T eaching I nternational R elations P rogram

1. TeachingInternationalRelationsProgram Fall 2019 School of International Relations

2. Meet your CALIS Staff Advisors! Markus Amanda 2

3. What is TIRP? Team-teaching at a local high school... teaching four class sessions, once a week for four weeks Active Learning through Analytical Tools & Case Teaching 3

4. Turn to Page 1 of the TIRP Requirements & Guidelines TIRP Requirements Whether or not you are seeking credit all requirements must be met by all TIRP participants • Attendance/Engagement at all four sessions • Team Activity Plan (TAP) • Team Advisement Meeting with CALIS Staff • Four Teacher Feedback Forms • Four Session Reports Credit is given at the discretion of the professor. Check with your professor for eligibility. One TIRP class counts towards one IR course. 4

5. Professor Lamy, TIRP Founder Take advantage of an opportunitytolearn best by teaching! School of International Relations OUTREACH 5

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7. Jigsaw World Leaders 4W groups For your assigned world, your group ranks the five factors in order of importance. ___public services ___ rights ___ military ___ rule of law • ___ leadership • ___ ___natural resources ___ investment • ___infrastructure ___ incentives • ___entrepreneurship • ___ What factors are needed to achieve and maintain stability? ___mobility ___ roles in society ___ equity ___ advocates • ___education • ___ ___religion • ___shared values • ___ common identity ___leisure activities • ___ tolerance • ___ 7

8. Jigsaw 4W Teams In your 4W team, which five factors across 4W are most important to stability? Rank the new set of factors, 1—5. ___public services ___ rights ___ military ___ rule of law • ___ leadership • ___ ___natural resources ___ investment • ___infrastructure ___ incentives • ___entrepreneurship • ___ What is your reasoning & evidence? What are your examples? ___mobility ___ roles in society ___ equity ___ advocates • ___education • ___ ___religion • ___shared values • ___ common identity ___leisure activities • ___ tolerance • ___ 8

