Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

College of ________________

I. UNIVERSITY

VISION: The Laguna State Polytechnic University is the center of sustainable development initiatives transforming lives and communities.

MISSION: LSPU provides quality education through responsive institution, distinctive research, and sustainable extension and production services for
improved quality of life towards nation building.

QUALITY POLICY We at LSPU are committed with continual improvement to provide quality, efficient and effective services to the university stakeholders’
highest level of satisfaction through a dynamic and excellent management system imbued with utmost integrity, professionalism and innovation.

AN OUTCOMES-BASED LEARNING PROGRAM (Syllabus)

Program: _________________________________________ Academic Year: ______________
Course Title: GEC 103 – The Contemporary World Semester: _________ Sumer: ______
Pre-Requisites: ________________________________________ No. of Units: ______ No. of Hours: ________

Part 1. 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.

This course includes mandatory topics on population education in the context of population and demography.

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Part 2. Outcomes-based Macro Curriculum Framework

Intended Learning Outcomes (ILOs)

General Education Intended Course Intended
Institutional (ILOs)
Learning Outcomes Learning Outcomes
LSPU Graduate Attributes
When you have fully completed the _______, When you have fully completed the _______,
you should be graduates who: you should be graduates who:
LSPU Graduates is expected to be a:
1. Responsible and Upright Citizen, who is  Situate Philippine arts in a global o Identify and describe the different
capable of achieving high level personal well- context. humanistic disciplines and put them into
being contributive to the harmony and historical context, keeping in mind their
betterment of the profession, family, society, various socio-cultural functions.
 Utilize art for self-expression and for
and nation.
promoting advocacies.
INTEGRITY

 Develop an appreciation of the local

arts.
2. Compassionate Leader, who is an advocate  Deepen their sensitivity to self, o Articulate personal sensibilities of taste,
of good governance and quality management community, and society. and be aware of the diverse cultural
for a quality life. responses and approaches that exist
between people and the arts.
 Discover and deepen their identity
through art with respect to their
nationality, culture, and religion.
3. Professionally Skilled, who applies  Demonstrate an understanding and o Understand themselves as persons whose
PROFESSIONALISM

technological as worker-leader in the field of appreciation of arts in general, including identities are shaped through participation
expertise apt to the global needs. their function, value, and historical in a wider community.
significance.
o Appreciate the richness of Philippine art
and the country’s artistic heritage while
 Define and demonstrate the elements understanding the Filipino point of view in
and principles of design. these creative resources.

4. Creative and Critical Thinker, who articulates  Explain and evaluate different theories o Ascertain the various ways in which
TIO
NO
VA
IN

and produces entrepreneurial resources of art. individual artists and specific works of art

LSPU-ACAD-SF-015 Rev 1 17 April 2018

 extended to families and community for reflect and critique the cultures from
improvement.  Mount an art exhibit (concept which they emerge.
development, production and
postproduction, marketing, o Find innovative ways to study and share
documentation, critiquing). artworks of various forms using art/digital
media innovation.
 Create their own works of art and
curate their own production or exhibit.
5. Competent Research Oriented Individual, who  Analyze and appraise works of art based o Describe the basic elements and principles
is able to analyze facts methodically, discover on aesthetic value, historical context, of the formal analysis of various artistic
and establish new theory to use in solving tradition, and social relevance. disciplines, and apply that analysis toward
problems and decision making contributory to understanding and interpreting various
the sustainability of the needs of the humanistic works.
community.
o Learn and apply various appropriate
research methods to the development of
an art project.

