Lesson Report:
### Title:
Simulation Activity and Ideology-Regime Relations Review
**Synopsis:**
In this session, the class focused on two key parts: first, the conclusion of a simulation exercise based on group roles from the previous seminar, and second, a review and discussion of the relationships between ideologies and regimes as preparation for the upcoming midterm exam. The lesson aimed to solidify students’ understanding of the key concepts required for their midterm essay questions and multiple-choice section, as well as how different political ideologies intersect with types of political regimes.
### Attendance:
– Absent students: Eldar, Inayat Khan, Aynazik, Erke, Khalil, Glieb, Aydai.
### Topics Covered:
1. **Preparation and Setup for Simulation Activity**
– **Objective:** Groups from the Thursday seminar were re-formed to complete a political simulation.
– **Activity:** Each group reprised their pre-assigned roles, which represented either the president’s administration or one of four political parties. Students were instructed to remind themselves of their group’s primary objectives and political beliefs, focusing on how their party platform aligned with certain policies, particularly fiscal policy regarding refugees.
– **Key Discussion Points:**
– One group supporting pro-business policies emphasized cutting taxes to strengthen the economy as a long-term solution for both the resident population and incoming refugees.
– The objective was for groups to develop competing or complementary platforms within the context of simulated governance.
2. **Lecture/Discussion on Ideology and Regime Intersections**
– **Objective:** Help students clarify the relationship between political ideologies and governance regimes in preparation for exam questions.
– **Key Concept Clarifications:**
– Ideologies such as **Fascism** often correlate with a **totalitarian regime** because the demands of such ideologies require significant control over the population and economy.
– **Liberalism**, by contrast, generally aligns with **democratic regimes** due to ideologies advocating for personal freedoms and political choice.
– **Student Examples:**
– A student asked specifically whether **regimes** can also be considered **ideologies**. The instructor explained that while regimes are power structures, they are often informed or shaped by ideologies (e.g., totalitarianism supports fascist principles, while democracy aligns with liberalism). However, regimes are not ideologies themselves.
3. **Review Activity for Midterm Exam Preparation**
– **Objective:** Prepare students for both the short-answer and multiple-choice sections of their midterm exam.
– **Format Overview:**
– **Multiple Choice:** Students will need to identify definitions of concepts which have been covered throughout the course.
– **Short-Answer Questions:** Questions will require students to combine two concepts and explain their relationship, followed by providing an example.
– **Material Coverage:** Instructor urged students to review previous presentations, readings, and notes from class. Some weeks do not have presentations, so reading notes will be especially important.
### Actionable Items:
1. **Urgent – Exam Logistics**
– **Student Accommodations:** One student (unspecified name) is unavailable during the scheduled midterm essay exam due to a conflict with an external exam (Goethe Institut). Awaiting email documentation from the student, with coordination required between the instructor and the department head (Dr. Gorken) to reschedule the student’s exam to either later in the day or the following day.
2. **Midterm Preparation Materials & Deadlines:**
– **Reading Homework:** Ensure students have completed the reading posted on e-course and have written a two-sentence explanation for how the concepts discussed during class integrate together.
– **Additional Study Guide:** Instructor will post a study guide outlining the key concepts to review for the midterm. This will include essential topics raised throughout the semester and a minimum of one or two sample questions.
3. **Follow-up on Presentations Availability:**
– Some students mentioned missing presentations from weeks 5, 6, and 7. The instructor should follow up to either upload these materials or clarify the content omissions.
Homework Instructions:
NO HOMEWORK
Justification: There is no mention of a specific homework assignment being given out during the lesson, aside from informal preparation guidance like “make sure that for Thursday’s class you have number one read the reading that is on e-course” and “be ready to discuss this further on Thursday,” which does not align with the professor setting homework explicitly.