Syllabus - Edu153 - World History 2

COLLEGE OF EDUCATION
FOUNDATION UNIVERSITY
Dumaguete City
SYLLABUS IN EDU153
WORLD HISTORY 2
A.Y. 2022-2023
LIFE PURPOSE
The life purpose of Foundation University is to educate and develop individuals to become productive, creative, useful, and responsible
citizens of society.
VISION
Foundation University envisions itself as a dynamic, progressive environment that cultivates effective learning, generates creative ideas, responds to societal needs,
and offers opportunity for all.
MISSION
To enhance and promote a climate of excellence relevant to the challenges of the times, where individuals are committed to the pursuit of new knowledge and life-
long learning in service of society.
CORE VALUES
Excellence Commitment Integrity Service
OBJECTIVES OF COLLEGE OF EDUCATION
Specifically, the objectives of the College of Education which serve as guide in fulfilling the mission and vision of the University are the
following:
1. to produce persons of sound mind, good moral character and broad culture;
2. to produce students with specialized training in fields they are expected to teach;
3. to inculcate in the students understanding of humanism, nationhood, international unity, and desirable Filipino values; and
4. to train students in research and lifelong learning.
INSTITUTIONAL OUTCOMES
Foundation University endeavors to produce students who can:
1. Be effective communicators who employ critical thinking in synthesizing arguments asserting what is ideal for the common g
2. Produce innovative creations and solutions through the redefined use of technology that are beneficial to the environment and community
3. Appraise the traditional arts and actively promote local culture and wisdom
4. Translate and implement global ideas and practices of specialized disciplines for local, environmental, and community action.
5. Demonstrate passion for life-long learning in the creation of new knowledge through research.
Course Title: Date Date Prepared by: Reviewed by: Approved by: Page
Trends and Effective: Revised:
Issues in GENESIS GAMALIEL R. MONTECINO, MYLA VILLANUEVA, RL, MLIS, ERLINDA N. CALUMPANG, EdD
LPT
Social Studies 1st Semester 8/23/2022 PhD Dean
Teacher
2022-2023 Univ. Librarian
STUDENT OUTCOMES
A. demonstrate knowledge and understanding of the global overview to various human experiences, patterns of development
and connections among peoples, societies and nations;
B. demonstrate knowledge and understanding on topics related to industrial revolution, scientific and commercial revolution,
world wars, and issues in modern world to contemporary periods; and
C. apply critical and creative thinking on the issues in modern world to contemporary period.
COURSE SYLLABUS
1. Course Code : EDU153

2. Course Title : World History 2
3. Course Description : The course guides the students to demonstrate an understanding of the global overview to various human experiences, patterns
of development and connections among peoples, societies and nations. It also leads the students to demonstrate an understanding on topics related to
industrial revolution, scientific and commercial revolution, world wars, and issues in modern world to contemporary periods
4. Prerequisite : None
5. Credit : 3 units
6. No. of hours : 54 hours
7. Course Coverage :
STUDENT
INTENDED
OUTCOMES TEACHING LEARNING NO. OF
OBJECTIVES TOPIC LEARNING ASSESSMENT TASKS
ACTIVITIES HOURS
OUTCOMES a b c d e
Explain how the I. Introduction a. describe how / / ▪ Lecture/Discussion ▪ ▪ Recitation Through a

