Lesson Report:
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**Lesson Report**
**Title:** Week 15: Mini-Debate Preparation and Final Literature Review Assignment
**Synopsis:** This lesson focused on preparing students for upcoming in-class mini-debates centered on key scholarly arguments in nationalism studies. Students reformed groups based on previously researched topics, received instructions on the debate format and their role as mediators, and began preparing materials. The session concluded with the introduction and explanation of the final course assignment, a literature review paper.
**Attendance:**
* 6 students were noted as needing reassignment due to absence or uncertainty from the previous relevant session.
**Topics Covered:**
1. **Opening and Housekeeping:**
* Instructor welcomed students to Week 15, noting two weeks remain in the semester.
2. **Group Reorganization and Review:**
* **Recall Previous Activity:** Reminded students of the previous Wednesday’s task where they formed three groups to research specific scholarly debates in nationalism and ethnic politics.
* **Group Identification:** Students identified their previous groups based on the research questions:
* Group 1: What is a nation? (Ancient vs. Modern/Constructed)
* Group 2: What drives mobilization? (Identity vs. Elite Strategy)
* Group 3: Is nationalism primarily political or cultural/ethnic?
* **Reassignment:** Identified 6 students who were absent previously or unsure of their group and assigned them to the existing groups (2 to Group 1, 2 to Group 2, 2 initially unassigned before Milana confirmed Group 2).
* **Physical Arrangement:** Directed groups to specific locations in the room (Group 1 corner, Group 2 center, Group 3 window).
* **Group Size Adjustment:** Noticed uneven group distribution (initially Group 2, then Group 1 became too large after reassignments). Reorganized again, moving three students (Ruslan, Imat, and one unnamed volunteer) from Group 1 to Groups 2 and 3 for better balance.
* **Briefing New Members:** Instructed groups to integrate new members by reviewing the specific debate topic, relevant scholars, and themes discussed previously.
3. **Introduction to In-Class Mini-Debates (Scheduled for next class):**
* **Purpose:** Explained that the research conducted serves as preparation for three in-class mini-debates to be held during the next lesson (Wednesday).
* **Format:** Each debate will last approximately 15 minutes.
* **Group Role:** Each research group will serve as the *mediator* for the debate corresponding to their topic. The other two groups will act as the opposing sides in the debate.
* **Debate Structure (3 Phases):**
* **Phase 1: Introduction (approx. 1 min):**
* Mediators provide a brief outline of the debate topic and associated scholars (e.g., Gellner, Hobbes, Baum mentioned as examples).
* Mediators define the two opposing sides that the other groups will represent, outlining their core beliefs and potential arguments.
* **Phase 2: Moderated Debate:**
* Mediators will pose 3 pre-prepared “hotly contested” questions designed to elicit debate from both sides.
* Mediators will assess and take notes on the responses and arguments made by each debating team.
* **Phase 3: Conclusion/Summary:**
* Mediators briefly summarize the arguments presented.
* Mediators assess the debating teams based on specified criteria:
* Depth of argument
* Alignment with literature
* Level of persuasion
* Mediators assign points and declare a winning team for the mini-debate.
4. **Debate Preparation Workshop (In-Class Activity):**
* **Task 1: Define Opposing Sides:**
* Instructed groups to refine the perspectives for their debate topic.
* Define the two opposing sides clearly.
* Identify 2-3 core arguments for each side.
* Align these positions with specific scholars and their theories.
* Recommended writing down these definitions and arguments.
* Addressed student question about how groups would debate unfamiliar topics, clarifying that the mediating group’s introduction would brief everyone.
* **Task 2: Develop Debate Questions:**
* Instructed groups to create 3 specific questions for their debate.
* Emphasized that questions should be balanced, allowing both sides a fair chance to argue and counter-argue, avoiding obvious bias towards one perspective.
* **Instructor Examples/Guidance:**
* *Group 1 Topic (Ancient vs. Modern):* Discussed the weakness of pure primordialism vs. modernism/instrumentalism, but introduced the ethno-symbolist counterargument (e.g., Smith) – that nationalism, even if modern, requires a *perception* of ancient roots for legitimacy and stability. Used the Afghanistan nation-building example to illustrate how neglecting historical rootedness (real or perceived) can undermine modern nationalist projects.
* *Group 3 Topic (Political vs. Cultural):* Discussed their framing (ethno-nationalist vs. instrumentalist). Guided them to focus questions on the *origins* of nationalist beliefs (cultural/emotional/inherent vs. elite-driven/political/economic) rather than just the *mechanisms* of mobilization (which is Group 2’s focus).
* **Time Management:** Urged groups to finalize the 3 questions before the next class, delegating tasks if necessary.
5. **Final Assignment Introduction: Literature Review:**
* **Purpose:** To analyze how scholarly debates on nationalism have evolved, demonstrating understanding of how different authors engage with each other’s arguments.
* **Core Task:** Select a theme and analyze how 4 chosen texts discuss this theme.
* **Text Selection (4 total):**
* At least 2 texts must be from the course readings.
* At least 1 text must be a contemporary source (published after 2010; can reuse presentation source).
* 1 text is a “wild card” (either another course reading or an outside source).
* **Theme Selection:**
* Choose one overarching debate/theme. Four examples provided:
1. Role of modernity in forming national identity.
2. Elite strategies and the use of nationalism.
3. Nationalism as a force for state cohesion vs. fragmentation.
4. Impact of globalization on nationalism.
* Students can also propose their own theme.
* **Sub-Theme Analysis:**
* Break the main theme into at least 3 sub-themes.
