The South China Sea Disputes: ASEAN's Role

Active learning works for this topic because students need to move beyond abstract arguments and confront the real complexities of negotiation and diplomacy. By engaging with maps, role-play, and collaborative analysis, they develop a deeper understanding of why ASEAN struggles to present a united voice on the South China Sea disputes.

• JC 1
• History
• 3 activities
• 25 min–50 min

Learning Objectives

1. Compare the territorial claims of China and various ASEAN member states within the South China Sea.
2. Analyze the geopolitical interests of external powers, such as the United States, in the South China Sea disputes.
3. Evaluate the effectiveness of the Declaration on the Conduct of Parties (DOC) in managing South China Sea tensions.
4. Synthesize the challenges ASEAN faces in maintaining a unified diplomatic position on the South China Sea.

Simulation Game

⏱ 50 min·Whole Class

Simulation Game: The COC Negotiation

Students act as representatives of ASEAN and China. They must try to agree on a 'binding' clause regarding the building of artificial islands, illustrating the deep-seated disagreements that have stalled the process for years.

Prepare & details

Explain the various territorial claims and geopolitical interests involved in the South China Sea disputes.

Facilitation Tip: During the COC Negotiation simulation, assign students roles with clear but conflicting national interests to heighten the tension and realism of the activity.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: The 'Unity' Challenge

Students discuss why it is so difficult for ASEAN to reach a consensus on the South China Sea. They reflect on how countries with no claims (like Cambodia or Laos) might have different priorities than the 'claimant' states.

Prepare & details

Analyze the challenges ASEAN faces in formulating a unified response to Chinese maritime claims.

Facilitation Tip: In the 'Unity' Challenge think-pair-share, deliberately pair students from different ASEAN countries to model the internal divisions found in the real organization.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 40 min·Small Groups

Gallery Walk: Mapping the Claims

Stations feature maps of the 'Nine-Dash Line,' the Exclusive Economic Zones (EEZs) of ASEAN states, and the locations of military outposts. Students identify the areas of greatest overlap and potential conflict.

Prepare & details

Evaluate the effectiveness of the Declaration on the Conduct of Parties (DOC) in de-escalating tensions.

Facilitation Tip: For the Gallery Walk: Mapping the Claims, post large maps at each station and rotate students in small groups to prevent overcrowding and ensure focused discussion.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Experienced teachers approach this topic by balancing historical background with interactive exercises that require students to weigh competing priorities. Avoid getting stuck on legal details or historical timelines, as the focus should remain on the political and strategic stakes. Research shows that role-play and map-based activities help students grasp the interplay between sovereignty, resources, and regional stability more effectively than lectures alone.

What to Expect

Successful learning looks like students recognizing the overlapping interests, resources, and sovereignty claims that complicate ASEAN unity. They should be able to explain why the DOC and COC negotiations are so difficult and evaluate the effectiveness of ASEAN’s efforts to manage the disputes.

Watch Out for These Misconceptions

Common Misconception

During the Gallery Walk: Mapping the Claims, watch for students who focus only on islands and rocks as the sole source of conflict.

What to Teach Instead

Use the maps and resource cards at each station to prompt students to identify the shipping lanes, fishing grounds, and oil reserves in each disputed area, connecting these to real-world economic and security stakes.

Common Misconception

During the 'Unity' Challenge think-pair-share, watch for students who assume ASEAN speaks with one voice on the South China Sea.

What to Teach Instead

Have students analyze the 'spectrum of opinion' cards provided during the activity, which show which ASEAN states are claimants and which prioritize economic ties with China, to highlight the organization’s internal divisions.

Assessment Ideas

Discussion Prompt

After the COC Negotiation simulation, pose the question: 'Given the differing national interests and external pressures revealed in the activity, what are the three biggest obstacles preventing ASEAN from achieving a unified stance on the South China Sea disputes?' Students should provide specific examples from their roles to support their points.

Quick Check

During the Gallery Walk: Mapping the Claims, provide students with a blank map and ask them to label the countries with overlapping claims and identify one specific resource or strategic location that makes the area contested. Collect maps to check for accuracy and understanding.

Exit Ticket

After the 'Unity' Challenge think-pair-share, ask students to write one sentence explaining the primary goal of the DOC and one sentence evaluating its success to date. This assesses their comprehension of the key agreement and its impact.

Extensions & Scaffolding

• Challenge early finishers to draft a one-page policy memo from the perspective of a non-ASEAN state (e.g., the U.S. or Japan) on how it could influence the COC negotiations.
• Scaffolding for struggling students: Provide a simplified map with key terms pre-labeled and a sentence starter for their claims (e.g., 'Vietnam argues that Scarborough Shoal is within its exclusive economic zone because...').
• Deeper exploration: Assign students to research and present a case study of another regional dispute (e.g., the Dokdo/Takeshima issue) to compare ASEAN’s approach with other multilateral frameworks.

Key Vocabulary

Exclusive Economic Zone (EEZ)	A maritime zone extending 200 nautical miles from a country's coastline, within which the coastal state has sovereign rights for exploring, exploiting, and managing natural resources.
Nine-Dash Line	A demarcation line used by China on its maps to delineate its claim of sovereignty over islands and waters in the South China Sea.
Declaration on the Conduct of Parties (DOC)	A non-binding agreement signed in 2002 between China and ASEAN member states aimed at promoting peace, stability, and cooperation in the South China Sea.
Code of Conduct (COC)	A proposed legally binding agreement between China and ASEAN member states intended to manage disputes and prevent conflict in the South China Sea.
Freedom of Navigation Operations (FONOPs)	Naval operations conducted by some countries, particularly the United States, to challenge excessive maritime claims and assert navigation rights in international waters.