0UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS AND SCIENCES

Social Sciences Department

Curriculum 2018-2019

Course information and Syllabus in CONW 1013

Descriptive Title: Contemporary World

Credit Units: 3 units (Lecture 54 hours)
Pre-requisite/s: None

Course Description (as prescribed by CHED):

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.

GENERAL EDUCATION LEARNING OUTCOMES:

A. INTELLECTUAL COMPETENCIES (Knowledge)
GE1 Analyze "texts" (written, visual, oral, etc.) critically
GE2 Demonstrate proficient and effective communication (writing, speaking, and use of new technologies)
GE3 Use basic concepts across the domains of knowledge
GE4 Demonstrate critical, analytical, and creative thinking
GE5 Apply different analytical modes in problem solving
B. PERSONAL AND CIVIC COMPETENCIES (Values)
GE6 Appreciate the complexity of the human condition
GE7 Interpret the human experience from various perspectives
GE8 Examine the contemporary world from both Philippine and global perspectives

CONW 1013: CONTEMPORARY WORLD 1

 GE9 Take responsibility for knowing and being Filipino
GE10 Reflect critically on shared concerns
GE11 Generate innovative practices and solutions guided by ethical standards
GE12 Make decisions based on moral norms and imperatives
GE13 Appreciate various art forms
GE14 Contribute to aesthetics
GE15 Advocate respect for human rights
GE16 Contribute personally and meaningfully to the country’s development
C. PRACTICAL SKILLS (Skills)
GE17 Work effectively in a group
GE18 Apply computing tools to process information effectively
GE19 Use current technology to assist and facilitate learning and research
GE20 Negotiate the world of technology responsibly
GE21 Create solutions to problems in various fields
GE22 Manage one’s knowledge, skills, and values for responsible and productive living
GE23 Organize one’s self for lifelong learning

COURSE LEARNING OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES:

COURSE LEARNING OUTCOMES GENERAL EDUCATION LEARNING OUTCOMES
After completion of the course, the students GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE GE
should be able to: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
CLO 1: Describe the emergence of global
economic, political, social, and cultural systems
I I I D I E E I I E I I I E E I I
distinguish different interpretations of and
approaches to globalization
CLO 2: Distinguish different interpretations of
I I D E I I I I
and approaches to globalization
CLO 3: Analyze global issues and contemporary
news in the context of globalization and relate it I D E E I E E D D D D D D E D E E
to Filipinos and the Philippines
CLO 4: Conduct a webinar about Peace
Education for the attainment of global citizenship D D D D E E D E E D D D
and global ethical responsibility.
CLO 4: Analyze the various contemporary
drivers of globalization, assess its effect and E I E I D E E E I E E I I E E E I I
understand issues confronting the nation state

CONW 1013: CONTEMPORARY WORLD 2

 CLO 5: Identify the ethical implications of global
citizenship and articulate personal positions on E E E E D D E E E E E I E D E E I I E
various global issues
I – Introduce E – Enabling D – Demonstrate

LEARNING PLAN:

COURSE INTENDED TEACHING AND

LEARNING LEARNING TOPICS LEARNING TIME FRAME RESOURCES ASSESSMENT
OUTCOMES OUTCOMES ACTIVITIES
PRELIMS
CLO 4: Analyze the • Appreciate one's Vision- Mission of Multi Media Week 1-4 USL Student Handbook Venn Diagram showing the
various personal identity as USL Presentation relationship of the vision and
contemporary anchored on the Course Syllabus mission of the school and on
drivers of Louisian values Classroom policies Discussion - how it is related on the subject.
globalization, Reflection
assess its effect and Overview of the
understand issues course
confronting the Creative Writing of Opinions
nation state

CLO 5: Identify the

ethical implications
of global citizenship
and articulate
personal positions
on various global
issues

