LOURDES COLLEGE

Inc.
Cagayan De Oro City

Syllabus for Online Learning

I. COURSE TITLE : SSE8 - World History 2

Prerequisite Subject/s : None

II. COURSE CREDIT : 3 Units

III. COURSE DESCRIPTION : The course guides the students to demonstrate an understanding of the global overview to various human
experiences, patterns of development and connections among peoples, societies and nations. It also leads the
students to demonstrate an understanding on topics related to industrial revolution, scientific and commercial
revolution, world wars, and issues in modern world to contemporary periods.

IV. COURSE OUTCOMES:

At the end of the course, the pre-service teachers can:

CO1. demonstrate knowledge and understanding of the global overview to various human experiences, patterns of development and
connections among peoples, societies and nations;

CO2. demonstrate knowledge and understanding on topics related to industrial revolution, scientific and commercial revolution, world
wars, and issues in modern world to contemporary periods; and

CO3. apply critical and creative thinking on the issues in modern world to contemporary period.
 V. LEARNING OUTCOMES AND COURSE OUTPUTS:

Week #
(10 weeks with 5 hours per Course Outcomes
week + 1 hour (only the Course Four-Pronged Integration Expected Output /
Topics Learning Outcomes
academic consultation Outcome Number: e.g. (Process Questions) Assessment
(synchronous and CO1, CO2, CO3, etc.)
asynchronous)

Synchronous: At the end of these weeks, the preservice
I. Introduction teacher (PST) should be able to:
A. Connecting Hemispheres
1. European Renaissance and a. describe how Italy became the birthplace of
Reformation CO1, CO3 the Renaissance and how the humanism
a. Italy: Birthplace of became the central theme of the
the Renaissance Renaissance;
b. Humanism b. explain how the Renaissance revolutionize
Week 1 & 2 c. Martin Luther and the arts;
the Reformation c. recognize the works of great Renaissance
artists and identify the contributions of the
2. The Catholic Counter Northern Renaissance movement;
Reformation d. examine the causes of the Reformation;
e. describe how Martin Luther led the
Asynchronous:
Reformation and how the Catholic Church
B. The Expansion of the Muslim World
responded to the Protestant movement; and
a. The Ottomans Build a Vast
CO1 f. explain how England became a Protestant
Empire
b. Cultural Blending in the nation and how the Reformation and
Ottoman Counterreformation led to holy wars in
c. The Mughal Empire in India Europe;
g. describe the expansion of Islam using a
map or globe; how the Turks established
the Ottoman Empire; how powerful Islamic
sultans spurred the dramatic expansion of
Islam and the different cultural elements
which blended in the Ottoman Empire; and
h. explain how conquests and cultural
interaction fueled the development of the
Safavid empire; the emergence of the
Recitation Through a Debate
Core/Related Value: (“Was the Reformation a
Excellence / Competence. Mistake?”)
How can we show our competence by
means of studying history? Written Quiz
Social Integration: Recitation By tracing the
Cultural Understanding is a needed expansion of different
behavior during globalization. How can empires in India using map or
understanding the history of the Muslim globe
World Expansion allows the development
of a Cultural Understanding?
Subject Across Discipline:
In History, the origins of subjects are
studied in order to explain why they occur.
Why is learning the history of Christianity
important to study today?
Biblical Scripture:
WHy should we equally respect someone
regardless of their race and origin?
Galatians 3:28 ESV
There is neither Jew nor Greek, there is
neither slave nor free, there is no male
and female, for you are all one in Christ
Jesus.

