Contemporary Global Problems Course Outline

 

 

A reminder that we offer virtual support for your Social Studies classes.  Use the first link below to sign up for a time slot, and the second link to join the Zoom to get support.  

Appointment Sign Up for Social Studies Lab

Zoom Link for Social Studies Lab

 

Please use the daily postings to follow what we did during class and for the resources used.  Note: Yellow highlighting indicates portions of an original plan that were not completed on a particular day.

CURRENT/TODAY

 

Class #40 (1/8): Build Infographic 2of2

I. Workshop

HW: Put yourself in position to share your infographic with me by the end of Wednesday's class (1/13),  You will have 20 minutes on Wednesday to work on the infographic if you need it.

Those that complete the infographic before Wednesday will participate in a lesson about cities on Wednesday and have no homework that night.  Those that use the 20 minutes on Wednesday for infographic work will need to complete Wednesday's lesson on cities for homework.

 

Class #39 (1/7): Build Infographic 1of2

I. Workshop

 

Class #38 (1/6): Check-In

I. January 6 News

II. Reminder --> Have a Story

 

Class #36 (12/22)

I. Elevator Pitch - Cont'd (10)

II. Inequality/Environmental Justice/Sustainability Prompts (20)

III. Infographic (45)

Years and years ago...

Now tell a story in the digital age.  Tell one about inequality, environmental justice, and sustainability, that offers  happening and story-truth through an infographic.  

 

Class #35 (12/18)

I.  Tragedy of the Commons (5)

II. Stories: Draft an Elevator Pitch - by Note Focus (5)

III. Group Work by Note Focus: (10)

What are the key happening and story truths shown about your focus? Be able to present concepts and details for these truths [4 part grid?, upwards of 2x3 with rinse repeat].

What connections did you note between parts/moments of This Changes Everything and what we learned in other resources?

IV. Jigsaw Across Note Focus (15)

Share what you determined in the previous group work session.

V. Stories: Draft an Elevator Pitch - Synthesize (5)

VI. Discuss and Submit 3 Elevator Pitches  (20)

VII. Infographic (TBD)

HW: Have all of your notes going back to Rosling's TEDtalk accessible.  There will be prompt(s) to respond to at the start of next class. The prompts are designed to ensure you have enough understanding to move through an initial stage of the infographic project.

 

The Tragedy of the Commons Explained in One Minute

https://go.gale.com/ps/retrieve.do?resultListType=RELATED_DOCUMENT&searchType=ts&userGroupName=mlin_m_wellhigh&inPS=true&contentSegment=&prodId=GIC&docId=GALE%7CCP3208520409&it=r

(Search for Tragedy of the Commons)

 

We are going to try to connect what you learn about the Tragedy of the Commons to what the documentary and previously learned material (Rosling--->Boston).

 

Class #32 ((12/10): 10-15-45

I. Small Group Discussion 2 Cont'd 

II. Small Group Discussion 3 (Add to Khan Academy)

III. Screen: This Changes Everything

Inequality: Sean, Wedner, Ace, Kyra, Matt, Calvin, Michael, Andrew

Environmental Justice/Racism: Adam, Veronika, Danny, Catherine, Simon, Anthony, Liam

Sustainability: D'Milo, Lilly, Hannah, Nate, Devon, Sergey, Robert

You are taking notes on happening truth and story truth within the documentary, with a focus on your assigned category. In addition, watch and listen for (1) the producer's arguments about people and nature,  (2) connections to any other resources from Rosling onward, and (3) facts about climate change, I suggest tracking time for when key points are made so that you can return to that part of the documentary later.  Note: we will pause the documentary at transition moments to allow you to process information.

HW: Practice working in Piktochart again - 20-30 minutes should be enough. The goal: tell a new story, differently (in other words, work with a different template, and communicate understanding and feeling about a whole new subject).

 

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HW: Use Piktochart to practice telling a [partial] story about inequality and its effects. You will need to create a free account if it's the first time using the platform. And, if you haven't worked with infographics before, it might be helpful to consider how and why they work alongside practicing within the platform. Check out either the youtube mini-lecture or the Harvard Business Review summary.

