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TEACHER EDUCATION DEPARTMENT

Outcomes-Based Education (OBE) Course Syllabus GE 102- The Contemporary World
Date Enhanced: August 2, 2019

I. Capiz State University

Vision: Center of Academic Excellence Delivering Quality Service to all

Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values; undertake relevant research,
development and extension services; promote entrepreneurship and environmental consciousness; and enhance industry collaboration and linkages with
partner agencies.

Goals: Globally competitive graduates

Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration

Core Values: God- Centered

Excellence
Integrity
Transparency and Accountability and;
Dedication to quality Service

Guiding Principles:
Academic Freedom
Responsibility
Academic Standards
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Institutional Learning Outcomes:

A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist, and effective collaborator in their
respective fields of discipline.

College of Education Program Outcomes:

To construct teachers who REIGNS:
R - Relevant researcher
E - Exemplary “extensionist” and entrepreneurs
I - Innovative instructors, ICT literate
G - God-fearing, goal-oriented, globally competitive
N - Nature-lovers, networkers, and team players
S - Service-oriented

II. Campus : Pontevedra

III. Program/Degree: Bachelor of Secondary Education/Bachelor of Elementary Education/Bachelor of Physical Education

IV. Program Outcomes: Based on CMO No. 74, Series of 2017/CMO No.75, Series of 2017/CMO No. 80, Series of 2017

A. Common to all programs in all types of schools

The graduates have the ability to:
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 of professional, social and ethical responsibility
5. preserve and promote “Filipino historical and cultural heritage”

B. Common to the Teacher Education

1. Articulate the relationship of education to larger historical, social, cultural and political processes.
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2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

C. Program Outcomes for BSEd

1. Demonstrate in-depth understanding of the development adolescent of learners.

2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Construct and utilize materials appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
5. Create and utilize appropriate technology-supported instructional materials which will enhance teaching and learning in the secondary level.

C.1. Specific Program Outcomes for BSEd Social Studies

a. Utilize appropriate various sociocultural and historical materials in explaining current issues
b. Organize communities towards self – reliance and self – sufficiency
c. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
d. Integrate local and global perspectives in teaching the principle of the common good
e. Employ principles of sustainable development in teaching and learning
f. Show scholarship in research and further learning
g. Display the qualities of an innovative teacher who has mastery of the subject matter

D. Program Outcomes for BEED

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.
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E. Program Outcomes for BPEd

a. Disciplinal Knowledge:
a.1. Apply scientific and evidence-based practices critical to the educational and learning processes.
b. Movement and Competency and Proficiency:
b.1. Demonstrate skillful performance in a variety of physical activities.
b.2. Adopt performance to variety of physical settings: (e.g. formal classes, recreational, and competitive)

c. Curriculum and Program Planning, Implementation, Monitoring and Evaluation:

c.1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily.
c.2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-
school settings.
c.3. Monitor and evaluate physical activity programs in and/or non-school settings.
c.4. Use appropriate assessments in, as and for student or client learning.
c.5. Use information, media and technology in pedagogy and lifelong learning.
d. Professional Accountability and Responsibility:
d.1. Demonstrate firm work/professional ethics.
d.2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
d.3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession.
d.4. Pursue lifelong learning for personal and professional development.
e. Communication:
e.1. Communicate effectively with PE practitioners, other professionals and stakeholders.
e.2. Use oral, written, and technology formats deftly.

V. Course Title: The Contemporary World

VI. Semester/School Year Offered: 1st Semester, School Year 2019 – 2020
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VII. Course Description:

This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization using various disciplines of social
sciences, it examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the interconnectedness of the people 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.

VIII. Course Credit/Unit: 3 units (3 hours lecture/week for 18 weeks or 54 hours in a semester)

IX. Course/Subject Outcomes:

At the end of the course the student should be able to:

A. Competencies

1. Distinguish different interpretations of and approaches to globalization

2. Describe the emergence of global economic, political, social, and cultural systems
3. Analyze the various contemporary drivers of globalization
4. Understand of the issues confronting the nation-state
5. Assess the effects of globalization on different social units and their responses

B. Skills
1. Analyze contemporary news events in the context of globalization
2. Analyze global issues in relation to Filipinos and the Philippines
3. Write a research paper with proper citations on a topic related to globalization

C. Value
1. Articulate personal positions on various global issues
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2. Identify the ethical implications of global citizenship

