PWU-CDCEC CALAMBA

ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
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BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

Course Title: Building and Enhancing New Literacies Across the Curriculum
No. of Units: 3 Units
No. of Hours: 3 Hours every week for 18 weeks or 54 Hours for a semester.

Course Description: Building and Enhancing New Literacies Across the Curriculum

This course introduces the concepts of new literacies in the 21 st century as evolving social phenomena and shared cultural practices across learning
areas. The 21st century literacies shall include (a) globalization and multi-cultural literacy (b) social literacy (c) media literacy, (d) financial literacy, (e)
cyber literacy/digital literacy, (f) eco-literacy and (g) arts and creativity literacy. Field-based interdisciplinary explorations and other teaching
strategies shall be used in this course.

Learning Outcomes:

At the end of the course, the students should be able to:

Knowledge
1. Aims to broaden the scope of one’s experience of social relationships.
2. Intends to inform students of the technical assumptions of the field which include the processes of production, distribution, and consumption
of goods.
3. Enable students/teachers to know and understand the concepts, principles, skills, and values in sociology

Skills
1. Aims to equip social studies students with the working definition and explication of history, its social quality, its functions and importance in
education and society.
2. Design to assist students/teachers in distinguishing the values that belong to social relationships of all aspects.
3. Make the students aware of the political legacies of the ages, the developments in the field, and the problems and issues besetting the
community where on lives and resides as a citizen.
 Values
1. Enable the student/teacher to acquire fundamental and substantial formal knowledge about the historical, political, economic, socio-cultural,
sociological, and socio-psychological dimensions of education.
2. Acquire a strong desire and commitment to the tasks and functions of citizenship and civic life.

Course Outline and Timeframe:

Period
Week Topics
Covered
1-2  The Six Social Dimensions in The Basic and Interdisciplinary Forms
Prelim
3-4  The Historical Dimension of Education
5 Prelim Examination (July 16, 17, 18)
6-7  The Political Dimension of Education
Midterm
8-9  The Economic Dimension of Education
10 Midterm Examination (August 16, 17, 18)
11-12  The Cultural Dimension of Education
Pre-Fi
13-14  The Sociological Dimension of Education
15 Pre-Final Examination (September 17,18,19)
16  The Socio-psychological Dimension of Education
Final
17  Globalization and Education
18 Final Examination (October 18, 19, 20)
 Learning Plan:

PERIOD
LEARNING OUTCOMES TOPIC METHODOLOGY RESOURCES ASSESSMENT
COVERED
 The Six Social 1. What are the six From M.C. Lemon, The
L, O (K) Dimensions in The social dimensions of Discipline of History and Study Activities:
 Aims to broaden the Basic and education? the Discipline of Thought
scope of one’s Interdisciplinary 2. What are the (New York: Routledge, 1. Go over the objectives
experience of social Forms differences between 1955), Chapter 2 of this chapter. In what
relationships. Social science and way do you understand
O, P (V) Social studies? See Roff Gruner, these objectives? Use
 Enable the 3. As a person lives Philosophies of History your chosen
student/teacher to within the group, (England: Grower perspective.
acquire fundamental how actually it deals Publishing Co., Ltd., 2. Are the philosophical
and substantial with technical and 1985), 13 thinking skill used in
formal knowledge social aspects? the book indispensible
about the historical, in the study of the
political, economic, social dimensions? To
socio-cultural, test your
sociological, and understanding, explain
socio-psychological the difference among
PRELIM explication, analysis,
dimensions of
education. critical thinking, and
evaluation.