How to Create an Infographic - Part 1: What Makes a Good Infographic? (youtube)

What makes the best infographics so convincing? (HBR)

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Wed: pull doc together thru reflection, nature, agency --> newspaper rock

Infographic Thurs and Fri)

HW: read about types of areas in cities

Discuss reading (FRI)

Test hypothesis within your city (Mon or Tues)

--

And where would you apply your solutions (urbanization unit --> january podcast)

CLASSES THAT MET

Class #31 (12/9): Check-In

I. Small Group QQQ

II. and HW: Use Piktochart to practice telling a [partial] story. The story can be about anything - you are practicing. You will need to create a free account if it's the first time using the platform. And, if you haven't worked with infographics before, it might be helpful to consider how and why they work alongside practicing within the platform. Check out either the youtube mini-lecture or the Harvard Business Review summary. Note: The value in your practice will become apparent on Friday, when you will be asked to apply it to new learned material.

How to Create an Infographic - Part 1: What Makes a Good Infographic? (youtube)

What makes the best infographics so convincing? (HBR)

 

Class #30 (12/4): Effects to an Effect

I. Discussion: Why did I select my source to discuss?...and..."The effects of inequality are poorly understood. Why?" (10)

II. Narrow/Why Protocol (15)

III. A New Effect

IV. From What to Where (40)  (A)

Where did you notice evidence of III?

HW: While our classwork took you to Bangladesh, your homework takes you to Chelsea.  Listen to the podcast (at the top of the piece), then read the associated article, and then explore 1 active link in the article that takes you to a local organization.  Be able to add to your (and our!) understanding of environmental justice in our next class. In other words, after listening, reading, and exploring, how can we add to the Khan Academy presentation?

 

Class #29 (12/3): Effects to an Effect (Adjusted)

Before Thanksgiving Break, you identified 1 source that you wished to discuss when returning to school this week (Rosling, Wilkinson, Modern India). Why did you select that source to discuss?

Review your source notes, the Venn diagram, what you wrote in your paragraph, and/or the source(s) themselves before answering this question. Your answer should allow you to be able to talk continuously and meaningfully for 1 minute at the start of our next lesson.

 

Class #28 (11/25): Into Vacation

I. Reflection, to Carry Forward (If you had to place...Hope to Discuss A, B, C)

II. Fill Your Cup (Pay it Forward, Shawn Achor, Check-in)

HW: None

 

Class #27 (11/24): Pulling It Together

I. Mini-Lecture

II. Draft Email Paragraph (Topic Sentence, 3 Pieces of Evidence, Reasoning/Analysis, So What?...And Growth/Action on Feedback?)

Paragraph Prompt: How would you best discuss absolute and relative wealth gaps using these 3 sources?

Getting Started:

-compare/contrast opportunities through the Venn

-solutions offered

-why gaps matter

Interested in data and interactive platforms to help with the question? Check out Our World in Data, or perhaps go back into Gapminder to change axes in categories that align with your initial thoughts.

III. Check-In (Strategy --> Progress at 10:10, Barriers So Far at 10:20, Intellectual Risk at 10:30)

HW: Now that you sent your email, first watch this Khan Academy piece on Global Inequality. Where would you place it within the Venn we constructed, or in relation to the paragraph you wrote? Why? Then, examine The World Values Survey.  After this HW explanation, there are two screenshots that refer to the part of the survey you ought to consider (it's a big site!). We'll discuss: How can we better understand Rosling's 'Goals', Wilkinson's solutions, or the relationships between people and the state in India based on the 'map'?

wvs2020 map.png

wvs2020 axes explanation.png

 

Class #26 (11/20): A Third Consideration

I. Breakout Rooms: Wilkinson's 'Who/What...Why' --> Overlapping Facts and Ideas in Venn, Key Distinctions (10)

II. From Breakout to Whole Class Wisdom (10)

III. Modern India: Skim p.1, Read p.2-4 of Source 2 [Modern India] Carefully, Watch Bloomberg QuickTake

IV. Add to 3-Part Venn

V. [Individual Check-Ins During III-IV] (40)

HW: None

 

Class #25 (11/19): A Second Consideration

I. Group Work: Finish Rosling (10)  

II. Discuss Rosling (QQQ --> Answers --> Reflection) --> What does he want? (20)

III. Another Researcher (Richard Wilkinson): A Venn for 'How does he view the wealth gap?' (20)

IV. Breakout Discussions: Repeat Go-Meta --> Venn Distinctions and Venn Overlap (10)

V. Read (Source 2, pgs 1-4) and Add to Venn

HW: Watch Wilkinson again. Your goal with this second watch is to pick upon on 3-5 new facts/ideas that he shares in the TEDtalk.  While watching, you might need to look up words, or organizations that he references.  Do so if it helps you better understand his talk.

