KEY DATES:
1. Your first test will be Wednesday, September 25.
EYE-OPENER: "The emerging international system is likely to be quite different from those that have preceded it . . . . At the politico-military level, we remain in a single-superpower world. But in every other dimension -- industrial, financial, educational, social, cultural - the distribution of power is shifting, moving away from American dominance. That does not mean we are entering an anti-American world. But we are moving into a post-American world, one defined and directed from many places and by many people." Fareed Zakaria, Editor-at-Large of Time Magazine
WEEK ONE (September 3-6)
CLASS ONE: This will be a short period because all classes meet today. We will go over some of this summer's key current events, pass out the syllabus, and have you give your "scope and sequence" preferences. HOMEWORK: Take a look at the two options for this course's scope and sequence AND read the syllabus.
CLASS TWO: We will vote on the options for this course's scope and sequence and we will review Brown University's Choices Curriculum's guidelines for deliberation. Time permitting, we will also look at University of Michigan's Center for Teaching & Learning Strategies for "Hot Moments." ASSIGNED WORK: Begin Unit 1 on Intro to International Relations Perspective-Taking. Read pages 2-15 (stop at Security, Economy and Identity) in your textbook.
CLASS THREE: I will introduce to the terms "comparative politics" and "global relations" today, and your class will have a Harkness discussion using the following questions to get you started: (1) How does globalization alter our perception of time and space? (2) How is it similar to globalization in prior periods (e.g., Silk Roads, Second Industrial Revolution)? (3) How does globalization happen through (or happen to): (a) states; (b) international organizations; (c) non-governmental organization; and (d) individuals? (4) What are its limits? To what extent has a “global civil society” emerged? HOMEWORK: Read the circa 2005 "All American Teenager" document used to introduce students to globalization. Complete it with two purposes in mind: actually doing the assignment AND critiquing the assignment, meaning what does it no longer get quite "right" as we approach 2020.
CLASS FOUR: You will work together -- colloborating in a deliberative fashion -- to jointly rewrite "The All-American Teenager" and then we will return to the Harkness questions from Class Three. HOMEWORK: Using the “critique” idea discussed in class, write a couple of sentences to insert, a revision, a deletion, etc. to the "All-American Teenager" reading. Also, finish reading Chapter 1, pages 15-21 in your textbook on "Security, Economy, and Identity."
WEEK TWO (September 9-13)
CLASS ONE: Today, I will collect your "American Teenager" revisions and we will circle back to the "actors" and definition of "global civil society" using the current event example of the response efforts to Hurricane Dorian. Time permitting, we will move to the distinction between "International Relations" and "World Politics" and the themes of security, economy and identity. HOMEWORK: Review pages 15-21 in your textbook.
CLASS TWO: We will move to the concepts of security, economy and identity, again using the current event example of response efforts to Hurricane Dorian. We will also ask why anyone is talking about China when they talk about the Bahamas? HOMEWORK: Read pages 24-30 in your textbook (Stop at World Images) for Class Four.
CLASS THREE: We will move to Chapter 2, the Theory Chapter, that introduces 8 perspectives on International Relations and World Politics. HOMEWORK: See above.
CLASS FOUR: You will use the "levels of analysis framework" to make predictions about the Hurricane Dorian response, answering the question How will the response to Hurricane Dorian playout." Turn in at the end of the period. HOMEWORK: Read pages 30-39 (stop at Interpretative Understandings).
WEEK THREE (September 16-20)
CLASS ONE: Today, we will go over the "levels of analysis" for the Hurricane Dorian hypothetical. HOMEWORK: Review pages 30-39.
CLASS TWO: Today, we will dive into the International Relations discipline's use of a variety of approaches. We will start with the lens of (human) realism and structural realism (a/k/a neo-realism). What are each len's basic assumptions and core principles? HOMEWORK: Review liberalism and economic structuralism.
CLASS THREE: Today, we will transition to liberalism. What are each len's basic assumptions and core principles? HOMEWORK: Read pages 39-47 of your textbook.
CLASS FOUR: Today we will transition to the English school "rationalists" and economic structuralists. What are each len's basic assumptions and core principles? HOMEWORK: Watch the first of each video for constructivists, feminism and critical theory/postmodernism.
WEEK TWO (September 9-13)
CLASS ONE: Today, I will collect your "American Teenager" revisions and we will circle back to the "actors" and definition of "global civil society" using the current event example of the response efforts to Hurricane Dorian. Time permitting, we will move to the distinction between "International Relations" and "World Politics" and the themes of security, economy and identity. HOMEWORK: Review pages 15-21 in your textbook.
