CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos
The Contemporary World
Descriptive Title
CEU VISION – MISSION STATEMENT
UNIVERSITY PHILOSPHY
Ciencia y Virtud ( Science and Virtue)
UNIVERSITY VISION
To be the University of First choice
UNIVERSITY MISSION
To promote a brighter future for our
students, for the Philippines and for the world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as an
organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
The Contemporary World
SOCIAL SCIENCES AND HUMANITIES DEPARTMENT
COURSE SYLLABUS
COSH42 3 Units 3 Hours
Course Code Credit Unit/(s( Hours/Week
CENTRO ESCOLAR EXPECTED GENERAL EDUCATION OUTCOME
GRADUATE ATTRIBUTES (CEEGA)
KNOWLEDGE
LIFELONG LEARNER 1. Analyze “texts” (written, visual, oral, etc.)
•Learns and works independently as well as collaboratively. critically
•Translates knowledge generated from research and other sources to 2. Demonstrate proficient and effective
improve quality of life. communication (writing, speaking, and use of
•Creates new ideas to better understand society new technologies)
•Evaluates own thinking, behavior and spirituality for self-growth 3. Use basic concepts across the domains of
knowledge
REFLECTIVE AND CREATIVE THINKER 4. Demonstrate critical, analytical, and creative
•Thinks critically and creatively. thinking
•Open-minded. 5. Apply different analytical modes in problem
•Solves problems systematically. solving
•Loves art and shows artistic sensibility.
VALUES
CARING AND TRUSTWORTHY CITIZEN 1. Appropriate the complexity of the human
•Values people and acts in unity with others. condition
•Commits to social justice and principles of sustainability and respect for 2. Interpret the human experience from various
diversity. perspective
•Practices good stewardship and accountability. 3. Examine the contemporary world from both
•Manifests social responsibility by helping improve conditions of those Philippine and global perspective
who have less in life or circumstance. 4. Take responsibility for knowing and being
Filipino
PROFICIENT COMMUNICATOR 5. Reflect critically on shared concerns
•Articulates ideas clearly for varied purposes and audiences of diverse 6.Generate innovative practices and solutions
culture. guided by ethical Standards
•Listens attentively, engages in meaningful exchange and shares 7. Make decisions based on moral norms and
knowledge, values, attitudes and intentions. imperatives
•Utilizes effectively appropriate media and information technologies. 8. Appreciate various art forms
9. Contribute to aesthetics
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 COMPETENT AND PRODUCTIVE PROFESSIONAL 10. Advocate respect for human rights
•Initiates, innovates better ways of doing things and accountability. 11. Contribute personally and meaningfully to
•Promotes quality and productivity. the country’s development

SKILLS
1. Work effectively in a group
2. Apply computing tools to process information
effectively
3. Use current technology to assist and facilitate
learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills, and values
fro responsible and
productive living
7. Organize one’s self for lifelong learning
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 peoples
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
students to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.

Pre-requisite: NONE

Course Intended Learning Outcomes:

At the end of the course:

Knowledge
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

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

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Values
1. Articulate personal positions on various global issues
2. Identify the ethical implications of global citizenship
Time
Intended Learning Content Teaching Learning Allotment Resources Assessment
Outcomes Activities
Classroom sharing
1. Introduce self classmates Course overview (Introduction) 1 Week Course syllabus Introduce
and teachers. Introduce textbook: oneself.
2. List expectations for the Manfred Stegger, Paul
Lecture Battersby, and Joseph Expectations of
course Introduction M. Siracusa, eds. 2014. the subject
3. Recall course rules. Personal concept map of The SAGE Handbook of matter
Write a personal definition of globalization. Globalization. Two vols.
globalization based on a Classroom policies Thousand Oaks: SAGE
concept map Students will engage in a free
association exercise of ideas
they associate with
“globalization.” Based on the
concepts they list, they will
synthesize a personal definition
of the concept.