9. 20 factors were used in the exercise. the factor sheet Social Science Factors factors factor Which factors would you add? Four Worlds — 4W factors Geog. & Tech affect the 4W Political Economic Cultural Social Geography Structure a. form of government ▪ monarchy, oligarchy, feudal ▪ democracy, authoritarian ▪ centralized, decentralized b. legal system ▪ judges, lawyers, police, patrol ▪ laws, standards, regulations ▪ rights, guarantees, legal claims ▪ obligations: summons, warrants c. taxes, tribute, fees d. military: armies, weapons e. foreign policy ▪ expansion ↔ defense ▪ competition ↔ cooperation ▪ militant, aggressive ↔ diplomacy ---- Central Concepts ---- f. power –limits, transfer, balance ▪ authority ↔ legitimate authority ▪ role of government – control vs. level of government intervention g. functions of government ▪ security (border protection) internal: order, stability ▪ support commerce ▪ infrastructure: public goods ▪ redistribution: public services ▪ manage the commons h. rule of law vs. force/fear/favors ▪ equality before the law ▪ justice, fairness – consistent application of the law ▪ enforcement, recourse ▪ guarantee private property (contracts, deeds, licenses) i. leadership ↔ stewardship ▪ public servant Structure a. production / trade goods & services / selling & buying b. means of production resources - “land, labor, capital” ▪ raw materials, tools, equipment ▪ labor source: employee, slave, indentured servant ▪ capital, finance: investment, access to credit, loans ▪ debt c. forms of production cottage industry, guilds, feudal, industrial, assembly line d. types of labor, work, jobs ▪ division of labor, specialization ▪ manual, skilled, white collar ▪ necessary, dangerous, seasonal e. distribution ▪ ration vs. market (consumers) ▪ privatized / public / mixed f. infrastructure ▪ roads, bridges, ports, rails ▪ irrigation, aqueducts ▪ energy sources; power lines g. means of exchange ▪ system of money, banking h. standard measures: length, weight, volume, distance ---- Central Concepts ---- i. survival  prosperity means to prosper: role of ownership and private property j. scarcity  allocation k. innovation & efficiency l. risks ↔ incentives m. entrepreneurship Religion Structure a. class ▪ upper - ruling class, elite, aristocrat, wealthy ▪ middle - common class, working class ▪ lower - working poor, poor, peasants, slaves b. status / position / privilege ▪ hierarchy ↔ communal ▪ segregation ↔ integration c. mobility d. roles in society by gender, class, age, race… e. demographics ▪ population groups, trends ▪ migration: internal, external; refugees, asylum seekers ▪ rural ↔ urban ▪ nomadic ↔ sedentary ---- Civil Society ---- f. equity & access └ equal opportunity g. civic duty / common good h. movements, protests —advocates, watchdogs i. organizations, associations j. institutions —continuity k. distribution of information; news; role of the media ▪ accountability ▪ transparency l. education: literacy level; level of collective knowledge Religion & Belief Systems a. origins: divine, natural b. beliefs, faith, teachings ▪ shared truth ↔ moral authority c. sacred texts, objects, places d. rites & rituals, practices e. influence; role in society Other Aspects of Culture f. daily life, pace of life g. customs, traditions h. language; alphabet, writing system i. literature; oral storytelling j. leisure activities: games, hobbies, sports, entertainment k. the arts —aesthetics visual arts: draw, paint, sculpt, crafts performing arts: music, dance, drama l. architecture ---- Central Concepts ---- m. ideas, values, expectations ▪ rights & responsibilities ▪ ethics, principles ▪ tolerance ↔ inclusion ▪ view of authority: defer ↔ mistrust n. identity — sense of belonging, pride, bonds, loyalty o. meaning — source of hope, sense of purpose, pursuit of happiness p. cultural diffusion ↔ blending ▪ diversity ↔ homogeneity ▪ harmony ↔ conformity ▪ acculturation ↔ assimilation ▪ universal ↔ monolithic a. climate b. physical features ▪ topography ▪ vegetation c. natural resources ▪ water ▪ land: rich soil - arable land ▪ minerals ▪ trees (lumber) d. trade routes ▪ rivers, straits ▪ mountain passes e. territory, borders, boundaries Must each world contribute to stability? resources natural resources Does your team agree that any one world is more important to stability? rights investment mobility military roles in society What are examples of why or why not? leisure activities Technology a. discoveries b. inventions impact of technology across factors examples: ▪ infrastructure - transportation - communication - sanitation ▪ weapons ▪ legal process ▪ production ▪ media ▪ medicine, health ▪ beliefs, values infrastructure What does this 4W factoring exercise tell you about achieving a stable society? equity values infrastructure tolerance advocates public services identity rule of law education Arrows: political economy of large scale commerce incentives leadership entrepreneurship 9 Four Worlds analytical frame developed by Professor Steven Lamy, USC School of International Relations │ 4W factors developed by Teresa Hudock, 2008—3rd Edition: July 2017

10. Jigsaw Trifecta • Time saver • Student focus • Accountability To jigsaw with Four Worlds... You want to end up with groups of 4 with 1 leader for each world. In order to assign World Leader role cards: Total students divided by 4 = the number for each world Ask about borrowing a set of role cards for “World Leaders” 10

11. Basic clarification… The Arrows Political World Economic World taxes incentives disincentives Identify factors and trace dynamics. Social World Cultural World movements expectations values beliefs organizations protest Use the 4W tool as conceptual framework to drive student discussion. Students are supported to “think through” issuesusing a wide variety of factors (variables) in a common frame of reference. 11

12. Slavery In which world would slavery belong? factors Political World Economic World laws forms of production rights labor Factors are simultaneous …yet distinct. Which factors make slavery part of all Four Worlds? factors Social World Cultural World values status custom segregation beliefs class privilege expectations roles identity

13. Is any one factor or world the primary cause of slavery? factors What is the root cause of slavery? Political World Economic World rights labor laws forms of production legal system labor system cause &effect slavery Social World Cultural World beliefs class values status roles custom class system belief system identity privilege expectations segregation

14. How must factors be addressed in order to abolish slavery? factors How can factors influence one another? Political World Economic World change laws forms of production the rules of the game rights labor problem-solving slavery Social World Cultural World not everyone protest changes values status different challenge custom segregation beliefs class the status quo privilege expectations roles ideas

