SCHOOL OF LIBERAL ARTS AND HUMAN SCIENCES

General Luna Road, Baguio City

UB VISION

In pursuit of perfection, the University of Baguio is committed to provide balanced quality education by nurturing academic excellence, relevant social
skills and ethical values in a fun-learning environment.

UB MISSION

The University of Baguio educates individuals to be empowered professionals in a global community.

INSTITUTIONAL OBJECTIVES

The University of Baguio aims to produce a graduate who:

1. exemplifies a higher standard of learning;
2. manifests the mastery of relevant skills;
3. upholds a conduct that is rightful and just;
4. undertakes scientific and significant researches;
5. advocates sustainable programs for the community and the environment; and
6. leads and demonstrates exemplary performance in the field of specialization.
INSTITUTIONAL CORE VALUES

COMPETENCE + INTEGRITY = SERVICE

COMPETENCE: University of Baguio is committed to nurturing excellent professionals.

INTEGRITY: University of Baguio is committed to cultivating a community with ethical values.
SERVICE: University of Baguio is dedicated to building a community that advocates sustainable programs for the society and the environment.

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I. LEARNING OUTCOMES

UNIVERSITY OBJECTIVES
Program Outcomes Common to all Types of Schools:
The graduates have the ability to: 1 2 3 4 5 6

1. Articulate and discuss the latest developments in the specific field of practice;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Act in recognition in recognition of professional, social, and ethical responsibility; and
5. Preserve and promote “Filipino historical and cultural heritage”.
Program Outcomes Common to all Programs: (CMO 20. s. 2013) UNIVERSITY OBJECTIVES
The goal of General Education is 1 2 3 4 5 6
1. to produce thoughtful graduates who
a. values reflective of a humanist orientation (eg. Fundamental respect for others as human beings with intrinsic rights, cultural
rootedness, and a vocation to serve)
b. analytical and problem solving skills
c. the ability to think through the ethical and social implications of a given course of action
d. the competency to learn continuously throughout life—that will enable them to live meaningfully in a complex, rapidly
changing and globalized world while engaging in their community and the nation’s development issues and concerns, and
2. To produce graduates with high levels of academic, thinking, behavioral, and technical skills/competencies aligned with national,
and when applicable, international standards
UNIVERSITY OBJECTIVES
General Education lays the groundwork for the development of a professionally competent, human and moral person.
The completers of the General Education have the ability to 1 2 3 4 5 6
1. Hurdle the demands of 21st century life;
2. Anticipate and adapt to swiftly changing situations;
3. Think innovatively and create solutions to problems;
4. Find and locate her/himself in the community and the world; and
5. Take pride in and assert her/his indentity and sense of community and nationhood amid the forces of globalization.

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 II. General Education Outcomes (CMO 20 series of 2013)
PLO/SLO Performance Indicators. The completers of the General Education be able to
1. Demostrate the intellectual competencies 1. Display higher levels of comprehension(textual, visual, etc);
2. Be proficient and effective in communication (writing, speaking, listening, reading, viewing, and
use of new technologies);
3. Demonstrate understanding of basic concepts across the domains of knowledge;
4. Apply critical, analytical, and creative thinking in given situations and circumnstances;
5. Apply different analytical modes (quantitative and qualitative, artistic and scientific; and
textual and visual, experimental, observation) in tackling problems methodically.
2. Exhibit personal and civic responsibilities 1. Exhibit appreciation of the human condition;
2. Display the capacity to personally interpret the human experience;
3. Demonstrate the ability to view the contemporary world from both Philippine and global
perspectives;
4. Display self assuredness in knowing and being a Filipino, and/ or a citizen of the world;
5. Reflect critically on shared concerns and think of innovative, creative solutions guided
by ethical standards;
6. Demonstrate the ability to reflect on moral norms/imperatives as they affect individuals and
society;
7. Display the ability to appreciate and contribute to artistic beauty;
8. Exhibit understanding and respect for human rights; and
9. Contribute personally and meaningfully to the country’s development.
3. Possess and display pratical skills 1. Work effectively in a group;
2. Demonstrate application of computing and information technology to assist and facilitate
research;
3. Negotiate the world of technology responsibly;
4. Display problem-solving (including real-world problems) skills; and
5. Display basic work- related skills and knowledge.
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.