CONW 1013: CONTEMPORARY WORLD 3

CLO 1: Describe • Differentiate the INTRODUCTION TO Concept Map on how Reading Materials Debate on the pros and cons of
the emergence of competing THE STUDY OF the students • Chapter 2 of textbook: globalization
global economic, conceptions of GLOBALIZATION understand the “Approaches to the Study
political, social, and globalization concept regarding of Globalization” by Venn Diagram
cultural systems Defining globalization Manfred B. Steger
and distinguish • Identify the Globalization
different underlying • Steger, Manfred B.
interpretations of Merits and demerits Online
philosophies of the recitation “Ideologies of
and approaches to of Globalization
varying definitions through innovative Globalization.” 2005.
globalization of globalization. strategies (kahoot, Journal of Political
Goals of jamboard, quizizz,etc) Ideologies 10 (1): 11–30
CLO 2: Distinguish • Explain globalization about merits and
the
different different flows of demerits and goals of
interpretations of Flows of globalization.
globalization
and approaches to globalization:
through a Venn-
globalization Liquidity and Solidity
diagram.

CLO 5: Analyze the • State the most Globalization as a

various process, condition
pressing issues
contemporary and ideology
about the demerits
drivers of of globalization.
globalization, Theoretical
assess its effect and Paradigms of
understand issues Globalization
confronting the
nation state
CLO 1: Describe • Define economic THE GLOBAL Week 5-6
the emergence of Globalization ECONOMY Buzz Group Reading Materials: Creative Writing of Opinions
global economic, Discussion • Chapter 9 of textbook:
political, social, and • Identify the actors “The Globalization of Film Reflection- The
cultural systems that facilitate Market Integration Online recitation Economic Relations” by Corporcelion
and distinguish economic through innovative István Benczes
different globalization strategies (kahoot,
interpretations of Capitalism Fuels jamboard, quizizz, • Wallerstein, Immanuel.
and approaches to • Define the modern Global Economy padlet, wheel of 2004. “The Modern
globalization world system names, mentimeter World-System as a
etc) about the different Capitalist World
CLO 4: Analyze the Market Recession concepts of market Economy: Production,
various and Surplus-Value, and

CONW 1013: CONTEMPORARY WORLD 4

contemporary • Articulate a stance Market Depression recession and Polarization.” In World-
drivers of on global economic depression. Systems Analysis: An
globalization, integration Introduction. Durham &
assess its effect and London: Duke University
understand issues • Explain the role of Press, pp. 23-41
confronting the international
nation state financial institutions Reading Materials:
in the creation of a • Chapter 17 of textbook:
CLO 3: Analyze global economy “The Rise of the Global
global issues and Corporation” by Deane
contemporary news • Narrate a short Neubauer
in the context of history of global
globalization and market integration • Bello, Walden F. 2006.
relate it to Filipinos in the twentieth “The Multiple Crises of
and the Philippines century Global Capitalism.” In
Deglobalization: Ideas
CLO 5: Identify the • Identify the for a New World
ethical implications attributes of global Economy. Quezon City:
of global citizenship corporations Ateneo de Manila
and articulate University Press, pp. 1-
personal positions 31.
on various global
issues Film: “The Corporation”
directed by Mark Achbar
and Jennifer Abbott
MIDTERM
CLO 1: Describe • Explain the effects THE GLOBAL Poster con Slogan Week 7-8
the emergence of of globalization on INTERSTATE Making Reading Materials: Case Study with Case Analysis
global economic, governments SYSTEM • Chapter 7 of textbook:
political, social, and Venn Diagram on “Governments and
cultural systems • Identify the Theories of International Law Vs. Citizens in a Globally Creative Writing
and distinguish institutions that International Municipal Law Interconnected World of
different govern Relations States” by Hans Schattle
interpretations of international Picture Analysis Info graphics
and approaches to relations Definition of • Mazower, Mark. 2006.
globalization International Law Online recitation “An International
• Differentiate through innovative Civilization? Empire,
CLO 2: Distinguish internationalism strategies (kahoot, Internationalism and the
different from globalism jamboard, quizizz, Crisis of the Mid-
CONW 1013: CONTEMPORARY WORLD 5
interpretations of Basis of International padlet, wheel of Twentieth Century.”
and approaches to • Identify the roles Law and difference names, mentimeter International Affairs
globalization and functions of between etc) about 82(3): 553–566.
the United Nations International Law international law.
CLO 5: Analyze the and Municipal Law Reading Materials
various • Identify the • Chapter 29 of textbook:
contemporary challenges of “The United Nations
drivers of global governance Meets the Twenty-first
globalization, in the twenty-first Century: Confronting the
assess its effect and century CONTEMPORARY Challenges of Global
understand issues GLOBAL Governance” by Thomas
confronting the • Discuss the issue GOVERNANCE G. Weiss and Ramesh
nation state concerning the Thakur
territorial dispute of United Nations
CLO 3: Analyze different nations. Organization Hobsbawm, Eric J. 1996.
global issues and “The Future of the State.”
contemporary news Development and Change
in the context of • Explain the 27(2): 267–278.
globalization and relevance of the
relate it to Filipinos state amid
and the Philippines globalization

