LAGUNA COLLEGE OF BUSINESS AND ARTS

SCHOOL OF GRADUATE STUDIES

FIRST SEMESTER A.Y. 2021-2022

A. SOC STUD 301: Rise of Philippine Nationalism (Ethnicity and Nationalism)

Week 2-7

Rationale:
Within the frame of the course students are encouraged to pay attention to the
phenomena of ethnicity and its using as a political resource, the influence of ethnic and national
issues in modern society and politics specifically in the Philippine setting. They will be also
introduced to the main theoretical approaches to the study of nations and nationalism. The
problems of nation-building, national identity formation and different variants of nationalism in
contemporary world will be in the focus of class discussions. The students will learn also about
ethnic (ethnonational) policy: the notion, main directions and aims, different policy models of
multiethnic states, the protection minority’s rights.

Objectives:
The main objective is to give an idea of phenomena of ethnicity and its using as a political
resource, the influence of ethnic and national issues in modern society and politics. At the end of
the course, the student is expected to be capable of:
 allocating tasks among project participants as part of planning the political
projects;
 processing the respective paperwork, including the performance specifications for
each participant;
 executing applied analysis of the political phenomena and political processes by
using political science methods;
 retrieving, collecting, processing and analyzing information relevant for achieving
goals in the professional field; and
 reporting the results of the information retrieval and analysis, academic or applied
research she/he has conducted.

B. SOC STUD 302: Political and Economic Development of the Philippines

Week 8-12

Rationale:
This course is designed to introduce students to the theories of economic and political
development, both classical and modern. Throughout this course, the focus is on two simultaneous
themes: economic theory and its application to development problems; and the interaction
between economic theories and the political arena in the Philippines.

Objectives:
At the end of the course, the student is expected to acquire a critical understanding of
the following:
 key concepts, principles, theories and analytical tools of economics in general and
economic development in particular, and their application to Philippine economy
and policymaking;
 current economic issues, controversies and problems confronting Philippine
society;
 dynamic interrelationship between the state and the Philippine economy, as well
as the dynamics between the global politics and economy and how these affect
Philippine politics and economy; and
 the various constraints in policymaking and how these constraints maybe
overcome.

C. SOC STUD 303: Contemporary Teaching Strategies in Social Studies

Week 13-18

Rationale:
This course examines the purposes, significant issues, and current trends which affect social
science and history subject matter in the elementary and secondary schools. It includes an
exploration of the materials and techniques for effective teaching of the social studies with an
emphasis on the selection and organization of classroom methods and materials to accelerate
the preadolescent and adolescent child’s understanding of their social and global environment;
the criteria to select appropriate social studies content, skills, and attitudinal objectives; teaching
strategies; the inclusion of instructional technology in the classroom setting; and the evaluation
procedures that facilitate the social learning of young children and adolescents. It also addresses
the cultural, economic, political, and social development of students living in a multicultural and
global environment, as well as the scope and sequencing of history and social studies courses in
the school curriculum.

Objectives:
After successfully completing this course, graduate school students will be able to:
 describe the foundations, status, and major forces of influence on the teaching of
social studies;
 discuss learning principles related to teaching social studies;
 discuss the issues and challenges related to social studies curricula in the Basic
Education Department under the Department of Education;
 describe current social studies curriculum development trends;
 adapt effective principles of teaching to social studies instruction to a diverse
student body;
 implement learner-centered and challenging social studies strategies that meet
student needs;
 discuss the Social Studies competencies and explain how they can be
incorporated into the classroom lessons; and
 valuate current textbooks and curriculum materials in the social studies and discuss
how well student and societal needs are being met.

MODE OF DELIVERY

Course Site
This course will be delivered remotely. Thus, for the most part, as a student enrolled in this
course, you will be studying on your own. By default, our classes will be conducted asynchronously
in the Google classroom. Synchronous sessions will be via the Zoom platform or Google meet
platform. It is important that you secure and use your active gmail account to participate in
synchronous and asynchronous sessions.

