PASS College

Quezon Avenue, Alaminos City, Pangasinan

COURSE SYLLABUS
1st Semester, A.Y. 2018-2019

Course Name : The Contemporary World

Course/ Year : BEEd 1

Course Credits : 3 units

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.
Contact Hours/week :3 hours
Pre – requisite :None
Vision :In pursuit of excellence and innovation in its entire dimension, PASS Colleges leading Higher Educational Institution, is committed to build holistic and transformative learning community
dedicated towards academic excellence, ethical and values formation of competent leaders with relevant social skills and dynamic citizenship that will produce globally competitive
professionals responsive to the demand in today's diverse environment.
Mission : Committed to providing the students quality and a well – rounded education to effect relevant social transformation and to uplift their quality of life that will serve as their passport to
success, PASS College espouses the following mission through a dynamic academic community interaction:

Quality Service and Institutional Development

Optimum access to PASSian education and service in a caring and responsive atmosphere and innovative management processes that acquires, disseminates and utilizes appropriate technology to enhance the
institution’s educational services and fosters an organizational culture that nurtures employee productivity and satisfaction

Establish linkages, partnership and collaborations that will be the source of learning for the academic community as well as serving as an active mover in providing efficient and effective delivery of educational
services.

Research and Community Centered

Aggressive pursuit of knowledge through advancement and research undertaking discovering, processing, documenting, transmitting and utilizing results for community service towards economic development as
well as environmental sustainability.

Instruction and Leadership

Provide equitable access to necessary knowledge, learning and skills through innovative industry based and environment-conscious programs meeting the demand and requirements of today’s world by producing
and developing skilled and competent professionals, who would provide leadership in different disciplines and levels by emphasizing the acquisition of functional knowledge and skills thereby contributing towards
nation building and global citizenship.

Professionalism
Produce empowered professionals with wholesome values and attitudes towards work environment and the community, and who are globally competent, socially and ethnically responsible, God centered,
nationalistic and environment conscious as employee, entrepreneurs and leaders of choice in both public and private sectors.

Core Values
PASSian Education aims to IGNITE the following traits and characteristics among its stakeholder:

INTEGRITY - Academic integrity is the foundation of all core values upon which our reputation rests. Through integrity, fortified by our commitment to service, we strive to foster symbiotic relationship under the
principle of justice, fair play and equity. We strive to do what is morally right for our people, for our community and for our country. PASSian community is built upon strong moral foundation. It grows strong when
members practice honesty and accept responsibility for their actions and words by demonstrating commitment to the value of integrity in word and deed.
GOD-CENTERED - PASSians flourish in a community where love of God, country and fellow beings is cultivated and nurtured. Compelled by the love of God, PASSian community is keen in making known the glory of
God’s grace and how to live the God–centered life in this contemporary age. Living the God-centered life is a calling and stewardship as God’s beloved.

NATIONALISM - PASSian Education is dedicated to the achievement of the highest quality in education that promotes wholistic development alongside with the unwavering loyalty and devotion to a nation,
especially a sense of national consciousness, respect and identity. Informed and empowered citizens are essential to the creation of a civil and sustainable society. We values the development of responsible
citizenry, grounded on honesty, courage and compassion and committed to advancing democratic and patriotic ideals.

INNOVATIVE - Independent learning and collaborative learning are basic to being well educated, PASSian education provides interdisciplinary learning experiences through an integrated school curricula to have
the students develop the ability to think in terms of whole systems marked by innovation or by using or showing new methods, ideas; tending to innovate or using/showing new methods and ideas to further
understand the frontiers of knowledge and its interrelatedness across discipline.

TRANSFORMATIVE - We recognize the expertise of all members of the PASSian community and encourage individual contribution towards change, whereby we include the stakeholders in making decisions that
affect them, treat them with dignity and encourage feelings of self-worth, promote trust through professional courtesy and fair treatment and recognize support employee and student contributions in addressing
the challenges of change management. PASSian community protects academic freedom and freedom of inquiry and expression, we aspire to inspire change or causes a shift in viewpoint as social catalyst and
transformist, whereby affecting a change in philosophical, practical and strategic process to affect significant change within oneself and the society, to catalyze sociocultural, socioeconomic and sociopolitical
change. We also recognize that diversity is a source of renewal and vitality, hence we are committed to developing capacities for living together harmoniously, where community climate offers condition of
openness in which students, faculty and staff interact with respect, tolerance and equity towards transforming the society and the global community to become a better place to live in.