CLASS TWO: We will move to the concepts of security, economy and identity, again using the current event example of response efforts to Hurricane Dorian. We will also ask why anyone is talking about China when they talk about the Bahamas? HOMEWORK: Read pages 24-30 in your textbook (Stop at World Images) for Class Four.
CLASS THREE: We will move to Chapter 2, the Theory Chapter, that introduces 8 perspectives on International Relations and World Politics. HOMEWORK: See above.
CLASS FOUR: You will use the "levels of analysis framework" to make predictions about the Hurricane Dorian response, answering the question How will the response to Hurricane Dorian playout." Turn in at the end of the period. HOMEWORK: Read pages 30-39 (stop at Interpretative Understandings).
WEEK THREE (September 16-20)
CLASS ONE: Today, we will go over the "levels of analysis" for the Hurricane Dorian hypothetical. HOMEWORK: Review pages 30-39.
CLASS TWO: Today, we will dive into the International Relations discipline's use of a variety of approaches. We will start with the lens of (human) realism and structural realism (a/k/a neo-realism). What are each len's basic assumptions and core principles? HOMEWORK: Review liberalism and economic structuralism.
CLASS THREE: Today, we will transition to liberalism. What are each len's basic assumptions and core principles? HOMEWORK: Read pages 39-47 of your textbook.
CLASS FOUR: Today we will transition to the English school "rationalists" and economic structuralists. What are each len's basic assumptions and core principles? HOMEWORK: Watch the first of each video for constructivists, feminism and critical theory/postmodernism.
Unit 2: International Systems, Globalization, and China
EYE-OPENER: "A world economy, capitalist in form, has been in existence in at least part of the globe since the sixteenth century. Today, the entire globe is operating within the framework of this singular social division of labor we are calling the capitalist world-economy." Immanuel Wallerstein, Social Scientist
KEY DATES:
1. UPDATE: Your second test has been moved one day to Monday, October 28.
WEEK FOUR (September 23-27)
CLASS ONE: Today, we will transition to feminism and critical theory/postmodernism. HOMEWORK: Study for your test.
CLASS TWO: Your first test is today. HOMEWORK: None.
CLASS THREE: Unit 2: International Systems, Globalization, and China begins. Using what you learned in history tiers 1-3, we will introduce the concepts "international system" and "global system." HOMEWORK: Now that we're rolling, pull even more examples of historical events, eras, empires, city-states, inventions etc. driving the conceptual difference between "international system" and "global system." Slides from today's class HERE.
CLASS FOUR: Using what you learned in history tiers 1-3, we will continue to examine the concepts "international system" and "global system." HOMEWORK: Read chapter 5 "Globalization" pages 149-159.
WEEK FIVE (September 30-October 4)
CLASS ONE: We will finish the types of international systems, juxtapose against 13th century "world systems," and look at historic examples of different types of hegemonic systems. You will split into four groups to analyze how I.R. understands the relevance of geography and religion today. HOMEWORK: Finish working with your group on your assigned part (4.1, 4.2, 4.3, or 4.4) of the "Geography" chapter. Your group should present historic examples leaning heavily on your Tier 1-3 classes. It would be hugely helpful if you could summarize what your group plans to discuss in a single Google slide.
CLASS TWO: Your groups will present and I will begin to discuss how I.R. analyzes the key economic, social and cultural aspects of globalization, the role of technology, the emergence of capitalism, and post-World War II attempts at global governance. HOMEWORK: Read chapter 5 "Globalization" pages 159-179.
CLASS THREE: We will finish discussing how I.R. connects the dots between globalization, capitalism, and global governance attempts. HOMEWORK: It's time to move to the "new Silk Roads." Read the Preface/Introduction (my copy pages 1-16). How have the Silk Roads served as the "world's central nervous system"? How may the multiple perspectives of I.R. (lens) help us understand this introduction better?
CLASS FOUR: We will discuss the introduction to the book. HOMEWORK: Read chapter entitled "The Roads to the East" (my copy pages 17-44). What have the last 25 years transformed the world's subsystems? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
WEEK SIX (October 7-11)
CLASS ONE: We will continue to discuss the book. HOMEWORK: Read chapter entitled "The Roads to the Heart of the World" (my copy pages 45-88). How have both collaboration and isolation in our globalized world accelerated lately? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
CLASS TWO: We will continue to discuss the book. HOMEWORK: Read about 35 pages of chapter entitled "The Roads to Beijing" (my copy pages 89-118). There should be a page break, with the new section moving onto "Levels of debt are so acute, meanwhile, in eight countries . . ." How is the "Belt and Road Initiative" portrayed as a new chapter in "international relations" of a "win win?" What are the motivations for the Initiative? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
CLASS THREE: We will continue to discuss the book. HOMEWORK: Finish chapter entitled "The Roads to Beijing" (my copy pages 118-148). Why do many remain "unconvinced" and some even grow "anxious" regarding the Initative? How do tensions between China and the United States complicate matters for each and other countries? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
CLASS FOUR: We will continue to discuss the book. HOMEWORK: Read chapter entitled "The Roads to Rivalry" (my copy pages 149-169). How has the rivalry between the United States and China developed? How has it accelerated with the policies of this administration? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
WEEK SEVEN (October 14-18)
No school Monday or Wednesday.