Email
You may also communicate with me and with your classmates through email. When
necessary, I will also email you any course-related update as it comes. I will reply to your email
within 48 hours, if my Internet connection does not become problematic. My email address is
m.malaluan@lcba.edu.ph .

Messenger
I will send urgent messages to you through FB Messenger/Group chat. I will reply to your
messages within 24 hours, if my Internet connection does not become problematic. You can
reach me though my FB messenger via Mark Christopher Dalisay Malaluan.
I highly encourage you to regularly communicate with your classmates and with me, not
only to show support for each other but also to optimize your learning in the course.

Teaching Strategies and Learning Activities

This course is designed within the framework of a flipped classroom. It is one of the
innovative constructivist pedagogies, interchanges the conventional instruction and homework
delivery sequence (Pondara, 2020). It is also called the backward classroom, reverse instruction,
flipped teaching, and inverted classroom. Jonathan Bergmann and Aaron Sams, the proponents
of the flipped classroom, aimed to combat the achievement of students in the class who were
absent in class sessions and who lagged (Tucker, 2012).
Instruction is given in advance through PowerPoint presentations, videos and other
instructional materials uploaded online before the class session. Through online resources, students
learn the lesson before the class session. This course uses strategies that seek to put you and your
classmates at the center of the learning process. Learning activities are designed based on this
principle and are conducted in a manner that will make you engage with the material, with your
classmates (pair/group and class), and with me. As the student, you are primarily responsible for
your own learning. Evidence for this is demonstrated to your peers and to me, through different
course tasks/activities and requirements. When and where possible, I have planned for the course
activities to be experiential/hands-on, collaborative, and interactive, to facilitate your learning
and successful performance. Please see the weekly study guides for details.

Assessment Strategies and Activities

This course focuses on process-oriented and performance-based assessments with strong
formative assessment components to document learning that you achieved in this course. You
will get to assess yourself, and your classmates and I will assess you as well. All activities and outputs
are necessarily scored and directly factored into your final grade, these are meant to facilitate
learning and/or self-reflection (e.g., Learning Log). Please see the course requirement guides for
details.

Course Policy on Academic Integrity:

This course forbids cheating, fabrication or falsification of information, multiple submissions
of academic work, plagiarism, abuse of academic materials, and complicity in academic
dishonesty. Academic evaluations in this course include a judgment that the student’s work is free
from academic dishonesty of any type. Grades in this course therefore should be and will be
adversely affected by academic dishonesty. The normal penalty for a first offense is zero credit on
the work involving dishonesty and further substantial reduction of the course grade. In almost all
cases, the course grade is reduced to 5. Standards of academic integrity will also be enforced.
Students are expected to report cases of academic dishonesty to the instructor.

Course Outline
(Subject to revision by instructor, with prior notice to students)

Week Topic In-charge

1 SGS Orientation SGS

Administration

2 Introduction of the Course Syllabus Sir Tophe

Course content review
September 18, 2021 Assessment and requirements

3 What is Ethnicity? Ethnicity as a Political Resource Sir Tophe

Ethnicity, race and nation. Ethnicity and class. Ethnicity without
groups. What is the relationship between ethnicity and policy?
September 25, 2021
Under which circumstances does ethnicity become important
for the political life? Ethnicity as a political resource: ethnic-
political mobilization and its manifestation in contemporary
political sphere of the Philippines.

4 Nations and Nationalism: The Main Theoretical Sir Tophe

October 2, 2021 Approaches
The main theoretical approaches to the study of nations and
nationalism. Nation as a cultural community. Nation as
imagined community. Nationalism and industrial society. Is
nationalism always a form of ethnicity or there is a non-ethnic
nationalism? Invention of tradition and its role for nation
formation.

