The Ocean Resources Game

Grade Level: 11 - 12

Nations' preoccupations with food, energy, natural resources, economic growth, environmental pollution, and military security all come together in their concern over the control and use of the world's oceans.

The basic laws of the sea were established in the 17th century and changed little until after World War II. Each nation had control of its coastal waters up to three miles from shore--the distance a cannon ball could be shot. Beyond that the seas were free for all.

Recent developments changed this. Improvements in military and commercial technology reopened the basic question--who owns the seas? Sophisticated fishing enterprises, aided by satellites tracking fish, over fished many regions and have raised controversies from Iceland to Peru. Depletion of the land's natural resources and the desire for independence from OPEC-controlled oil (Organization of Petroleum Exporting Countries) made tapping seabed oil and minerals economically and politically attractive. Pollution of the oceans--from wastes, military use, accidental and intentional oil dumping, and runoffs from land and river pollution--greatly increased. The control of the seas became, therefore, an urgent question for all nations--even those without direct access.

The United Nations has become involved in the process of resolving the complicated questions about control of the oceans. Important conferences were held in Venezuela, Switzerland, and New York in the 1970s, and culminated in the signing of a Law of the Sea Treaty in Montego Bay, Jamaica in 1982. Although signed by 159 nations, this treaty is still not in effect. Prospects that it will eventually become accepted by the world's nations (including those nations such as the U.S. which did not sign the treaty) are uncertain. Many of the issues the Law of the Sea treaty addressed remain controversial and unresolved.

The background data and role-playing activity which follow provide an opportunity to explore the potentials for cooperation and conflict that have existed in relation to control of the seas. The situations the students will encounter reflect some of the major issues which have been at stake in the use of the world's seas. Through playing roles of decision makers of various nations, students learn about issues and positions involved in exploiting the wealth of the sea, including minerals, oil, and fish.

Objectives

Students will be able to:

• Identify some of the most important issues that must be resolved if all countries are to agree on a set of laws for the oceans and seas of this planet.
• Identify the national interests of various countries, and make and defend proposals for laws of the sea that reflect the national interest of a particular country.
• Compare interaction among groups (representing different countries) to the interaction among nations in the world today.
• Discuss the importance of reaching agreement on a law of the sea and the difficulties of doing so.

Preliminary Preparation

The students should look at and discuss the data and diagrams on Student Handout #1. Students should be familiar with basic terms such as continental shelf, seabed, manganese nodules, territorial limits, etc. They should use world maps to help familiarize themselves with some of the issues described in this data.

Part One

1. Distribute Student Handout #2 and Student Handout #3. Divide the students into six groups and assign one country to each group.
2. Have the students read the profiles of all the countries around the Sea of Plenty and acquaint themselves with the map. Tell them that their objective, as representatives of these nations, is to work out fair agreements on the use of the ocean's resources. The basic issues they should consider are:

• How far should a nation's jurisdiction extend?
• Should there be a national economic zone beyond the territorial limit? If so, how far?
• Do nations have the right to pollute the oceans, whether off their own shores or on the high seas? If not, what should be done about it?
• Should the ocean be considered the common heritage of the people of the world? If so, should an international organization be formed to regulate the mining of the seas and use a percentage of the profits to foster the development of poorer nations?

There will also be other issues between particular countries and the broad issue, of importance to all, of what to do about resources and the deep seabed beyond national jurisdictions.

Part Two

1. Have the students meet within their "nation" to consider their objectives and how they intend to pursue these objectives in the coming international meeting.
2. The International Conference on the Sea (ICS) assembles. One student acts as chairman, and the delegates determine their own rules for proceeding. Suggested procedure: each nation speaks, one student from each nation acting as the spokesman for his country. This may be the Chief Decision Maker or another member of the delegation.

Part Three

1. Have the countries meet again to determine policies and strategies based upon what happened during the International Conference on the Sea.
2. Begin a negotiating period during which countries may make bargains, agreements, or alliances with other countries in preparation for the second round of the international conference.
3. Have countries meet individually to develop their presentations for the next ICS meeting.
4. Hold the second meeting of the International Conference on the Sea.
5. Continue the cycle of national meetings, negotiations, and ICS meetings until either an agreement or an impasse has been reached.

Debriefing

The following questions may be useful in a debriefing discussion when the simulation has been completed:

1. What happened in the game? Were all nations able to reach their goals? If agreement was reached, was it fair to all nations?
2. How did the game compare with reality? What changes should be made to make it more realistic? What additional parties or pressure groups might be involved? How would their presence alter the outcome?
3. Do students think the mileage limits should be uniform for all nations? Would that be fair?
4. What will be the consequences for the world if agreement is not reached?

It would also be useful for students to examine the current Law of the Sea and discuss its major points. What problems have been solved? What problems still exist? How do the agreements reflected in this law compare to the agreements the students reached during the simulation?

Source: Ocean Resources Game, Intercom #107 Simulations for a Global Perspective. Charles Roebuck, ed. Global Perspectives in Education, New York, NY, 1985.

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