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Period 5- Kayli Choi
Thank you for participating in TIRP service-learning outreach!

Your reports are the basis for academic credit.  Whether or not you are seeking a credit option, reports are required as a university record of service-learning efforts and impact in local schools.

Required Format:
Session 1 materials: [The first line of your report is the session number and full title of the database item(s).]
Focus Q: [On a new line, list your focus question from your TAP form. If you changed the question then add the new version after the TAP version.]
*** For the minimum of 3 student specifics, do not refer to students by name; instead call them Student A, B or C.
*** For the minimum of 500 words, guiding questions are here:

Use clear paragraph structure. If you include too much focus on the step-by-step process of the lesson rather than substance, you may be asked to revise your report.
*** The webboard is public. If you include names, commentary or observations, you will need to revise your post.

To Post:
1. For each report, select Post Reply.  (Do not select New Topic)
2. Copy/paste from your Word file and save a copy until after the semester is over.
3. Before pasting, confirm that you have met the minimum of at least 500 words.
4. Each report must be submitted by midnight within 3 calendar days after each session.

A CALIS staff member will review your report each week and post a message below of the scoring for your performance evaluation.
We welcome any questions or concerns you have about scoring.
Session 1: NPR: Out of a Nigerian Slum, a Poet Is Born + Four Worlds
- On time 2/3
- Substantive 6/6
- Student specific 6/6
Comments: This is a fantastic report, Kayli! You detailedly documented the content and the concepts in the course, as well as students’ reactions and responses. I also really appreciate your effort to actively engage the students. Nice job!

LY 11/2

Session 2:
- On time 2/3
- Substantive 6/6
- Student specific 6/6
Comments: I really love how you closely connect your studies at USC to the topics you covered in your TIRP sessions, Kayli! It really showcases how the Service-Learning opportunity compliments your USC career. As always, great job detailing specific students’ responses in the session!
LY 11/7

Session 3:
- On time 0/3
- Substantive 6/6
- Student specific 6/6
Comments: Great report, Kayli! Again, very nice correlation between the TIRP takeaways and your current studies

Session 4: NYT:
- On time 0/3
- Substantive 6/6
- Student specific 6/6
Comments: I hope you enjoyed your TIRP experience, Kayli! I'm glad that you took levels of analysis to both teaching and your own studies, and we'd love to have you back to TIRP for future semesters!

LY 11/27
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.
How does this topic relate to your studies or goals at USC?
TIRP - Gloria Hernandez Period 5 - Session 2 
Causes of War 
November 2, 2023 
Session 2 materials: Causes of War (Basic Factors), Name that Tune! Distinguishing Levels of Analysis in US Foreign Policy Making