5 The Nation-Building and Nation State Sir Tophe

October 9, 2021 Notion, content and different types of nation-building.
Citizenship and nationalism. Composite polity and civic
nationalism of the Philippines. Special attention will be paid to
the processes of nation-building in the Philippines.

Nation Identity Formation: Theoretical and

Practical Aspects
 Social and political factors in identity processes. Politics of history
and its role in the process of national identity formation. The role
of external foe in building a national identity. The problem of
identity boundaries. Different models, constituent elements,
instruments of construction.

6 PRESENTATION OF JOURNAL ANAYSIS Assigned Students

October 16, 2021

7 PRESENTATION OF JOURNAL ANAYSIS Assigned Students

October 16, 2021

8 Concepts of Development Sir Tophe

October 23, 2021
Facing the Challenge
a. The Philippine Economic Situation
b. Recent Philippine Economic Growth Record

Pursuing Economic Growth

a. Development Theories and Economic
Growth
Models
b. Constraints to Philippine Economic Growth

9 Promoting Human Development, Ending Sir Tophe

October 30, 2021 Poverty
a. Poverty in the Philippines
b. Constraints to Poverty Reduction
c. Human Development

10 The Role of Institution in Development Sir Tophe

November 6, 2021
The Philippine in the Global Economy

11 PRESENTATION OF CASE STUDY ANALYSIS Assigned Students

November 13, 2021

12 PRESENTATION OF CASE STUDY ANALYSIS Assigned Students

November 20, 2021

13 I. The evolution of social studies. Sir Tophe

November 27, 2021 II. Theoretical background for effective
social studies instruction.

Guide:
a. Discuss the origins of social studies.
b. Discuss the importance of the 1916 Report of the
Committee on the Social Studies.
c. Discuss the importance of the DepEd Standards for
the Social Studies curriculum.
d. Identify the disciplines that make up the social studies.
e. Compare and contrast the “ideal” social studies
classroom with less than ideal models.
f. Discuss the implications of RA 10533 as it pertains to
social studies instruction.
 14 III. Creating a Social Studies learning
Sir Tophe
December 2, 2021 environment

Guide:
a. Describe a learning environment appropriate for
elementary and secondary level social studies
students.
b. Describe how a learning center based on social
studies goals and objectives can help meet the needs
of students.
c. Identify some uses of technology in the social studies
classroom and how these applications can yield
knowledge acquisition results.
d. Identify the sources of subject matter for the Social
Sciences to include professional journals and Internet
sources.
e. Describe how to “communicate with the community”
about a social studies program

15 IV. Perspectives on the Social Studies

Sir Tophe
December 9, 2021 Curriculum

Guide:
a. Discuss the elements of a direct instruction social
studies lesson.
b. List the focus and closure activities for specific social
studies lessons.
c. Describe the sequencing patterns of social studies
curriculum from Grades K to 12.
d. Define constructivism and discuss this concept as it
relates to social studies instruction.
e. Develop a thematic unit, addressing the Multiple
Intelligences as described by Gardner.
f. Develop a concept map for planning a course of
study.
g. Analyze social studies lessons based on the mandated
competencies.

16 PRESENTATION OF CRITIQUE PAPER ANAYSIS Assigned Students

January 8, 2022

17 PRESENTATION OF CRITIQUE PAPER ANAYSIS Assigned Students

January 15, 2022

18 FINAL EXAMINATION All Students

January 22, 2022

Note: The assigned schedules are subject to change.

