Socsc 03

MARIANO MARCOS STATE UNIVERSITY Document Code CIT-BSIT & BAT -SYL-SOCSC 03
COLLEGE OF INDUSTRIAL TECHNOLOGY

Revision No. 0 Page 1 of 24
SYLLABUS IN SOCSC 03: THE CONTEMPORARY WORLD
Effectivity Date January 2019
VISION OF THE UNIVERSITY A premier Philippine university by 2028.
MISSION OF THE UNIVERSITY To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all
sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God,
humanity and the environment.
INSTITUTIONAL OUTCOMES Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are
qualities that MMSU graduates must possess.
MMSU graduates should be able to:
1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and
global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
Disclaimer: Reproduction of this document is allowed subject

to compliance to the Documented Information Procedure
established by MMSU.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS The College shall provide advanced technology education and training for countryside development.
The college is committed to educate and train students to become skilled workers, knowledgeable and competent home economics
and technology teachers, and effective managers who will contribute immensely to the attainment of socio-economic stability of the
region and the whole nation.
PROGRAM OUTCOMES The Bachelor of Science in Industrial Technology Program is a four-year degree program which prepares workers for supervisory and
managerial positions in industries, or as shop proprietors or managers in civil and drafting technology, computer technology, electrical
technology, electrical technology, food processing and servicing management, and garments technology.
Specifically, the program aims to produce graduates who are able to:
1. Practice the profession ethically and responsibly.
2. Keep abreast with the developments in technology.
3. Use techniques, skills, and modern technological tools necessary for professional practice.
4. Act as a member or team leader to manage projects in multidisciplinary environments by applying management principles.
5. Communicate effectively to the society the various technological projects and the benefits that can be derived from it.
6. Know contemporary issues and its implications to society.
7. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
COURSE OUTCOMES At the end of the course, the students should be able to:
A. Competencies
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.
5. Assess the effects of globalization on different social units and their responses.
B. Skills
1. Analyze contemporary news events in the context of globalization.
2. Analyze global issues in relation to Filipinos and the Philippines.
3. Write a research paper with proper citations on a topic related to globalization .
C. Values
1. Articulate personal positions on various global issues.
2. Identify the ethical implications of global citizenship.

COURSE SYLLABUS
COURSE CODE SOCSC 03
COURSE TITLE THE CONTEMPORARY WORLD
CREDIT UNITS 3
COURSE PREREQUISITE NONE
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.
CONTENT OUTLINE AND TIMEFRAME
Time Frame Course Content/Subject Matter
Introduction to the Vision, Mission, Core Values and Institutional Outcomes of MMSU
I. INTRODUCTION TO GLOBALIZATION
1. Defining Globalization
II. THE STRUCTURES OF GLOBALIZATION

1. The Global Economy
2. Market Integration
3. The Global Interstate System
4. Contemporary Global Governance
Time Frame Course Content/Subject Matter
III. A WORLD OF REGIONS

1. Global Divides: The North and the South
2. Asian Regionalism
IV. A WORLD OF IDEAS

1. Global Media Cultures
2. The Globalization of Religion
V. GLOBAL POPULATION AND MOBILITY

1. The Global City
2. Global Demography
3. Global Migration
VI. TOWARDS A SUSTAINABLE WORLD

1. Sustainable Development
2. Global Food Security
VII. FINALE OF CONTEMPORARY WORLD

1. Global Citizenship
2. Research Paper Writing

LEARNING PLAN:
Desired Learning Outcomes Course Content/Subject Teaching and Learning Assessment Task Resource Timetable Values Infused/
(DLO) Matter Activities (TLA’s) (AT’s) Materials Competencies
Introduction to the Vision, Vision, Mission, Core Values Class Activity: Getting to Class MMSU Student 1 hour Introduce self to
Mission, Core Values and and Institutional Outcomes know me and you and orientation Handbook classmates and
Institutional Outcomes of of MMSU MMSU teachers.
MMSU
Classroom policies
Course overview Introduction to the Course Class Discussion: Group Course Syllabus 1 hour List expectations for
Raising fundamental discussion the course.
questions regarding the Introduce
contemporary world Raising of open- textbook: Recall course rules.
ended Manfred Stegger,
Surfacing students’ beliefs questions Paul Battersby,
and concerns regarding and Joseph M.
globalization Personal Siracusa, eds.
concept map of 2014.The SAGE
Discussion of the mechanics globalization: Handbook of
of the course Students will Globalization.
engage in a free Two vols.
Introduction of the association Thousand Oaks:
requirements and exercise of SAGE.
integrative final paper ideas they
associate with
“globalization.”
Based on the
concepts they
list, they will