15. Each exercise builds on factors already used and layers more Social Science Factors the factor sheet factors Four Worlds — 4W factors Geog. & Tech affect the 4W Social Political Economic Cultural Geography Structure a. form of government ▪ monarchy, oligarchy, feudal ▪ democracy, authoritarian ▪ centralized, decentralized b. legal system ▪ judges, lawyers, police, patrol ▪ laws, standards, regulations ▪ rights, guarantees, legal claims ▪ obligations: summons, warrants c. taxes, tribute, fees d. military: armies, weapons e. foreign policy ▪ expansion ↔ defense ▪ competition ↔ cooperation ▪ militant, aggressive ↔ diplomacy ---- Central Concepts ---- f. power –limits, transfer, balance ▪ authority ↔ legitimate authority ▪ role of government – control vs. level of government intervention g. functions of government ▪ security (border protection) internal: order, stability ▪ support commerce ▪ infrastructure: public goods ▪ redistribution: public services ▪ manage the commons h. rule of law vs. force/fear/favors ▪ equality before the law ▪ justice, fairness – consistent application of the law ▪ enforcement, recourse ▪ guarantee private property (contracts, deeds, licenses) i. leadership ↔ stewardship ▪ public servant Structure a. production / trade goods & services / selling & buying b. means of production resources - “land, labor, capital” ▪ raw materials, tools, equipment ▪ labor source: employee, slave, indentured servant ▪ capital, finance: investment, access to credit, loans ▪ debt c. forms of production cottage industry, guilds, feudal, industrial, assembly line d. types of labor, work, jobs ▪ division of labor, specialization ▪ manual, skilled, white collar ▪ necessary, dangerous, seasonal e. distribution ▪ ration vs. market (consumers) ▪ privatized / public / mixed f. infrastructure ▪ roads, bridges, ports, rails ▪ irrigation, aqueducts ▪ energy sources; power lines g. means of exchange ▪ system of money, banking h. standard measures: length, weight, volume, distance ---- Central Concepts ---- i. survival  prosperity means to prosper: role of ownership and private property j. scarcity  allocation k. innovation & efficiency l. risks ↔ incentives m. entrepreneurship Structure a. class ▪ upper - ruling class, elite, aristocrat, wealthy ▪ middle - common class, working class ▪ lower - working poor, poor, peasants, slaves b. status / position / privilege ▪ hierarchy ↔ communal ▪ segregation ↔ integration c. mobility d. roles in society by gender, class, age, race… e. demographics ▪ population groups, trends ▪ migration: internal, external; refugees, asylum seekers ▪ rural ↔ urban ▪ nomadic ↔ sedentary ---- Civil Society ---- f. equity & access └ equal opportunity g. civic duty / common good h. movements, protests —advocates, watchdogs i. organizations, associations j. institutions —continuity k. distribution of information; news; role of the media ▪ accountability ▪ transparency l. education: literacy level; level of collective knowledge Religion & Belief Systems a. origins: divine, natural b. beliefs, faith, teachings ▪ shared truth ↔ moral authority c. sacred texts, objects, places d. rites & rituals, practices e. influence; role in society Other Aspects of Culture f. daily life, pace of life g. customs, traditions h. language; alphabet, writing system i. literature; oral storytelling j. leisure activities: games, hobbies, sports, entertainment k. the arts —aesthetics visual arts: draw, paint, sculpt, crafts performing arts: music, dance, drama l. architecture ---- Central Concepts ---- m. ideas, values, expectations ▪ rights & responsibilities ▪ ethics, principles ▪ tolerance ↔ inclusion ▪ view of authority: defer ↔ mistrust n. identity — sense of belonging, pride, bonds, loyalty o. meaning — source of hope, sense of purpose, pursuit of happiness p. cultural diffusion ↔ blending ▪ diversity ↔ homogeneity ▪ harmony ↔ conformity ▪ acculturation ↔ assimilation ▪ universal ↔ monolithic class a. climate b. physical features ▪ topography ▪ vegetation c. natural resources ▪ water ▪ land: rich soil - arable land ▪ minerals ▪ trees (lumber) d. trade routes ▪ rivers, straits ▪ mountain passes e. territory, borders, boundaries beliefs means of production legal system labor source slave slaves laws privilege position status rights hierarchy segregation mobility customs traditions roles in society division of labor Technology Take a look at the flip side  a. discoveries b. inventions impact of technology across factors examples: ▪ infrastructure - transportation - communication - sanitation ▪ weapons ▪ legal process ▪ production ▪ media ▪ medicine, health ▪ beliefs, values equity ideas expectations values rights ethics identity institutions Arrows: political economy of large scale commerce 15 Four Worlds analytical frame developed by Professor Steven Lamy, USC School of International Relations │ 4W factors developed by Teresa Hudock, 2008—3rd Edition: July 2017

16. What does a society need from each world? In other words, what is the purpose or function of each world? Human history can be studied as a quest... a quest for a quest for security prosperity We want more than safety from invasion and crime… We want to do more than just survive... We rely on order and stability! We want to thrive! a quest for a quest for equity meaning We want things to be fair… We want to feel hopeful and have purpose… and to be accepted and free! which means helping the disadvantaged!

