UNIVERSITY OF CALOOCAN CITY

COLLEGE OF LIBERAL ARTS AND SCIENCES

GENERAL EDUCATION CORE COURSE

Course Name The Contemporary World

Course Credits 3 Units

This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the
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
Course Description provides an overview of the various global governance, development, and sustainability debates. Beyond exposing the student to the
world outside the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.

Contact Hours/Week 3 Hours

At the end of the course, the students should be able to:

A. Competencies

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.
Course Objectives B. Skills

1
 1. Analyze contemporary news events in the context of globalization.
2. Analyze global issues in relation to Filipinos and the Philippines
3. Write a research paper with proper citations on a topic related to globalization.
C. Values
1. Articulate personal positions on various global issues.
2. Identify the ethical implications of global citizenship.

COURSE OUTLINE AND TIMEFRAME

Week Courses Content/Subject Matter

Introduction to Globalization

- Defining globalization

Week 1-2

The Structures of Globalization

- The Global Economy

- Market Integration

Week 3-5 - The Global Interstate System

- Contemporary Global Governance

A World of Regions

- Global Divides: The North and the South

2
 - Asian Regionalism Week 9: Midterm

Midterm

A World of Ideas

Week 6-8 - Global Media Cultures

- The Globalization of Religion

Global Population and Mobility

- The Global City

- Global Demography

Week 9 - Global Migration

Towards a Sustainable World

- Sustainable Development

- Global Food Security

Conclusion

Week 10-11 - Global Citizenship

- Research paper writing

3
Weeks 12-14

Weeks 15-16

4
Weeks 17-18

READINGS IN PHILIPPINE HISTORY LEARNING PLAN

Learning Outcomes Topics Methodology Resources Assessment

- Introduce yourself Course overview Google Meet Platform

to classmates and
teachers Lecture-discussion
- List expectations for Classroom policies
2 hours Course syllabus
the course
synchronous
- Recall course rules
1 hour Introduce textbook: Manfred
Write a personal definition of asynchronous Stegger, Paul Battersby, and
globalization based on a Joseph M. Siracusa, eds. 2014.The
concept map Lecture SAGE Handbook of Globalization.
Two vols. Thousand Oaks: SAGE.
Personal concept map of
globalization:

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.

5
II. At the end of this unit, Lecture
students can:
Introduction to the Study of News report critique: Reading Materials Quiz on the reading materials
- Differentiate the Globalization
Students will find and read Chapter 2 of textbook:
competing
three newspaper op-eds (local “Approaches to the Study
conceptions of
or international) discussing of Globalization” by Recitation
globalization Manfred B. Steger
globalization. Before class,
they will write 50-word Steger, Manfred B.
- Identify the underlying “Ideologies of
philosophies of the summaries of each op-ed, Globalization.” 2005.
varying definitions of identifying what the underlying Journal of Political
globalization definitions of globalization the Ideologies 10(1): 11–30.
op-ed writers use.
- Agree on a working
definition of
globalization for the
course

III. At the end of this unit, Reading Materials Recitation

students can: Chapter 9 of textbook: “The
Globalization of Economic
- Define economic Relations” by István Benczes
globalization The Global Economy Wallerstein, Immanuel. 2004.
“The Modern World-System
- Identify the actors Google Meet Platform as a Capitalist World
that facilitate Economy: Production,
economic Surplus- Value, and
globalization Polarization.” In World-
- Define the modern Lecture-discussion Systems Analysis: An
world system Introduction.
- Articulate a stance on Durham & London: Duke University
global economic Press, pp. 23-41.
integration Debate: The students will
debate the motion “That global
free trade has done more
harm than good.”

6
IV. At the end of this unit,
students can:

- Explain the role of

international financial
institutions in the
creation of a global
economy

- Narrate a short history

of global market
integration in the
twentieth century
Market Integration
Lecture/discussion
- Identify the attributes of
Lecture/discussion
global corporations
Film viewing and discussion
Presentation activity

MIDTERM EXAMINATION

V. At the end of this unit, Philippine War History and

students can: Becoming First Republic of
Asia Google Meet Platform

Lecture-discussion Delos Santos, Andres R. et.al. Written Quizzes

1. State how the 2011. Philippine History.

7
 Philippines became A. Preparation for the War 2 hours Jimczyville Publications
the first republic of synchronous
Asia. B. The Battle of Manila Bay Oral Recitation
1 hour
2. Discuss the C. The Return of Aguinaldo asynchronous
declaration of and the Declaration of the
Philippine Independence Individual and group Rubrics and check list for
Philippine
projects performance and product
independence. based
3. Recall the first Virtual/oral
inauguration of the presentation with professor
first Philippine and student feedback
Republic. Peer evaluation
4. Describe the war of Guided discussion
independence.

5. Explain the D. The Philippine

Philippine-American Independence; Freedom at
War. Last

6. Discuss the
economic changes
E. The Filipino- American
brought about by the
War
coming of the US.

7. Enumerate the
reason why the US F. The Philippine
colonized the Commonwealth
Philippines

8. Discuss the
importance of the G. The Philippine
Commonwealth Constitution
Government for the

8
 Filipinos desire for
independence and
the Philippine H. The Japanese
Constitution. Occupation
Delos Santos, Andres R. et.al.
9. Describe the 2011. Philippine History.
Japanese occupation Jimczyville Publications
in the Philippines.