CLASS ONE: It is current event day, and we will continue to discuss the book. HOMEWORK: Continue to read chapter entitled "The Roads to Rivalry" (my copy pages 169-193). Why is the U.S. betting on India? How does U.S./Iran relations complicate that relationship with India? Is the U.S. at risk of an American isolationism that is against US national interests? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
CLASS TWO: We will continue to discuss the book. HOMEWORK: Read the chapter entitled The Roads to the Future, (my copy pages 195-214). (Stop at "A case in point comes with Pakistan). How have nearly all major countries in Asia developed "blueprints" for the future, while the United States and EU have not? How may the multiple perspectives of I.R. (lens) help us understand this first chapter better?
WEEK EIGHT (October 21-25)
CLASS ONE: It is current events day, after which we will self-assess the depth of our dialogue on our discussion questions. HOMEWORK: Continue to read the chapter entitled The Roads to the Future (my copy pages pages 214-234). (Stop at "The rapid development of new technologies.") What happens when the "blueprints" where "interests do not overlap?" In other words, what happens when "increasing connections, greater cooperation and widening collaboration" are beset by "rivalry, competition and tensions?" What do you think about his question, is it "right [for the U.K. to leave the E.U.] at a time of such profound geopolitical and economic fragility?"
CLASS TWO: We will continue to discuss the book using the BLUEPRINT question. HOMEWORK:See above.
CLASS THREE: We will review the visual map of India's blueprint from the New Silk Road, and then we will watch the BBC clip on the Chabahar port linking Iran and India and Afghanistan. HOMEWORK: Finish the chapter on The Roads to the Future (my copy pages 235-253). And how does technological innovation further complicate the picture? Using the lens of I.R., what could be possible responses of the U.S. to the coming future described in this chapter look like? How shall we rebuild our State Department? IF YOU ARE FINISHED, OPTIONAL ENRICHMENT ABOUT CHINA'S INTERNAL POLITICAL SYSTEM HERE.
CLASS FOUR: We will discuss the question of technological innovation today. HOMEWORK: Study for your test on MONDAY. We also will begin assigning roles for our US-China simulation on Monday. The Choices Digital Curriculum for this is available HERE. Its video playlist is HERE.
WEEK NINE (October 28-Nov 1)
CLASS ONE: Your test is today. HOMEWORK: You signed up for your role. Access the digital curriculum and begin reading, taking notes relevant to your team role.
CLASS TWO: Work period. HOMEWORK: Continue to prepare.
CLASS THREE: Work period. HOMEWORK: Continue to prepare.
CLASS FOUR: Today is the day. We will host the Committee on Foreign Relations of US Senate on the topic of China on the World Stage: Weighing the US Response. HOMEWORK: For option groups, finish completing your "Graphic Organizer" and on the "Focusing Your Thoughts" graphic organizer, complete the section entitled "Ranking the Options" and "Beliefs." For the foreign relations senators, complete the "Evaluation Form" in lieu of the "Graphic Organizer" and the same work on the "Focusing Your Thoughts" handout. EVERYONE will complete the section "Creating Your Own Option" only after Monday's deliberative discussion.
EYE-OPENER: "We assume that statesmen think and act in terms of interest defined as power, and the evidence of history bears that assumption out." Hans J. Morgenthau, Realist scholar
KEY DATES:
1. You will have your Russia simulation on Monday, December 9.
2. You will have your Unit 3 Saudi Arabia and Russia test on Monday, December 16.
3. The blog will not go "live" with any materials about our J-Term moot court until January 6.
WEEK TEN (Nov 4-Nov 8)
CLASS ONE: How will we decide speaking order? How would the deliberative model suggest we proceed? We will deliberate the merits and trade-offs of the alternatives presented; explore shared values concerns as well as conflicting values, interests and priorities; and develop your own views. We will debrief the Choices digital curriculum and make some decisions as to how to use it in the future. HOMEWORK: Create your own original option, personal to you, based on the prompt on your "Focusing Your Thoughts" handout.
