Course Guide - Socio101

University of Cebu (Main Campus) School Year:
College of _______________________________ Semester/Term:

Bachelor of _________________________________ Revision Date:
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I. Course Information
Course Code: LEC Units 3 Course Description:
Course Title: THE CONTEMPORARY WORLD LAB Units: 0 This course introduces students to the contemporary world by examining the multifaceted
phenomenon of globalization using the various disciplines of the social sciences. Emphasis is on global
Pre-
None LEC Hours: governance, development, and sustainability. Topics include concepts and perspectives of
requisite(s):
globalization; the structures of globalization, world of regions, world of ideas, global food security and
sustainable development with CHED mandated topic: POPULATION EDUCATION AND DEMOGRAPHY.
It is also designed to acquaint students with current events of local, state, national and international
interest. Knowledge about and analysis of current events that are vital in students’ educational
development as they prepare for their active roles as citizens. This course allows students to develop
key contemporary personalities and events that impact their lives. Daily and weekly news sources
Co-requisite(s): None LAB Hours: serve as primary references for organization of the content of this course.
As essential component of Contemporary World Issues is the inclusion of a variety of instructional

strategies that actively engages students. This course requires comprehension of editorials, graph
materials, media text, maps, and statistical data. A classroom environment that incorporates
discussion and research as well as problem-solving projects that are community-based enhances the
development of democratic ideals and citizenship and facilitates the learning content in this area.
Prepared by: Noted by: Recommending Approval: Approved by: Page:

DR. MARICHU GARCIANO, ROMMEL
GIMARANGAN, MARCK VINCENT NOEL,
GLENLIE RUIZ, ROLDAN ARDINES, DR. 1 of 12
REAH G. FABRICA Ulysses B. Aparece, Ph.D. Yolanda C. Sayson , Ed. D. Dr. Ulysses B. Aparece/Dr. Annaliza B. Son
(Faculty Member) (Dean) (Director, Curriculum Development Office) (VC Academics)
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II. Institutional Statements of Vision, Mission, Core Values and Graduate Outcomes
UC Vision UC Mission UC Core Values UC Graduate Outcomes
UCV1. Democratize University of Cebu commits to: These are the core values that UC believes in: UC Graduates will be able to:
quality UCM1. Serve as an active catalyst in UCCV1. Innovation"Be the visionary and the UCGO1. Demonstrate skills and competencies in one’s educational level
education. providing efficient and effective industry leader." and field of discipline for lifelong learning[LIFELONG LEARNER];
UCV2. Be the delivery of educational services; UCCV2. Camaraderie"Living in the spirit of UCGO2. Express proficiency in both oral and written communication
visionary and UCM2. Pursue excellence in instruction, harmony and approachability." [EFFECTIVE COMMUNICATOR];
industry leader. research and community service UCCV3. Alignment"All activities are geared UCGO3. Demonstrate social accountability and ethical responsibility
UCV3. Give hope and towards social and economic towards core values and priorities." towards the community and the environment
transform lives. development as well as UCCV4. Respect"Always a professional, [SOCIALLY COLLABORATIVE];
environmental sustainability; mindful of God, university, the UCGO4. Exhibit proactive and collaborative attributes in diverse society
and community and self." [TEAM PLAYER];
UCM3. Foster an organizational culture UCCV5. Excellence"To be great at whatever it UCGO5. Utilize appropriate technology [TECHNICALLY COMPETENT]; and
that nurtures employee is we do and go for the best." UCGO6. Manifest ethical behavior in diverse situations[ETHICALLY
productivity and engagement. RESPONSIBLE].
III. UC Graduate Attributes

UCVision UCMission UCCore Values UCGraduate Outcomes
Graduate Attributes (GAs)
1 2 3 1 2 3 1 2 3 4 5 1 2 3 4 5 6
GA1. Lifelong Learner (LL)
GA2. Effective Communicator (EC)
GA3. Ethically Responsible (ER)
GA4. Socially Collaborative (SC)
GA5. Team Player (TP)
GA6. Technically Competent (TC)
IV. GA-CILO Activation Mapping