17. Team Activity Plan! Strategies! • Think-Pair-Share Thinkindividually to generate your own ideas Pair with a partner to discussand explain Share your partner’s ideas with the class Great way to start discussions! Pro tip: set a timer so partners can quickly distill their ideas to a few main points and communicate efficiently basic required • Group Work Jigsaw, Roles, Divide & Conquer required • Circulate! Team members need to walk around the class to check how groups are doing, interact and get to know students’ names 17

18. Team Activity Plan! More Strategies! • Use cold-calling to foster participation (especially after group work) • Ask students to create nametags and use them! • Relate topics to students’ lives – Make connections! • Don’t oversimplify – Identify what students already know and build from there 18

19. Analytical Tools An analytical tool is meant to be applied to a case, role play or simulation  It cannot be alone! • Four Worlds =actors & factors • Worldviews = Compare multiple perspectives  Use the DEPPP process to follow the logic • Levels of Analysis – more factors & variables 1) role of individuals & personalities, 2) state behavior & domestic needs, 3) international or systemic conditions of anarchy, balance of power, etc.. • Continuum = Ideal Types in Perspective  critical point of reference • Concept Map = Relationships & Big Ideas  a visual outline 19

20. Examples of tools used by TIRPers Photos encouraged!! 20

21. option Use timelines to relate events and build historical context What events set the context for your TIRP topic? 21

22. TIRP Sign-Ups! • Sign-ups begin Thursday, September 12 @ 9:00 am • They end Thursday, September 19 @5:00 pmor when classes are full. • Each volunteer can only sign up for themselves. • Bring your schedule! Allow ample time for travel, parking and arrival to your classroom. • In the event of a teacher or school schedule change, TIRP teams should have the flexibility to push back their sessions for a week or possibly two weeks. • Once you sign up, your commitment begins. 22

23. Your confirmation email will include all of this sign-up information… and more! Allow ample time for transportation, parking, and signing in at the main entrance If two non-drivers have signed up, the last person to sign up must be a driver 23

24. So … You’ve signed up, Contacted your teammates, and Set up a meeting to discuss your plan … 24

25. Get ready for your planning meeting with your team… Go to the CALIS website to find activities you like best. CALIS website: dornsife.usc.edu/calis 25

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28. Your search tag is included in your confirmation email The first result of your search will be an overview 28

29. Click here for the full overview of possible cases, worksheets, role plays, etc.

30. Tag Overview Your Team Activity Plan (TAP) must be a mix of analytical tools& case activities and may include role plays and a simulation See your handout example of a tag overview 30

31. Team Activity Plan TAP! TAP! TAP! • Bring lesson ideas to meet with your teammates to discuss and complete a Team Activity Plan (TAP) • Make it interactive - NOT lectures (use strategies) • Remember: • Not every database item is an “activity” • Not every activity is meant for an entire session • A good TAP has a mix of analytical tools, cases, and role-plays or simulations Turn to Page 5 of the TIRP Requirements & Guidelines packet 31

32. Team Activity Plan - TAP Database Item is your activity: -Cases -Simulations -Role Plays Indicate analytical tools used here Learning Objectives are stated as questions Be careful of spelling when writing key concepts on the board 32

33. For each item on your Team Activity Plan - TAP The team must print one copy of the handout & one copy of the guide Use the guide to create your “teaching copy” that is marked up with your notes: who will do which parts, timing, notes on main idea, key concepts, etc. Use the handout as a master for your “copy request” 33

34. Student Handout Team Advisement Meeting Bring one copy of each student handout listed on your TAP form. □ Are there any pages of the handout that you do not plan to use? □ For your “copy request” each week, attach the handouts as a “master” for CALIS to make your classroom set of copies. 34

35. Teaching Copy Print out the guide of the activity Then, mark it with your own teaching notes: □who will do which parts □ timing □notes on the main idea □key concepts □etc. 35

