WESTMEAD INTERNATIONAL SCHOOL

Batangas City

OUTCOMES-BASED TEACHING AND LEARNING PLAN

Course Title: Humanities for the 21st Century Culture Course Code: BrED 1
Credit Units: 3 units Pre-requisite: None
Hours/week: 3 hours Co-requisite: None
Course Description: In this course, students will learn the three four bridging courses namely (1) Creative Writing Nonfiction that focuses on formal
elements and writing techniques, including autobiography and blogging, among others; the subject introduces the students to the
reading and writing of Creative Nonfiction as a literary form. The subject develops in student’s skills in reading, and thinking
critically and creatively, that will help them to be imaginative readers and writers; (2) Introduction to World Religions and Belief
Systems explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada
Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts
of nine religions, appreciate their uniqueness and similarities and promote mutual understanding among believers of different
faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of others and (3) Trends,
Networks, and Critical Thinking in the 21st Century that provides opportunities for students to discover patterns and extract
meanings from emerging trends. It aids in developing their critical and creative thinking skills-- essential tools for decision making
and understanding ethics of care. Global trends in the 21st century is examined and are either accepted or rejected on a sound
set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on
issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections
between their neural connections and social realities.

WIS Vision Westmead International School envisions to be an internationally recognized premier institution which values the pursuit of truth,
the freedom of inquiry, and the expansion of knowledge in the service of humanity through learning.
WIS Mission The school distinguishes itself as a diverse, socially responsible learning community of high level scholarship and academic rigor
sustained by truth, peace and equality. Our aim is to provide exemplary basic, specialized undergraduate and graduate courses
through focused skill development and workforce training relevant to contemporary needs of the Philippines and the global
community.
Core Values EXCELLENCE – LEADERSHIP – INNOVATION – SERVICE

Course Intended Learning At the end of this course, the students should be able to :
Outcome (CILO) A. Cognitive
 Discuss the different representations and conceptualizations from various disciplinal perspectives.
 Compare and contrast how the 21st century has been represented across different disciplines and perspectives.

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  Examine the different influences and factors that explains the 21st century
 Identify the different forces and institutions that impact the development of various aspects of the human culture.
B. Affective
 Appreciate the benefits derived from the understanding the human culture.
 Understand the theoretical underpinnings for how to discuss the 21st culture.
 Share knowledge to others to widen the understanding the ancient and 21st century culture.
 Employ the importance of understanding the humanities and identity to help the students manifest a healthy functioning
of the human mind.
C. Psychomotor
 Handle and analyze oneself and others self and other culture issues.
 Apply and hone new skills and learning’s for better managing of self and other’s culture.
 Demonstrate these new learning about the human culture and tradition to one’s self and functioning for a better quality
of life.
 Act responsibly when it comes to understanding self and others respective cultures.

COURSE CONTENT

Teaching /
Assessment
Week Content/Topic Learning Learning Outcomes
Task/Activities
Activities

1 Introduction of the course Class Activity  Get to know what the course is all about. Getting to know me
and you
Syllabus  Be familiar about the mechanics of the course.
Presentation
 Appreciate the benefits derived from the study of Raising fundamental
Class Discussion humanities for the 21st century culture questions regarding
culture
Discussion of the  Determine the contributions of the course towards
mechanics of the understanding the humanities for the 21st century
course culture Surfacing students’
beliefs and concerns
 Develop a sense of culture identity and regarding the culture

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 understanding its essence
Assignments

2 Part I  produce at least one striking scene for a short story write a short poem
Reading and Writing Non-Fiction* Class Discussion applying the various
 determine various modes of fiction elements, techniques,
3.1. Elements of the genre Class Project
and literary devices
a. Character Brainstorming  identify the various elements, techniques, and literary
devices in fiction
b. Point of View Article write journal entries
Presentation
b.1. 1st-person POV (major, minor, or  compose at least one scene for a one-act play that and other short
can be staged exercises exploring
bystander Classroom
Exercises key elements of fiction
b.2. 2nd-person POV
Video Presentation
b.3. 3rd-person POV (objective, limited
write a short scene
omniscient, omniscient) Analyses
applying the various
c. Plot Illustrations elements, techniques,
and literary devices
c.1. linear

c.2. modular/episodic

c.3. traditional parts: exposition, rising action,

climax, falling action, resolution/denouement

d. Setting and atmosphere

d.1. time and place

d.2. cultural, sociological, political, religious,

etc. milieu

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 d.3. sensibilities that lead to specific modes

e. Conflict

f. Irony

f.1. verbal

f.2. situational

f.3. dramatic

g. Theme

f.1. moral/lesson

f.2. dramatic premise

f.3. insight

3.2. Techniques and literary devices

a. Mood/tone

b. Foreshadowing

c. Symbolism and motif

3.3. Modeling from well-known local and

foreign short story writers in a range of modes

PRELIMINARY EXAMINATION

3 Part 2 Lecture  The learner understands the literary conventions Short paper on
Introduction to Literary Genres that govern the different genres. (e.g., narrative real/ideal/ self and a
Group discussions discussion/
convention of fiction, etc
assessment of any
1. Understanding Conventions of Traditional
Class discussions differences

