OBTL COURSE SYLLABUS

This course introduces students to the contemporary world by

examining the multifaceted phenomenon of globalization. Using Course Code GenEd 007 Credit Units 3
the various disciplines of the social sciences, it examines the
Lec hrs/week 3
economic, social, political, technological, and other
transformations that have created an increasing awareness of the
The Contemporary Course
interconnectedness of peoples and places around the globe. To
COURSE TITLE World Description 2nd Semester
this end, the course provides an overview of the various debates Sem/SY
in global governance, development, and sustainability. Beyond 2018-2019 Lab hrs/week 0
exposing the student to the world outside the Philippines, it seeks
to inculcate a sense of global citizenship and global ethical
responsibility.
Other
Thu 5:00-7:00 Consultation
Course Prerequisites/(Co-requisites) N/A Enrolment N/A Schedule
M/W 1:00-2:30 Time
Requirements
CODE
PO
INSTITUTIONAL OUTCOMES PROGRAM OUTCOMES DESCRIPTOR COURSE OUTCOMES
CODE
(I, E, D)
Distinguish different interpretations of and approaches to
d E
Effectively communicate in English and Filipino, both orally and globalization
Professionally Competent
in writing Describe the emergence of global economic, political, social, and
d E
cultural systems
Articulate and discuss the latest developments in the specific
Technologically competent c D Analyze the various contemporary drivers of globalization
field of practice
Act in recognition of professional, social, and ethical
Positive values a I Understand the issues confronting the nation-state
responsibility
Work effectively and collaboratively with a substantial degree of
Professionally Competent b E Analyze global issues in relation to Filipinos and the Philippines
independence in multi-disciplinary and multi-cultural team

b E Identify the ethical implications of global citizenship

Week Course Outcomes Topics Learning Activities Resources Assessment

Students will have a virtual tour on the school
Mission, Vision, and Core values of the
premises
University Recite the University’s
1 - Orientation Institutional Outcomes University Code mission, vision, and Core
Let the students explore around the school
Program Outcomes values in the class
premises and compare what they have seen on
Couse Outcomes
the video
- Introduce self to Course overview Classroom sharing (Introductions) Course syllabus
classmates and teachers Classroom policies
 - List expectations for the Lecture Introductory textbook:
1 course Manfred Stegger, Paul Battersby,
- Recall course rules Personal concept map of globalization: Students and Joseph M. Siracusa, eds.
- Write a personal will engage in a free association exercise of ideas 2014.The SAGE Handbook of
definition of globalization they associate with “globalization.” Based on the Globalization. Two vols. Thousand
based on a concept map concepts they list, they will synthesize a personal Oaks: SAGE.
definition of the concept.
LCD Projector
- Differentiate the
2 competing conceptions of Lecture Reading Materials
globalization  Chapter 2 of textbook:
- Identify the underlying News report critique: Students will find and read “Approaches to the
Quiz on the reading materials
philosophies of the Introduction to the Study of three newspaper op-eds (local or international) Study of Globalization”
varying definitions of Globalization discussing globalization. Before class, they will by Manfred B. Steger
Recitation
globalization write 50-word summaries of each op-ed,  Steger, Manfred B.
- Agree on a working identifying what the underlying definitions of “Ideologies of
definition of globalization globalization the op-ed writers use. Globalization.” 2005.
for the course Journal of Political
Ideologies 10(1): 11–30.
LCD Projector

Reading Materials
3  Chapter 9 of textbook:
“The Globalization of
- Define economic
Economic Relations” by
globalization
István Benczes
- Identify the actors that
Lecture/discussion  Wallerstein, Immanuel.
facilitate economic
2004. “The Modern Quiz on the reading materials
globalization
The Global Economy Debate: The students will debate the motion World-System as a
- Define the modern
“That global free trade has done more harm than Capitalist World Recitation
world system
good.” Economy: Production,
- Articulate a stance on
SurplusValue, and
global economic
Polarization.” In
integration
WorldSystems Analysis:
An Introduction.
Durham & London: Duke
University Press, pp. 23-
41.
- Explain the role of Lecture/discussion LCD Projector Quiz on the reading materials
international financial Market Integration
institutions in the Film viewing and discussion Reading Materials: Recitation
3
 creation of a global  Chapter 17 of textbook:
economy “The Rise of the Global
- Narrate a short history Corporation” by Deane
of global market Neubauer
integration in the  Bello, Walden F. 2006.
twentieth century “The Multiple Crises of
- Identify the attributes of Global Capitalism.” In
global corporation 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
LCD Projector