L, O, P (S)  The Historical
 Aims to equip social
studies students with
the working definition
and explication of
history, its social
quality, its functions
and importance in
education and
1. Engage the class in See Louis Gottschalk, ANALYZE
Dimension of an educational Understanding History
Education research on the (New York, Alfred M. 1. In your acquired
different teaching Knopf, Inc., 1969), 27-30, understanding of the
methods and 48-57 concept of history, what
approaches using ideas emerge as the
the historical See Albert M. Craig, et central meanings of
functions of al., The Heritage of history?
commemoration, World Civilizations, 2nd 2. Identify and explain the
veneration, tribute ed. (New York: historical methods.
 society.
L, P (S)
 Design to assist
students/teachers in
distinguishing the
values that belong to
social relationships of
all aspects.
 Prelim Examination (July 16, 17, 18)
L (V)  The Political
 Make the students
aware of the political
legacies of the ages,
the developments in
the field, and the
L, P (V)
 Acquire a strong
desire and
commitment to the
tasks and functions of
citizenship and civic
life.
O, P (K)
 To become lifetime
advocates of
MIDTERM authentic and
transformative politics
aided of certain
perspectives
constructed for the
giving, and Macmillan Publishing
informative- Co., 1990), 201
transformative
forms.
2. Make a social
history a distinct
requirement from
high school to
college with
emphasis on social
values.
1. What features of Ibid., 278-279 1. Cite some socio-
Dimension of democracy, Ibid., 288, 294-306 political and/or political
Education socialism, Ibid., 352-357 ideas taken from any
liberalism, of the Dialogues of
federalism, and George H. sabine and Plato, namely:
parliamentarism Thomas L. Thorson, A “Apology,” “Crato”,
are promotive of History of Political “Phaedo”, and “The
the common good Theory, 4th ed. (Thomson Republic.”
Learning, 1980)
and social
betterment more 2. In its formal inception
than state interest The author of Vindiciae in Greek history, what
2. Recors and classify Contra Tyrannos concepts and
all concepts, foreshadowed this community activities
theories, and passage in Sabine and indicate the politics has
schools of thought Thorson, 355-356 began?
with their
corresponding Sabine and Thorson, A
thinkers in world History of Political
history. Semi- Theory, 31
synthesize them
 purpose.

O, P (K)  The Economic 1. What is Equality See the “Republic” in the 1. Explain the meaning of
 Intends to inform Dimension of and equity? Dialogues of Plato in Socio-Economics
students of the Education 2. Discuss the Great Books of the 2. Evaluate and Analyze
technical following aspects: Western World, Vil. 7, the following:
assumptions of the - The (Encyclopedia Britannica,
field which include Technical Inc., 1952) - Feudalism
the processes of Aspect - Industrialization
production, - The Social Ibid., Chapters 3-15 - Capitalism
distribution, and Aspect - Multinationals
consumption of 3. What are the
goods. Socialist
P (S) Perspective in
 Aims to make Economic
students History?

1. Midterm Examination (August 16, 17, 18)

 L, P (S)  The Cultural 1. Discuss the Encyclopedia of Social 1.
 The students must Dimension of importance of cultural Anthropology,
be able to compute Education culture in social life. eds. Alan Barnard and 1. Analyze social reality into
the measures of 2. Study the life of the Jonathan Spencer different areas and
central tendency of a following (London and New York: relationships.
given data or scores. Philosopher: Routledge,1996)
2. Make a list of characteristics
a. Plato which you think belong to
b. Pierre Dubois culture and civilization,
c. Hugo Grotius respectively. Based on the list,
d. Condorcet explain the ways that make
e. Karl Marx culture different from
f. Edmund Burke civilizations.
g. J.S Mill
h. Kant and Green
PRE-FI

L, P (K)  The 1. What is Sociology? James W. Vander Explain further Durkheim’s

 Enable Sociological 2. Define Culture Zanden, Sociology: The distinction between mechanical
students/teachers to Dimension of 3. Explain the Nature of Core (New York: and organic solidarity.
know and Education Social Life McGraw-Hill,1993), 7-27
understand the
concepts, principles, Ibid., 910
skills, and values in
sociology

 Pre-Final Examination (September 17,18,19)

