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SCHOOL OF LIBERAL ARTS AND HUMAN SCIENCES

General Luna Road, Baguio City

UB VISION

In pursuit of perfection, the University of Baguio is committed to provide balanced quality education by nurturing academic excellence, relevant social
skills and ethical values in a fun-learning environment.

UB MISSION

The University of Baguio educates individuals to be empowered professionals in a global community.

INSTITUTIONAL OBJECTIVES

The University of Baguio aims to produce a graduate who:

1. exemplifies a higher standard of learning;
2. manifests the mastery of relevant skills;
3. upholds a conduct that is rightful and just;
4. undertakes scientific and significant researches;
5. advocates sustainable programs for the community and the environment; and
6. leads and demonstrates exemplary performance in the field of specialization.
INSTITUTIONAL CORE VALUES

COMPETENCE + INTEGRITY = SERVICE

COMPETENCE: University of Baguio is committed to nurturing excellent professionals.

INTEGRITY: University of Baguio is committed to cultivating a community with ethical values.
SERVICE: University of Baguio is dedicated to building a community that advocates sustainable programs for the society and the environment.

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I. LEARNING OUTCOMES

UNIVERSITY OBJECTIVES
Program Outcomes Common to all Types of Schools:
The graduates have the ability to: 1 2 3 4 5 6

1. Articulate and discuss the latest developments in the specific field of practice;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Act in recognition in recognition of professional, social, and ethical responsibility; and
5. Preserve and promote “Filipino historical and cultural heritage”.
Program Outcomes Common to all Programs: (CMO 20. s. 2013) UNIVERSITY OBJECTIVES
The goal of General Education is 1 2 3 4 5 6
1. to produce thoughtful graduates who
a. values reflective of a humanist orientation (eg. Fundamental respect for others as human beings with intrinsic rights, cultural
rootedness, and a vocation to serve)
b. analytical and problem solving skills
c. the ability to think through the ethical and social implications of a given course of action
d. the competency to learn continuously throughout life—that will enable them to live meaningfully in a complex, rapidly
changing and globalized world while engaging in their community and the nation’s development issues and concerns, and
2. To produce graduates with high levels of academic, thinking, behavioral, and technical skills/competencies aligned with national,
and when applicable, international standards
UNIVERSITY OBJECTIVES
General Education lays the groundwork for the development of a professionally competent, human and moral person.
The completers of the General Education have the ability to 1 2 3 4 5 6
1. Hurdle the demands of 21st century life;
2. Anticipate and adapt to swiftly changing situations;
3. Think innovatively and create solutions to problems;
4. Find and locate her/himself in the community and the world; and
5. Take pride in and assert her/his indentity and sense of community and nationhood amid the forces of globalization.

Course Number: Effectivity: First

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II. General Education Outcomes (CMO 20 series of 2013)

PLO/SLO Performance Indicators. The completers of the General Education be able to

1. Demostrate the intellectual competencies 1. Display higher levels of comprehension(textual, visual, etc);
2. Be proficient and effective in communication (writing, speaking, listening, reading, viewing, and
use of new technologies);
3. Demonstrate understanding of basic concepts across the domains of knowledge;
4. Apply critical, analytical, and creative thinking in given situations and circumnstances;
5. Apply different analytical modes (quantitative and qualitative, artistic and scientific; and
textual and visual, experimental, observation) in tackling problems methodically.
2. Exhibit personal and civic responsibilities 1. Exhibit appreciation of the human condition;
2. Display the capacity to personally interpret the human experience;
3. Demonstrate the ability to view the contemporary world from both Philippine and global
perspectives;
4. Display self assuredness in knowing and being a Filipino, and/ or a citizen of the world;
5. Reflect critically on shared concerns and think of innovative, creative solutions guided
by ethical standards;
6. Demonstrate the ability to reflect on moral norms/imperatives as they affect individuals and
society;
7. Display the ability to appreciate and contribute to artistic beauty;
8. Exhibit understanding and respect for human rights; and
9. Contribute personally and meaningfully to the country’s development.
3. Possess and display pratical skills 1. Work effectively in a group;
2. Demonstrate application of computing and information technology to assist and facilitate
research;
3. Negotiate the world of technology responsibly;
4. Display problem-solving (including real-world problems) skills; and
5. Display basic work- related skills and knowledge.
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.