CLASS TWO: You will turn in your own original option today and we will begin Unit 3 on Saudia Arabia and Russia next week. HOMEWORK: Watch this video on ARAMCO and analyze its multiple perspectives (media sources, three interviewees).
CLASS THREE: Students will be using earphones and computers to conduct a virtual field trip through various sources from the last ten years on women's rights in Saudi Arabia using links from our class blog. Think about the international relations lens of feminism. What questions would you need to ASK in order to understand how the Saudi royal family envisions the role of women in achieving Vision 2030 (MBS' plan of social and economic reforms)? Example question: which rights would Saudi women prioritize? How might women prioritize different rights? HOMEWORK: You may finish exploring the posted links and videos.
CLASS FOUR: No school for students due to teacher professional development day onsite.
WEEK ELEVEN (Nov 11-Nov 15)
CLASS ONE: Students will continue to work on the virtual field trip through various sources from the last ten years on women's rights in Saudi Arabia using links from our class blog. Think about the international relations lens of feminism. HOMEWORK: You may continue your work.
CLASS TWO: We began to link ARAMCO, Vision 2030, reforms regarding women's rights, etc. together. You were assigned to write five diplomatic perspective statements of different points of view based on identity (e.g., occupation, class, religion, ethnicity, gender) and international relations lens (e.g., structural realist). For feminism, you were encouraged to think about different rights (e.g., social, political, economic, civic, religious, and personal). HOMEWORK: You may continue your work.
CLASS THREE: We discussed media literacy, not just "interrogating" the media source, but also the interviews and perspectives shown within the specific media source. Example: This is Aljazeera news show. The reporter is interviewing three professors regarding the ARAMCO deal. Therefore, my analysis extends to the news source, the reporter, and each of the three professors. We also outlined the kinds of questions student have regarding Russia. HOMEWORK: A friend mentioned this Frontline documentary that came out last month on MBS. It is also available on PBS. Watch as much of this documentary (30 minutes, 45 minutes, etc) and try out this method. Who specifically does the investigative reporter interview? What different sections of global society does that represent? Any sections missing? What sense do you get about what the average citizen thinks about Vision 2030, ARAMCO, reforms concerning women, etc.?
WEEK TWELVE (Nov 18-22)
CLASS ONE: This was our last day discussing Saudia Arabia. We will move to Russia today, using the same skills of lens of international relations and writing about different perspectives. Students volunteered what questions they had regarding Russia. See photo on the blag page. HOMEWORK: Watch as much of the PBS Frontline on MBS, if you have time.
CLASS TWO: I lectured (really!) on Russian history since 1917, ending with Gorbachev and Yeltsin circa 1985. HOMEWORK: None.
CLASS THREE: We finished my lecture on contemporary Russian history through the rise of Vladimir Putin in 1999. We also began the Financial Times' interview of Vladimir Putin. If you missed class, we are analyzing the video using the lens of international relations. HOMEWORK: None.
CLASS FOUR: We continued to analyze the Financial Times' interview of Vladimir Putin. HOMEWORK: None! Enjoy your first-ever first long Thanksgiving break!
WEEK THIRTEEN (Dec 2-6)
CLASS ONE: We resumed our analysis of the Financial Times' interview of Vladimir Putin. HOMEWORK: Please begin to shift through the digital Choices.edu curriculum on Russia. You will sign up for roles tomorrow, working in the same teams as last time, but shifting roles and perspectives.
CLASS TWO: We will discuss as a whole group the FT's interview and sign up for roles today. HOMEWORK: Please begin to shift through the digital Choices.edu curriculum on Russia.
CLASS THREE: Work day on the Russia simulation. HOMEWORK: Laser in on the documents and evidence supporting your position for the Russia simulation. Use the worksheets to think about what you are looking for in the documents, but keep your eye out for novel arguments, so you don't have a Rebecca problem.
CLASS FOUR: Work day on the Russia simulation. HOMEWORK: We are going live first thing Monday morning with the simulation, so please be ready.
WEEK FOURTEEN (Dec 9-13)
CLASS ONE: Today is the day. We will host the Committee on Foreign Relations of US Senate on the topic of Russia's Transformation: Challenges for U.S. Policy. HOMEWORK: On the "Focusing Your Thoughts" graphic organizer, complete the section entitled "Ranking the Options" and "Beliefs." Bring a print-out of your notes to the next class.
CLASS TWO: Laptops will be provided. You will construct your own original option from the materials provided (Gerst lecture, FT interview, Choices.edu curriculum). NO INTERNET RESEARCH ALLOWED. This is an analytical exercise of your ability to shift through the bundle of info given.
