Carlos Hilado Memorial State College

Alijis Campus | Binalbagan Campus | Fortune Towne Campus | Talisay Campus

COLLEGE OF ARTS AND SCIENCES

COURSE SYLLABUS

COURSE CODE GEC CON CREDIT UNITS 3

COURSE TITLE The Contemporary World HOURS/ WEEK 3 hrs/wk
PREREQUISITE None PROGRAM BSIT/BSIS/COE/BS Pschychology

To be a leading GREEN institution of higher learning in the global community by 2030.

VISION OF THE INSTITUTION
(GREEN stands for Good governance, Research-oriented, Extension-driven, Education for Sustainable Development and Nation-building)

A leading green institution in higher and continuing education committed to engage in quality instruction, development-oriented research,
MISSION OF THE INSTITUTION sustainable lucrative economic enterprise, and responsive extension and training services through relevant academic programs to
empower a human resource that responds effectively to challenge in life and acts as catalyst in holistic development of a humane society.

Develop and implement programs in Liberal Arts and Sciences to achieve academic excellence and competencies geared towards the total
GOAL OF THE COLLEGE
development of the learners in their specialized fields.

The Bachelor of Arts major in Social Sciences of Carlos Hilado Memorial State College are expected to:

PROGRAM EDUCATIONAL OBJECTIVES 1. Equipped with knowledge in Social Science theories and their application to real life situations;
(PEO) 2. Exposed to local and global trends in the different fields of social sciences;
3. Strengthened linkages with government and private agencies/ industries to provide students relevant practicum and employment
opportunities;
4. Developed socially responsible students;
5. Equipped with skills required to conduct and interpret social sciences researches.

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 Upon completion of the program, the graduates can:
PO 1 Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
PO 2 Effectively communicates orally and in writing using both English and Filipino.
PO 3 Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
PO 4 Act in recognition of professional, social, and ethical responsibility
PO 5 Preserve and promote "Filipino historical and cultural heritage". (based on RA 7722)
PO 6 Understand and apply social science concepts and theories to the analysis of social issues
PO 7 Design and execute social science researches using appropriate approaches and methods and;
PO 8 Practice professional and ethical standards in the fields of social science and communication;
PROGRAM OUTCOMES (PO) PO 9 A thorough knowledge of social sciences, its various sub – disciplines, major themes and analytical techniques.
PO 10 Create and execute research inquiries using appropriate quantitative and qualitative methods guided by theories of conceptual
Frameworks
PO 11 Asses and respond to current and social issues based on the knowledge acquired using national and global context
PO12 An ability to value personal growth and professional development and exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of the social science graduate such as caring attitude, respect and integrity..
PO13 An awareness of the role of Gender and Development in the promotion of equality and equity for all people regardless of race, culture,
and beliefs; and
PO14 An ability to demonstrate the core values of CHMSCian: excellence, compassion, high sense of responsibility towards the environment,
love for country, and service.
The course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using 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
COURSE DESCRIPTION various debates in global governance, development, and sustainability. Beyond exposing the students to the world outside the Philippines, it
seeks to inculcate a sense of global citizenship and global ethical responsibility. This course include mandatory topics on population
education in the context of population and demography

COURSE LEARNING OUTCOMES (CLO)

At the end of the course, the learners are expected to:
CLO 1: Distinguish different interpretations of and approaches to globalization.
CLO2: Describe the emergence of global economic, political, social, and cultural systems
CLO 3: Analyze the various contemporary drivers of globalization
CLO4: Understand the issues confronting the nation-state
CLO 5: Assess the effects of globalization on different social units and their responses

A. Skills
CLO 6: Analyze contemporary news events in the context of globalization

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 CLO7: Analyze global issues in relation to Filipinos and the Philippines
CLO8: Write a research paper with proper citations on a topic related to globalization

B. Values
CLO 9: Articulate personal positions on various global issues
CLO10: Identify the ethical implications of global citizenship

CLO 11: Apply the acquired knowledge in their daily life, as student leaders and members of the community and society. (2.3)
CLO 12 Demonstrate knowledge of the Mission of CHMSC through articulation of the contents of CHMSC’s mission of a green institution
that endeavors to provide excellent instruction, relevant and responsive research, extension and training services and through creation of
an image of a dynamic competitive, and globally responsive BA Social Science student within the content of the course.(2.5)

CURRICULAR MAP ON COURSE LEARNING OUTCOMES AND PROGRAM OUTCOMES/ PROGRAM OUTCOMES AND PROGRAM EDUCATIONAL OBJECTIVES

PROGRAM STANDARDS/BGI
(Ref DM: Constructive Alignment (1.2) (2.1) (1.1) (2.3) (2.3) (2.3) (2.5)
COURSE REQUIREMENTS 1. Create and produce a short film reflecting situations relevant to the articles of the constitution.
2. Pass action research on uplifting the human rights condition of the people
GRADING SYSTEM ASSESSMENT TOOL WEIGHT (%) TO WEIGHT (%) TO
FINAL GRADE PASSING
(General Education /Professional MID-TERM END TERM
EVALUATION GRADE
Educ/Major subjects GRADE (MTG) GRADE (ETG)