Course Intended Learning Outcomes (CILOs) Graduate Attributes
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By the end of the course, you should be able to: LL EC ER SC TP TC

Describing current news stories from geographical, historical, political, social and cultural perspectives.
CILO1.
Comparing the relationship of governments and economics to events occurring in specific nations, civic responsibilities, rights,
opportunities and privileges of a Filipino citizen to those of other nations.
CILO2.
Analyzing the impact of science and technological changes in the Philippines on the world and how cultural elements facilitate global
understanding or cause misunderstanding.
CILO3.
Critically analyze information presented through various media, including television, newspapers, magazines, journals and the internet
and identifying strategies that facilitate public discussion on societal issues.
CILO4.
CILO5. Write a research paper on a topic related to globalization its holistic effects on the development of a nation.
V. Course Outputs / Summative Assessment Tasks (SATs) (appropriate rubrics may be shown below or in separate page)
CILO# Required Output Weight Specification / Remarks
1,2,3,4 Exercises, Home works, Seat works 20
1,2,3,4 Quizzes 25
1,2,3,4 Major Exams 25
5 Research Outputs 30
TOTAL: 100%
VI. Teaching and Learning Plan

Specific Intended Learning Outcomes Formative Assessment
CILO (SILOs) Teaching &Learning Tasks (FATs) Time
Topics Learning Resources / References
# At the end of the unit/lesson, the student Activities (TLAs) Frame
will be able to:
 Explain UC’s statements of philosophy and objectives PRELIM TOPICS:  Presentation  Questioning  DLP[
CITATION UC11 \l Day 1
and its impact to his/her education / holistic formation.  Discussion  Reflection
 Describe how the course, with its intended learning
1033 ]
University and College  DLP
outcomes relate to the statements of philosophy and VMGO-Core Values and
objectives of the university as well as its contribution Graduate Outcomes /  CCS Portal [CITATION Uni14 \l
to the entire curriculum.
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Attributes Orientation 1033 ]

 Course / CILO Orientation  UC Student Manual
 Differentiate the competing conceptions of  Introduction to the Study  Lecture  Quiz in the reading  LCD Projector 1-2 weeks
globalization of globalization News report critique: materials
 Identify the underlying philosophies of the varying Students will find and read three  Recitation Reading materials
definitions of globalization newspapers op-eds(local or
 Agree on a working definition of globalization for the international|0 discussing Chapter 2 of textbook: “Approaches to the
course globalization. Before class, they Study of Globalization” by Manfred B. Steger
will write 50-word summaries of Steger, Manfred B. “Ideologies of
each op-ed,identifying what the Globalization” 2005. Journal of Political
underlying definitions of Ideologies 10(10):11-13
globalization the op-ed writers
use.
 Define economic globalization  The Global Economy Group Activity:  LCD Projector 3-5 weeks
 Identify the actors that facilitate economic Debate : The students will Compose a song reflecting the  Reading materials
globalization debate the motion “That global global economy and present it Chapter 9 of textbook: “ The globalization of
 Define the modern world system free trade has done more harm to class. economic Relations” by Istvan Benczes
 Articulate a stance on global economic integration than good” Wallerstein, Immanuel. 2004.” The Modern
World System as a capitalist World Economy:
Production, Surplus Value and Polarization, “
In World-Systems
 Analysis: An introduction. Durham and
London: Duke University Press., pp. 23-41
 Explain the role of international financial institutions in  Market Integration  Lecture/discussion Film  Quiz on the reading  LCD Projector Reading Materials: 3-5 weeks
the creation of a global economy viewing and discussion materials Recitation Chapter 17 of textbook: “The Rise of the
 - Narrate a short history of global market integration Global Corporation” by Deane Neubauer
in the twentieth century - Identify the attributes of Bello, Walden F. 2006. “The Multiple
global corporations. Crises of Global Capitalism.” In
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
 Explain the effects of globalization on governments  The Global Interstate  Lecture/discussion  Quiz on the reading  LCD Projector Reading Materials Chapter 3-5 weeks
- Identify the institutions that govern international System materials Recitation 7 of textbook: “Governments and
relations Citizens in a Globally Interconnected
- Differentiate internationalism from globalism World of States” by Hans Schattle
Mazower, Mark. 2006. “An International
Civilization? Empire, Internationalism and
the Crisis of the Mid-Twentieth Century.”
International Affairs 82(3): 553–566.