REFERENCES:

SOC STUD 301: Rise of Philippine Nationalism (Ethnicity and Nationalism)

Coakley, J. (2012). Nationalism, Ethnicity and the State: Making and Breaking Nations. London:
SAGE Publications Ltd. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&site=eds-
live&db=edsebk&AN=775780
Identity Processes and Dynamics in Multi-Ethnic Europe. (2010). Netherlands, Europe: Amsterdam
University Press. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&site=eds-
live&db=edsbas&AN=edsbas.45F737A4
Kaltwasser, Taggart, Espejo and Ostiguy. (2017). The Oxford handbook of populism edited by.
Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-
live&db=edswao&AN=edswao.483060062
P.P. Padilla (2020). Weekly Learning Log Guide. Material created for EDR 221 (Literature based
Reading Programs) FS AY 2020-2021. UP Diliman.
P.P. Padilla (2020). Study Tips. Material created for EDR 221 (Literature-Based Reading Programs)
FS AY 2020-2021. College of Education, UP Diliman

SOC STUD 302: Political and Economic Development of the Philippines

Concepts of Development
Amartya Sen, “The concept of Development”, in The Handbook of Development Economics
Edited by Hollis Chenery and T.N. Srinivasan (1988). Vol 1. Pages 9-26.
http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%232460
0%231988%23999989999%23565710%23FLP%23&_cdi=24600&_pubType=HS&_auth=y&_ac
ct=C000022719&_version=1&_urlVersion=0&_userid=4
92137&md5=f180965f1d7848980fe995b59a538045
Martin Ravallion. “Good and Bad Growth: The Human Development Reports” in World
Development. 25 (5), (1997), pp. 631-38. available on library web site:
http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%235
946 %231997%23999749994%2312
571%23FLP%23&_cdi=5946&_pubType=J&view=c&_auth=y&_acct=C000022719&_ve
rsion =1&_urlVersion=0&_useri
d=492137&md5=b9e6eb62a4f205313c9fa561c37ecc2d
UNDP, Human Development Report, 2005. Chapter 1. (pp. 15-48) available on line
at: http://hdr.undp.org/reports/global/2005/

Facing the Challenge

Balisacan, Arsenio and Hal Hill. 2003. The Philippine Economy: Development, Policies, and
Challenges. Quezon City: Ateneo de Manila University Press. Chapter 1 “An IntroductioN
to the Key Issues”.
Kelly Bird and Hall Hill, Philippine Economic Development: A Turning Point? August
2008, http://www1.doshisha.ac.jp/~ccas/eng/Epublications/eWP16hill.pdf
Nelson, Robert. 2007. “The Philippine Economic Mystery”. The Philippine Review of
Economics.
PHILIPPINE ECONOMIC UPDATE: PURSUING INCLUSIVE GROWTH THROUGH SUSTAINABLE
RECONSTRUCTION AND JOB CREATION, March 2014, Asian Development Bank, Poverty
Reduction and Economic Management Unit, Philippine Country Office, East Asia and
Pacific Region

Pursuing Economic Growth

Asian Development Bank, Philippines: Critical Development Constraints. (MANILA: ADB, 2007),
Available online at www.adb.org/Documents/Books/Philippines-Critical-Dev
Constraints/highlights-phil-critical-dev-constraints.pdf. (Chapter 3).
Jurado, Gonzalo. 2003. “Growth Models, Development Planning, and Implementation in the
Philippines”. Philippine Journal of Development Vol. 30 No. 1. Makati City: Philippine
Institute of Development Studies (PIDS).
Ranis, G. 2004. “The Evolution of Development Thinking: Theory and Policy”. Paper prepared
For the Annual World Bank Conference on Development Economics, Washington,
D.C., May 3-4, 2004.

