Contemporary World

Revision Status: 1st Draft
Republic of the Philippines Revision Date: 15-Jun-2017

Western Mindanao State University Recommending approval: Department Head
[Name of the College] Concurred: Dean
[NAME OF THE DEPARTMENT] Approved: VPAA
OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN CONTEMPORARY WORLD

1st Semester, SY 2017-18
Western Mindanao State University

GOALS
Vision
The University of Choice for higher learning with strong research orientation Intro to the goals here
that produces professionals who are socially responsive to and responsible for
human development (change, improvement); ecological (conservation, a. Provide high quality (value, excellence) teacher education that is
maintenance, safeguarding) sustainability; and, peace and security within and responsive to education-for-all in the nation and education-for-
beyond the region. sustainable-development needs in the world.
Mission b. Realize the threefold institutional thrust of instruction, research and
community outreach in higher education; NCBTS/PPST-Philippine
The Western Mindanao State University, set in a culturally diverse Professional Standard for Teachers)
environment, shall pursue a vibrant socio-economic agenda that include: c. Hone students to the competencies and skills of a new breed of 21 st
 A relevant instruction paradigm (model) in the education and training century teachers, such as of information-media literacy-
of competent and responsive human resource for societal and industry communication skills, civic literacy, and global awareness, among
(productiveness) needs;
others;
 A home for intellectual formation that generates (creates, produces)
knowledge for people empowerment, social transformation and d. Create an environment for transformational leadership among
sustainable development; and; students who will be imbued (infused) with energy, enthusiasm
 A hub (center)where science, technology and innovation (revolution) (eagerness and passion) and passion for positive change in the
flourish enriched by the wisdom of the Arts and Letters, and teaching profession; and
Philosophy. Different philosopher’s paradigm e. Instill the value for lifelong learning among graduates who will not
only desire to become full fledge professionals but also molders and
artists who blend the natural qualities and strong desire to be the
best in the profession.
IPIL EXTERNAL STUDIES UNIT
WMSU-VPAA-FR-015.00 Page 1 of 18
GOALS
Bachelor of Science in [Name of Course] Program Outcomes
a b c d e
a. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values (6.3.6.c)   
b. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning (6.3.6.l)  
c. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education
  
(6.3.6.d)
d. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance, social justice and
  
respect for human rights (6.3.6.e)
e. Become an exemplar of Filipino values (6.3.6.f)  
f. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as peace and global education
  
teacher (6.3.6.n)
g. Demonstrate commitment to students' development for personal renewal and social transformation (6.3.6.h)    
h. Demonstrate competence in the conduct of research and utilization of results to improve peace and global education (6.3.6.j)  
COURSE CODE CW 101
COURSE NAME Contemporary World
PREREQUISITE None
COURSE CREDIT 3 Units (3 hours lecture)
COURSE DESCRIPTION This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness of
people and places around the globe. To this end, the course provides an overview of the various debates in global
governance, development, and sustainability. Beyond exposing the student to the world outside the Philippines, it
seeks to inculcate a sense of global citizenship and global ethical responsibility.
This course includes mandatory topics on population education in the context of population and demography.
COURSE LEARNING OUTCOMES:
Program Outcomes
At the end of the semester, the students can:
A B C D E F G H
1. Understand the issues confronting the nation-state 
2. Distinguish different interpretations of and approaches to globalization
3. Describe the emergence of global economic, political, social, and cultural systems
4. Assess the effects of globalization on different social units and their responses  
5. Analyze contemporary new events in the context of globalization 
6. Analyze global issues in relation to Filipinos and the Philippines   
7. Articulate personal positions on various global issues 
8. Identify the ethical implications of global citizenship
9.
TEXTBOOK [Complete name of textbook published within the last 5 years]
REFERENCE/S The following books will be used as major references
 [List of References using APA]
GRADE COMPONENT AND CORRESPONDING WEIGHT:
FINAL RATING
Midterm Grade......................40%
Final term Grade...................60%
100%
MIDTERM GRADE
Midterm Exam..........................................................40%
Quizzes......................................................................30%
Seatwork....................................................................10%
Group Work..............................................................10%
Assignment................................................................10%
100%
FINAL TERM GRADE
Final Term Exam......................................................40%
Quizzes......................................................................20%
Seatwork/Group Work..............................................20%
Project.......................................................................20%
100%
FORMULA FOR COMPUTING PERCENTAGE GRADES
Passing Grade = 75%
Percentage Grade = raw score / total number of items x 55 + 45