---
 Identify the roles and functions of the United Nations  Contemporary Global  Lecture/discussion  Quiz on the reading  LCD Projector 3-5 weeks
 - Identify the challenges of global governance in the Governance materials Recitation Reading Materials Chapter 29 of
twenty-first century textbook: “The United Nations Meets
 - Explain the relevance of the state amid globalization the Twenty-first Century: Confronting
the Challenges of Global Governance” by
Thomas G. Weiss and Ramesh Thakur
Hobsbawm, Eric J. 1996. “The Future of
the State.” Development and Change
27(2): 267–278.
 Define the term “Global South” - Differentiate the MIDTERM TOPICS  Lecture/discussion  Quiz on the reading  LCD Projector Reading Materials Chapter 6-8 weeks
Global South from the Third World - Analyze how a  Global Divides: The North Group report materials Graded Group 12 of textbook: “Locating the Global
new conception of global relations emerged from the and the South (focus on Report: Students will form South” by Lisandro E. Claudio Connell,
experiences of Latin American countries Latin America) groups of 3-5. Each group Raewyn. 2007. “Dependency, Autonomy
will be assigned a Latin and Culture. In Southern Theory: The
American country to Global Dynamics of Knowledge in Social
report on. These groups Science. Cambridge, UK: Polity Press, pp.
will deliver 10- minute 139- 163.
presentations on the
contemporary foreign and
economic policies of their
respective countries.
 - Differentiate between regionalization and  Asian regionalism  Lecture/discussion  Quiz on the reading  LCD Projector Reading Materials Chapter 6-8 weeks
globalization - Identify the factors leading to a greater Group report materials Graded Group 13 of textbook: “Globalization and the
integration of the Asian region Report: Students will form Asia Pacific and South Asia” by Ehito
 Analyze how different Asian states confront the groups of 3-5. Each group Kimura Shiraishi, Takashi. 2006. “The
challenges of globalization and regionalization will be assigned an Asian Third Wave: Southeast Asia and Middle-
country to research and Class Formation in the Making of a
report on. These groups Region.” In Beyond Japan: The Dynamics
will deliver 10- minute of East Asian Regionalism, ed. Peter
presentations on the Katzenstein and Takashi Shiraishi. Ithaca,
contemporary foreign and NY: Cornell University Press, pp. 237–71.
economic policies of their
respective countries.
 Synthesize knowledge concerning globalization  Synthesis  Midterm essay  Midterm essay: Students  Week 9
will be asked to write
2,000- word essays
answering one of these
two questions: 1. How do
we make globalization
more just? 2. How is the
state affected by
globalization? How is the
nation affected by
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globalization? Do these
institutions/concepts
remain relevant? Why/why
not?
 Analyze how various media drive various forms of  Global Media Cultures  Lecture/discussion Group  Quiz on the reading  LCD Projector 10-11 weels
global integration Report materials  Reading Materials
 - Explain the dynamic between local and global cultural Graded Group Report:  Chapter 22 of textbook: “Globalization
production Students will form groups and the Media: Creating the Global
of 3-5. Each group will be Village” by Jack Lule Chapter 23 of
asked to pick an Asian textbook: “Popular Music and
musical act that became Globalization” by Yara El-Ghadban
internationally famous. In
their group report, they
must answer the following
questions: 1. Where did the
musical act/artist
originate? 2. In which
countries did the artist
become famous? 3.
Howdid the artist become
famous? 4. Why do you
think the artist became
famous?
 Explain how globalization affects religious practices  The Globalization of  Lecture/discussion  Quiz on the reading  LCD Projector 10-11 weeks
and beliefs Religion Discussion of film materials  Reading Materials Chapter 10 of
 - Analyze the relationship between religion and global Recitation textbook: “Religion and Globalization”
conflict and, conversely, global peace by Victor Roudometof Chapter 43 of
textbook: “Religion and Global Conflict”
by Mark Juergensmeyer Film: PBS
Frontline: “The Rise of ISIS”
(http://www.pbs.org/wgbh/frontline/film
/riseof-isis/)
 Identify the attributes of a global city SEMI-FINALS  Lecture/discussion Group  Quiz on the reading  LCD Projector Reading Materials Chapter 12-14 weeks
 - Analyze how cities serve as engines of globalization  The Global City report materials Graded Group 26 of textbook: “Mobility, Diversity and
Report: Students will form Community in the Global City” by Val
groups of 3-5. Each group Colic-Peisker Sassen, Saskia. 2005. “The
will be assigned a global Global City: Introducing a Concept.”
city to discuss and Brown Journal of World Affairs XI(2): 27-
research on. Their reports 43
should answer the
following questions: 1.
How would you describe
your city? 2. What is your
---
city known for? 3. What