CLO 5: Identify the

ethical implications
of global citizenship
and articulate
personal positions
on various global
issues
CLO 1: Describe • Differentiate ASIAN Small Group Week 9
the emergence of between REGIONALISM Discussion Reading Materials Problem-based Learning
global economic, regionalization and • Chapter 13 of textbook:
political, social, and globalization Regional Online recitation “Globalization and the
cultural systems Cooperation through innovative Asia Pacific and South Case Study with Case Analysis
and distinguish • Identify the factors strategies (kahoot, Asia” by Ehito Kimura
different leading to a greater Asia as a Subject of jamboard, quizizz,
interpretations of integration of the Globalization padlet, wheel of • Shiraishi, Takashi. 2006.
Asian region names, mentimeter “The Third Wave:

CONW 1013: CONTEMPORARY WORLD 6

and approaches to etc) factors leading to Southeast Asia and
globalization • Analyze how a greater integration Middle-Class Formation
different Asian of the Asian region. in the Making of a
CLO 5: Analyze the states confront the Region.” In Beyond
various challenges of Japan: The Dynamics of
contemporary globalization and East Asian Regionalism,
drivers of regionalization ed. Peter Katzenstein
globalization, and Takashi Shiraishi.
assess its effect and Ithaca, NY: Cornell
understand issues University Press, pp.
confronting the 237–71.
nation state

CLO 3: Analyze
global issues and
contemporary news
in the context of
globalization and
relate it to Filipinos
and the Philippines

CLO 3: Analyze • Analyze how GLOBAL MEDIA Advertisement Week 10

global issues and various media drive CULTURES making Reading materials: Debate
contemporary news various forms of • Chapter 22 of textbook:
in the context of global integration “Globalization and the Creative Writing of Opinions
globalization and Media: Creating the
relate it to Filipinos • Explain the Global Video creation
and the Philippines dynamic between Village” by Jack Lule
local and global
CLO 5: Identify the cultural production • Chapter 23 of textbook:
ethical implications “Popular Music and
of global citizenship Globalization” by Yara
and articulate El-Ghadban
personal positions
on various global
issues
CLO 1: Describe • Explain how THE Online recitation Week 11-12
the emergence of globalization GLOBALIZATION through innovative Reading Materials
global economic, affects religious OF RELIGION strategies (kahoot,

CONW 1013: CONTEMPORARY WORLD 7

political, social, and practices and jamboard, quizizz, • Chapter 10 of textbook:
cultural systems beliefs Definition of religion padlet, wheel of “Religion and Creative Writing of Opinions
and distinguish names, mentimeter Globalization” by Victor
different • Analyze the Role of religion as etc) about the different Roudometof
interpretations of relationship an agent of religions in Asia.
and approaches to between religion globalization • Chapter 43 of textbook:
globalization and global conflict Tableau-merang “Religion and Global
and, conversely, Conflict” by Mark
CLO 3: Analyze global peace Juergensmeyer
global issues and
contemporary news Film: PBS Frontline: “The
in the context of Rise of ISIS”
globalization and (http://www.pbs.org/wgbh/fr
relate it to Filipinos ontline/film/riseof-
and the Philippines isis/)

