Lesson Report:
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**Lesson Report**
**Title:** Trend Analysis Paper: Finalizing Topics and Crafting Thesis Statements
**Synopsis:** This session focused on progressing the Trend Analysis Paper assignment. Students reviewed the paper’s requirements, selected their final US foreign policy trend, received instructor feedback on their choices, and learned how to construct a strong thesis statement. The class concluded with students drafting their thesis statements and identifying key historical events related to their chosen trend, setting the stage for outlining and analysis in the next session.
**Attendance:**
* 0 students mentioned absent for this session.
* *Note:* Timor was noted as absent from the previous session (Monday) and received specific guidance to catch up.
**Topics Covered:**
1. **Opening & Recap:**
* The instructor welcomed the class and stated the objective: to continue the work started on Monday regarding the Trend Analysis Paper.
* Acknowledged Timor’s absence on Monday and the need to update him.
* Outlined the goals for the current session:
* Finalize the selection of a US foreign policy trend for the paper.
* Develop a strong thesis statement for the paper.
* Begin creating an outline by identifying relevant information and data.
2. **Review: Trend Analysis Paper Requirements:**
* **Trend Definition:** Revisited the concept of a “trend” in US foreign policy history (a pattern or strategy that shifts over time) versus an “event” (a single occurrence).
* *Example:* US nuclear deterrence strategy (trend) vs. Cuban Missile Crisis (event within that trend).
* **Paper Components:** Reviewed the five core components required for the analysis:
1. **Origins and Evolution:** When/how the trend started and changed over time.
2. **Historical Context:** Socio-political/economic factors behind the trend.
3. **Theoretical Understanding:** Applying at least one International Relations theory to explain the trend.
4. **Impact Assessment:** Effects on US foreign policy decisions and global geopolitics.
5. **Current Status and Future Implications:** The trend’s present state and potential future trajectory.
* **Structure Integration:** Mentioned these components need to be integrated within the paper’s structure (Intro, Historical Background, Theoretical Framework, Implications, Conclusion).
3. **Activity: Finalizing Trend Selection:**
* **Instructions:** Students were asked to review the 3-4 trends they brainstormed in the previous class and select the *one* they found most interesting, appropriate, or familiar. They needed to be ready to justify their choice. Timor was specifically instructed to identify 1-2 trends. (Approx. 5 minutes allocated).
* **Clarification:** The instructor confirmed the “War on Terror” is a suitable trend example. Also prompted students to consider if they could identify 2-3 specific event examples across time for their chosen trend.
4. **Discussion: Student Trend Selections & Instructor Feedback:**
* The instructor checked if students felt confident with their selections before proceeding to individual discussions.
* **Jade:** Trend: US using economic monopoly to further its ideological agenda.
* *Feedback:* Strong topic with many historical examples. Trump’s tariffs fit the “monopoly” aspect; the “ideological promotion” aspect needs argumentation but is promising. Mentioned realist interpretations (e.g., Mearsheimer) of tools like IMF loans as soft power/strategic pressure.
* **Timor:** Trend: Impact of the War on Terror on US policy (counter-terrorism, military prevention strategies).
* *Feedback:* Good, long-standing trend. Challenged Timor to look *beyond* the immediate post-9/11 era for origins and continuity, connecting it to earlier US enemy framing, intelligence use, etc.
* **Raphael:** Trend: “Constructing the Enemy” in shaping US foreign policy. Considering scope (whole history vs. specific period).
* *Feedback:* Very important topic. Strongly recommended **Securitization Theory** as a relevant theoretical framework. Explained the link between securitization (constructing threats for political goals) and the rise of the military-industrial complex (using the Soviet threat as an example). Advised focusing on a specific period (e.g., Cold War to present) for depth, allowing comparison (e.g., communism vs. terrorism).
* **Hamdan:** Trend: Fighting terrorism / War on Terror. Cited relevance, connection to military actions/alliances, clear milestones (9/11, Afghanistan), source availability.
* *Feedback:* Good trend. Advised framing it specifically as the “War on Terror” (denoting a strategy/era) rather than just “terrorism.” Reiterated the advice given to Timor: connect events to broader historical patterns and go beyond simple description to analyze causes and continuity/change.
