Lesson Report:
Okay, here is the lesson report generated from the transcript:
**Lesson Report: Introduction to Trend Analysis Paper and Initial Brainstorming**
This lesson focused on introducing the final assignment for the course, the “Trend Analysis Paper.” The instructor detailed the assignment’s objectives, structure, requirements, and evaluation criteria, referencing the syllabus. The session concluded with a guided brainstorming activity where students identified potential US foreign policy trends and began preliminary analysis based on their existing knowledge.
**Attendance**
* 1 student appeared to be absent or unavailable during the class activities.
**Topics Covered**
1. **Introduction and Lesson Objectives:**
* The primary goal for this lesson and the next (Wednesday) is to detail the final assignment (Trend Analysis Paper) and begin the brainstorming and organizational process.
* Acknowledgement of grading backlog for the first two papers (Diplomatic Scenario Report and Paper 1), with a commitment to catch up ASAP.
2. **Final Assignment: Trend Analysis Paper Introduction:**
* **Assignment Name:** Trend Analysis Paper (Capstone Project).
* **Purpose:** To synthesize knowledge from the semester (and degree program) by examining continuity and shifts in US foreign policy over time. Students will select and analyze *one* specific trend.
* **Resource:** Students directed to page 10 of the syllabus for details.
3. **Trend Analysis Paper Requirements & Structure:**
* **Core Task:** Select one US foreign policy trend (historical or contemporary). Analyze its origins, evolution over time, and enduring impacts (present and future).
* **Scope:** Trace the trend’s beginning, development, current status, and forecast future implications.
* **Perspective:** Write from a neutral, third-person academic perspective (analyst), not a role-play.
* **Key Components:**
* Strong theoretical component (using International Relations theory).
* Mastery of the historical context (key events comprising the trend).
* Analysis of ongoing geopolitical implications.
* Requires direct sourcing and citation.
* **Detailed Paper Structure:**
* *Introduction:* Introduce the chosen policy trend and present a clear thesis statement outlining the paper’s argument and structure.
* *Historical Background:* Detail the trend’s origins and evolution.
* *Scope Clarification:* Students can choose a broad, long-term scope (e.g., isolationism from 1776-present) or focus on a specific episode (e.g., post-WWI isolationism). Broad scope requires connecting different episodes; narrow scope allows for more depth on one period with minor connections to others. Instructor preference is for strong analysis, regardless of scope.
* *Forecasting Historical Trends:* Addressed student query by explaining that historical trends have lasting impacts (e.g., WWI isolationism contributing to WWII context) and patterns often recur or leave legacies felt today.
* *Stakeholders:* Identify key policymakers, influential individuals, significant global events, and ideological shifts related to the trend. Analyze the trend’s historical impact on US foreign policy and international relations (including effects on other countries).
* *Theoretical Framework:* Select and apply *at least one* IR theory (e.g., realism, liberalism) to analyze the trend.
* *Emphasis:* The goal is not just to define the theory but to *use its concepts* actively to explain the events and motivations within the trend (e.g., using realism to analyze potential security/economic drivers behind the 2003 Iraq War beyond stated democracy promotion).
* *Current Implications & Future Speculation:* Assess the trend’s current status (Is it ongoing? Dormant? Returning?). Analyze its global consequences (impact on stability, alliances, power structures). Forecast possible future paths for the trend (Will it disappear, be reborn, endure?).
* *Conclusion:* Briefly summarize the main points and arguments.
* **Length:** Approximately 15 pages (Instructor mentioned this length, clarifying Intro/Conclusion are short, ~0.5 pages each).
* **Due Date:** Thursday, May 8th (Approx. 1 month from the lesson date).
4. **Defining a “Trend” in US Foreign Policy:**
* **Definition:** A sustained pattern, direction, or recurring approach in US foreign policy over a meaningful period, which must show development, evolution, or shift (not purely static).
* **Distinction from Events:** A trend encompasses multiple events linked by a common theme or trajectory (e.g., nuclear deterrence strategy during the Cold War), not a single isolated event (e.g., the Cuban Missile Crisis itself). Students need to connect multiple events (at least 2-3 suggested).
* **Criteria for a Good Trend Topic:**
* Sufficient historical information/scholarly debate available.
* Identifiable actors and institutions involved.
* Amenable to theoretical analysis using IR concepts.
* Has a demonstrable impact and legacy that can be analyzed.
5. **Activity: Brainstorming Potential Trends:**
* **Task 1 (Group/Individual):** Students were asked to identify potential USFP trends based on the definition and criteria.
* **Generated List (Compiled from student input):**
1. Democracy promotion
2. Promotion of human rights
3. Promotion of free markets
4. Identification and struggle against a rival or enemy
5. Fighting terrorism
6. Expansionism
7. Interventionism
8. Usage of nuclear deterrence as a domestic security strategy
9. Isolationism
* **Task 2 (Individual Brainstorming):** Students selected 3 trends from the list that interested them most. They then brainstormed initial ideas (without external research) on:
* Origin, evolution, current status.
* At least 1-2 associated key events.
* Impact today.
* **Student Sharing (Examples of brainstormed ideas):**
* *Expansionism:* Linked to framing enemies; historical examples (Puerto Rico) and contemporary relevance (Trump/Canada interest, Taiwan/China, Arctic/Greenland).
* *Interventionism:* Example of Saddam Hussein condemnation/Iraq War; linked to maintaining global leadership post-9/11.
* *Promotion of Free Markets:* Origins in 18th C capitalism; examples like Marshall Plan, structural adjustment programs; impact on developing countries (exclusion if non-compliant).
* *Fighting Terrorism:* Post-9/11 origin; evolution from Al-Qaeda focus to broader extremism/cyber threats; key events like Afghanistan invasion (2001), Bin Laden killing (2011); ongoing impact on policy, alliances, surveillance.
6. **Next Steps:**
* Wednesday’s lesson will be dedicated to further developing and outlining the brainstormed trend ideas in more detail.
**Actionable Items**
* **Grading (High Urgency):**
* Complete grading for the first paper (Diplomatic Scenario Report) for all students except Jade.
* Complete grading for the second paper for all students.
* **Assignment Materials:**
* Ensure the ~15-page length requirement for the Trend Analysis Paper is formally documented in the syllabus or assignment description.
* Verify the May 8th due date aligns correctly with the overall course schedule.
* **Student Support:**
* Schedule and hold the requested thesis meeting with Hamdam on Thursday (instructor suggested ~6 pm).
* Remind Hamdam via email or message to review the “Final Documentation” regarding the new 3-chapter thesis structure on e-course *before* the meeting.
* **Class Management:**
* Follow up with the student (Raphael) who appeared absent/unavailable during the activity, if necessary.
Homework Instructions:
NO HOMEWORK
Justification: The professor introduced the final Trend Analysis Paper and led an in-class brainstorming activity where students identified potential trends and jotted down initial thoughts, but explicitly stated that the next step, further outlining and development of these ideas, would take place “during our lesson on Wednesday”.