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 III. : LEARNING PLAN
COURSE LEARNING
WEEK NO
OUTCOMES
Introduce self to classmates
and teachers
List expectations for the
course
1 Critiquing and
Recall course rules
Write a personal
definition of globalization
based on a concept map
Differentiate the competing
conceptions of globalization
Identify the underlying
philosophies of the varying
definitions of globalization
2 will write 50-word summaries of
Agree on a working definition
of globalization for the
Course
Course Number:
Course Title: The Contemporay World
CWORLD1
COURSE COVERAGE – FIRST GRADING
COURSE DURATIO TEACHING-LEARNING ASSESSMENT
RESOURCES
CONTENT N ACTIVITIES (TLA) TASKS (AT) PRC TOS
Course Overview 3 hours
Classroom sharing (Introduction)
Classroom Course syllabus
Lecture
Policies
Introduce textbook: Manfred
Personal concept map of
Individual Output Stegger, Paul Battersby, and
globalization: Students will
Joseph M. Siracusa, eds.
engage in a free association
Synthesis 2014.The SAGE Handbook of
exercise of ideas they associate Globalization. Two vols. Thousand
with “globalization.” Based on the
Oaks: SAGE.
concepts they list, they will
synthesize a personal definition of
the concept.
3 hours Lecture
Introduction to the Quiz on the reading LCD Projector
Study of materials
News report critique:
Globalization Reading Materials
Students will find and read three
newspaper op-eds (local or
Recitation 1. Chapter 2 of textbook:
international) discussing “Approaches to the Study
globalization. Before class, they of Globalization” by
Manfred B. Steger
each op-ed, identifying what the 2. Steger, Manfred B.
underlying definitions of “Ideologies of
globalization the op-ed writers Globalization.” 2005.
use. Journal of Political
Ideologies 10(1): 11–30.
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Define economic
globalization
Identify the actors
that facilitate economic
globalization
3
Define the modern world
system
Articulate a stance on global
economic integration
Explain the role of
international financial
institutions in the
creation of a global economy
Narrate a short history of
global market integration in
the twentieth century
4 Capitalism.” In
Identify the attributes of
global corporations
Course Number:
Course Title: The Contemporay World
CWORLD1
3 hours Lecture/discussion LCD Projector
The Global Quiz on the reading
Economy materials
Debate: The students will debate Reading Materials
the motion “That global free trade 1. Chapter 9 of textbook: “The
Recitation
has done more harm than good.” Globalization of Economic
Relations” by István Benczes
2. Wallerstein, Immanuel. 2004.
“The Modern World-System as a
Capitalist World Economy:
Production, Surplus-
Value, and Polarization.” In
WorldSystems Analysis: An
Introduction. Durham & London:
Duke University Press, pp. 23-41.
3 hours
Market Integration Lecture/Discussion LCD Projector
Film Viewing and Discussion Reading Materials:
1. Chapter 17 of textbook: “The
Rise of the Global Corporation” by
Deane Neubauer
2. Bello, Walden F. 2006. “The
Quiz on the reading
Multiple Crises of Global
materials
Deglobalization: Ideas for a New
Recitation
World Economy. Quezon City:
Ateneo de Manila University
Press, pp. 1-31.
Film: “The Corporation” directed
by Mark Achbar and Jennifer
Abbott
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 Explain the effects of
globalization on
governments
Identify the institutions that
govern international relations
Differentiate internationalism
5
from globalism
Identify the roles and
functions of the United
Nations
Identify the Challenges of
global governeance in the
6 21st Century
Explain the relevance of the
state and globalization
First Grading Examination (lec)
Course Number:
Course Title: The Contemporay World
CWORLD1
3 hours
The Global Inter- Lecture/Discussion
LCD Projector
state System
1. Reading Materials
Chapter 7 of Textbook:
“Governments and Citizens in a
Quiz on the reading Globally Interconnected World of
materials States" by Hans Schattle.
Recitation 2. Mazower, Mark. 2006. “An
International Civilization? Empire,
Internationalism and the Crisis of
the Twentieth Century”.
International Affairs 82 (3): 553-
566.
Contemporary 3 hours
Lecture/ Discussion LCD Projector
Global
Governance
Reading Materials
1. Chapter 29 of textbook: “The
Quiz on the reading United Nations Meets the Twenty-
materials first Century: Confronting the
Challenges of Global
Recitation Governance” by Thomas G.
Weiss and Ramesh Thakur
2. Hobsbawm, Eric J. 1996. “The
Future of the State.” Development
and Change 27(2): 267–278
2 hours
Subtotal 18 hours
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 COURSE COVERAGE – MIDTERMS
COURSE LEARNING COURSE DURATIO TEACHING-LEARNING ASSESSMENT
WEEK NO RESOURCES
OUTCOMES CONTENT N ACTIVITIES (TLA) TASKS (AT) PRC TOS
Define the term “Global Global Divides: 3 hours Quiz on the reading
South” The North and the Lecture/Discussion materials
South (focus on LCD Projector
Differentiate the Global Latin America) Group Report Graded Group
South from the Third World Report: Students will Reading Materials
form groups of 3-5. 1. Chapter 12 of textbook:
Analyze how a new Each group will be “Locating the Global South” by
conception of global assigned a Latin Lisandro E. Claudio.
7 relations emerged from the American country to
experiences of Latin report on. These 2. Connell, Raewyn. 2007.
American countries groups will deliver “Dependency, Autonomy and
10minute Culture. In Southern Theory: The
presentations on the Global Dynamics of Knowledge in
contemporary Social Science. Cambridge, UK:
foreign and economic Polity Press, pp. 139163.
policies of their
respective countries.