Renaissance A. Connecting Italy became the Brainstorming ▪ Debate (“Was the
revolutionize the Hemispheres birthplace of the Simulated discussion - Reformation a Mistake?”)
arts; 1. European Renaissance and Downloading from the ▪ Written Quiz
Renaissance and how the humanism internet of the famous
Reformation a. Italy: became the central personalities during the
Birthplace of the theme of the Renaissance period and
Renaissance b. Renaissance; their works ▪ Debate
Humanism c. Martin “Was the Reformation a
Luther and the b. explain how the Mistake”
Reformation Renaissance
2. The Catholic revolutionize the
Counterreformation
LPT
Teacher
arts;
c. •recognize the
works of great
Renaissance artists
and identify the
contributions of the
Northern
Renaissance
movement;
d. examine the
causes of the
Reformation;
e. describe how
Martin Luther led
the Reformation
and how the
Catholic Church
responded to the
Protestant
movement; and
f. explain how
England became a
Protestant nation
and how the
Reformation and
Counterreformation
led to holy wars in
Europe.
describe the B. The Expansion of a. describe the / / / ▪ Lecture/Discussion ▪ Recitation
expansion of Islam the Muslim expansion of Islam ▪ Brainstorming By tracing the expansion
using a map or World using a map or globe; ▪ Panel discussion of different
globe; how the a. The Ottomans how the ▪ Reading Primary empires in India using
Turks established Build a Turks established the sources map or globe
the Ottoman Vast Empire Ottoman ▪ Reporting ▪ Written Quiz
Empire; how b. Cultural Blending Empire; how powerful
powerful Islamic in Islamic
sultans spurred the the Ottoman sultans spurred the
dramatic c. The Mughal Empire dramatic
LPT
Teacher
expansion of Islam in expansion of Islam
and the India and the
different cultural different cultural
elements which elements which
blended in the blended in the
Ottoman Empire; Ottoman Empire;
and and
b. explain how
conquests and
cultural interaction
fueled the
development of the
Safavid
empire; the emergence
of the
Mughal Empire in
India and how
the Mughal emperors
unified a
vast empire with
different
nationalities
explain the mains C. Age of a. explain the mains / / ▪ Lecture/Discussion ▪ Recitation
reasons why Exploration reasons why ▪ Brainstorming By tracing and explaining
Europeans a. Europeans Explore Europeans catapulted ▪ Panel discussion the routes
catapulted the themselves ▪ Reading Primary of the European navigation
themselves East in the forefront of the sources and that
in the forefront of b. China Limits Age of ▪ Reporting enabled them to explore
the Age of European Exploration and how ▪ Map Tracing other parts
Exploration and Contacts advancements in Tracing how the of the world
how c. Japan Returns to science and Europeans reached ▪ Written Quiz
advancements in Isolation technology enabled the East
science and Europeans to
technology enabled explore other parts of
Europeans to the world;
explore other parts b. trace the routes of
of the world; European
navigators during the
early stage
of the Age of
Exploration by
drawing maps;
c. discuss the
emergence of the
trading empires in the
LPT
Teacher
Indian
Ocean;
d. explain the
contributions of the
Age of Exploration to
human
interaction and the
life of the
Japanese during the
Tokugawa
period; and
e. point out the
advantages and
disadvantages of
feudal Japan’s
closed door policy.
describe the D. The Atlantic a. trace the route of / / ▪ Lecture/Discussion ▪ Recitation
expansion of World Christopher ▪ Brainstorming By tracing and discussing
Spanish and a. Spain Builds an Columbus in his ▪ Panel discussion route of
Portuguese American Empire discovery of the ▪ Reading Primary Christopher Columbus in
territories in the b. European Nations Americas in the map; sources his
New World; Settle in North b. •discuss the ▪ Map interpretation discovery of America
America timeline of the Trace the route of ▪ Written Quiz
c. The Atlantic Slave Spanish conquests of Christopher
Trade Mexico and Columbus in his
d. The Columbian other American discovery of
Exchange and Global nations; America
Trade c. •describe the
expansion of
Spanish and
Portuguese
territories in the New
World;
d. •differentiate the
competing
claims of European
powers in
North America;
e. •describe the arrival
and
establishment of
settlements of
the English in North
America;
f. •discuss how the
LPT
Teacher
Native
Americans responded
to the
encroachment of their
lands by
the Europeans and
the causes of
African slavery;
g. •describe the
struggles of
Africans in their
voyage to the
Americas as slaves;
and
h. •explain how
slavery became a
pillar of the economy
of the New
World and the impact
of the
slave trade to the New
World.
explain critically E. Absolutism to a. explain critically / / ▪ Lecture/Discussion ▪ Recitation
how Europe Revolution how Europe ▪ Reading Primary ▪ Written Quiz
became a hotbed of 1. Absolute Monarchs became a hotbed of sources ▪ Presentation of the
absolutist in Europe absolutist ▪ Group Activity created timeline
monarchial rule; a. Spain’s Empire and monarchial rule; Creating a timeline showcasing the English
European Absolutism b. compare and showcasing the civil war,
b. The Reign of Louis contrast the styles English civil war, restoration and revolution
XIV of governance of the restoration and
c. Central European absolute revolution
Monarchs Clash monarchs of Europe;
d. Absolute Rulers of c. describe the