CLO 5: Identify the

ethical implications
of global citizenship
and articulate
personal positions
on various global
issues
FINALS
CLO 2: Analyze the • Identify the THE GLOBAL CITY Imaginative Picture Week 13-14
various attributes of a Making Reading Materials
contemporary global city • Chapter 26 of textbook: Case Study
drivers of “Mobility, Diversity and
globalization, • Analyze how cities Online recitation Community in the Global
assess its effect and serve as engines MANDATED through innovative City” by Val Colic- Creative Writing of Opinions
understand issues of globalization TOPIC: GLOBAL strategies (kahoot, Peisker
confronting the DEMOGRAPHY jamboard, quizizz,
nation state • Explain the theory padlet, wheel of Reading Materials Meme Creation
of demographic Definition of names, mentimeter • Lee, Ronald. 2003. “The
CLO 3: Analyze transition as it demography etc) about Demographic Transition:
global issues and affects global demography. Three Centuries of
contemporary news population Demographic Fundamental Change.”
in the context of Processes Journal of Economic
globalization and

CONW 1013: CONTEMPORARY WORLD 8

relate it to Filipinos • Analyze the Group Reporting Perspectives 17(4): 167–
and the Philippines political, economic, GLOBAL through guided 190.
cultural, and social MIGRATION Discussion
CLO 5: Identify the factor underlying Livi-Bacci, Massiomo. 2005.
ethical implications the global Theories of “What We Can and Cannot
of global citizenship movements of Migration Learn from the History of
and articulate people World Population.
personal positions Transnationalism Population Studies: A
on various global • Display first-hand and its Dimensions Journal of Demography
issues knowledge of the 69(S1): S21–S28.
experiences of Philippines and
OFWs different migrants Reading Materials
(e.g. Afghans) • Castles, Stephen. 2000.
“International Migration
at the Beginning of the
Twenty- First Century:
Global Trends and
Issues.” International
Social Science Journal
52 (165): 269–281.

• Aguilar, Filomeno V.
2012. “Differentiating
Sedimented from
Modular
Transnationalism: The
View from East Asia.”
Asian and Pacific
Migration Journal 21(2):
149–171.

CLO 3: Analyze • Differentiate SUSTAINABLE Online recitation Week 15 Reading materials

global issues and stability from DEVELOPMENT through innovative • Chapter 48 of textbook: Group reporting
contemporary news sustainability strategies (kahoot, “Sustainable Economic
in the context of jamboard, quizizz, Systems” by Sebastian
globalization and • Articulate models of padlet, wheel of Plóciennik
relate it to Filipinos global sustainable names, mentimeter
and the Philippines development etc) about ways and
means to make the

CONW 1013: CONTEMPORARY WORLD 9

CLO 5: Identify the world more
ethical implications sustainable.
of global citizenship
and articulate Socratic Instruction
personal positions
on various global
issues
CLO 1: Describe • Articulate a GLOBAL Personal concept Week 16-17 Problem-based Learning
the emergence of personal definition CITIZENSHIP map of global Reading Materials
global economic, of global citizenship • Carter, April. 2001. Creative Writing of Opinions
political, social, and citizenship Civil Society “Global Civil Society:
cultural systems Acting as Global
and distinguish • Appreciate the Characteristics of Concept Mapping Citizens” in The Political
different ethical obligations Global Citizens Theory of Global
interpretations of of global Citizenship. London:
and approaches to citizenship Online recitation Routledge, pp. 147-176.
globalization through innovative
• Able to help the PEACE strategies (kahoot,
CLO 2: Analyze the community to raise EDUCATION jamboard, quizizz,
various awareness on how padlet, wheel of
contemporary they can become Human Rights names, mentimeter
drivers of an active global Education etc) about Human
globalization, citizen even in their Rights education.
assess its effect and own simple means Students on
understand issues through Service- becoming Global
confronting the Learning-Program Citizenship
nation state
• Learn and
CLO 4: Conduct a appreciate the
Webinar about national and
Peace Education for international law
the attainment of upholding human
Global citizenship rights, explore their
and Global Ethical own values and
Responsibility. attitudes regarding
diverse groups of
CLO 3: Analyze people, and
global issues and acquire skills in
contemporary news

CONW 1013: CONTEMPORARY WORLD 10

 in the context of applying human
globalization and rights in daily life.
relate it to Filipinos
and the Philippines • Study human rights
abuses in their own
CLO 5: Identify the and other
ethical implications countries, and
of global citizenship consider actions
and articulate that they want to
personal positions defend and
on various global promote human
issues rights awareness.

