Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

Pinamungajan Campus
Brgy. Pandacan, Pinamungajan, Cebu
Website: http//www.ctu.educ.ph
Contact no. 032-417-0437

INS Form 1
COURSE SYLLABUS September 2021
in Revision: 5
GEC-TCW Page 1 of 10 pages
(Course Code)
THE CONTEMPORARY WORLD
(Descriptive Title)
1st Semester, AY 2022-2023

Department/Area : Humanities, Social Sciences

Curriculum : All programs
Curricular Year : First Year
No. of Hours/Sem. : 54 hours
Credit Unit(s) : 3 units
Pre-requisite : None

Vision of the University : A premier multidisciplinary – technological university

Mission of the University : The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in
industrial trade, agriculture, fishery, forestry, aeronautics and land – based programs, arts and sciences, health sciences, information technology and other relevant
fields of study. It shall also undertake research and extension services and provide progressive leadership in its areas of specialization.

Goals of the University:

The University shall produce scientifically and technologically oriented human capital equipped with appropriate knowledge, skills, and attitudes. It shall
likewise pursue relevant research strengthen linkages with the industry, community and other institutions and maintain sustainable technology for the preservation
of the environment.

Core Values : Commitment, Transparency, Unity, Patriotism, Integrity, Excellence, Spirituality (CTU PIES)

Program Outcomes :
The graduates shall be able to:
1. Articulate and discuss the latest developments in the specific field of practice;
 Page 2 of 10

2. Effectively communicate in English and Filipino, both orally and in writing;

3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams;
4. Act in recognition of professional, social, and ethical responsibility;
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

Course Description:
This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using th e various disciplines of the
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 student to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The course will enable the students to discuss and explain how the lives of the Filipinos have become intertwined with global ization’s cultural, economic, political,
and social aspects, and be able to understand more about themselves as they compare the nations’ experiences with those of other countries as well as broaden
their status knowledge and existence as Filipinos into becoming global citizens.

Course Learning Outcomes:

Within the semester, the students are expected to:

1. Value the course’s roles in the fulfillment of the VMGO and distinguish interpretations and approaches to globalization (PO1);
2. Entail not only the holistic aptitude in various effect of contemporary world but also essentially substantial wisdom as to what really transpire in the world
globalization (PO2);
3. Provide the students in-depth knowledge of the issues of the nation-state and the effects of globalization on different social units and their responses
(POs 2,3); and
4. Fully appreciate and develop personal positions on various global issues and prepare the incoming professionals as to what’s and how’s related to ethical
implications of global citizenship (POs 4, 5).

Course Content:
INTENDED LEARNING OUTCOMES ASSESSMENT TASKS TEACHING LEARNING LEARNING
CONTENTS REMARKS
(TIME ALLOCATION) ACTIVITIES RESOURCES
Within the orientation, the students are  Class Orientation Teacher-prepared
expected to: Students’ Interaction Class Activity: Self A. VMGO PowerPoint
and active participation Introduction B. Course Syllabus presentation (PPT)
( 2 hours) C. Flexible Learning
State the relevance of the course to the Digital Poster on “CTU Discussion of the System (FLS) Policies
university’s VMGO and Course Syllabus
attainment of the VMGO of the system, the in the New Normal”
college and the program; Core Values Course requirements,
school and class policies CTU Handbook
Specify the Flexible Learning System Agreement of class rules
policies; and policies
 Page 3 of 10

Familiarize the coverage of the subject

and its requirements;

(6 hours) Oral Graded Recitation Interactive Discussion: • Introduction on the Study Google classroom
Differentiate the competing conceptions of of Globalization
globalization (CLO1); News report critique: Reading Materials
Quiz: Essay using Students will find and
Identify the underlying philosophies of the criteria (content, read three newspaper op- Google Form
varying definitions of globalization (CLO1); organization of eds (local or international)
thoughts) discussing globalization. Teacher-prepared
Agree on a working definition of Before class, they will PowerPoint
globalization for the course (CLO1); write 50-word summaries presentation (PPT)
of each op-ed, identifying
what the underlying
definitions of globalization
the op-ed writers use

(3 hours) Input discussion on the Structures of

Define economic globalization and Group Output significant concepts Globalization: Google Meet/Zoom
modern world system (CLOs 1,2); Presentation using • The Global Economy
criteria (content, Teacher-prepared
Debate: The students will
Identify the actors that facilitate economic organization of PowerPoint
globalization (CLO2); thoughts) debate the motion “That presentation (PPT)
global free trade has done
Articulate a stance on global economic more harm than good.”
integration (CLO2);
(3 hours) Quiz: Alternate Interactive discussion • Market Integration
Explain the role of international financial Response
institutions in the creation of a global Virtual Session through Film: “The
economy (CLO3); Oral Graded Recitation Google Meet Corporation”
directed by Mark
Narrate a short history of global market Film viewing: The Achbar and
integration in the twentieth century(CLO3); Corporation Jennifer Abbott