EXCELLENCE - We strive to develop and pursue higher standard by maintaining highly qualified, competent and committed human resources that will be the backbone of the institution. We also strive to maintain
and deliver top of the line facilities and services, updated programs and responsive services anticipating the needs of academic community thus promoting continuous growth excellence. Emphasis is placed on
the development of teamwork through collaborative efforts across the departments. Evaluation of all functions in necessary for improvement and continuous renewal PASS College is committed to studying its
effectiveness through quality assurance by self-assessment and accreditation. The quality of being outstanding or extremely good, brilliance something in which one excels. An excellent or valuable quality.

SOCIAL AND ETHICAL RESPONSIBILITY - Social responsibility is an ethical framework and suggests that an entity, be it an organization or individual, has an obligation to act for the benefit of society at large. Social
responsibility is a duty of every individual has to perform so as to maintain a balance between the economy and the ecosystems. Though community based learning, PASSian education engages students in
community involvement and formal reflection on the value of these experiences to become socially and ethically adept to the growing challenges and responsibility that we have to foster as steward of creations.

Thus, PASSian Education is committed to the formation of empowered Filipino men and women who find fulfilment in intelligent fellowship and responsible leadership in igniting their passion towards responsibilities
to God, country, and fellowmen.

DEPARTAMENTAL OBJECTIVES:
Teaching training program aims to:
1. Engage in teaching and learning related researches;
2. Provide quality instruction utilizing updated learning pedagogy and technology;
3. Perform roles in various educational institutions;
4. Extend sustainable community programs on culture, arts and literacy.

Course Outcome: At the end of the semester, students must have:

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; and
5. Assess the effects of globalization on different social units and their responses.
COURSE OUTLINE AND TIMEFRAME

Course Content / Subject Matter

Week 1 – 2 Chapter 1: Introduction to Globalization

1. Defining Globalization
Chapter 2: The Structures of Globalization
1. The Global Economy
2. Market Integration
3. The Global Interstate System
4. Contemporary Global Governance
Chapter 3: A World of Regions
1. Global Divides: The North and the South
2. Asian Regionalism
Chapter 4: A World of Ideas
1. Global Media Cultures
2. The Globalization of Religion
Chapter 5. Global Population and Mobility
1. The Global City
2. Global Demography
3. Global Migration
Chapter 6. Towards a Sustainable World
1. Sustainable Development
2. Global Food Security
Chapter 7. Conclusion
1. Global Citizenship
2. Research paper writing

LEARNING PLAN
 Learning Outcome Resources
Values
Course Content Assessments Learning Strategies Time Table
Formation Materials

