COLLEGE OF SUBIC MONTESSORI

Brgy. Sta. Isabel, Dinalupihan, Bataan

CRIMINAL JUSTICE EDUCATION DEPARTMENT
BS CRIMINOLOGY PROGRAM
COURSE SYLLABUS

VISION
We envision and commit ourselves to the developments of a complete human being, geared towards the transformation of a highly reliant,
independent, creative, competitive, and productive individuals oriented to the environment and the society.

MISSION
To provide out students the “prepared environment” for learning and to equip them the needed skills to live successfully on their own -
“SEIPSUM FACIT PERSONA”- Man Makes Himself, thus transforming them to be self-reliant, independent, creative, competitive and
productive individuals oriented to the environment and society.

OBJECTIVES
We aim to nurture the different and varied dimensions of intelligence of each student by promoting and developing the basic cognitive skills
which are fundamental to learning, reasoning, and critical thinking.
Equally important, we aspire to encompass the vision of development of human beings from childhood to adulthood that will result in logical
and consistent plan of education that follows the students from one development stage to the next.
We, the school and Montessori teacher’s specific responsibility is to aid human development through awareness of the students’ needs at
each state of self-formation. Through this approach to their education, the students can pass onto each successive plane of development well
prepared for the challenge ahead.

We, endeavor to instill in each student the love of learning, We aim to nurture the different dimensions of intelligence in each student while
developing the required skills for the 21st century.

I. PROGRAM OUTCOMES AND PERFORMANCE INDICATORS:

PROGRAM OUTCOMES PERFORMANCE INDICATORS

Conduct criminological research on crimes, crime causations, victims, and Comprehend the different theories and principles that underlies
offenders to include deviant behavior; and internalize the concepts of human patriotism, post-modern patriotism, contemporary patriotism, and
rights and victims’ welfare. Filipino patriotism, vis-à-vis with relevant topic on Filipinism.
Apply the principles of jurisprudence of criminal law, evidence and criminal Understand the important of patriotism to the Filipinos, for them to
procedure; and ensure offenders’ welfare and development for their become a truly professional public servants for the service of God,
integration in the community. country, society, and people, vis-à-vis with Filipino ideology.

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II. COLLEGE OUTCOMES AND PEFORMANCE INDICATORS:

COLLEGE OUTCOMES PERFORMANCE INDICATORS

Contribute to the economic development, social, intellectual, moral, Develop the knowledge, abilities, skills and work values of students to
and scientific progress of the community, through relevant and become a responsible members of the society that contribute to the
accessible course offerings and services. progress of the community.
Promote the advancement and spread of knowledge through Produce students that are research oriented capable of making
involvement in research through modern technology and provide scientific inquiry in harmony with the advent of modern technology,
opportunities for freedom of inquiry and honest research in the field of vis-à-vis with the field of criminology and criminal justice, taking into
learning. consideration the concept of nationalism, patriotism, and Filipinism. .

III. COURSE DETAILS:

Course Title Character Formation-1 Class Schedule 11:00-12:30/M-W

Course Code CFS 111 Consultation Hours 4:00-5:00/F
Course Credit 3 Medium of Instruction English
Pre-Requisite None Number of Hours 3 Hours

IV. COURSE DESCRIPTION:

This course focuses on presenting topics that will develop the nationalism and patriotism from among the students, to begin with the
history of the Filipino people, the contributions of the Filipino people, yesterday, today and tomorrow. This also involves presenting topics on
the moral and values development of the Filipinos, its strengths, weaknesses, opportunities, and threats. A comparison of the contribution of
past and present leaders of the country will be also presented in this course.

V. COURSE OBJECTIVES:
At the end of this course, the students should be able to:

1. Evaluate the significant topics on nationalism post-modern nationalism, contemporary nationalism, and Filipino nationalism, and its
relationship to the awakening and support of the people towards a political identity associated with modern Philippines, that is, leading to a
wide-ranging campaign for political, social, and economic freedom, albeit that has long been fragmented and inconsistent with contemporary
definitions of such nationalism, as a consequence of more than three centuries of Spanish rule of the country, and the Filipino people.
2. Appreciate the relevant topics on patriotism, post-modern patriotism, contemporary nationalism, and Filipino patriotism, and its
significance to the willingness and determination by every Filipino people to lay down one’s life for the fatherland, the constant resolve to
sacrifice one’s life and limb for the preservation of the country; its total realization of the love for the country, which is nationalism. In other
words, to be patriotic is to be nationalistic, and conversely, accept that one cannot be patriotic without being nationalistic, and vice-versa.
3. Demonstrate appreciation on the importance of Filipinism, post-modern Filipinism, contermporay Filipinism, and Filipino ideology, as
emergent among the people to begun to see themselves with own eyes, to confront the history with determined purpose, and perhaps may

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 even set the date of that beginning a decade ago, when confronted with the gravest crisis the nation has ever known, and to recognized the
supreme necessity of survival in the society which are on the verge of collapse at the very edge of bloody, fratricidal conflict.

