Lesson Report:
Title
Applying Regime Analysis: Group Country Assessment with Evidence-Based Scoring
In this Week 7 session, students transitioned from abstract frameworks to applied comparative politics by evaluating real countries on a 10-point regime characteristics checklist. Working in groups, they produced numeric scores (1=freer, 10=more controlled) and wrote ABA (Argument–Evidence–Analysis) paragraphs with credible, recent sources to justify each score.
Attendance
– Number of students mentioned absent: 0
– Notes: Some students arrived late and were told to join existing groups; one student mentioned feeling unwell due to smoke but was present.
Topics Covered (chronological)
1) Opening and Objectives: From theory to application
– Instructor framed today as the shift from abstract political concepts to applied analysis on a real-world case.
– Deliverable by 2:00 PM: Each group submits a completed 10-point characteristics chart for their assigned country, with:
– A numeric score (1–10) for each of the 10 characteristics.
– One paragraph per characteristic following ABA (Argument, Evidence, Analysis).
2) Group Formation and Country Assignments
– Class organized into three groups (target: two groups of five, one of four; latecomers to join).
– Groups formed by seating proximity.
– Country assignments:
– Group 1: Germany
– Group 2: Pakistan
– Group 3: United States
3) Review of the 10-Point Regime Characteristics Checklist
– Revisited the shared rubric used on Tuesday/last week; confirmed scoring scale: 1 = more free; 10 = more controlled.
– Checklist (reconstructed from prior references and today’s prompts):
1. Elections
2. Political Parties
3. Media/Press Freedom
4. Distribution of Power
5. Ideology
6. Constitution
7. Civil Liberties
8. Interest Groups
9. Economy
10. Military
– Reminder: Same ten categories as earlier sessions; students must now quantify and justify scores instead of placing marks on a slider.
4) Evidence Standards and Source Rules
– Each paragraph must cite at least one credible, findable source (link provided).
– Prohibited sources:
– Wikipedia
– AI-generated content (ChatGPT, Gemini, or any LLM output)
– Personal blogs/social media posts or opinion-only content without verifiable sourcing
– Credibility defined as official/trustworthy and accessible to the instructor for verification.
– Recency requirement: At least 5 total sources (i.e., half of all evidence items used across the 10 characteristics) must be no older than 6 months.
– Relevance caveat: Historical sources may be used where context is essential, but outdated or irrelevant references (e.g., Germany in the 1930s for contemporary regime status) should be avoided.
5) Writing Requirement: ABA Paragraph Structure
– Argument: Clear, topic-sentence claim stating the score and the rationale (e.g., “The U.S. merits a 3 on Distribution of Power due to…â€�).
– Evidence: Support from credible sources (e.g., recent reporting or institutional data demonstrating checks and balances, electoral integrity, constitutional limits).
– Analysis: Explicitly connect the evidence to the assigned score. Avoid mere summary; explain why the evidence justifies the chosen number on the 1–10 scale.
– Example discussed: If an article suggests the U.S. President wields greater influence than Congress in a specific domain, students must explain how that observation supports a “3â€� rather than some other score.
6) Workflow and Division of Labor
– Recommended division: Each student handles two characteristics (10 total) to produce two ABA paragraphs and two numeric scores.
– For the 4-person group, students may need to cover more than two characteristics or coordinate differently; final responsibility lies with the group to complete all ten.
– Process guidance:
– First: Assign who does which characteristics.
– Second: Search and vet sources.
– Third: Draft paragraphs and assign numeric scores.
– Format: Individual drafts can be handwritten; if so, take a clear photo and send to the group leader.
– Final 10 minutes reserved for internal quality control and assembly.
7) Submission Logistics
– One group leader compiles all scores, all ten paragraphs, and all links to sources, and submits as a single package by 2:00 PM.
– Several reminders provided at the end of class; some groups confirmed submission before leaving.
8) Mini-Lecture: Interpreting the “Constitution� Criterion
– Focus: What a constitution contains and signals about regime type.
– Freer constitutions: Define government structure, delineate powers, protect civil/human rights, and set enforceable limits on state action.
– More controlled constitutions (closer to 10): Encode restrictions on political freedoms, empower executive dominance, or insufficiently constrain state power.
– Emphasis: Students do not need to read full constitutional texts; consult credible summaries, official articles, and reputable analyses and show how content maps to the 1–10 scale.
9) In-Class Q&A and Check-ins
– Clarifications on workload and timing (each student writes two paragraphs, final 10 minutes for coordination).
– Health aside: One student discussed smoke-related illness concerns.
– Closing: Instructor confirmed all work should be submitted before exiting; thanked students and dismissed at 2:00 PM.
10) Post-Class Brief Exchange on Course Textbook
– A student who obtained the “Raskinâ€� book shared that it felt “too simple,â€� though appreciated chapters on federal vs. unitary systems and democracy vs. authoritarianism.
– Instructor acknowledged it is intentionally introductory as a starting point.
Actionable Items
Urgent (before next class)
– Verify receipt and completeness of each group’s submission:
– All 10 characteristics scored, 10 ABA paragraphs included, and working links to sources provided.
– Audit sources for compliance:
– No Wikipedia/LLM/social media citations.
– At least 5 sources dated within the last 6 months.
– Post clarifications to LMS:
– One-page reminder of the ABA structure with a short example.
– Confirmation that the scale is 1 = freer, 10 = more controlled across all categories.
– Follow up with any group missing components (scores, paragraphs, links) and set a short grace-window if needed.
Near-term (by next session)
– Compile group leader names and group rosters if not already captured, for future coordination.
– Plan a debrief activity:
– Cross-group comparison of scores for Germany, Pakistan, and the U.S.; discuss discrepancies, evidence quality, and operationalization challenges.
– Provide/confirm a brief rubric for grading (clarity of argument, quality/credibility of evidence, strength of analysis, correct use of scale).
– Share an optional curated list of credible, up-to-date source repositories (e.g., reputable news organizations, official government/constitutional portals) to streamline future tasks.
Longer-term
– Prepare a mini-lecture on “operationalizing ideologyâ€� and ensuring inter-rater reliability across characteristics.
– Consider accommodations if air quality issues persist (e.g., flexible participation or remote submission options).
Homework Instructions:
NO HOMEWORK
The only work assigned was an in-class group project due by 2pm (“by the end of class today… you should be submitting your ten point characteristics chart�; “Yes, by the end of the lesson�; “make sure … all work has been sent to me before you walk out through that door�), with no tasks assigned to complete after class.