synthesize a
personal
definition of the
concept.
a. Differentiate the I. INTRODUCTION TO Lecture/Discussion Accomplish LCD Projector Deepen the

competing conceptions of GLOBALIZATION specific learning understanding of
globalization. 1. Defining Globalization News report critique: tasks in the Reading Materials the basic and
b. Identify the underlying Students will find and read Workbook. Chapter 2 of essential concepts
philosophies of the varying three newspaper op-eds textbook: in the study of
definitions of globalization. (local or international) Recitation “Approaches to globalization.
c. Agree on a working discussing globalization. the Study of
definition of globalization Quiz on the Globalization” by Appreciate the
for the course. Before class, they will write reading Manfred B. study of
50-word summaries of each materials Steger Steger, globalization.
op-ed, identifying what the Manfred B.
underlying definitions of “Ideologies of
globalization the op-ed Globalization.”
writers use. 2005. Journal of
Political
Ideologies 10 (1):
11–30.
a. Define economic II. THE STRUCTURES OF Lecture/Discussion Accomplish Reading Materials Create a wider
globalization. GLOBALIZATION specific learning Chapter 9 of understanding of
1. The Global Economy Film viewing textbook: “The the interplay
b. Identify the actors that 2. Market Integration tasks in the Globalization of between the actors
facilitate economic 3. The Global Interstate Debate: The students will Workbook. Economic in the global
globalization. System debate the motion “That Relations” by economy.
c. Define the modern world 4. Contemporary Global global free trade has done Recitation István Benczes
system. Governance more harm than good.”
d. Articulate a stance on Quiz on the Wallerstein,
global economic integration. Film: “The Corporation” reading Immanuel. 2004.
e. Explain the role of directed by Mark Achbar materials “The Modern
international financial and Jennifer Abbott World-System as
institutions in the creation a Capitalist World
of a global economy. Economy:
f. Narrate a short history of Production,
global market integration in Surplus Value,
the twentieth century. and Polarization.”
g. Identify the attributes of In World Systems
global corporation. Analysis: An
h. Explain the effects of Introduction.
globalization on Durham &
governments. London: Duke
i. Identify the institutions University Press,
that govern international pp. 23-41.
relations.
j. Differentiate Chapter 17 of
internationalism from textbook: “The
globalism. Rise of the Global
Corporation” by
Deane Neubauer
k. Identify the roles and Bello, Walden F.

functions of the United 2006. “The
Nations. Multiple Crises of
l. Identify the challenges of Global
global governance in the Capitalism.” In
twenty-first century. Deglobalization:
m. Explain the relevance of Ideas for a New
the state amid globalization. World Economy.
Quezon City:
Ateneo de Manila
University Press,
pp. 1-31.
Chapter 7 of
textbook:
“Governments
and Citizens in a
Globally
Interconnected
World of Nation-
States” by Hans
Schattle
Mazower, Mark.
2006. “An
International
Civilization?
Empire,
Internationalism
and the Crisis of
the Mid-
Twentieth
Century.”
International
Affairs 82(3):
553–566.
Chapter 29 of
textbook: “The
United Nations
Meets the
Twenty-first
Century:
Confronting the
Challenges of
Global
Governance” by
Thomas G. Weiss
and Ramesh
Thakur.
Hobsbawm, Eric J.
1996. “The
Future of the
State.”
Development and
Change 27(2):
267–278.
a. Define the term “Global III. A WORLD OF REGIONS Lecture/Discussion Accomplish Reading Develop a deeper
South”. 1. Global Divides: The specific learning Materials: understanding of
b. Differentiate the Global North and the South Graded Group Report: tasks in the Chapter 12 of the global divide
South from the Third World. 2. Asian Regionalism Students will form groups of Workbook. textbook: (with specific focus
c. Analyze how a new 3-5. Each group will be “Locating the on Latin America
conception of global assigned an Asian country Recitation Global South” by and Asia).
relations emerged from the to research and report on. Lisandro E.
experiences of Latin These groups will deliver Quiz on the Claudio Identify factors that
American countries. 10minute presentations on reading lead to the
d. Differentiate between the contemporary foreign materials Connell, Raewyn. formation of unity
regionalization and and economic policies of 2007. among Asian
globalization. their respective countries. Students will be “Dependency, nations.
e. Identify the factors asked to write Autonomy and
leading to a greater 2,000word Culture. In
integration of the Asian essays Southern Theory:
region. answering one The Global
of these two Dynamics of
questions: Knowledge in
1. How do we Social Science.
make Cambridge, UK:
globalization Polity Press, pp.
more just? 139163.
2. How is the Chapter 13 of

