Ge 5 - The Contemporary World
Ge 5 - The Contemporary World
Ge 5 - The Contemporary World
01 06-Sep-2022
COURSE SYLLABUS
COURSE INFORMATION
COURSE CODE GE 5
COURSE TITLE THE CONTEMPORARY WORLD
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 UNITS
CLASS HOURS 54 hours
COURSE
PREREQUISITE/ NONE
CO-REQUISITE
COURSE SCHEDULE BEED- Monday 9:00-10:00, Tuesday 4:00-5:00, Thursday 11:00-12:00
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory
decision making, and accountability.
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build
personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth.
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international
human capital market through relevant and comprehensive programs.
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents
and elevate the welfare of the multi-sectoral communities and,
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
Confident 2. Express eloquently/confidently both in spoken • Display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and
and in written the latest trends in the field of learning process, as well as exhibit the needed skills in the use of communication
education by employing effective strategies in
strategies, teaching strategies and technologies to promote high-quality learning
teaching.
outcomes.
Problem-Solver 3. Address the challenges and felt needs in the local ▪ Encourage the celebration of diversity in the classroom and the need for teaching
and global society. practices that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
Goal Oriented 4. Set priorities and work with strong determinations ▪ Interact with the national and local curriculum requirements.
to accomplish quality outputs. ▪ Apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources.
▪ Communicate learning goals to support learner participation, understanding and
achievement.
Creative and Self- 5. Manifest innovativeness, competitiveness and ▪ Value personal and professional reflection and learning to improve their practice.
Directed competencies to grow personally and professionally ▪ Assume responsibility for personal growth and professional development for lifelong
learning.
Knowledgeable 6. Demonstrate in-depth knowledge and ▪ Recognize the importance of mastery of content knowledge and its interconnectedness
understanding in education: Teaching Learning within and across curriculum areas, coupled with a sound and critical understanding of
Cycle, The Teacher Preparation Process, Issues in the application of theories and principles of teaching and learning.
Education, Ethics and Professionalism, Rewards
and Challenges, Self-growth, and Self-
responsibility.
Lifelong Learner 7. Pursue life-long learning for personal and ▪ Value personal growth and professional development and exhibit high personal regard
professional growth. for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. Disseminate best management practices (BMPs)
developed from the enterprise.
Competent and 8. Demonstrate 21st Century skills (Communication, ▪ Facilitate and inspire student learning and creativity so that all students achieve in the
Collaborative Creativity, Critical Thinking, and Collaboration) global society.
required in the national and international market. ▪ Facilitate learning in multiple modalities.
▪ Use the full range of digital-age tools to improve student engagement and achievement.
Socially Aware 9. Practice socio-civic responsibilities and ▪ Establish school-community partnerships aimed at enriching the learning environment,
environmental awareness to promote the welfare of as well as the community’s engagement in the educative process.
various sectors of the community.
Ethical and Morally 10. Demonstrate a strong sense of spirituality and ▪ Demonstrate awareness of existing laws and regulations that apply to the teaching
Upright morality to preserve a dignified public image. profession and become familiar with the responsibilities specified in the Code of Ethics
for Professional Teachers.
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 peoples 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 OUTCOMES
CO1, CO5, The Structures of B. The Global Economy 4 Synchronous Synchronous Synchronous
CO6 Globalization • Quescussion (classroom • MS Teams • Class Recitation
1. Define economic sharing of inputs and • Facebook-messenger • Assignment and
CO1, CO5 globalization. questions about the • Audio-Visual Presentations Activity
2. Identify the actors concept of economic from the reading
that facilitate globalization) materials
• Research and study the
economic
Modern World System and
globalization. the Global Economic
3. Define the modern Integration
world system. • Wisdom from experts:
4. Articulate a stance Interview experts in
on global economic economics and let them
integration share their stand on
economic globalization.
CO1. CO5 1. Explain the role of C. Market Integration 3 Synchronous Synchronous Synchronous
international • Quescussion (classroom • MS Teams • Class Recitation
financial institutions sharing of inputs and • Facebook-messenger • Study Guide:
in the creation of a questions about the role of • Audio-Visual Presentations Assignment;
international financial Activity
global economy.
institutions in the creation • Reading
2. Narrate a short of global economy) Assignment
history of global • Film viewing
market integration • Peer Writing Task; creation
in the twentieth of concept paper about the
century. global corporations; their
3. Identify the attributes, related issues,
and development
attributes of global
corporations. In-person In-person In-person
• Misconception Check: • Lecture • Class Recitation
Identifying false about the • Group Discussion • Presentation of
History of global Market • Power point presentation the Concept
Integration • Additional Reading Paper Create
Materials: Study Guide; • QUIZ
Selected reading materials
CO1 1. Explain the effects of D. The Global Interstate 3 Synchronous Synchronous Synchronous
CO5 globalization on System • Online graded recitation • MS Teams • Online Graded
governments. • Essay: Answer the • Facebook-messenger Recitation
2. Identify the following questions below: • Audio-Visual Presentations • Study Guide:
What are the positive and Assignment;
institutions that
negative effects of Activity
govern international globalization in the • Reading
relations. following fields: 1) Assignment
3. Differentiate International Political
internationalism from Arena; 2) Philippine
globalism. Government
• Study Guide: Activity
• Assignment: Research
about the following
International Organizations
(IOs) and International
Governmental
Organizations (IGOs)
In-person
• Graded Recitation
• Group presentations about In-person In-person
the negative and positive • Lecture • Class recitation
effects of globalization in • Group Discussion • Individual/Group
the Philippine setting (Re- • Power point presentation Seat work
enactment) • Additional Reading • Reading
Materials: Study Guide; Comprehension
Selected reading materials • OBE: ON-THE-
SPOT Group
presentations/Re
-enactment
CO4 1. Identify the roles and E. Contemporary Global 3 Synchronous Synchronous Synchronous
CO5 functions of the Governance • Online graded recitation • Facebook-messenger • Study Guide:
United Nations. • Essay: Describe the six • Audio-Visual Presentations Assignment;