makes your city a global
city?
 Explain the theory of demographic transition as it  Mandated topic: Global  Lecture/discussion  Quiz on the reading  LCD Projector Reading Materials Lee, 12-14 weeks
affects global population Demography materials Short research Ronald. 2003. “The Demographic
paper to discuss the topic: Transition: Three Centuries of
Has the Philippines Fundamental Change.” Journal of
undergone the Economic Perspectives 17(4): 167–190.
demographic transition? Lesthaeghe, Ron. 2010. “The Unfolding
Why or why not? Story of the Second Demographic
Transition.” Population and
Development 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
 Analyze the political, economic, cultural, and social  Global Migration  Lecture/discussion OFW  Quiz on the reading  LCD Projector Reading Materials Castles, 12-14 weeks
factors underlying the global movements of people - Interview: Each student will materials Recitation Stephen. 2000. “International Migration
Display first-hand knowledge of the experiences of be asked to interview a  Group Activity: Short FILM at the Beginning of the TwentyFirst
OFWs former or a current OFW making reflecting the Century: Global Trends and Issues.”
(face-to-face or online).In IMPACT OF GLOBAL International Social Science Journal 52
class they will share what MIGRATION (165): 269–281. Aguilar, Filomeno V. 2012.
they learned from these “Differentiating Sedimented from
interviews about Modular Transnationalism: The View
transnationalism and the from East Asia.” Asian and Pacific
factors that affect global Migration Journal 21(2): 149–171.
migrations.
 Differentiate stability from sustainability - Articulate SEMI FINALS TOPICS  Lecture/discussion  Quiz on the reading  LCD Projector Reading materials Chapter 15-16 weeks
models of global sustainable development  Sustainable Development/ materials Recitation 48 of textbook: “Sustainable Economic
Systems” by Sebastian Plóciennik
 Define global food security Critique existing models of  Global Food Security  Lecture/discussion  Quiz on the reading  LCD Projector 15-16 weeks
global food security materials Reading materials
Film Viewing Recitation  Chapter 50 of textbook: “Global Food
Security: The Challenge of Feeding the
World” by Monika Barthwal-Datta
McMichael, Philip. 2009. “A Food Regime
Analysis of the „World Food Crisis.
Agriculture and Human Values 26(4): 281-
95. Film: “The Price of Sugar” directed by
Bill Haney
 Articulate a personal definition of global citizenship -  Global Food Security  Lecture/discussion Personal  Quiz on the reading  Reading Materials Carter, April. 2001. 17-18 weeks
Appreciate the ethical obligations of global citizenship concept map of global materials Recitation “Global Civil Society: Acting as Global
citizenship: Students will Citizens” in The Political Theory of Global
---
engage in a free association Citizenship. London: Routledge, pp. 147-

exercise of ideas they 176.
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
 Write a research paper proposal with proper FINALS TOPICS  Mini-lecture on citation    12-14
citation - Critique research proposals of  Research Proposal methods for research weeks
classmates Writing Research papers Proposal for final
Proposal Critique research paper: Students
will begin writing a 500-
word proposal for their
final research paper. Pair
discussion: Students will
pair off and critique each
other’s research proposals.
 Write a research paper on a topic related to  Research paper writing  Independent research and  Students will spend the  17-18 weeks
globalization, with proper citation writing final week completing
their research papers.

