Guiding Questions and Required Format for Session Reports

[CALIS]

***Review the welcome message in your personal folder with step-by-step instructions for posting your report.

Required Format -- Example
Session 1 materials: Three Ethical Perspectives – Introduction
Focus Q: How do the Three Ethical Perspectives help you understand your moral reasoning?  How does context matter to which one you choose?

This exercise poses multiple scenarios where students decide how a decision is morally justified, or not. The first scenario is the Trolley Case that asks for a show of hands for those who would pull a lever to change the course of a trolley so that it would save the 5 people it was heading toward, but kill 1 person in the new path.  Over half the class… but Student A raised the issue that… and Student B pointed out that…

The next scenario changes the context… We asked the students to talk at their tables, and my partners and I walked around the class to see what the students were talking about and clarify any confusion.


Guiding Questions
Think about session reports as an assignment you would turn into a professor to demonstrate the work you are doing. These are suggested questions to consider.

***Guidelines to organize substance and student specifics***
▪ List the focus question from your TAP. In a nutshell, how does the activity explore the question/issue?
▪ How did you introduce ideas or create context or connect past events to the present?
▪ What were the central concepts? What aspects did you emphasize? How did you present these?
▪ How did students respond? How did they apply the analytical tool? Include at least three specific student questions or comments that demonstrate their levels of understanding.
▪ Did anything inspire you to adjust or re-frame your next session?

***Not necessarily for each report, but certainly as part of the final report***
▪ What did you learn from preparing and teaching this topic?
▪ How does this topic relate to your studies or goals at USC?
▪ What may you be gaining from the process of teaching or the opportunity to engage with local youth?

[Otto Asberg]

Loui Montgomery
TIRP FOPO, Name the Tune distinguish levels of analysis in U.S foreign policy.
Session 1.
 
This session our team focused on introducing different levels of analysis (personal characteristics, national attributes, and systemic reasons) I believed this was a good way to start the program because a lot of our activities are based on this framework. I think the session went well in generall however, we struggled with getting a good discussion in the class as there were only a few members of the class who interacted with the questions. Although all students engaged with the material and the print outs a few students stood out in that they were willing to share their responses, I Believe me and student A and B attempted to get others to speak as we asked other members of the class to speak but I believe we could walk around more and be more engaged with the students as they work. We were also worried about running out of material in the class as the students finished the work sheets faster than we believed that they would, this resulted in me discussing international relations in general for a few minuities and I went back to a question that was asked of us earlier regarding whether the material was related to the Israel Gaza conflict. I therefore did my best to evaluate the situation through the framework that we set up and tried to engage the students in the discussion. Specifically, I brought up Netanyahu’s consolidation of power in Israel as an example of why personal characteristics might be important in the conflict. This started a series of questions of the conflict and how it might pan out, in which I tried to stay partisan bringing up the struggle of maintaining the Israeli relationships that they have built with other Arab nations in the middle east such as Bahrain, the United Arab Emirates, and their potential deal with Saudi Arabia. This filled up quite a lot of time as the students did not want to engage with some of the discussion questions we brought up. I think the experiend really prompted me to think on my feet and it was also useful to try to explain concepts that I have learned in a manner that was appropriate for the highschool students. For one I had to explain democratic peace theory as one student asked wether the nature of the leadership in a country would affect their foreign policy. I also got the opportunity to hone in my public skills in an enviroment where I felt safe, which was helpful. I think the most usefull part was to combine the two in that I had to speak publicly and make sure that people where understanding the material that we went through, something that is often taken for granted in classes. In all I belived that this was a meaningfull and enriching experience and I look forward to my next opportunity to teach and interact with the kids again.

[Otto Asberg]

Marquez Highschool session 2.
TIRP FOPO Foreign Policy lets get personal! (3)
 
This week we discussed Morals in international relations and foreign policy, and started off the discussion by talking about how there is no authority that can ensure that you follow moral guidelines in international relations. We then turned to Batman the dark night scenario and discussed the boat scenario and what was morially justifiable. We framed it interms of the civilian boat that voted for what to do, and the boat with criminals that relied on power dynamics to make their decision. We related this to the rule of different countries and discussed wether that can affect the possible policies a government can take. The class agreed that in a democracy leaders are more likely to be held to against domestic moral standards which may limit the range of options they have. We also discussed pre-emptive strikes and wether they were morally justifiable or not however, we did not reach a consensus. The argument brought up for pre emptive strikes was to save domestic lifes, however, one student argued that domestic lifes are inherently not more important than foreign lives, I than agreed that this was true but also mentioned that it is the responsibility of the government to defend domestic lifes and not foreign lives and wether this had any implications on the decision, to which some agreed. We mostly discussed this in the frame of batman and wether it would be right for batman to kill joker without a just trial or not. I believe that this lesson was less coherent than our prior class, and I believe we failed to make the full link between morals and foreign policy, this may partly be the result of my lack of knowledge in the field, I think it would have been better if we made a clearer relation between the two in the class something that we failed to do, which might have created some confusion amongst the class if they were unable to draw the parallel themselves, which may be a lot to ask. I think our failiure lied mostly in the fact that we failed to fully move away from a discussion of the batman to the international arena although this was brought up I believe it should have been made clearer.
Like our previous class we failed to get a lot of students involved in the discussion and there were mainly two students who shared their views (the same students as the previous class). In future classes I believe we should divide the class into clear groups rather than to just say to “turn to their neighbor.” I believe this would enable us to more easily ask certain groups for their input and therfore spur a discussion. Altough I’m happy with our classes, I find it that we are the ones who have to offer objections to certain points to form a discussion and critical thinking. I think if we are more engaged in dividing them up to groups and pre warning them that we will ask each group what they think they would come up with more ideas of their own.

[Kayli Choi]

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.