Formative Assessment
Quizzes, Tests 40% 40%
20% 20% 80%( Major
Project/Output/Laboratory
10% 10% Subjects)
Class Participation
50% MTG + 50%
75%
Summative Assessment ETG
30% 30% (General
Examination Educ
Subjects)
Total 100% 100%

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 TIME Course
Outcomes-Based Teaching-
ALLOT- ASSESSMENT TOOLS Learning
Learning
MENT Outcomes(CLO)
Teaching- Instructional Tool/ BGI:
Learning Materials ASSESMENT TYPE Instrument Constructive
LEARNING OUTCOMES Activities (Written Alignment
TOPICS
(LO) (5E Work/Performance
Instructional Task/ Major Exam)
Model)
ASYNCHRONOUS MODULAR/ DIGITAL
Suggested methods found to be effective include, but not limited to the following:
MODULE 1
Engage Picture analysis  Analysis
At the end of the lesson, the INTRODUCTION TO THE STUDY Formative, Assignment Rubric
OF GLOBALIZATION Explore Capsulize  Essay
students will be able to:
1. Defining Globalization Rubric
2. Theories on Globalization Explain Text Reading  Score
1. Differentiate the competing
3. Origin and History of equivalent
conceptions of globalization Elaborate Filling the gap
Globalization  Google
2. Identify the underlying /Table analysis Classroom
philosophies of the varying Evaluate  FB
definitions of globalization Essay Writing Messenger
3. Agree on a working definition of
globalization to the course Reaction Paper
4. Familiarize the different
perspectives in the study of Hashtag
globalization.

MODULE
COURSE 2 CONTENT
At the end of the lesson, the Global Environmental Crisis ASYNCHRONOUS MODULAR
students will be able to:
Suggested methods found to be effective include, but not limited to the following:
1.Discuss the origins and Engage Text analysis/ Formative, Assignment 
Analysis 1.2
manifestations of global Rubric
environment crises. C L A S S P O L I C IExplore
E S ( S p e c iComparison
f i c t o t h e C o u r s e )  Essay
Rubric
2. Relate everyday encounters
The with
course implements Blended Mode of Instruction/ BMI
Explain Textthrough
Reading schoology.com. Enrollment to the said learning management
 Score
pollution, global warming,
Nature and system will be discussed in the classroom. This is on a flexi-learning course as the FS fieldwork requires a presentation of Action
equivalent
desertification, ozone depletion,
Delivery Research. Elaborate Interpretation
and many others with larger
Attendance, Assignment Students are required to observe attendance in the classPicture
picture of environmental
Analysis in the School Register Form. In case of BMI, the important
as monitored
Evaluate
and Submission
degradations.Policies dates are considered the attendance. Assignments and Problem/Solution
their submission are to be on time as announced or as scheduled in the
3. Examine policies andclass sessions/ BMI.
Uniform
programs and Students are deemed accountable to follow the observance of wearing school uniform on Mondays, Tuesdays, Thursdays, and
of governments
around the world that address
the environmental crisis Page 4

MODULE 3
 Decorum Fridays and decent civilian attire on Wednesdays. School ID should be worn when inside the school premises.

Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing
and Scholarship grade of the academic exercise. Plagiarism is automatic “Failed” in an output.

Special Education Need Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. A doable
and Disability strategy is designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/
Accommodation her consultation time.
Gender and All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The
Development course prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color,
Related Accommodation religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, and genetic
information. Any student who has concerns about such behavior should the Professor.
Religious In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances.
Accommodation For an exemption, the student may request reasonable accommodations. This request must be in writing, and the Professor will
review the request and this may even seek for assistance from the Dean.
Academic State clearly your rule for mentoring-coaching for competency-based classes, dual classes with both lecture and laboratory…
Mentoring, Coaching State clearly your rule course consultation…
and Consultation

REFERENCES Aldama, Prince Kennex R. 2018. The Contemporary World, 1st edition. Rex Book Store, Inc.
____________________. 2018. The Contemporary World. C & E Publishing
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization. Two volumes. Thousand Oaks:
SAGE Publications.

Other Readings:
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.
Brown, Chris. 2005. Understanding International Relations, 3rd ed. PALGRAVE MACMILLAN. New York, New York.
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First Century: Global Trends and Issues.” International Social
Science Journal 52 (165): 269-281
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship, pp. 147- 176. London:

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 Routledge.
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.
Hobsbawn, 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 Perpectives 17(4): 167-190.
McMichael, Philip. 2009. “A Food Regime Analysis of the World Food Crisis”. Agriculture and Human Values 26(4): 281-295
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 Regionalsim, 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

PREPARED BY: REVIEWED BY: APPROVED BY:

JUVELYN MELGAR - ENCABO ARJAY Y. ALVARADO, PH.D. DPA

ARJAY Y. ALVARADO, PH.D. DPA.

FACULTY DEAN DEAN

Doc. No.: CAS-TAL-FO__
Revision No.: _________________ Date Approved: ____________________
Date of Effectivity: AUGUST 24,2020
Date Reviewed: _________________

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