CLASS THREE: You will construct your own original option. HOMEWORK: None.
CLASS FOUR: You will finish your own original option. HOMEWORK: Read the first third of Chapter 8, International Law and International Organization, pages 261-271. How and through what sources has international law been constructed over centuries? What critique(s) are there for the norms and rules developed in global civil society? Think about topics such as war and peace, economics, human rights, the environment, and criminal accountability.
WEEK FIFTEEN (Dec 16-18)
CLASS ONE: We will discuss the first third of Chapter 8 on International Law and International Organization. HOMEWORK: Read the second third of Chapter 8, International Law and International Organization, pages 271-281. How and through what sources has international law been constructed over centuries? What critique(s) are there for the norms and rules developed in global civil society? Think about topics such as war and peace, economics, human rights, the environment, and criminal accountability.
CLASS TWO: We will discuss the second third of Chapter 8. HOMEWORK: None. Enjoy your Winter Break, knowing that when we return we will have on J-Term mock trial on the Law of War, testing whether and how international law and organizations influence decisions by state authorities to use force.
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Unit 4: International Law & ICC Moot Court Experience: Is International Law Effective?
EYE-OPENER: We are living through a remarkable period in the advance-ment of international law. Great strides have been made in re- fining its writ, expanding its reach, and enforcing its mandate. The challenges of the future - narcotics, disease, crime, andinternational terrorism - are increasingly recognized as trans-national challenges. As that recognition has grown, so too hasthe realization that international law is a vital tool in the globaleffort to meet tomorrow's challenges." - Kofi Annan
KEY DATES:
1. This unit's culminating essay will be due on Friday, February 7. [UPDATE: Your class requested an extension to Monday, February 10.
WEEK SIXTEEN (Jan 6-10)
CLASS ONE: You will spend all four class periods familiarizing yourself with the moot court packet and, then, time permitting, turning to the elements of crime, and then, time permitting, the rules of procedure and evidence. HOMEWORK: We are on the TIGHTEST of TIME FRAMES. Make sure you are WORKING AT HOME as well. We will begin WRITING on Monday.
CLASS TWO: You will spend all four class periods familiarizing yourself with the moot court packet and, then, time permitting, turning to the elements of crime, and then, time permitting, the rules of procedure and evidence. HOMEWORK: We are on the TIGHTEST of TIME FRAMES. Make sure you are WORKING AT HOME as well. We will begin WRITING on Monday.
CLASS THREE: You will spend all four class periods familiarizing yourself with the moot court packet and, then, time permitting, turning to the elements of crime, and then, time permitting, the rules of procedure and evidence. HOMEWORK: We are on the TIGHTEST of TIME FRAMES. Make sure you are WORKING AT HOME as well. We will begin WRITING on Monday.
CLASS FOUR: You will spend all four class periods familiarizing yourself with the moot court packet and, then, time permitting, turning to the elements of crime, and then, time permitting, the rules of procedure and evidence. HOMEWORK: We are on the TIGHTEST of TIME FRAMES. Make sure you are WORKING AT HOME as well. We will begin WRITING on Monday.
WEEK SEVENTEEN (Jan 13-17)
CLASS ONE: Ms. Gerst will show what legal docs she added to the assignment page (1949 Geneva Convention, Protocol II, best defense/prosecution ICC moot court briefs). You will meet in your teams to divide up the work and construct your overall legal strategy. HOMEWORK: Begin writing your brief (a/k/a memorial).
CLASS TWO: Write your brief. HOMEWORK: Continue writing your brief.
CLASS THREE: Write your brief. HOMEWORK: Continue writing your brief.
CLASS FOUR: Write your brief. HOMEWORK: Finish your brief. Share it with me by 5pm on Monday, January 20.
WEEK EIGHTEEN (Jan 20-24)
CLASS ONE: This class is canceled for MLK Jr. Day. HOMEWORK: Relevant parties should prepare for arguments.
CLASS TWO: Pretrial chamber hearings will be held today. See blog main page. HOMEWORK: Relevant parties should prepare for arguments.
CLASS THREE: Pretrial chamber hearings will be held today. See blog main page. HOMEWORK: Relevant parties should prepare for arguments.
CLASS FOUR: Pretrial chamber hearings will be held today. See blog main page. HOMEWORK: Relevant parties should prepare for arguments.
WEEK NINETEEN (Jan 27-31)
SPECIAL ASSESSMENT WEEK. On Monday, January 27, the first pretrial chamber of Round II will be held. HOMEWORK: The other pretrial chamber of Round II will be held on Monday, February 3.
