+6tSan Sebastian College-Recoletos de Cavite

Cavite City

OUTCOMES-BASED COURSE SYLLABUS

For 1st Semester, AY 2018 - 2019

COLLEGE OF ARTS, SCIENCES AND NURSING

GENERAL EDUCATION DEPARTMENT
CONTEMPORARY WORLD

VISION We envision San Sebastian College Recoletos de Cavite as a trusted Catholic community of quality learning
in the service of God in His creation and humanity.
MISSION We, the SSCR-de Cavite family, dedicate ourselves to the formation of the community members into Christ-
centered, professional and socially responsible leaders of society
CORE VALUES We value:
Prayer: Humility, Faith, Excellence, Marian Devotion
Truth: Discipline, Teamwork, Temperance
Service: Kindness, Compassion, Temperance, Fortitude, Justice and Prudence
INSTITUTIONAL To develop Sebastinian Graduates, imbued with Augustinian values, who are God-centered, professionally
GOAL competent and socially responsible individuals.
INSTITUTIONAL In continuously improving SSC-R de Cavite’s formative programs, we pledge to:
OBJECTIVES 1. Collaborate with the parents, alumni, public and private organizations;
2. Refine our research capabilities;
3. Empower students, faculty and staff for their welfare, and for the institution’s sustainability and
growth
4. Enhance resources significant to the attainment of the institution’s goals for its community members;
and
5. Deepen our Catholic culture integrate with the Filipino values.

GOAL OF THE Geared towards the development of spiritual, moral character, and personal discipline of students which are
COLLEGE properly integrated with the academic program.

OBJECTIVES OF SSC-RdC GE program shall develop the students with an extensive foundation of study that will:
THE DEPARTMENT  Inculcate a commitment of service to God and His creation;
 Nurture a sense of moral integrity;
  Widen cultural horizons; and
Augment critical and creative thinking

PROGRAM The graduate should:

OUTCOMES 1. Analyze “texts” (written, visual, oral) critically
2. Demonstrate proficient and effective communication(writing, speaking and use of technologies).
3. Use basic concepts across the domains of knowledge
4. Demonstrate critical, analytical and creative knowledge
5. Apply different analytical modes in problem solving..
6. Appreciate the complexity of the human condition.
7. Interpret the human experience from various perspectives..
8. Examine the contemporary world from both Philippine and global perspectives..
9. Take responsibility for knowing and being a Filipino.
10. Reflect critically on shared concerns.
11. Generate innovative practices and solutions guided by ethical standards.
12. Make decisions based on moral norms and imperatives.
13. Solve properly the real life problems and produce results in accordance to the Sebastinian values.
14. Advocate respect for human rights..
15. Contribute personally and meaningfully to the country’s development.

ALIGNMENT OF COURSE LEARNING OUTCOMES WITH SSCR-DC GRADUATE ATTRIBUTES

SSCRdC Graduate Attributes Course Learning Outcomes
God Centered CLO 2, 5 & 7
Communitarian and Socially Responsive CLO 3, 6 & 7
Professionally Competent CLO 1, 2 & 4
Continuously developing Filipino Catholic Sebastinian CLO 2, 5 & 6
<use CLO code #>

COURSE LEARNING OUTCOMES VS. PROGRAM LEARNING OUTCOMES MAPPING TABLE

After completing this course, the student must be able to: PROGRAM LEARNING OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Distinguish different interpretations of and approaches to √ √
globalization.
2. Describe the emergence of global economic, political, social and √ √ √
cultural systems.
 3. Analyze the contemporary drivers of globalization √ √ √
4. Understand the issues confronting the nation- state √ √ √
5. Analyze contemporary news events in the context of globalization. √ √ √
6. Analyze global issues in relation of Filipinos and the Philippines √ √ √
7. Articulate personal positions on various global issues . √ √
<use check in table and adjust column grid based on PLOs>

COURSE LEARNING OUTCOMES VS. PROGRAM LEARNING OUTCOMES MAPPING TABLE

After completing this course, the student must be able to: PROGRAM LEARNING OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Distinguish different interpretations of and approaches to globalization L O
2. Describe the emergence of global economic, political, social and L O P
cultural systems
3. Analyze the contemporary drivers of globalization P L O
4. . Understand the issues confronting the nation- state L P O
5. Analyze contemporary news events in the context of globalization. L O
6. Analyze global issues in relation of Filipinos and the Philippines O P O
7. Articulate personal positions on various global issues P O
*Level: I-Introductory E- Enabling D-Demonstrate
L-Learning P-Participating O-Opportunity