 L, O, P (K)  The Socio-
 Enable
students/teachers to
know and
understand the
concepts, principles,
skills, and values in
sociology that will
equip them both in
teaching the field and
living its principles.
L, P (K)  Globalization
FINAL
 Aims to make
students/teachers
fully informed about
the characteristics,
effects, and
implications of
globalization in the
country and in their
academic,
professional, and
negative effects of
the process.
 Final Examination (October 18, 19, 20)
1. Discuss the Social Stephen Worschel, Joel Critique the objectives and
psychological psychologists and Cooper, and George R. focus of social psychology at
Dimension of their contributions. Goethals, Understanding the present time.
Education 2. Facts, Concepts, Social Psychology, 4th
Principles, and ed. (Chicago, Illnois: The
Theories in Social Dorsey Press, 1988), 9-
Psychology 15
3. What are those
Social Scientific
Concepts and
Concerns
1. What are the world Norman Birnbum, The Group the students into 5
Crisis of Industrial
and Education issues in the social groups. Collect the scores
dimensions? Society. in pre-final exam of any two
subjects. Know the
2. What is the meaning Coulby and Zambeta, relationship between the
of the World Yearbook of scores of the two subjects
GLOBALIZATION? Education 2005, 10 by using the pearson r and
spearman rho correlation.
Interpret the data.
 Building and Enhancing New Literacies Across the Curriculum Course Map:

Building and Enhancing New

General Education (G.E.) Outcomes Literacies Across the
Curriculum
KNOWLEDGE
1. Aims to broaden the scope of one’s experience of social relationships.
2. Intends to inform students of the technical assumptions of the field which include the processes of production, distribution,
and consumption of goods.
3. Enable students/teachers to know and understand the concepts, principles, skills, and values in sociology

SKILLS
1. Aims to equip social studies students with the working definition and explication of history, its social quality, its functions
and importance in education and society.
2. Design to assist students/teachers in distinguishing the values that belong to social relationships of all aspects.
3. Make the students aware of the political legacies of the ages, the developments in the field, and the problems and issues
besetting the community where on lives and resides as a citizen.

VALUES
1. Enable the student/teacher to acquire fundamental and substantial formal knowledge about the historical, political,
economic, socio-cultural, sociological, and socio-psychological dimensions of education.
2. Acquire a strong desire and commitment to the tasks and functions of citizenship and civic life.

Legend:

L ……….Learned
P ……….Practiced
O ……….Opportunity to learn
Building and Enhancing New Literacies Across the Curriculum Required Readings and Other Materials:

From M.C. Lemon, The Discipline of History and the Discipline of Thought (New York: Routledge, 1955), Chapter 2

See Roff Gruner, Philosophies of History (England: Grower Publishing Co., Ltd., 1985), 13
See Louis Gottschalk, Understanding History (New York, Alfred M. Knopf, Inc., 1969), 27-30, 48-57

See Albert M. Craig, et al., The Heritage of World Civilizations, 2 nd ed. (New York: Macmillan Publishing Co., 1990), 201
Ibid., 278-279
Ibid., 288, 294-306
Ibid., 352-357

George H. sabine and Thomas L. Thorson, A History of Political Theory, 4th ed. (Thomson Learning, 1980)

The author of Vindiciae Contra Tyrannos foreshadowed this

passage in Sabine and Thorson, 355-356

Sabine and Thorson, A History of Political Theory, 31

See the “Republic” in the Dialogues of Plato in Great Books of the Western World, Vil. 7, (Encyclopedia Britannica, Inc., 1952)

Ibid., Chapters 3-15

Encyclopedia of Social cultural Anthropology , eds. Alan Barnard and Jonathan Spencer (London and New York: Routledge,1996)
James W. Vander Zanden, Sociology: The Core (New York: McGraw-Hill,1993), 7-27

Ibid., 910
Stephen Worschel, Joel Cooper, and George R. Goethals, Understanding Social Psychology, 4th ed. (Chicago, Illnois: The Dorsey Press, 1988), 9-
15
Norman Birnbum, The Crisis of Industrial Society.

Coulby and Zambeta, World Yearbook of Education 2005, 10