VI. COURSE OUTLINE:

No. of Course Content and Content and Topic Teaching-Learning Assessment

Hrs. Topic Outline Outcome Activities Tool
2 ORIENTATION ON THE SUBJECT, AND THE CONCEPTS OF ONLINE AND LIMITED FACE-TO-FACE DISCUSSIONS
4 1.Introduction to Nationalism At the end of the chapter, Blended learning and Class participations during on
1.1.What is Nationalism? the students have collected, modular approach through line and limited face-to-face
1.2.History of Nationalism organized and applied on line discussions through discussions, submission of
1.3.Civic and Liberal Nationalism relevant information related the use of zoom or g-meet, reaction papers, and seat
1.4.Basic Concepts of Nationalism to nationalism. or any available internet works via internet.
1.5.Common Precepts of Nationalism facilities at the disposal of
1.6.Arguments in Favor of Nationalism both the college and
1.7.Nationalism on Political Justice students, with regard to
1.8.Criticism on Nationalism availability and status of
1.9.Perspective on Nationalism connectivity. .
4 2.Post-Modern Nationalism At the end of the chapter, Blended learning and Class participations during on
2.1.What is Post-Modern Nationalism? the students have identified, modular approach through line and limited face-to-face
2.2.Emergence of Post-Modern accessed and critically read on line discussions through discussions, submission of
Nationalism significant information the use of zoom or g-meet, reaction papers, and seat
2.3.Globalization of Post-Modern related to post-modern or any available internet works via internet.
Nationalism nationalism. facilities at the disposal of
2.4.Regionalization of Post-Modern both the college and
Nationalism students, with regard to
2.5.Post-Modern Nationalism and the availability and status of
State connectivity. .
2.6.Diversity of Post-Modern
Nationalism
2.7.Complexity of Post-Modern
Nationalism
2.8.Post-Modern Nationalism and the
Society
2.9.Catalyst of Post-Modern
Nationalism
2.10.Arguments in Post-Modern
Nationalism

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 2.11.Post-Modern Nationalism and
Ethnicity
2.11.Criticism on Post-Modern
Nationalism
2.12.Perspective on Post-Modern
Nationalism
4 3.Contemporary Nationalism At the end of the chapter, Blended learning and Class participations during on
3.1.What is Contemporary the students have modular approach though line and limited face-to-face
Nationalism? collaborated successfully on line discussions through discussions, submission of
3.1.Era of Contemporary Nationalism with others to achieve a the use of zoom or g-meet, reaction papers, and seat
3.3.Value of Contemporary common goal on knowing or any available internet works via internet.
Nationalism the different important facilities at the disposal of
3.4.Paradoxes of Contemporary topics connected to both the college and
Nationalism contemporary nationalism. students, with regard to
3.5.Conditions of Contemporary availability and status of
Nationalism connectivity. .
3.6.Varied Forms of Contemporary
Nationalism
3.7.Contemporary Nationalism and
Democracy
3.8.Complexities of Contemporary
Nationalism
3.9.Issues on Contemporary
Nationalism
3.10.Contemporary Nationalism and
the State
3.11.Criticism on Contemporary
Nationalism
3.12.Perspective on Contemporary
Nationalism
4 4.Filipino Nationalism At the end of the chapter, Blended learning and Class participations during on
4.1.What is Filipino Nationalism? the students have modular approach though line and limited face-to-face
4.2.Background of Filipino Nationalism articulated a clear on line discussions through discussions, submission of
4.3.Progress of Filipino Nationalism understanding on the the use of zoom or g-meet, reaction papers, and seat
4.4.First Propaganda Movement various aspects of Filipino or any available internet works via internet.
4.5.Second Propaganda Movement nationalism. facilities at the disposal of
4.6.Post-Propaganda Era both the college and