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VII. Textbook(s) and References

Textbook (APA Format): References (APA Format including citations):
SAN JUAN, DAVID “The Modern World System as a capitalist World Economy: Film: “The Corporation” directed by Mark
Production, Surplus Value and Polarization,” In World- Achbar and Jennifer Abbott
MICHAEL M. (2018)
Systems Analysis: An introduction. Durham and London:
Journeys Through Duke University Press., pp. 23-41
“The Rise of the Global Corporation” by Deane
Neubauer Bello, Walden F. 2006.
Our Contemporary
“The Multiple Crises of Global Capitalism.” In
World, Deglobalization: Ideas for a New World Economy. Quezon Steger, Manfred B. “Ideologies of
Vibal Group, Inc. Globalization” 2005. Journal of Political
City: Ateneo de Manila University Press, pp. 1-31.
Ideologies 10(10):11-13
“Governments and Citizens in a Globally

“The United Nations Meets the Twenty-first Century:
Interconnected World of States” by Hans
Confronting the Challenges of Global Governance” by
Schattle Mazower, Mark. 2006.
Thomas G. Weiss and Ramesh Thakur Hobsbawm, Eric J.
1996. “An International Civilization? Empire,
Internationalism and the Crisis of the Mid-
“The Future of the State.” Development and Change 27(2): Twentieth Century.” International Affairs 82(3):
267–278. 553–566.
“Dependency, Autonomy and Culture. In Southern Theory: “ The globalization of economic Relations” by
The Global Dynamics of Knowledge in Social Science” Istvan Benczes
Cambridge, UK: Polity Press, pp. 139- 163. Wallerstein, Immanuel. 2004.
“The Third Wave: Southeast Asia and Middle-Class “Locating the Global South” by Lisandro E.
Formation in the Making of a Region.” In Beyond Japan: Claudio Connell, Raewyn. 2007.
The Dynamics of East Asian Regionalism, ed. Peter
“Globalization and the Asia Pacific and South
Katzenstein and Takashi Shiraishi. Ithaca, NY: Cornell
Asia” by Ehito Kimura Shiraishi, Takashi. 2006.
University Press, pp. 237–71.
“Popular Music and Globalization” by Yara El-
Chapter 22 of textbook: “Globalization and the Media:

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Creating the Global Village” by Jack Lule Chapter 23 Ghadban
Reading Materials Chapter 10 of textbook: “Religion and Film: PBS Frontline: “The Rise of ISIS”
Globalization” by Victor Roudometof (http://www.pbs.org/wgbh/frontline/film/riseof-
isis/)
Chapter 43 of textbook: “Religion and Global Conflict” by
Mark Juergensmeyer “The Global City: Introducing a Concept.”
Brown Journal of World Affairs XI(2): 27-43
Chapter 26 of textbook: “Mobility, Diversity and
Community in the Global City” by Val Colic-Peisker Sassen, Lee, Ronald. 2003. “The Demographic
Saskia. 2005. Transition: Three Centuries of Fundamental
Change.” Journal of Economic Perspectives
Chapter 48 of textbook: “Sustainable Economic Systems” 17(4): 167–190. Lesthaeghe, Ron. 2010.
by Sebastian Plóciennik
“The Unfolding Story of the Second
Carter, April. 2001. “Global Civil Society: Acting as Global Demographic Transition.” Population and
Citizens” in The Political Theory of Global Citizenship. Development Review 36(2): 211–251. Livi-Bacci,
London: Routledge, pp. 147-176. Massiomo. 2005.
Chapter 50 of textbook: “Global Food Security: The “What We Can and Cannot Learn from the
Challenge of Feeding the World” by Monika Barthwal-Datta History of World Population”. Population
McMichael, Philip. 2009. Studies: A Journal of Demography 69(S1): S21–
Aldama, Prince Kennex R. (2018). The Contemporary World. Rex Bookstore
S28
Claudio, Lisandro E. and Abinales, Patricio N. (2018). The Contemporary Castles, Stephen. 2000. “International
World. C&E Publishing Inc. Migration at the Beginning of the TwentyFirst
Century: Global Trends and Issues.”
Fernandez Jr., Guiraldo C., et al. (2018). The Contemporary World. Mutya
Publishing House Inc. 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.
“A Food Regime Analysis of the World Food

