PAMANTASAN NG CABUYAO

College of Education Arts and Sciences

VISION CORE VALUES

A premier educational institution of higher learning, developing globally-competitive and value-laden professionals and leaders instrumental to G – God centeredness
community development and nation building. E - Excellence
N - Nationalism
MISSION E - Environment Friendliness
As an institution of higher learning, PnC is committed to equip individuals with knowledge, skills and values that will enable them to achieve R - Responsibility
their professional goals and provide leadership and service for national development. O - Orderliness
U - Unity
PnC Graduate Attributes S - Service to Others
1. Professional Competence
2. Communication Skills
3. Analytical and Problem-Solving Skills
4. Lifelong Learning Skills
5. Interpersonal Skills
6. Productivity
7. Social and Ethical Responsibility

College of Education Programs Educational Objectives

Within the five years after graduation, the graduates of BEED program shall have:
1. Articulate the rootedness of education in philosophical, socio –cultural, historical, psychological, and political contexts
2. Demonstrate mastery of the subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practice

6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes

7. Practices professional and ethical teaching standards sensitive to the local, national, and global realities

8. Pursue lifelong learning for personal and professional growth through varied and experiential and field – based opportunities

Bachelor of Elementary Education Student Outcomes

Program Outcomes (from CMO No. 75, s. 2017, p. 5):

 6.3.5.a. Utilize appropriate various sociocultural and historical materials in explaining current issues.
6.3.5.d. Integrate local and global perspectives in teaching the principle of the common good.
6.3.5.e. Employ principles of sustainable development in teaching and learning.

1. Course Title URBAN GEOGRAPHY 3. Course Code BEED

2. Credit
units/Hours per 31unit / hours per week here. 4. Course Prerequisite Pre-requisite course code here
week
5. Course The subject guides the students to demonstrate an understanding of the essential processes shaping socio-cultural geographies of contemporary cities. It also leads them
Description to demonstrate knowledge on the different issues affecting cities such as economy, culture, health, planning, human mobility, transportation, including topics
on sustainability and the future of cities.
6. Course Intended At the end of the course, the pre-service teachers should be able to:
Learning Outcomes
(CILO)
A. demonstrate an understanding on the essential processes shaping socio-cultural geographies of contemporary cities; and
B. demonstrate knowledge on the different issues affecting contemporary cities and topics on sustainability and the future of the cities.

7.LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan:

Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

Week Discussion of PnC Mission Vision Familiarity with the PNC vision/mission and core values Mini-Lecture: Why rules are
1 Program Outcomes, Course Outcomes important to social beings
Course Orientation and Policies
Weeks I. Introduction
1-2
1. Thinking about cities relationally At the end of these weeks, the pre- service teacher (PST) should be able to:
Informal small group discussion: Recitation
2. Unsettling Cities, Cities of
a. discuss the meaning of urban geography; and Why urban geography?
Connection and Disconnection
b. explain the role of urban geography in understanding cities.
Lecture & Discussion: Written Quiz
-What does it mean to think
about a city relationally?
Individual Output Presentation
-What are some of the (Web based research about a city)
ambivalent tension about cities
that you have noted in your
everyday life? Graded Group
Report: Students will form
Web-based research: groups of 3-5. Each group
Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

Choose a city and bring in will be assigned a global

some basic city to discuss and
demographics and research on. Their reports
information that you can should answer the following
share in class about the questions:
city you chose. - How would you
describe your city?
Create a Virtual Tour for an - What is your city
educational trip to a Global City known for?
- What makes your city a
global city?

Weeks II. Negotiating Diversity in the City

3-4 Lecture & Discussion: Recitation
1. Negotiating Differences in the City At the end of these weeks, the pre- service teacher (PST) should be able to:
2. City Life and Informal Settlers a. describe the effects of having diversity in cities; A history of the
b. explain the development of city life; and production of suburbs Written Quiz
c. identify the different events and incidents that altered cities. and informal settlers
Group Output Presentation
Web-Based Research: Find some (Web based research about
historical records that show how historical records of a city and
spaces in your city have become how it has transformed
over time
altered by social relations extending
beyond the city, and discuss in
detail how it has transformed
over time.

Weeks III. Urban Poverty and dis

5-6 (Order)
At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion: Recitation
a. define urban poverty and disorder; The discourses around urban
1. Unruly Cities, The Heterogeneity poverty and dis (Order)
b. discuss on heterogeneity of cities; and Written Quiz
of Cities
2. Defining and Responding to c. define and responding to urban dis(order).
Film Viewing: Mexico City: Whose
Urban (dis) Order Individual Output Presentation
City
(movie review

6 PRELIMINARY EXAMINATION
Weeks IV. Diversity and Spatial
7-8 Differentiation in the City
Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

1. Movement and Settlement in the
City
2. Political, economic, cultural and
social factors of city movements
and settlement
Week V. Spatial Pattern and
9 Segregation
1. The City, and Urban Sprawl
2. Observing Spatial Patterns
At the end of these weeks, the pre- service teacher (PST) should be able to:
a. explain the diversity and spatial differentiation in the City; and Class Lecture/Discussion: Recitation
b. analyze the political, economic, cultural, and social factors underlying the How are identities and space
city movements of people. connected? Written Quiz
Term Paper:
Locate information on the Individual Output Presentation (term
ways in which immigrants paper about immigrants transfer in
have spatially located and the city)
the reasons behind the
transfer in the city.
Specifically look into the
correlation of economic
factors` and migration from
provinces into the cities
At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion
a. define spatial pattern and segregation; What ways do different Recitation
b. illustrate how groups separate and distance themselves from each other; groups separate and
and distance themselves from Written Quiz
c. discuss what is a city and urban sprawl. each other?