Then, separately, please read p.1 of Source 2 [Modern India]. You do NOT need to take notes on this 1 page of reading. It's background for work that we'll do in our next class.

--

Complete the readings about India, and add information to the [now] 3-part Venn Diagram.  By the end of this lesson and HW assignment, you will be prepared to move through a discussion protocol about wealth gaps in order to examine a 4th source in our next class.

Wealth gaps are important because...5 Why Protocol

Class #24 (11/18): What is the Wealth Gap?

I. Check-In

II. Group Work (Finish Rosling Exercise)

HW: As I mentioned at the end of class, having 5 days between our last class and now limited our ability to finish the summary of Rosling's talk. No problem. But to allow us to begin to compare and contrast two researchers tomorrow, make sure you watch his TEDtalk again. You know our target - we want to answer 'how does Rosling view the wealth gap?'.  Update the who/what/where/when/why notes you took when you watch the talk again.

 

Class #23 (11/13): What is the Wealth Gap?

Discuss --> Watch --> Discuss --> Update

I. Discuss: The Wealth Gap is___________

II. Watch: Han Rosling in 2007 [Who/What/Where/When/Why]

III. Discussion: Let's make sense of what we just watched

IV. Update/Improve/Summarize: Collaborate to submit a portion of today's shared doc. Discuss your notes, go back into the TEDtalk, and use Gapminder

 

https://www.gapminder.org/tools/#$chart-type=bubbles

HW: None

 

Class #22 (11/6): Refinement --> Submission

I. PowerPoint Karaoke (In-Class Only)

II. Individual Prep

III. Your Chance to Brag (PBL Rubrics)

III. Final Revisions --> Submission

HW: Be curious. Take in the remarkable weather on Saturday. 

 

Class #21 (11/5): Research and Refinement

I. Individual Prep 

II. Check-Ins/Research

III. PowerPoint Karaoke (In-Class Only)

HW: Put yourself in position to complete the project by 10:45am next class. 

 

Class #20 (11/3): Check-In/Election Day

I. Does the Election Impact Your Research?

II. How Can We Help?

III. How Can You Watch?

https://projects.economist.com/us-2020-forecast/president

https://www.270towin.com/

 

HW: Continue to make progress on project.  Note: the new due date is November 6 at 10:45.

 

Class #19 (10/30): Research

I. Checklist: Topic, Method, Inputs (10)

II. Make Progress...Individual Help (50)

III. Next Steps: Verbal --> Written (10)

HW: Follow through on your next steps. Be nice to any little kids on Halloween.

 

Class #18 (10/29): Research

I. Overview of Assignment

II. Research 

HW: Within the process model you selected, make progress researching the topic you are using to answer the question about American division.  

 

Class #17 (10/28): The Nature and Intensity of Divisions - Where are you heading?

I. Discussion: Patterns --> List of Topics/Issues/Nature (10)

What patterns did you notice...in the headlines that grabbed your attention?...in where your emotions were located on the mood meter? 

What did you read, hear, or see that you'd like to understand better, and that would help you more narrowly consider the extent of divisions in the United States? Identify that topic/issue/nature.

II. Post --> Read/Listen/View (15)

Read/Listen/View about what you posted a moment ago in the Pew Research Center, and perhaps through an information source that presents credible facts (you can check source reliability here).

III. Consider

If the answer to how divided the United States appears to be could be captured by a weather event, what event would it be and why?

HW: There are two parts to your prep for next class:

Be prepared to share out the weather event at the start of next class. This may involve finishing the source in Pew and/or the second one started in II.

Review this assignment sheet (Links to an external site.). . You will want to read it twice.  In the first reading, read it from start to finish to get a sense of what I'm asking you to consider, do, and communicate.  In the second reading, (1) write down questions you have about the project and (2) preliminarily decide on how you plan to approach the project (see "Before we get started, I wondered..." questions, and their associated materials).  A word about (2): it's one of those early academic decisions that feels less important but may have the most profound impact on the quality of your product and the meaning you draw from its completion.