<select as apply either IED or LPO, adjust column grid based on PLOs>
COURSE LEARNING PLAN
COURSE MWW COURSE THE CONTEMPORARY WORLD 3 HOURS 54
CODE TITLE
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
COURSE DECRIPTION globalization. Using the various disciplines of the social sciences, it examines the economic, social,
political, technological, and other transformation 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 PRE-REQUISITE(S)
COURSE LEARNING After completing this course, the student must be able to:
OUTCOMES: 1. Distinguish different interpretations of and approaches to globalization
2. Describe the emergence of global, economic, political, social and cultural systems
3. Analyze the various contemporary drivers of globalization
4. Understand the issues confronting the nation state.
5. Analyze contemporary news, 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

COURSE COVERAGE
Topic Learning Performance Activities / Strategies Learning
Outcomes (TLO) Topics Time Indicators / Resources
Allotm Value(s)
ent Developed/
(Hrs.) Assessment
Tools
PRELIM

Introduce self to Course overview Discussion Classroom sharing

classmates and (Introductions)
teachers. Manfred Stegger, Paul
Lecture Battersby, and Joseph M
List expectations for the .Siracusa, 2014 The SAGE
Classroom policies
course Handbook of globalization

Recall course rules TEAM WORK

Write personal definition

of globalization based on
the concept map.

Differentiate the News report critique:

comparing conceptions Introduction to the 6 Students will find and read
of globalization study of globalization Quiz on the three newspaper op-ends Manfred Steger
reading (local and international) Approaches to the study of
Identify the underlying materials discussing globalization. globalization.
philosophies of the Before class, they will write
varying definitions of Manfred Steger
Recitation 50 word summaries of each
globalization Ideologies of globalization,
op-ed, identifying what the Journal of political ideologies
Agree on a working underlying definitions of
definition of globalization globalization the op-writers
for the course use.

Debate: The students will

debate the notion: That
Global free trade has done
more harm than good.

PRUDENCE
Define economic The global economy 9 Lecture
globalization Quiz on the reading
Quiz on the materials Government and citizens
Identify the actors reading in a globally
that facilitate materials interconnected world of
economic Case Digest on states
globalization Recitation international issues
The globalization of
Define the modern economic relations.
world system

Articulate a stance
on global economic
integration

JUSTICE
Explain the role of Discussion COMPASSION
international Market integration
financial institutions
in the creation of a
global economy. Quiz and in the reading
materials
Narrate a short
history of global Recitation Bello, The multiple crisis of
market integration in global capitalism “In
the 20th century deglobalization: Ideas for the
new world economy, Quezon
Identify the TEAM WORK City, Ateneo de Manila
attributes of global COMMUNITARIAN University
corporations.

Explain the effects of

globalization on The Global Interstate
governments system Lecture
Discussion Eschattle Harris
Identify the Governments and citizens in
institutions that a globally competitive world
govern international of states
relations

Differentiate
internationalism Graded group report
from globalism

TEAM WORK

Identify the roles and

functions of the Contemporary Quiz on the reading
United Nations Global governance material
Cruz, Isagani, International
Law, NBS
Identify the
challenges of global
governance in the Lecture/discussi COMMUNITARIAN
21st century on Weiss Thomas, The United
Nations Meets the 21st
century confronting the
Explain the recitation
challenges of global
relevance of the governance
state amid
globalization
Group Graded group report:
Global Divides: The discussion and Students will be assigned
Define the term North and the South 9 class an Asian country to
global south research and report on.
These groups will deliver a
10 minute presentation on
the contemporary foreign
and economic policies of
Differentiate the their respective countries.
global south from PRUDENCE
the Third World JUSTICE
Analyze how a new Graded group
conception of global report Ehinto Kimura
relations emerged “Globalization and the Asia
from the experiences ASIAN REGIONALISM Discussion Pacific and South East Asia
of Latin World
Countries
Midterm ESSAY: students will
Lecture be asked to write 2,000 word
discussion essays answering one of
Differentiate between these questions:
1. How do we make
globalization and
globalization more just?
regionalization 2. How is the state affected
Group report by globaization? How is
the nation affected by
globalization? Do these
institutions/concepts
remain relevant? Why or
why not?
 Takashi Shiraishi, The
dynamics of east Asian
regionalism

