Lesson Report:
Okay, here is the lesson report generated from the transcript:
**Lesson Report**
**Title: Week 15 – Structuring the Historical Background for the Final Assignment**
**Synopsis:** This lesson focused on the historical background section of the students’ final assignment outlines. The main objective was to guide students in organizing historical events related to their chosen trend, identifying key starting points, catalysts, and turning points both chronologically and thematically. Students reviewed their existing outlines and worked on specific questions designed to flesh out the historical narrative.
**Attendance:**
* Number of students mentioned absent: 0
* *Note:* Hamdam joined the class shortly after it began.
**Topics Covered:**
1. **Introduction and Weekly Overview (Week 15)**
* The instructor noted this is Week 15 of a 16-week semester.
* **Plan for the Week:**
* Today (Monday): Focus on outlining the Historical Background section of the final assignment, organizing events chronologically and thematically.
* Wednesday: Focus on the Theoretical Framework section, incorporating theory into arguments.
* **Plan for Next Week (Final Week):** End-of-semester activities (e.g., debate, movie), to be decided by a class vote on Wednesday.
2. **Activity: Outline Review and Trend Recap**
* **Instruction:** Students were asked to retrieve their final assignment outlines (started last week on Google Docs).
* **Goal:** Refresh the instructor’s and students’ memory of the selected trends and events identified so far.
* **Student Check-ins:**
* **Jade:**
* *Trend:* US economic influence and its use to push agendas globally.
* *Previous Feedback:* Thesis needed to show evolution over time.
* *Proposed Structure:* Divide history into three periods: US using economic aid globally -> using it for blockades -> using it for restrictions/aid.
* *Key Events Mentioned:* Marshall Plan, Washington Consensus, Investment programs (and “recently developed crystals” – potentially unclear term).
* *Instructor Feedback:* Confirmed categories make sense and progress is good.
* **Timor:**
* *Trend:* Initially stated as “War on Terror” (potentially correcting transcription error “warrants error”).
* *Previous Feedback:* Consider US interventionism *before* the War on Terror for context.
* *Observation:* Noted a pattern of the US fighting dissimilar ideologies framed as national security threats (e.g., Vietnam, World Wars, War on Terror).
* *Instructor Clarification:* Asked Timor whether he wanted a broad focus on how the US frames enemies over time or a narrower focus on the War on Terror with earlier context. Emphasized student choice based on interest. (Timor later focuses on War on Terror).
* **Hamdam:**
* *Initial Confusion:* Mentioned US military intervention in Afghanistan (an event, not a trend). Stated he lost previous notes about the War on Terror trend.
* *Instructor Action:* Resent the Google Doc link. Recalled Hamdam’s trend was likely the US response to terrorism/War on Terror. Clarified that notes about Cold War interventionism were the *instructor’s* example.
* *Decision:* Agreed to revisit Hamdam’s specific focus later.
3. **Activity: Developing the Historical Background – Guiding Questions 1 & 2**
* **Instruction:** The instructor introduced key questions to guide the outlining of the historical background. The class focused initially on the first two.
* **Question 1:** *When/Why did the trend begin?* (Identifying the starting point event and initial catalysts, ideas, or actions).
* **Question 2:** *What were the key turning points?* (Identifying events that caused significant shifts, intensification, acceleration, or changes in priority within the trend).
* **Instructor Example (US Interventionism during Cold War):**
* *Start Point (Q1):* Korean War (first major post-WWII hot conflict intervention).
* *Turning Point (Q2):* Vietnam War (shift from public support to disillusionment, leading to more covert CIA actions instead of direct military intervention).
* **Task:** Students were given 10-15 minutes to work on their outlines, applying these two questions to their specific trends. (Hamdam confirmed focus on War on Terror and received clarification/resources).