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Differentiate between
regionalization and
globalization
Identify the factors leading to
a greater integration of the
Asian region
8
Analyze how different Asian
states confront the
challenges of globalization
and regionalization
Synthesize knowledge
concerning
globalization
9
Course Number:
Course Title: The Contemporay World
CWORLD1
Asian 3 hours
Lecture/Discussion Quiz on the reading LCD Projector
Regionalism
materials
Group Report Reading Materials
Graded Group 1. Chapter 13 of textbook:
Report: Students will “Globalization and the Asia Pacific
form groups of 3-5. and South Asia” by Ehito Kimura
Each group will be 2. Shiraishi, Takashi. 2006. “The
assigned an Asian Third Wave: Southeast Asia and
country to research Middle-Class Formation in the
and report on. These Making of a Region.” In Beyond
groups will deliver 10- Japan: The Dynamics of East
minute presentations Asian Regionalism, ed. Peter
on the contemporary Katzenstein and Takashi Shiraishi.
foreign and economic Ithaca, NY: Cornell University
policies of their Press, pp. 237–71.
respective countries.
3 hours Essay Writing:
Synthesis Essay Writing Students will be asked
to write 2,000-word
essays answering one
of these two questions:
1. How do we make
globalization more
just?
2. How is the state
affected by
globalization? How is
the nation affected by
globalization? Do
these
institutions/concepts
remain relevant?
Why/why not?
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 Analyze how various media Global Media 3 hours Quiz on the reading
drive various forms of Cultures materials
Lecture/Discussion
global integration
Graded Group LCD Projector
Group Report
Explain the dynamics Report: Students will
between local and form groups of 3-5. Reading Materials
globalcultural Each group will be 1. Chapter 22 of textbook:
production asked to pick an Asian “Globalization and the Media:
musical act that Creating the Global
became internationally Village” by Jack Lule
famous. In their group
report, they must 2. Chapter 23 of textbook:
10 answer the following “Popular Music and Globalization”
questions: by Yara El-Ghadban
1. Where did the
musical 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?

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 Explain how globalization
affects religious practices
and beliefs
Analyze the relationship
between religion and global
conflict and, conversely,
global
11
Peace
Identify the attributes of a
global city
Analyze how cities serve as
engines of globalization
12
Midterm Examination (lec)
Course Number:
Course Title: The Contemporay World
CWORLD1
3 hours
The Globalization Lecture/Discussion Quiz on the reading LCD Projector
of Religion materials
Discussion of Film Reading Materials
Recitation 1. Chapter 10 of textbook:
“Religion and Globalization” by
Victor Roudometof
2. Chapter 43 of textbook:
“Religion and Global Conflict” by
Mark Juergensmeyer
Film: PBS Frontline: “The Rise of
ISIS”
(http://www.pbs.org/wgbh/frontline
/film/riseof-isis/)
3 hours Quiz on the reading
The Global City Lecture/Discussion materials
LCD Projector
Group Report Graded Group
Report: Students will
Reading Materials
form groups of 3-5.
1. Chapter 26 of textbook:
Each group will be
“Mobility,
assigned a global city
Diversity and Community in the
to discuss and
Global
research on. Their
City” by Val Colic-Peisker
reports should answer
2. Sassen, Saskia. 2005. “The
the following
Global City: Introducing a
questions:
Concept.” Brown Journal of World
1. How would you
Affairs XI(2): 27-43.
describe your city?
2. What is your city
known for?
3. What makes your
city a global city?
2 hours
Subtotal 18 hours
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 COURSE COVERAGE – FINALS
COURSE LEARNING COURSE DURATIO TEACHING-LEARNING ASSESSMENT
WEEK NO RESOURCES
OUTCOMES CONTENT N ACTIVITIES (TLA) TASKS (AT) PRC TOS
Mandated Topic: 3 hours Quiz on the reading LCD Projector
Lecture/ Discussion
Explain the theory of Global materials
demographic transition as it Demography Reading Materials
affects global population Short research paper 1. Lee, Ronald. 2003. “The
to discuss the topic: Demographic Transition: Three
Has the Philippines Centuries of
undergone the Fundamental Change.” Journal of
demographic Economic Perspectives 17(4):
transition? Why or why 167–190.
not? 2. Lesthaeghe, Ron. 2010. “The
13
Unfolding Story of the Second
Demographic Transition.”
Population and Development
Review 36(2): 211–251.
3. Livi-Bacci, Massiomo. 2005.
“What We Can and Cannot Learn
from the History of World
Population. A Journal of
Demography 69(S1): S21– S28.
Population Studies:

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Analyze the political,
economic, cultural, and
social factors underlying the
global movements of people
Display first-hand knowledge
14 of the experiences of OFWs
Write a research paper
proposal with proper citation
Critique research proposals
of classmates
15
Differentiate stability from
sustainability
16
Articulate models of global
sustainable development
Course Number:
Course Title: The Contemporay World
CWORLD1
3 hours LCD Projector
Lecture/discussion
Global Migration Quiz on the reading
materials Reading Materials
OFW Interview: Each student will
1. Castles, Stephen. 2000.
be asked to interview a former or
Recitation “International
a current OFW (face-to-face or
Migration at the Beginning of the
online).In class they will share
TwentyFirst Century: Global
what they learned from these
Trends and Issues.” International
interviews about transnationalism
Social Science Journal 52 (165):
and the factors that affect global
269–281.
migrations.
2. Aguilar, Filomeno V. 2012.
“Differentiating Sedimented from
Modular Transnationalism: The
View from East Asia.” Asian and
Pacific Migration Journal 21(2):
149–171.
Research 3 hours Mini-lecture on citation mthods for
Proposal Writing research papers
Research Proposal for final research paper:
Proposal Critique Students will begin writing a 500-
word proposal for their final
research paper.
Pair discussion: Students will pair
off and critique each other’s
research proposals
3 hours LCD Projector
Sustainable Lecture/Discussion
Quiz on the reading
Development
materials Reading material:
Chapter 48 of textbook:
Recitation “Sustainable
Economic Systems” by Sebastian
Plóciennik
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Define global food security
Critique existing models of
global food security
17
Articulate a personal
definition of global
citizenship
Appreciate the ethical
obligations of global
citizenship
18
Write a research paper on a
topic related to globalization,
with proper citation
Final Examinations (lec)
Course Number:
Course Title: The Contemporay World
CWORLD1
Global Food 3 hours Lecture/Discussion
Security LCD Projector
Film Viewing
Reading Materials:
1. Chapter 50 of Textbook”
“Global Food Security: The
Quiz on the reading Challenge of Feeding the World”
materials by Monika Barthwal-Data.
2. McMichael, Philip. 2009. “A
Recitation Food Regime Aalysis of the
“World Food Crisis. Griculture and
Human Values 26 (4): 281-95
Film: “The Price of Sugar”
directed by Bill Haney
3 hours
Quiz on the reading
Global Citizenship Lecture/Discussion
materials
Research Paper Personal concept map of global
Recitation
Writing citizenship: Reading Material:
Students will engage in a free
Students will spend
association exercise of ideas they Carter, April. 2001. “Global Civil
the final week
associate with “global citizenship.” Society: Acting as Global Citizens”
completing their
Based on this, they will synthesize in The Political Theory of Global
research papers.
a personal definition of the Citizenship. London:
concept. Afterwards, they will list Routledge, pp. 147-176.
the obligations of a global citizen.
Independent research and writing
2 hours
Subtotal 18 hours
TOTAL 54
(lec/lab) HOURS
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 IV. REFERENCES

Available in the library:

Textbook: Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE handbook of globalization. Two volumes. Thousand Oaks: SAGE Publications.

Other references of the teacher:

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.

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: 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.

Hobsbawm, 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 perspectives 17(4): 167–190.

Lesthaege, 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.

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): 281-295.

Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown journal of world affairs XI (2): 27-43.

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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.

Steger, Manfred B. 2005. “Ideologies of Globalization.” Journal of political ideologies 10 (1): 11-30.

Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplu-value, and Polarization.” In world-systems analysis: An introduction, pp. 23-41.
Durham and London: Duke University Press.

Films:

“The Corporation” directed by Mark Achbar and Jennifer Abbott

“The Price of Sugar” directed by Bill Haney

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

V. ABOUT THE TEACHER/COURSE

Instructor’s Information (to be given during the class orientation)

Instructor’s consultation time (to be given during the class orientation)
Classroom policies and instructions (to be given during the class orientation)
Grading system (to be given during the class orientation; refer to Student Handbook)
Major requirement/s Final Performance Task (Group presentation/reporting on an assigned topic)

NAME POSITION SIGNATURE DATE

Preparer Brian R. Flores Program Chair/Department Head
Noted Ms. Sigrid Pernada Section Head, Library
Reviewed and Recommending Approval Brian R. Flores Program Chair/Department Head –
DSSH, SLAHS
Approved Dr. Aida A. Dapiawen Dean, SLAHS

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