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 Genres and processing of  Identify dominant literary conventions of a particular
the written data genre Write a draft of a short
a. Fiction piece using any of the
Class project
b. Poetry  Compare and contrast how the elements are used in literary conventions of
the different genres genre
Brainstorming
c. Drama
a. Topic
d. Other forms
Analyses  Analyze and interpret the theme and techniques
used in a particular text b. Formulating a
2. Identifying Elements of the different Genres thesis statement
 Create samples of the different literary elements
3. Using Elements as Techniques c. Organizing and
based on one’s experience
developing ideas

d. Using any literary

conventions of a
genre

e. Ensuring that theme

and technique

f. Peer-edit each
other’s draft

g. Revise the draft of a

short piece using any
of the literary
conventions of a
genre

Assignments

4 Class Discussion  Identify dominant literary conventions of a particular Write a draft of a short

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 Part 3 genre piece using any of the
Lecture literary conventions of
Principles, Elements, Techniques, and
 Compare and contrast how the elements are used in genre following these
Devices of Creative Nonfiction Group Discussion
the different genres pointers:
1. Using Elements of Creative Nonfiction Presentation of a. Choosing a topic
Self Ideas  Analyze and interpret the theme and techniques used
a. Plot in a particular text b. Formulating a
Class discussions thesis statement
b. Characters and processing of  Create samples of the different literary elements
the written data
c. Characterization based on one’s experience (e.g. metaphor to c. Organizing and
describe an emotion) developing ideas
d. Point of View Class project
d. Using any literary
e. Angle Brainstorming conventions of a
genre
f. Setting and Atmosphere Analyses
e. Ensuring that theme
g. Symbols and Symbolisms
and technique are
h. Irony effectively developed

i. Figures of speech Peer-edit each other’s

draft based on
j. Dialogue
a. clarity of idea
k. Scene
b. appropriate choice
l. Other elements and devices of literary element
2. Developing themes by combining multiple c. appropriate use of
elements the element

d. effective
combination of the
idea and the chosen

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 literary element

Revise the draft of a

short piece using any
of the literary
conventions of a
genre (e.g. plot for
narrative piece

5 Part 4 Class Discussion Write a mini critique of

A. Forms and Types of Creative Nonfiction  Explain the relationship of elements and ideas found a peer’s work based
Lecture in the various forms and types of creative nonfictional on coherence and
a. Understanding various forms and texts through a close reading organization of
types Group Discussion
paragraphs,
b. Autobiography/ Biography Presentation of  Compare and contrast the different forms and types development of
Self Ideas of creative nonfictional texts literary elements use
c. Literary Journalism/Reportage of factual information,
Class discussions  Deliver an artistic presentation summarizing, and other qualities
d. Personal narratives and processing of analyzing, and commenting on a chosen creative concerning form and
the written data nonfictional text representing a particular type or form content
e. Travelogue
Class project
f. Reflection essay  Analyze and interpret a well-written creative Write a draft of
nonfictional text based on the peer critique creative nonfiction
g. True narratives Brainstorming
piece based on the
h. Blogs Analyses learner’s memorable
real-life experience
i. Testimonio
Peer-edit and revise
j. Other types and forms each other’s draft
based on desirable
*Delivering a presentation on a chosen type or
qualities of well-written
form of creative nonfiction
creative nonfiction
B. Reading and Writing Creative Nonfiction
Write the final version

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 1. Reading creative nonfiction of one’s own creative
nonfiction in a
a. Analysis, interpretation and composition of five
commentary paragraphs or more
2. Writing Creative Nonfiction

a. Mini critique

b. Creative nonfiction

MIDTERM EXAMINATION

6 Part 5 Class Discussion  The learner prepares character sketches of a person

Definition of Terms Prepare character
who is spiritual but not religious and a person who is
Lecture sketches of a person
religious but not spiritual.
Give an example of a belief system or a who is spiritual but not
worldview Group Discussion
religious and a person
Communicate her* understanding of her  Differentiate between religion as humans’ way to
Presentation of who is religious but
religion God, theology as a study of God’s way to humans
Self Ideas not spiritual
___ and philosophy as a reflection of humans’ lived
* Refers to all genders experience of God
Class discussions
and processing of
the written data

