School of Education, Arts and Sciences

APPROVAL SHEET

A Course Syllabus in SS 114

Descriptive Title: Places and Landscapes in a Changing World

AY 2019-2020

PREPARED BY: RAZEL G. TAQUISO LPT, MAED SOCSCI CHECKED BY: RHODA J. AMOR LPT, PhD

INSTRUCTOR DEAN SEAS DEPT

Approved by:

RHODA J. AMOR, PhD

Vice President for Academics and Students’ Life
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Course Code : SS 114
Course Title : Places and Landscapes in a Changing World
Placement : First Semester AY 2019 – 2020
Credit Unit : 3 units
Term : Class Schedule: MWF 1:00 – 2:00 / 54 hours/ 18 weeks
Instructor : RAZEL G. TAQUISO LPT, MAED SOCSCI

I. VISION AND MISSION

VISION

The zenith educational institution that produces top-tier graduates to reign supreme in the global arena.

MISSION STATEMENT

Southland College is committed to enlightening the enterprising minds and molding the hearts of individuals as beacons of success in all aspects of life and career in the midst of a metamorphic
world.

IDEAL SOUTHLAND COLLEGE GRADUATE

1. Demonstrate the necessary competence and training in the specific field of practice in order to help sustain the local, regional and global economic and
social development.
2. Observes with highest sense of professionalism and appropriate ethical, economic, social, cultural and environmental considerations in the practice of
his/her profession
3. Produces the necessary innovations in his or her profession to improve delivery of service and quality of outputs.
4. Developed a good interpersonal relationship with people of different cultures and backgrounds.
5. Good command of English as a second language.
6. Can make right decision using critical thinking and analysis

II. GOALS AND OBJECTIVES

1. To constantly review, change, and improve the curriculum that is outcomes – based education to ensure the effectiveness of the college’s program in
preparing the students for successful careers.
2. To maintain s complement, qualified faculty that possesses current technical and professional knowledge to students.
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 3. To develop the students’ written and verbal skills as well as analytical and technical skills prior to graduation.
4. To provide facilities that support educational programs and enable students develop profession specific skills.
5. To engage and maintain a staff that takes care of the students and meets their educational goals and objectives.
6. To attract qualified students of diverse backgrounds.
7. To provide collegiate academic atmosphere that encourage open exchange of ideas.
8. To engage faculty and students in research that serves to improve teaching and learning.
9. To develop programs and activities that provide community service aligned with college’s mission.
10. To submit the college to accreditation and assessment to see if it meets the minimum standards set by CHED and other accrediting agencies.

III. MISSION AND VISION OF SEAS

VISION

We mentor and empower future educators to deliver effective, efficient and quality education for local and global communities.

MISSION

We aspire to be leading, innovative and high performing teacher education institution in the South where graduates are empowered to lead globally competitive learning
environment.

IDEAL SCHOOL OF EDUCATION, ARTS AND SCIENCES GRADUATE

1. Demonstrates effective and fluent verbal and written Communication English.

2. Acts professionally at all times, observes and demands highest level of efficiency, integrity, competitiveness and diplomacy in relating with others.
3. Exemplifies responsible citizenship and pride of being a Filipino through involvement in various local and national service-oriented and development.
4. Works and collaborates effectively with multidisciplinary and multicultural teams.

COURSE DESCRIPTION:

Overview of the diversity of interconnections of peoples and places in a globalizing world as mediated by cultures, politics and historical developments.