X. Course Design Matrix

Topics Intended Learning Teacher’s Learners’ Instructional References Assessment Time Allotment
Outcomes (ILO) Activities Activities Materials Tasks
(18 weeks)
THE VMGO Orientation Getting to Know each Classroom sharing Participate in LCD Projector Course syllabus Oral Recitation Week 1
other (Introductions) classroom in elucidating
sharing and VMGO, school
Classroom discussions Student’s Handbook and classroom
Policies and orientation Recalled and policy.
understand the VMGO Lecture, Syllabus
Course overview Discussion Identifying the
of CapSU, COEAS as
Share their component of
well as those of the
Grading System and Course thoughts grading system
Expectation BSED and BEED Encourage regarding VMGO
Programs and course students to share likewise its
rules their thoughts importance to
Discussed School regarding VMGO students, teachers
Policy, likewise its and institution
Classroom/Teacher’s importance to personnel
Rule; Setting students, teachers
Expectations and institution
personnel

Identified the different

components in the
Presents and
grading system
likewise the course discuss the
expectation grading system Ask question for
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and its clarification

components. regarding
grading system
and its
components.
Introduction to the study of Differentiated the Personal concept Students will LCD Projector Introduce textbook: Quiz on Week 2-4
Globalization competing conceptions map of engage in a free Manfred Steger, Paul reading
of globalization globalization. association Battersby, and Joseph materials
- Rationale of Globalization exercise of ideas M. Siracusa, eds.
Identified and critic/ that associate 2014. The SAGE Presentation of
- Definition and Discussion on
analyze the Based on the with Handbook of output based on
important concept
underlying concepts they list, “globalization.” Globalization. Two the given rubric
- Advantages and philosophies of varying they will vols. Thousand Oak:
synthesize a Synthesize a SAGE. Recitation
Disadvantages definitions of
globalization and personal personal
different theories and definition of the definition of the Source: 2016.The
-Theories ideologies of concept. concept of Levin Institute-State
-Ideologies globalization globalization. University of New
- Discussion York
- Research work Participate
and presentation actively in class Chapter 2 of
Agreed on a working - Critiquing on the discussion. textbook:
definition of different Engage in “Approaches to the
globalization for the theories and research work Study of
course ideologies Globalization” by
Participate in Manfred B. Steger
Learning Activity: critiquing on the Steger, Manfred B.
How Globalized different “Ideologies of
is your Home? theories and Globalization.”2005.
ideologies of Journal of Political
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globalization. Ideologies 10(1):

11-30.

Aldama, Prince
Kennex. The
Contemporary World.
Rex Bookstore:
Manila, 2018.

Claudio, Lisandro E.
Abinales, Patricio, N
The Contemporary
World, C & E
Publishing: Quezon
City, 2018.

Defined economic Discussion on Participate LCD Projector Aldama, Prince

The Global Economy globalization process questions actively on class Kennex. The Week 5-7
-Surplus and Deficit discussion on Contemporary World. Learning
-Economic Chain and Network Identified the role of Group Activity p. process questions Rex Bookstore: Activity:
-Global Value Chains different 24-25 Manila, 2018. p13- Global
-Increasing Competition for actors that facilitate Individual task 34.. Economic
Individual Task
Commodities economic globalization and Group Institutions,
( Identify whether
-Outsourcing activity Reading materials page 25.
the following
-Consumption Defined and Chapter 9 of
countries fall
-The Modern World System elaborately explain textbook: “The
under core,
“modern world system” periphery or semi- Globalization of
Impact of globalization on the Economic Relations”
periphery
following aspects: Articulated a stance on category) by István Benczes Essay:
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- Economic global economic Wallerstein, “Impact of