Lecture/Discussion Quiz on the

1. Differentiate the competing Introduction to the Study of 1 Week LCD Projector reading
conceptions of globalization. Globalization News report critique: Students materials
2. Identify the underlying will find and read three
philosophies of the varying newspaper op-eds (local or Reading Materials Recitation
definitions of globalization. Globalization in the Age of Trump. international) discussing 1. Chapter 2 of
3. Agree on a working Pankaj Ghemawat. ( 2017). Article globalization. Before class, textbook:”Approaches to
definition of globalization for the Harvard Business Review. URL: they will write 50 - word the Study of
course. http://hrb.org. summaries of each op-ed, Globalization” by
identifying what the underlying Manfred B. Steger
definitions of globalization the 2. Steger, Manfred B.
op-ed writers use. “Ideologies of
Globalization.” 2005.
Journal of Ideologies
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1. Define economic
globalization
2. Identify the actors that
facilitate economic globalization
3. Define the modern world
system
4. Articulate a stance on global
economic integration.
1. Explain the role of
international financial
institutions in the creation of a
global economy.
2. Narrate a short history of
global market integration in the
twentieth century
3. Identify the attributes of
global corporations
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10(1): 11-30
Lecture/Discussion 3 Weeks LCD projector Recitation
The Global Economy Debate: The student will debate
the motion “That global free Reading Materials
The network of global corporations trade has done more harm than Chapter 9 of textbook:
and elite policy groups: a structure for good.” “The Globalization of
transnational capitalist class Economic Relations” by
formation? By William K. Carrol and Istvan Benczes
Colin Carson: Global Networks 3, I Wallerstein, Immanuel.
(2003) 29-57 ISSN 1470-2266: 2004. “The Modern
Blackwell Publishing ltd & Global World-System as a
Networks Partnership Capitalist World
Economy: Production,
Outsourcing in a Global Economy. Surplus-Value, and
Gene M. Grossman and Elhanan Polarization.”In World-
Helpman, 2016. The Review of Systems Analysis: An
Economic Studies, Vol. 71, No. 1, pp. Introductrion. Durham &
135-159. Published by Oxford London: Duke
University Press. URL: University Press, pp.
hhtp://www.jstor.org/stable/3700678 23-41
LCD Projector Quiz on the
Market Integration Lecture/Discussion reading
materials
Film viewing and discussion Reading Materials:
Chapter 17 of textbook, Recitation
“The Rise of the Global
Corporation” by Deane
Neubauer
Bello, Walden F. 2006.
“The Multiple Crises of
Global Capiutalism.” In
Deglobalization: Ideas
for a New World
Economy. Quezon City:
4
 Ateneo de Manila
University Press, pp. 1-
31.

Film: “The Corporation”

directed by Mark Achbar
and Jennifer Abott
1. Explain the effect of Lecture/Discussion LCD Projector Quiz on the
globalization on governments. The Global Interstate System reading
2. Identify the institutions that Reading Materials materials
govern international relations
3. Differentiate internationalism Chapter 7 of Recitation
from globalism textbook:”Governments
and Citizens in a
Globally Interconnected
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.

1. Identify the roles and Lecture/discussion LCD Projector Quiz on the

functions of the United Nations
2. Identify the challenges of
global governance in the
twenty-first century
3. Explain the relevance of the
state amid globalization
Contemporary Global Governance reading
Reading Materials materials
Chapter 29 of textbook: Recitation
“The Unitred Nations
Meets the Twenty-first
Century: Confronting
the Challenges of
Global Governance” by
Thomas G. Weiss and
Ramesh Thakur