Russia benefits and
e. Parliament Limits drawbacks of having
the an absolute
Power of the English ruler;
Monarch d. describe Spain
under absolute
monarchy;
e. explain how
religious wars and
power struggles led to
the
emergence of absolute
LPT
Teacher
monarchy
in France;
f. discuss the political
philosophies
of the French writers
Montaigne
and Descartes; and
g. examine the
policies and lifestyle
of Louis XIV of
France.
explain how the E.2. Enlightenment a. explain how the // / ▪ Debate ▪ Recitation
Scientific and Scientific “Has Scientific ▪ Written Quiz
Revolution became Revolution Revolution became Revolution Ended?” ▪ Debate
the a. The Scientific the ▪ Lecture/Discussion (Provide Rubrics)
foundation of Revolution foundation of modern ▪ Group Activity ▪ Presentation of the
modern science; b. The Enlightenment science; Create a timeline on the created timeline
in b. discuss the great establishment of the on the establishment of
Europe discoveries and United States of the United
c. The Enlightenment inventions during the America States of America
Spreads Scientific
d. The American Revolution which still
Revolution have an
impact in today’s
society;
c. differentiate the two
views of
government by
Hobbes and
Locke;
d. describe the five
core beliefs of
the French
philosophes;
e. discuss the role of
women during
the Enlightenment;
Napoleon 3. The French a. describe how // / ▪ Lecture/Discussion ▪ Recitation
as the first French Revolution and economic and ▪ Individual Activity ▪ Written Quiz
emperor, the Napoleon social inequalities in Writing a critique on the ▪ Presentation of the
events which led to a. The French the Old Old Order of Output
the fall of Revolution Regime helped cause France -critique on the old order
Napoleon’s empire Begins the French ▪ Group Activity of France
and his own b. Revolution Brings Revolution, the forces Tracing the emergence of -the timeline of Napoleon
downfall; Reform and Terror of change Napoleon Bonaparte
LPT
Teacher
c. Napoleon Forges an which brought about Bonaparte as ruler of
Empire the French France through
d. The Collapse of Revolution and how a timeline
Napoleon’s Empire the French • Chart of Leadership
e. The Congress of Revolution brought Traits of
Vienna both reform Napoleon Bonaparte
and terror to the • Venn Diagram:
nation; American Revolution
b. explain the policies from French Revolution
of Napoleon
as the first French
emperor, the
events which led to
the fall of
Napoleon’s empire
and his own
downfall; and
c. discuss the plans of
Matternich
for Europe after
Napoleon’s fall
and the political
changes
brought about by the
convening
of the Congress of
Vienna
discuss how Latin 4. Nationalist a. discuss how Latin / ▪ Lecture/Discussion ▪ Recitation
American Revolutions American ▪ Brainstorming ▪ Written Quiz
nations fought Sweep the West nations fought ▪ Panel discussion ▪ Reflection Paper
colonial rule; a. Latin American colonial rule; ▪ Reading Primary
Wins b. the colonial society source
Independence in Latin
b. Europe Faces America, and the
Revolutions reasons why the
c. The Emergence of
European Revolution
peoples of the
Americas revolted
against their colonial
rulers; and
c. explain how liberal
and nationalist
uprisings challenged
the old
LPT
Teacher
conservative order of
Europe
discuss why the F. Industrialism and a. discuss why the / / ▪ Lecture/Discussion ▪ Recitation
Industrial The Race For Industrial ▪ News Reporting ▪ Interactive Quiz
Revolution started Empire Revolution started in The different inventions ▪ Presentation of the
in Britain; 1. The Industrial Britain; during the created timeline
Revolution b. identify the main Industrial Revolution on the development of
a. The Beginnings of inventions ▪ Individual Activity transportation and
Industrialization which revolutionized Creating a timeline on communication
b. Industrialization in the the (outputs will be evaluated
Europe industrial age; development of through a
c. Industrialization c. explain how transportation and Rubric)
Spreads inventions spurred communication
d. Reforming the industrialization;
Industrial World d. discuss the
advantages and
disadvantages
brought about by
the Industrial
Revolution; and
e. describe how the
Industrial
Revolution spread
explain how G. THE WORLD AT a. explain how / / ▪ Lecture/Discussion ▪ Recitation/Sharing of
military built up, WAR military built up, ▪ Individual Activity opinion on the
nationalistic 1. The First World nationalistic feelings Make a timeline showing viewed documentary
feelings and rival War and rival the start of ▪ Interactive Quiz
alliances set the a. Marching Towards alliances set the stage the War to its end ▪ Movie Critique
stage for the War for the ▪ Film Viewing (on the movie “The
First World War; b. Europe Plunges First World War; The Schindler’s List or Schindler’s List” or
into b. discuss the The Pianist “The Pianist”
War victories and failures or other similar movies or other similar movies
c. The League of of the League of related to related to
Nations Nations; world war world war)
2. World War II c. describe the results ▪ Watching of
a. Hitler’s Lightning of Hitler’s Documentary
War blitzkrieg in his
b. The Holocaust invasion of
European nations;
and
d. discuss the chilling
effects of the
Holocaust to
civilization.
LPT
Teacher
COURSE EVALUATION:
Components of the Grading System: (100%)
10% Participation (Recitations/Presentations)