SECOND SEMESTER
WEEK ONE (Feb 3-7)
CLASS ONE: The last pretrial chamber of Round II will be held today. HOMEWORK: The finals (Round III) will be held on Wednesday.
CLASS TWO: The finals are held today. HOMEWORK: Bring your textbooks to Thursday's class.
CLASS THREE: You will write your 2 page response to the question Is International Law Effective? today. You must include arguments, counterarguments, and rebuttals. You must have a thesis, evidence, and specificity. You will include ideas raised in your textbook as well as during our mock trial. HOMEWORK: None.
CLASS FOUR: You will finish your 2 page response to the question Is International Law Effective? today. You must include arguments, counterarguments, and rebuttals. You must have a thesis, evidence, and specificity. You will include ideas raised in your textbook as well as during our mock trial. HOMEWORK: None.
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Unit 5: Iran: Power, Diplomacy, and Foreign Policy
EYE-OPENER: "It was a revolution that took everyone by surprise – even the Iranians."
KEY DATES:
1. Your Choices simulation on the Iranian Revolution will be held on Monday, March 2.
2. Your summative paper on the Iranian Revolution will be due on Friday, March 6.
WEEK TWO (Feb 10-14)
We only have one class this week due to Senior Retreat and the long Presidents' Day weekend. We will introduce the unit. The juniors will analyze 1978 letters from the Shah and the Prime Minister for their outward "presentation" of Iran emerging on the world stage.
WEEK THREE (Feb 17-21)
CLASS ONE: No class due to the long Presidents' Day weekend.
CLASS TWO: Due the juniors being away for a field, the seniors will work on the assignment they completed last week. Analyze 1978 letters from the Shah and the Prime Minister for their outward "presentation" of Iran emerging on the world stage. Pay attention to themes, adjectives, etc. HOMEWORK: Finish your analysis of the letters.
CLASS THREE: We will have Harkness discussion on the letters today. HOMEWORK: Read Chapter 6 on Power, pages 185-212. Vocab posted on the board and linked on the main page of the blog.
CLASS FOUR: We will begin our Harkness discussion on the idea of a national security framework, including INTENTIONS, PERCEIVED INTENTIONS, CAPABILITIES, and PERCEIVED CAPABILITIES. HOMEWORK: Review the textbook pages.
WEEK FOUR (Feb 24-28)
CLASS ONE: We will continue our Harkness discussion on the idea of a national security framework, including INTEREST vs. OBJECTIVES. HOMEWORK: You should read the introductory materials for the Iran Choices Simulation. This goes FROM CYRUS TO REZA SHAH.
CLASS TWO: We will have a workday to look at Iran’s Constitutional Revolution: 1906-1911. HOMEWORK: Continue our work toward the 1979 simulation by reading about the events of 1906-1979.
CLASS THREE: We will have a workday to look at Iran's 1953 crisis. HOMEWORK: Continue our work toward the 1979 simulation by reading about the events of 1906-1979.
CLASS FOUR: We will have a workday to look at Iran's history from 1953-1979. HOMEWORK: Sign up for your role in the 1979 Simulation and prepare for Monday's simulation.
WEEK FIVE (3/2-3/6)
CLASS ONE: We will simulate the 1979 Revolution today: four perspectives will be presented along with diverse questioning by ten undecided citizens. HOMEWORK: Please for Wednesday read the 4-5 sub-section(s) and watch the videos following the "Options" entitled the Islamic Republic.
CLASS TWO: We will discuss Mehdi Bazargan's alternate vision for Iran, dating to 1974. HOMEWORK: You will have the next two classes to write your papers on Iran's Revolution.
CLASS THREE: This is a work period to work on your Iranian Revolution papers.
CLASS FOUR: This is a work period to work on your Iranian Revolution papers.
WEEK SIX (3/9-3/13)
CLASS ONE: Ms. Gerst will introduce your Contemporary Iran project today. HOMEWORK: Begin to work with your teammates on your projects.
CLASSES TWO-FOUR: Teams will have the remainder of the week to work on your Contemporary Iran projects.
Unit 5: Iran: Power, Diplomacy, and Foreign Policy
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WEEK 1 REMOTE LEARNING
I hope this finds you and your family well. Stay safe, stay inside, flexibly create the schedule that best works for you and your family. Reach out by email whenever you need. My daughters have been remote learning for 2 full weeks at Sacred Heart. They have enjoyed it, and I have enjoyed it. I hope you do too. They have surprised me with their independence, hard work, and sandwich-making skills. It would seem that the current threat to education is the most powerful testament to the importance of your education (and graduation). I've missed all of you.