Week #
(10 weeks with 5 hours per
week + 1 hour
academic consultation Topics
(synchronous and
asynchronous)
Synchronous:
C. Age of Exploration
a. Europeans Explore the East
b. China Limits European
Contacts
c. Japan Returns to Isolation
Asynchronous:
D. The Atlantic World
a. Spain Builds an American
Empire
b. European Nations Settle in
North America
c. The Atlantic Slave Trade
d. The Columbian Exchange and
Week 3 & 4 Global Trade
Mughal Empire in India and how the Mughal
emperors unified a vast empire with
different nationalities
Course Outcomes
(only the Course Learning Outcomes
Outcome Number: e.g. (SMART)
CO1, CO2, CO3, etc.)
At the end of these weeks, the preservice
teacher (PST) should be able to:
a. explain the mains reasons why
CO1 Europeans catapulted themselves in the
forefront of the Age of Exploration and
how advancements in science and
technology enabled Europeans to explore
other parts of the world;
b. trace the routes of European navigators
during the early stage of the Age of
Exploration by drawing maps;
c. discuss the emergence of the trading
CO1 empires in the Indian Ocean;
d. explain the contributions of the Age of
Exploration to human interaction and the
life of the Japanese during the Tokugawa
period;
e. point out the advantages and
disadvantages of feudal Japan’s closed
door policy;
f. trace the route of Christopher Columbus in
his discovery of the Americas in the map;
g. discuss the timeline of the Spanish
conquests of Mexico and other American
nations;
h. describe the expansion of Spanish and
Portuguese territories in the New World;
i. differentiate the competing claims of
European powers in North America;
j. describe the arrival and establishment of
settlements of the English in North
America;
Expected Output /
Four-Pronged Integration Assessment
(Process Questions) (Brief Description of the
Assessment/Output)
Recitation By tracing and
Core/Related Value: explaining the routes of the
Excellence / Courage. European navigation and that
How does Courage reflect the explorers of enabled them to explore other
the olden times? parts of the world
Social Integration: Recitation By tracing and
Trade and Exportation is evidence of discussing route of
globalization brought by the past. How did Christopher Columbus in his
the past explorations evolve into the trade discovery of America
and exploration today?
Written Quiz
Subject Across Discipline:
In Economics, Imports and Exports are a
manifestation of global trade. How does
this global trade impact the economic
status of a country?
Biblical Scripture:
What should we do when we get afraid of
the unknown?
Deuteronomy 31:6 ESV
Be strong and courageous. Do not fear or
be in dread of them, for it is the Lord your
God who goes with you. He will not leave
you or forsake you.”

Week #
(10 weeks with 5 hours per Course Outcomes
week + 1 hour
Topics
academic consultation Outcome Number: e.g.
(synchronous and CO1, CO2, CO3, etc.)
asynchronous)
Synchronous:
E. ABSOLUTISM TO
REVOLUTION
1. Absolute Monarchs in Europe
a. Spain’s Empire and
European Absolutism
b. The Reign of Louis XIV
c. Central European
Monarchs Clash d.
Absolute Rulers of Russia
e. Parliament Limits the
Power of the English
Monarch
Week 5 & 6
Asynchronous:
2. Enlightenment and Revolution
a. The Scientific
Revolution
b. The Enlightenment in
Europe
c. The Enlightenment
Spreads
d. The American
Revolution
k. discuss how the Native Americans
responded to the encroachment of their
lands by the Europeans and the causes of
African slavery;
l. describe the struggles of Africans in their
voyage to the Americas as slaves; and
m. explain how slavery became a pillar of
the economy of the New World and the
impact of the slave trade to the New
World.
(only the Course Learning Outcomes
(SMART)
At the end of the week, the preservice
teacher (PST) should be able to:
a. explain critically how Europe became a
hotbed of absolutist monarchical rule;
b. compare and contrast the styles of
governance of the absolute monarchs
CO1 of Europe;
c. describe the benefits and drawbacks of
having an absolute ruler;
d. describe Spain under absolute
monarchy;
e. explain how religious wars and power
struggles led to the emergence of
absolute monarchy in France;
f. discuss the political philosophies of the
French writers Montaigne and
Descartes;
g. examine the policies and lifestyle of
CO2, CO3 Louis XIV of France;
a. explain how the Scientific Revolution
became the foundation of modern
science;
h. discuss the great discoveries and
inventions during the Scientific
Revolution which still have an impact
in today’s society;
Expected Output /
Four-Pronged Integration Assessment
(Process Questions) (Brief Description of the
Assessment/Output)
Recitation
Core/Related Value:
Faith / Nationalism. Written Quiz
How does the act of revolution reflect the
nationalism of the people that conducted Presentation of the created
it? timeline showcasing the
English civil war, restoration
Social Integration: and revolution
Wars and conflict are an effect of power
struggles and clashing of ideologies and Debate (Provide Rubrics)
beliefs. How does War and Conflict today
impact its surroundings and to its people? Presentation of the created
timeline on the establishment
Subject Across Discipline: of the United States of
In Science and Technology, advancement America
of technology is explained, especially for
weaponry and warfare. How does the
advancement of weaponry and warfare
impact the wars and revolutions in the
past and today?
Biblical Scripture:
Will becoming an upright person prevent
conflict and power struggles?
Job 2:3 ESV
And the Lord said to Satan, “Have you

