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Guiding Questions and Required Format for Session Reports
Kayli Choi
TIRP - Gloria Hernandez Period 5 - Session 1
Causes of War
October 30, 2023

Session 1 Materials: NPR: Out of a Nigerian Slum, a Poet Is Born + Four Worlds
Focus Question: What were the central concepts? What aspects did you emphasize? How did you present these?

In our initial session with TIRP, we embarked on a comprehensive exploration of Nigeria's economic landscape, touching upon the central concepts, emphasized aspects, and the methods of presentation used to facilitate our discussion.
The primary focus of our session was an in-depth analysis of Nigeria's contemporary economic condition. This entailed a thorough examination of the opportunities and challenges facing the nation, allowing students to grasp the broader context of our discussion.
A critical element of our discussion was the introduction and exploration of the "paradox of plenty." This concept was at the forefront, emphasizing not only its definition but, more importantly, its real-world relevance. The paradox of plenty describes a phenomenon whereby resource-rich countries, such as Nigeria, often grapple with economic difficulties due to mismanagement or corruption in the utilization of their abundant natural resources.
The session delved into the intricate relationship between political change and economic transformation. This theme encouraged students to consider how reforms in governance and political structures have the potential to catalyze positive changes in Nigeria's economic landscape, demonstrating the impact of political decisions on economic outcomes. 
Central to our session was a deep exploration of the paradox of plenty. It was not only about comprehending the concept but also about highlighting its real-world relevance. This emphasis aimed to make students acutely aware of the challenges faced by resource-rich nations like Nigeria and how these challenges negatively impact their economies. Student A among many others were confused of this topic at first, but after drawing back to the reading and questions were offered, they were able to connect the paradox of plenty with Nigeria’s economic status.
 To foster active participation and engage students deeply, we employed an interactive approach. Students were encouraged to engage in discussions with their peers, enabling them to critically assess and share their perspectives on the reading material. This interactive aspect empowered students to actively contribute to the conversation, enhancing their understanding of the material.
Throughout the session, we consistently emphasized the integral connection between political change and economic development. This thematic thread highlighted the notion that effective governance and political reforms can have a profound impact on a nation's economic well-being. By emphasizing this connection, we encouraged students to think critically about how political decisions shape economic outcomes. In one of the discussions regarding political change, Student B went as far as to provide some ways political change can help with economic inequality like holding free elections.
 The session commenced with a well-structured introduction to the reading material. This introduction provided students with essential context and underscored the relevance of the reading to Nigeria's economic situation. It equipped students with the necessary background information to comprehend the material effectively.
 Following the reading, students were engaged in discussions with their peers. This interactive discussion was a pivotal part of the session, providing students with the opportunity to exchange ideas and insights related to the reading. This collaborative approach allowed for a deeper understanding of the material and offered diverse perspectives on the topic.
To promote active participation and encourage students to articulate their understanding of the material, students were given the platform to present their answers and insights to the class. This provided students with the opportunity to share their perspectives, showcase their comprehension, and interact with their peers. The presentation component ensured that students were actively involved in the learning process.
The session also involved a critical exercise in which students were divided into groups. Each group assessed economic, social, cultural, and political factors in the Nigerian government and compared them to the U.S. government. They ranked each factor according to what each government prioritized. When the class reconvened to discuss their findings, Student C notably pointed out that different governments prioritize different aspects, which explains the disparities in economic status despite both nations being resource-rich.
In summary, our session was meticulously structured to offer students a holistic understanding of Nigeria's economic challenges and the potential role of political change in addressing them. Through a combination of central concepts, emphasized aspects, and interactive presentation methods, we aimed to ensure that students not only comprehended the material but also engaged in critical thinking and meaningful discussions about Nigeria's economic prospects. This comprehensive approach was designed to empower students with valuable insights into the complex relationship between economics and politics, particularly in the context of a resource-rich nation like Nigeria. The session, although described in detail, was intended to be comprehensive, engaging, and thought-provoking, with the ultimate goal of providing students with a well-rounded perspective on the challenges and opportunities within Nigeria's economic landscape.

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Period 5 - Kayli Choi - by Kayli Choi - 10-30-2023, 03:11 PM

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