General Education Department

1st Semester, SY 2020-2021

PROGRAM : General Education

COURSE CODE : GE-WOR101
COURSE TITLE : THE CONTEMPORARY WORLD FOR BSP
CREDIT UNITS : 3 units
NUMBER OF HOURS : 54 hours
INDEPENDENT NUMBER OF HOURS : 22 hours
PLACEMENT : 2nd Year, 1st Semester
PRE-REQUISITE : None
CO-REQUISITE : None

COURSE DESCRIPTION: This course introduces students to the contemporary world, by examining the multifaceted phenomenon of globalization. Using perspectives from
Sociology and Anthropology as well as other social science disciplines, it examines global processes and movements that have created an increasing awareness of the
interconnectedness of peoples and places around the globe. It provides overview of the structures and development of globalization as well as issues of impact and sustainability so
that students may assess their roles and responsibilities as global citizens.

PROGRAM OUTCOMES:

• Conduct scientific research methods and processes

• Providing drug and health related information
• Advocating professional and ethical pharmacy practice
• Contributing to the overall social, mental, emotional and physical health of individuals, communities and the country
INSTITUTIONAL OUTCOMES: Lasallian Nurturers of Life

ATTRIBUTES DESIRED LEARNING RESULTS

At the end of the course, students are expected to:

Nurturer of Spirit • Recognize the oneness of God’s creation by examining interconnected structures and processes

Nurturer of Potentials • Generate ideas, designs, systems or information with resourcefulness, imagination, insight to meet current and emerging
needs of a global society
Nurturer of Career • Demonstrate understanding of global processes that impact economies and workplaces

Nurturer of Health • Promote healthy behavior brought by awareness of health risks associated with globalization

Nurturer of Discoveries • Respond to multiple experiences and ideas about the world critically and creatively

Nurturer of Communities • Reflect on how they can contribute personally and meaningfully to developing sustainable communities as they examine
institutional structures and processes that affect individuals and communities
Nurturer of Environment • Reflect on how they can contribute personally and meaningfully to caring for the global environment

COURSE OUTCOMES:

At the end of the course, the students will 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 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. Develop a service learning advocacy material on a topic or issue related to globalization

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

COURSE OUTLINE:
LEARNING OUTCOMES COURSE CONTENT TEACHING- TIME INDEPENDENT ASSESSMENT
LEARNING ALLOTMENT STUDY HOURS
ACTIVITIES

1. Appreciate the importance and relevance of the A. Course Orientation Online discussion of 1 hour Survey questionnaire
course in their life and education course expectations,
syllabus and class
policies

Survey questionnaire

1. Give examples of how their own personal lives B. Perspectives in the Study of Assigned readings 4 hours 1 hour Submission of
(biography) intersect with the larger social and Globalization performance tasks via
historical context (history). B.1 The Sociological Imagination Performance tasks LMS
2. Explain the key concepts of each perspective B.2 Sociological and
and apply each perspective in analyzing socio- Anthropological Perspectives Online discussion Participation in online
cultural realities. and Concepts discussion/activities
Online group
discussion Group Presentation

Online quiz
1. Write a personal definition of globalization C. Defining Globalization Assigned readings 1 hour 1 hour Participation in online
based on a concept map activities
2. Differentiate the competing conceptions of Video lecture
globalization Submission of
3. Identify the underlying philosophies of the Performance tasks performance tasks via
varying definitions of globalization LMS
4. Agree on a working definition of globalization Collaborative activity
for the course
1. Define economic globalization D. The Structures of Assigned readings 3 hours 2 hours Participation in online
2. Identify the actors/institutions that enable the Globalization discussion/activities
integration of world markets Video lecture/online
3. Articulate a stance on global economic D.1 The Globalization of World discussion Online quiz
integration Economics
4. Illustrate how a globalized economy affect Forum discussion Submission of
everyday life. performance tasks via
5. Explain the role of international financial Group Activity: Case LMS
institutions in the creation of a global economy Study of a TNC
6. Narrate a short history of global market (Transnational
integration in the 20th century Corporation)

