Lesson Report:
## 1) Title
**Finalizing Research Topics & Practicing BLUF (Bottom Line Up Front) for Situational Reports**
The session served as a wrap-up to the first part of the semester and transitioned the class into the research-and-writing phase for the upcoming situational report/paper. Students finalized (locked in) their chosen international issue, practiced writing a 1–2 sentence BLUF statement describing the *current* central tension on the ground, and began early-stage source planning—especially identifying local/non-English-language sources and mapping the key actors and their goals.
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## 2) Attendance
**Absent students mentioned:** 4
– **Absent:** Mukkadas, Altina, Beknazar, Zeke
– **Present (explicitly noted):** Albina, Azamat, Mefrona, Zoe, Sophie, Elena, Samira (and others participated but were not fully captured clearly by the transcript)
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## 3) Topics Covered (Chronological, with activity names and detailed notes)
### A. Course/Admin: Paper portal mistake + deadline extension (start of class)
– Instructor noted the **submission portal for the paper was not posted on eCourse** as intended.
– Because students did not have access to the submission instructions, the instructor **extended the deadline to Sunday night** (end of the upcoming weekend).
– Framed the delay as beneficial: the class can use the week to **develop stronger research** and improve topic focus.
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### B. Session objectives & “no going back� topic commitment
– Instructor stated the day’s core goals:
1. **100% solidify each student’s research topic** (commitment point: “no going back after today�).
2. Briefly **review skills built so far** (situational reporting approach).
3. Practice constructing a **BLUF**: a **one-sentence (or two-sentence) bottom-line summary** of what is happening *right now* in the issue area.
– Students were instructed to focus on:
– the **central tension/problem/friction** defining the issue at the present moment,
– and to avoid drifting into broad historical background.
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### C. Topic poll + board list of international issues (whole-class share-out)
– Instructor ran a quick “around the roomâ€� poll:
– Each student named their **international issue** and their **confidence level** in understanding it.
– Topics that surfaced (as captured in transcript; some phrasing is rough due to auto-transcription):
– **China–Japan territorial dispute** (Senkaku/Diaoyu context implied)
– **U.S.–Greenland / Denmark–Greenland–U.S. tensions** (Arctic strategy, resources)
– **China–Taiwan** (military flights/intercepts; also political narrative/propaganda angle)
– **Iran protests vs. regime repression** (December 2025 onward; updated emphasis needed)
– **Belt and Road Initiative (BRI)** expansion (fossil fuels, rare earths; Nigeria, Kazakhstan mentioned)
– **Russia–Ukraine war** (attrition, strikes on infrastructure, drones, Western aid)
– **Ethiopia–Egypt–Sudan Nile dam dispute** (hydroelectric dam, water access)
– **Venezuela / U.S. actions** (Maduro capture claim, blockade, tanker seizure narrative)
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### D. Mini-lecture: What BLUF is and what it is *not*
**Concept introduced/clarified:** **BLUF = Bottom Line Up Front**
– Purpose:
– Put **conclusions first**
– Make writing **concise, digestible, decision-maker friendly**
– Provide a **1–2 sentence snapshot** of the situation **as it stands now** (last ~1–3 months)
– Audience framing:
– Students should imagine writing to a **decision maker** who has **baseline IR/current events knowledge**.
– Therefore:
– Don’t restate widely-known facts (e.g., “Russia invaded Ukraine in 2022â€�).
– Don’t open with broad history; focus on what changed recently and why it matters.
#### Example used: Russia–Ukraine BLUF modeling
– **Bad BLUF example:** “Russia is attacking Ukraine.â€�
– Class critique: too obvious, too vague, adds no actionable current information.
– Instructor guidance on improvement:
– Avoid being overly granular in the BLUF (specific dates can belong later as evidence).
– Focus on **recent strategy and current pattern** of events.
– **Better BLUF example offered by instructor (model):**
– Russia increasing air strikes on Ukrainian infrastructure, likely to force a winter ceasefire.
– Highlighted features:
– describes a **recent operational trend**
– suggests a **probable motive** (to be proven later with sources)
#### Sources recency requirement (Q&A)
– Student asked if **2025 sources** are allowed.
– Instructor:
– Yes, but students must include **recent sources**:
– ideally **within last 6 months**
– preferably **within last 2 months** as well (for “what’s happening nowâ€�)
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### E. Individual work: Draft a 1–2 sentence BLUF (10-minute writing block)
– Students were given ~10 minutes to draft a BLUF for their chosen issue.
– Prompt emphasized:
– “What has been happening over the past 1–3 months?â€�
– “What is the central tension?â€�
– “Why do you think it’s happening?â€� (initial hypothesis allowed; must be supported later)
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### F. Whole-class BLUF workshop: First-pass assessment + criteria-based feedback
Instructor ran a structured review using two primary criteria:
1) **Does the BLUF describe the central problem happening now** (not a historical walkthrough)?
2) **Is the wording unbiased** (avoid loaded adjectives; avoid inserting judgment)?
BLUFs reviewed and key feedback themes (summarized by example):
#### 1) Iran protests (Zoe; later Sophie also on Iran)
– Student BLUF framed protests starting in **Dec 2025** and regime repression.