4 Reading Materials
 Chapter 7 of textbook:
- Explain the effects of
“Governments and
globalization on
Citizens in a Globally
governments
Interconnected World of
- Identify the institutions Quiz on the reading materials
States” by Hans Schattle
that govern international The Global Interstate System Lecture/discussion
 Mazower, Mark. 2006.
relations Recitation
“An International
- Differentiate
Civilization? Empire,
internationalism from
Internationalism and the
globalism
Crisis of the Mid-
Twentieth Century.”
International Affairs
82(3): 553–566.
5 - Identify the roles and LCD Projector
functions of the United
Nations Lecture/discussion Reading Materials
- Identify the challenges  Chapter 29 of textbook:
Quiz on the reading materials
of global governance in Contemporary Global Governance “The United Nations
the twenty-first century Meets the Twenty-first
Recitation
- Explain the relevance of Century: Confronting the
the state amid Challenges of Global
globalization Governance” by Thomas
 G. Weiss and Ramesh
Thakur
 Hobsbawm, Eric J. 1996.
“The Future of the
State.” Development
and Change 27(2): 267–
278
6-7 - Define the term “Global Lecture/discussion LCD Projector
South”
Quiz on the reading materials
- Differentiate the Global Group report Reading Materials
South from the Third  Chapter 12 of textbook:
Graded Group Report:
World “Locating the Global
Students will form groups of
- Analyze how a new South” by Lisandro E.
3-5. Each group will be
conception of global Claudio
Global Divides: The North and the South assigned a Latin American
relations emerged from  Connell, Raewyn. 2007.
(focus on Latin America) country to report on. These
the experiences of Latin “Dependency,
groups will deliver 10minute
American countries Autonomy and Culture.
presentations on the
In Southern Theory: The
contemporary foreign and
Global Dynamics of
economic policies of their
Knowledge in Social
respective countries.
Science. Cambridge, UK:
Polity Press, pp. 139163.
7-8 - Differentiate between Lecture/discussion LCD Projector
regionalization and
globalization Group report Reading Materials
- Identify the factors  Chapter 13 of textbook:
leading to a greater “Globalization and the Quiz on the reading materials
integration of the Asian Asia Pacific and South
region Asia” by Ehito Kimura Graded Group Report:
- Analyze how different  Shiraishi, Takashi. 2006. Students will form groups of
Asian states confront the “The Third Wave: 3-5. Each group will be
challenges of Southeast Asia and assigned an Asian country to
Asian regionalism
globalization and Middle-Class Formation research and report on. These
regionalization in the Making of a groups will deliver 10minute
Region.” In Beyond presentations on the
Japan: The Dynamics of contemporary foreign and
East Asian Regionalism, economic policies of their
ed. Peter Katzenstein respective countries.
and Takashi Shiraishi.
Ithaca, NY: Cornell
University Press, pp.
237–71
9 - Midterm
10 - Analyze how various Lecture/discussion Quiz on the reading materials
media drive various forms
of global integration Group Report Graded Group Report:
- Explain the dynamic LCD Projector Students will form groups of
between local and global 3-5. Each group will be asked
cultural production Reading Materials to pick an Asian musical act
 Chapter 22 of textbook: that became internationally
“Globalization and the famous. In their group report,
Media: Creating the they must answer the
Global Media Cultures
Global Village” by Jack following questions:
Lule Chapter 23 of 1. Where did the musical
textbook: “Popular act/artist originate?
Music and 2. In which countries did the
Globalization” by Yara artist become famous?
El-Ghadban 3. How did the artist become
famous?
4. Why do you think the artist
became famous?
11 - Explain how Lecture/discussion LCD Projector
globalization affects
religious practices and Discussion of film Reading Materials
beliefs  Chapter 10 of textbook:
- Analyze the relationship “Religion and
between religion and Globalization” by Victor
global conflict and, Roudometof
Quiz on the reading materials
conversely, global peace  Chapter 43 of textbook:
The Globalization of Religion
“Religion and Global
Recitation
Conflict” by Mark
Juergensmeyer

Film: PBS Frontline: “The Rise of

ISIS”
(http://www.pbs.org/wgbh/frontli
ne/film/riseof-isis/)
12 - Identify the attributes of Lecture/discussion Quiz on the reading materials
LCD Projector
a global city
- Analyze how cities serve Group report Graded Group Report:
Reading Materials
as engines of The Global City Students will form groups of
 Chapter 26 of textbook:
globalization 3-5. Each group will be
“Mobility, Diversity and
assigned a global city to
Community in the
discuss and research on. Their
 Global City” by Val Colic- reports should answer the
Peisker following questions:
 Sassen, Saskia. 2005. 1. How would you describe
“The Global City: your city?
Introducing a Concept.” 2. What is your city known
Brown Journal of World for?
Affairs XI(2): 27-43. 3. What makes your city a
global city?
12 - Explain the theory of Lecture/discussion LCD Projector
demographic transition as
it affects global Reading Materials
population  Lee, Ronald. 2003. “The
Demographic Transition:
Three Centuries of
Fundamental Change.”
Journal of Economic
Perspectives 17(4): 167–
190. Quiz on the reading materials
 Lesthaeghe, Ron. 2010.
“The Unfolding Story of Short research paper to
Global Demography the Second discuss the topic: Has the
Demographic Philippines undergone the
Transition.” Population demographic transition? Why
and Development or why not?
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
13 - Analyze the political, Lecture/discussion LCD Projector
economic, cultural, and
social factors underlying OFW Interview: Each student will be asked to Reading Materials
the global movements of interview a former or a current OFW (face-to-  Castles, Stephen. 2000. Quiz on the reading materials
people Global Migration face or online).In class they will share what they “International Migration
- Display first-hand learned from these interviews about at the Beginning of the Recitation
knowledge of the transnationalism and the factors that affect TwentyFirst Century:
experiences of OFWs global migrations. 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.
14 - Write a research paper Mini-lecture on citation methods for research
proposal with proper papers
citation
- Critique research Proposal for final research paper: Students will
Research Proposal Writing
proposals of classmates begin writing a 500word proposal for their final
Research Proposal Critique
research paper.