Example: raw score = 28, total items = 50
GRADE = 28/50 x 55 + 45
= 0.56 x 55 +45
=30.8 +45
=75.8%
TOTAL SCORE.................................28 correct out of 50 items

PERCENTAGE GRADE....................76%
NUMERICAL RATING.....................2.75
REMARKS........................................ PASSED
NUMERICAL
% EQUIVALENT
RATING
97-100 1.0
94-96 1.25
91-93 1.5
88-90 1.75
85-87 2.0
82-84 2.25
79-81 2.5
76-78 2.75
75 3.0
Below 75 5.0
Lacks requirements and/or final exam INC
Authorized Withdrawal (Dropped with permit) AW
Unauthorized Withdrawal (Dropped from class for non-

UW
attendance/non-appearance for 20% of prescribed attendance)
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 2 Hands-On Major Exam
 At least 6 Quizzes (3 quizzes midterm + 3 quizzes final term)
 1 Project for the final term
 Compilation of all exercise (MIDTERM-FINAL)
CONDITIONS FOR PERFORMANCE EVALUATION
 Active participation in all class activities.
 At least 55% passing in all exams and other graded requirements.
Syllabus for AS1 PGED- PEACE AND GLOBAL EDUCATION
Evidence of
Desired Student Learning Outcome-Based (OBA)
Outcomes Course
Time Course Content Outcomes/Competencies Activities Program Values
(Assessment Learning
Frame (No. of Hours Per Topic) At the end of each topic and (Teaching & Learning Outcomes Integration
of Learning Outcomes
semester, the students can Activities)
Outcome)
WEEK TOPIC 1: -Introduce self to classmates and Classroom sharing
1 teacher (Introductions) Oral
Course Overview -List expectations for the course Recitation
-Write a personal definition of Lecture
Classroom Policies globalization based on a concept
map Personal concept map of CLO 1, 2
globalization:
Students will engage in a
free association exercise of
ideas they associate with
"globalization". Based on the
C, D, E Appreciation
concepts they list; they will
synthesize a personal
definition of the concept.
Application of globalization
activity: Instructions at
Chapter 1 of textbook:
"Defining Globalization” by
Prince Kennex Reguyal
Aldaba. The Contemporary
World 6
WEEK Topic 2: -Differentiate the competing -Lecture Scoring
2-3 conceptions of globalization rubrics
Introduction to the Study -Identify the underlying -News Report critique:
of Globalization philosophies of the varying Students will find and read
definitions of globalization three newspaper op-eds
-Agree on a working definition for (local or international)
the course discussing globalization.
Before class, they will write
50-word summaries of each
Evidence of
Outcomes Course
Outcome)
op-ed, identifying what the
underlying definitions of
globalization the op-ed
writers use
Reading Materials
"Approaches to the Study of
Globalization" by Manfred B.
Steger’’
“Steger, Manfred B.
"Ideologies of
Globalization." 2005.
Journal of Political
Ideologies 10(1): 11-30
Topic 3 (x hours): -Define economic globalization Lecture/Discussion Oral
-Identify the actors that facilitate Questioning
The Global Economy economic globalization Debate: The students will
-Define the modern world system debate the motion "That Criteria for
-Articulate a stance on global global free trade has done Informal
economic integration more harm than go0d." Debate
Reading Materials
Chapter 9 of Textbook: "The
Globalization of Economic
Relations" by Istvan Benczes
Wallerstein, Immanuel.
2004. "The Modern World-
System as a Capitalist World
Evidence of
Outcomes Course
Outcome)
Economy: Production,
Surplus’-Value, and
Polarization. " In World-
Systems Analysis: An
Introduction. Durham &
London: Duke University
Press, pp. 23-41
Topic 4: -Explain the role of international Lecture/Discussion
financial institutions in the creation
Market Integration of a global economy Film viewing and discussion
-Narrate a shot history of global
WEEK market integration in the twentieth Reading Materials
4-5 century Chapter 17 of textbook: "The
-Identify the attributes of global Rise of the Global
corporations Corporation" by Deane
Neubauer
Bello, Walden F. 2006. "The