2. Identify the organs of the United Activity
Nations and their specific • Reading
challenges of global
roles and functions. Assignment
governance in the • Presentation of challenges
21st century. of global governance in the
3. Explain the relevance 21st century.
of the state amid • Study Guide: Activity
globalization. • Research about the four
elements of state and its
importance
In-person
In-person In-person • Class recitation
• Graded Recitation • Lecture • Individual/Group
• Group presentations about • Group Discussion Seat work
the challenges of global • Power point presentation • Reading
governance in the 21st Comprehension
century. (Re-enactment) • OBE: ON-THE-
SPOT Group
presentations/Re
-enactment
CO1 1. Define the term “Global F. The Global Divides: 3 Synchronous Synchronous Synchronous
CO3 South and Global The North and the South • Online graded recitation • Facebook-messenger • Study Guide:
North.” • Essay: Define and • Audio-Visual Presentations Assignment;
2. Differentiate the Global differentiate the term Activity
Global South and Global • Reading
South from the Third
North Assignment
World. • Study Guide: Activity
3. Analyze how a new • Research about the new
conception of global conception of global
relations emerged from relations emerged from the
the experiences of Latin experiences of Latin
American Countries. American Countries.
In-person In person
• Lecture/discussion • Flash Card (icon or In-person
• Personal concept map of corporate brands) • Quiz on global
global citizenship: citizenship
Students will engage in a free
association exercise of ideas
they associate with “global
In-person In-person
In-person
• Film •
• Film Viewing Quiz
“The Price of Sugar” directed by: Bill
Haney
CO6, CO7 1. Define global food G. Towards a 3 Synchronous Synchronous Synchronous
security. Sustainable World • Lecture/ Discussion • PowerPoint Presentation • Recitation
2. Critique existing models • Group Activity to present best • Reading Materials • Poster Slogan
Sustainable practices of other countries as Chapter 48 of textbook: • Reflection
of global food security. possible solutions to the “Sustainable
Development
different and current problems Economic Systems” by
in the Philippines. Sebastian Plóciennik
FINAL EXAMINATION 1
Total no. of Hours 54
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books B. Electronic Sources
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The
SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE Electronic Sources
Publications. https://www.socialstudies.org/position-statements/early-childhood-social-studies-context
C. Textbook http://ocw.umb.edu/early-education-development/eec-preschool-learning-standards-and-
Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular guidelines/social-science-
Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal readings/Social%20Studies%20in%20Early%20Childhood%20Curricula.pdf/at_download/file.
21(2): 149–171. pdf
Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In https://www.mbaea.org/media/documents/Young_Children__March_2014_Social_S_F240BF
Deglobalization: Ideas for a New World Economy, pp. 1-31. Quezon City: Ateneo B7A4BAC.pdf
de Manila University Press. https://schoolbag.info/pedagogy/early/72.html
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty- https://www.pearson.com/us/higher-education/professional---career/education/early-
First Century: Global Trends and Issues.”International Social Science Journal childhood-education/early-childhood-education/social-studies-in-early-childhood.html
52 (165): 269–281. https://www.scholastic.com/parents/school-success/school-life/grade-by-grade/preparing-
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The preschool-social-studies.html
Political Theory of Global Citizenship, pp. 147-176 London: Routledge. Connell,
Raewyn. 2007. “Dependency, Autonomy and Culture. In Southern Theory: The
Global Dynamics of Knowledge in Social Science, pp. 139-163. Cambridge, UK:
Polity Press.
Hobsbawm, Eric J. 1996. “The Future of the State.” Development and Change
27(2): 267–278.
Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of
Fundamental Change.” Journal of Economic Perspectives 17(4): 167–190.
Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic
Transition.” Population and Development Review 36(2): 211–251.
Livi-Bacci, Massiomo. 205. “What We Can and Cannot Learn from the History
of World Population. Population Studies: A Journal of Demography 69(S1): S21–
S28.
Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism
and the Crisis of the Mid-Twentieth Century.”International Affairs 82(3): 553–
566.
McMichael, Philip. 2009.“A Food Regime Analysis of the World Food
Crisis.”Agriculture and Human Values 26(4): 281-295.
Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal
of World AffairsXI(2): 27-43.
COURSE REQUIREMENTS
Midterm Grade
Midterm exam 40%
Attendance/Recitation/Quizzes 30%
Home-Based Requirements 30%
100%
Final Term Grade
Final exam 40%
Attendance/Recitation/Quizzes 30%
Home-Based Requirements 30%
100%
REVISION HISTORY
REVISION DATE OF
DATE OF REVISION HIGHLIGHTS OF REVISION
NUMBER IMPLEMENTATION
2022-01 September 7-12,2022 September 19, 2022 Program Outcomes, Learning Activities, Learning Materials and Platforms and Assessments
(AY 2022-2023)
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED
Prepared by the: September 12, 2022
EDELYN P. ARABE- PSU URDANETA
Focal Person
Faculty REGINALD AUSTRIA-PSU BAYAMBANG September 12, 2022
IRENE NOE-PSU ALAMINOS September 12, 2022
RINALYN AYHON- PSU STA MARIA September 12, 2022
Endorsed by the Council of Deans and Department Chairs on : September 13, 2022
FACULTY CONTACT INFORMATION
RINALYN U. AYHON FLORITA C. BALANSAY, MAED GEMMA M. DE VERA, Ph. D HONORIO L. CASCOLAN, Ph. D
Faculty Department Chairperson College Dean Campus Executive Director