn’t Melos expect her Greek brothers to come to her aid if Persia was invading? Shouldn’t Melos therefore do the same for those Greeks already in peril? Isn’t it about time for Melos to contribute?

Because you are more interested in acquiring ships for your fleet in the Athenian Navy, you are willing to accept that the armored troops be used only for actions on islands close to Melos. If these options do not convince Melos to join the League, then you are willing to go to war. You might remind them that it is common practice for victors in all-out war to slaughter every man of the defeated city and enslave the rest of the population. Would Melos really prefer that fate?

Although you feel command of the invasion has been given to you, if things should go poorly it would be better to share the blame equally; therefore, you have already told the General that you will not make any final agreement without his consent.

1 A talent is an ancient unit of weight and currency. When used to measure money, it refers to a talent weight of gold or silver. The gold talent is reported as weighing roughly the same as a person, about 110 pounds.

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Workable Peace: Ancient Greece and the Peloponnesian War

1

Athenian Generalconfidential instructions

You are one of the most respected elected generals of Athens’ military. During the war with Sparta you were placed in charge of several successful siege operations. However, you also learned that luck often makes the difference between success and failure and that, in the case of war, both the winners and the losers must suf-fer loss of life. You are no longer eager for battle as you were in the days of your youth. However, toward the end of the war with Sparta your leader Pericles delivered an important speech to the assembly that captured your sentiments and sense of responsibility. He said:

You must not fall below the standards of your fa-thers, who not only won an empire by their own toil and sweat, without receiving it from others, but went on to keep it safe so that they could hand it down to you….Then it is right and proper for you to support the imperial dignity of Athens. This is something in which you all take pride, and you can-not continue to enjoy the privileges unless you also shoulder the burdens of empire.

One of these burdens is making sure that enemies are subdued. Although Melos claimed to be neutral during the war with Sparta, a captured sailor reported that Melos contributed money to Sparta. Now you feel that Melos needs to be taught that it cannot thwart Athens without punishment. Also, Athens needs to protect it-self and if Melos does not join the Delian League, it will most certainly fall into Sparta’s alliance. Athens’ future security depends on maintaining a strong alli-ance against Sparta.

If Melos fails to join the Delian League peacefully, you are prepared to make Melos join by force, and to colo-nize the island with Athenians. At the same time, you are not interested in destroying Melos. It would be much more valuable to Athens to leave the Melian economy in a healthy state so that she can contribute the funds

and troops Athens needs to build up its military. During this time of peace, Athens cannot sit back and relax, but must take every opportunity to improve its security—and that means making Melos a member of the Delian League. Presently the island of Melos is blockaded by 30 ships, and several thousand armored Athenian troops are on the beach making battle preparations.

Your goals and needs are explained on the following pages.

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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confidential instructions Athenian General

1. COntROLLInG VIOLenCe: Should Athens and Melos establish a military truce to reduce tensions during the negotiations?

Probably. You want to make sure that Sparta does not get involved. Your top priority is getting the Melians to stop their request for help to Sparta. You also want to maintain the naval blockade. You are willing to consider withdrawing the hoplites (armored troops) and archers only if you can verify that Sparta is not sailing to aid Melos.

When Melos found out that you were coming to attack, they sent a messenger to Sparta asking for help. You are quite concerned that Sparta would decide to end peace with Athens over the fate of this island. This is too much to risk. Therefore, you want Melos to send another messenger to Sparta telling her that her troops should return to Sparta’s port. You are willing to reach the necessary compromise to ensure that this happens.

If Melos is willing to cooperate and you can verify that Sparta is not sending troops, then you may be willing to move your troops off the island and back onto the ships while negotiations continue. However, you feel it is essential to maintain pressure on Melos and you will not remove the naval blockade under any circumstances.

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Athenian General confidential instructions

2. enGAGInG In neGOtIAtIOnS: Under what terms will Melos join the League?

Your first priority is collecting a high yearly tribute from Melos. You also want troops and ships (in that order). Al-though you would prefer Melos become a democracy, you are more interested in securing her loyalty so Athens will receive regular tribute each year.

You want Melos to pay a heavy yearly tribute to Athens as punishment for its support of Sparta. It appears that during the war Melos gave Sparta 15 talents.1 The captured sailor who revealed this information did so under torture, and may have been simply trying to save his own life. Still, you have long suspected that Melos was not neutral during the war and the 15 talents found on the captured vessel seem to confirm the sailor’s story.