– Instructor feedback:
– Strong starting point, but too anchored in **when protests began**.
– Needs more emphasis on **the last few weeks/months**: what is newly happening now?
– For Sophie’s version: avoid leading with casualty totals in BLUF; focus on immediate developments and external actor dynamics only if recent and specific.
#### 2) Denmark/Greenland/U.S. Arctic tension (one student; later another student on Greenland resources)
– One BLUF included broad language like “provocationâ€� and “increased tension.â€�
– Instructor feedback:
– First sentence was promising, but terms like “provocationâ€� and “increased tensionâ€� are too broad without specifying **what changed recently**.
– Another Greenland BLUF focused on:
– U.S. interest in critical minerals; negotiation focus; experts warning U.S. is underestimating mining difficulty in warming Arctic.
– Instructor feedback:
– Generally strong if anchored to a **recent** piece (e.g., cited as coming from a major outlet like NYT).
– Also reassured student it’s okay to take a **resource-mining niche angle** if sources support it.
#### 3) Russia–Ukraine BLUFs (two examples)
– “Attrition, little territorial gains; long-range strikes damaging energy infrastructure.â€�
– Instructor: very strong; just add explicit actor/location context (Russia/Ukraine).
– Another: drones on infrastructure; Ukraine sustaining defense with Western aid and domestic arms production.
– Instructor: mostly good and current; avoid redundancy like “conflict remains unresolvedâ€� (decision maker already knows).
#### 4) Belt and Road Initiative (Elena)
– Included: 2025 record investment figure, focus on fossil fuels/rare earths, Nigeria/Kazakhstan examples.
– Instructor feedback:
– Descriptive and current, but **tension/problem not explicit**.
– Needs a clearer “so whatâ€�: what conflict, backlash, dependency, or geopolitical friction is emerging?
#### 5) China–Japan territorial dispute (Samira)
– Mentioned rivalry, maritime expansion near Senkaku/Diaoyu, Japan security buildup, rhetoric over Taiwan.
– Instructor feedback:
– Good list of core issues, but reads as **broad/ongoing**.
– Must specify what’s happening *right now* (recent actions, policy moves, incidents).
#### 6) China–Taiwan (two approaches)
– Military-focused BLUF: stepped up military flights/close intercepts as signaling/pressure; normalizing presence without open conflict.
– Instructor: strong and appropriately recent (“over the last few monthsâ€�).
– Political narrative-focused BLUF: Beijing sharpening rhetoric, backing pro-unification voices, opposing independence, controlling narrative for domestic audience.
– Instructor: potentially good, but must ensure it is tied to **recent** developments (not something true since 1949).
– Also flagged a strategic choice: student should decide whether to focus the paper primarily on the **military dimension** or the **political/information dimension** (both valid but different).
#### 7) Ethiopia dam / Nile dispute (Mefrona)
– BLUF included a specific build date and long contextual detail about Nile dependence.
– Instructor feedback:
– Content is relevant but too long and too historical.
– BLUF should be 1–2 sentences focusing on **current tension** (e.g., mediation developments, negotiation breakdowns, escalation/de-escalation).
– Instructor suggested focusing on a recent turning point such as a political promise to mediate (mentioned as an example of the type of “current event hookâ€� that would work).
#### 8) Venezuela / U.S. (student BLUF with Jan 3 capture + blockade + Feb 9 tanker seizure)
– Instructor feedback:
– Including Feb 9 tanker seizure is excellent because it is **very recent**.
– But do not spend the BLUF on the earlier “Maduro capturedâ€� background if the decision maker already knows it.
– Push toward: what is happening now, why the tanker seizure occurred, and how it changes the regime-change situation.
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### G. Group work setup: Topic-based grouping for research development
Instructor reorganized class into **three groups**, physically seated by room location (door/center/window), grouped by **topic similarity/region**.
– **Group 1 (by the door):** Russia–Ukraine analysts + U.S.–Greenland
– **Group 2 (center):** China–Japan + China–Taiwan + Belt and Road
– **Group 3 (by the window):** Ethiopia–Sudan–Egypt + Iran (both Iran topics) + Venezuela
– (Transcript includes a repeated “US-Greenlandâ€� mention here likely as an auto-transcription error; instructor clarified Greenland student placement.)
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### H. Group activity 1: Actor mapping (“sides� chart) + goals/endgames
Using prior classwork on Israel–Palestine as a model, students were instructed to:
– Identify **main actors** in the conflict.
– Define each actor’s **desired endgame** (what they want out of the situation).
– Sort actors into **sides/alignments** (acknowledging real-world complexity and imperfect binaries).
– Create a chart and begin grouping alliances/rivalries based on goals.
Time allocation: ~5–10 minutes (started, then class moved forward due to time).
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### I. Group activity 2: Source strategy—prioritize local/non-English perspectives
Instructor emphasized that a good situational report:
– is not only based on major global English-language outlets,
– but includes **local interpretations** and non-English sources.
Group prompt:
– Identify:
1) **Primary local languages** relevant to the conflict region.