Class project

Brainstorming

Analyses

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 7 Part 6 Class Discussion The learner conducts
How World Religions Began  Cite regions or places where specific religions a group activity that
Lecture evolved demonstrates the
 Analyze the culture of the region that gave rise to influence of a religion
Positive and Negative Effect of Religions Group Discussion in a certain culture.
specific religions
Presentation of  Explain how geography influences religion and Gathers print or web-
Self Ideas religion affects culture based articles, photos,
 Conduct a group activity that demonstrates the editorial, etc. showing
Class discussions influence of a religion in a certain culture the positive or
and processing of negative effects of
the written data religion.
 Identify the positive and negative effects of religions
Class project
 Provide evidence that religion brought about an event
Brainstorming in history

Analyses  Justify that religion can have positive or negative

effects on society

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 8 Part 7 Class Discussion  Recite the Ten Commandments as stated in the Old Identifies a story from
Testament (Exodus 20) the Old Testament
Judaism Lecture that demonstrates the
 Identify a Jewish custom or tradition demonstrated in Jewish belief in one
Group Discussion
a movie (e.g. Fiddler in the Roof, Ten God (e.g. Story of
Christianity
Commandments, Ben Hur) Samson).
Presentation of
Self Ideas
Islam  Justify: The core teaching of Judaism is the covenant
Class discussions of one God with a chosen people vs. other people Interviews a Christian
and processing of with many gods. parent or couple on
Hinduism the written data why they are
Christians and what
 Identify a story from the Old Testament that beliefs and practices
Class project demonstrates the Jewish belief in one God (e.g. they adhere to.
Theravada Buddhism Story of Samson
Brainstorming

Mahayana Buddhism Analyses  Explain: The core teaching of Christianity is the The learner conducts
message that a loving God sent His begotten Son in a panel discussion on
order to redeem humankind from eternal damnation. Muslim beliefs and
Confucianism practices (when
possible inviting a
 Explain: The core teaching of Hinduism is the
Muslim).
attainment of liberation in the identification of Atman
Taoism and Brahman through the Four Yoga’s. Conducts a group
research on the
Shintoism  Explain: The core teaching of Theravada Buddhism doctrines of each of
is that life is suffering; suffering is due to craving; the three religions and
there is a way to overcome craving; and the way to compares them in the
overcome craving is the Eight-fold Path, the Middle aspects of origin,
Way (between pleasure and mortification). morality, purpose,
destiny, and views on
women.
 State the three levels of perfection of Mahayana
Buddhism (moral discipline, cultivation of virtue, and
altruistic conduct)

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  Describe the five basic relationships (king to subject,
father to son, husband to wife, elder brother to
younger brother and friend to friend)

 Identify the things she can do without by making an

inventory of personal belongings (e.g. things in the
bedroom) and write a reflection on Taoism based on
the result of the inventory

 Identify the things she can do without by making an

inventory of personal belongings (e.g. things in the
bedroom) and write a reflection on Taoism based on
the result of the inventory

SEMIFINAL EXAMINATION

9 Part 8 Class Discussion  Define a trend

Definition of a trend Be able to derive an
Lecture  Explain the process on how to spot a trend idea from instances
1.1 The process of identifying a trend and present this idea
Group Discussion
1.2 Differentiating a trend from a fad  Differentiate a trend from a fad through a 100-word
1.3 Elements of a trend Presentation of essay, artwork, and
1.4 The characteristics of a trend Self Ideas  Point out the elements that make up a trend other graphic
representations.
Class discussions
 Describe the different characteristics of a trend
and processing of
Understanding Local Networks
the written data Draw a color-coded
2.1 Strategic analysis  Identify parts of a whole.
2.2 Intuitive thinking map of the networks
Class project
of power relations
 Identify emerging patterns
Brainstorming (political, economic,
cultural, and kinship
Analyses  See, discover and differentiate relationships between
ties) within a particular

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 causes and consequences community.