Identify the attributes of global Activities posted on

corporations (CLO3); Google classroom
PRELIM EXAMINATION 1 hr.
 Page 4 of 10

(3 hours) Explain the effects of Performance-based Interactive Discussion Google classroom

globalization on governments (CLOs 2,3); assessment using • The Global
criteria Virtual Session through Interstate System Teacher-prepared
Google Meet PowerPoint
Identify the institutions that govern Quiz: Essay using presentation
international relations (CLOS 2,3); criteria Small Group Activity: (PPT)
Discuss the effects of one
intergovernmental
Differentiate internationalism from
organization on
globalism (CLO3); (3 hrs.)
government (Phil.
Context)

(3 hours) Individual Interactive Discussion • Contemporary Google classroom

Identify the roles and functions of the Reaction/Reflection Global Governance
United Nations (CLO3); Paper: “The effects of Video Presentation: Google
global governance to “What is Global Meet/Zoom
Identify the challenges of global your chosen state.” Governance”
governance in the twenty-first century Teacher-prepared
(CLOs 2,3); Quiz: Multiple Choice PowerPoint
Activities posted on presentation
Explain the relevance of the state amid Google classroom (PPT)
globalization (CLO2);

Readings
(6 hours) Graded Group Interactive Discussion • Asian Regionalism Google classroom
Differentiate between regionalization and Presentation using
globalization (CLO3); rubrics Virtual Session through Google
Google Meet Meet/Zoom
Identify the factors leading to a greater Individual Output: KWL
integration of the Asian region(CLO3); Chart (Globalization an Group Task: Students will Teacher-prepared
d Regionalism Matrix) form groups of 3-5. Each PowerPoint
Analyze how different Asian states group will be assigned an presentation
confront the challenges of globalization Written Tests: Essay & (PPT)
Asian country to research
and regionalization (CLOs 2,3); Multiple Choice
and report on. These
groups will deliver 10- Readings
minute presentations on
the contemporary foreign
 Page 5 of 10

and economic policies of

their respective countries.

MIDTERM EXAMINATION 1 hr.

(3 hours) Interactive Discussion World of Ideas Google classroom
Analyze how various media drive various Graded Group • Global Media Cultures
forms of global integration (CLOs 2,3); Presentation using Teacher-prepared
rubrics Group Task: Students PowerPoint
will form groups of 3-5. presentation
Explain the dynamic between local and Each group will be asked (PPT)
global cultural production (CLO3); Written Tests: Essay,
Multiple Choice & to pick an Asian musical
act that became Readings
Modified True or False
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. How
did the artist become
famous? 4. Why do you
think the artist became
famous?

(3 hours) Individual Film viewing: “The Rise • The Globalization of Teacher-prepared

Explain how globalization affects religious Reaction/Reflection of ISIS” Religion PowerPoint
practices and beliefs (CLOs 2,3); Paper: “The effects of presentation (PPT)
globalization towards Teacher-facilitated Readings
Analyze the relationship between religion religious practices and discussion: Highlights of
and global conflict and, conversely, global beliefs” the film Film: PBS
peace (CLO 2,3); Frontline: “The
Quiz: Identification & Rise of ISIS”
Multiple Choice (http://www.pbs.or
 Page 6 of 10

g/wgbh/frontline/fil
m/riseof-isis/)

(6 hours) Group Output Activity Task: Survey, Global Population & Google classroom
Identify the attributes of a global city Presentation with Manipulating (Global Mobility
(CLO3); rubrics: Video City) • The Global City Teacher-prepared
Analyze how cities serve as engines of PowerPoint
presentation
globalization (CLO3); presentation (PPT)
advertising/promoting Small Group Discussion: Readings
their chosen cities Brainstorming
Readings
Group Task: Students will
form groups of 3-5. Each
group will be assigned a
global city to discuss and
research on. Their reports
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?

• 1hr. SEMI FINAL EXAMINATION 1 hr.

(3 hours) Group Output Teacher-facilitated • Mandated topic: Global Google classroom
Explain the theory of demographic Presentation: Has the discussion: Theories of • Demography
transition as it affects global population Philippines undergone demographic transition https://population-
(CLO3); the demographic europe.eu/files/do
transition? Why or why Small group activity: cuments/lesson_1
not? Open the link _activity_3_answ
https://www.worldometers er_sheet_for_teac
Quiz: Multiple Choice hers.pdf
 Page 7 of 10

.info/ and relate to

existing theories https://www.world
ometers.info/

(3 hours) Individual Slogan Think-Pair-Share: Towards a Sustainable Google classroom