At the end of the chapter, the students must Course overview Positivity, Classroom sharing Course Syllabus 1 ½ hour
have: Collaboration, (Introductions)
1. Introduce self to classmates and Classroom policies Responsibility Introduce textbook: Manfred
teachers Lecture Stegger, Paul Battersby, and
2. States students list of expectations for Joseph M. Siracusa, eds. 2014.
the course Personal concept The SAGE Handbook of
3. Recall course rules map of globalization Globalization, Two vols. Thousand
4. Write a personal definition of Oaks: SAGE
globalization based on a concept
map
At the end of the chapter, the students must Chapter 1. Introduction to Involvement, Quiz on the reading materials Lecture Reading Materials 3 hours
have: the Study of Globalization Accuracy,Acti - Chapter 2 of textbook: “
1. Differentiate the competing ve Recitation News report critique: Approaches to the Study of
conceptions of globalization 1. Defining Students will find and Globalization” by Manfred B.
2. Identify the underlying philosophies of Globalization read three Steger
the varying definitions of globalization newspaper op-eds - Steger, Manfred B.
3. Agree on a working definition of (local or “Ideologies of Globalization.”
globalization for the course international) 2005. Journal of Political
discussing ideologies 10(1): 11-30
globalization. Before
class, they will write
50-word summaries
of underlying
definitions of
globalization the op-
ed writers use.
At the end of the chapter, the students must Chapter 2. The Global Mastery, Quiz on the reading Materials Lecture /discussion Reading Materials 3 hours
have: Economy Fairness, - Chapter 9 of textbook: “The
1. Define economic globalization Independence Recitation Debate: The students Globalization of Economic
2. Identify the factors that facilitate will debate the Relations” by Istvan Benczes
economic globalization The Global motion “that global - Walllerstein, Immanuel. 2004.
3. Define the Modern World System Economy free trade has done “The Modern World-System as
4. Articulate a stance on global more harm than a Capitalist World Economy:
economic integration good.” Production, Surplus-Value,
and Polarization. “In World-
systems Analysis: An
introduction Durnham and
London: Duke University Press,
pp. 23-41
At the end of the chapter, the students must 2. Market Integration Adaptability, Quiz on the reading Materials Lecture/Discussion Reading Materials 3 hours
have: Honesty - Chapter 17 of textbook: “The
1. Explain the role of international Recitation Film Viewing and Rise of the Global
financial institutions in the discussion Corporation” by Deane
creation of a global economy Neubauer
 2. Narrate a short history of global - Bello, Walden F. 2006. “The
market integration in the Multiple Crises of Global
twentieth century Capitalism. “In
3. Identify the attributes of global Deglobalization: Ideas for
corporations New World Economy. Quezon
City: Ateneo de Manila
University Press, pp. 1-31.

Film: “The Corporation” directed

by Mark Achbar and Jennifer
Abbott
At the end of the chapter, the students must Collaboration, Group report Lecture/ Discussion Reading Materials 6 hours
have: 3. The Global Interstate Mastery,Active - Reading 7 of textbook:
1. Explain the effects of System “Governments and Citizens in
globalization on governments a Globally Interconnected
2. Identify the institutions that World of States” by Hans
govern international relations Schattle
3. Differentiate internationalism - Mazower, Mark. 2006. “An
from globalization International Civilization?
Empire, Internationalism and
the Crisis of the Mid-Twentieth
Century.” International Affairs
82(3): 553-566.

At the end of the chapter, the students must 4. Contemporary Global Empowerment, Quiz on the reading materials Lecture/discussion Reading Materials 6 hours
have: Governance Fairness, - Chapter 29 of textbook: “The
1. Identify the roles and functions of Accuracy, Recitation United Nations meets the
the United Nations Adaptability Twenty-first Century:
2. Identify the challenges of global Confronting the Challenges
governance in the twenty-first of Global Governance” by
century Thomas G. Weiss and
3. Explain the relevance of the Ramesh Thakur
state amid globalization - Hobsbawm, Eric J. 1996. “ The
Futur of the State.”
Development Change 27(2):
267-278
At the end of the chapter, the students must Chapter 3. A World of Collaboration, Quiz on the reading Materials Lecture/discussion Reading Materials 3 hours
have: Regions Mastery,Active - Chapter 12 of textbook:
1. Define the term “Global South” Empowerment, Graded Group Report: Group Report “Locating the Global South”
2. Differentiate the Global South 1. Global Divides: The Fairness, Students will form groups of 3-5. by Lisandro E. Claudio
from the Third World North and the South Accuracy, Each group will be assigned a - Connell, Raewyn. 2017.
3. Analyze how a new conceptions (focus on Latin America) Adaptability Latin American country to “Dependency Autonomy
emerged from the experiences report on. These groups will and Culture. In Southern
of Latin American countries. deliver 10-minute presentations Knowledge in Social Science.
on the contemporary foreign Cambridge, UK: Polity Press,
and economic policies of their pp. 139-163
respective countries.
At the end of the chapter, the students must 2. Asian regionalism Positivity, Quiz on the reading materials Lecture/discussion Reading Materials 3 hours
have: Collaboration, - Chapter 13 of textbook:
1. Differentiate between Responsibility, Graded Group Report: Group Report “Globalization and the Asia
regionalization and globalization Adoptability Students will form groups of 3-5. Pacific and South Asia” by
2. Identify the factors integration of Each group will be assigned a Ehito Kimura
the Asian region Latin American country to
 3. Analyze how different Asian report on. These groups will - Shiraishi, Takashi. 2006. “The
states confront the challenges of deliver 10-minute presentations Third Wave: Southeast Asia
globalization and regionalization on the contemporary foreign and Middle-Class Formation
and economic policies of their in the Making of a Region.” In
respective countries. Beyond Japan: The
Dynamics of East Asian
Regionalism, ed. Peter
Katzenstein and Takashi
Shiraishi. Ithaca, NY: Comell
University Press, pp. 237-71.
At the end of the chapter, the students must Chapter 4. A World of Collaboration, Quiz on the reading materials Lecture/discussion Reading Materials 6 hours
have: Ideas Mastery,Active - Chapter 22 of textbook: “
1. Analyze how various media drive Empowerment, Graded Group Report: Students Group Report Globalization and the Media:
various forms of global 1. Global Media Cultures Fairness, will form groups will be asked to Creating the Global Village”
integration Accuracy, pick an Asian musical act that by Jack Lule
2. Explain the dynamic between Adaptability became internationally famous. - Chapter 23 of textbook:
local and global cultural In their group report, they must “Popular Music and
production answer the following questions: Globalization” by Yara El-
1. Where did the musical Ghadban
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?
At the end of the chapter, the students must 2. The Global Religion Collaboration, Quiz on the reading materials Lecture/discussion Reading Materials 6 hours
have: Mastery,Active - Chapter 10 of textbook:
1. Explain how globalization affects Empowerment, Recitation Discussion of film “Religion and Globalization”
religious practices and beliefs Fairness, by Victor Roudometof
2. Analyze the relationship Accuracy, - Chapter 43 of textbook:
between religion and global Adaptability “Religion and Global
conflict and, conversely, global Conflict” by Mark
peace Juergensmeyer