Part 3. Curriculum Mapping

G.E. Learning Outcomes

The Contemporary World
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies P
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Philippine and global perspectives L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully to the country's development O
C. PRACTICAL SKILLS (Skills)
LSPU-ACAD-SF-015 Rev 1 17 April 2018
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one's knowledge, skills and values for responsible and productive living O
4. Organize one's self for lifelong learning O

Legend:
L – Learned
P – Practiced Skills
O- Opportunity to Learn

Part 4. Teaching and Learning Matrix

Time Frame Intended Learning

Course Contents Teaching-Learning Activities Assessment Tasks
Outcomes (ILOs)
Week 1 List expectations for the Course Overview Lecture/Discussion Informal Recitation
course
Classroom Policies Classroom sharing Reflection Paper
Recall course rules
Introduction to Short Video Viewing:
Introduce self to globalization 1. Globalization Explained
classmates and
teachers

Week 2 Write a personal Defining Globalization Lecture/Discussion Recitation

definition of
globalization based on History of Personal concept map of globalization: Concept Map
a concept map Globalization Students will engage in a free association exercise
of ideas they associate with “globalization.” Reflection paper
Differentiate the Effects of
competing conceptions Globalization Based on the concepts they list, they will synthesize Quiz
of a personal definition of the concept.
globalization Theories of
Globalization News report critique:
Identify the underlying

LSPU-ACAD-SF-015 Rev 1 17 April 2018

 philosophies of the Students will find and read three newspaper op-
varying definitions of eds (local or international) discussing globalization.
globalization Before class, they will write 50-word summaries of
Agree on a working each op-ed, identifying what the underlying
definition of definitions of globalization the op-ed writers use.
globalization for the
course Short Video Viewing:
1. Crash Course World History #41: Globalization
Familiarize students I: The Upside
with the history of 2. Crash Course World History #42: Globalization
globalization, the II: Good or Bad?
effects of globalization 3. Globalization Theories
and the theories of
globalization
Week 3 Define economic The Global Economy Lecture/discussion Graded Recitation
globalization
Focus Group Discussion Debate Rubric
Identify the actors that
facilitate economic Debate: The students will debate the motion “That Reflection Paper
globalization global free trade has done more harm than good.”
Quiz
Define the modern Short Video Viewing:
world system 1. Crash Course Sociology #28: Theories of Global
Stratification
Articulate a stance on 2. Crash Course Economics #16: Globalization and
global economic Trade and Poverty
integration

Week 4 Explain the role of Market Integration Lecture/discussion Recitation

international financial
institutions in the Focus Group Discussion Group Presentation
creation of a global
economy Short Video Viewing: Reflection paper
1. Economic Integration
Narrate a short history 2. Multinational Corporations
of global market
integration in the Film: “The Corporation” directed by Mark Achbar
twentieth century and Jennifer Abbott
LSPU-ACAD-SF-015 Rev 1 17 April 2018
 Identify the attributes
of global corporations
Week 5 Explain the effects of The Global Interstate Lecture/discussion Recitation
globalization on System
governments - Identify Focus Group Discussion Group Presentation
the institutions that
govern international Short Video Viewing: Reflection paper
relations 1. Michael Doyle, "When to Intervene Forcibly in
Interstate Relations”
Differentiate 2. Introduction to Inter-State Arbitration
internationalism from
globalism
Week 6 Identify the roles The Contemporary Lecture/discussion Recitation
functions of the United Global
Nations Governance Short Video Viewing: Group Presentation
1. What is Global Governance?
Identify the challenges 2. Classification of Global Governance Reflection paper
of global governance in 3. Models of Governance
the twenty-first century 4. Criticism of Global Governance

Explain the relevance of Focus Group Discussion

the state amid
globalization
Week 7 Define the term “Global Global Divides: Lecture/discussion Recitation
South” The North and the
South (focus on Latin Focus Group Discussion Group Presentation
Differentiate the Global America)
South from the Third Short Video Viewing: Comparison and Contrast Chart
World 1. The North and South Divide: Meaning,
Definition, Explanation Reflection paper: Why some
Analyze how a new 2. Capitalism: The North/South Divide countries are poor while others
conception of global are rich?
relations emerged from
the experiences of Latin Quiz
American countries