Course Requirement: The students are tasked to conduct a webinar which will be conducted via Zoom about Peace Education which is an additional topic in the course. The aim
of this activity it to make students acquire values, knowledge, attitudes, skills, and behaviors to live in harmony with oneself and others. This will also promote global citizenship
and develop their global ethical responsibility.

Criteria 5 4 3 2 1
Readable, makes sense Readable, makes sense Readable, not that sensible Unreadable, not that
Content No sense at all
and logical and logical and not so logical sensible and not that logical
Submitted within the day Submitted one day after Submitted two days after the Submitted beyond two days
On-time submission Submitted on time
but not on time the submission date submission date after the submission date
No incorrect grammar or One to four incorrect Five to seven incorrect Eight to ten incorrect More than ten incorrect
Grammar and Spelling
spelling grammar or spelling grammar or spelling grammar or spelling grammar or spelling
All parts of the paper are Many parts of the paper are
Few parts of the paper Many parts of the paper are
Substance substantial and not important and not No substance at all
are not substantial substantial
comprehensive substantial

CONW 1013: CONTEMPORARY WORLD 11

CONW 1013: CONTEMPORARY WORLD 12
RUBRICS FOR VIDEO CREATION
4 3 2 1

Theme

The video’s theme makes an important The video’s theme relates to the The video seems to have a theme, but The video has no theme to tie it together.
statement about the content learned. content learned. the content occasionally wanders to
other subjects.

Content

The video’s information is thorough,
well-researched, and accurate. The
group uses the information to make
inferences and draw logical
conclusions about the topic.
The video’s information is well- The video’s information is researched The video’s information is inaccurate. The group
researched and accurate. The group and generally accurate. The group tries does not draw conclusions, or draws conclusions
uses the information to draw some to draw some conclusions about the that are not grounded in fact.
conclusions about the topic. topic.

Costumes and Props

Costumes and props are well- Costumes and props relate to the ideas Some costumes or props are missing Costumes and props are missing.
constructed, appropriate, and enhance in the video. or detract from the ideas in the video.
the ideas in the video.

Creativity

The group uses video production
features, language, and drama to
convey unique and original insights
about the theme.
The group uses video production
features, language, and drama in
unique and original ways.
The group tries to use video production
features, language, and drama in
unique and original ways, but my
efforts sometimes distract viewers from
the content.
The group does not try to use video production
features, language, and drama in unique and
original ways, or my attempts distract viewers from
the content.

CONW 1013: CONTEMPORARY WORLD 13

SEMI-RESEARCH RUBRICS
4 3 2 1

Generating a Question Thoughtful, creative question Question that interests and Question that is easy to answer Question is relied from the teacher.
(10 points) that interests and challenges the challenges the researches is is provided.
researches is provided. provided.

Selecting, Sorting, and Bits of information are collected, Relevant bits of information are Bits of Information which are not Bits of information are from source to
Evaluating Information sorted, and evaluated which are collected and sorted. surely accurate and useful are source but are not appropriately sorted.
(10 points) relevant, balanced, and reliable collected and sorted.
for the completion of the
research.

Organizing Information Complete and useful bits of Incomplete and useful bits of Incomplete and useful bits of Not so useful bits of information are
(10 points) information are organized well. information are organized well. information are mistakenly organized.
organized.

Analyzing Information The researches carefully
(10 points) analyze the information and
draw logical, well-reasoned
conclusions supported by the
evidence I collected.
The researches analyze the The analysis of the researches The researches restate the information in
information and draw logical could be deeper. The the conclusion. The conclusion is not
conclusions supported by the conclusion could be supported supported by evidence.
evidence I collected. by stronger evidence.