 

Class #16 (10/23): The Nature and Intensity of Divisions - What did you notice?

I. Paired Discussions (5)

Turn and talk to your neighbor to discuss two of the prep questions you were asked to consider when reading Diaries...2020.  What values did you notice being prioritized by people? What topics (or issues) seemed to activate (or reflect) these values? You should leave this discussion with two lists.

II. Cohort Discussions (10)

What are your initial thoughts on division in the United States? What feelings did Diaries...2020 generate? Locate the feelings in the mood meter when talking with your peers, and attach those feelings to ideas expressed by the Americans in this piece.  You should leave this discussion having labeled your initial emotions, and identifying any patterns within the group discussion.

III. Listen 0:00 to 25:10 of Diaries...2020 and Watch  'What Does it Mean to be an American?' --> Discussion (30)

What did you see or hear in these two resources that moved your initial thoughts or feelings? Go Meta.

 

HW: First, if you did not finish the first 25:10 of the podcast, please do so.  A reminder about the goals for listening to their words: (1) build a list of topics/issues that they speak to or might be concerned about, and (2) be able to speak to what you heard that moved our initial thoughts on our divisions/unity and feelings?

Next, refer to Pew Research Center. Complete a timed, overview activity to take in as much information as possible about divisions and unifiers in the US by reading headlines, and by viewing graphs and photos.  Give yourself 2 minutes to take in information, and then 1 minute to reflect, for 6 of the 8 tabs listed across the top of the site (Home...Global, you choose ).  By my math, that's a 18 minute exercise! At the end of this exercise, you should have notes on the nature and intensity of the division or unity conveyed, and labeled emotions.  Here's a suggestion for how to organize your reflection:

Pew Tab	Home	US Politics	i	ii	iii	iv
Nature
Intensity
Feeling

A reminder: Nature = topics or issues, Intensity = extent to which the topics or issues divide or unify us, Feeling = where you are on the mood meter after viewing that tab for 2 minutes.  **The reason I chose Nature and Intensity is because we need to think about the things that divide or unify us (nature) and the degree to which we are divided or unified (intensity).  Furthermore, the combination of the two likely impacts where the feeling falls on the mood meter, and the nuanced vocabulary you choose for the emotion.

 

Class #15 (10/22): The Nature and Intensity of Divisions - What did you notice?

I. Diaries of a Divided Nation 2020 Discussion

II. Listen (0:00-c.25:00) --> Reflect: What does tone reveal?

III. Pew Research Overview

Put yourself on a 2 minute timer for 7 of the 8 tabs listed across the top of the site (Home...Global).  Take in as much information about each page that you can in the 2 minutes by reading headline, and by viewing graphs and photos. At the end of this exercise, we'll discuss what you noticed and wondered so that you leave this portion of class with ideas about (1) natures of divisions, (2) intensities of divisions, and (3) a direction for independent reading. 

HW: TBD

 

Class #14 (10/21): Submit Email

I.  Check-In 

II. Write and Submit Email 

HW: Review your individualized list of prioritized values, and keep the list available for a reference when working with what is explained next.  Left, Right, & Center is a podcast interested in the discussion of topics from a range of political viewpoints. On September 7, 2020, it posted Diaries of a Divided Nation 2020.  Read the 7 excerpts provided on the site.  Answer 3 questions after reading, and be able to talk about your answers with a partner in our next class:

• What values do you notice being prioritized by these people?
• What topics activate their prioritization? Try to identify 5-7.
• What conclusions do the producers want us to draw about the nature of the U.S. in September 2020?

 

Class #13 (10/16): The World in 2020 2of2

I. Seminar (20)

II. Finish/Submit Email (50)

**Note: Remote learners will start the email, then hold a seminar before returning to the email.

 

My goal and role: give at least 1 piece of targeted feedback to each one of you during this writing process.

Logistics reminders:

• scholarly sources eligible for reference: Global Issues in Context (database). Fragile State Index, Blood for Soil, reputable and reliable information sources used for your Twitter posts
• send to diplomacy@georgetown.edu while cc'ing reidym@wellesleyps.org 

Assignment reminder:

...Complete an email to the authors of 'Nations' that offers suggestions for improvement of the case, with an acknowledgement of its successes.  The email will be  (1)  formally constructed and  (2) reflective and will realize the learning targets listed below (Outcomes 1 and 4):

• You use details that are precise, accurate, and relevant.
• You support main ideas, claims, and personal insights with facts.
• You ask questions that advance your, and other student's, understanding.
• You connect learned material to other contexts.