1. Explain the effects of globalization on D.2 Global Politics Assigned readings 1 hour 1 hour Participation in online
governments discussion/activities
2. Identify the institutions that govern international a. Creating an International Video lecture/online
relations Order discussion Submission of
3. Differentiate internationalization from performance tasks via
globalization Performance tasks LMS
4. Describe forms of governance and ideas of
citizenship enabled by globalization
5. Discuss the historical evolution of international
politics
1. Identify the roles and functions of the United b. The United Nations and Assigned readings 4 hours 1 hours Online quiz
Nations Contemporary Global
2. Identify the challenges of global governance in Governance Online discussion Participation in online
the 21st century discussion/activities
Film-viewing
Submission of
Performance tasks performance tasks via
LMS

Reflection paper

1. Differentiate the Global South from the Third D.3 A World of Regions Assigned readings 1 hour 1 hour Online quiz
World
2. Identify the factors leading to a greater Forum discussion Submission of
integration of the Asian region performance tasks via
3. Analyze how different Asian states confront the Performance tasks LMS
challenges of globalization and regionalization
FIRST COMPREHENSIVE ASSESSMENT – 6th week
1. Explain how globalization affects religious E. Cultures of Globalization Assigned readings 3 hours 3 hours Participation in online
practices and beliefs discussion/activities
2. Analyze the relationship between religion and E.1 The Globalization of Religion Video lecture/online
globalization discussion Online quiz

Performance tasks Submission of

performance tasks via
Films: LMS
PBS Frontline: “The Reaction paper
Rise of ISIS”

Spiritual Perspectives
on Globalization
 (interview with Ira
Rifkin)

1. Analyze how various media drive various forms E.2 Media and Globalization Assigned readings 5 hours 2 hours Participation in online
of global integration discussion/activities
2. Explain the dynamic between local and global Online discussion
cultural production Online quiz
Group activity: Asian
Music Submission of
performance tasks via
LMS

1. Identify the attributes of a global city E.3 The Global City Assigned readings 5 hours 2 hours Group presentation
2. Analyze how cities serve as engines of
globalization Student-led Online quiz
discussion: Each
group of students will
be assigned a global
city to discuss)

1. Explain the theory of demographic transition as F. Movement and Sustainability Assigned readings 2 hours 2 hours Participation in online
it affects global population discussion/activities
2. Define global food security F.1 Global Demography Video lecture/online
3. Critique existing models of global food security discussion Online quiz

Performance tasks Submission of

performance tasks via
Film: “The Price of LMS
Sugar” directed by
Bill Haney Reaction paper

SECOND COMPREHENSIVE ASSESSMENT – 12th week

1. Analyze the political, economic, cultural, and F.2 Global Migration Assigned readings 3 hours 3 hours Interview transcript
social factors underlying the global movements of
people OFW Interview Reflection paper
2. Display first-hand knowledge of the experiences
of OFWs Performance tasks Submission of
performance tasks via
LMS

1. Explain how globalization impacts health. F.3 Globalization and Health Assigned readings 6 hours
2. Identify new challenges to global health.
3. Discuss the social determinants of health. Online discussion
Student-led
discussion
2 hours Participation in online
discussion/activities
Online quiz
Group Presentation

Performance tasks Submission of

performance tasks via
LMS

1. Differentiate stability from sustainability F.4 Environmental Crisis and Assigned readings 6 hours 1 hour Participation in online
2. Articulate models of global sustainable Sustainable Development discussion/activities
development Video lecture/online
discussion Online quiz

Performance tasks Submission of

performance tasks via
Alternative Class: LMS
Preparation of
Advocacy Service-
Learning Material
FINAL COMPREHENSIVE ASSESSMENT – 18th week
COURSE REQUIREMENTS/POLICIES:

1. This course is designed for Home Based Alternative Learning Modalities approach.
2. Students must have a device and internet connection at home to participate in this home based learning system.
3. Lecture and laboratory classes will be conducted online via the Institution’s LMS (Blackboard). Student must be enrolled in the LMS course allotted for this subject. Classes
shall be conducted using synchronous and asynchronous learning.
4. Lecture handouts, laboratory experiment manuals/handouts, laboratory reports template, PowerPoint presentation, podcast-style recordings, and/or pre-recorded videos will
be posted on the institution’s LMS site.
5. Live online sessions will be held at least once a week for consultations, lecture discussions, solving practice problems, pre-lab and post-lab discussions, etc. via Blackboard
Collaborate.
6. Live sessions will be recorded for the benefit of students experiencing connectivity issues.
7. Attendance to live sessions is not part of a student’s overall grade. However, a student must inform the subject professor of the reason for not joining the live session.
8. Student assessments and requirements will be announced at least a week prior to its deadline. The following shall be implemented:
a. Short quizzes and long examinations will be administered online via the institution’s LMS site
b. Navigation method in answering the online quiz is sequential and set to one attempt.
c. Short quiz is to be given at least one week after the discussion. A duration of one day is given to students in answering the quiz. This is for the benefit of students
experiencing connectivity issues.
d. Long examination/major exams are given during the assigned schedule. The duration depends on the type of exam or difficulty of questions. For sciences, two hours
is given to accomplish the exam, while one and a half hour for humanities courses. The subject faculty must be online on the assigned time of examination. This is to
ensure that all concerns will be addressed properly.
e. Should the student fail to submit the requirement on the deadline, a percentage deduction will be given. The deduction will be determined by the subject professor.
Should the student still fail to comply with the requirements on the second chances, a grade of zero will be given.
f. Final output/projects will be submitted online.
9. Any concern should be properly addressed to the subject professor for appropriate action.
10. Even classes are held in virtual classroom, policies written on Student Handbook will still be applied strictly.

All policies (attendance, tardiness, decorum, grievances, etc.) will be subject to the provisions of the latest version of the Student Handbook.
FINAL OUTPUT:

Service-Learning Advocacy Material

Develop an advocacy material that seeks to create awareness and recommends some action regarding an important issue related to globalization. The material could be a short video
or infographics.

RUBRIC FOR GRADING:

Proficient Limited proficiency Needs improvement

FOCUS (15 points) Scope of topic is well-defined. Data relate Scope of topic is defined but remains too broad. Scope of topic is not defined and most
well with each other and tell a coherent story. Data relate partially with each other and tell a information do not relate well with each other.
somewhat coherent story. Does not present a coherent story.
CONTENT AND At least five accurate facts are presented. At least five accurate facts are presented. Some Less than five accurate facts are presented.
ACCURACY (15 points) Statistical data have source and year. statistical data have source and year. Information Statistical data do not have source and year.
Information adequately supports the purpose is mostly adequate and supportive of the purpose Inadequate information is not clearly supportive
of the infographics. of the infographics. of infographic’s purpose
CREATIVITY (10 Graphics are related to the topic and match Most graphics are related to the topic and match None of the graphics are related to the topic and
points) the facts and therefore make it easier to the facts and therefore make it easier to match the facts. The infographic is distractingly
understand. The infographic is exceptionally understand. The infographic is attractive in terms messy or very poorly designed and thus distract
attractive in terms of design, layout, and of design, layout and neatness, but is a bit messy from the presentation content.
neatness. and occasionally distract from the presentation
content.
CONVENTIONS (10 The project is free of grammatical errors and The project is mostly free of grammatical errors There are too frequent grammatical errors and
points) follows the guidelines. Words are legible and and follows most of the output guidelines. Most the project does not follow output guidelines. The
pertinent to topic. words are legible and pertinent to topic. presentation is illegible and confusing.
GRADING SYSTEM:

PRELIMINARY TERM AND MIDTERM FINAL TERM

Comprehensive Assessment 30% Final Output 30%

Class Participation/Behavior 15% Class Participation/Behavior 15%

Performance Tasks 30% Performance Tasks 30%

Quizzes 25% Quizzes 25%
Total 100% Total 100%

REFERENCES:

CALL NUMBER REFERENCE MATERIALS

HF 1583 N44 2006 Beja, E. Jr et al. (2006). Negotiating globalization in Asia. Quezon City: Ateneo Center for Asian Studies.