Week #
(10 weeks with 5 hours per
week + 1 hour
Topics
academic consultation
(synchronous and
asynchronous)
Synchronous:
3. The French Revolution and
Napoleon
a. The French Revolution
Begins
b. Revolution Brings
Reform and Terror
c. Napoleon Forges an
Empire
d. The Collapse of
Week 7 & 8 Napoleon’s Empire
e. The Congress of
Vienna
Asynchronous:
4. Nationalist Revolutions Sweep the
West
a. Latin American Wins
Independence
b. Europe Faces Revolutions
c. The Emergence of European
Revolution
i. differentiate the two views of government considered my servant Job, that there is
by Hobbes and Locke; none like him on the earth, a blameless
j. describe the five core beliefs of the and upright man, who fears God and
French philosophes; and turns away from evil? He still holds fast
k. discuss the role of women during the his integrity, although you incited me
Enlightenment; against him to destroy him without
reason.”
Course Outcomes Expected Output /
(only the Course Learning Outcomes Four-Pronged Integration Assessment
Outcome Number: e.g. (SMART) (Process Questions) (Brief Description of the
CO1, CO2, CO3, etc.) Assessment/Output)
At the end of these weeks, the preservice Core/Related Value: Recitation
teacher (PST) should be able to: Faith / Nationalism.
How does the act of revolution reflect the Written Quiz
a. describe how economic and social nationalism of the people that conducted
inequalities in the Old Regime helped cause it? Presentation of the Output -
the French Revolution, the forces of change critique on the old order of
CO2 which brought about the French Revolution Social Integration: France -the timeline of
and how the French Revolution brought both Reformation is an idea of change and for Napoleon Bonaparte
reform and terror to the nation; change.
b. explain the policies of Napoleon as the first Why is reformation important, especially Reflection Paper (on
French emperor, the events which led to the when change is deemed necessary? America’s revolts against
fall of Napoleon’s empire and his own colonial rulers)
downfall; Subject Across Discipline:
c. discuss the plans of Matternich for Europe In Politics and Governance, change is
after Napoleon’s fall and the political changes evident in order to create a ripple impact
brought about by the convening of the to a country.
Congress of Vienna; How does reformation and change of
d. discuss how Latin American nations fought ways impact the community?
colonial rule;
CO2, CO3 e. the colonial society in Latin America, and Biblical Scripture:
the reasons why the peoples of the Americas How does transformation of the self reflect
revolted against their colonial rulers; and goodness?
f. explain how liberal and nationalist uprisings
challenged the old conservative order of Romans 12:1-2 ESV
Europe. I appeal to you therefore, brothers, by the
mercies of God, to present your bodies as
a living sacrifice, holy and acceptable to
 God, which is your spiritual worship. Do
not be conformed to this world, but be
transformed by the renewal of your mind,
that by testing you may discern what is
the will of God, what is good and
acceptable and perfect.

Week #
(10 weeks with 5 hours per Course Outcomes Expected Output /
week + 1 hour (only the Course Learning Outcomes Four-Pronged Integration Assessment
Topics
academic consultation Outcome Number: e.g. (SMART) (Process Questions) (Brief Description of the
(synchronous and CO1, CO2, CO3, etc.) Assessment/Output)
asynchronous)

Synchronous: At the end of these weeks, the preservice Recitation

F. INDUSTRIALISM AND THE
RACE FOR EMPIRE
1. The Industrial Revolution
a. The Beginnings of
Industrialization
b. Industrialization in
Europe
c. Industrialization
Week 9 & 10 Spreads
d. Reforming the
Industrial World
Asynchronous:
G. THE WORLD AT WAR
1. The First World War
a. Marching Towards War
b. Europe Plunges into War
c. The League of Nations
2. World War II
a. Hitler’s Lightning War
b. The Holocaust
teacher (PST) should be able to:
a. discuss why the Industrial Revolution
started in Britain;
b. identify the main inventions which
CO2 revolutionized the industrial age;
c. explain how inventions spurred
industrialization;
d. discuss the advantages and
disadvantages brought about by the
Industrial Revolution;
e. describe how the Industrial Revolution
spread;
f. explain how military built up, nationalistic
feelings and rival alliances set the stage for
the First World War;
g. discuss the victories and failures of the
League of Nations;
h. describe the results of Hitler’s blitzkrieg in
his invasion of European nations; and
CO2, CO3 i. discuss the chilling effects of the
Holocaust to civilization.
Core/Related Value:
Excellence / Competence. Interactive Quiz
How does the industrial revolution
manifest the competence of civilization? Presentation of the created
timeline on the development
Social Integration: of transportation and
War and Conflict still exist nowadays. communication (outputs will
How does war and conflict between be evaluated through a
nations impact the people and the Rubric)
communities?
Recitation/Sharing of opinion
Subject Across Discipline: on the viewed documentary
In International Studies, diplomatic
relations are observed in order to create Movie Critique (on the movie
harmony between nations. Why is “The Schindler’s List” or “The
harmony between nations important for Pianist” or other similar
the welfare of the citizens? movies related to world war)
Biblical Scripture:
Why is peace valuable in this time and
age?
Matthew 5:9 ESV
Blessed are the peacemakers, for they
shall be called sons of God.
V. MODE OF CONSULTATION:
Learning Management System/Online Classroom Code :
Social Media Group Chat :
FB Account :
Consultation Schedule : Every Monday and Thursday 10:00 AM to 12:00 NN