• You complete tasks and submit work products.
• You communicate understandings with clarity and cohesion.
• There is a match between what/how you communicate and audience needs.
• Work may be publishable, presentable, or used as a model in the future.

To organize yourself, and help you realize these targets, be sure to include facts from 3 different scholarly sources, suggestions for your own state and suggestions for other states, 1 excerpt from 'Nations' and 1 excerpt from the essay due next class, a multi-paragraph structure, and a scholarly question.  While you worked together to this point, this email assignment is individual; ideas and language need to be your own unless approved by me in advance of submission.

 

III. Review  HW (5)

HW: You were not given enough time to finish the email during class today.  You will have 20 minutes during Wednesday's class to finish.  Between now and the end of Wednesday's class, you should organize your materials, thoughts, and/or facts in a manner that allows you to complete the email on Wednesday.  A reminder about the email: it's an individual assignment, and all ideas, language, and structure needs to be your own. Exceptions might be allowed if approved in advance of submitting the email.

 

Looking ahead, next week  I hope to build off the nationalism essay and consider...

How divided is the U.S.? Buy or Sell 'Green'/'Stable' in FSI by Retweeting with Comment a source you reviewed over the weekend.  

 

Class #12 (10/15): The World in 2020 1of2

I. Revisit Discussion/Whole Class (15)

How well did the authors do writing the 'Nations' simulation/case? What evidence would you use from the database readings to show where/how they predicted the 2020 world within these categories? What evidence would you use from the database readings to show where and how they oversimplified/less accurately/underdeveloped these categories? Make connections to your state's actions and secrets for members of this group.

<---------------------------------------------------------------------------------------------------------------------------------->

what they did well                                   what they did less well                                                        what they ignored

What issues seem to be ignored in the 'Nations' simulation/case, and would be good additions to the 'Nations' simulation/case in 2020?

 

II. Small Group (40)

(10) First, refer to the Fragile State Index.  Review it silently for 3 minutes.  Take in as much information to get a sense of its landscape in this short amount of time.  Then, discuss what you viewed so that each one of you leaves the discussion able to summarize what the index shows.   

(30) Second, using the indicators descriptions, connect specific details within topics from what you read for today's class to any of the 12 sub-indicators in an effort to make precise additions to 'Nations'. Read the previous  sentence again, and pause.  You are synthesizing 3 different sources in each connection shared.  Trouble getting started...here are possible entry points:

-What FSI color might you use for our Lostralia? What FSI color might you use for the state you played in the simulation? Why?

-Can you come up with state-specific connections, and connections that apply to multiple states?

Reminder about best discussions: try to thread your discussion as much as possible, rather than share out without transitioning between statements. Listen to understand, contribute to make the group smarter.

Congratulations on applying preexisting knowledge to a new database, and vice versa.  When finishing this discussion, you will have concepts and details that you can connect when offering suggestions to the authors of 'Nations' on how to improve their 1995 case, and you should have language you might use for those suggestions.  

 

III. Begin to Draft Email (20)

By the end of next class, complete an email to the authors of 'Nations' that offers suggestions for improvement of the case, with an acknowledgement of its successes.  The email will be  (1)  formally constructed and  (2) reflective and will realize the learning targets listed below (Outcomes 1 and 4):

• You use details that are precise, accurate, and relevant.
• You support main ideas, claims, and personal insights with facts.
• You ask questions that advance your, and other student's, understanding.
• You connect learned material to other contexts.

• You complete tasks and submit work products.
• You communicate understandings with clarity and cohesion.
• There is a match between what/how you communicate and audience needs.
• Work may be publishable, presentable, or used as a model in the future.

To organize yourself, and help you realize these targets, be sure to include facts from 3 different scholarly sources, suggestions for your own state and suggestions for other states, 1 excerpt from 'Nations' and 1 excerpt from the essay due next class, a multi-paragraph structure, and a scholarly question.  While you worked together to this point, this email assignment is individual; ideas and language need to be your own unless approved by me in advance of submission.