 Present the derived ideas through a 100-word essay

or other graphic representation

 Define strategic analysis and intuitive thinking

 Explain strategic analysis and intuitive thinking
 Attain facility in strategic analysis

10 Part 9 Class Discussion  Give examples of various activities in one’s daily life Locates on a map the
Global Networks that show the concrete effects of globalization different geographical
Lecture origins of the various
3.1 Labor  Explain the comprehensive effects of globalization components/elements
Group Discussion
3.2 Migration of an
Presentation of  Show the interconnectedness of peoples and nations industrial/technologica
Self Ideas l/agricultural product
 Explain and demonstrate the benefits of collaboration and writes a reflection
Planetary Networks: Climate Change Class discussions essay on the insights
and cooperation
and processing of gathered from the
4.1 The effects of consumption and production the written data
 Identify and discuss the different contributions of the exercise.
patterns to climate change
Class project parts to a whole
4.2 The effects of climate change Brainstorming  Stress the important role of the creative imagination Locates on a map the
4.3 Steps to address the problems of climate
in putting together the various parts of a whole workplaces of the
change Analyses
OFWs in their
 List activities that exemplify care for the environment community and writes
a reflection paper on
the effects of labor
migration to their

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  Explain the effects of consumption and production community.
patterns that contribute to the problem of climate
change
Analyzes how
 Explain and illustrate personal contributions that can production and
actually solve the problem of climate change consumption habits
contribute to the
problem of climate
change and explain
why.

Writes a resolution
that you can share
with your friends about
how you can
personally contribute
towards solving the
problem of climate
change.

11 Part 10 Class Discussion  Identify preferred democratic practices Using any form of oral
presentation The
Democratic Interventions Lecture  Explain and analyze the reason for their preferences learner explains
creatively the ill effects
Group Discussion
 Illustrate the benefits of democratic participation of undemocratic
Information Communication Technology Presentation of practices related to
(ICT) Self Ideas  Explain the importance of participation in democracy factors such as
gender biases,
Class discussions poverty, political

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 and processing of  Distinguish/differentiate participatory from marginalization, racial
the written data representative democracy inequality, cultural
Neural and Social Networks domination, crisis of
Class project
7.1 Connections, Relationships, and Networks  Generate the criteria to assess prevailing political representation and
Brainstorming and social institutions politics of recognition.
7.2 The Neural and Social Networks
Analyses  Conceptualize /formulate what can be a viable
alternative to undemocratic practices. Organizes and
mobilizes an event
 Identify dimensions of technology that are enabling that deals with a
and not inhibiting significant global
issue, using ICT.
 Discuss the benefits of technology

 Utilize technology effectively rather than be enslaved Creates a social map

by it that traces the various
roles that students
 Identify the weakest link in a system using strategic play in the community
and intuitive thinking (family members,
community leader,
 Explain how information communication technology etc.) and rank the
can facilitate social relationships and political significance of the
movements (occupy movements) roles played within the
community
 Identify connections, relationship, and networks

 Illustrate how the brain or neural network works

 Compare the neural networks with social networks

 Establish linkage between self and the social network

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 one belongs to

 Demonstrate how thinking processes are shaped by

social relationships

 Identify the significant social roles students play

within the community by creating a social map of
their relationships

 Rank the roles in the community in terms of

significance and explain why

FINAL EXAMINATION

REFERENCES:
Textbooks: - Bremmer, Ian. "How to Lead in Ambiguous Times." Strategy and Business. February 2015, 2. Accessed May 6, 2016.
Articles/Handouts: - CHED Preliminaries and Supplement
Online Resources: - http://www.strategybusiness.com/article/00306.

COURSE REQUIREMENTS:
 4 written major examinations (Prelims, Midterms, Semifinals and Finals)
 Article Reviews/Movie Reviews/Assignments
 Quizzes
 Attendance
 Final Integration Activity incorporated in Final Examination

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CLASSROOM POLICIES:

Academic Dishonesty: CHEATING is a major offense. (Please refer to Student Handbook,

Absences/Tardiness: Students are only allowed to have at least 3 absences for the whole term. Two (2) instances of tardiness are equivalent to 1 absent.
Submission of Assignments: (As discussed by the professor)
Compliance with Final Integration Activity: (As discussed by the professor)
Quizzes and Major Examinations: (As discussed by the professor)

GRADING SYSTEM:
Final Grade = (Average of 4 Major Exams * 70%) + (Class Standing * 30%)

Class Standing Criteria: Recitation/Reporting 10%

Quizzes 10%
Attendance 5%
Assignments 5%

Numerical Percentage Numerical Percentage

1.00 --------------- 98-100 2.50 --------------- 82-84
1.25 --------------- 96-97 2.75 --------------- 79-81
1.50 --------------- 94-95 3.00 --------------- 75-78
1.75 --------------- 91-93 4.00 --------------- conditional
2.00 --------------- 88-90 5.00 --------------- failure
2.25 --------------- 85-87 DRP --------------- officially dropped

CONSULTATION SCHEDULE:

PREPARED BY: NOTED BY:

MR. JAMES YSRAEL D. DARO DR. RACHEL L. DE CHAVEZ

Instructor President and CEO, Dean of CAS

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