- Political integration Immanuel, 2004. Global Free to
- Socio-cultural Create a graphic “The Modern World- the Economy of
- Security Presented/ analyzed organizer (Venn System as a Capitalist a Country .”
and critique the impact diagram/chart) World Economy:
of globalization on the depending on Production, Surplus-
Economic, Political, their choice Value, and
socio-cultural and regarding the Polarization.” In
security. impact of World Systems
globalization in Analysis: An
economic, Introduction.
political, socio- Durnham and
cultural and London: Duke
security and University Press, pp.
23 – 41.
present in class.
Presentation of Presented the Claudio, Lisandro E.
downloaded/ downloaded/ Abinales, Patricio, N
create their own created video / The Contemporary
video clippings World, C & E
presentation/ regarding the Publishing: Quezon
impact of City, 2018. p 12-25.
clippings
globalization in
regarding the
economic,
impact of political, socio-
globalization in cultural and
economic, security
political, socio-
cultural and
security and
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present in class.
Discussion on the
presented output
Market Integration Identified the different Lecture/discussio Class Discussion LCD Projector Reading Material: Discuss the Week 9
international financial n Film viewing and  Chapter 17 of relevance of
institution and explain discussion textbook: “The Bretton Woods
their role in the Film viewing and Rise of the Global institution such
international financial discussion Corporation” by as the IMF and
institution in the Deane Neubauer the World Bank
Discussion on the
creation of a global in today’s
process questions
market integration in  Bello, Walden F.
p. 52 & 59-60 Class activity globalized
the twentieth century 2006 : “The world?
Activity: Multiple Crises of
Identified and value Weighing the Global What does the
the attributes of global market Capitalism.” In history of
corporation Deglobalization: Bretton Woods
Ideas for a New tell us? How
World Economy. far we trust its
Quezon City: institutions
Ateneo de Manila
given the
University Press,
criticism and
pp. 1-31.
blunders
Film: “The provided by
Corporation” Stiglitz?
directed by Answer the
Mark Achbar
process
and Jennifer
questions and
Abbott
Activity:
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Aldama, Prince Weighing the

Kennex. The Market p. 59-
Contemporary World. 60)
Rex Bookstore:
Manila, 2018. p36-
57..

Contemporary Global Defined global Research Work Research Work LCD Projector Reading Materials Quiz on the Week 10
Governance governance.  Chapter 29 of Reading
Learning Activity: Class Activity textbook: “The Materials
United Nations Identified and explain The United Class Discussion United Nations
the role and functions Nations Meets the Twenty- Recitation
of the United Nations Peacekeepers: Re- first Century:
concerning global enacting their Confronting the Learning
governance. Roles, Challenges of Activity: The
Responsibilities, Global United Nations
Identified and explain and Challenges, Governance” by Peacekeepers:
the challenges of global page 48 of Thomas G. Weiss Re-enacting
governance in the Claudio’s Book and Ramash their Roles,
twenty-first century Thakur Responsibilities
 Hobsbawm, Eric J. , and
Explained the 1996. “The Future Challenges
Lecture/discussio
relevance of the state of State.”
amid globalization n
Development and
Change 27(2): 267
– 278.

MID-TERM EXAMINATION (Week 8)

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The Globalization of Religion Explained how Lecture / Participate LCD LCD Projector Quiz on the Week 11
globalization affects Discussion actively on class PROJECTOR reading
religious practices and discussion Reading Materials materials
beliefs Film/ clipping  Chapter 10 of
viewing Film/ clipping textbook: :Religion Recitation
Elaborately explained Discussion of film viewing and Globalization”
how religion respond to Discussion of by Victor Activity:
globalization Invite a resource film Roudometof What religion
person who is  Chapter 43 of are you In?
Analyzed the considered as Listen attentively textbook: page 71 of
relationship between expert in religion. and on the talk “Religion and Claudio’s Book
religion and global ( priest/ any of invited Global Conflict”
conflict and, religious leader/ resource person by Mark
conversely, global preacher coming who is Juergensmeyer
peace. from other sect. considered as
expert in religion. Film: PBS Frontline:
( priest/ any “The Rise of ISIS”
religious leader/
preacher coming
from other sect
LCD Projector Quiz on the Week 12
Global Media Cultures Analyzed how various Lecture / Participate on Reading Materials reading
media drive various discussion class discussion materials
forms of global Chapter 22 of
integration Group Report Group Reporting textbook: Graded Group
“Globalization and Report:
Explained the dynamic the Global Village” Students will
between local and by Jack Lule form groups of
global cultural Chapter 23 of 3 – 5. Each
production; and textbook: “Popular group will be
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Music and asked to pick

Defined responsible Globalization: by an Asian
media consumption. Yara El-Ghadban musical artist
that became
internationally
famous. In their
Claudio, Lisandro E. group report,
Abinales, Patricio, N they must
The Contemporary answer
World, C & E questions.
Publishing: Quezon
City, 2018.
The Global City Explained why Lecture/Discussio Participate on the LCD Projector Claudio, Lisandro E. Quiz Week 13
globalization is a n class discussion Abinales, Patricio, N
spatial phenomenon. on the guide on the guide The Contemporary Recitation
Questions questions World, C & E
Identified the attributes Publishing: Quezon Presentation of
of a. global city. Learning Activity City, 2018. Outputs
Learning Activity:
Analyzed how cities Tracking the
serve as engines of Metropolis on
globalization Claudio’s Book

Global Demography Discussed the Class Discussion Actively LCD Projector Claudio, Lisandro E. Quiz Week 14
relationship between participate on the Abinales, Patricio, N
population and Discussion on discussion The Contemporary Recitation
economic welfare. guide questions. World, C & E
Publishing: Quezon Presentation of
Identified the effects of City, 2018. Outputs
aging and over
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population.