Reconciliation
Multiple Crises of Global
Capitalism. "In
Deglobalization: Ideas for a
New World Economy.
Quezon City: Ateneo de
Manila University Press, pp.
1-31
Film: "The Corporation"

directed by Mark Achbar
and Jennifer Abbott
Topic 5: -Explain the effects of globalization Lecture/ Discussion Oral
on governments Questioning Unity in
Global Interstate System -Identify the institutions that Reading materials Diversity
Evidence of
Outcomes Course
Outcome)
govern international relations Chapter 7 of textbook:
-Differentiate internationalism from "Governments and citizens
globalism in a Globally Interconnected
World of States" by Hans
Schattle
Mazower, Mark. 2006. "An

International Civilization?
Empire, Internationalism
and the Crisis of the Mid
-Twentieth Century."
International Affairs 82(3):
553-566.
Topic 6: -Identify the roles and functions of Lecture/Discussion Oral
the United Nations Questioning
Contemporary Global -Identify the challenges of global Reading Materials
Governance governance in the twenty-first Chapter 29 of textbook: "The
century United Nations Meets the
-Explain the relevance of the state Twenty-first Century:
amid globalization Confronting the Challenges
of Global Governance" by
Thomas G. Weiss and
Ramesh Thakur
Week
6-7 Hobsbawn, Eric J. 1996.
"The Future of the State."
Development and Change
27(2): 267 – 278
WEEK 9: MIDTERM EXAM ( 3 Hours)
Topic 7: -Define the term "Global South " Lecture/ Discussion Oral
-Differentiate the Global South from Questioning
Global Divides: the Third World Group Report
Evidence of
Outcomes Course
Outcome)
The North and the South -Analyze how a new conception of Rubrics for
(focus on Latin America) global relations emerged from the Graded Group Report: Reporting
experiences of Latin American Students will form groups of
countries 3-5. Each group will be
assigned a Latin American
country to report on. These
groups will deliver 10-
minute presentations on the
contemporary foreign and
economic policies of their
respective countries.
Reading materials
Chapter 12 of textbook:"
Locating the Global South"
by Lisandro E. Claudio
Connell, Raewyn. 2007.

"Dependency, Autonomy
and Culture. In Southern
Theory: The Global
Dynamics of Knowledge in
Social Science. Cambridge ,
UK: Press, pp. 139-163
WEEK Topic 8: -Differentiate between Lecture/ Discussion Oral
8 regionalization and globalization Questioning
Asian Regionalism -Identify the factors leading to a Group Report
greater integration of the Asian Rubrics for
Region.-Analyze how different Graded Group Report: Reporting
Asian states confront the challenges Students will form groups of
of globalization and regionalization 3-5. Each group will be
assigned an Asian country to
research and report on.
Evidence of
Outcomes Course
Outcome)
These groups will deliver 10-
minute presentations on the
contemporary foreign and
economic policies of their
respective countries
Reading Materials
"Globalization by Ehito
Kimura
Shiraishi, Takashi. 2006.

"The Third Wave: Southeast
Asia and Middle-Class
Formation in the Making of
a Region." The Dynamics of
East Asian Regionalism, ed.
Peter Katzenstein and
Takashi Shiraishi. Ithaca,
NY: Cornell University
Press, pp 237-71
WEEK Topic 9: -Synthesize knowledge concerning Essay: Students will be Analytic rubric
9 globalization asked to write 2,000 word for Essay
Synthesis essays answering one of Writing
these two questions:
1. How do we make
globalization more
just?
2. How is the state
affected by
globalization? How is
the nation affected by
Evidence of
Outcomes Course
Outcome)
globalization? Do
these
institutions/concepts
remain relevant?
Why/ Why not?
Topic 10: -Analyze how various media drive Lecture/ Discussion Oral
various forms of global integration Questioning
Global Media Cultures -Explain the dynamic between local Group Report
and global cultural production
Graded Group Report: Rubrics for
Students will be asked to Reporting
pick an Asian musical act
that became internationally
famous. In their group
report, they must answer the
following questions:
1. Where did the
musical act/ artist
WEEK
originate?
10
2. In which countries
did the artist become
famous?
3. How did the artist
become famous?
4. Why do you think the
artist became
famous?
Reading Materials
Chapter 22 of
textbookGlobalization" by
Yara El-Ghadban
WEEK Topic 11: -Explain how globalization affects Lecture/ Discussion Quiz on the
Evidence of
Outcomes Course
Outcome)
religious practices and beliefs reading
The Globalization of -Analyze the relationship between Discussion of film materials
Religion religion and global conflict and, Film: PBS Frontline: "The
conversely, global peace Rise of ISIS" Recitation
(http://www.pbs.org/wgbh/
frontline/film/rise-of-isis/)
Reading materials
"Religion and Globalization"
14-15
by Victor Roudometof
Chapter 43 of tetxtbook:
"Religion and Global
Conflict" by Mark
Juergensmeyer
Film: PBS Frontline: "The