5. **Lecture: Crafting a Strong Thesis Statement:**
* **Purpose:** Explained that a thesis statement presents the paper’s main argument, bridges all paragraphs, and keeps the paper focused.
* **Examples:** Presented and analyzed two examples:
* *Bad Thesis:* “This paper will examine the trend of US interventions.” (Critique: States only the topic, lacks argument/scope/details).
* *Good Thesis:* “US interventionism since the Cold War, driven primarily by perceived security threats and liberal ideals, has evolved from large scale military actions to more targeted interventions, leaving a complex legacy of both regional instability and democratic promotion efforts.”
* *Analysis of Good Thesis:* Showed how it includes:
* Trend: US interventionism
* Scope: Since the Cold War
* Causes/Context: Perceived security threats, liberal ideals
* Evolution: From large-scale military to targeted interventions
* Current Status/Legacy: Complex legacy (instability, democratic promotion)
* **Goal:** Stated the goal is for students to create a single sentence thesis that elegantly summarizes their paper’s argument, including trend, scope, causes, evolution, and current status/legacy.
6. **Activity: Drafting Thesis Statements:**
* **Instructions:** Students were asked to draft their thesis statement based on the model discussed, incorporating the key elements for their chosen trend.
* **Tool:** Students were directed to input their drafts into a shared Google Doc (Link provided: tinyurl.com/USFPfeces). Instructor assisted Hamdan with accessing the link.
7. **Activity: Identifying Supporting Events:**
* **Instructions:** After thesis drafting, students were asked to list 3-4 specific historical events under their thesis statement in the Google Doc that fit within their trend’s scope and timeframe. (Approx. 2-3 minutes allocated).
* **Instructor Examples (for Cold War Interventionism):** Korean War, Vietnam War, Overthrow of Mossadegh (Iran, 1950s/60s – *Instructor briefly explained context*), Bay of Pigs (Cuba – *Instructor briefly explained context*).
* **Clarification:** Noted that the Truman Doctrine itself isn’t an event, but its declaration could be considered one.
8. **Preview of Next Steps: Analysis over Description:**
* **Concept:** As students listed events, the instructor previewed the analytical task for the next session: explaining *how* the chosen events illustrate the trend’s continuity and change, rather than just describing them.
* **Example Analysis (using Interventionism Events):** Showed how the example events could be analyzed based on differences:
* Strategy: Overt wars (Korea, Vietnam) vs. Covert operations (Iran, Cuba).
* Duration: Prolonged wars vs. Short coups/operations.
* Goals: Repelling/defending territory vs. Direct regime change.
* **Emphasis:** Stressed the importance of moving beyond a simple timeline to analyze the significance of events in relation to the overall trend.
9. **Closing:**
* The instructor dismissed the class, confirming they will continue building the outline next week based on the day’s work.
**Actionable Items:**
* **Homework/Assignments:**
* **Major Deadline:** Trend Analysis Paper due by the middle of next month (ongoing).
* **Implicit Task:** Students should continue refining their thesis statements and event lists based on today’s activities and feedback.
* **Preparation for Next Class:** Students should be prepared to start analyzing the events they listed, focusing on how they demonstrate continuity and change within their chosen trend.
* **Student Support:**
* **High Priority:** Instructor should follow up with Timor to ensure he has fully caught up on the material missed from Monday’s class regarding the Trend Analysis Paper introduction and initial brainstorming.
* **Instructor Preparation:**
* **High Priority:** Review the student-drafted thesis statements and event lists submitted in the shared Google Doc (tinyurl.com/USFPfeces) before the next class to prepare for guiding the outlining and analysis process.
* **Administrative/Logistical:**
* None noted beyond ensuring continued access to the shared document.
Homework Instructions:
NO HOMEWORK
The professor initiated an activity asking students to list events related to their chosen trend near the end of the session but indicated they were running out of time (“we’re almost out of time”) and would “continue with this” and work on building the outline “next week”, without explicitly assigning the completion of the event list or any other tasks as homework for the next class meeting.