Republic of the Philippines

SULU STATE COLLEGE

School of Arts and Sciences
Jolo, Sulu

Vision Mission
The Sulu State College as Center of Excellence in BARMM, producing globally Sulu State College (SSC) is committed to develop academic stalwarts and
competitive graduate and as institutional stewards in the development of the globally competent professionals, producing cutting-edge research and
region technologies for sustainable development; engage in partnership and viable
resource generation programs.
Core Values
Solidarity | Professionalism | Integrity | Commitment | Excellence
Institutional Outcomes:
The Holistic Value – laden academic formation of students will enable them to demonstrate the highest standards of knowledge, skills and attitude, and to become stalwarts of the
institution core values.
Critical Thinking – the graduates can apply the concepts and theories learned to understand the complexity and interdependence of various phenomena and engage in meaningful
problem solving in real life setting.
Creativity – the graduates can apply critical thinking to understand problems, challenges and opportunities in various lights, leading to the development of innovative ideas and
solutions.
Collaboration – the graduates can engage in a meaningful exchange of ideas and work with others to produce greater outcomes.
Communication – the graduates can express his thoughts and ideas to others with precision and clarity to enable meaningful dialogues.
Leadership – the graduates can lead teams in settings goals, devise steps required to achieve the goal, and identify strategic direction for the development of each individual and the
team as a whole.
Goals
The School of Arts and Sciences commits to:
 School Goal a. To offer appropriate coursework that will develop the student’s degree of competence in his/her chosen field of specialization necessary for immediate gainful
employment, or as foundation for further training beyond the baccalaureate degree
 School Goal b. To encourage the development of human and humane knowledge in the Arts, Sciences and Humanities through accessible and contemporary education
 School Goal c. To develop critical thinking, effective communication, sound judgment, and formation of values
 School Goal d. To continuously upgrade the competencies of the faculty and personnel through closer supervision and well-planned faculty staff development program
 School Goal e. To conduct evaluation and review of existing curricula, management system, and processes in the School in order to promote efficiency and effectiveness.

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 School Goals
Program Outcomes:
a b c d e
a. The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field
(PQF level 6 descriptor);
b. work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
c. An appreciation of “Filipino Historical and Cultural Heritage (based on RA 7722);
d. Demonstrate an understanding of and apply social science concepts and theories to the analysis of social issues;
e. Design and execute social research using appropriate approaches and methods; and
f. Practice professional and ethical standards in the field of social sciences and communication.

Course Details:
Course Description
Course Code: GE 105

This course introduces students to the contemporary world by examining the

multifaceted phenomenon of globalization. Using the various disciplines of the
Course Title: The Contemporary World 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
Pre-requisite: course provides an overview of the various debates in global governance,
development and sustainability. Beyond exposing the student to world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical
Course Credit: 3 Units responsibility.

Course Learning Outcomes: Program Outcomes

At the end of the course the learners can: a b c d e f
1. Competencies
a. Distinguish different interpretations of and approaches to globalization;
b. Describe the emergence of global economic, political, social, cultural systems;
c. Analyze the various contemporary drivers of globalization;
d. Understand the issues confronting the nation-state;
e. Assess the effects of globalization on different social units and their response.

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 2. Skills a b c d e f
a. Analyze contemporary news events in the context of globalization;
b. Analyze global issues in relation to Filipino and the Philippines;
c. Write a research paper with proper citations on a topic related to globalization.
3. Values
a. Articulate personal positions on various global issues;
b. Identify the ethical implications of global citizenship.

Course Requirements Grading System

Students must comply the following: Mid Term (40%)

 Quizzes / Paper Activity Outputs 20%
1. Quizzes and Paper Activity Outputs  Classroom Participation 10%
2. Oral Assessment
3. Co-Curricular Activities  Oral Assessment 20%
4. Mid-Term Examination  Co-Curricular Activities 10%
5. Debate/Term Examination in the Final Term  Term Examination 40%
100%
NOTE: FAILURE TO COMPLY WITH ANY OF THE REQUIREMENTS ABOVE WILL RESULT TO AN
INCOMPLETE OR FAILING GRADE.
Final Term (60%)
 Quizzes / Paper Activity Outputs 20%
 Classroom Participation 10%
 Oral Assessment 20%
 Co-Curricular Activities 10%
 Debate/ Term Examination 40%
100%