30% Performance Tasks
30% Major Examinations (Prelims, Midterm)
30% Final Exam/Assessment (Terminal Output)
REFERENCES:
A. PDFs
Dizon, German, Bond. Readings in the History of the Filipino Society

Zaide, Gregorio.Pageant of Philippine History.
Philippine Educational Company, Manila, Phils, © 2003
Cabag, R.C.
Quizmaster: Philippine History and Culture.
© 2002
Maguigad, Rogelio. Peoples
History of the Philippines
. ©
2004
Danao , Carolina P. et.al ,
People , Places , and Events in the Philippines
, 2006 SIBS Publishing House Inc. 1104 QC Philippines
De Guzman , Alladin et.al ,
The Filipino Moving Forward
, 2008 REX Publishing House , 856 S
LPT
Teacher
ampaloc , Manila
Punungnbayan , Raymundo et.al , Readers Digest : The Philippine Archipelago , Asia Publishing Company , C&C Offset Printing C
o., Ltd.
1998 HK
Corpuz , Brenda B. Principles of Teaching 2 . Quezon City . Lorimar Publishing House 2015
Victor
ia ,Pablo J. Art in the Elementary School , Quezon City . Alemara . Phoenix Publishing House. 1978
Ulit , Enrique V. Teaching the Elementary School Subjects
Corpuz , Brenda B. Principles of Teaching 1 .4
th
Edition. Quezon City .
Lorimar Publishing House 2015
LPT
Teacher

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COLLEGE OF EDUCATION

Excellence Commitment Integrity Service

OBJECTIVES OF COLLEGE OF EDUCATION

1. Course Code : EDU153

Explain how the I. Introduction a. describe how / / ▪ Lecture/Discussion ▪ ▪ Recitation Through a

Components of the Grading System: (100%)

10% Participation (Recitations/Presentations)

Dizon, German, Bond. Readings in the History of the Filipino Society

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