Differentiated between
contrasting positions
over reproductive
health.
Global Migration Actively LCD Projector Quiz on the Week 15
Analyzed the political, Lecture / participate on the reading
economic, cultural, and Discussion discussion Reading Materials materials
social factors
underlying the global OFW Interview: OFW Interview Castles, Stephen. Presentation of
movements of people Each student will and share what 2000. “International the interview
be asked to they learned from Migration at the results on a
Displayed first-hand interview a former these interviews Beginning of the former or a
knowledge of the or a current OFW about Twenty-First Century: current OFW
experiences of OFWs (face-to-face or transnationalism Global Trends and (face-to-face or
online). In class and the factors Issues.” International online) and
they will share that affect global Social Science share their
what they learned migrations. Journal 52 (165): 269 learnings about
from these – 281. transnationalis
interviews about m and the
transnationalism Aguilar, Filomeno V. factors that
and the factors 2012. “Differentiating affect global
that affect global Sedimented from migrations.
migrations. Modular
Transnationalism: Recitation
The View from East
Asia.” Asian and
Pacific Migration
Journal 21(2): 149 –
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171.

Claudio, Lisandro E.
Abinales, Patricio, N
The Contemporary
World, C & E
Publishing: Quezon
City, 2018.
Environmental Crisis and Lecture/discussio Actively LCD Projector Reading material Quiz on the Week 16
Discussed the origins n of guide participate on the reading
Sustainable and manifestations of questions Discussion Chapter 48 of materials
Development global environmental textbook:
crisis. “Sustainable
Watch Film Economic System “ Recitation
Relate everyday Film clippings clippings on by Sebastian
encounters with Environmental Plóciennik Essay on
pollution, global Crisis and
Sustainable
warming, Learning Activity: Sustainable Claudio, Lisandro E.
desertification, ozone Finding Development Abinales, Patricio, N Development
depletion and many Everyday The Contemporary
others with a larger Pollution World, C & E
picture of Publishing: Quezon
environmental City, 2018.
degradation.

Examined the policies

and programs of
governments around
the world that address
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the environmental
crisis.
Global Citizenship Articulated a person Lecture/discussio Actively LCD Projector Reading materials Quiz on the Week 17
definition of global n participate on the reading
citizenship Discussion and Carter, April. 2001 materials
Personal concept class activity “Global Civil
map of global Society: Acting as Recitation
Appreciated the ethical citizenship: Global Citizens” in
obligations of global Students will The Political Theory
citizenship engage in a free of Global Citizenship.
association London: Routledge,
exercise of ideas
pp. 147-176
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.
Final Examination ( Week 18)
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XI. Criteria for Grading:

MIDTERM PERFORMANCE FINAL TERM PERFORMANCE

Class Standing 50% Class Standing 50%
Portfolio ( outputs/ assignments) 15% Portfolio ( outputs/ assignments) 15%

Performance ( Individual/ Group Task) 20% Performance ( Individual/ Group Task) 20%
Class Participation 10% Class Participation 10%
Attendance 5% Attendance 5%
Quizzes 15% Quizzes 15%
Midterm Exam 40% Final Exam 40%
Total 100% Total 100%

Final Grade= Midterm Grade 30% and Final Grade 70%

XII. Rubrics ( Will be created prior to the activity, criteria will be deliberated)
XIII. Other Requirements:
1. Pass all written Examinations.
2. Submit all written outputs
3. Performed Individual/Group Task
4. Attendance

XIV. Policies
1. Come to class on time.
2. Attend classes regularly
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3. Present excuse letter in case of absences

4. Participate actively on class discussion

XV. Consultation: The students are encouraged to regularly seek advice to the course facilitator based on the consultation time of the faculty. The students can set appointment
every
W at 7:30 – 11: 30 am and T-TH 4:00-5:00

XVI. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.

Prepared by:

WILLIFORD T. ABUNAS
Course Facilitator

Noted: Recommending Approval:

FE MAE L. LABORTE, PhD MALOU D. BASQUEZ

Quality Assurance Chair Program Chair

Approved:

JUDEL V. PROTACIO, PhD

Dean
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