Pair discussion: Students will pair off and critique

each other‟s research proposals.
15 - Differentiate stability Lecture/discussion LCD Projector
from sustainability
- Articulate models of Reading materials Quiz on the reading materials
global sustainable Sustainable/Development  Chapter 48 of textbook:
development “Sustainable Economic Recitation
Systems” by Sebastian
Plóciennik
16 - Define global food Lecture/discussion Reading materials
security  Chapter 50 of textbook:
- Critique existing models Film Viewing “Global Food Security:
of global food security The Challenge of
Feeding the World” by
Monika Barthwal-Datta
 McMichael, Philip. 2009. Quiz on the reading materials
Global Food Security “A Food Regime Analysis
of the „World Food Recitation
Crisis. Agriculture and
Human Values 26(4):
281-95.

Film: “The Price of Sugar” directed

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

1. Study will have and advance study on the topics before attending classes.
2. Students will submit outputs needed in a particular topic.
3. Students must attend regular evaluation assessment.

CLASSROOM POLICIES
1. Classroom Procedure
a. Students must regularly attend the class.
b. Students are allowed only to have a maximum of 5 minutes late before the class starts.
c. Students must be in proper complete uniform in attending the class.
2. Class Preparation:
a. Students are expected to actively participate in all classroom activities.

Final Grade Evaluation System

25 % Quizzes
15 % Recitation
15 % Midterm Essay
25 % Group Reports and other Research Papers
20 % Final Research Paper
100 % Total

INC if there is missing any of the course requirement listed. Given 1 year to comply the INC.
Prepared by: Reviewed by: Approved:

KIM C. OPERARIO BENEDICTO T. MILITANTE, JR. PhD. EVANGELINE Z. HIDALGO, PhD.

Instructor 1 Head, Education Department Campus Director, EVSU-TC
Republic of the Philippines Vision : A Leading State University in Technological and Professional Education.
EASTERN VISAYAS STATE UNIVERSITY TANAUAN CAMPUS Mission: Develop a strong technologically and professionally competent productive human resource
Tanauan, Leyte imbued with positive values needed to propel sustainable development.
EDUCATION DEPARTMENT Core Values: Excellence, Value-laden, Service-driven, Unity in Diversity

OUTCOMES BASED TEACHING AND LEARNING (OBTL)

COURSE SYLLABUS
THE CONTEMPORARY WORLD
2nd Semester SY 2018-2019

INSTITUTIONAL OUTCOMES PO CODE PROGRAM OUTCOMES EDUCATION DEPARTMENT VISION:

Knowledge of
Technology and A department that leads in producing technological and professional educators in
various fields of specialization in support to the regional, national and global
Engineering
development.
TECHNOLOGICALLY Design and Articulate and discuss the latest developments in the
COMPETENT Development C specific field of practice
EDUCATION DEPARTMENT MISSION:
of Solutions
Modern Tool Produce technologically and professionally competent education graduates
Usage and service providers equipped with intelligence, positive work, attitudes
Work effectively and collaboratively with a substantial geared towards teaching proficiency and excellence to propel sustainable
Problem development
B degree of independence in multi-disciplinary and multi-
Solvers cultural team
Innovators EDUCATION DEPARTEMNT OBJECTIVES:
PROFESSIONALLY 1. Demonstrate in-depth understanding of the development of the learners.
COMPETENT Creative
2. Exhibit comprehension knowledge of various learning areas in the secondary
Transformators Curriculum.
Interpersonally Effectively communicate in English and Filipino, both 3. Create and utilize materials appropriate to the secondary level to enhance
D orally and in writing
Competent Teaching and learning.
Ethics 4. Design and implement assessment tools and procedures to measure
Morality Secondary learning outcomes.
Act in recognition of professional, social, and ethical 5. Construct and utilize appropriate technology supported instructional
Excellence A 6. Which will enhance teaching and learning in the secondary level.
POSITIVE VALUES responsibility
7. Develop the comprehension required of the Philippine Trainers qualification
Service-Driven
Framework.
Unity in
Diversity