As a Political Economy major at USC, my academic journey has led me to explore the intricate web of politics and economics, unraveling the complex tapestry of international relations. The interdisciplinary nature of my studies has been an eye-opener, shedding light on how various factors converge to shape the global landscape. This newfound perspective seamlessly aligns with the experiences I encountered while participating in a fascinating session with TIRP, where I had the opportunity to engage with three distinct students: Student A, Student B, and Student C.
In our second session at TIRP, we embarked on an enlightening journey through the dynamics of two vastly different countries - North Korea and Iraq. Our objective was to dissect the governments and states of these nations, an endeavor that bore striking similarities to my coursework at USC. As the discussion unfolded, it became evident that my academic background had a profound impact on my understanding of the subject matter. Student A, a bright individual with a keen grasp of current events, swiftly characterized North Korea as an isolated state. This assessment echoed the principles I had learned at USC, where the isolationist policies of North Korea, coupled with its authoritarian leadership, exemplified a clear case of how political decisions could dictate the course of a nation's economic development.
Moving on to our exploration of Iraq, Student B offered a succinct yet poignant perspective by labeling it an unfree state. This immediate correlation between my academic studies and the viewpoints expressed during our TIRP session was remarkable. It underscored the importance of the interplay between politics and economics, where the lack of freedom can stifle economic growth, as I had come to learn through my courses at USC.
Before delving into the nuanced discussion of individual, national, and systemic conditions, we employed an engaging strategy, encouraging students to popcorn read. This approach not only elevated the level of participation but also fostered an environment where the students actively contributed to the dialogue. Following each excerpt about the two countries, the students were tasked with identifying whether the content explained individual attributes, national characteristics, or systemic conditions. This exercise offered invaluable insights.
Student C, in particular, stood out for their perceptive observation that systemic conditions often possess an international dimension. This observation echoed my coursework at USC, which had drilled into me the significance of understanding how global factors can influence and shape the economic and political decisions of nations. The interconnectedness of nations, as emphasized during my studies, became glaringly evident during this session at TIRP.
In conclusion, my academic pursuit as a Political Economy major at USC has granted me the tools and knowledge to appreciate the nuances of the intricate relationship between politics and economics. This profound insight was manifested through the experiences of Student A, Student B, and Student C during our session at TIRP. The ability to discern the influence of individual actions, national attributes, and systemic conditions, as well as recognizing the international dimension in systemic conditions, is a testament to the synergy between my academic journey and the practical engagement in TIRP, providing a holistic and enriching learning experience.
TIRP - Gloria Hernandez Period 5 - Session 3
Causes of War November 9, 2023 
Session 3 materials: World War II: Quoting the Causes, World War II - Making a Statement
Focus Question: How can students integrate the levels of analysis outside of the class?
In this session, we used the levels of analysis to quote the causes of World War II. Here, we briefly discussed the Four Levels; individual level of analysis, national attributes and domestic factos, systemic attributes, and global factors. We played a brief YouTube video to summarize World War II. We then split the class into three groups and delegated each group with a couple of quotes, where they looked at context clues to assign which category the quotes fall under human behavior, national attributes, and systemic conditions.
In this session, we had each of us, Reyna, Joshua, and I led each group to maximize engagement with smaller groups. We led a popcorn reading of each quote and highlighted keywords together. In my group, student A saw the words “We need space,” and related that to a personal relationship which they said fell under human behavior, as that phrase in itself ensuites personal feelings towards something. Student B said the words “without an alien element” stood out to them. The word alien can be used to describe one who is an unwelcomed person, as Hitler describes the Jews in comparison to Germans. When analyzing CHamberlain’s quote, student C pointed out much of the content talks about territories and regions, leading to the quote falling under national attributes as he accredits the war to Hitler and Goering acting on the basis of their size and resource base. 
As we delved into annotating the lesson, apprehensions surfaced regarding its potential complexity and wordiness, raising concerns about its suitability for high school students. However, the classroom experience revealed a surprising familiarity among the students with the framework, indicating a level of preparation that surpassed initial expectations. Despite the inherent challenges of the lesson, a substantial number of students not only found themselves more engaged in reading but also demonstrated a heightened ability to identify context clues within the texts.
This positive response underscores the potential benefits of integrating international relations across high school subjects, spanning English, history, science, mathematics, geography, social studies, foreign languages, and current events. Such integration has the power to equip students with a holistic understanding of global issues, laying a solid foundation for their academic pursuits in college. This multidisciplinary approach not only enhances comprehension but also serves as a catalyst for the development of analytical skills crucial for success in higher education.
The application of international relations principles to various subjects becomes a valuable asset as high school students transition into college. By fostering a deeper understanding of the interconnectedness of global issues, this integrative approach prepares students for the more complex and diverse academic landscape they will encounter in college. Moreover, the emphasis on critical thinking across disciplines cultivates a mindset that is conducive to thriving in the rigorous intellectual environment of higher education.
As students carry this integrated framework with them into college, they are better equipped to navigate the complexities of their chosen fields of study. The ability to draw connections between international relations and diverse coursework not only enhances academic performance but also cultivates a broader perspective that is increasingly valuable in an ever-globalizing world. Ultimately, the integration of international relations into high school education serves as a transformative bridge, preparing students not only for the challenges of college but also for active engagement and success in a global.
Kayli Choi
Causes of War
November 24th, 2023
Session 4 materials: Vox article on the War in Ukraine + Levels of Analysis 
Focus Question: How have individual leaders and key figures influenced the conflict in Ukraine?
The session commenced with a succinct YouTube video providing an overview of the Russia-Ukraine war for students who were already familiar with the conflict. Following the video, the class was divided into three groups, each facilitated by Rena, Joshua, and the author. Each leader guided their respective group in a discussion, delving into the video's content and exploring the underlying causes of the war. Additionally, within each group, participants addressed questions related to the conflict on a provided worksheet. This interactive approach not only reinforced students' existing knowledge but also encouraged a deeper understanding of the geopolitical complexities surrounding the Russia-Ukraine war. The collaborative group discussions, led by the three facilitators, fostered a dynamic learning environment, allowing students to engage actively with the subject matter and contributing to a comprehensive exploration of the ongoing conflict.
In the high school discussion on the Russia-Ukraine war, students explored different layers of the conflict, aiming for a comprehensive understanding. At the individual level, they looked at how key figures like Vladimir Putin and others influenced the situation, with Student A noting the perceived alignment of NATO countries with Western nations and Ukraine against Russia and its allies. Moving to the national level, Student B suggested that Putin's actions were driven by a fear that Ukraine might join NATO, illustrating the impact of individual motivations on global events. The discussion broadened to the international level, where students considered how the global community, through organizations like the UN and NATO, responded to the conflict and the influence of treaties on its internationalization, as highlighted by Student C. 
Examining the societal/cultural level, students investigated the consequences of the war on the affected populations, delving into displacement, refugee crises, and the broader humanitarian impact. This discussion emphasized the practical implications of geopolitical decisions on the lives of ordinary people. Throughout the conversation, the class navigated through the complexities of the conflict, exploring connections between individual actions, national policies, global responses, and the societal aftermath.
The discourse on the individual level revealed insights into the roles of leaders, while the national-level discussions added nuance by considering the policies and actions of the nations involved. The international-level discussions shed light on the global dynamics of the conflict, including diplomatic efforts and economic sanctions, and Student C's observation highlighted the potential for conflicts to escalate through treaties.
In summary, the high school students engaged in a thorough analysis of the Russian-Ukraine war, considering different levels of understanding. Their exploration included the influence of key figures, the impact of national policies, global responses, and the societal consequences of the conflict. By incorporating various perspectives, such as NATO alliances, individual motivations, and the internationalization of conflicts through treaties, the discussion provided a well-rounded and nuanced view of the complex ongoing situation in Ukraine.
Following our activity, Ms. Hernandez facilitated a lively question-and-answer session, giving students the chance to explore various aspects of college life. This interactive segment provided insights into academic pursuits, campus experiences, and more, fostering curiosity and enthusiasm about higher education. Our involvement went beyond sharing information about international relations; it allowed us to actively guide high school students toward their academic and personal journeys. The dynamic interaction created a strong connection, making the overall experience fulfilling and impactful. This multifaceted engagement not only deepened their understanding of international relations but also equipped them with valuable insights into the broader educational path that lies ahead.

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