Course Number: Effectivity: First

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III. : LEARNING PLAN

COURSE COVERAGE – FIRST GRADING
COURSE LEARNING COURSE TEACHING-LEARNING ASSESSMENT TASKS
WEEK NO DURATION RESOURCES
OUTCOMES CONTENT ACTIVITIES (TLA) (AT) PRC TOS
Course Overview 3 hours Classroom sharing (Introduction)
Introduce self to classmates
and teachers Classroom Policies Lecture Course syllabus

List expectations for the course
1
Recall course rules
Write a personal
definition of globalization based
on a concept map
Differentiate the competing
conceptions of globalization
Identify the underlying
philosophies of the varying
definitions of globalization
2 Steger
Agree on a working definition
of globalization for the
Course
Personal concept map of
globalization: Students will engage
in a free association exercise of
ideas they associate with
“globalization.” Based on the
concepts they list, they will
synthesize a personal definition of
the concept.
Introduction to the 3 hours Lecture
Study of
Globalization News report critique:
Students will find and read three
newspaper op-eds (local or
international) discussing
globalization. Before class, they will
write 50-word summaries of each
op-ed, identifying what the
underlying definitions of
globalization the op-ed writers use.
Introduce textbook: Manfred
Individual Output Stegger, Paul Battersby, and Joseph
Critiquing and Synthesis M. Siracusa, eds. 2014.The SAGE
Handbook of Globalization. Two
vols. Thousand Oaks: SAGE.
Quiz on the reading
LCD Projector
materials
Reading Materials
Recitation
1. Chapter 2 of textbook:
“Approaches to the Study of
Globalization” by Manfred B.
2. Steger, Manfred B.
“Ideologies of Globalization.”
2005. Journal of Political
Ideologies 10(1): 11–30.

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Define economic
globalization
Identify the actors
that facilitate economic
globalization
3
Define the modern world
system
Articulate a stance on global
economic integration
Explain the role of international Market Integration
financial institutions in the
creation of a global economy
Narrate a short history of global
market integration in the
twentieth century
4 Identify the attributes of global
corporations
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3 hours Lecture/discussion LCD Projector
The Global Quiz on the reading
Economy materials
Debate: The students will debate the Reading Materials
motion “That global free trade has 1. Chapter 9 of textbook: “The
Recitation
done more harm than good.” Globalization of Economic
Relations” by István Benczes
2. Wallerstein, Immanuel. 2004.
“The Modern World-System as a
Capitalist World Economy:
Production, Surplus-
Value, and Polarization.” In
WorldSystems Analysis: An
Introduction. Durham & London:
Duke University Press, pp. 23-41.
3 hours Lecture/Discussion
LCD Projector
Film Viewing and Discussion
Reading Materials:
1. Chapter 17 of textbook: “The Rise
of the Global Corporation” by Deane
Neubauer
Quiz on the reading 2. Bello, Walden F. 2006. “The
materials Multiple Crises of Global
Capitalism.” In
Recitation Deglobalization: Ideas for a New
World Economy. Quezon City:
Ateneo de Manila University Press,
pp. 1-31.
Film: “The Corporation” directed by
Mark Achbar and Jennifer Abbott
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Explain the effects of The Global Inter- 3 hours Lecture/Discussion

globalization on governments state System LCD Projector

Identify the institutions that 1. Reading Materials

govern international relations Chapter 7 of Textbook:
“Governments and Citizens in a
Quiz on the reading
Differentiate internationalism Globally Interconnected World of
materials
5 from globalism States" by Hans Schattle.
Recitation
2. Mazower, Mark. 2006. “An
International Civilization? Empire,
Internationalism and the Crisis of the
Twentieth Century”. International
Affairs 82 (3): 553-566.

Identify the roles and functions Contemporary 3 hours Lecture/ Discussion LCD Projector
of the United Nations Global Governance
Reading Materials
Identify the Challenges of 1. Chapter 29 of textbook: “The
global governeance in the 21st Quiz on the reading United Nations Meets the Twenty-
Century materials first Century: Confronting the
6
Challenges of Global
Explain the relevance of the Recitation Governance” by Thomas G. Weiss
state and globalization and Ramesh Thakur
2. Hobsbawm, Eric J. 1996. “The
Future of the State.” Development
and Change 27(2): 267–278
First Grading Examination (lec) 2 hours
Subtotal 18 hours