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 Week 8 Differentiate between Asian Regionalism Lecture/discussion Recitation
regionalization and
globalization Focus Group Discussion Group Presentation

Identify the factors Short Video Viewing: Comparison and Contrast Chart
leading to a greater 1. AEC: Economic Integration That Benefits All?
integration of the Asian 2. Rush Doshi, “Old geographies, new orders: Reflection paper
region China, India and the future of Asia”

Analyze how different

Asian states confront
the challenges of
globalization and
regionalization
Week 9 Synthesize knowledge Synthesis Midterm Examination
concerning
globalization
Week 10 Analyze how various Global Media Cultures Lecture/Discussion Recitation
media drive various
forms of global Focus Group Discussion Group Presentation
integration
Graded Group Report: Students will form groups Reflection paper: Is global media
Explain the dynamic of 3-5. Each group will be asked to pick an Asian creating a set of shared values, or
between local and musical act that became internationally famous. In destroying local customs?
global cultural their group report, they must answer the
production 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?

Short Video Viewing:

1. Media, Culture and Society
Week 11 Explain how The Globalization of Lecture/discussion Recitation
globalization affects Religion
religious practices Group Presentation
and beliefs
LSPU-ACAD-SF-015 Rev 1 17 April 2018
 Film: PBS Frontline: “The Rise of ISIS” Research output that may be in
Analyze the (http://www.pbs.org/wgbh/frontline/film/rise- of- the form of a term paper,
relationship between isis/) exhibit, documentary
religion and global presentation, diorama,
conflict and, webpage, and other genres
conversely, global where students can express
peace their ideas, The output should
trace the evolution of the
chosen topic through at least
three periods.

Group members should

collaborate to produce a
synthesis that examines the role
of this issue in
promoting/hindering nation
building, and provide
appropriate recommendations
rooted in a historical
understanding of the issue.
Week 12 Identify the attributes The Global City Lecture/discussion Recitation
of a global city
Short Film Viewing: Group Presentation: Global City
Analyze how cities 1. Peter Alfandary, “The Myth of Globalization” Diorama/Exhibit
serve as engines of
globalization Focus Group Discussion Group members should
collaborate to produce a
synthesis that examines the role
of this issue in
promoting/hindering nation
building, and provide
appropriate recommendations
rooted in a historical
understanding of the issue.

Reflection Paper: How to make

an attractive city?

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 Week 13 Analyze the political, Global Migration Lecture/discussion Recitation
economic, cultural, and
social factors Short research paper to discuss the topic: Has the Class sharing: OFW Interview
underlying the global Philippines undergone the demographic
movements of people transition? Why or why not? Reflection Paper

Display first-hand OFW Interview: Each student will be asked to

knowledge of the interview a former or a current OFW (face-to-face
experiences of OFWs or online).In class they will share what they
learned from these interviews about
transnationalism and the factors that affect global
migrations.

Independent research and writing

Short Video Viewing:

1. I-Witness: From Manila to Milan
2. Reporter’s Notebook: OFW sa Jordan
3. Kapuso Mo, Jessica Soho: Pasko ng OFW

Film: “Bagahe” directed by Zig Dulay

Week 14 Differentiate stability Sustainable Lecture/discussion Recitation

from sustainability Development
Short Video Viewing: Group Presentation: Sustainable
Articulate models of 1. What is Sustainable development? Development Plan
global sustainable 2. Globalization and Sustainable Development
development Reflection Paper
Focus Group Discussion
Create a sustainable
development plan in
your community.
Week 15 Define global food Global Food Security Lecture/discussion Recitation
security
Short Video Viewing: Group Presentation: Global Food
Critique existing 1. Understanding Global Food Security and Security Plan
models of global food Nutrition
security 2. Addressing Global Food Security Reflection Paper
LSPU-ACAD-SF-015 Rev 1 17 April 2018
 3. Food Security and Why It Matters
Quiz
Film: Bill Haney, “The Price of Sugar”

