Lesson Report:
# Lesson Report
## **Title: Senate Debate Simulation and Diplomatic Report Assignment Overview**
### **Synopsis:**
In this session, students completed the final phase of their **Senate debate simulation**, where they engaged in negotiations, amendments, and voting on a proposed bill to understand legislative processes and political gridlock. Following this, the instructor introduced the **next major assignment**, a **diplomatic report**, requiring students to adopt the role of a U.S. diplomat and analyze U.S. interests and foreign relations.
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## **Attendance:**
– **Absent:** One student (Hamdahm, representing Bernie Sanders) was absent.
– Instructor mentioned that Sanders was in the hospital and unable to participate.
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## **Topics Covered:**
### **1. Senate Debate Simulation (Legislative Process Exercise)**
– **Debate Framework Recap:**
– Students were reminded of the legislative process from the prior session.
– The goal was to propose amendments to the bill and either **accept or reject** it after a second debate phase.
– **First Round of Debate:**
– Students reviewed the **model Congress statements** posted on E-Course.
– Each senator took turns proposing their **budget allocations** and arguing their positions.
– Initial positions focused on **border security, Ukraine aid, humanitarian assistance, and economic investments**.
– **Key Proposals from Senators:**
– **Senator Sinema:**
– Advocated for **increased border security funding** and maintained strategic aid distribution.
– **Senator McConnell:**
– Strongly prioritized border security and technological upgrades.
– **Senator Hawley:**
– Argued for **zero aid to Ukraine**, shifting focus to **Israel and domestic projects**.
– **Senator Murphy:**
– Defended higher aid for Ukraine to protect U.S. geopolitical interests and influence in Eastern Europe.
– **Initial Bill Vote:**
– **Three senators rejected the bill**, while **one approved**, triggering the **revision phase**.
### **2. Negotiation and Revision Phase**
– **Students physically moved around the room to negotiate alterations to the bill.**
– Key areas of compromise:
– **Reduction of Ukraine aid but maintaining $10B total.**
– **Border security finalized at $22.5B,** divided across general security, screening technology, and asylum processing.
– **Technology, energy, and economic investment lowered to $10B total.**
– **Humanitarian aid finalized at $15B,** including refugee assistance and a small symbolic reparation fund for Manhattan Project victims.
– **Final Approval Vote:**
– **All four senators approved the amended bill.**
– The instructor humorously **vetoed the bill** as the “president” for lacking sufficient aid to Israel, illustrating real-world executive authority.
### **3. Debrief on Legislative Gridlock**
– Instructor explained how **competing priorities create legislative impasses** in American politics.
– Encouraged students to reflect on how ideological divides shaped their **negotiations and compromises**.
### **4. Introduction to Diplomatic Report Assignment**
– **Overview:**
– Students will **adopt the role of a U.S. diplomat** and analyze U.S. engagement in a **selected country and time period**.
– Different from prior reports:
– The **audience is now the U.S. Ambassador**, rather than Washington policymakers.
– Focus on proposing **engagement strategies** rather than high-level policy decisions.
– **Assignment Structure:**
– **Section 1:** Identify **U.S. interests** in the chosen country.
– **Section 2:** Analyze local **perspectives on U.S. involvement**.
– **Section 3:** Recommend a **strategy for diplomatic engagement** based on the findings.
– **Logistics & Deadlines:**
– **Original due date:** April 2nd → **Extended to April 9th** for additional time after spring break.
– Students must use only *contemporary information* relevant to the chosen time period (e.g., an embassy worker in 2010 cannot “predict” future events).
– **Clarifications & Student Questions:**
– One student inquired about choosing a **diplomatic role in Greenland**, and the instructor confirmed they could write from an embassy in Denmark.
– Instructor emphasized that the assignment does not require a crisis scenario—it can focus on **reinforcing positive diplomatic relations too**.
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## **Actionable Items:**
### **Before Next Class (High Priority):**
– Ensure that Hamdahm (absent student) **receives a recap of today’s session** and any relevant materials.
### **Diplomatic Report Assignment (Medium Priority):**
– Students should start **researching their country and time period** over spring break.
– Confirm that students understand the **perspective shift** (writing as a political officer, not a senior diplomat).
### **Post-Spring Break – Instructor Tasks (Low Priority):**
– Review **submitted Senate debate reflections** (if applicable) and provide feedback.
– Prepare to transition from **legislative simulations to in-depth foreign policy analysis** in the next lessons.
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## **Final Notes:**
– The **Senate debate was highly interactive**, effectively simulating **real-world legislative negotiations and diplomatic compromises**.
– **Students actively engaged in complex decision-making, mirroring political strategy processes.**
– The **diplomatic report assignment appears well understood,** but students may need periodic reminders to stay on track.
– Class ended with **spring break well wishes** and some off-topic discussion on embassies in Greenland.
Homework Instructions:
ASSIGNMENT #1: Diplomatic Report
For this assignment, you will take on the role of a U.S. diplomat stationed in a foreign country and compose a diplomatic report. The purpose of this report is to analyze U.S. strategic interests in your chosen country, assess local perceptions of American involvement, and propose an engagement strategy to strengthen bilateral relations. This assignment builds on previous role-play exercises and helps deepen your understanding of U.S. foreign policy decision-making.
**Instructions:**
1. **Choose a Country and Time Period**
– Select a country where the U.S. has a diplomatic presence.
– Choose a specific time period relevant to U.S. foreign policy (e.g., Afghanistan in 2010 during Obama’s troop surge).
– Ensure your report reflects contemporary knowledge from that time. You may not include information that would not have been available during the chosen historical period.
2. **Assume the Role of a Political Officer**
– Write from the perspective of a low-level diplomat working at the U.S. embassy in the chosen country.
– Your report will be addressed to the U.S. ambassador stationed in your assigned country.
3. **Analyze U.S. Strategic Interests**
– Identify the key interests the United States has in this country.
– Discuss the political, military, economic, or strategic goals the U.S. is pursuing in this region.
4. **Assess Local Perceptions of U.S. Engagement**
– Explain how local governments, political groups, and the general population view U.S. involvement.
– Address any tensions, alliances, controversies, or cultural factors that shape these perspectives.
5. **Propose a Strategic Engagement Plan**
– Based on your analysis, suggest how the U.S. should proceed in strengthening its ties with the host country.
– Recommend policies, diplomatic initiatives, or aid programs that would improve the U.S. position.
– Provide clear, well-reasoned recommendations grounded in your research.
6. **Follow Assignment Guidelines**
– All reports must be written in a formal policy memo style.
– Use evidence and proper citations where necessary.
– Ensure your writing is professional, concise, and clear.
– The final report is due **April 9th at 12:45 p.m.**.
This assignment allows you to practice strategic thinking and historical analysis while refining your diplomatic writing skills. Be sure to consider all relevant foreign policy dynamics when crafting your report.