WEEK ONE PLAN: Please watch my welcome video (linked below). It took a national emergency to bring out my inner John Green Crash Course. (It's not as easy as it looks.) When we left off, you had split into groups and were creating unique group projects on Contemporary Iran. The project had many moving parts, and I encourage you to review the rubric requirements for it (linked below). Everything will also be maintained on the blog as well. When your group finishes your project, please send it to me. If it is a video or a podcast, consider uploading as an unlisted (don't make it public) Youtube video via studio.youtube.com and sending me the YouTube link. This is very easy. I will begin posting them within Schoology. If I don't have them by the end of class Thursday, I will check in with your group. Let's schedule our first Zoom call for Friday during our normal class time (9:40-10:25 am). Beginning Week Two, our calls will be scheduled for Mondays and Fridays (9:40-10:25).
This week's work will consist of (1) finishing your project; (2) watching my video on Iranian comparative politics and regional geopolitics; and (3) watching or listening to the other projects as they are posted. If you watched my entire welcome video, congratulations, you've already finished something this week. I promise I won't move my eyes so much in the next one.
WEEK 2 REMOTE LEARNING Our asynchronous class calls will be on Monday and Friday from 9:40-10:25 via Zoom. You will receive an invitation with a password via your email account. Zoom #1 will be a full class discussion of materials provided by Ms. Gerst immediately below; Zoom #2 will involve breakout groups on the individual group topics.
Zoom Call #1
PREP: Please review the videos and charts sent by Ms. Gerst ahead of the call.
Deliberative discussion question: How does the electoral system work in Iran?
Make you sure have watched Ms. Gerst's entire Week 1 VIDEO and the Week 2 VIDEO (try to watch at least 15 minutes to hear 2 opposing views) on the blog linked HERE before class starts at 9:40 am. Please review the charts on the main page of the blog for class.
Zoom Call #2
PREP: Please review the projects of the other groups posted on our blog HERE. And don’t forget to complete the survey I sent you. Only 50% have responded so far.
Mixed Expert Groupings for Contemporary Iran Discussions
We agreed to mix up the original working groups, placing one expert from each original group into a new group so that every group has representatives from all of the original groups. Group assignments for break-out groups for next week are sorted by student initials. Next week, we will have one video call in which we breakout into the new groups for these topics and one video call in which we stay to together to discuss my video topics (i.e., political analysis and role in the region). I'm pretty sure I can enter the break-out groups as a moderator, rotating from group to group randomly to listen in on the discussion.
Break-out Group #1
P.S. (I-I War)
N.R. (Women)
S.S. (Nuclear)
C.D. (Nuclear)
J.C. (Women)
Break-out Group #2
B.R. (I-I War)
E.G. (Women)
M.S. (Nuclear)
C.C. (Nuclear)
A.K. (Women)
Break-out Group #3
N.A. (I-I War)
M.W. (Women)
F.W. (Nuclear)
B.C. (Nuclear)
G.S. (women)
E.F. (Iran-Iraq)
Break-out Group #4
S.A. (I-I war)
G.M. (women)
A.A. (nuclear)
A.B. (nuclear)
A.G. (women)
Key dates:
1. By Friday, April 17, you should have submitted your mind-map via Schoology.
2. On Wednesday, April 22, your class will hold its Mock UN on the Law of the Sea or the Law of Space, with a deliberative discussion to follow thereafter.
3. On Monday, May 4, your class will hold its digital Choices Curriculum simulation on Nigeria or Brazil, with a deliberative discussion to follow thereafter.
4. On Wednesday, May 6, we will revisit the methodology of a "Security, Economy, and Identity" analysis using the global response to COVID-19. No class will be held on Friday, May 8.
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Unit 6: International Relations & the Environment
Week 3 and 4 Law of the Sea, Law of Space
Zoom #2 will be a full class format to answer questions, followed by work-time toward the project.
Your FINAL PRODUCT (i.e., speech) is due to be given verbally Week Four, Zoom #2 (Wednesday, April 22). We will begin at 9:40 am. Speeches will be a minimum of 2 minutes and a maximum of 2 minutes 30 seconds.
Week 5 Remote Learning Plan (April 27-May 1)
We will have two synchronous meetings this week on Monday and Friday. On Monday, your Zoom #1 Video Conference will involve breakout groups which will work to develop the parameters of consensus that crosses lens of international relations on your top three issues, finishing the outlines of a resolution, which you will turn in at the end of the class period. I sent this these issues to you previously via Schoology last Thursday. Just in case, they are as follows:
1. By Friday, April 17, you should have submitted your mind-map via Schoology.
2. On Wednesday, April 22, your class will hold its Mock UN on the Law of the Sea or the Law of Space, with a deliberative discussion to follow thereafter.