state affected textbook:
by “Globalization
globalization? and the Asia
3. How is the Pacific and South
nation affected Asia” by Ehito
by Kimura
globalization?
4. Do these Shiraishi, Takashi.
institutions/ 2006. “The Third
concepts Wave: The
remain Southeast Asia
relevant? and Middle-Class
Why/why not? Formation in the
Making of a
Midterm Exam Region.” In
Beyond Japan:
The Dynamics of
East Asian
Regionalism, ed.
Peter Katzenstein
and Takashi
Shiraishi. Ithaca,
NY: Cornell
University Press,
pp. 237–71.

a. Analyze how various IV. A WORLD OF IDEAS Lecture/Discussion Accomplish Reading Interact with
media drive various forms of 1. Global Media Cultures specific learning Materials: sensitivity and
global integration. 2. The Globalization of Film viewing tasks in the Chapter 22 of respect with other
b. Explain the dynamic Religion Workbook. textbook: global cultures
between local and global Graded Group Report: “Globalization through media
cultural production. Students will form groups of Recitation and the Media: technology and
c. Explain how globalization 3-5. Each group will be Creating the other modes of
affects religious practices asked to pick an Asian Quiz on the Global Village” by social network.
and beliefs. musical act that became reading Jack Lule
d. Analyze the relationship internationally famous. In materials Analyze the impact
between religion and global their group report, they Accomplish Chapter 23 of of religion in a
conflict and, conversely, must answer the following specific learning textbook: globalized and
global peace. questions: tasks in the “Popular Music digitalized world.
1. Where did the musical Workbook. and
act/artist originate? Globalization” by
2. In which countries did Recitation Yara El-Ghadban
the artist become famous?
3. How did the artist Quiz on the Chapter 10 of
become famous? reading textbook:
4. Why do you think the materials “Religion and
artist became famous? Globalization” by
Victor
Roudometof
Chapter 43 of
textbook:
“Religion and
Global Conflict”
by Mark
Juergensmeyer
Film: PBS
Frontline: “The
Rise of ISIS”
(http://www.pbs.
org/wgbh/frontli
ne/film/riseof-
isis/)
a. Identify the attributes of V. GLOBAL POPULATION Lecture/Discussion Accomplish Reading Contextualize

a global city. AND MOBILITY specific learning Materials: topics such as
b. Analyze how cities serve 1. The Global City Graded Group Report: tasks in the Chapter 26 of global city,
as engines of globalization. 2. Global Demography Students will form groups of Workbook. textbook: demography and
c. Explain the theory of 3. Global Migration 3-5. Each group will be “Mobility, migration to the
demographic transition as it assigned a global city to Recitation Diversity and existing trends of
affects global population. discuss and research on. Community in the one’s locality.
d. Analyze the political, Their reports should answer Quiz on the Global City” by
economic, cultural, and the following questions: reading Val Colic-Peisker Build knowledge of
social factors underlying the 1. How would you describe materials specific global cities
global movements of your city? Sassen, Saskia. based on research
people. 2. What is your city known 2005. “The Global and empirical
e. Display first-hand for? City: Introducing observations.
knowledge of the 3. What makes your city a a Concept.”
experiences of OFWs. global city? Brown Journal of
Short research paper to World Affairs