Promoting Human Development, Ending Poverty

Balisacan, Arsenio M. 2011. “What Has Really Happened to Poverty in the Philippines? New
Measures, Evidence, and Policy Implications.” UPSE Discussion Paper No. 2011-14.
School of Economics, University of the Philippines.
Boozer, M. Et al. 2004. “Paths to Success: The Relationship Between Human Development and
Economic Growth.” Economic Growth Center Working Paper No. 874. Yale University,
New Haven, CT, 2004.
Dercon, Stefan. 2000. “Income Risk, Coping Strategies and Safety Nets”. The Center for the
study of African Economies Working Paper Searies No. 136. Oxford: Center for the
Study of African Economies.
Fuwa, Nobuhiko, Arsenio M. Balisacan, Fabrizio Bresciani, 2011. “In Search of a Strategy for
Making Growth More Pro-poor in the Philippines” UPSE Discussion Paper No.2011-10.
School of Economics, University of the Philippines.
 Inequalities in Income, Labor, and Education: The Challenge of Inclusive Growth,
PIDS DISCUSSION PAPER SERIES NO. 2015-01
Pernia, Ernesto M., et al. “Population, Poverty and Reproductive Health Bill.” UPSE
Discussion Paper No.2011-01. School of Economics, University of the
Philippines.
Tan, Edita Abella and Katrina Dinglasan. “Why the Poor Have Many Children.”
UPSE Discussion Paper No.2012-17. School of Economics, University of the
Philippines.
The Philippine Technical Vocational Education and Training (TVET) System, DR.
AUGUSTO BOBOY SYJUCO, Secretary and Director General, Technical
Education and Skills Development Authority (TESDA),
http://www.tesda.gov.ph/uploads/file/Phil%20TVET%20system%20-
%20syjuco.pdf
Skills Development: Promising Approaches in Developed Countries and Emerging
Economies, ADB Briefs No. 19, November 2013,
http://www.adb.org/sites/default/files/publication/31137/skills-
development-promising approaches.pdf

The Role of Institution in Development

Committee of Experts on Public Administration. 2002. “The Critical Role of Public Administration
and Good Governance in Implementing the United Nations Millennium Declaration:
Institutional Capacity Development (Report of the Secretariat)”. Economic and Social
Council, United Nations.
De Dios, Emmanuel S. 2008. “Institutional Constraints in the Philippine Growth”. UPSE Discussion
Paper No. 0806. School of Economics, University of the Philippines.
De Dios. Emmanuel S. And Geoffrey M. Ducanes. 2001. “Investments, Institution, and
Governance in Asia”. UPSE Discussion Paper No.2011-07. School of Economics,
University of the Philippines.
Gill, Indermit and Homi Kharas. 2007. An East Asian Renaissance: Ideas for Economic Growth.
Washington, D.C.: The World Bank. Chapter “Corruption”
UNDP. 1997 “Reconceptualizing Governance.” Discussion Paper No. 2. UNDP.

The Philippine Economic Sectors: Issues and Performance

Balisacan, Arsenio and Hal Hill. 2003. The Philippine Economy: Development, Policies, and
Challenges. Quezon City: Ateneo de Manila University Press. (Chapter on Agricultural,
Industry and Services).
Balisacan, Arsenio M., Nubihiko Fuwa and Margarita H. Debeque. “The Political Economy of
the Philippine Rural Development since the 1960s.” In Akiyama, Takamasa and Donald
F. Larson, eds. Rural Development and Agricultural Growth in Indonesia, Philippines
and Thailand. The World Bank, 2004.
Paderanga, Cayetano Jr. W. Private Sector Assessment: Philippines. Asian Development Bank,
2011.

The Philippine in the Global Economy

ASEAN Economic Community Blueprint, http://www.asean.org/archive/5187-10.pdf
Balboa, Jenny, et.al., Achieving the ASEAN Economic Community 2015: Challenges for the
Philippines, DISCUSSION PAPER SERIES NO. 2010-20,
http://dirp4.pids.gov.ph/ris/dps/pidsdps1020.pdf
Cartalucci, Tony, ASEAN Economic Community – Why, For What, and By Whom, Global Research
2014, New Eastern Outlook
Cororaton, Cesar B., John Cockburn. And Erwin Corong. 2006. “Doha Scenarios, Trade Reforms,
and Poverty in the Philippines: A CGE Analysis.” In Hertel, Thomas W. And L. Alen Winters.
Poverty and the WTO: Impacts of Doha Development Agenda. The World Bank, 2006.
Dollar, David. 2001. “Globalization, Inequality and Poverty since 1980”. Development Research
Group, The World Bank.
Gill, Indermit and Homi Kharas. 2007. An East Asian Renaissance: Ideas for Economic Growth.
Washington, D.C.: The World Bank. Chapter 2 “Trade”.
International Institute for Sustainable Development (IISd). 2007. Regional Integration, Trade and
Conflict in Southeast Asia. Manitoba: IISD United Nation Sustainable Development Goals.
https://www.un.org/sustainabledevelopment/sustainable-development-goals/
SOC STUD 303: Contemporary Teaching Strategies in Social Studies