Crisis” Agriculture and Human Values 26(4): 281-
95.
Film: “The Price of Sugar” directed by Bill Haney
VIII. Other Information (Classroom Rules and Policies/ Teacher Information, etc.)
1. ATTENDANCE IS CRUCIAL TO THIS COURSE. Present an excuse letter signed by the dean of the college with Prepared by:
supporting documents such as: doctor’s certificate, etc. University of Cebu-Main
2. LATECOMERS RECEIVE PARTIAL ABSENCES. If you are absent, you are still responsible for knowing the ggabrica28@gmail.com
material and for turning in any assignments for that day. I recommend that you exchange phone numbers
ROMMEL T. GIMARANGAN
with several classmates so that you can keep up.
University of Cebu-Main
3. ACADEMIC INTEGRITY: You can read our policies on Academic Integrity & Academic Freedom in Pathfinder. rommeltgimarangan22@gmail.com
You should have already completed the on-line Academic Integrity/Plagiarism tutorial and submitted your on-
line acknowledge form, if you haven’t, please do so now at MARK VINCENT C. NOEL
http://library.lclark.edu/reference/plagiarism/index.htm Consult with me about questions. University of Cebu-Main
4. INTELLECTUAL HONESTY: Do not represent someone else’s work as your own. Bear in mind that plagiarism, intingnoel75@yahoo.com
even when unintentional, is a serious offense with serious consequences.
5. CLASS PARTICIPATION: This will not be a lecture-based course. Its success depends upon your informed DR. MARICHU D. GARCIANO
participation in our class discussions. I expect you to come to class prepared to seriously and respectfully University of Cebu-LM
garciano_art@yahoo.com
engage with each other and each other’s work. I expect you to come to class prepared to ask and respond to
challenging questions about the texts at hand Perfect attendance and attentive listening will earn you a
ROLDAN S. ARDINES
passing participation grade, but a better than passing grade requires that you make valuable contributions to
University of Cebu-METC
virtually every class discussion. Articulate and insightful contributions will earn the most credit, especially if danz_twilight@yahoo.com
they emerge as part of an actual discussion in which you are listening to and responding to your classmates.
6. DO ALL THE ASSIGNED READING for a given day as well as you can. Bring questions. We will not be able to
---
discuss all the reading but you are responsible for all of it. GLENLIE CLARK C. RUIZ
7. LATE POLICY: Essays and other reading and writing assignments are due at the beginning of class on the due University of Cebu-LM
date. Essays will be graded down one letter grade for each day they are late. You will not receive credit for clarkglen07@gmail.com
journals if they are not submitted on time. You will receive a zero on class presentations if you fail to show up
for them. You will receive a zero for quizzes given on days that you are absent.


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University of Cebu (Main Campus) School Year:

College of _______________________________ Semester/Term:

As essential component of Contemporary World Issues is the inclusion of a variety of instructional

Prepared by: Noted by: Recommending Approval: Approved by: Page:

III. UC Graduate Attributes

IV. GA-CILO Activation Mapping

By the end of the course, you should be able to: LL EC ER SC TP TC

VI. Teaching and Learning Plan

Attributes Orientation 1033 ]

Prepared by: Noted by: Recommending Approval: Approved by: Page:

city known for? 3. What

engage in a free association Citizenship. London: Routledge, pp. 147-

Prepared by: Noted by: Recommending Approval: Approved by: Page:

VII. Textbook(s) and References

“Governments and Citizens in a Globally

Prepared by: Noted by: Recommending Approval: Approved by: Page:

Creating the Global Village” by Jack Lule Chapter 23 Ghadban

“Differentiating Sedimented from Modular

Asian and Pacific Migration Journal 21(2): 149–

“A Food Regime Analysis of the World Food

Film: “The Price of Sugar” directed by Bill Haney

Prepared by: Noted by: Recommending Approval: Approved by: Page:

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