discuss the topic: Has the XI(2): 27-43.
Philippines undergone the
demographic transition? Lee, Ronald.
Why or why not? 2003. “The
Demographic
OFW Interview: Transition: Three
Each student will be asked Centuries of
to interview a former or a Fundamental
current OFW (face-to-face Change.” Journal
or online).In class they will of Economic
share what they learned Perspectives
from these interviews about 17(4): 167–190.
transnationalism and the
factors that affect global Lesthaeghe, Ron.
migrations. 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.
Castles, Stephen.
2000.
“International
Migration at the
Beginning of the
TwentyFirst
Century: Global
Trends and
Issues.”
International
Social Science
Journal 52 (165):
269–281.
Aguilar, Filomeno
V. 2012.
“Differentiating
Sedimented from
Modular
Transnationalism:
The View from
East Asia.” Asian
and Pacific
Migration Journal
21(2): 149–171.
a. Write a research paper VI. TOWARDS A Lecture/Discussion Accomplish Reading Develop an array of
proposal with proper SUSTAINABLE WORLD specific learning Materials: alternatives in
citation. 1. Sustainable Mini-lecture on citation tasks in the Chapter 48 of helping nations
b. Critique research Development methods for research Workbook. textbook: lessen food scarcity
proposals of classmates. 2. Global Food Security papers “Sustainable and promote world
c. Differentiate stability Research Economic health and
from sustainability. Proposal for final research Proposal Systems” by sustainable
d. Articulate models of paper: Students will begin Writing Sebastian development.
global sustainable writing a 500word proposal Plóciennik
development. for their final research Research Appreciate the
e. Define global food paper. Proposal Chapter 50 of benefits of having
security. Critique textbook: “Global good health to
f. Critique existing models of Pair discussion: Students Food Security: community, nation
global food security. will pair off and critique Recitation The Challenge of and global building.
each other’s research Feeding the
proposals. Quiz on the World” by
reading Monika Barthwal-
Film viewing materials Datta
McMichael,
Philip. 2009. “A
Food Regime
Analysis of the
„World Food
Crisis. Agriculture
and Human
Values 26(4):
281-95.
Film: “The Price

of Sugar”
directed by Bill
Haney.
a. Articulate a personal VII. FINALE OF Lecture/Discussion Accomplish Reading Draw conclusions

definition of global CONTEMPORARY WORLD specific learning Materials: on the significance
citizenship. 1. Global Citizenship Personal concept map of tasks in the Carter, April. of the inclusion of
b. Appreciate the ethical 2. Research Paper Writing global citizenship: Students Workbook. 2001. “Global the course in
obligations of global will engage in a free Civil Society: Contemporary
citizenship. association exercise of ideas Recitation Acting as Global World to Philippine
c. Write a research paper on they associate with “global Citizens” in The Higher Educational
a topic related to citizenship.” Based on this, Quiz on the Political Theory of Institutions (HEIs).
globalization, with proper they will synthesize a reading Global
citation. personal definition of the materials Citizenship. Manifest a global
concept. Afterwards, they London: spirit by promoting
will list the obligations of a the goals of the
global citizen. Students will Routledge, pp. United Nations on

spend the final 147-176. Sustainable
Independent research and week Development.
writing. completing
their research Appreciate the
papers. fruits of this course
via application of
Final exam the knowledge,
skills, competencies
and values
acquired for one’s
self and for nation
and global
development.
TEXTBOOKS /REFERENCES
Aguilar, Filomeno V. (2012). Differentiating Sedimented from Modular Transnationalism: The View from East Asia. Asian and Pacific Migration Journal 21(2): 149–171.
Barthwal-Datta, Monika. Global Food Security: The Challenge of Feeding the World. Chapter 50 of textbook.
Benczes, István. The Globalization of Economic Relations. Chapter 9 of textbook.
Carter, April (2001). Global Civil Society: Acting as Global Citizens in The Political Theory of Global Citizenship. London: Routledge, pp. 147-176.
Castles, Stephen (2000). International Migration at the Beginning of the TwentyFirst Century: Global Trends and Issues. International Social Science Journal 52 (165): 269–281.

Claudio, Lisandro E. Locating the Global South. Chapter 12 of textbook.
Colic-Peisker, Val. Mobility, Diversity and Community in the Global City. Chapter 26 of textbook.
Connell, Raewyn (2007). Dependency, Autonomy and Culture. In Southern Theory: The Global Dynamics of Knowledge in Social Science. Cambridge, UK: Polity Press, pp. 139163.
El-Ghadban, Yara. Popular Music and Globalization. Chapter 23 of textbook.
Hobsbawm, Eric J. (1996). The Future of the State: Development and Change 27(2): 267–278.
Juergensmeyer, Mark. Religion and Global Conflict. Chapter 43 of textbook.
Kimura, Ehito. Globalization and the Asia Pacific and South Asia. Chapter 13 of textbook.
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.
Lule, Jack. Globalization and the Media: Creating the Global Village. Chapter 22 of textbook.
Manfred Stegger, Paul Battersby, and Joseph M. Siracusa (2014). The SAGE Handbook of Globalization. Two vols. Thousand Oaks: SAGE.
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): 281-95.

