Lesson Report:
**Class Summary Report**
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**Title:** Introduction to US Foreign Policy: Foundations, Objectives, and Analytical Tools
**Synopsis:**
The first class of the semester introduced foundational concepts in US foreign policy, preparing students for the semester-long focus on the subject. The instructor outlined the scope of the course, key objectives, and expectations. Core topics included defining foreign policy and exploring states’ objectives through historical and theoretical lenses. The class also contained interactive discussions, including defining foreign policy and exploring its core objectives, and reviewed course logistics and major assignments. The goal was to establish a baseline of shared knowledge and engage students in critical thinking about foreign policy analysis.
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**Attendance:**
– One absence noted (number of students not explicitly given in transcript); small intimate class with exchange students and regular program participants. Attendance policy explained for future tracking.
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**Topics Covered:**
1. **Icebreaker and Defining Foreign Policy:**
– Students shared their prior knowledge of foreign policy, facilitated by a brief introduction of the exchange students.
– The instructor posed the central question: “What is foreign policy?” to encourage individual definitions without external aids.
– Key ideas identified by the students:
– Foreign policy involves interactions between countries (e.g., trade, defense).
– Includes identity or image creation—states project a specific image to shape perceptions abroad.
– The role of state leaders was discussed, noting how personality, psychology, and decision-making styles affect foreign policy outcomes (e.g., leaders’ influence during international missions).
– The instructor emphasized that foreign policy comprises both hard policy (decision-making and institutional actions) and soft elements (identity, ideology).
– Introduction of complexities: foreign policies are made through intricate networks of institutions, individuals, and socio-political pressures.
2. **Core Objectives of Foreign Policy:**
– Discussion focused on key objectives states aim to achieve through foreign policy, highlighting:
– **Territorial integrity:** Protect and secure a country’s borders and territorial claims.
– **Economic prosperity:** Expand trade, investment, and access to resources for economic growth.
– **Ideological goals:** Export values and ideologies (e.g., democracy, human rights).
– **Security goals:** Form military alliances and deter external threats.
– **International recognition/legitimacy:** Gain acknowledgment from other states as sovereign and influential entities.
– **Soft power:** Increase cultural influence to enhance global appeal and leverage relations.
– Students provided examples of U.S. actions corresponding to each category (e.g., Cuban Missile Crisis for territorial integrity, trade policies with China for economic prosperity). Examples were contextualized historically and analyzed for their relevance to foreign policy strategies.
3. **Group Activity – Ranking Foreign Policy Objectives:**
– Students were divided into small groups to rank the six identified foreign policy objectives based on importance in U.S. policy.
– Further tasked with identifying historical events aligned with each objective, contextualizing these events, and explaining their connection to foreign policy goals.
– Examples discussed:
– **Territorial Integrity:** Building the U.S.-Mexico border wall to curb immigration and drug trafficking (modern). Cuban Missile Crisis to prevent Soviet nuclear threat (historical).
– **Economic Prosperity:** Promotion of dollar dominance via Washington Consensus. Trade war with China under Trump to encourage consumption of U.S. goods.
4. **Overview of Course Structure and Assignments:**
– **Three learning stages:**
1. Historical analysis of U.S. foreign policy across distinct eras.
2. Examination of processes, institutions, and actors involved in U.S. foreign policy decision-making.
3. Modern applications—linking historical and theoretical knowledge to current policy decisions and future projections.
– Description of **three major deliverables:**
– **Assignment 1:** Reflection paper on a historical foreign policy decision from the perspective of a key decision-maker.
– **Assignment 2:** Diplomatic scenario report simulating a U.S. diplomat assessing a region’s interests and proposing solutions.
– **Assignment 3 (final):** Policy analysis paper examining a specific trend or event in U.S. foreign policy using historical research and IR theory.
– Major assignments will form 85% of the final grade, while attendance/participation/class activities contribute the remaining 15%.
5. **Administrative Details:**
– **Attendance policy:** Maximum of four unexcused absences allowed. Documentation (e.g., medical spravka) required for excused absences. Late arrivals allowed but must be reported after class.
– **Submission policies:** Every assignment must be submitted via e-course by its deadline. Late submissions penalized 15% if submitted within one week of the original deadline.
– **Plagiarism and academic integrity:** Explained with emphasis on avoiding improper AI use or uncredited copying. Encouraged AI as a brainstorming tool but prohibited for assignment writing.
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**Actionable Items:**
*Administrative:*
– Set up **e-course access**: Ensure access for all students, share syllabus, and establish assignment portals by Thursday.
– Assign **group roles** for follow-up discussions on ranked foreign policy objectives in the next session.
*Instructional Follow-up:*
– Continue group discussions on ranking and historical examples for foreign policy objectives. Prepare prompts to facilitate connections between historical context and theoretical applications.
– Plan **introduction to U.S. foreign policy eras** for Wednesday’s session to outline key historical developments of interest.
*Student Preparation:*
– Students to finalize ranked lists of U.S. foreign policy objectives and identify relevant historical events with contextual analysis for class discussion.
Homework Instructions:
NO HOMEWORK
No homework was explicitly assigned during this lesson, as indicated by the instructor’s closing remarks: “Unfortunately, we are out of time. We’re going to continue with this during our next session.” The lesson focused on in-class activities, explanations of course objectives, and an introduction to key concepts, without any mention of tasks to be completed outside of class.