4. **Activity: Discussion of Historical Starting Points and Turning Points (Q1 & Q2)**
* **Jade (US Economic Influence – *Note: This discussion appears out of sequence in the transcript but logically fits here*):**
* *Events/Turning Points:* Marshall Plan (start), Bretton Woods institutions (IMF/World Bank implied), WTO creation. Highlighted the “unipolar moment” post-Cold War as a peak. Mentioned current elements like Foreign Direct Investment, transnational firms, and competition (e.g., China).
* *Instructor Feedback:* Acknowledged the good identification of turning points and the relevance of the unipolar moment.
* **Timor (War on Terror):**
* *Start Point/Catalysts (Q1):* 9/11 attacks. Rationale: US felt vulnerable, leading to Bush policies, heightened security, wars. Mentioned justifications like promoting democracy and fighting terrorism.
* *Turning Points (Q2):* Invasion of Afghanistan (initial response), Invasion of Iraq (controversial justification – WMDs), Killing of Osama bin Laden, Rise of ISIS, US withdrawal from Afghanistan.
* *Instructor Probing (Iraq vs. Afghanistan):* Pushed Timor to analyze the *significance* of these events as turning points beyond chronology. How did Iraq differ strategically/ideologically?
* *Timor:* Noted Iraq invasion had less international support and questionable justification (WMDs).
* *Instructor Elaboration:* Contrasted broad international support for Afghanistan (UN, NATO, Coalition of the Willing) with Iraq’s unpopularity, Bush’s “with us or against us” rhetoric, the WMD controversy damaging US credibility, loss of international goodwill, and rise in anti-Americanism.
* *Instructor Probing (Legacy/Consequences):* Discussed the impact of withdrawals.
* *Iraq Withdrawal (Obama, 2011):* Led to instability, power vacuum filled by ISIS (partly fueled by disenfranchised Ba’athists).
* *Afghanistan Withdrawal (Biden, 2021):* Similar outcome – rapid collapse of US-backed government, Taliban resurgence.
* *Instructor Summary:* Highlighted the trend’s trajectory: initial surge in support post-9/11, sharp decline after Iraq, and continued erosion of credibility.
* **Hamdam:** Was noted as not present (“no Hamdan”) during this specific discussion segment.
5. **Activity: Introduction of Final Guiding Questions & Wrap-up**
* **Instruction:** With limited time (~15 mins left), the instructor introduced two final questions for outlining (labeled 3 & 4 in transcript).
* **Question 3:** *How did key decisions or actors shape the trend’s trajectory?* (Focus on agency and causal impact).
* **Question 4:** *How does the historical narrative support your thesis statement?* (Connecting the outlined history back to the core argument).
* **Task:** Students were asked to spend the remaining ~10 minutes working on these questions in their outlines.
* **Wrap-up:**
* Acknowledged lack of time for discussion on Q3 & Q4 but noted students were on the right track with identifying events.
* Previewed Wednesday’s class: Focusing on applying International Relations theories to the selected trends.
* Dismissed class.
**Actionable Items:**
* **Student Follow-up (Medium Urgency):**
* Check in with Hamdam regarding his confirmed trend (War on Terror) and ensure he has caught up, particularly on the discussion of Q1/Q2 turning points which he missed.
* Review Hamdam’s progress on Q3/Q4, as he missed the discussion segment and part of the work time.
* Follow up on potentially unclear terms used by students (Jade’s “crystals,” Timor’s “Narek Tata” – likely transcription error) if they persist in outlines.
* **Assignment Progress (Medium Urgency):**
* Ensure the connection between the historical narrative and the thesis statement (Q4) is addressed, potentially integrating it into Wednesday’s theory discussion since class time ran out.
* Consider dedicating time later for students to discuss Q3 (role of actors/decisions) if deemed necessary.
* **Next Class Planning (Low Urgency):**
* Remember to conduct the promised vote during Wednesday’s class to decide on the final week’s activities (debate/movie).
Homework Instructions:
NO HOMEWORK
The lesson transcript details in-class activities where students worked on outlining the historical background for their final assignment, but the professor did not assign any specific tasks to be completed outside of class before the next session.