3. On Monday, May 4, your class will hold its digital Choices Curriculum simulation on Nigeria or Brazil, with a deliberative discussion to follow thereafter.
4. On Wednesday, May 6, we will revisit the methodology of a "Security, Economy, and Identity" analysis using the global response to COVID-19. No class will be held on Friday, May 8.
*********************************************************************************
Unit 6: International Relations & the Environment
Week 3 and 4 Law of the Sea, Law of Space
Our asynchronous class calls will be on Monday and Wednesday from 9:40-10:25 via Zoom. You will receive an invitation with a password via your email account. Zoom #1 will be a full class format to explain directions for the mini-units, followed by work-time toward the project.
Prior to our calls, you should have completed the SIGN UP SHEET.
On Monday when your third remote learning week begins, you may find the curriculum materials in our Schoology COURSE entitled "AT Comparative Politics and Global Relations." Go to our course, then go to "Materials," locate either the folder labeled "Mini-Unit Law of the Sea" or the folder labeled "Mini-Unit Law of Space." Read the introductory description to the mini-unit. Then click on the folder itself. Now you should be inside a folder that gives you sequential activities to complete.
On Monday when your third remote learning week begins, you may find the curriculum materials in our Schoology COURSE entitled "AT Comparative Politics and Global Relations." Go to our course, then go to "Materials," locate either the folder labeled "Mini-Unit Law of the Sea" or the folder labeled "Mini-Unit Law of Space." Read the introductory description to the mini-unit. Then click on the folder itself. Now you should be inside a folder that gives you sequential activities to complete.
Zoom #2 will be a full class format to answer questions, followed by work-time toward the project.
Please plan to finish your videos and turn in your completed HOT ASSIGNMENT (i.e., your own unique mind-map) to Schoology by the end of the day on Thursday.
During Week Four, Zoom #1, we will use Zoom breakout rooms to discuss common patterns and themes emerging in your research into the Law of Space and Law of the Sea. Click LINK HERE for the Google Slides after class.
Your FINAL PRODUCT (i.e., speech) is due to be given verbally Week Four, Zoom #2 (Wednesday, April 22). We will begin at 9:40 am. Speeches will be a minimum of 2 minutes and a maximum of 2 minutes 30 seconds.
After speeches, we will move into deliberative discussion to discuss our multiple perspectives on moving forward with the issues that arose. By student decision, this will be a 45 minute Zoom call (9:40-10:25 am). Make sure to be PROMPT.
Week 5 Remote Learning Plan (April 27-May 1)
We will have two synchronous meetings this week on Monday and Friday. On Monday, your Zoom #1 Video Conference will involve breakout groups which will work to develop the parameters of consensus that crosses lens of international relations on your top three issues, finishing the outlines of a resolution, which you will turn in at the end of the class period. I sent this these issues to you previously via Schoology last Thursday. Just in case, they are as follows:
The Space Group's three consensus issues are: (1) the technological divide and equitable division of resources between nation-states in the area of space; (2) role of private corporations in space; and (3) space mining.
I received two slightly different articulations of the Law of the Sea Group's three consensus issues> I'll let your group hammer it out. 1. MPA's (marine protected areas) 2. deep sea mining 3. technology and underwater robotics AND/OR 1. fishing 2. shipping 3. undersea mining
Unit 7: Emerging Markets or Developing Nations?
Unit 7: Emerging Markets or Developing Nations?
From Tuesday-Thursday, you will work through your chosen Choices.edu materials of Nigeria or Brazil.
On Friday we will have Zoom #2 Video Conference, and I will place you in breakout groups so that you may work with your team members on your “Option.” For all options groups, you will split (unevenly) into the group director, political expert, economics expert, and social expert roles you remember from past activities. Review the “undecided citizens” roles. While they will not be represented by students, you should make reference to them as if you are directly appealing to them. Which ones might support your Option?
Brazil’s Options are: (#1) Increase Economic Freedom; (#2) Keep the Military in Charge for Now; and (#3) Embrace Democracy, Justice and Equality.
Nigeria’s Options are: (#1) Eastern Succession is the Answer; (#2) One Nigeria; (#3) Seek a Diplomatic Solution.
We will go “live” with the Choices Simulation on Monday, May 4 for a 45 minute class. You will be split into two different breakout rooms to make this happen. As with the Law of the Sea and Space activity, I will make someone the co-host, so that they can record the activity for me to watch later.
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