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 4.7.The Philippine Revolution students, with regard to
4.8.Declaration of Independence availability and status of
4.9.Promoting Filipino Nationalism connectivity. .
4.10.Emergence of Radical Nationalism
4.11.Perspective on Filipino
Nationalism
PRE-LIM EXAMINATION
4 5.Introduction to Patriotism At the end of the chapter, Blended learning and Class participations during on
5.1.What is Patriotism? the students have modular approach though line and limited face-to-face
5.2.History of Patriotism speculated on the on line discussions through discussions, submission of
5.3.Discussions on Patriotism consequences of patriotism the use of zoom or g-meet, reaction papers, and seat
5.4.Normative Issues on Patriotism to the Filipino people. or any available internet works via internet.
5.5.Patriotism and Ethics of Belief facilities at the disposal of
5.6.Varied Forms of Patriotism both the college and
5.7.Moral Standing of Patriotism students, with regard to
5.8.Numerous Types of Patriotism availability and status of
5.9.Political Import of Patriotism connectivity. .
5.10.Perspective on Patriotism
4 6.Post-Modern Patriotism At the end of the chapter, Class participations during on
6.1.What is Post-Modern Patriotism? the students have line and limited face-to-face
6.2.Importance of Post-Modern demonstrated an discussions, submission of
Patriotism awareness on the impact of reaction papers, and seat
6.3.Complexities of Post-Modern post-modern patriotism to works via internet.
Patriotism the Filipino people.
6.4.Structure of Post-Modern
Patriotism
6.5.Contexts of Post-Modern
Patriotism
6.6.Elements of Post-Modern
Patriotism
6.7.Practices in Post-Modern
Patriotism
6.8.Threats on Post-Modern Patriotism
6.9.Issues on Post-Modern Patriotism
6.10.Theories of Post-Modern
Patriotism
6.11.Perspective on Post-Modern

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 Patriotism
4 7.Contemporary Patriotism At the end of the chapter, Blended learning and Class participations during on
7.1.What is Contemporary Patriotism? the students have collected, modular approach though line and limited face-to-face
7.2.Diversities of Contemporary organized and applied on line discussions through discussions, submission of
Patriotism information related the the use of zoom or g-meet, reaction papers, and seat
7.3.Approaches in Contemporary different topics related to or any available internet works via internet.
Patriotism contemporary patriotism. facilities at the disposal of
7.4.Emdodiment of Contemporary both the college and
Patriotism students, with regard to
7.5.Contemporary Patriotism and the availability and status of
State connectivity. .
7.6.Contemporary Patriotism and
Globalization
7.7.Reasonableness of Contemporary
Patriotism
7.8.Objections to Contemporary
Patriotism
7.9.Connotations on Contemporary
Patriotism
7.10.Values of Contemporary
Patriotism
7.11.Reasonable Contemporary
Patriotism
7.12.Notions of Contemporary
Patriotism
7.13.Perspective on Contemporary
Patriotism
4 8.Filipino Patriotism At the end of the chapter, Blended learning and Class participations during on
8.1.What is Filipino Patriotism? the students have modular approach though line and limited face-to-face
8.2.Filipino Patriotism is in the Heart articulated an on line discussions through discussions, submission of
8.3.Filipino Patriotism and What is understanding of the the use of zoom or g-meet, reaction papers, and seat
Faces? emergence of Filipino or any available internet works via internet.
8.4.Three Major Fears to Overcome patriotism, and its facilities at the disposal of
8.5.Patriotism is Alive with Filipinos importance to the people. both the college and
8.6.Filipino Style of Patriotism students, with regard to
8.7.Ways to Show Filipino Patriotism availability and status of
8.8.Examples of Filipino Patriotism connectivity. .