IV. PROGRAM OUTCOMES: (Adopted from CMO No. 75, s. 2017)

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A. Utilize appropriate various sociocultural and historical materials in explaining current issues
B. Organize communities towards self-reliance and self-sufficiency
C. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
D. Integrate local and global perspectives in teaching the principle of the common good
E. Employ principles of sustainable development in teaching and learning
F. Show scholarship in research and further learning
G. Display the qualities of an innovative teacher who has mastery of the subject matter

SUBJECT MAPPING

PROGRAM OUTCOMES
DESIRED LEARNING OUTCOMES
A B C D E F G

Explain human geography as a social science, and develop an ability to use basic geographic concepts of I I I D D I
patterns and processes, space, place, and scale;
I I D D
Observe and interpret the world around them in a more meaningful way, using the acquired concepts and skills;

I I P
Locate major place-names from across the world

I D D P
Evaluate human geography which practice specific techniques
I I D I I D P
Develop critical perspectives on global, geographic issues affecting both the country and the rest of the world

V. GRADING SYSTEM :

Major Exam 40%

Class Participation 20%
Quizzes/Ass 20%
ORLE (Requirements) 20 %
Total 100%

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VI. COURSE REQUIREMENTS:

b. Attendance and Class Participation, quizzes, assignments and outputs

c. Major Examinations. Students who were not able to take the final exams will be given project papers or compilation.
d. Research work - this is an exercise that requires students to think and analyze certain issues discussed in class.
e. ORLE will be composed of projects or requirements, attendance and other activities
f. Demonstration on the assigned topic
g. Participate activity on Community Extension Program
h. Visit and observed the physical geography and cultural geography of Kanlaon

VII. ACCEPTABLE BEHAVIOR CONDUCIVE TO A POSITIVE LEARNING

1. There will be no side conversations

2. Late will enter quietly and take on their assigned seats
3. Extreme tardiness (e.g., more than 15 minutes late) will not allow to enter the class
4. No drinks or food in the classroom
5. The instructor has the right to ask anyone to leave the classroom if he/she engages in distracting behavior, which includes side conversations, inappropriate responses
to the instructor or fellow students, showing off, making signals on the other side of the classroom, sleeping, texting, and the like.

VIII. REFERENCES:

Fellmann, Jerome, A. Getis and J. Getis. 1997. Human Geography: Landscapes of Human Activities. Brown & Benchmark Publishers, US.
Goode’s World Atlas [Rand McNally & Co.] is a highly recommended resource. 22nd edition.
Jon Malinowski and David Kaplan. (2013). Human Geography. McGraw Hill. ISBN:0073122947
Knox, P., Marston S., & Nash, A. (2007). Human Geography: Places and Regions in Global Context, 4th Edition. New Jersey: Prentice Hall.
Knox, P., Marston S., & Nash, A. (2004). Human Geography: Places and Regions in Global Context, Canadian Edition. Toronto: Prentice Hall.
Knox, P. 2003. Introduction to Human Geography. WmC Brown Publishers, Toronto.

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 Syllabus in Places and Landscapes in a Changing World

Desired Learning Outcomes Course Content/Topics Outcomes-Based Resources Assessment of Learning Time
Teaching and (Instructional Outcomes Allotment
Learning (Strategies Materials to
and Activities that facilitate learning
will facilitate the of the content) Assessment Assessment
accomplishment of Task Tools
DLO)
 Aware of the school year activity Orientation Back to school Students handbook 1 hour
 Vision and Mission of the School activity
 Recall prior knowledge about World Pretest
Geography

Timeline discussion Ppt Presentation Written Rubrics on Week 1-3

 Recognize the history and evolution of the Chapter 1: Introduction to Geographic Science output written output
geographic profession. Handouts
 Explain the science of geography today. Comparative through
 Summarize the basic components of spatial 1. The rise of social sciences Venn Diagram Pictures
thinking
2. What is (human) geography? Prepare an example
 Describe the geographic grid system of
Earth. of geospatial
 Explain the overarching concept of technology
geospatial technology and the technologies
it includes.

Video Clip Video Clips Interview Rubrics on the Week 4-5

 Recognize population change, where those Chapter 2: Population and Migration Presentation written output
changes occur, and what the implications Newspaper Reaction
of population change are for the future of 1. Distribution of the World's Interview friends/ Paper
different places around the globe. Population relative who migrated Map
 Compare population rates and food 2. Human Overpopulation to other countries
production to determine if there is a 3. Migration Geography Handouts
possible global food shortage or not.