* Example given for ‘Role of Modernity’ theme:
* Sub-theme: Economic vs. Cultural Factors (e.g., Gellner’s industrialism vs. Smith/Herder’s cultural markers).
* Sub-theme: Role of Communication Technology (e.g., Anderson’s print capitalism vs. Gellner’s mass education/media).
* Analyze how the chosen authors address these sub-themes, showing points of agreement, disagreement, challenge, and development over time.
* **Evidence:** Use direct quotations from the texts to support analysis.
* **Formatting & Logistics:**
* Length: 5-7 pages.
* Font: 12pt Times New Roman.
* Citations: In-text citations are mandatory (APS1 style mentioned, likely APA – *see Actionable Items*). No citations = Zero grade.
* Due Date: Monday, May 19th at 10:00 AM.
* Clarification: Instructor mentioned “250 pages per page,” likely an error for 5-7 pages total.
**Actionable Items:**
* **Student Tasks (Urgent – Due Next Class):**
* Each group must finalize their 3 balanced debate questions.
* Each group must have written definitions of their debate’s opposing sides and core arguments prepared.
* **Instructor Tasks:**
* Grade outstanding assignments (student mentioned presentations/”summer” work, likely meaning semester).
* Clarify the required citation style for the final paper (Confirm if “APS1” means APA or another specific style).
* Clarify the final paper length expectation (confirm 5-7 pages, correcting the “250 pages per page” statement).
* **Potential Follow-Up:**
* Briefly check in with groups at the start of the next class to ensure clarity following the multiple reorganizations.
Homework Instructions:
ASSIGNMENT #1: Debate Preparation Materials
During our next class on Wednesday, your group will mediate one of the three in-class mini-debates based on the research topic you began exploring last week. To ensure you are ready to lead this debate effectively, you need to finalize the preparatory materials if you did not fully complete them during today’s class session.
Instructions:
1. Reconfirm your group’s assigned debate topic:
* Group 1 Topic: Is the nation ancient/primordial or modern/constructed?
* Group 2 Topic: What drives mobilization – identity or elite strategy?
* Group 3 Topic: Is nationalism primarily political or cultural/ethnic?
2. Finalize the definition of the two distinct opposing sides relevant to your specific debate topic. Clearly articulate the core position of each side.
3. For each opposing side, identify 2-3 core arguments they typically make. Align these arguments with specific scholars and their theories discussed in class or encountered in your research (e.g., Gellner, Smith, Anderson, Hobsbawm, primordialists, instrumentalists, ethno-symbolists, etc.).
4. Develop exactly three distinct questions to pose to the debaters (the other two groups) during the moderated debate portion. These questions should be carefully crafted to be “hotly contested” and balanced, allowing both opposing sides a fair opportunity to present strong arguments and counter-arguments based on the literature. Avoid questions with obvious answers or that heavily favor one side.
5. Record these opposing side definitions, core arguments, and three debate questions clearly. Ensure these materials are finalized and accessible to all members of your group before the start of class on Wednesday, as you will need them to introduce, moderate, and judge your assigned debate. Coordinate within your group to ensure this task is completed.
ASSIGNMENT #2: Final Literature Review Paper
For your final assignment in this course, you will write a literature review. This paper requires you to analyze a specific scholarly debate or theme within nationalism studies, demonstrating your understanding of how different scholars have engaged with this topic through their work, effectively putting their arguments in conversation with one another.
Instructions:
1. **Select a Central Theme:** Choose one major theme or ongoing debate within the scholarship on nationalism and ethnic politics. You may select one of the themes suggested in class or develop your own relevant theme:
* Suggested Theme 1: The role of modernity in the formation of national identity.
* Suggested Theme 2: The use of elite strategies in mobilizing nationalism for political ends.
* Suggested Theme 3: Nationalism’s role as a force for state cohesion versus state fragmentation.
* Suggested Theme 4: The impact of globalization on nationalism.
* *If choosing your own theme, ensure it is focused enough to allow for in-depth analysis across several texts.*
2. **Select Your Texts:** Choose a minimum of four scholarly texts to analyze in relation to your theme:
* At least two (2) texts must be from the assigned readings for this course.
* At least one (1) text must be a contemporary source published after 2010 (you may reuse the source from your class presentation).
* The fourth text (or any additional texts beyond four) can be either another reading from this course or an external scholarly source (book chapter, journal article) relevant to your theme.
3. **Identify Sub-Themes:** Break down your chosen central theme into at least three specific sub-themes or analytical questions. These sub-themes should represent distinct facets of the larger debate that scholars address differently (e.g., for the modernity theme, sub-themes could involve economic vs. cultural factors, the role of communication technology, or the perceived necessity of ancient roots).
4. **Analyze and Synthesize:** Write a cohesive essay (literature review) that analyzes how the authors of your selected texts address your main theme and specific sub-themes. Focus on comparing and contrasting their arguments. Show how scholars build upon, challenge, or diverge from one another’s ideas regarding your theme. The goal is to map out the scholarly conversation.
5. **Provide Evidence:** Support your analysis throughout the paper with specific evidence from the texts, primarily using direct quotations. Ensure all evidence is properly cited.
6. **Formatting and Submission Requirements:**
* **Length:** 5-7 pages.
* **Font:** 12pt Times New Roman, double-spaced.
* **Citations:** You must use proper in-text citations and include a corresponding bibliography or reference list. Follow the APSA (American Political Science Association) citation style. **Crucially, papers submitted without proper in-text citations will not be accepted and will receive a grade of zero.** If you are unsure how to use in-text citations, please research the APSA style or consult the professor.
* **Due Date:** Submit your final paper electronically via the course page by **Monday, May 19th at 10:00 AM**.