Film: PBS Frontline: “The Rise of

ISIS”
(http://www.pbs.org/wgbh/frontl
ine/film/rise-os-isis/)
At the end of the chapter, the students must Chapter 5. Global Collaboration, Quiz on the reading Materials Lecture/discussion Reading Materials 3 hours
have: Population and Mobility Mastery,Active - Chapter 26 of textbook:
1. Identify the attributes of global city 1. The Global City Empowerment, Graded Group Report: Students Group Report ‘Mobility, Diversity and
2. Analyze how cities serve as engines of Fairness, will form groups of 3-5. Each Community in the Global
globalization Accuracy, group will be assigned a global City” by Val Colic-Peisker
Adaptability city to discuss and research on. - Sassen, Saskia. 2005. “The
Their reports should answer the Global City: Introducing a
following questions: Concept. “Brown Journal of
1. How would you describe your World Affairs XII(2):27-43
city?
2. What is your city known for?
3. What makes your city a global
city?
At the end of the chapter, the students must 2. Mandated topic: Quiz on the reading materials Lecture/discussion Reading Materials 6 hours
have: Global Demography - Lee, Ronald. 2003. “The
1. Explain the theory of demographic Short research paper to discuss Demographic Transition:
the topic: Has the Philippines Three Centuries of
undergone the demographic fundamental Change. “
transition? Why or Why not? 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. 2005.
“What We Can and Cannot
Learn from the History of
World Population. Population
Studies: A Journal of
Demography 69(S1): S21-S28
At the end of the chapter, the students must 3. Global Migration Collaboration, Quiz on the reading materials Lecture/discussion Reading Materials 6 hours
have: Mastery,Active - Castles, Stephen. 2000.
1. Analyze the political, economic, cultural Empowerment, Recitation OFW interview: Each “International Migration at
and social factors underlying the global Fairness, student will be asked the beginning of the twenty-
movements of the people Accuracy, to interview a former first century: Global Trends
2. Display first-hand knowledge of the Adaptability or current OFW and Issues.” International
experiences of OFW’s (face-toface or Social Science Journal
online) in class they 52(165): 269-281
will share what they - Aguilar, Filomeno V. 2012. “
learned from these Differentiating Sedimented
interviews about from Modular
transnationalism and Transnationalism: The view
the factors that from East Asia.” Asian and
affect global Pacific Migration Journal
migration. 21(2): 149-171.
At the end of the chapter, the students must Research Collaboration, Mini-lecture on 6 hours
have: Proposal Writing Mastery,Active citation methods for
1. Write a research paper proposal with Empowerment, research papers
proper citation Research Proposal Fairness,
2. Critique research proposal of classmates Critique Accuracy, Proposal for final
Adaptability research paper:
Students will begin
writing a 500-word
proposal for their
final research paper.