Neubauer, Deane and Bello, Walden F. (2006). The Rise of the Global Corporation. Chapter 17 of textbook: The Multiple Crises of Global Capitalism. In Deglobalization: Ideas for a
New World Economy. Quezon City: Ateneo de Manila University Press, pp. 1-31.
Plóciennik, Sebastian. Sustainable Economic Systems. Chapter 48 of textbook.
Roudometof, Viktor. Religion and Globalization. Chapter 10 of textbook.
Sassen, Saskia (2005). The Global City: Introducing a Concept. Brown Journal of World Affairs XI(2): 27-43.
Schattle, Hans. Governments and Citizens in a Globally Interconnected World of Nation-States. Chapter 7 of textbook.
Shiraishi, Takashi (2006). The Third Wave: The Southeast Asia and Middle-Class Formation in the Making of a Region. In Beyond Japan: The Dynamics of East Asian Regionalism,
ed. Peter Katzenstein and Takashi Shiraishi. Ithaca, NY: Cornell University Press, pp. 237–71.
Steger, Manfred B. (2005). Ideologies of Globalization in Chapter 2 of textbook: Approaches to the Study of Globalization. Journal of Political Ideologies 10 (1): 11–30.
Wallerstein, Immanuel (2004). The Modern World-System as a Capitalist World Economy: Production, Surplus Value, and Polarization. In World Systems Analysis: An Introduction.
Durham & London: Duke University Press, pp. 23-41.
Weiss, Thomas G. and Thakur, Ramesh.The United Nations Meets the Twenty-first Century: Confronting the Challenges of Global Governance. Chapter 29 of textbook.
“The Corporation” directed by Mark Achbar and Jennifer Abbott.
Film: PBS Frontline: “The Rise of ISIS” (http://www.pbs.org/wgbh/frontline/film/riseof-isis/).
Film: “The Price of Sugar” directed by Bill Haney.

Course Requirements: Performance Standard (Assessment Criteria)

1. Long examinations
2. Class attendance and class activities Quizzes/Class Standing 30%
3. Quizzes Long Examinations 25%
4. Quikkie surveys Midterm Examination 15%
5. Assignments, reactions/feedback papers, group works (reports, debate, etc.) Final Examination 25%
6. Final integrative/research paper Projects (Paperworks) _ 5%
7. Workbook completion 100%
8. Reflection papers
Course Policies 1. Wearing of prescribed school uniform in the class.

2. Punctuality and regular class attendance.
3. Participation to social network group chat for expected online and classroom activities.
4. Submission of requirements on or before the scheduled deadline.
5. Compliance to all requirements reflected in the course syllabus.
Consultation Period -TBA-
Professors Name: JASPER KIM M. RABAGO, MAEd, MAPsy
Email Address: jasperkimmirasol@yahoo.com.ph
Mobile: 0950-616-3516
Name: RAYMUND VINCENT B. ESPEJO, MAEd

Email Address: 24raymundvincent.espejo@gmail.com
Mobile: 0916-468-1910
Name: BRIAN JAY CORPUZ, MAEd, JD

Email Address: brianjay.corpuz@gmail.com
Mobile: 0917-577-1102
The Contemporary World Course Map
GE Learning Outcomes Ethics

Knowledge (Intellectual Competencies)
1. Analyze “texts” (written, visual, oral, etc.) critically Learned
2. Demonstrate proficient and effective communication (writing, speaking, and use of new Practiced
and latest technologies)
3. Use basic concepts across the domains of knowledge Practiced
4. Demonstrate critical, analytical, and creative thinking Practiced
5. Apply different analytical modes in problem solving Learned
Learned
Values (Personal and Civic Responsibilities) Learned
1. Appreciate the complexity of the human condition Learned
2. Interpret the human experience from various perspectives Learned
3. Examine the contemporary world from both Philippine and global perspectives Learned
4. Take responsibility for knowing and being Filipino Opportunity to Learn
5. Reflect critically on shared concerns Learned
6. Generate innovative practices and solutions guided by ethical standards Opportunity to Learn
7. Make decisions based on moral norms and imperatives Practiced
8. Appreciate various art forms Learned
9. Contribute to aesthetics Opportunity to Learn
10. Advocate respect for human rights Learned
11. Contribute personally and meaningfully to the country’s development Learned
Skills (Practical Skills)

