KEYSTONE COLLEGE

#13, Marcos Highway, Bakakeng Central, Baguio City, Philippines

Tel. No. : (074) 442- 1890,
e- mail Address: keystonecollegebaguio@gmail.com

BACHELOR OF ELEMENTARY EDUCATION

GE 2: THE CONTEMPORARY WORLD
I. VISION AND MISSION:

VISION: Reaching the world thru Christ and advancing the gospel through quality education and personal development.

MISSION: We are an institution committed to quality education aimed at equipping and training students who are inspired with Christian values and biblical principles,
and who are responsive to the needs of global society.

II. COLLEGE OUTCOMES

a. Articulate an discuss the latest developments in the specific field of practice;

b. Effectively communication in the English and Filipino, both orally and in writing;
c. Work effectively and collaboratively with a substantial degree of interdependence in multi- disciplinary and multi-cultural teams;
d. Act in the recognition of the professional, social, and ethical responsibility;
e. Preserve, promote “Filipino Historical and cultural heritage” (based on RA 7722);
f. Model Christian values and biblical principles; and
g. Imbibe the great commission found in Matthew 28:19-20.

III. BEED PROGRAM OUTCOMES

The Bachelor of Elementary Education (BEED) is a four-year degree program designed to prepare the would-be teachers. The program combines both theory and
practice in order to equip them with the necessary knowledge, skills attitudes, and values an elementary teacher needs. The BEED program trains would-be teachers to facilitate
the learning of the different learning areas.

After finishing the BEED program, the graduates should be able to:
Knowledge:

1. Demonstrate basic and higher level of literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
2. Facilitate learning in elementary/secondary education guided by principles and methods of facilitating learning;
3. Integrate meaningfully and comprehensively biblical principles to the knowledge of the subject matter to real life situations of learners;
4. Apply the latest developments in the field of elementary/secondary education;

Skills:

1. Apply a wide range of teaching and facilitating process skills including curriculum development, materials development, educational assessment, and teaching
approaches;
2. Innovate on effective alternative teaching and learning approaches, methodologies, and strategies to improve student learning;
3. Facilitate meaningful learning of diverse types of learners in diverse types of learning environments, using a wide range of teaching knowledge and skills;
4. Communicate effectively in oral and in written forms in both English and Filipino;
5. Participate in generation of new knowledge and development projects;

Attitude:

1. Collaborate with colleagues and other experts in their own fields for continuous professional development and better fulfilment of their mission as teachers;
2. Work effectively and independently in multi-disciplinary and multicultural terms;
3. Act in accordance to Christian, professional, social, and ethical responsibility;

Values:

1. Create an inclusive learning friendly environment that promotes the potential of all the learners;
2. Promote “Filipino historical and cultural heritage”; and
3. Develop Christian values in their personal and professional endeavours.

IV. FIELD OF STUDY OUTCOMES (BEED)

The bachelor of Elementary Education is a degree program designed to prepare students for becoming Elementary School Teachers. Graduates of this program are
expected to be well-equipped with necessary knowledge, skills, attitudes, and values that will aid them to facilitate the teaching-learning process of any subject for the primary
level.

At the end of the program, BEED graduates should be able to:

 a. Demonstrate in depth understanding in diversity of learners in various learning areas;
b. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject areas;
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
d. Manifest skills in communication, higher order thinking skills and use of tools and technology to accelerate learning and teaching;
e. Demonstrate positive attributes of a model teacher, both as an individual and as professional;
f. Manifest a desire to continuously personal and professional development; and
g. Integrate biblical principles in the practice of the profession in the classroom subject teaching.

V. COURSE INFORMATION

COURSE TITLE: The Contemporary World

COURSE CODE: GE 2

COURSE DESCRIPTION: This course introduces the 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 creating an increasing awareness of
interconnectedness of people 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.

COURSE CREDITS: 3 units

CONTACT HOURS: One Semester (3Hours/Week)

PRE-REQUISITE: None

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. Analyse 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. Analyse contemporary news events in the context of globalization;
2. Analyse 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; and
2. Identify the ethical implications of global citizenship.\

COURSE LEARNING PLAN

TOPIC METHODOLOGY ASSESSMENT

Weeks 1-2: Introduction
Course overview Classroom sharing (Introductions)

Classroom policies Personal concept map of globalization: Students will engage

in a free association exercise of ideas they associate with
“globalization”. Based on the concepts they list, they will
synthesize a personal definition of concept.

Introduction to the Study of Globalization Lecture Quiz on the reading materials

 Concepts of globalization
 Underlying philosophies of the varying definitions of Recitation
globalization

News Report Critique:

Students will find and read three newspaper op-eds (local or
international) discussing globalization. Before class, they will
write 50-word summaries of each op-ed, identifying what the
underlying definitions of globalization the op-ed writers used.