10. Discuss the political

and economic
situation of the
Filipino under
Japanese imperial
army.

9
VI. At the end of this unit,
students can:
The Philippine Liberation Google Meet Platform

A. Economic and Lecture-discussion

1. Explain the liberation Social Development
of the Filipino. Program Post War 2 hours
synchronous
2. Enumerate the B. The Marcos Regime;
problems confronted Martial Law 1 hour
by Pres. Osmeña asynchronous
after liberation. C. People Power
Individual and group Written Quizzes
Revolution
3. Explain and discuss projects
the Hukbalahap D. Restoration of
Democracy Virtual/oral
Movement. Delos Santos, Andres R. et.al. Oral Recitation
presentation with professor 2011. Philippine History.
4. Enumerate the E. The Aquino and student feedback Jimczyville Publications
achievements and Presidency
Peer evaluation Rubrics and check list for
the failures of F. The Philippines performance and product
Marcos. Guided discussion
Beyond EDSA based
5. Describe the Revolution
leadership and G. The Modern
nationalism of Ninoy Philippines
Aquino; and Cory
Aquino’s Presidency.

10
 6. Discuss People’s
Power and
enumerate the
lessons of People’s
Power 1.

VII. At the end of this unit, Philippine Indigenous People Google Meet Platform
students can: and Practices
Lecture-discussion
A. Indigenous People
in the Philippines 2 hours Delos Santos, A., et.al. Lecture/discussion
1. Manifest interest and synchronous (2011). Philippine
understanding about B. Indigenous People History. Jimczyville
the Philippine in Northern 1 hour Publications.
asynchronous Presentation activity
Indigenous People; Philippines

2. Build understanding C. Indigenous People Individual and group

to protect, recognize, in Central projects National Commission on
and promote the Philippines Indigenous People. (n.d.). The
Virtual/oral Lawphil Project: Arellano Law
rights of indigenous
D. Indigenous People presentation with professor Foundation. Philippine Law and
people;
in Southern and student feedback Jurisprudence DataBank.
3. Acknowledge the Philippines https://www.lawphil.net/administ/
Peer evaluation
problems and the ncip/ncip.html
issues confronting E. Republic Act No. Guided discussion
the indigenous 8371 The
people. Indigenous People’s
Rights Act of 1997.

F. Problems and Official Gazette (n.d.). Republic

Issues Confronting Act No. 8371:
Indigenous People The Indigenous People Rights

11
 G. National Act
Commission on
Indigenous People

READINGS IN PHILIPPINE HISTORY Suggested Readings and Other Materials

Aguinaldo, E. (1964). Mga Gunita ng Himagsikan: C.A.Suntay.

Asis, R. et.al. (2017). Philippine Institute for Development Studies https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1742.pdf

Delos Santos, A., et.al. (2011). Philippine History. Jimczyville Publications.

National Commission on Indigenous People. (n.d.). The Lawphil Project: Arellano Law Foundation. Philippine Law and Jurisprudence DataBank.
https://www.lawphil.net/administ/ncip/ncip.html

Official Gazette (n.d.). Republic Act No. 8371: The Indigenous People Rights Act https://www.officialgazette.gov.ph/1997/10/29/republic

Zaide, M. & Zaide, G. (1994). The Philippine History: A Unique Nation with History of the Republic of the Philippines. All-Nations Publishing Co., Inc.

12
 Criteria 1.00 – 1.25 1.50 – 1.75 2.25 – 2.50 2.75 – 3.00
Messages are
inconsistent and Messages are unclear and
Messages are clear.
Messages are concise, original, sometimes unclear. It difficult to understand. Did not
Presented ideas and
relevant and supported well the does not clearly follow the style guide format.
understanding of the
organization of ideas for the demonstrate reasoning Does not exhibit understanding
required output content.
Essay / Written required output. Followed correct to the required Chapter and ideas to support the
Followed the advised style
Report Content APA citation, and the advised content. Followed some required output content.
guide format. With minor
style guide format. With no on the style guide Poorly constructed sentences,
grammatical errors
grammatical error. format. Multiple with no clear thought. For major
observed.
grammatical errors review.
observed.

READINGS IN PHILIPPINE HISTORY Rubrics

ASSESSMENT RUBRIC FOR WRITING OUTPUT

Criteria 1.00 – 1.25 1.50 – 1.75 2.25 – 2.50 2.75 – 3.00

Some responses are poorly

Responses to the Online Responses are insightful Responses are clear and Responses are sometimes
written and difficult to
Participation / Forum and encouraging. easy to understand. difficult to understand.
understand.

ASSESSMENT RUBRIC FOR RECITATION AND DISCUSSION

Submitted by: Checked by: Approved:

MR. AARON BENEDICT B. ENRIQUEZ PROF. JOEL R. NOOL PROF. BERNADETTE B. ENRIQUEZ, LPT, DPA, CESE
Instructor BPA-ECGE Coordinator Dean

13