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 8.9.Issues on Filipino Patriotic Humility
8.10.Importance of Filipino Patriotism
8.11.Foundations of Filipino Patriotism
8.12.Perspective on Filipino Patriotism
1 MID-TERM EXAMINATION
4 9.The Filipino People At the end of the chapter, Blended learning and Class participations during on
9.1.Who are the Filipino People? the students have identified, modular approach though line and limited face-to-face
9.2.Theories on First Filipinos accessed and critically read on line discussions through discussions, submission of
9.3.History of the Filipino People relevant information on the the use of zoom or g-meet, reaction papers, and seat
9.4.Epoch of the Filipino People importance of Filipinism to or any available internet works via internet.
9.5.Rulers of the Filipino People the people of the country. facilities at the disposal of
9.6.Late Modern Filipino People both the college and
9.7.Classifications of Filipino People students, with regard to
9.8.Genetics of the Filipino People availability and status of
9.9.Languages of the Filipino People connectivity. .
4 10.The Post-Modern Filipino At the end of the chapter, Blended learning and Class participations during on
10.1.Who are the Post-Modern the students have modular approach though line and limited face-to-face
Filipino? collaborated successfully on line discussions through discussions, submission of
10.2.Traits of the Post-Modern Filipino with others to achieve a the use of zoom or g-meet, reaction papers, and seat
10.3.Values of the Post-Modern common goal on knowing or any available internet works via internet.
Filipino the different aspects of facilities at the disposal of
10.4.Culture of the Post-Modern post-modern Filipinism. both the college and
Filipino students, with regard to
10.5.Aspects of the Post-Modern availability and status of
Filipino connectivity. .
10.6.Concepts of the Post-Modern
Filipino
10.7.The Post-Modern Filipino Homes
10.8.Criticism on the Post-Modern
Filipino
10.9.Perspective on the Post-Modern
Filipino
11.The Contemporary Filipino At the end of the chapter, Blended learning and Class participations during on
11.1.Whos are Contemporary Filipino? the students have modular approach though line and limited face-to-face
11.2.Era of the Contemporary Filipino speculated on the positive on line discussions through discussions, submission of
11.3.Values of the Contemporary consequences of adopting the use of zoom or g-meet, reaction papers, and seat
Filipino the concept of adopting or any available internet works via internet.

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 11.4.Paradoxes of the Contemporary contemporary Filipinism to facilities at the disposal of
Filipino the lives of the Filipino both the college and
11.5.Conditions of the Contemporary people. students, with regard to
Filipino availability and status of
11.6.Vartied Forms of the connectivity. .
Contemporary Filipino
11.7.The Contemporary Filipino and
Democracy
11.8.Complexities of the Contemporary
Filipino
11.9.Issues on the Contemporary
Filipino
11.10.Contemporary Filipino and the
State
11.11.Criticism on the Contemporary
Filipino
11.12.Perspective on the Contemporary
Filipino
4 12.Filipino Ideology At the end of the chapter, Blended learning and Class participations during on
12.1.What is Filipino Ideology? the students have modular approach though line and limited face-to-face
12.2.The True Filipino Ideology demonstrated an on line discussions through discussions, submission of
12.3.Emergent Filipino Ideology awareness on the different the use of zoom or g-meet, reaction papers, and seat
12.4.Teachings of Filipino Ideology concepts of Filipino or any available internet works via internet.
12.5.Challenges on Filipino Ideology ideology, and its importance facilities of college and
12.6.Perspective on Filipino Ideology to the country and people. students.
1 FINAL EXAMINATION

VII. COURSE CRITERIA:

The following are the course criteria:

1. Online Recitation = 20%

2. Student’s Portfolio = 20%
3. Student’s Attendance = 20%
4. Periodical Exams. = 40%
===
Total 100%

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VII. COMPUTATION OF GRADES:

The passing score from the total number of items in the periodical examinations is 50%, while the passing grade for the semester is 75% or
3.00. Grade will be computed as follows: Prelim is 30%, Midterm is 30%, and Final is 40%, or a total of 100%.

IX. COURSE REFERENCES:

Abbott, P (2007). The Many Faces of Patriotism. Lanham: Rowman & Littlefield.

Ariely, G (2018). Evaluations of patriotism across countries, groups, and policy domains. Journal of Ethnic and Migration Studies.

Banaji, S (2008). The trouble with civic: a snapshot of young people's civic and political engagements in 21st democracies. Journal of Youth
Studies. 

Ben-Porath, S. (2006). Citizenship under fire: Democratic education in times of conflict. Princeton: Princeton University Press.

Brzozowska, M. (2014). Troublesome love: Patriotism in polish journalistic discourses. Lublin: Wydawnictwo Uniwersytetu Marii Curie-
Skłodowskiej.

Carnegie Corporation of New York & CIRCLE (2018). The civic mission of schools. http://civicyouth.org/PopUps/CivicMissionof Schools. pdf.
Retrieved August 15, 2020.

Prepared By: Noted By:

ALBERTO E. NIERVA OSCAR G. SORIANO, LC, PhDCrim., DPA

Faculty, CJED Dean, CJE Department
Approved By:

MICHELLE DM. MANINGDING, DBA

School Administrator
Date Prepared: August 15, 2020_

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