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 Demonstrate how the movement of
population is affected by both push and
pull factors, and explain how these factors
are key to understanding new settlement
patterns.

PRELIM EXAMINATION July 15-16

Video Clip Video Clips Collage Rubrics on Week 5-6

 Compare the differences between race and Chapter 3: Cultural Geography Presentation making collage
ethnicity. Newspaper/
 Describe where other language families are 1. Race and Ethnicity Collage making and Magazines
distributed. 2. Classifying Languages presentation of the
 Analyze why people preserve local 3. Origins and Diffusion of Religion different religion in Collage
languages and why languages around the 4. Types of Religions the world
planet are disappearing. Handouts
 Trace where religions originated and
diffused around the world.
 Determine why territorial conflicts arise
among religious groups.

Video Clip Video Clips Reaction Rubrics on Week 7-8

 Describe what determines a location as a Chapter 4: Political Geography Presentation on Paper informal
state. terrorism Newspaper debate
 Explain the physical shape of states and 1. Shape and Boundaries of States
the environmental factors that influence Debate: Boundaries Handouts
those shapes. and borders
2. International Relationships
 Describe the main international
organizations that exist to help states Map analysis
3. Terrorism and Civil Conflict
interact with each other so that war can be
minimized.
 Determine what constitutes as terror and
give examples of current global conflicts.

Video Clip Video Clips Interview on Rubrics on the Week 9-10

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 Defining economic development through Chapter 5: Social and Economic Development Presentation the gender written output
human development and standard of living On the poorest Newspaper equality
principles 1. Human Development Index country and the
 Analyze access to social development 2. Gender Inequality richest country in the Reaction
constructs with a focus on healthcare and 3. International Development world Paper
education
 Evaluate gender inequality, what is causing
it, and what the world is trying to do to
address it
 global extreme poverty and what is being
done about it
 Justify how international trade is helping
some nations improve their economic and
social status

Video Clip Video Clips Research Rubrics on the Week 11-12

 Compare and contrast the differences Chapter 6: Food, Water, and Agriculture Presentation Newspaper different written output
between subsistence and commercial programs of
agriculture. 1. Origin of Agriculture Venn Diagram different
 Analyze if current and future food 2. Subsistence Agriculture agencies on
production will support a human 3. Commercial Agriculture Food
population of 9 billion by 2050. 4. Population and Food Production
 Determine the similarities and differences Production
between nutritional needs, hunger,
and obesity.

 Describe how urban models help explain Chapter 7: Urban Geography

and predict urban development. Video Clip Video Clips Advantages Rubrics on the Week 13-14
 Explain how urban areas are expanding 1. Distribution of Urbanized Presentation Newspaper and written output
and why. Areas Handouts disadvantages
 Determine the challenges to urban growth. 2. Urban Expansion Identify the 10 major of
 Explain how cities are being established to 3. Challenges to Urban Growth cities around the Urbanization
meet current and future social and 4. Building Cities for the Future world
environmental demands

 Analyze how humans constantly live with Chapter 8: Living with Disasters
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 natural hazards and looming catastrophes. 1. Theory of Plate Tectonics Invite speaker on Handouts Reaction Rubrics on the
 Describe the basics of the theory of plate 2. Volcano First Aide during paper written output Week 15-16
tectonics and its influence on earthquakes 3. Earthquake different natural
and volcanoes. 4. Tornado calamities
 Explain the various types of weather 5. Cyclone
hazards that humans have learned to live
with.

Video Clip Video Clips Reaction Rubrics on the Week 17-18

 Analyze why natural resources are being Chapter 9: Environmental Geography Presentation of Paper written output
depleted around the world. different kind of Newspaper
 Describe the various types of 1. Depletion of Natural Sciences pollution
environmental pollution that humans 2. Environmental Pollution Map
produce and their effects.
 Explain the idea, purpose, and types of
renewable energies available.

FINAL EXAMINATION