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COURSE LEARNING
WEEK NO
OUTCOMES
Define the term “Global South” Global Divides:
Differentiate the Global South South (focus on
from the Third World
Analyze how a new conception
of global relations emerged
7 from the experiences of Latin
American countries
Differentiate between
regionalization and
globalization
Identify the factors leading to a
greater integration of the
Asian region
8 Asian country to research
Analyze how different Asian
states confront the challenges
of globalization and
regionalization
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COURSE COVERAGE – MIDTERMS
COURSE TEACHING-LEARNING ASSESSMENT TASKS
DURATION RESOURCES
CONTENT ACTIVITIES (TLA) (AT) PRC TOS
3 hours Lecture/Discussion Quiz on the reading
The North and the materials LCD Projector
Group Report
Latin America) Graded Group Reading Materials
Report: Students will 1. Chapter 12 of textbook: “Locating
form groups of 3-5. Each the Global South” by Lisandro E.
group will be assigned a Claudio.
Latin American country to
report on. These groups 2. Connell, Raewyn. 2007.
will deliver 10minute “Dependency, Autonomy and
presentations on the Culture. In Southern Theory: The
contemporary Global Dynamics of Knowledge in
foreign and economic Social Science. Cambridge, UK:
policies of their Polity Press, pp. 139163.
respective countries.
Asian Regionalism 3 hours Lecture/Discussion LCD Projector
Quiz on the reading
materials
Group Report Reading Materials
1. Chapter 13 of textbook:
Graded Group
“Globalization and the Asia Pacific
Report: Students will
and South Asia” by Ehito Kimura
form groups of 3-5. Each
2. Shiraishi, Takashi. 2006. “The
group will be assigned an
Third Wave: Southeast Asia and
Middle-Class Formation in the
and report on. These
Making of a Region.” In Beyond
groups will deliver 10-
Japan: The Dynamics of East Asian
minute presentations on
Regionalism, ed. Peter
the contemporary
Katzenstein and Takashi Shiraishi.
foreign and economic
Ithaca, NY: Cornell University Press,
policies of their
pp. 237–71.
respective countries.
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Synthesize knowledge Synthesis 3 hours Essay Writing Essay Writing: Students

concerning will be asked to write
globalization 2,000-word essays
answering one of these
two questions:

9
Analyze how various media
drive various forms of
global integration
Explain the dynamics between
local and globalcultural
production
10
1. How do we make
globalization more just?
2. How is the state
affected by globalization?
How is the nation
affected by globalization?
Do these
institutions/concepts
remain relevant?
Why/why not?
Global Media 3 hours Lecture/Discussion Quiz on the reading
Cultures materials
LCD Projector
Group Report
Graded Group
Reading Materials
Report: Students will
1. Chapter 22 of textbook:
form groups of 3-5. Each
“Globalization and the Media:
group will be asked to
Creating the Global
pick an Asian musical act
Village” by Jack Lule
that became
internationally famous. In
2. Chapter 23 of textbook: “Popular
their group report, they
Music and Globalization” by Yara El-
must answer the
Ghadban
following questions:
1. Where did the musical
act/artist originate?
2. In which countries did
the artist become
famous?
3. How did the artist
become famous?
4. Why do you think the
artist became famous?

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Explain how globalization The Globalization of 3 hours Lecture/Discussion Quiz on the reading LCD Projector
affects religious practices and Religion materials
beliefs Discussion of Film Reading Materials
Recitation 1. Chapter 10 of textbook: “Religion
Analyze the relationship and Globalization” by Victor
between religion and global Roudometof
conflict and, conversely, global
11 Peace 2. Chapter 43 of textbook: “Religion
and Global Conflict” by Mark
Juergensmeyer

Film: PBS Frontline: “The Rise of

Identify the attributes of a
global city
Analyze how cities serve as
engines of globalization
12
Midterm Examination (lec) 2 hours
ISIS”
(http://www.pbs.org/wgbh/frontline/
film/riseof-isis/)
The Global City 3 hours Lecture/Discussion Quiz on the reading
materials
Group Report LCD Projector
Graded Group
Report: Students will Reading Materials
form groups of 3-5. Each 1. Chapter 26 of textbook: “Mobility,
group will be assigned a Diversity and Community in the
global city to discuss and Global
research on. Their City” by Val Colic-Peisker
reports should answer 2. Sassen, Saskia. 2005. “The
the following questions: Global City: Introducing a Concept.”
1. How would you Brown Journal of World Affairs XI(2):
describe your city? 27-43.
2. What is your city
known for?
3. What makes your city
a global city?
Subtotal 18 hours

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COURSE COVERAGE – FINALS

COURSE LEARNING COURSE TEACHING-LEARNING ASSESSMENT TASKS
WEEK NO DURATION RESOURCES
OUTCOMES CONTENT ACTIVITIES (TLA) (AT) PRC TOS
Explain the theory of 3 hours LCD Projector
Mandated Topic: Lecture/ Discussion Quiz on the reading
demographic transition as it
Global Demography materials
affects global population Reading Materials
1. Lee, Ronald. 2003. “The
Short research paper to
Demographic Transition: Three
discuss the topic: Has
Centuries of
the Philippines
Fundamental Change.” Journal of
undergone the
Economic Perspectives 17(4): 167–
demographic transition?
190.
Why or why not?
2. Lesthaeghe, Ron. 2010. “The
13
Unfolding Story of the Second
Demographic Transition.” Population
and Development Review 36(2):
211–251.
3. Livi-Bacci, Massiomo. 2005.
“What We Can and Cannot Learn
from the History of World
Population. A Journal of
Demography 69(S1): S21– S28.
Population Studies:

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Analyze the political, economic,
cultural, and social factors
underlying the global
movements of people
Display first-hand knowledge of
14 the experiences of OFWs
Write a research paper
proposal with proper citation
Critique research proposals of Research Proposal
classmates
15
Differentiate stability from
sustainability
16
Articulate models of global
sustainable development
Course Number:
Course Title: The Contemporay World
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Global Migration 3 hours Lecture/discussion Quiz on the reading LCD Projector
materials
OFW Interview: Each student will be Reading Materials
asked to interview a former or a Recitation 1. Castles, Stephen. 2000.
current OFW (face-to-face or “International
online).In class they will share what Migration at the Beginning of the
they learned from these interviews TwentyFirst Century: Global Trends
about transnationalism and the and Issues.” International Social
factors that affect global migrations. Science Journal 52 (165): 269–281.
2. Aguilar, Filomeno V. 2012.
“Differentiating Sedimented from
Modular Transnationalism: The View
from East Asia.” Asian and Pacific
Migration Journal 21(2): 149–171.
Research Proposal 3 hours Mini-lecture on citation mthods for
Writing research papers
Proposal for final research paper:
Critique Students will begin writing a 500-
word proposal for their final research
paper.
Pair discussion: Students will pair off
and critique each other’s research
proposals
Sustainable 3 hours Lecture/Discussion LCD Projector
Quiz on the reading
Development
materials
Reading material:
Chapter 48 of textbook: “Sustainable
Recitation
Economic Systems” by Sebastian
Plóciennik
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Global Food 3 hours Lecture/Discussion

Define global food security
Security LCD Projector
Film Viewing
Critique existing models of
Reading Materials:
global food security
1. Chapter 50 of Textbook” “Global
Food Security: The Challenge of
Quiz on the reading Feeding the World” by Monika
17 materials Barthwal-Data.
2. McMichael, Philip. 2009. “A Food
Recitation Regime Aalysis of the “World Food
Crisis. Griculture and Human Values
26 (4): 281-95

Film: “The Price of Sugar” directed

by Bill Haney

Articulate a personal definition Global Citizenship
of global citizenship
Appreciate the ethical
obligations of global citizenship
18 Write a research paper on a
topic related to globalization,
with proper citation
3 hours Lecture/Discussion
Research Paper Personal concept map of global
Writing citizenship:
Students will engage in a free
association exercise of ideas they
associate with “global citizenship.”
Based on this, they will synthesize a
personal definition of the concept.
Afterwards, they will list the
obligations of a global citizen.
Quiz on the reading
materials
Recitation Reading Material:
Students will spend the Carter, April. 2001. “Global Civil
final week completing Society: Acting as Global Citizens”
their research papers. in The Political Theory of Global
Citizenship. London:
Routledge, pp. 147-176.

Independent research and writing

Final Examinations (lec) 2 hours
Subtotal 18 hours
TOTAL (lec/lab) 54 HOURS

IV. REFERENCES

Available in the library:

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Textbook: Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE handbook of globalization. Two volumes. Thousand Oaks: SAGE Publications.

Other references of the teacher:

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.

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.

Lesthaege, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and development review 36 (2): 211-251.

Livi-Bacci, Massiomo. 2005. “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 affairs XI (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, Surplu-value, and Polarization.” In world-systems analysis: An introduction, pp. 23-41.
Durham and London: Duke University Press.

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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/)

V. ABOUT THE TEACHER/COURSE

Instructor’s Information (to be given during the class orientation)

Instructor’s consultation time (to be given during the class orientation)
Classroom policies and instructions (to be given during the class orientation)
Grading system (to be given during the class orientation; refer to Student Handbook)
Major requirement/s Final Performance Task (Group presentation/reporting on an assigned topic)

NAME POSITION SIGNATURE DATE

Preparer Brian R. Flores Program Chair/Department Head
Noted Head, SLAHS Section-Library
Reviewed and Recommending Approval Brian R. Flores Program Chair/Department Head –
DSSH, SLAHS
Approved Dr. Aida A. Dapiawen Dean, SLAHS

Course Number: Effectivity: First

Course Title: The Contemporay World Version No. 1 Date Revised: December
CWORLD1 Semester; SY 2018- Page __ of __
2018
2019