Debate: Debate- A rubric will be given for

Whether or not social relations the Debate on the presented issue
constituted, in part, by the built
environment?
Weeks VI Cities and Social
10-11 Environmental Issues
At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion Recitation
a. identify and explain the factors that shaped the cities socio- cultural and How are cities becoming
1. Sustainable Cities and Urban
economic development; sustainable? Written Quiz
Governance
2. How are cities becoming b. discuss in which urban environmental issues are constructed; and
sustainable? c. illustrate on how cities addressed issues and on how they are Web-Based Research: Output Presentation:
becoming sustainable Find cities that have web Provide an overview of
page that shows ways in the main components of
which urban environmental the web page projects of
issues are being the different cities and how
addressed. the urban environmental
issues are addressed.
Composition of Presentation of group
Song/Jingle/Rap about output (song/jingle/rap)
environmental sustainability
Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

12 MIDTERM EXAMINATIOM
Weeks VII. The Scale of Urban At the end of these weeks, the pre- service teacher (PST) should be able to:
12-13 Governance a. explain what is city politics;
b. discuss the different issues attached to urban development; Class Lecture/Discussion Recitation
1. City Politics and the c. present an economic map which depicts the diverse city politics o Environmental
Environment governance in the 20th as compared to the 21st century; and Politics and Written Quiz
2. City Politics and governance d. explain how politics shaped the progress of the city and the challenges issues of
they face. Urban
in the 20th and 21st Century
Development
; Output 1:
o Theories of Urban To come up with a
Politics comparative
Class Activity 1: analysis of the
What initiatives have different cities
your city taken to ’initiatives to be
be socially and socially and
environmentally environmentally
sensitive sensitive

Output 2:
Class Activity 2: Comparative Analysis of
Look up information on different types of
the type of governance governance structure(s) to
structure(s) that are in place determine
in your city institutionalized channels
through which decisions are
made

Class Activity 3:
List down known politicians
in the city and their
contributions to the
o progress of the
city.
Output 3:
Compilation of different
autobiography of politicians
and their contributions to
the city

Week Administered Cities

14 1. The Stakeholders in Urban Governance At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion
a. identify the different stakeholders in urban governance; and Who is a stakeholder Recitation
b. explain the scale of global governance in urban governance;
Examining the scale of Written Quiz
urban governance
Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

Class Activity Discuss the

stakeholders who are involved in
Output Compare and Contrast the
urban politics. Do these groups
listed stakeholders of the students
reside in the city or outside of the
and make analyze their similarities
city?
and differences
Week IX. Cities of all sizes
15
1. Visions of the City At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion Recitation
2. Geographical imaginaries for the city How do cities intersect with
3. Cities with economic, political and b) discuss how the sizes of cities affects their visions for globalization; and economic, political, and cultural Written Quiz
cultural globalization c) explain how cities intersect with economic, political and cultural globalization?
globalization.
Film Viewing: Cities in a Hurry Output Movie Critic

Using Social Media, download Each group will be asked about

the recent trends (ex. music, the recent trends that became
movies, fashion, etc.) and internationally famous and discuss
students will form a group of 3- its influence in cities’ globalization
5 and present it to the class.

Week Urban Revitalization around the World

16 Class Lecture/Discussion
1. Mid-size cities and global ambition At the end of these weeks, the pre- service teacher (PST) should be able to: Recitation
What strategies are different
2. Global Governance
a. explain how different cities around the world experience development; cities using to be networked
3. Transnational Urban Experiences in flows of capital, people, Written Quiz
and
b. discuss some of the ways on which cities in less affluent countries
knowledge, and culture
experience monetary policy set by organizations operating globally
Class Activity Through the use of
Output Consolidate all the
Skype or other mode of
interviews and create a
communication, interview an OFW
documentary of OFW
and let her relay his/her
experiences of globalization and
experiences of globalization and
global governance
global governance
Weeks Neoliberalism and its Limits
17-18
1. Neoliberalism and the City At the end of these weeks, the pre- service teacher (PST) should be able to: Class Lecture/Discussion
Week Topics Course Intended Learning Outcomes (ILO) Learning Activities (TLA) Assessment Tasks (AT)

2. Components of
Neoliberalism a. explain the meaning of neoliberalism; What are the existing policies Recitation
3. Cities and Economic b. discuss the components of neoliberalist discourse; and and programs that are affecting
Written Quiz
Change c. present an economic map on how the cities actually played a role in and have affected the cities?
constituting such as programs and policies as well as altering them. A rubric will be given for
What are the components of the Debate on the presented
neoliberalist discourse and issue
activities, and how pervasive is
this political- economic
strategy? Presentation of output
 Debate: (submission of the term paper
Neoliberalism and the City:
There is an alternative