1. Work effectively in a group Practiced
2. Apply computing tools to process information effectively Opportunity to Learn
3. Use current technology to assist and facilitate learning and research Opportunity to Learn
4. Negotiate the world of technology responsibly Learned

5. Create solutions to problems in various fields Practiced

6. Manage one’s knowledge, skills, and values for responsible and productive living Learned
7. Organize one’s self for lifelong learning Learned
Prepared by: Recommending Approval: Approved:
JASPER KIM M. RABAGO BYRON JOSEPH A. HALLAR CESARIO Y. PACIS PRIMA FE R. FRANCO
Department Chair Dean Vice President for Academic Affairs
RAYMUND VINCENT B. ESPEJO
BRIAN JAY CORPUZ
Date Prepared: January 2019


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MARIANO MARCOS STATE UNIVERSITY Document Code CIT-BSIT & BAT -SYL-SOCSC 03

COLLEGE OF INDUSTRIAL TECHNOLOGY

VISION OF THE UNIVERSITY A premier Philippine university by 2028.

MMSU graduates should be able to:

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

COURSE CODE SOCSC 03

COURSE TITLE THE CONTEMPORARY WORLD

COURSE PREREQUISITE NONE

CONTENT OUTLINE AND TIMEFRAME

Time Frame Course Content/Subject Matter

II. THE STRUCTURES OF GLOBALIZATION

Time Frame Course Content/Subject Matter

III. A WORLD OF REGIONS

IV. A WORLD OF IDEAS

V. GLOBAL POPULATION AND MOBILITY

VI. TOWARDS A SUSTAINABLE WORLD

VII. FINALE OF CONTEMPORARY WORLD

Disclaimer: Reproduction of this document is allowed subject

list, they will

a. Differentiate the I. INTRODUCTION TO Lecture/Discussion Accomplish LCD Projector Deepen the

k. Identify the roles and Bello, Walden F.

2. How is the Chapter 13 of

Disclaimer: Reproduction of this document is allowed subject

a. Identify the attributes of V. GLOBAL POPULATION Lecture/Discussion Accomplish Reading Contextualize

Short research paper to World Affairs

Film: “The Price

a. Articulate a personal VII. FINALE OF Lecture/Discussion Accomplish Reading Draw conclusions

global citizen. Students will Routledge, pp. United Nations on

Benczes, István. The Globalization of Economic Relations. Chapter 9 of textbook.

Disclaimer: Reproduction of this document is allowed subject

Claudio, Lisandro E. Locating the Global South. Chapter 12 of textbook.

El-Ghadban, Yara. Popular Music and Globalization. Chapter 23 of textbook.

Juergensmeyer, Mark. Religion and Global Conflict. Chapter 43 of textbook.

Disclaimer: Reproduction of this document is allowed subject

Plóciennik, Sebastian. Sustainable Economic Systems. Chapter 48 of textbook.

Roudometof, Viktor. Religion and Globalization. Chapter 10 of textbook.

“The Corporation” directed by Mark Achbar and Jennifer Abbott.

Film: PBS Frontline: “The Rise of ISIS” (http://www.pbs.org/wgbh/frontline/film/riseof-isis/).

Film: “The Price of Sugar” directed by Bill Haney.

Course Requirements: Performance Standard (Assessment Criteria)

Course Policies 1. Wearing of prescribed school uniform in the class.

Name: RAYMUND VINCENT B. ESPEJO, MAEd

Name: BRIAN JAY CORPUZ, MAEd, JD

The Contemporary World Course Map

GE Learning Outcomes Ethics

Skills (Practical Skills)

Disclaimer: Reproduction of this document is allowed subject

5. Create solutions to problems in various fields Practiced

Prepared by: Recommending Approval: Approved:

RAYMUND VINCENT B. ESPEJO

BRIAN JAY CORPUZ

Date Prepared: January 2019

Disclaimer: Reproduction of this document is allowed subject

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