Lesson Report:
### Class Summary Report
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**Title:** Foundational Themes in U.S. Foreign Policy: The Monroe Doctrine and Beyond
**Synopsis:**
This lesson marked the beginning of the historical section of the course on U.S. foreign policy, focusing on tracing key foundational events from the early 19th century through the early 20th century. Anchored by the Monroe Doctrine, discussions explored how U.S. foreign policy has balanced themes of continuity and change over time. Students engaged with the Monroe Doctrine’s principles of non-colonization, non-intervention, and unilateralism, analyzing how these ideals adapted to different contexts, from fostering solidarity with Latin America to justifying interventionism under the Roosevelt Corollary.
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**Attendance:**
– At least **1 student** (Hamdam) experienced difficulties engaging due to technical issues from both their and the instructor’s end.
– No specific absences were noted, though a student expressed confusion about finding the required readings.
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**Topics Covered:**
1. **Introduction to the Historical Section**
– Overview of the transition into the historical analysis of U.S. foreign policy from the Declaration of Independence to pre-World War I.
– Emphasis on key moments in this timeline as the foundation for understanding continuity and change in U.S. foreign policy.
– Key Themes Highlighted: Continuity and Change; Shifts in Perception (domestic and international).
2. **Reading Availability Discussion**
– Multiple students expressed difficulty accessing assigned readings from the syllabus.
– Instructor clarified and committed to uploading PDFs of the readings to the course platform to avoid further complications.
3. **Foundations of Early U.S. Foreign Policy**
– Key Ideals Introduced:
– **George Washington’s Neutrality Doctrine:** Avoid entangling alliances, act unilaterally, focus on American self-development.
– **Manifest Destiny:** Expansion as a divine right, creating ideological frameworks for early U.S. foreign policy.
– Importance of ensuring national security through isolationism and unilateral decision-making.
– Early tensions between domestic priorities and external pressures.
4. **The Origin and Principles of the Monroe Doctrine (1823)**
– Context: Post-Napoleonic Wars; decline of Spanish influence in Latin America; fear of European re-colonization.
– Monroe’s Declaration:
– **Non-Colonization**: Europe was to refrain from further colonization in the Western Hemisphere.
– **Non-Intervention**: European powers were to avoid intervening in the affairs of the Americas.
– Dual Motivations:
– **National Security:** Create a buffer against European encroachment.
– **Fraternal Ideals:** Solidarity with Latin American independence movements, aligning them with U.S. revolutionary values.
5. **Evolution and Expansion of the Monroe Doctrine**
– Early Applications (Mid to Late 19th Century):
– Defensive posture during early U.S. growth; included pledges to oppose any European attempts to influence Latin America.
– Examples cited: Mexican-American War, Spanish-American War.
– Roosevelt Corollary (1904):
– Expansion under President Theodore Roosevelt’s leadership.
– Justified U.S. military intervention in Latin America (e.g., Panama) under the guise of maintaining stability and preventing European influence.
– Phrase “Speak softly, but carry a big stick” encapsulated the sentiment of interventionist power.
– Responses to Roosevelt Corollary:
– Mention of the **Drago Doctrine** (Argentina): Calls for non-intervention of foreign powers, including the U.S.
– Shift away from interventionism by 1933 under FDR’s Good Neighbor Policy, emphasizing trade and cooperation instead of military intervention.
6. **Integration of Continuity and Change Themes**
– Reflection: How the unchanging text of the Monroe Doctrine has been wielded to justify contradictory actions over the course of history.
– Early use as a defensive doctrine emphasizing neutrality and solidarity.
– Later reinterpretation to justify interventionism and establish U.S. dominance over Latin America.
7. **Group Activity: Historical Analysis of the Monroe Doctrine**
– Students split into two groups to analyze shifts over time:
– **Group 1:** Early interpretations and uses of the Monroe Doctrine (1823-late 19th century).
– **Group 2:** Roosevelt Corollary and its applications in early 20th-century foreign policy.
– Reflection and discussion on how the same principles (non-colonization, non-intervention) were reinterpreted for different purposes over time.
8. **Preview of Next Session:**
– Focus on Banana Republics and the Monroe Doctrine’s role in supporting or opposing policies that facilitated their creation.
– Further exploration of Latin American perspectives on the Monroe Doctrine, digging into ideological dissent and resistance.
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**Actionable Items:**
1. **Immediate/High Urgency: Reading Access**
– Confirm upload of PDFs for assigned readings on the course platform to ensure all students have access before the next session.
– Suggested Reminder: Send a course-wide email/announcement confirming the upload to mitigate confusion.
2. **Homework & Assignments**
– Assigned Readings:
– Students instructed to review both readings (Historical Analysis of the Monroe Doctrine & The Return of the Monroe Doctrine).
– Focus on Latin American perspectives.
3. **Future Considerations**
– Assess potential syllabus clarification to ensure students understand weekly expectations for readings and assignments.
– Provide greater technical assistance in preparation for future sessions to resolve potential internet/audio issues early on.
4. **Student Concerns**
– Document and seek to ensure consistent audio functions during sessions to allow for uninterrupted participation, especially for students experiencing disruptions (as in Hamdam’s case).
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This summary captures the overall flow of the lesson and pinpoints the key themes, discussions, and priorities for follow-up. Let me know if additional focusing is required!
Homework Instructions:
NO HOMEWORK
No homework was assigned during the lesson because throughout the transcript, there is no direct mention of an explicit individual homework assignment being communicated to students with instructions. Although students were asked to read and prepare for discussions, these tasks were related to in-class group activities and ongoing lesson participation rather than designated as standalone homework. The only explicit instruction was to skim through or read the two articles (“The Historical Analysis of the Monroe Doctrine” and “The Return of the Monroe Doctrine”) before the next scheduled class. This is not considered standalone homework but preparatory reading for class discussion.