 Term Paper
 Talk about your
cities and the
ways they are
being neo-
liberalized or
not

18 FINAL EXAMINATION WEEK

8. Referenc The course does not require a textbook, considering the dynamic and wide array of available resources in the library and online, but some references are suggested:

e Bowden, R. (2007). Urbanization: Human settlements. Wayland

Duany, A., Plater-Zyberk, E., Speck, J. (2001). Suburban nation: The rise of sprawl and the decline of american dream . Farrar, Straus and Giroux

Graham, S. (2004). Cities, war and terrorism: Towards an urban geopolitics. John Wiley & Sons Publishers. Ltd. The Atrium, Southern Gate, Chichester, West Sussex,

P019 *SQ, UK. Graham, S. (2004). The cybercities reader. Psychology Press

Graham, S. & Marvin, S. (2001). Splintering urbanism: Networked infrastructures, technological mobilities and the urban condition . Psychology Press

Jonas, A. E. G, McCann, E., & Tomas, M. (2015). Urban geography: A critical introduction. John Wiley & Sons Publishers. Ltd. The Atrium, Southern Gate, Chichester, West
 Sussex, P019 *SQ, UK. Kaplan, D., Holloway, S. R., & Wheeler, J. O. (2004). Urban geography. John Wiley & Sons Publishers. Ltd. The Atrium, Southern Gate,

Chichester, West Sussex, P019 *SQ, UK.

Knox, P. L. & McCarthy, L. (2005). Urbanization: An introduction to urban

geography. Prentice-Hal Ladd, B. (2008). Autophobia: Love and hate in the

automotive age. University of Chicago Press.

Latham, A. (2009). Key concepts in urban geography. SAGE Publications.

Pacione, M. (2001). Urban geography: A global perspective. Taylor and Francis Imprint
Speck, J. (2013). Walkable city: How downtown can save america, one step at a time. Farrar, Straus and Giroux Verma, L. N. (2006). Urban geography. Rawat Publications

9. Suggested
Readings and www.slideshare.net
References www.slideplayer.com
10. Course CILO
As evidence of attaining the above CILO, the student has to do and submit the following:
Assessment
Assessment Activity Description and other details
Recitation, board To assess learner
work, quiz, seatwork understanding of the topic
content learners’ are
encourage to give insights of
the topic through recitations,
Board work will be used to
encourage learners to use
their skills. Quiz will be given
to assess if learners is
learning. Seatwork will also
be utilized to achieved the
full course outline
Major Exams To know and assess the
learners learning at the end
of the course outline given
Prelim, Midterm, and Final
however, lesson planning
will be their final output
 instead of written
examination to check the
skills and knowledge of the
learners.

GRADING SYSTEM:
11. Grading
The final grade in this course will be composed of the following items and their weights in the final grade computation
System Assessment Item Grade Source Percentage

Prelim Grade Quizzes - 20%

Class participation/Attendance - 10% 30%
Seatwork/ Project - 20%
Term Examination - 50%
Midterm Grade Quizzes - 20%
Class participation/Attendance - 10% 30%
Seatwork/ Project - 20%
Term Examination - 50%
Final Grade Quizzes - 20%
Class participation/Attendance - 10% 40%
Seatwork/ Project - 20%
Term Examination - 50%
Total 100%
Passing Grade 60%
Passing: 60%

12. Course Class Attendance

Policies As per CHED policy on attendance, a student who misses a maximum of 20% of the total contact hours will be given a grade of failure due to absences.
Academic Dishonesty – is a deliberate attempt to misrepresent, fabricate or otherwise tamper with data, information, records, or any other material that is
relevant to the student’s participation in any course, laboratory, or other academic exercise or function. These may include but may not be limited to:
a. Falsification, forgery, alteration, unauthorized possession, or misuse of school official documents, records, or identification, or knowingly furnishing
false information to the university or to a university official.
b. Unauthorized accessing of electronic information of the university and securing, soliciting, and holding a copy of an examination or a portion thereof,
that is yet to be administered
c. Plagiarism or copyright infringement
Submission of Course Requirements
Course requirements must be submitted on-time.

13. Committee
Members:
Members NESTOR G. PACUNO
14. Consultation The Faculty Consultation hours schedule is available at the COED office, and at the COED bulletin board.
Hours

Each time this course is offered, the class is initially informed of the course outcomes listed in this document, and they are included in the syllabus. Survey will be
15. Assessment
conducted at the end of semester for each student to rate how well the outcome was achieved. The choices provided use a 5-point Likert scale. The course
Plan for this instructor takes the result of the survey, combined with the sample student responses to activities and term exams corresponding to the course outcomes, and
reports this result to the concerned course cluster committee.
Course

Urban Geography Prepared by: Reviewed by: Recommending Approval by: Approved by

Prof Christian Diols T Onate Prof Jerome F. Villadares

Prof Nestor G. Pacuno Cluster Head Department Head Dean, College of Education Arts and
Sciences