HW: Read and annotate 'Blood for Soil'.  Be ready to discuss its relevance to work we completed through today's lesson.  You will be weaving this piece and our discussion into this email assignment during class time in our next lesson..

Blood for Soil.pdf

 

Class #11 (10/9): Simulation 7of7

I. News of the Day - Where in the Sim? (10)

II. Negotiate/Conduct Simulation (40)

III. Informal Poll Results --> Read 1 Based on Preference (10)

Resource and Territorial Conflict - Choose 1 of 3  Boundaries, Borders, and Maps, South China Sea Disputes, Conflict Minerals,

Ecological/Environmental Concerns - Choose 1 of 3  Arctic/Antarctic Melting, Amazon Rainforest Destruction and Reforestation, Oil Spills

State Conflict - Choose 1 of 3  Religion and Geopolitics, Kurdish Conflicts,  Taiwan: Conflicts with China

IV. Discuss (10)

How well did the authors do writing the 'Nations' simulation/case? What evidence would you use from the database readings to show where/how they predicted the 2020 world within these categories? What evidence would you use from the database readings to show where and how they oversimplified/less accurately/underdeveloped these categories? Make connections to your state's actions and secrets for members of this group.

HW: Review the list of issues in Global Issues in Context (the same site used in III). Find and read about 2 issues that (a) aren't from the above list, (b) seem to be ignored in the 'Nations' simulation/case, and (c) that would be good additions to the 'Nations' simulation/case in 2020.  Many readings in the database have questions to consider or answer in a blue shaded box on the page - it could be helpful to write rough note responses to these questions if they are provided, as you need to be prepared to discuss what you read in small groups next Thursday.  In those small groups, you will apply your knowledge from the readings to a new database that I provide. 

The target: by the end of next week you will read and discussed information about today's world that can be used in a (1) a formally constructed and  (2) reflective email to the writers of the 'Nations' simulation/case. Sound familiar? 

 

Class #10 (10/8): Simulation 6of7

I. Reminders: Tweet/Yesterday, Values Chart, Font

II. Negotiate/Conduct Simulation

III. Mid-Point Debrief: Priorities So Far - Refine and Expand

IV. Negotiate/Conduct Simulation

V.  Strategize for Final Day

HW: None

Class #9 (10/7): Overview and Reflect

I. The Week

II. Home (Syllabus)/Assignments/Calendar/Outcomes/Grades

III. Introductory Email

For part II, write an email to me that is (1) formally constructed, and (2) reflective.  It will contain these parts:

• two things you need to do to succeed in this course
• an aspect of the course that will be hardest for you 
• an aspect of the course that is a great fit for you
• a hope for/within the course
• a question

More specific 'Outcome' goals for this assignment are below:

You demonstrate intentional (on purpose) and deliberate (with care) decision-making.

*Brings transparency and clarity to the sharing of the complexities in the learning process. This includes identifying strengths and weakness, and growth over time, when reflecting on process, progress, and/or product.

*Work products are executed with care, polish, and understanding of the audience needs when submitted.

HW: Email me this introductory communication by the end of today. 

 

Class #8 (10/2): Simulation 5of7

I. Daily Docs/Current Event (10)

Admin Steps Reviewed: factor totals, internal records, negotiation records and links

II. Roles, Strategize, First Steps-->2 Sentence Strategy, 1st Statement/Twitter + Elaboration (20)

III.  Conduct Simulation (30)

IV. Go-Meta Debrief within States-->Next Steps

HW: There are two parts to the assignment for next class.  They are labeled separately in Canvas because of their different deadlines for completion. First, think about the issues you considered and acted upon this week in the simulation, then read/retweet with commentary about how that issue seems to be part of the 2020 world as well. Work with your trusted news sources (Twitter Scavenger Hunt) to complete this first part before noon on Sunday. Second, read the overview of the course, along with 'Outcomes' and any feedback within 'Grades'.  On Wednesday, we'll discuss one/connected twitter posts and key elements of Canvas. Please do this part any time after 10:00AM Monday morning to allow me to get current with all feedback. 