You have been told that the Melian economy only produces around 40 talents a year, but you feel that Melos should now pay Athens 15 talents a year, which is more than the average League payment. In fact, you are will-ing to accept a high tribute payment and allow Melos to contribute less than the expected three ships and 200 armored troops. Since the tribute is a yearly payment, and the ships and troops are one-time contributions, you prefer to receive a higher tribute each year instead of ships or armored troops.

You are especially willing to let Melos keep her ships, because ships are easily manufactured if Athens has the money to buy the wood, whereas men of fighting age are harder to find. You know that the Admiral, always in-terested in how his fleet compares to others in the Athenian Navy, wants ships. Still you do not think that Athens suffers from any lack of ships, and you feel additional fighting men would be better for your city.

You want to make sure that Melos becomes a loyal member of the Delian League. You believe that democrats have demonstrated more loyalty to Athens and the League than oligarchs, and so you would prefer to create a democratic government in Melos. However, it is more important to you that Melos surrender quickly simply by the Athenian army stepping on her soil, without having to go through the costly siege operations that can last more than a year.

You would let the Melos oligarchy stay in power, if you feel assured of the tribute payment and the supply of troops and ships. The more money you can bring back to Athens, the more this mission will be deemed a success. It is completely unacceptable to you that Melos should pay anything less than 10 talents per year. You feel they should pay at least 15 talents each year, a payment equivalent to what they gave Sparta during the war.

If Melos seems unwilling to pay the tribute or contribute armored troops, you might remind them of how they have freely benefited from the League for years. The Delian League defends all Greeks from the Persian Empire and its goal of expansion, and by staying out of the League Melos has gotten all the benefits without shouldering any of the burdens. Isn’t it about time for them to contribute?

Although the Admiral has been officially given command of this mission, he recognizes that you hold tremendous influence in the Athenian Assembly because of your record as a war hero and highly successful general. Therefore, he has already made it clear to you that no decision about the final agreement will be made without your consent.

1 A talent is an ancient unit of weight and currency. When used to measure money, it refers to a talent weight of gold or silver. The gold talent is reported as weighing roughly the same as a person, about 110 pounds.

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Workable Peace: Ancient Greece and the Peloponnesian War

1

General of Melosconfidential instructions

Melos was colonized by the Dorians 700 years ago, and you still retain a lot of common bonds with other Dorian city-states, such as Sparta. Like the Spartans, you are a pious people, retaining faith in the oracles and gods and in traditional laws. You are proud of the stability that the tradition of oligarchic rule (“rule by a few wealthy families”) has provided for your city. It is clear to you that the vast majority of the citizens of Melos are proud of the oligarchy and trust the leaders of Melos to bring continued peace and prosperity.

Every five years the aristocratic families that make up the Council of Elders elect one of their members to serve as the Ruler, as a way to help the council make decisions. In addition, the council makes one lifetime appointment, choosing one man of outstanding repu-tation to be the General and serve as advisor to the Ruler in all matters of military policy.

You have served as the General of Melos for the past thirty years. You supported a policy of neutrality dur-ing the ten years of war between Athens and Sparta. Until Athens attempted to invade your island in 426 BCE, you thought that neutrality was the best way to guarantee that Melos retained its independence. Af-ter the Athenian General Nicias tried to invade, you and the Council of Elders agreed to send 15 talents1 to Sparta to help them defeat the Athenians. You have always believed that if one has a the freedom to live undisturbed, it is sheer folly to go to war.

Now that Athens has come again, the situation looks bleak. Several thousand Athenian troops are on your beaches making preparations for battle. In addition, Athens has your island surrounded by 30 ships. The

1 A talent is an ancient unit of weight and currency. When used to measure money, it refers to a talent weight of gold or silver. The gold talent is reported as weighing roughly the same as a person, about 110 pounds.

economy of Melos depends on its ability to trade with the other islands, and a naval blockade could cause your people undue hardship. Although you were able to beat back the prior Athenian invasion, the condi-tions then were very different. Now that peace has been established with Sparta, Athens can turn its full attention to your little island. The Melian Guard con-sists of only 500 trained soldiers (although there are about 1,000 men of fighting age who could be trained if there was enough time to do so). And in contrast to Athens’ navy, Melos only has trading ships, a few of which are large enough to be fixed up for battle. The Island of Melos does have plenty of wood to build more ships if that ever became necessary.

The Ruler, however, does not share your concerns. He seems convinced that Melos could outlast any siege the Athenians mount. In addition, he puts his faith in the bonds of kinship that Melos has with Sparta; he is sure they will come to your rescue if only you can hold out. You are not so sure—would Sparta be willing to jeopardize peace and go to war on behalf of Melos? Even if the answer was yes, Athens would start the siege and many Melians would die of starvation and disease before Sparta could break the siege.

