Link to 5 Years of Observations and Evaluations

I had the opportunity to be observed by a few different administrators at my school. I definitely learned from the observations and and unexpected outcome was developing great collegial relationships with the administrators who visited my classroom. The documents are all in this folder. 

Paging Fareed Zakaria

Fareed Zakaria wrote an update to his book The Post-American World in 2011 called The Post-American World 2.0. He published an excerpt of his book on NPR and was interviewed on Fresh Air about it.

For our study of "diminishing state power," I had students write an update to his update. We then went on a social media campaign to try to get him to respond to the students' findings.

The students were motivated by the real-world application of this assignment and did a great job with the material.

Sadly, he has not responded yet, but I am not giving up.

@FareedZakaria High School IR class wrote suggested updates to your book "Post-American World 2.0" Thoughts? ow.ly/d/5bGR

Teaching Game Theory in IR

I find that teaching Game Theory, specifically the Prisoner's Dilemma, to be a bit dull. This year I spiced it up by writing a play. Next year I will spend more time working on the staging or consider "hiring" teacher actors to improve the delivery. Still, I think it was worthwhile and a better way to teach it. This lesson leads up to our study of strategy used during the Cuban Missile Crisis. 

What a Dilemma for a Prisoner

By Ms. Marcus

	Prisoner B stays silent (cooperates)	Prisoner B betrays (defects
Prisoner A stays silent (cooperates)	Each serves 1 year (-1, -1)	Prisoner A: 3 years Prisoner B: goes free (-3, 0)
Prisoner A betrays (defects)	Prisoner A: goes free Prisoner B: 3 years (0, -3)	Each serves 2 years (-2, -2)

Roles:

Prosecutor

Police Officer A

Prisoner A

Lawyer A

Police Officer B

Prisoner B

Lawyer B

In Room Number 1

Police Officer A:  We have arrested you for stealing a vegan chocolate bar from the cafeteria.

Prisoner A: You have no proof!

Lawyer A: You have no proof!

In Room Number 2

Police Officer B: We have arresting you for stealing a vegan almond bar from the cafeteria!

Prisoner B: You have no proof!

Lawyer B: You have no proof.

In Common Area:

Police Officer A: We have no proof, but we know he/she did it.  

Police Officer B: We have no proof, but we know he/she did it.

Prosecutor: Wait a minute. They both allegedly stole the vegan bars from the cafeteria. They must be part working together.

In Room Number 1

Police Officer A  and Prisoner A: Listen, we know you stole the vegan bar from the cafeteria.

Lawyer A and Prisoner A: You have no proof!

Prosecutor: We believe that there is a larger Prisoner conspiracy to steal vegan bars from the cafeteria. We have another thief in custody on the same charge. If you give him up before he gives you up, you will be set free, and the other Prisoner will get 3 years in prison.

Prisoner A: And if I don’t?????

Prosecutor: Well, if the other Prisoner gives you up, he/she goes free while you serve 3 years in prison.

Lawyer A: And if they both give each other up?

Prosecutor 1: They both get 2 years in prison.

Lawyer A: And if they both stay silent?

Prosecutor: Because I never lose a case, they will each serve 1 year in prison.

Lawyer A: Is he/she getting offered the same deal?

Prosecutor: Yes.

Prisoner A: What a dilemma for a prisoner!

Lawyer A: I want to draw this out for you, so you understand

In Room Number 2

Police Officer B and Prosecutor: Listen, we know you stole the vegan bar from the cafeteria.

Lawyer B and Prisoner B: You have no proof!

Prosecutor: We believe that there is a larger Prisoner conspiracy to steal vegan bars from the cafeteria. We have another thief in custody on the same charge. If you give him up before he gives you up, you will be set free, and the other Prisoner will get 3 years in prison.

Prisoner B: And if I don’t?????

Prosecutor: Well, if the other Prisoner gives you up, he/she goes free while you serve 3 years in prison.

Lawyer B: And if they both give each other up?

Prosecutor: They both get 2 years in prison.

Lawyer B: And if they both stay silent?

Prosecutor: Because I never lose a case, they will each serve 1 year in prison.

Lawyer B: Is he/she getting offered the same deal?

Prosecutor: Yes.

Prisoner B: What a dilemma for a prisoner!

Lawyer B: Let me draw it for you so you understand

In Room Number 1

(Prosecutor, Police Officer A, Prisoner A, Lawyer A)

Prosecutor: So, what will it be?

Lawyer A: Go ahead.

Prisoner A: My friend, Prisoner B, has masterminded a plan to steal vegan bars from the cafeteria. I just stole one on his behalf.

Prosecutor: I’ll be right back with you.

In Room Number 2

(Prosecutor, Police Officer B, Prisoner B, Lawyer B)

Prosecutor: So, what will it be?

Lawyer B: Go ahead.

Prisoner B: My friend, Prisoner A, has masterminded a plan to steal vegan bars from the cafeteria. I just stole one on his behalf.

Prosecutor to Police B: Bring the prisoner outside.

Prosecutor goes to Room Number 2

Prosecutor to Police B: Bring the prisoner outside.

In Common Area with Entire Cast Present

Prosecutor to both prisoners: You have both confessed and implicated the other. You are sentenced to 2 years in jail. And just so you know, you can’t be a vegan in prison.  

Why didn’t they just choose to stay silent? Because, according to the International Relations’ theory of Realism, every actor thinks every other actor is out for his own best interest. So according to the theory, you would assume betrayal.  

Modeling

One of the biggest challenges faced by teachers in the new world of teaching is modeling assignments for their students. I'm not referring to using prior students' papers, rather using our own work to help clarify our expectations. I think there are a few reasons for this:

1. Are we providing too many answers and too much support? (Coddling)

2. Is showing our work demonstrating an unfair expectation given that we are at a different stage in our lives and education? 

3. What if the students don't think it's good? Will I lose credibility in the classroom? 

I think all three reasons are credible excuses, but usually the benefits of modeling outweigh the negatives. Perhaps the only time I wouldn't provide a model is for a creative assignment, as creativity is more subjective, and I actually think students can exceed their teachers creative abilities if given the opportunity. Maybe I will change my mind about that. We will see. 

Here is an assignment that I recently modeled for my students. 

Read the following article and included excerpt.http://www.npr.org/2011/06/30/137522219/what-does-a-post-american-world-look-like

Assignment: Fareed Zakaria wants to publish an update to his book “The Post American World” He makes many claims in the first chapter of his book and in the NPR article. Choose one claim and recommend to the author what changes or additions should be made to provide an accurate depiction in 2016. This is an independent assignment and should be completed individually. If you need help, please seek out the instructor (me!).

Paragraph 1: State the original claim in your own words.

Paragraph 2: Update Mr. Zakaria on whether his claim has stayed the same or is different. Use and reference (talk about) three sources that support your update.

Paragraph 3: Conclude with your recommendation on what the text should say.

Here is my model! I hope I get a good grade....