Mid Term Grade + Final Term Grade = Final Grade

Learning Plan

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 Flexi-Learning Desired Learning Outcome-based
Modality Outcomes Standards/ Teaching and Assessments
Time Co-Curricular Values
At the end of the CLO Content/Topics Learning (DLO/ CLO
Frame Activities Integrated
unit/chapter the Aligned Activities Aligned)
Online Offline Blended
learners can: (OBTLAs)
Course Overview and Lecture and class
a. List expectations Classroom Policy discussion Reflective Journal
Students introduce for the Course Writings
themselves at the b. Recall course Personal concept map
beginning of the rules of globalization:
Students will engage in
class. c. Write a personal
a free association
Week definition of
3hrs exercise of ideas they SPICE
1 globalization associate with
based on a “globalization”. Based
concept map. on the concepts they
list; they will
synthesize a personal
definition of the
concept.
Four Corners Unit I – The Lecture and Class Recitation (Explaining
Activity: a. Define CLO1a, Structures of discussion the existing factors
Teacher poses a Globalization; CLO1b, CLO2a Globalization News report critique: that hinder to the
question on the b. Analyze the students will find and economic growth of
impact of interrelated factors read three newspaper the Philippines).
1. What
globalization to the of globalization; op-eds (local or
lives of people, then,
Globalization international)
c. Interpret how Writing an analysis
students are asked to governments
means discussing paper regarding the
Week 2. Globalization
choose whether they 9hrs influence globalization. Before failure of the SPICE
1-3 strongly agree, agree, and class, they will write
competitiveness; Philippines to be
somewhat, and not and Competitiveness 50-word summaries of included in the top
sure; by moving to the d. Explain why 3. A Brief Modern each op-ed, identifying rankings in lieu to
appropriate corner to globalization is History of what the underlying economic, social,
indicate their uneven based on Globalization definitions of political aspect of
response to the the three rankings. 4. Measuring globalization the op-ed globalization.
prompt. writers use.
Globalization

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 Misconception Check Writing an analysis
Activity: a. Articulate the CLO1a Unit II – Theories of Lecture and Class paper “Relating the
Teacher presents perspectives or Globalization discussion concept of
students with theories of globalization to the
common globalization; and picture presented in
misconceptions about b. Integrate the
Week theories of
the module”.
3hrs theories of SPICE
4 globalization he/she is globalization in
covering. understanding Oral discourse
Teacher asks them issues and events in regarding the
whether they agree or the contemporary different concepts of
disagree and explain world. globalization.
why.

Ticket Out the Unit III – Global Lecture / Discussion Oral Assessment on
Door Activity: Economy the factors why first
a. Define Economic CLO1a, Research: List of first world countries
Students write their Globalization; CLO1b, world countries and considered to be
answers on a paper b. Identify the CLO1c, CLO2a, 1. Definition of their respectively economically
in response to a factors that CLO3a Economic economic growth. competent.
specific prompt for facilitate Globalization
a short period of Economic 2. Factors that Writing an analysis
time. Teachers Globalization; Facilitate paper regarding the
collect their c. Define the Modern Economic economic status of
responses as a World System; Globalization Philippines and the
Week “ticket out the door” and 3. Modern World possible dilemma in
6hrs SPICE
5-6 to check for d. Articulate an System the future.
students’ instance on Global 4. Global Economic
understanding of Economic Integration
the concept of global Integration.
economy.

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 Journal Reflections
Activity: a. Define and CLO1a, Unit IV – Market Lecture / Discussion
Students write their articulate market CLO1b, Integration Reflection paper on
reflection on a lesson integration and its CLO1c, CLO2a, 1. History of Market Reflection on How the impact of market
of Market Integration, CLO2b, CLO3a Integration
different types; International integration to the
such as what they 2. Types of Market
Week learned, how
b. Reflect on how Financial Institutions lives of people.
Integration
Globalization 6hrs different types of helped Philippines. SPICE
7-8 3. Effect of Market
facilitates Market market Integration
Integration, and how integration affects 4. Bretton Woods
it affects the Economy their lives. System
of a country and the 5. International
livelihood of the Financial Institutions
people. and Its Role
Synthesize knowledge
Week
1.5hr concerning Midterm Examination SPICE
8 globalization
Socratic Seminar a. Identify the Unit V – The Global Lecture / Discussion
Activity: elements of state; CLO1c, Interstate System Writing an analysis
Students ask question b. Explain the political, CLO1d, 1. Nation-State Open discussion on the paper relating to how
of one another about legal and regulatory CLO1e, 2. The Political, Legal political and economic Political, legal, and
Week essential laws that can environments of CLO2a, and Regulatory risk of Philippines regulatory
6hrs SPICE
9 - 10 be implemented to global states; CLO2b, Environments of against foreign environments affect
address problems that c. Distinguish CLO3a, CLO Global States investors. foreign relationship.
hinder the Economic Common law, Civil 3b 3. Common Law, Civil
growth of a certain law and Islamic Law and Islamic Law
country Law.
Think -Pair-Share a. Identify the Unit VI – The Global Lecture / Discussion Quiz on the reading
Activity: institutions that CLO1c, Governance materials: List down
Students are asked to govern international 1. The Global the functions of the 10
CLO1d, Research: Essential
give their insights on
global conflict and what
relations; and CLO1e, Interstates Roles of International essential international SPICE
are consequences might
b. Explain how the CLO2a, System Organizations and their organization.
it bring to the world operates in a CLO2b, key supportive function
Week international relations. highly differentiated CLO3a, CLO to global governance. Discuss or explain
6hrs
11 – 12 Students take a few sovereignties of 3b orally on how
minutes to think. Next, countries. international
they pair with a organizations have
designated partner to helped the Philippine
compare thoughts before
Economy.
sharing it with the class.