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 Hobsbawm, Eric J.
1996. “The Future of the
State.” Development
and Change 27(2): 267-
278.
1. Define the term “Global Lecture/discussion 3 Weeks LCD Projector Quiz on the
South” Global Divides: reading
2. Differentiate the Global The North and the South (focus on Group report Reading Materials materials
South from the Third World Latin America)
3. Analyze how a new Chapter 12 of textbook: Graded Group
conception of global relations Crossing Borders: Development “Locating the Global Report: Students
emerged from the experiences learning and the North - South divide. South” by Lisandro E. will from groups
of Latin American countries Colin McFarlane. (2006). Third World Claudio of 3-5.
Quartely, Vol 27, No. 8, pp 1413 -
1437. ISSN 0143-6597. Routledge Connell, Raewyn, 2007. Each group will
Taylor & Francis Group “Dependency, be assigned a
Autonomy and Culture. Latin American
In Southern Theory: The country to report
A North-South Struggle: Political and Global Dynamics of on. These
Economic Obstacle to Sustainanble Knowledge in Social groups will
Development. Imrana Iqbal and Science. Cambridge, deliver 10-
Charles Pierson. (2007). An article on UK: Polity Press, pp. minute
Sustainable Development Law and 139-163. presentations on
Policy the
contemporary
foreign and
economic
policies of their
respective
countries.
1. Differentiate between Lecture Discussion LCD Projector Quiz on the
regionalization and Asian regionalism reading
globalization Group Report Reading Materials materials
2. Identify the factors leading to
a greater integration of the Chapter 13 of textbook: Graded Group
Asian region “Globalization and the
3. Analyze how different Asian Asia Pacific and South Report: Students
states confront the challenges Asia” by Ehito Kimura will form group
of globalization and regionalism of 3-5.
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 Shiraishi, Takashi,
2006. “The Third Wave: Each group will
Southeast Asia and be assigned an
Middle-Class Formation Asian country to
in the Making of a research and
Region.” In Beyond reporton. These
Japan: The Dynamics of groups will
East Asian Regionalism, deliver 10-
ed, Peter Katzenstein minute
and Takashi. Ithaca, presentations on
NY: Cornell University the
Press, pp. 237-271 contemporary
foreign and
economic
policies of their
respective
countries.
1. Synthesize knowledge Write an essay Students will be
concerning globalization Synthesis asked to write
2000 - word
essays
answering one
these two
questions?

1. How do we
make
globalization
more just?

2. How is the
state affected by
globalization?
Do these
institution/conce
pts remain
relevant?
Why/why not?

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1. Analyze how various media Lecture/discussion 3 Weeks LCD Projector Quiz on the
drive various form of global Global Media Cultures reading
integration Group Report materials
2. Explain the dynamic between Reading Materials
local and global cultural Graded Group
production Chapter 22 of textbook: Report: Students
“Globalization and the will form group
Media: Creating the of 3 - 5. Each
Global Village” by Jack group will be
Lule asked to pick an
Asian musical
Chapter 23 of textbook: act that became
“Popular Music and internationally
Globalization” by Yara famous. In their
El Ghadban 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. How did the

artist became
famous?

4. Why do you
think the artist
became
famous?

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The Contemporary World
1. Explain how globalization Lecture/discussion LCD Projector Quiz on the
affects religious practices and reading
beliefs The Globalization of Religion Discussion of film Reading Materials materials
2. Analyze the relationship
between religion and global Chapter 10 of textbook: Recitation
conflict and, conversely, global “Religion and
peace Globalization” 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/wgb
h/frontline/film/rise-os-
isis/)
1. Identify the attributes of a Lecture/discussion 3 Weeks LCD Projector Quiz on the
global city The Global City reading
2. Analyze how cities serve as Group report Reading Materials materials
engines of globalization
Chapter 26 of textbook:
“Mobility, Diversity and Graded Group
Community in the Report: Students
Global City” by Val will form groups
Colic-Peisker of 3-5. Each
Sassen, Saskia, 2005. group will be
“The Global City: assigned a
Introducing a Concept.” global city to
Brown Journal of World discuss and
Affairs XI(2): 27-43 research on.
Their reports
should answer
the following
questions:

1. How would
you describe
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The Contemporary World
 your city?
2. What is your
city known for?
3. What makes
your city a global
city?
1. Explain the theory of Lecture/discussion LCD Projector
demographic transition as it Mandated topic: Global Demography Quiz on the
affects global population Reading Materials reading
materials
Lee, Ronald. 2003. “
This is death to the family: Japan’s The Demographic Short research
fertility crisis is creating economic and Transition: Three paper to discuss
social woes never seen before. Weller, Centuries of the topic: Has
Chris (2017) URL: Fundamental Change. “ the Philippines
www.businessinsider.com Journal of Economic underdone the
Perspectives 17(4): demographic
167-190. transition? Why
or Why not?
Lesthaeghe, Ron. 2010.
“The Unfolding 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
Learn from the History
of World Population.
Population Studies: A
Journal of Demography
69 (S1): S21-S28
1. Explain Population Lecture/discussion LCD Projector Quiz on the
Education and Family Planning Population Education and Family Reading material
2. Differentiate the relations of Planning Reading Materials:
population education in the An advanced
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context of population and Republic Act number assignment was
demography. 6365, An Act assigned to the
3. Conduct a simple survey Establishing a National students which
regarding issues and concerns Policy on Population, will be done
as regard population and family Creating the within their
planning within their localities Commission on localities.
Population and Other Students will be
Purposes.” asked to present
the simple
MCCG De La Paz, survey
2008. Population, conducted
Health,and Environment regarding issues
Issues in the and concerns
Philippines: A pofile of about
the National Capital population and
Region. family planning.

www.prb. org
phereregionalprofiles_n
cr.

1. Analyze the political, Lecture/discussion LCD Projector

economic, cultural, and social
factors underlying the global
movements of people
2. Display first-hand knowledge
of the experiences of Overseas
Filipino Workers (OFWs)
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Global Migration
OFW interview: Each student
will be asked to interview a
former or a current OFW (face-
to-face or online). IN class they
will share what they learned
from these interview about
trans-nationalism and the
factors that affect global
migrations
Castle, Stephen. 2000.
“International Migration
at the Beginning of the
Twenty-First Century:
Global Trends and
Issues.” International
Social Science Journal
52 (165): 269-281.
SAguilar, Filomeno V.
2012. “Differentiating
Sedimented fromn
Modular Trans-
nationalism: The View
from East Asia.” Asian
and Pacific Migration
Jouyrnal 21(2): 149-171
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1. Write a research paper
proposal with proper citation
2. Critique research proposals
of classmates
1. Differentiate stability from
sustainability
2. Articulate models of global
sustainable development
1. Define global food security
2. Critique existing models of
global food security
1. Articulate a personal
definition of a global citizenship
2. Appreciate the ethical
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Mini-lecture on citation methods
Research Proposal Writing for research papers
Research Proposal Critique Proposal for final research
paper: Students will begin
writing a 500-word proposal for
their final research paper.
Pair discussion: Student will
pair off and critique each others
research proposals.
Lecture/discussion 3 Weeks LCD Projector Quiz on the
Sustainable Development reading
Readings materials materials
Chapter 48 of textbook:
Sustainable Economic Recitation
Systems” by Sebastian
Plociennik
Lecture/discussion LCD Projector Quiz on the
Global Food Security Film viewing reading
Reading materials materials
Chapter 50 of textbook: Recitation
“Global Food Security:
The Challenges of
Feeding the World” by
Monika Barthwal-Datta
McMichael, Philipp.
2009. “ A Food Crisis.
Agriculture and Human
Values 26(4): 281-295.
Film: “The Price of
Sugar” directed by Bill
Haney
Lecture/discussion 3 Weeks Quiz on the
Global Citizenship reading
Personal concept map of global Reading materials materials
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obligations of global citizenship
1. Write a research paper on a
topic related to globalization
with proper citation
citizenship:
Carter, April. 2001. Recitation
Students will engaged in a free “Global Civil Society:
association excercise of ideas Acting as Global
they associuate with “globalll Citizens”. In the Political
citizenship.” Based on this, they Theory of Global
will synthesize a personal Citizenship. London:
definition of the concept. Routledge. Pp. 147-176
Afterwards, they will list the
obligations of a gloibal citizen.
Research paper writing Independent research and Student will
writing spend the final
week completing
their research
papers

Prepared by:
Approved by:

(Sgd) Prof. Lorenzo S. Hipolito Ph.D. (Sgd) Prof. D’ ARIEL J. JAVELLANA M.A.
(Sgd) Prof. Crisanta T. Fontanilla M.A. Head, Social Sciences and Humanities
(Sgd) Prof. Sharon K. Galang Ph.D.

Date: May 21, 2018

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