 

Class #7 (10/1): Sim Prep-->Sim 4of7

I. Breakout Discussions and Buildout Template (15)

II. Simulation Organizer: Groups, Review Values-->Decision, Roles, Secrets, Strategize -->2 Sentence Strategy (30)

III. Conduct Simulation: First Steps, News Release (20)

IV. Reflection: Success... (5)

• What types of world issues seem most prominent in this session?  What did you notice about your prioritization?
• What are two things you need to do to succeed in this class?

HW: You may wish to review the rules for the simulation.   Consider how to make progress in the simulation; specifically, know who you might need to talk to during class, why, and when.

 

Class #6 (9/25): Transitioning Individual Values into State/National Priorities for Sim 3of7

I. Fishbowl Discussions (30) 

II. Another Favorite - Target Joy or Amped (5)

III. Breakout Discussions and Buildout Template (30)

IV. Reflection: Success...

Here are a few learning targets embedded in this lesson. 

• You show a willingness to take intellectual and emotional risks in activities/with course material.
• You conduct inquiry with civility and respect for classmates, considering alternate perspectives.
• You ask questions that advance your, and other student's, understanding.
• You connect learned material to other contexts.
• You fulfill your responsibility within teams, and demonstrate investment in your peers' learning, well-being, and success.
• There is a match between what/how you communicate and audience needs.

HW: None.

A reminder: There is no school on Monday in observance of Yom Kippur.  Classes normally scheduled for Monday will be Wednesday, next week only.  For us, that means our next class is Thursday, 10/1 at 9:30.  I will either see you in person, or remotely, Either way, we will conduct the simulation in live time, and together.  

---

IV. Breakout Sim Prep: Values Review-->Decision, Roles, Strategize in 2 Sentences, Next Steps, News Release (25)

 

Class #5 (9/24): My Values, State Values 2of7

I. Admin/Review 'What I thought, What I read...Nations 2of7 Discussion Board

II. Discussion --> Reflection on Responsibility

III. Mini-LectureStates and Nations

IV. Choices Values Ranking Activity

V.  Favorite Song

VI. Breakout Room: Share Individual Values

VII. Whole Class: Model Norms of Threading Conversation

VIII. Reflection on Success

HW: Carefully reread p.4-9 in 'Nations'.  Be ready to discuss the core values for each __________ in Lostralia.  

 

 

Class #4 (9/23): 'Nations' Simulation 1of7

I. Q and A

II. A State vs. A Nation

State vs. Nation

HW: Carefully reread p.4-9 in 'Nations'.  Be ready to discuss the core values for each __________ in Lostralia.  Also, don't forget to post on Twitter if you have not done so.

 

Class #3 (9/18): Check-in Questions

I. What Questions Can I Clarify?

Two reminders:

• Read the 'Nations' case by 10:00 AM on Wednesday 9/23, and pay particular attention to questions you have about the logistics of the simulation. 
• Create a Twitter account and complete your first posting by 9:00 PM on Wednesday, 9/23.  Your first post might line up, and therefore be constructive, with the values activity we plan to complete in class on Thursday, 9/24.

 

Class #2 (9/17): An Overview of Twitter and Our Direction

I.  Twitter

II. Visual Preview: How Two Parallel Paths Intersect

HW: Complete Twitter Scavenger Hunt and 'Nations' in the ways described in the email and verbally in Zoom.  They are repeated here:

• Read the 'Nations' case by 10:00 AM on Wednesday 9/23, and pay particular attention to questions you have about the logistics of the simulation. 
• Create a Twitter account and complete your first posting by 9:00 PM on Wednesday, 9/23.  Your first post might line up, and therefore be constructive, with the values activity we plan to complete in class on Thursday, 9/24.

 

Class #1 (9/16) : Hello!

I. Introduction (Preferred Name, Food/Experience, and a Smile)

 

UNDER CONSTRUCTION

 

 

 

 

 

Watch  'What Does it Mean to be an American?' --> Discussion (30)

 

Watch  'What Does it Mean to be an American? (Links to an external site.)' 

 

 

 

 

This is an assignment sheet (Links to an external site.) you will want to read twice.  In the first reading, read it from start to finish to get a sense of what I'm asking you to consider, do, and communicate.  In the second reading, (1) write down questions you have about the project and (2) decide on how you plan to approach the project (see "Before we get started, I wondered..." questions, and their associated materials).