Week Peer Instruction Unit VII – The Global Lecture / Discussion SPICE
Activity: 6hrs a. Demonstrate Divides (The North Assignment: Browse
13 – 14
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 understanding of and The South Open discussion: on the internet, lists
This is to determine if the North-South 1. The possibilities for the down the first world
students really Divide; Communication emergence of the and second world
learned from the topic b. Know the concept of Media fourth world countries countries.
presented by the the Three-World
2. Media Power
teacher. This can be Model; and Browse in the internet Narrative report on the
c. Learn the
and its Limit
done by having one and look for images Global Divides.
student try to teach relationship of the 3. The Mass Media that will explicitly
another student what three worlds in the and Media Ethics present the global
he/she has learned. If 21st century. 4. Ethical Problems divides between the
he/she could do that of Global south and the north.
“successfully”, then, Journalists Explore and discover
it’s clear he/she 5. Religion and the the disparity between
understood the lesson. Mass Media the countries cited for
comparison and
contrast in the context
of global divide.
a. Differentiate Unit VIII – Asian Lecture / Discussion Quiz on the reading
3-2-1 Activity: between CLO1a, Regionalism materials (Research:
regionalization and CLO1b, 1. Why Global Open discussion on the Which of the Asian
Students consider globalization; CLO1c, Powers are focused Asian countries that countries are not
what they have b. Identify the factors CLO1d, have potential to be considered as part of
on Asia-Pacific and
learned by responding leading to a greater CLO1e, considered as first or the third world
integration of the
South Asia countries).
to a prompt from the CLO2a, second world countries
Asian region; and CLO2b,
2. Effects of
topic presented by the
Week c. Analyze how CLO3a, CLO Globalization in Analysis on the Oral assessment: How
teacher: 3) Things 9hrs SPICE
15 – 17 they learned from the different Asian 3b the region statement of Clinton, did Asian countries
lesson; 2) Things they states confront the “the Asia-Pacific has confront the challenges
want to know more challenges of become a key driver of posed by globalization.
about; 1) and other globalization and politics… It boasts
related questions they regionalization. almost half of the
have. world’s population. It
includes many of the
key engines of the
global economy…”
Synthesize knowledge
Week Final-Term
3hrs concerning SPICE
18 globalization
Examination/ Debate

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 References:
(APA 6th ed. Format)
Textbook:
1. Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization. Two volumes. Thousand Oaks: SAGE Publications.

Other Resources & Supplemental Materials:

1. Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal 21 (2):
149–171.
2. 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.
3. 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.
4. Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship, pp. 147-176 London: Routledge
5. 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.
6. Hobsbawm, Eric J. 1996. “The Future of the State.” Development and Change 27(2): 267–278.
7. Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives 17(4): 167–190.
8. Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2): 211–251.
9. 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.
10. Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century.” International Affairs 82 (3): 553–
566.
11. McMichael, Philip. 2009. “A Food Regime Analysis of the World Food Crisis.” Agriculture and Human Values 26(4): 281-295.
12. Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World Affairs XI (2): 27-43.
13. 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.
14. Steger, Manfred B.2005. “Ideologies of Globalization.” Journal of Political Ideologies 10(1): 11–30.
15. 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
16. Saga Briggs, 2022, TeachThought. ``A Collection of Simple Assessment Strategies You Can Use Every Day.” www.teachthought.com/pedagogy/Simple-
assessment-strategies/

Revision History

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 Date Revisions made Revision made by:
March 03, 2022 Course Requirements, Grading System, Flexi-Learning Modality, Assessments, and Ajurdan L. Iron, LPT; Rosalyn M. Ammala,
Co-Curricular Activities MSA; and Aida J. Salih, MSA

Prepared by:
COMMISSION ON HIGHER EDUCATION

Enhanced by: Noted: Recommending approval:

CRISTINA B. AQUINO / RISKINA A. HALUD TANNY T. LIM, JR Ed. D PATRICIA I. AMILHUSIN, Ed. D
AJURDAN L. IRON, LPT Chair, Social Sciences Department Dean, School of Arts and Sciences

instructors

Approved:
PROF. JEHANA MUALLAM-DARKIS, Ed. D
VP for Academic Affairs

9 | Contemporary World Bachelor of arts School of Arts and Sciences