Essay writing
Analyze how
different Asian JUSTICE
States confront the
challenges of
globalization and
regionalization

Synthesize
knowledge
concerning
globalization Essay writing
Graded group report; Each
Synthesis group will be asked to pick
an Asian musical art that
became internationally
famous. In their group
reading report, they must answer
the following questions:
Quizz 1. Where did the
musical art
Group report originate?
2. In which countries
did the art became
famous?
3. How did the art
became famous?
4. Why do you think
the art became
 famous?
MIDTERM

Analyze how various Global media cultures TEAM WORK

media drive various COMPASSION
forms of global
integration
-Explain the dynamic
between local and 6 Quiz on the reading
global cultural materials
production

Jack Luie Globalization and

Explain how Recitation the media: Creating the
global village
globalization affects
religious practices
and beliefs

Lecture
THE GLOBALIZATION /discussion PRUDENCE
OF RELIGION

Roudometof Victor, Religion

and Globalization

“”The rise of ISIS” (film)

Mark Juergensmeyer
“ Religion and global conflict

Discussion of film
Analyze the
relationship between
religion and global
conflict and
conversely, global
peace

9 Quiz on the reading Graded Group report: Students Lee, Ronald, 2003 “ The
Identify the materials will be assigned a global city to demographic transition:
attributes of a global discuss and research on: Three centuries of
Graded Group
city fundamental change
report: 1. how would you describe
your city?.
The Global city 2. What is your city known
RECITATION for?
What makes your city a global
city?

Analyze how cities Short research paper to discuss

serve as an engines the topic: Has the Philippines
of globalization undergone the demographic
transition? Why or why not?

PRUDENCE
COMPASSION
COMMUNITARIAN

Explain the theory of Global Migration Quiz on the reading

demographic materials
transition as it
affects global Graded Group
population report:

RECITATION

Analyze the political,

economic, cultural, Research proposal Lecture on the
and social factors writing. methods of
underlying the global research
movements of
people
Write a research Research proposal
proposal with proper writing Students will draft their Mark Juergensmeyer
citation respective research “ Religion and global conflict
proposals
Critique research
proposals of
classmates COMPASSION

Differentiate stability sustainable 6 FILM: PBS frontline “The rise

from sustainability development of the ISIS
FILM VIEWING
Articulate models of
sustainable Global Food Security
development COMMUNITARIAN
Define global food
JUSTICE
security
Critique Models for
Food Security
 Personal Lee, Ronald, 2003 “ The
Articulate a personal Global Citizenship concept map of Independent Research and demographic transition:
definition of global 6 global writing Three centuries of
citizenship citizenship: fundamental change
Students will
-appreciate the ethical
obligations of global engage in a free Castels Stephen, 2000
citizenship association “International Migration
Research proposal exercise of at the beginning of the
writing ideas they 20th century: Global
associate with trends and issues”
global
citizenship. Sebastinian Plociennik
Based on this, “Sustainable Economic
they will Systems
synthesize a
personal
definition of the Michael, Philip, 2009: A
Write a research paper concept. Students will spend their food regime analysis of
on a topic related to Research writing Afterwards, they final week writing their the word food crisis
globalization with proper will list the research papers.
citation. obligations of a Monica Barthwal-Datta
global citizen Global Food Security
PRUDENCE “The challenge of
JUSTICE feeding the world”

Carter, April 2001.

‘Global Civil Service
Society: Acting as
global Citizens. “In the
Political Theory of
global citizenship.

FINALS
 *COURSE REQUIREMENTS AND CLASS POLICY

COURSE requirements Each student is required to:

1. Attend classes regularly
2. Participate in the class activities
3. Make reflection papers
4. Read the required text for the day in advance
5. Attendance will be checked before the class starts. A grace period of five (5) minutes will be
considered. Late students, although permitted to attend the class will be marked absent.
6. No late reports will be accepted.
7. Students are invited to seek the assistance of the faculty member on the scheduled consultation
hours
All major exam is a pen and paper exam

CLASSROOM RULES OF CONDUCT: The student’s responsibility is to come to each class prepared. He
Class Policy is also expected to take all examinations on the date scheduled. He is expected to attend each class and
participate actively in the discussions. As soon as the class begins, no one is allowed to leave the room
until the class ends unless, with permission and for justifiable reason. The student must be in complete
school uniform except on a wash day. He is also required to wear ID. Food and beverages and use of
mobile devices are not permitted in the classroom.