Rise of ISIS"
(http://www.pbs.org/wgbh/
frontline/film/rise-of-isis)
WEEK Topic: -Identify the attributes of a global Lecture/ Discussion
16-17 city
The Global City -Analyze how cities serve as engines Group Report
of globalization Graded Group Report:
Students will form groups of
3-5. Each group will be
assigned a global city to
discuss and research on.
Their reports should answer
the following questions:
1. How would you
describe your city?
2. How is your city
Evidence of
Outcomes Course
Outcome)
known for?
3. What makes your
city a global city?
Reading materials
"Mobility, Diversity and
Community in the Global
City" by Val Colic-Peisker
Sassen, Saskia. 2005. "The

Global City: Introducing a
Concept." Brown Journal of
World Affairs XI(2): 27-43
Topic : -Explain the theory of demographic Lecture/ Discussion
transitions as it affects global
populations Quiz on the reading
Mandated topic: Global materials
Demography
Short research paper to
discuss the topic: Has the
Philippines undergone the
demographic transition?
Why or why not?
Reading materials
Lee, Ronald. 2003. "The
Demographic Transition:
Three Centuries of
Fundamental
Change."Journal of
Economic Perspectives
17(4): 167 -190.
Evidence of
Outcomes Course
Outcome)
Lesthaeghe, Ron. 2010. "The

Unfolding Story of the
Second Demographic
Transition. "Population and
Development Review 36(2):
211 -251.
Livi-Bacci, Massiomo.
2005. :Whar we can and
cannot Learn from the
History of World Population.
Population Studies: A
Journal of Demograhphy
69(S1): S21-S28
Evidence of
Outcomes Course
Outcome)
WEEK
FINAL EXAM (3 hrs)
18
Prepared By: Noted: Recommending Approval: Approved:
Queenzel Daryl B. Alacio Maria Michelle A. Helar Ricardo Somblingo Dr. Ma. Carla A. Ochotorena
Instructor Department Head Dean Vice-President for Academic Affairs

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Revision Status: 1st Draft

Republic of the Philippines Revision Date: 15-Jun-2017

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN CONTEMPORARY WORLD

Western Mindanao State University

IPIL EXTERNAL STUDIES UNIT

COURSE CODE CW 101

COURSE NAME Contemporary World

COURSE CREDIT 3 Units (3 hours lecture)

1. Understand the issues confronting the nation-state 

2. Distinguish different interpretations of and approaches to globalization

5. Analyze contemporary new events in the context of globalization 

6. Analyze global issues in relation to Filipinos and the Philippines   

7. Articulate personal positions on various global issues 

8. Identify the ethical implications of global citizenship

FORMULA FOR COMPUTING PERCENTAGE GRADES

Passing Grade = 75%

Percentage Grade = raw score / total number of items x 55 + 45

TOTAL SCORE.................................28 correct out of 50 items

Lacks requirements and/or final exam INC

Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-

Bello, Walden F. 2006. "The

Film: "The Corporation"

Mazower, Mark. 2006. "An

Connell, Raewyn. 2007.

Shiraishi, Takashi. 2006.

Film: PBS Frontline: "The

Sassen, Saskia. 2005. "The

Lesthaeghe, Ron. 2010. "The

Prepared By: Noted: Recommending Approval: Approved:

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