2) **2–3 important non-English news sources** that would provide local perspective.
– They were **not required to find specific articles yet**, just identify likely sources to use.
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### J. Wrap-up & preview for Thursday
– Thursday objective:
– Students should arrive ready to build an **outline** including:
– major facts found so far,
– an emerging **confidence/verification rating** for each fact (how verifiable/credible),
– which key facts will be included in the final paper.
– No assigned reading beyond topic research:
– students should read **3–5 articles** minimum,
– from a variety of sources and perspectives.
– Instructor reiterated:
– Paper instructions/submission portal will be posted **in a few hours** (after class).
– Paper due **Sunday night**.
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## 4) Actionable Items (Short bullets, organized by urgency)
### Urgent / Time-sensitive (Before Sunday)
– **Post paper instructions + eCourse submission portal** (instructor stated it would be up “in a few hoursâ€�).
– Students: **finalize topic choice (locked in after today)**; no switching expected after this session.
– Students: read **3–5 sources** on their topic from varied perspectives (not just one outlet).
– Students: ensure research includes **recent sources** (ideally last 2 months; at minimum last 6 months).
### For Thursday’s class deliverables
– Students: bring an **outline** of:
– key facts discovered so far,
– preliminary **verification/confidence rating** per fact,
– planned structure of what to report in the paper.
– Students: come prepared with at least **2–3 non-English/local sources** identified (and the relevant languages for the conflict area).
### Ongoing quality checks (to reinforce in future sessions)
– BLUF statements must:
– focus on **what is happening now** (not “since 2022…â€� / “since protests began…â€�),
– avoid broad terms like “tensions increasedâ€� unless tied to a **specific recent change**,
– avoid unnecessary casualty totals and broad historical background in the BLUF (move that to evidence/body sections),
– maintain **neutral language** (no loaded adjectives; clearly separate facts from interpretation).
Homework Instructions:
ASSIGNMENT #1: Situational Report Paper (Submit by Sunday Night)
You will complete and submit your situational report paper, applying the skills from class (especially focusing on what is happening “on the ground� recently and writing concisely for a decision-maker audience). This deadline was extended because the submission portal/instructions were not posted yet (“I… did not post it the submission portal… I’m going to extend the deadline until this weekend… I’ll give you until Sunday night�).
Instructions:
1. Locate the paper prompt and submission portal once they are posted.
1. Check the course page for the assignment instructions and the submission link (the instructor noted they would be posted shortly: “They will be posted in a few hours�).
2. Confirm your research topic is finalized.
1. Use the topic you committed to in class (“100% solidify the topic… There’s no going back after today�).
3. Ensure your paper focuses on the current situation (not only background history).
1. As you draft, prioritize the most recent developments (the instructor emphasized the paper should cover what’s happening “over the past… one to two to three months� and that “recent� ideally means “within the last six months… within the last two as well�).
4. Write for a decision-maker audience.
1. Assume your reader has baseline knowledge of international relations/current events, and your job is to provide an actionable, factual update on what is happening now (“Imagine that you’re presenting this paper to some sort of decision maker… tell them… what’s happening on the ground now�).
5. Keep your key opening claim concise and evidence-driven.
1. Use the BLUF approach discussed in class (Bottom Line Up Front): begin with a 1–2 sentence summary of the central tension/problem right now, then support it with evidence later in the paper (“Conclusions come first… easy to digest… a one to two sentence summary of events as they currently stand�).
6. Verify you are not inserting bias into your phrasing.
1. Review your wording for loaded adjectives or unsupported assumptions (“we have to look out for bias… adjectives… inserting a bias into this statement already�).
7. Submit your final paper by Sunday night.
1. Upload your paper to the submission portal before the deadline (“I’ll give you until Sunday night… on Sunday night, this paper will be done�).
ASSIGNMENT #2: Background Research Reading for Your Topic (3–5 Articles, Multiple Perspectives)
You will build the research foundation for your situational report by reading broadly on your chosen issue. The purpose is to strengthen your understanding of the current “on the ground� situation so you can write a stronger, more specific BLUF and support it with credible evidence (“use this week to properly develop the research… The only reading you should be doing is about your topic. Read articles… at least three to five from a variety of different sources, from a variety of different perspectives�).
Instructions:
1. Gather 3–5 articles about your specific international issue.
1. Choose articles that directly relate to the issue you finalized in class.
2. Make sure your sources include recent coverage.
1. Prioritize sources from the last 6 months, and ideally from the last 2 months (“you need to include recent… within the last six months ideally within the last two as well�).
3. Diversify your perspectives.
1. Intentionally select pieces from different outlets/angles so you are not relying on only one narrative (“three to five from a variety of different sources, from a variety of different perspectives�).
4. Read with a “current situation� lens.
1. As you read, identify what has changed in the last 1–3 months (the class emphasis was to avoid purely historical summaries and instead highlight what is happening now).
5. Extract the most important “on the ground now� takeaways.
1. Note key developments, strategies, escalations/de-escalations, and immediate points of friction that help you describe the central problem as it exists right now (aligned with the BLUF goal: “What’s the central tension… problem… friction… at this very moment�).