Armstrong, D.G., & Savage, T.V. (2004). Effective teaching in elementary social studies (5th ed.).
Upper Saddle River, NJ: Prentice-Hall Inc.
Berger, K. (2005). The developing person across the lifespan. Upper Saddle River, NJ: Prentice-Hall
Inc.
Berk, L E. (2004). Development through the lifespan. (3rd ed.). Boston: Allyn & Bacon.
Bower, B., & Lobdell, J. (2003). Social studies alive: Engaging diverse learners in the elementary
classroom. Palo Alto, CA: Teacher’s Curriculum Institute.
Cornbleth, C. (Summer, 2002). Images of America: What youth do know about the United States.
American Educational Research Journal, 39(2), 519-552.
Duplass, J. A. (2004). Teaching elementary school studies: What every teacher should know
Boston, MA: Houghton Mifflin Inc.
Farris, P.J. (2004). Elementary and middle school social studies: An interdisciplinary approach. (4 th
ed.). McGraw Hill Higher Education
Fuller, C., & Stome, M.E. (1998). Teaching social studies to diverse learners. Social Studies, 89 (4) 154
– 158.
Levstik, L., & Barton, K. (2001). Doing history: Investigating with children in elementary and middle
schools. (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
Merryfield, M. M., & Wilson, A. (2005). Social studies and the world: Teaching global perspectives.
Silver Spring, MD: National Council for the Social Studies.
NCSS Standards – (1994). Expectations of excellence: Curriculum standards for social studies.
Washington, DC: NCSS Publications.
No child left behind: A parent’s guide. (2002). Washington, DC: U.S. Department of Education.
Obenchain, K. M. & Morris, R. V. (2003). 50 social studies strategies for K-8 classrooms. Upper Saddle
River, NJ: Merrill Prentice Hall.
Owens, W.P. (1997). The challenges of teaching social studies methods to preservice elementary
teachers. Social Studies. 88. (3).
Papalia, D. E., Olds, S.W., & Feldman, R.D. (2004) Human development (9th ed.). Boston: McGraw
Hill.
Parker, W.C. (2001). Social studies in elementary education (11th ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall, Inc.
Singer, A. (2003) Social studies for secondary schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
and Associates.
Sunal, C.S., & Haas, M.E. (2005). Social studies for the elementary and middle school grades: A
constructivist approach (2nd ed.). Boston, MA: Allyn and Bacon.
Teachers Curriculum Institute (2004). Bring learning alive! The TCI approach for middle and high
school social studies. Palo Alto, CA: Teachers Curriculum Institute.
UNICEF (1996). State of the world’s children. NY: Oxford University Press.
Welton, D.A. (2004). Children and their world: Strategies for teaching social studies (Illustrated).
Boston, MA: Houghton Mifflin Inc.
Wyman, R. M., Jr. (2005). America’s history through young voices: Using primary sources in the K
12 social studies classroom. Boston: Pearson.
Zarrillo, J. J. (2003). Teaching elementary social studies (2nd ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
Zevin, J. (2000). Social studies for the Twenty-First Century: Methods and materials for teaching in
middle and secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates.

Mark Christopher Dalisay Malaluan, LPT, MAEd

m.malaluan@lcba.edu.ph
09355660497

Consultation Hours/Venue: By appointment (online)