 

 

 

 

 

 

 

 

 

 

 

 

Class #8 (10/2): Is this Really Happening 5of7

I. Planning Check-in (10)

II. Conduct Sim2 (40)

III. A Title for a Twitter Post (10)

HW: Be prepared to make progress in the simulation; specifically, identify steps that will help resolve problems.

 

 

 

 

IV. Breakout Room: Fragile State Index Grading of Writers --> State Values Rankings

Class #6 (9/25): Building and Initiating a Strategy 3of8

are...Comparative Advantage, Absolute Advantage and a

 

Email, with priorities

Assign States/Planning Meeting

       ---Values Consensus-->Grand Strategy-->Press Release 1 (Policy?)

who do you need to speak to and why

 

Day 5 Journal: challenge??

Day 6-8 (10/8 - 9 ) Finish Sim (make improvements. write 2 lessons

Day 9: ranking, pulling it into 6 stories

III> Prioritization of own values, trace the presence in 6 stories

  These events would show the presence or absence of lessons we built from the simulation.  Trace the presence or absence of one lesson in 3-4 events alongside a consideration of the lesson in one of the four State Policy project domains.  

 

 

A few notes:

• you may amend lesson language
• show explorative expertise of course concept(s)
• do NOT use details from 'Nations' as evidence; any reference to the simulation will likely be in the introductory paragraph, if referenced at all
• cite information from multiple sources
• title your work
• a 4-paragraph structure is recommended (intro-body p about world events-body p about your state, conclusion OR intro-body p about 2 world events-body p about 2 world events-conclusion)
• meet the typed, 1-page, single-spaced, 12pt font requirement

To help you get started, recall that early readings in the course identified 12-15 events that could be worthy of a Top 10 designation.  Recent readings identified additional events as well.  Use these to build out an initial list, so that you are clear on what to research more fully when writing this paper.  Follow current events for your state over the next week. Remember too that I am available in office hours to help you think through this assignment.  

 

Class #15 (9/25): Seminar 2of2.5

I.  Draft Lesson Language (Model and Others)

III. Finalize Lessons

IV. 'Nations' Improvements 

HW: Be prepared to submit improvements to 'Nations' after 30 minutes of our next class.  

 

Class #14 (9/24): Seminar 1of2.5

I.  HW Quiz (Individual)

II. Debrief --->Draft Lesson Language (Whole Class)

III. Summarize Readings--->Refine Lesson Language (Small Group)

IV.  Finalize Lessons

HW: Carefully review your marked up/annotated hard copy of the readings.  We will continue to work from those resources at the start of our next class.  The primary goals in our next class will be to (1) draft lesson language, (2) summarize each reading and associate the readings to the simulation [in order to], (3) finalize lesson language.  Prepare thoroughly, as it will impact what is produced and what can be credited during the seminar.  

 

Class #13 (9/23): Nations Simulation 5of7

I. Announcement on Terrorism - Plan

II. Conduct Simulation

III. Reflect and Assign Points

IV. Return Cycle Quiz 1 - Notes to Self

HW: Read and annotate your assigned handout (below bullet explanations).  Be able to apply arguments and/or concepts from the reading to the simulation in individual, small group, and whole class settings.  On Tuesday and Wednesday we will hold a two-block, 2 point seminar, designed to

• present understandings of arguments and/or concepts from the reading within a discussion of what happened during the simulation
• create lessons for actors when making and conducting foreign policy 
• add academic text to 'Nations'

The seminar may also prepare you to 

• revisit concepts and scholars from the first cycle (journal 2 - see below)
• write about the applicability of a lesson from your actions in the simulation to real events from the past 25 years, with a targeted analysis of your state (short paper 1 - see below)

 

 

Journal 2: Must be submitted or shared before the beginning of our next class (#14) to be eligible for submission in the journal portfolio.

Think about your actions during the simulation, and comment on...

• to what extent were you able to adhere to how you personally prioritized values?

Class #10-12 (9/16-19): Nations Simulation 2-4of7 

I. Admin and Plan 

II. Conduct Simulation

III. Reflect and Next Steps

HW: Be prepared to finish the simulation in our next class.  This may require you to discuss issues with members of your government, draft treaty language to discuss with other governments, or even have conversations with members of governments. 

 

Update your press releases in ways that (1) demonstrate your reactions to recent simulation events , (2) outline what you'd like see happen in simulation affairs, and (3) ___________________.