Lesson Report:
# **Lesson Report: Globalization and Nationalism – Interaction and Tension**
## **Synopsis**
In this session, students explored the relationship between globalization and nationalism through a presentation and debate. The presentation reviewed two articles: one by Osterhammel, which discussed nationalism as a reaction to globalization, and another by Greenfield, which argued that nationalism is deeply interconnected with globalization. Following the presentation, students participated in a structured debate, analyzing whether globalization and nationalism can coexist or are fundamentally opposed. The discussion was highly engaged, leading to a deeper exploration of the role of national identity in multicultural societies.
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## **Attendance**
– One student was noted absent (Imat).
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## **Topics Covered**
### **Student Presentation: Nationalism and Globalization**
– **Presenter**: Barfya
– **Articles Discussed**:
– **Osterhammel’s Perspective**:
– Nationalism as a resistance to globalization.
– Historical development of nationalism.
– Globalization can provoke increased attachment to local identities.
– **Greenfield’s Perspective**:
– Nationalism originated in Western Europe and shaped modern nation-states.
– Nationalism and globalization are interconnected rather than opposed.
– Expansion of nationalism in China and India as case studies.
– **Key Discussion Points**:
– Both authors describe nationalism as a response to globalization but emphasize different mechanisms.
– Greenfield argues nationalism serves identity formation within globalization, while Osterhammel presents nationalism as a reactionary force.
– Example quotes from the texts were analyzed to demonstrate these connections.
### **Class Discussion: Instructor-Led Questions on Nationalism and Globalization**
– The instructor asked Barfya for her personal stance on the coexistence of nationalism and globalization.
– Discussion on whether nationalism inherently opposes globalization or if they can evolve together.
### **Mini-Debate: Nationalism vs. Globalization**
– **Format**: Quadratni debate format
– **Group Assignments**: Students formed teams and reshuffled for better engagement.
– **Counter-Argument Stage Instructions**:
– Each team received a whiteboard list of their opponent’s arguments via Telegram.
– Students were tasked with selecting two points from the opposing team and formulating well-structured counter-arguments in the form of challenging questions.
– Debate centered on key questions:
– Does nationalism always require cultural homogeneity?
– How do national symbols contribute to societal unity?
– Can nationalism exist without patriotism?
– Is rejecting nationalism a viable option, or does an alternative ideology need to replace it?
– **Notable Discussion Points**:
– The relationship between nationalism and patriotism (students debated whether nationalism invokes patriotism or if they are separate).
– The role of national symbols and whether they measurably contribute to unity.
– The existence of nationalism in multicultural societies, with examples from the U.S. and Afghanistan.
– Points of intense debate included how nationalism functions in multi-ethnic states, particularly in the U.S. and Switzerland.
– **Instructor Feedback on Debate Performance**:
– Students were praised for engagement but encouraged to provide more direct responses to opposing arguments.
– Future debates will be structured to foster a stronger argument-counter-argument dynamic.
### **Next Steps and Quick Wrap-Up**
– A brief discussion acknowledged the intensity of the debate.
– The instructor outlined the transition to the next topic: ethnicity and nationalism.
– Mention of restructuring Monday’s lesson to address globalization more efficiently before moving to ethnicity.
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## **Actionable Items**
### **For Students**
– **Reading Assignment**: Review upcoming e-course materials on ethnicity and nationalism for Monday’s class.
– **Presentation Preparation**:
– Mechrona and Milana will present next week—coordinate article selection to avoid overlap.
– Upload PDF versions of selected articles via the e-course platform.
### **For Instructor**
– **Restructure Monday’s Lesson**: Adjust schedule to quickly cover globalization before transitioning to ethnicity.
– **Refine Future Debates**:
– Introduce a better structure to ensure direct responses to opponents’ arguments.
– Consider assigning specific judges or structured rebuttal segments.
– **Confirm Presentation Schedule**:
– Verify whether Mechrona or Milana presents first and on which day.
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This lesson demonstrated high student engagement and critical discussion, warranting further interactive activities in future classes.
Homework Instructions:
NO HOMEWORK. No explicit homework assignments were mentioned in the transcript—while there was reference to upcoming readings on ethnicity in relation to politics, these were discussed in the context of class planning rather than as a formal assignment.