Your goals and needs are explained on the following pages.

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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confidential instructions General of Melos

1. COntROLLInG VIOLenCe: Should Athens and Melos establish a military truce to reduce tensions during the negotiations?

Yes. You want Athens to remove her armored troops from your island and end the naval blockade. Although you would prefer the end of the naval blockade so that your ships can continue to trade, you understand that you may not be able to convince the Athenians to sail home.

You would prefer that Athens agrees to withdraw her armored troops and ships first, before Melos makes any ef-fort to call off Sparta. The removal of the troops from the island will provide Melos with ample warning of an Athenian attack if negotiations fail and plenty of time to send another messenger to Sparta asking for help.

Assuming Athens withdraws her armored troops, you are even willing to tell Sparta to turn her ships around and return home. However, if Athens is unwilling to at least withdraw her troops from your island, then you feel that there is no point to the negotiations and you will be forced to go to war.

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General of Melos confidential instructions

2. enGAGInG In neGOtIAtIOnS: Under what terms will Melos join the League?

Your first priority is to maintain the oligarchy. You also feel strongly about not providing troops or ships to Athens—most League members no longer make such contributions. Although you prefer not paying a yearly tribute, you understand that to avoid contributing troops you may have to pay a yearly tribute.

You want to retain Melos’ 700-year tradition of oligarchy. You want to protect the right of Melians to choose how to govern themselves without influence from Athens. You know that the people of Melos respect the oligarchy and the solid leadership that it provides. It was to protect these people and their traditions that you became General, and if that means war, so be it.

To avoid war, you recognize you will probably have to compromise with the Athenians. You want to avoid paying more than 10 talents in tribute each year. When you supplied Sparta with aid during the war you managed to pay 15 talents, but that was a one-time payment. Besides, the Spartans are Dorian kinsmen who weren’t trying to conquer you as the Athenians are. If the yearly tribute is too high then there won’t be enough money to buy the food you need and the people might starve—Melos’ annual revenue is only 40 talents a year.

You feel it is even more important that Melos retain its strength and not send its men off to fight for Athenian glory. If you are to have any hope of revolting later, then your men cannot be dying in foreign wars. Although you may consider providing the League with three ships, it would not be hard for Melos to use some of its wood to build warships for Athens—especially since this is a one-time contribution. However, it is totally un-acceptable to you that any Melians should join the Athenian military if that means they will be forced to travel beyond the neighboring islands. In the end, you are willing to pay a heavy tribute (maybe even 15 talents) if that means that Athens will not insist that Melos supply the customary 200 hoplites (armored troops). Under the circumstances, you believe the people of Melos would prefer this trade—paying additional money, but not having to go to fight for Athens.

Although technically you are to serve as advisor to the Ruler, you know that your age and experience gives you significant clout among the Council of Elders and that the council wields the real power. The Ruler will not be able to make any final decision without your consent.

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Workable Peace: Ancient Greece and the Peloponnesian War

1

Ruler of Melosconfidential instructions

Melos was colonized by the Dorians 700 years ago, and you still retain a lot of common bonds with other Dorian city-states, such as Sparta. Like the Spartans, you are a pious people, retaining faith in the oracles and gods and in traditional laws. You are proud of the stability that the tradition of oligarchic rule (“rule by a few wealthy families”) has provided for your city. It is clear to you that the vast majority of the citizens of Melos are proud of the oligarchy and trust the leaders of Melos to bring continued peace and prosperity.

Every five years the aristocratic families that make up the Council of Elders elect one of their members to serve as the Ruler, as a way to help the council make decisions. In addition, the council makes one lifetime appointment, choosing one man of outstanding repu-tation to be the General and serve as advisor to the Ruler in all matters of military policy.

In 426, Athens invaded Melos and the Athenian Gen-eral Nicias surrounded your city. Many people died of disease and starvation. Your father was among those who died when a plague swept through the city short-ly after the siege ended. So, at the young age of 25, you became the head of your extended family, one of the most powerful land-owning families of Melos. Now, ten years later, you have been elected Ruler of Melos. You felt proud when Melos resisted the first Athenian invasion and you believe that Melos is strong enough to resist Athens a second time. No matter what, you are determined not to go down in history as the Ruler of Melos who allowed a foreign invader to overturn 700 years of stable oligarchic rule.