No Call Number Bello, Walden. (2001). The future in the balance: Essays on globalization and resistance. UP Press.

HF 1359 B44 2006 Bello, Walden (2006). Deglobalization: ideas for a new world economy. Quezon City : ADMU Press.

No Call Number Castles, Stephen. 2000. “International Migration at the Beginning of the 21 st Century: Global Trends and Issues.” International Social
Science Journal 52 (165):269-281. https://doi.org/10.1111/issj.12185
JZ 1318 C53 2003 Clark, J. (2003). Worlds apart: civil society and the battle for ethical globalization. London:Earthscan.

No Call Number Claudio, L. and Abinales, P. (2018). The Contemporary World. Quezon City: C & E Publishing, Inc.

No Call Number Ferrante, J. (2011). Seeing sociology: an introduction. Wadsworth Cengage Learning.

HF 1359 G65 2007 Goldin, I. & Reinert, K. (2007). Globalization for development: trade, finance, aid, migration, and policy. Washington: World Bank.
HB 501 G66 2009 Gonzaga, E. (2009). Globalization and becoming-nation : subjectivity, nationhood, and narrative in the period of global capitalism.
Quezon City: UP Press.

JZ 1320 G67 2008 Gopinath, C. (2008). Globalization: a multidimensional system. Los Angeles: Sage Publications

No Call Number Hobsbawm, Eric J. (1996). “The Future of the State.” Development and Change 27(2):267-278.

No Call Number Lesthaeghe, Ron. (2010). “The Unfolding Story of the Second Demographic Transition.” Population and Development Review
36(2):211-251.

No Call Number Mazower, Mark. (2006). “An international civilization? Empire, internationalism and the crisis of the mid-twentieth century.” International
Affairs 82(3):553-566.

No Call Number Mills, C. (1959). “The Promise” (excerpt) in C. Wright Mills, The Sociological Imagination. Oxford University Press.
https://sites.middlebury.edu/utopias/files/2013/02/The-Promise.pdf

No Call Number McMichael, Philip. (2009). “A Food Regime Analysis of the World Food Crisis.” Agriculture and Human Values 26(4):281-295.

No Call Number Sassen, Saskia. (2005). “The Global City: Introducing a Concept.” Brown Journal of World Affairs XI(2):27-43.

No Call Number Steger, Mafred B. (2005). “Ideologies of Globalization.” Journal of Political Ideologies 10(1):11-30.
http://socialsciences.people.hawaii.edu/publications_lib/JPI%20Ideologies%20of%20globalization%20%20final.pdf

HG 59.7 G5633 2007 World Bank. (2007) Global economic prospects: managing the next wave of globalization. Washington: World Bank.

No Call Number Huynen, M., Martens, P. & Hilderink, H. (2005). The health impacts of globalization: a conceptual framework. Globalization and Health
1:14. http://www.globalizationandhealth.com/content/1/1/14
SUBJECT TEACHER/S:

NAME OF FACULTY CONSULTATION HOURS VENUE

Ellen Joy P. Pacudan

Phyllis Rianne A. Canete

Prepared by:

Faculty Members of Social Sciences Unit

Endorsed by: Approved by:

JOSEPHINE G. VIGILIA, LPT, PhD ENGR. EDUARDO B. TIBAYAN JR., MSc, PhD
Chair, General Education Department Dean