Differentiate stability from sustainability Making with rubrics: Matrix (Stability & World
(CLO3); “Empowering CTU Sustainability) • Sustainable Development Google Meet
Students Through
Articulate models of global sustainable Education, Towards a Teacher-facilitated Teacher-prepared
development (CLO3); Sustainable Future for discussion: Models of PowerPoint
the World” presentation (PPT)
Global Sustainable
Readings
Quiz: Essay using Development
criteria Readings

(3 hours) Reaction/Reflection Interactive Discussion • Global Food Security Teacher-prepared

Define global food security (CLO1); Paper using criteria: As PowerPoint
a student, suggest Audio presentation presentation (PPT)
Critique existing models of global food ways on how you can Film Viewing: Global Readings
security (CLOs 1, 3); contribute to global Food Security
food security. Film: “The Price of
Picture collage: Sugar” directed by
concepts about global Bill Haney
food security

(3 hours) Information Education Interactive Discussion Conclusion Google

Articulate a personal definition of global and Communication • Global Citizenship classroom/ Flip
citizenship (CLO4); (IEC) Material Making Collaborative group Grid
(Brochure/Flyers/Poster activity: Concept map
Appreciate the ethical obligations of global s): Ethical Obligations Teacher-prepared
citizenship (CLO4). of a Global Citizen Students will engage in a PowerPoint
free association exercise presentation (PPT)
of ideas about “global
citizenship.” Based on Readings
this, they will synthesize a
 Page 8 of 10

personal definition of the

concept.

Case scenario analysis:

i.e. “Current news about
Philippines’ willingness to
accept refugees from
Afghanistan (according to
DFA secretary)”

References:
Bello, W. (2006). “The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World Economy. Quezon City: Ateneo de Manila University Press, pp. 1-31.

Carter, A. (2001). “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship. London: Routledge, pp. 147-176.

Claudio, L. & Abinales, P. (2018). The Contemporary World. C and E Publishing, Inc.
FINAL EXAMINATION 1 hr.
Hobsbawm, E. (1996). “The Future of the State.” Development and Change 27(2): 267–278.

Lee, R. (2003). “The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives 17(4): 167–190.

Lesthaeghe, R. (2010). “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211–251.

Livi-Bacci, M. (2005). “What We Can and Cannot Learn from the History of World Population.” Population Studies: A Journal of Demography 69(S1): S21– S28.

Mazower, M. (2006). “An International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century.” International Affairs 82(3): 553–566.

McMichael, P. (2009). “A Food Regime Analysis of the World Food Crisis.” Agriculture and Human Values 26(4): 281-95.

Sassen, S. (2005). “The Global City: Introducing a Concept.” Brown Journal of World Affairs XI(2): 27-43.
 Page 9 of 10

Shiraishi, T. (2006). “The Third Wave: Southeast Asia and Middle-Class Formation in the Making of a Region.” In Beyond Japan: The Dynamics of East Asian Regionalism.
Ithaca, NY: Cornell University Press, pp. 237–71.

Stegger, M., Battersby, P., & Siracusa, J. (2014). The SAGE Handbook of Globalization. Two vols. Thousand Oaks: SAGE.

Wallerstein, I. (2004). “The Modern World-System as a Capitalist World Economy: Production, SurplusValue, and Polarization.” In WorldSystems Analysis: An Introduction.
Durham & London: Duke University Press, pp. 23-41.

Course Requirements:
A. Attendance to synchronous sessions
B. Submission of ALL assessment tasks
C. Major examinations

Evaluation Procedure: (Approved Grading System Applicable to the Course/Program)

Major Exams (MT & FT Exams) 40%

Class Standing 60 %

Quizzes 20%
Written Outputs 20%
Recitations 20%
Total 100 %

Prepared by:

FELIXBERTO T. LUCABON, JR., M. A. Pol. Sci. ALMA C. VALENDEZ, Ed. D. NERISSA MAE E. HERNANDEZ, Dev.Ed.D.
Daanbantayan Campus Main Campus Moalboal Campus

CHARMAINE P. PEÑARANDA, LPT, M. A. Ed. GYPSY ROSE J. CAPUNO, M. A. Ed. MARICRIS E. LACOSTALES, LPT
Cebu City Mountain Extension Campus Carmen Campus Barili Campus

MARY ROCELYN B. ROM, MBA-HRM, CTP ANDROMEDA L. PASTOLERO ANGELICA E. CARILLO, LPT
Danao Campus Camotes Campus Argao Campus
 Page 10 of 10

Revision Date: September 1, 2021

Submission Date: September 3, 2021

Utilized by:

Consultation Hours :

Contact Details :

Upon Recommendation of the Curriculum Committee

FELIXBERTO T. LUCABON, JR., M. A. Pol. Sci. ALMA C. VALENDEZ, Ed. D. EMARDY T. BARBECHO, Ph. D.
Daanbantayan Campus Main Campus Carmen Campus

Approved by:

LYNETTE MATEA S. CAMELLO, D.A. Lit-Com

.University Director for Education for Sustainable
DevelopmentProgram Cluster Coordinator