VI. ASSESSMENTS

Criteria for Grading

Dimensions For Major Subjects of Board Courses
Performance Tasks 50 %
Quizzes, Assignments 20%
Term Examinations 30 %
Total 100 %

VII. SCOPE/SEQUENCE:
I. Introduction
A. Connecting Hemispheres
1. European Renaissance and Reformation
a. Italy: Birthplace of the Renaissance
b. Humanism
c. Martin Luther and the Reformation

2. The Catholic Counterreformation

B. The Expansion of the Muslim World

a. The Ottomans Build a Vast Empire
 b. Cultural Blending in the Ottoman
c. The Mughal Empire in India
C. Age of Exploration
a. Europeans Explore the East
b. China Limits European Contacts
c. Japan Returns to Isolation

D. The Atlantic World

a. Spain Builds an American Empire
b. European Nations Settle in North America
c. The Atlantic Slave Trade
d. The Columbian Exchange and Global Trade

E. ABSOLUTISM TO REVOLUTION
1. Absolute Monarchs in Europe
a. Spain’s Empire and European Absolutism
b. The Reign of Louis XIV
c. Central European Monarchs Clash d. Absolute Rulers of Russia
e. Parliament Limits the Power of the English Monarch
2. Enlightenment and Revolution
a. The Scientific Revolution
b. The Enlightenment in Europe
c. The Enlightenment Spreads
d. The American Revolution
3. The French Revolution and Napoleon
a. The French Revolution Begins
b. Revolution Brings Reform and Terror
c. Napoleon Forges an Empire
d. The Collapse of Napoleon’s Empire
e. The Congress of Vienna
4. Nationalist Revolutions Sweep the West
a. Latin American Wins Independence
b. Europe Faces Revolutions
c. The Emergence of European Revolution

F. INDUSTRIALISM AND THE RACE FOR EMPIRE

1. The Industrial Revolution
 a. The Beginnings of Industrialization
b. Industrialization in Europe
c. Industrialization Spreads
d. Reforming the Industrial World

G. THE WORLD AT WAR

1. The First World War
a. Marching Towards War
b. Europe Plunges into War
c. The League of Nations

2. World War II
a. Hitler’s Lightning War
b. The Holocaust

VIII. LEARNING TASKS/ACTIVITIES:

1. Lecture/Discussion
2. Brainstorming
3. Simulated discussion -Downloading from the internet of the famous personalities during the Renaissance period and their works
4. Debate “Was the Reformation a Mistake”
5. Panel discussion
6. Reading Primary sources
7. Reporting
8. Map interpretation Tracing the different Empires
9. Map Tracing Tracing how the Europeans reached the East
10. Map interpretation Trace the route of Christopher Columbus in his discovery of America
11. Group Activity Creating a timeline showcasing the English civil war, restoration and revolution
12. Debate “Has Scientific Revolution Ended?”
13. Group Activity Create a timeline on the establishment of the United States of America
14. Individual Activity Writing a critique on the Old Order of France
15. Group Activity Tracing the emergence of Napoleon Bonaparte as ruler of France through a timeline
16. Chart of Leadership Traits of Napoleon Bonaparte
17. Venn Diagram: American Revolution from French Revolution
18. News Reporting The different inventions during the Industrial Revolution
 19. Individual Activity Creating a timeline on the development of transportation and communication
20. Individual Activity Make a timeline showing the start of the War to its end
21. Film Viewing The Schindler’s List or The Pianist or other similar movies related to world war
22. Watching of Documentary Watching of Documentary https://www.quora.com/What-are-thebest-documentaries-aboutHitler
23. Additional Reading The Diary of a Young Girl by Anne Frank, Eleanor Roosevelt

IX. REFERENCES OF E-RESOURCES/ BOOKS/ VIDEO CLIPS (APA format):

Bentley, J. & Zeigler, H. (2003). Traditions and encounters. New York; McGraw-Hill, Co.

Coffin, J. (2002). Western Civilization, Their History and Their Culture. New York: W.W. Norton & Co., Inc

Coronado, M., Foe J., Parco, C. (2001). Making sense of world history. Makati City: The Bookmark, Inc.

DK. 2018. “Timelines of History: The Ultimate Visual Guide to the Events That Shaped the World”, 2nd Edition

National Geographic. 2018. National Geographic Almanac 2019: Hot New Science - Incredible Photographs - Maps, Facts, Info graphics & More
Paperback.

Philip P. (2017). World history: From the ancient world to the information age. Hardcover.

Usborne Books. 2018. “Timelines of World History. From Stone age to the Millennium”.

Prepared by: Reviewed by:

KRISCENTTI EXZUR P. BARCELONA, Ph.D.

Dean, Teacher Education Program