Pair discussion:
Student’s will pair off
and critique each
other’s research
proposals.
At the end of the chapter, the students must Chapter 6. Towards a Positivity, Quiz on the reading Materials Lecture/discussion Reading Materials 3 hours
have: Sustainable World - Chapter 48 of textbook:
1. Differentiate stability from sustainability Reciatation “Sustainable Economic
2. Articulate models of global sustainable 1. Sustainable Collaboration, Systems” by Sebastian
development Development Responsibility, Plociennik
Adoptability

At the end of the chapter, the students must 2. Global Food Security Collaboration, Quiz on the reading Materials Lecture/discussion Reading Materials 3 hours
have: Mastery,Active - Chapter 50 of textbook: “
1. Define Global security Empowerment, Recitation Film Viewing Global Food Security: The
2. Critique existing models of global food Fairness, Challenge of Feeding the
security Accuracy, World” by Monika
Adaptability BartwaLL-Datta
- McMichael, Philip. 2009. “A
Food Regime Analysis of
the “World Food Crisis.
Agriculture and Human
Values 26(4): 281- 95
At the end of the chapter, the students must Chapter 7. Conclusion Positivity, Quiz on the reading materials Lecture/discussion Reading Materials 3 hours
have: Global Citizenship Collaboration,
1. Articulate a personal definition of global Responsibility, Recitation Personal concept - Carter, April. 2001. “Global
citizenship Adoptability map of global Civil Society: Acting as
2. Appreciate the ethical obligations of global citizenship: Students Global Citizens” In The
citizenship will engage in a free Political Theory of Global
associate with Citizenship. London:
“global citizenship.” Routledge, pp. 147-176
Based on this, they
will synthesize a
personal definition of
the concept.
Afterwards, they will
list the obligations of
a global citizenship.
At the end of the chapter, the students must Research Paper Collaboration, Students will spend the final Independent 3 hours
have: Mastery,Active week completing their research Research and
1. Write a research paper on a topic related to Empowerment, paper. Writing
globalization, with proper citation Fairness,
Accuracy,
Adaptability
Suggested Readings and Aguilar, Filomeno V. 2012. “ Differentiating Sedimented from Modular Transnationalism: The view from East Asia.” Asian and Pacific Migration Journal 21(2): 149-171. Lee,
References Ronald. 2003. “The Demographic Transition: Three Centuries of fundamental Change. “ Journal of Economic Perspectives 17 (4): 167-190.
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
Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211-251.
Livi-Bacci, Massiomo. 2005. “What We Can and Cannot Learn from the History of World Population. Population Studies: A Journal of Demography 69(S1): S21-S28
Manfred Stegger, Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization, Two vols. Thousand Oaks: SAGE
Steger, Manfred B. “Ideologies of Globalization.” 2005. Journal of Political ideologies 10(1): 11-30
Course Requirements Regular Quizzes
Group Reports
Final Research Paper
Grading System Quizzes ( oral and written) 25%
Examination (prelim, midterm, semi-finals, and finals) 40%
Participation ( recitation attendance, assignment, values and attitudes and project / output) 35%
TOTAL 100%
Classroom Policies 1. Promptness and punctuality is strictly observed. Student is allowed to enter class sessions fifteen ( 15 ) minutes late but will be mark as absent
2. The student should not have three (3) consecutive inexcusable absences.
3. Proper uniform for the day by the department is strictly followed.
4. NO PERMIT, NO EXAM policy should be observed by every student during periodical examination.

Prepared by: Checked and Noted by: Approved by:

Mr. EROLL C. BRAVANTE VIOLETA O. AQUINO, Ed.D. DIOSDADO B. SANTIAGO JR,TMP

Instructor Dean, Academic Affairs College Director