Weeks 3-5: The Structures of Globalization

The Global Economy Lecture/Discussion Quiz on the reading materials

Market Integration
The Global Interstate System
Contemporary Global Governance
Global Divides: The North and the South
(focus on Latin America)
 Definition of economic globalization
 Factors that facilitate economic globalization Recitation
 Definition of modern world system
Debate: The students will debate the motion “That global free
trade has done more harm than good.”
Lecture/Discussion Recitation
 The role of international financial institutions in the
creation of global economy Reflection paper
Film Viewing
 “The Corporation” directed by Mark Achbar and
Jennifer Abbott
Lecture/Discussion Quiz on the reading materials
 Effects of globalization on governments
 Institutions that govern international relations recitation
 Internationalism from globalism
Lecture/Discussion Quiz on reading materials
 Roles and functions of the United Nations
 Challenges of global governance in the 21st century
 Relevance of the state amid globalization
Weeks 6-8: A World of Regions
Lecture/Discussion Quiz
 Definition of Global South
 Differentiate the Global South from the Third World Group Report
 New conception of global relations emerged from the
experiences of Latin American countries
Group Report
 Students will form groups of 3-5. Each group will be
assigned a Latin American country to report on. These
groups will deliver 10 minute presentations on the
 contemporary foreign and economic policies of their
perspective countries.

Asian Regionalism Lecture/Discussion Quiz

 Regionalism and Globalization
 Factors leading to a greater integration of the Asian Group Report
region

Group Report
 Students will form groups of 3-5. Each group will be
assigned an Asian Country to research and report on.
These groups will deliver 10 minute presentations on
the contemporary foreign and economic policies of
their perspective countries.

Week 9: Midterm
Synthesis Midterm Essay: Students will be asked to write 2,000word Essay
essay 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?

Weeks 10-11: A World of Ideas

Global Media Issues Lecture/Discussion Quiz
 Various media drive forms of global integration
 Dynamic between local and global cultural production Group Report

Group Report
 Students will form groups of 3-5. Each group will be
asked to pick an Asian musical act that becomes
internationally famous. In their group report, they must
answer the following questions:
1. Where did the musical act/artist originate?
 2. In which countries did the artist become lucky?
3. How did the artist become famous?
4. Why do you think the artist became famous?

The Globalization of Religion Lecture/Discussion Quiz on the reading material

 Globalization affects religious practices and beliefs
 Relationship between religion and global conflict, and Recitation
conversely, global, peace

Discussion of film
 Film: “The Rise of ISIS” retrieved from
http://www.pbs.org/wgbh/frontline/film/rise-of-isis/

Weeks 12-14: Global Population and Mobility

The Global City Lecturer/Discussion Graded Group Report
 Attributes of a global city
 How cities serve as engines of globalization

Group Report
 Students will form groups of 3-5. Each group will be
assigned a global city to discuss and research on.
Their reports should answer the following questions:
1. How should you describe your city?
2. What is your city known for?
3. What makes your city a global city?

Mandated Topic: Global Demography Lecture/Discussion Short Research Paper to discuss: Has the
 The theory of demographic transition as it affects Philippines undergone the demographic
global population transition? Why or why not?

Global Migration Lecture/Discussion Class Sharing

 The political, economic, cultural, and social factors
underlying the global movements of people

OFW INTERVIEW: Each student will be asked to interview a

former or current OFW (face-to-face or online). In class they
 will share what they learned from these interviews about
transnationalism and the factors that affect global migrations.
Research Proposal Writing Lecture/Discussion
 Mini-lecture on citation methods for research paper
Research Proposal Critique
Proposal for final research paper
 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 proposal

Weeks 15-16: Towards a Sustainable World
Sustainable Development Lecture/Discussion Recitation
 Stability and Sustainability
 Models of global sustainable development

Global Food Security Lecture/Discussion Quiz

 Definition of Global Food Security

Film Viewing
 “The Price of Sugar” directed by Bill Haney

Weeks 17-18: Conclusion

Global Citizenship Lecture/Discussion Quiz
 Definition of global citizenship
 Ethical obligations of global citizenship Sharing

Personal concept map of global citizenship

 Students will engage in a free association exercise of
ideas they associate with “global citizenship”. Based
on this, they will synthesize a personal definition of the
concept. Afterwards, they will list the obligations of a
global citizen.
Research Paper Writing Independent research writing Students will spend their final week
 Write a research paper on a topic related to completing their research papers
globalization with proper citation

REFERENCES:

1. Introduce textbook: Manfred Stegger, Paul Battersby, and Joseph M. Siracusa, eds.2014. The Sage Handbook of Globalization. Two vols. Thousand Oaks:SAGE.
2. Stegger, Manfred B. “Ideologies of Globalization” 2005. Journal of Political Ideologies 10(1): 11-30.
3. Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism”. In Deglobalization: Ideas for a New World Economy. Quezon City: Ateneo de Manila University Press,
pp.1-31.
4. Hobsbawm, Eric J. 1996. “The Future of the State”. Development and Change 27(2):267-278
5. Lee, Ronald. 2013. “the Dempgraphic Transition: Three centuries of Fundamental Change”. Journal of Economic Perspectives 17(4): 167-190
6. Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition”. Population and Development Review 36(2):211-251.
7. Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transitionalism: The View from East Asia”. Asian and Pacific Migration Journal 21(2):149-171

Noted:

JOSEPHINE A. FLORES , Ed.D

College Dean