Focus Group Discussion

Week 16 Define the importance Globalization, INGOs Lecture/discussion Recitation
of gender role and and Civil Society
gender equity Film showing: “Dessert Flower” Individual Sharing of Individual
Success
Analyze the effects and Documentation of Success Stories from their
consequences of community. Quiz
globalization towards
gender equity From Rugs to Riches Activity Film Reaction
Week 17 Articulate a personal Global Citizenship Lecture/discussion Recitation
definition of global
citizenship Personal concept map of global citizenship: Individual Presentation of
Students will engage in a free association exercise personal concept map of global
Appreciate the ethical of ideas they associate with “global citizenship.” citizenship
obligations of global Based on this, they will synthesize a personal
citizenship definition of the concept. Afterwards, they will list Reflection Paper
the obligations of a global citizen.

Week 18 Produce a compilation Research Paper Independent research Research Paper

of research papers and Submission/Departmental/Final
studies related to Examination
globalization

Part 5. References

 Aguilar, Filomeno V. 2012. "Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration
Journal 21 (2): 149-171.
 Bello, Walden F. 2006. "The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World Economy, pp. 1-31. Quezon City:
Ateneo de Manila University Press.
 Carter, April. 2001. "Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship, pp. 147-176 London: Routledge.
 Castles, Stephen. 2000. "International Migration at the Beginning of the Twenty-First Century: Global Trends and Issues.” International Social Science

LSPU-ACAD-SF-015 Rev 1 17 April 2018

 Journal 52 (165): 269-281.
 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.
 Hobsbawm, Eric J. 1996. "The Future of the State.” Development and Change 27(2): 267-278.
 Lee, Ronald. 2003. "The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives 17(4): 167-190.
 Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211-251.
 Livi-Bacci, Massiomo. 205. “What We Can and Cannot Learn from the History of World Population. Population Studies: A Journal of Demography
69(S1): S21-S28.
 Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century.” International Affairs 82(3):
553-566.
 McMichael, Philip. 2009.“A Food Regime Analysis of the World Food Crisis.” Agriculture and Human Values 26(4): 281-295.
 Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World Affairs XI(2): 27-43.
 Shiraishi, Takashi. 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, edited by Peter Katzenstein and Takashi Shiraishi, pp. 237-271. Ithaca, NY: Cornell University Press.
 Steger, Manfred B. 2005. “Ideologies of Globalization.” Journal of Political Ideologies 10(1): 11-30.
 Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE
Publications.
 Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplus-Value, and Polarization.” In World-
Systems Analysis: An Introduction, pp. 23-41. Durham and London: Duke University Press.

Films
 “The Corporation” directed by Mark Achbar and Jennifer Abbott
 “The Price of Sugar” directed by Bill Haney
 “The Rise of ISIS,” PBS Frontline (http://www.pbs.org/wgbh/frontline/film/rise-of-isis/

Materials

 Laptop
 LCD Projector
 Audio-speakers
 Printed materials
 White board and marker

Part 6. Learners’ Assessment (Grading System)

Quizzes 30%
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 Requirements 40%
 Recitation/Participation
 Project
 Attendance
 Assignment
 Seatwork

Major Examination/
Research Paper 30%

Total 100%

Part 7. Course Policies

1. Regular attendance is required for all students; three (3) unexcused absences will mean automatically dropped from the course.
2. Wearing of the University students’ ID and uniform at all times is required for all the students except when having field activities.
3. Active participation individually or in group is expected.
4. Fifteen (15) minutes of tardiness is equivalent to one (1) period of absence.
5. Student shall abide the instructor/professor’s policy on the submission of learning outputs based on the metrics and deadlines given.

Prepared by: Reviewed : Approved:

Faculty Program Coordinator Dean/ Associate Dean

LSPU-ACAD-SF-015 Rev 1 17 April 2018