Creating a Product (20 The researchers created an
points) original product that clearly
answers their question with
accuracy, detail, and
understanding.
The researchers created a The researchers created a The researchers created a product with
product that answers their product that offers some insight missing details and are not completely
question with detail and but only partially answers their accurate.
accuracy. question.

CONW 1013: CONTEMPORARY WORLD 14

 MULTIMEDIA PRESENTATION RUBRIC
CRITERIA 5 3 1
Technical Project runs perfectly with no technical problems. Project runs adequately with minor Projects run minimally. There are many
For example, there are no error messages. technical problems. technical errors when viewing the project.
Screen Design The elements and content takes communication Multimedia elements and content There is a evident need for improvement
to superior level. combine to adequately deliver a high for the overall multimedia design.
impact message.
Use of Enhancements All graphics used are effective to the overall Most graphics used are effective to the There are limited graphics used that are
impact of the project. overall impact of the project. effective to the overall impact of the
project.
Completion Project is completely finished Project is incomplete and contains Project is incomplete and contains many
unfinished elements. unfinished elements.

MEME CREATION RUBRIC

CATEGORY EXCELLENT
Graphics - relevance All graphics are related to the topic
and make it easier to understand.
All borrowed graphics have a
source citation.
Graphics - originality Several of the graphics used on the
poster reflect an exceptional
degree of student creativity in their
creation and/or display.
Required elements The meme includes all required
elements as well as additional
information.
Attractiveness The meme is exceptionally
attractive in terms of design, layout,
and neatness.
FAIR
All graphics are related to the topic and most
make it easier to understand. All borrowed
graphics have a source citation.
One or two of the graphics used on the poster
reflect student creativity in their creation and/or
display.
All required elements are included on the
poster.
The meme is attractive in terms of design,
layout, and neatness.
POOR
Graphics do not relate to the topic OR
several borrowed graphics do not have a
source citation.
No graphics made by the student are
included.
Several required elements were missing.
The meme is distractingly messy or very
poorly designed. It is not attractive.

CONW 1013: CONTEMPORARY WORLD 15

ROLE PLAY RUBRICS
Criteria Excellent
Presentation Character Convincing communication of
character’s feelings, situation
and motives.
Achievement of Purpose Purpose is clearly established
and effecti9vely sustained.
Creativity Choices demonstrate insight and
powerfully enhance role play.
Proficient
Competent character’s feelings,
situation and motives.
Purpose is clearly established
and generally sustained.
Choices demonstrate
thoughtfulness and completely
enhance role play.
Adequate
Adequate character’s feelings,
situation and motives.
Purpose is established and may
not be sustained
Choices demonstrate awareness
and developing acceptably
powerfully enhance role play.
Limited
Limited character’s feelings,
situation and motives.
Purpose is vaguely established
and not sustained
Choices demonstrate little
awareness and do little to
enhance role play.

ASSESSMENT TOOLS: (Note: These are used to assess the CLO)

CLO ASSESSMENT TOOLS STANDARDS

CLO 1: Describe the emergence of global economic,
political, social, and cultural systems distinguish
different interpretations of and approaches to
globalization
CLO 2: Distinguish different interpretations of and
approaches to globalization
CLO 3: Analyze global issues and contemporary
news in the context of globalization and relate it to
Filipinos and the Philippines
CLO 4: Conduct a Webinar about Peace Education
for the attainment of Global citizenship and Global
Ethical Responsibility.
CLO 5 Analyze the various contemporary drivers of
globalization, assess its effect and understand issues
confronting the nation state
CLO 5: Identify the ethical implications of global
citizenship and articulate personal positions on
various global issues
Essay, Case Analysis and Concept Note
Problem-based Learning and Position papers
Case Study with Case Analysis, Debate,
Position Papers
Problem-based Learning and Position papers
Role-play and Creative Writing of Opinions
At least 90% of the students will get a score of at least
75%
At least 90% of the students will get a score of at least
75%
At least 90% of the students will get a score of at least
75%
At least 90% of the students will get a score of at least
75%
At least 90% of the students will get a score of at least
75%
At least 90% of the students will get a score of at least
75%

GRADING SYSTEM:

CRITERIA PRELIMS MIDTERMS FINALS

CONW 1013: CONTEMPORARY WORLD 16

 Quiz 20% 20% 20%
Recitation 5% 5% 5%
Learning Tasks 25% 25 %
Requirement 25%
CLASS STANDING 50% 50% 50%
Major Examination 50% 50% 50%
TOTAL 100% 100% 100%

COURSE REFERENCES:

Printed References:

Textbook:
● Aldama, Prince Kennex, c2018. THE CONTEMPORARY WORLD. First Edition. Rex Book Store, Inc.
● Ariola, Mariano M., c2018. The Contemporary World. Unlimited Books and Library Services and Publishing, Inc.
● Coronacion, Dennis C., et. al., 2018. Convergence: a textbook in contemporary world. Mandaluyong City
● Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE
Publications.

BOOKS:
● Daddow, Oliver., 2017. International relations theory. 3rd Edition, Sage Publication Ltd.
● Nachura, Antonio B., Gatdula, Jemy, c2017. Outline Introduction to Public International Law. First Edition. Rex Book Store, Inc.
● Haynes, Jeffrey, Hough, Peter, Malik, Shahin, Pettiford, Lloyd, c2017. World politics:b international relations and globalisation in the 21st century. SAGE
Publications.
● Crawford, Gordon, Kruckenberg, Lena J., c2017. Understanding global development research: fieldwork issues, experiences and reflections. SAGE
Publications.
● Roque, H. Harry, Clarete, Ramon L., Cembrano-Mallari, Celeste Ruth L., c2016. ASEAN economic integration. The University of the Philippines Law Center
● Valenzuela, Edwin E., c2016. Introduction to world geography: (with geo-politics). Great Books Trading

Other Readings:
● Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal
21(2): 149–171.
● 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.

CONW 1013: CONTEMPORARY WORLD 17

 ● Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First Century: Global Trends and Issues.” International Social Science
Journal 52 (165): 269–281.
● Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The 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.
● Shiraishi, Takashi. 2006. “The Third Wave: Southeast Asia and Middle-Class Formation in the Making of a Region.” In Beyond
● Japan: The Dynamics of East Asian Regionalism, edited by Peter Katzenstein and Takashi Shiraishi, pp. 237–271. Ithaca NY: Cornell University Press.
● Steger, Manfred B. 2005. “Ideologies of Globalization.” Journal of Political Ideologies 10(1): 11–30.
● Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplus-Value, and Polarization.” In World-
SystemsAnalysis: An Introduction, pp. 23-41. Durham and London: Duke University Press.

Films:
“The Corporation” directed by Mark Achbar and Jennifer Abbott
“The Price of Sugar” directed by Bill Haney
“The Rise of ISIS,” PBS Frontline (http://www.pbs.org/wgbh/frontline/film/rise-of-isis/)
Revision History:

Revision Date Revised By Nature of Revision

August 1, 2018 Dominic Baggayan Prepared the syllabus for the CONW 1013
November 29, 2018 Dominic Baggayan and Ruth Ann Bingcang Syllabus was arranged in the new syllabi format. Course learning outcomes and general
education learning outcomes were modified. Assessments were specified for certain
topics. LCD and Auxiliary Equipment was removed in Resources and Quiz on
Assessment since it is given.
April 2, 2019 Dominic Baggayan Service Learning Program was integrated. More textbook were included to ensure
variation of informations. Slight revisions in assessment tools.
August 17, 2019 Dominic B. Baggayan Update in textbooks/references
May 9, 2021 Anthony P. Angeles Removed some assessments and incorporated rubrics.
January 5, 2021 Anthony P. Angeles Incorporated CLOs and revised some teaching and learning activities.

CONW 1013: CONTEMPORARY WORLD 18

 Marisol Banganay

Endorsed by: Recommending Approval: Approved by:

RENZ MARION C. GAVINO, RPSY VENUS IBARRA-GUYOS, PhD EMMANUEL JAMES PATAGGUAN, PhD
General Department Head Academic Dean Vice President for Academics

CONW 1013: CONTEMPORARY WORLD 19