Lesson Report:
### Class Summary Report
#### Title: *Collective Identity and Its Political Impacts*
**Synopsis:** This session marked the first seminar of the course, intended to deepen students’ understanding of identity concepts introduced in the previous lecture. The focus was on transitioning from an individualistic understanding of identity to collective identity, exploring how shared elements such as culture, history, and political goals shape group identities. Through historical examples like the Civil Rights Movement, the class investigated the components that unite people, the political behaviors driven by collective identity, and the potential risks and benefits of such groupings.
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#### Attendance
– No explicit absences mentioned; full participation assumed.
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#### Topics Covered
1. **Recap of Individual Identity (Lecture 1)**
– **Fluid Nature of Identity:** Identity evolves over time and varies for individuals and groups.
– **Dual Components of Identity:**
– *Self-imposed*: Individuals partly determine their identity.
– *Externally-imposed*: Societal and political forces influence how identities are shaped and performed.
– **Identity and Behavior:** Identity shapes beliefs and behaviors, influencing group affiliation and decision-making.
2. **Introduction to Collective Identity**
– Transitioned from explaining individual identity to understanding collective identity as the “we” versus “I.”
– **Classroom Discussion:**
– Explored factors binding groups into a shared “we,” including shared language, religion, culture, history, geography, trauma, and ideology.
– Key Insight: Believing in a shared history or purpose matters more in group formation than objective facts about those elements.
– **Performative Identity:** Collective identity is enacted through actions and shared norms.
3. **Factors Shaping Group Identity**
– Explored the concept of inclusion and exclusion (*us vs. them*):
– Inclusion: Shared elements (e.g., language, history) create bonds.
– Exclusion: Group creation inherently separates “us” from “them,” determining boundaries of identity.
– Example: African-American identity during Civil Rights Movement forged through shared oppression and culture; helped distinguish “us” from the oppressive status quo.
– Joint Identities: Discussed overlapping identities (e.g., African-American, Polish-American).
– State and Group Identity: States promote identities to serve political needs (e.g., nationalism fostering tax compliance or national unity).
4. **Workshop on Collective Identity: The Civil Rights Movement**
– **Activity Objective:** Analyzed factors uniting the Civil Rights Movement, how identity shaped behaviors and outcomes, and potential risks/benefits.
– **Example Analysis:** Discussion focused on these questions:
– *What factors formed the movement?*
– Shared history (trauma of slavery and segregation).
– Leadership (e.g., Martin Luther King Jr.).
– Common goals and ideology (specific political outcomes like ending segregation).
– Emotional solidarity and morality (justice and equality).
– *How did identity shape behavior and outcomes?*
– Behavior: Inspired unity, shaped a shared set of beliefs, and fostered active non-violent resistance.
– Outcomes: Achieved specific political changes (e.g., legislation against segregation).
– *What were the benefits and risks?*
– **Benefits:** Emotional support, sense of community and purpose, political gains, and safety through collective action.
– **Risks:** Polarization, exclusion of outsiders, and potential aggression from opposition groups.
5. **Core Takeaways**
– Group identities emerge from shared elements and are reinforced by collective action and exclusion (us vs. them).
– Identity is performative and drives political behaviors and outcomes.
– Political institutions often shape and promote identities for their goals (e.g., fostering nationalism).
6. **Wrap-Up and Introduction to Next Week’s Topic**
– Next week will focus on “Nations” and the origins and construction of national identity.
– Preview of Key Concepts:
– What is a nation?
– Historical vs. modern construction of nations.
– Reading Assignment: *Nations and Nationalism* by Jacob Gelner.
– Prepped students for upcoming class presentations.
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#### Actionable Items
**Preparation for Next Week**
– *Reading Assignment:*
– Chapter from Jacob Gelner’s *Nations and Nationalism* (to be posted on e-course).
– *Course Enrollment:*
– Join ICP 292 e-course for readings and materials.
– *Presentations:*
– Syllabus and instructions for individual presentations to be finalized on e-course tonight.
**Immediate Instructor To-Dos**
– Post syllabus and reading materials to e-course.
– Clarify details about presentation topics and schedule by early next week.
**General Class Notes**
– Have students continue exploring subtle connections between identity, political behavior, and historical evolution in preparation for deeper theoretical debates next week.
Homework Instructions:
NO HOMEWORK
Justification: The transcript does not include any explicit mention of homework being assigned. While there are references to reading assignments (e.g., Jacob Gelner’s *Nations and Nationalism*) and presentation preparations, these are stated as tasks for the next week’s class discussions and are not framed as homework tasks due before the next session. The professor explicitly comments, “The syllabus will be put on e-course tonight,� which suggests future guidance but not a current homework task.