You have found out that the Athenians may be attack-ing Melos because they feel you claimed neutrality but then supported Sparta in secret. As Ruler you have never given Sparta any money. But you are fairly cer-tain that after the first Athenian invasion, the Council decided to contribute to the Spartan war effort. Now

that Athens has come a second time, you have sent a message to Sparta to ask for her help. Although no con-tributions have been made to Sparta since the War’s end in 421, you are certain that Sparta will remember Melos’ support and come to your aid in this time of need. Presently Athens has landed several thousand armored troops on your beaches—about three times the amount of men of fighting age living in Melos. In addition, your island is surrounded by a naval block-ade of 30 ships. The economy of Melos, which present-ly brings in 40 talents1 per year, depends on its ability to trade with the other islands, and the blockade could cause your people undue hardship. Your General has more information about the current state of the Me-lian military.

Your goals and needs are explained on the following pages.

1 A talent is an ancient unit of weight and currency. When used to measure money, it refers to a talent weight of gold or silver. The gold talent is reported as weighing roughly the same as a person, about 110 pounds.

This role play was written by Iman Soliman, under the direction of David Fairman, at the Consensus Building Institute (CBI). MIT-Harvard Public Disputes Program Director Larry Susskind, Workable Peace Senior Consultant Dov Ronen, Project Co-Director Laura Keane, and Associate Michele Ferenz provided editorial assistance. It was revised by Workable Peace Director Stacie Nicole Smith. Additional copies may be purchased from the Program on Negotiation Clearinghouse online at www.pon.org or by telephone at 800-258-4406 (781-239-1111 from outside the United States). This exercise may not be reproduced, revised, or translated in whole or in party by any means without written permission of the President and Fellows of Harvard College. Copyright © 1997, 2008 by the Consensus Building Institute and the President and Fellows of Harvard University. All rights reserved.

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confidential instructions Ruler of Melos

1. COntROLLInG VIOLenCe: Should Athens and Melos establish a military truce to reduce tensions during the negotiations?

Yes. You want Athens to remove her armored troops from your island and end the naval blockade. If they agree to do so, you are willing to tell Sparta that, for the time being, no help is needed.

You would prefer that Athens withdraws her armored troops and ships before you tell Sparta that no help is needed. Your people should not have to live with the threat of armored soldiers all around them. The removal of the troops from the island will provide Melos with ample warning of an Athenian attack if negotiations fail and plenty of time to send yet another messenger to Sparta asking for help. Assuming Athens agrees to withdraw her armored troops, you are willing to tell Sparta to turn her ships around and return home.

Although you would prefer the end of the naval blockade so that your ships can continue to trade while negotiations continue, you understand that you may not be able to convince the Athenians to release you from this pressure. However, you need to be sure that enough trade is possible to keep your people from starving, or your exports from going to waste. If Athens is unwilling to allow at least minimal trade and withdraw her armored troops from your island, then you are willing to go to war.

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Ruler of Melos confidential instructions

2. enGAGInG In neGOtIAtIOnS: Under what terms will Melos join the League?

Your first priority is to maintain the oligarchy. You also feel strongly about avoiding yearly tribute payment. Finally, you do not feel that Melos should be forced to contribute armored troops or ships—most League members no longer make such contributions.

You want to protect the traditions of Melos, specifically the right of Melians to govern themselves without influence from Athens. The Athenians may demand that Melos become a democracy. You know that the people of Melos admire and trust you as Ruler and the solid leadership that you provide. You hate the idea of giving up your power as Ruler, and you will go to war to preserve your status and defend Melos’ traditions.

Also, you would prefer to pay as little yearly tribute as possible. If Athens insists, Melos can pay up to 10 talents in tribute each year. Any more than that would put an unbearable strain on the people, considering that the Me-lian economy only brings in 40 talents a year. In fact, you would prefer to provide three ships and 200 hoplites (armored troops) before paying any yearly tribute. The island of Melos has plenty of wood and could easily build and maintain three ships for the Athenian Navy, if they insisted. You would prefer, however, to use that wood to trade with other islands. The demand for 200 armored troops would be even more difficult; it is much easier to grow more trees than it is to grow more men. Still, supplying ships and men is a one-time payment, while the tribute would be assessed every year.

If Athens asks you to pay more than 10 talents, your people may begin to starve. Under such extreme conditions you believe it would be better to stand up to danger and risk war, rather than be forced into slavery without even trying to fight.

In the end, you recognize that the General of Melos will have to approve of whatever decision you make, since he is well respected among the Council of Elders. You must work together to protect your people and your traditions.

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