The student is responsible for any missed lessons and is NOT excused from not taking quizzes, nor from
not passing assignments. Late reports, assignments, project and/ or other class requirements will NOT be
accepted. Special examinations will be allowed only in special cases, such as prolonged illness and family
emergencies. The student is invited to seek the assistance of a faculty member based on the scheduled
consultation hours. The department head and/or dean may be consulted only for special cases.

ACADEMIC DISHONESTY
All SSC-RdC students are expected to be academically honest. Cheating, lying and other forms of
immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations
or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course
requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or
otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the
 work of another person as one’s own; collaborating without authority, with another student during an
examination or in preparing academic work; signing another student’s name on an attendance sheet; or
otherwise practicing scholastic dishonesty.

POLICY ON ATTENDANCES
It is the responsibility of the student to monitor his own absences and tardy incidents. The maximum
number of absences which a student may incur is 13% of the total class hours or 7 absences in an MWF
class or 5 absences in a TTH or MW class. Three instances of tardiness is equivalent to 1 absence. An
absence may be excused, if it supported by an Admission Slip issued by the college dean.

OTHER PROVISIONS
For other policies and guidelines, please refer to your Student Manual (Rev. 2014).
1. Attend classes regularly
2. Participate in the class activities
3. Make reflection papers
4. Read the required text for the day in advance
5. Attendance will be checked before the class starts. A grace period of five (5) minutes will
be considered. Late students, although permitted to attend the class will be marked absent.
6. No late reports will be accepted.
7. Students are invited to seek the assistance of the faculty member on the scheduled
consultation hours
All major exam is a pen and paper exam

GRADING SYSTEM

Written Works 35 %
Performance Tasks 40%
Major Assessments 25%
---------
Total 100%

The Written Work component ensures that the students are able to express skills and concepts in written form. Written work which includes
long quizzes and unit or long test help strengthen test-taking skills among learners. It is strongly recommended that items in long
quizzes/tests be distributed across the cognitive process dimensions so that all are adequately covered. Though these, learners are able to
practice for each term assessment. Other written work may include essay, written report and other written output.

The Performance Task component allows learners to show what they know about and are able to do the diverse ways. They may create or
innovate products or do performance based tasks. Performance based tasks may include skills demonstration, individual or group
presentations, oral work, multi-media presentations, case analysis, concept mapping, role playing and research projects. It is important to
note that written output may also be considered as performance tasks.

Major Assessment measures student learning at the end of every period (Prelim, Midterm, Final). This maybe in the form of objective
tests, performance-based assessment, or a combination thereof.

A. Main References
Steger, Manfred B. Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization.

Bello, Walden F.2006. “The Multiple Crises of Global Capitalism”. In Deglobalization: Ideas for a New World Economy, pp.1-31.
Quezon City: Ateneo de Manila University Press.

Castles, Stephen, 2000. “International Migration at the beginning of the 21 st Century: Global Trends and Issues” International
Social Science Journal 52 (165): 269-281

Lee, Ronald, 2003 “ The Demographic Transition: Three Centuries of Fundamental Change. “ Journal of Economic Perspectives”

B. Journals
Steger, Manfred B. 2005. “Ideologies of Globalization” –Journal of Political Ideologies 10(1): 11-30.
 C. Films:
“The Corporation” Directed by Mark Achbar and Jennifer Abbott

“The Price of Sugar” Directed by Bill Haney

“ The Rise of the ISIS” PBS Frontline (http://www.pbs.org./wgbh/frontline/film/rise-of-isis/)

Prepared by: Checked by: Approved by:

Name: Glenn R. Guerrero, Ph.D. Felixander A. Bagaiao, RL Jennifer B. Escobar , Ph.D.

Rank: Assistant Professor I STVL Librarian Dean, College of Arts, Sciences and Nursing
Contact Number:
Email Rev. Fr. James T. Bumangabang, OAR
Consultation Hours Ferdinand M. Garcia, Ed.D. Vice President for Academics
Date: Department Head, General Education