36. Team Activity Plan! ●Video “hooks”  Email us the link in advance of your Advisement Meeting and include: □ A description of how it complements the activity □ Specific questions to either introduce or ask after viewing □ Videos must be under 5 minutes long (Some activities already include a video.) • Changes to the TAP are possible, but must be made in consultation with the CALIS Staff 36

37. Team Advisement Meeting Now that your team has met and completed a Team Activity Plan (TAP) with all 4 sessions… Visit the CALIS bulletin board to schedule a • Meet with CALIS staff no later than a weekbefore your team’s first session • Come PREPARED, with each member ready to explain the TAP in detail 37

38. Team Advisement Meeting Required materials for your advisement meeting: Digital copies will not be accepted • TAP form – printed Team Activity Plan • Teaching Copies – printed guides that are marked up with your notes • Student Handouts as Copy Requests – printed handouts (only one copy each) Turn to Page 2 of the TIRP Requirements & Guidelines 38

39. Team Activity Plan Page 2 TIRP Requirements & Guidelines packet 39

40. You cannot do your own copying… Prepare Copy Requests for your Team Advisement Meeting? Then they’re ready to drop off each week! See page 3, item D 40

41. Class Sessions at the High School • Arrive at least 5 minutes before the class period begins • Keep in mind – high schools have dress codes Each time you arrive in the classroom… • Provide the teacher with a copy of your materials for that session • Don’t forget to bring/collect a Teacher Feedback formfor each session and turn it in to the CALIS office within two business daysof your session 41

42. Teacher Feedback forms You are responsible for providing a copy to your teacher at the start of each session! Turn to Page 6 of the TIRP Requirements & Guidelines packet 42

43. You must ensure that the teacher completes the form, collect it before you leave, and turn it in to the CALIS office! answers Feedback scores do not affect credit score!!! scores comments Remember: Forms are available on the Activities Database adoption signature 43

44. Other Teacher Feedback… Hi -- I wanted to let all of you know that I will be retiring this year. Thanks for the many USC students you sent my way. I believe many of them had a positive impact on the students. Professor Lamy must be thanked also for realizing the importance of the link between high school and college… All the best to you and the program. Try to keep it fresh and not just another burdensome requirement. The past years I noticed some students were just going through the motions and really did not want much contact with the teenagers. Then, of course, there were dedicated students with big hearts. Your program has made a difference in my classroom over many years. Thanks again. Jackie O’Dell 44

45. Last day to register to the Fall 2019 Webboardis Sept 26 at 5:00 p.m. 45

46. Your username is your first and last name • (just regular capitalization) • Example: Tommy Trojan • The 4 replies are your 4 reports 46

47. Report Guidelines • Start your report by stating the learning objective for the session as a focus question • The report must be at least 500 words (not including a title, name, heading, etc.) • Each report is reviewed by CALIS staff and is evaluated based on content • Include at least 3specific examples of students’ participation • Ex: Student A remarked that… I responded… This sparked the following discussion… • The report is due THREE CALENDAR DAYS after the session – you lose points for lateness 47

48. Report Guidelines Turn to Page 3 TIRP Requirements & Guidelines packet List the focus question from your Team Activity Plan Follow up questions • 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 IR vocabulary and concepts did you emphasize? • How did you present these? How did students respond? • How did they apply the analytical tool? • Did anything inspire you to adjust or re-frame your next session? • Include at least three specific student questions or comments that demonstrate their levels of understanding. • ***What did you learn from preparing and teaching this session? • How does teaching this topic relate to your studies or goals at USC? 48

49. Report Do’s and Don’ts • DON’T: “Student C correctly answered question 7 which asked to put the lines 41-44 into your own words.” • DO: “Student C made a comment on question 7 which talks about ‘what is right for people in America is right for people in the Amazon’. When I asked what the students thought that meant, Student C said that if we have justice, they should have justice, and not only that, but it should be the same justice. I believe this student hit it right on the nose with this answer because it is exactly what the case was saying, and it led to conversation about how with increasing globalization, rights are expected beyond borders.” 49

50. Report Do’s and Don’ts • DON’T:Student C asked if there was a way for the UN to punish countries who don’t comply with the UDHR. • DO:Student C asked if there was a way for the UN to punish countries who don’t comply with the UDHR. Student C stated that the fact that signing the UDHR is voluntary upset him. He remarked that despite UN and outside efforts, human rights violations are rampant to this day possibly because there is no international body truly governing. 50