Saint Columban College

Pagadian City

COLLEGE OF TEACHER EDUCATION, ARTS AND SCIENCES

SECOND SEMESTER SCHOOL YEAR 2018-2019

SYLLABUS IN GE 103
THE CONTEMPORARY WORLD

Vision: Persons who are mature, competent, selfless citizens and dynamic believers in the Supreme Being, interdependent and in the right relationship with one another and the rest
of creation

Mission: We, at Saint Columban College, guided by the gospel values of WISDOM, JUSTICE and CHARITY, commit ourselves to develop fully the talents, and capabilities of the
students through holistic quality programs, which will help them live their faith, attain academic excellence and perform their responsibilities towards God, society and the rest of
creation.

Goals: 1. To create a climate that will enable the students to catch the values of wisdom, charity and justice

2. To develop students who can exercise critical thinking and problem solving through scientific investigation
3. To produce technologically skilled graduates who can articulate their thoughts in cohesive and understandable terms
4. To create an environment that deepens the social commitment of students to help improve the quality of life in their community

Saint Columban College Achieves Excellence, Cultivates a Peaceful Environment, Takes Care of Mother Earth, and Serves Humanity

Course Number: GE 103

Course Title: THE CONTEMPORARY WORLD
Course Credit: Three Units (3 hours per week)
Pre-requisite/s: None
Class Schedule: MTH (8:30-10:00 & 2:30-4:00), TF (10:00-11:30)
Room: PC 2-3, PC 2-4
Instructor: Aris Pet Angeli Suarez
E-mail: arispet28@gmail.com

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
Course Description:
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 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.

Course Goals:

Analyze contemporary news events in the context of globalization

Analyze global issues in relation to Filipinos and the Philippines
Write a research paper with proper citations on a topic related to globalization
Articulate personal positions on various global issues
Identify the ethical implications of global citizenship

Course Intended Learning Outcomes (CILO):

Course Output
Distinguish different interpretations of and approaches to globalization Essays

Describe the emergence of global economic, political, social, and cultural systems Oral Interpretation

Analyze the various contemporary drivers of globalization Critical Analysis

Assess the effects of globalization on different social units and their responses Journals and reflection
papers

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
 Outcome (Product / Teaching Learning Activities Assessments
Time Learning Content Performance)
Frame
Week 1  Introduce self to classmates and  Personal concept  Classroom sharing (Introductions)  Oral Recitation
teachers map of globalization:
 List expectations for the course - Students will engage  Lecture
Recall course rules in a free association
 Write a personal definition of exercise of ideas they
globalization based on a concept associate with
map “globalization.”
 Based on the
concepts they list,
they will synthesize a
personal definition of
the concept.

 Introduction to the Study of  Differentiate the  Lecture

Globalization competing conceptions of
Week 2 globalization
 Identify the underlying
philosophies of the
varying definitions of
globalization
 Agree on a working
definition of globalization
for the course
 Quiz on the
 News report critique: Students will find and reading
read three newspaper op-eds (local or materials
international) discussing globalization.
 Before class, they will write 50-word  Recitation
summaries of each op-ed, identifying what
the underlying definitions of globalization the
op-ed writers use.

Week 3  The Global Economy  Identify the actors that
facilitate economic
globalization
 Define the modern world
system
 Debate: The students will debate the motion  Quiz
“That global free trade has done more harm  Oral recitation
than good.

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
  Articulate a stance on
global economic  Film viewing and discussion
 Market Integration integration
 Quiz on the
 Explain the role of reading
international financial materials
institutions in the creation
of a global economy  Recitation
 Narrate a short history of
global market integration
in the twentieth century
 Identify the attributes of
global corporation
Week 4  The Global City  Identify the attributes of  Lecture/discussion  Quiz
a global city - Analyze  Group report  Quiz on the
how cities serve as  Reading Materials Chapter 26 of reading
engines of globalization textbook: “Mobility, Diversity and materials
Community in the Global City” by Val
Colic-Peisker Sassen, Saskia. 2005.  Graded Group
“The Global City: Introducing a Concept.” Report: Students
Brown Journal of World Affairs XI(2): 27- will form groups
43. 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

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
 describe your
city? 2. What is
your city known
for? 3. What
makes your city
a global city
Week 5 Preliminary Examination
Week 6  Global Demography  Explain the theory of  Lecture/ Discussion  Quiz on the
demographic transition as reading
it affects global population materials
 Short research
paper to discuss
the topic: Has
the Philippines
undergone the
demographic
transition? Why
or why not?
 The Global Interstate System  Explain the effects of  Lecture / Discussion  Quiz
globalization on  Oral recitation
Week 7 governments  Essay writing
 Identify the institutions
that govern international
relations


Week 8  Contemporary Global Governance  Differentiate  Lecture Discussion  Quiz

internationalism from
globalism
 Identify the roles and
functions of the United
Nations
 Identify the challenges of

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
 global governance in the
twenty-first century
 Explain the relevance of
the state amid
globalization
Week 9 Midterm Examination

Globalization and Regionalization Differentiate between Lecture/discussion Quiz

regionalization and
globalization Group Report Graded Group
Report:
Identify the factors leading to Students will be
a greater integration of the divided into 3-5
Asian region groups. Each
group will be
Analyze how different Asian assigned an Asian
states confront the country to
Week 10
challenges of globalization research and
and regionalization report on. These
groups will deliver
10-minute
presentations on
the contemporary
foreign and
economic policies
of their respective
countries.
 Global Media Cultures  Analyze how various  Lecture/ Discussion  Graded Group
Week 11 media drive various forms Report:
of global integration Students will
 Explain the dynamic form groups of

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
 between local and global 3-5. Each
cultural production group will be
asked to pick
an Asian
musical act
that became
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?
Week 12  The Globalization of Religion  Explain how globalization  Lecture/discussion  Quiz on the
affects religious practices reading
and beliefs  Discussion of film materials
 Analyze the relationship
between religion and Film: PBS Frontline: “The Rise of ISIS”  Recitation

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
 global conflict and, (http://www.pbs.org/wgbh/frontline/film/riseof-
conversely, global peace isis/)

Week 13 Pre Final Examination

Week 14  Global Migration  Analyze the political,  Lecture/discussion  Social

economic, cultural,  OFW Interview: Each student will be Experiment
and social factors asked to interview a former or a current  Reflection
underlying the global OFW (face-to-face or online).In class Paper
movements of people they will share what they learned from  Quiz
 Display first-hand these interviews about transnationalism
knowledge of the and the factors that affect global
experiences of OFWs migrations.

Week 15  Global Food Security  Define global food  Film Viewing  Quiz on the
security  Film: “The Price of Sugar” directed by Bill reading
 Critique existing Haney materials
models of global food  Recitation
security
Week 14 Final Examination Research
paper
writing

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
Teaching Strategies:

The course will utilize formal lecture method and performance based activities. Lecture-discussion techniques, group discussion/ group participation,
assigning group activities, reporting as well as varied learning strategies that will put the student at the center of all class activities. This is based on the belief that
the best way to learn is to be actively involved in the learning process. It is expected that the student will be responsible of their own learning, because in the end it
are evidences of learning demonstrated and/or presented to their classmates and teachers which will be used as basis for grading.

The teacher will guide and facilitate readings, activities, oral presentation, and discussion. The syllabus will be followed as closely as possible and use it as
a guide in working towards the intended learning outcomes of the course. Attendance is of prime importance of the course.

NOTE: Students with special needs borne out of their handicaps i.e. speaking, visual, learning, etc., may be given paper work or relevant projects, to compensate
for the usual classroom activities that they cannot effectively participate.

Assessment:

Varied evaluation strategies will be utilized to document learning achieved in this course. One hundred percent (100%) is the highest point one can earn
based on the following Parameters:

Class Attendance/ Assignment - 20% Grading System: 1.0 = 97-99 Excellent

Major Examinations - 40% Grades will be allocated based 1.25 = 94-96 Superior
Quiz/ Recitation/ Requirements - 40% on the percentage earned: 1.5 = 91-93 Very good
1.75 = 88-90 Very good
TOTAL - 100% 2.0 = 85-87 Good
2.25 = 82-84 Good
On class requirement: 2.5 = 79-81 Fair
On class requirement: 2.75 = 76-78 Fair
3.0 = 73-75 Passing
 Pass in the following Assessments 5.0 = 68-72 Failed
 Quizzes
 Long Examination
 Group Activities
 Participate in class discussions and activities
 Give oral reports
 Pass written requirements

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
  Passed Research Paper
On Attendance
 Attendance is required.
 Late of 20 minutes is considered absent.
 Two consecutive absences will not be admitted to join the class. He/she should secure a re-admission slip from the DSA to be presented to his/her
instructor. Seven consecutive absences will be considered dropped.
 Only valid reasons like illnesses and death of an immediate family are excused in the class.
 If the student is absent due to illnesses, he/she should present a medical certificate signed by the doctor to be excused in the class.
 If the student is absent due to death of an immediate family, he/she should present an excuse letter signed by the parents or the guardian.

Other Concerns
Receiving and sending messages, calling or receiving calls through cellphones are to be avoided during class hours. However if cannot be avoided,
student are allowed to go out of the room and do what needs to be done outside.

Textbooks and References:

 Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal 21(2):
149–171.
 Connell, Raewyn. 2007. “Dependency, Autonomy and Culture. In Southern Theory: The Global Dynamics of Knowledge in Social Science, pp. 139-163.
Cambridge, UK: Polity Press.
 Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211–251.
 Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE
Publications.

Prepared by: Reviewed by:

MS. ARIS PET ANGELI A. SUAREZ DR. MARIO F. ALAYON

Instructor CTEAS Dean

Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity
Achieves Excellence | Cultivates a Peaceful Environment | Takes Care of Mother Earth | Serves Humanity