LANAO SCHOOL OF SCIENCE AND TEACHNOLOGY INC.
Maranding, Lala, Lanao del Norte
2nd Semester 2022-2023
COLLEGE OF EDUCATION
SYLLABUS IN CONTEMPORARY WORLD
OBE-BASED
Course: Contemporary world
Schedule: WED-THU-
Instructor’s Information
Time: 4:30-5:30 /10:00-11:00 AM
FRI/MON-TUE-WED
NADIA S. DIRONGAWAN
Course Description
The course addresses the contemporary issues impacting international and global affairs in terms of the major
political , social, economic, and environmental forces confronting global communities. Themes include
democracy and human rights, nationalism and conditions of conflict and stability, economic globalization,
resource distribution and depletion, responsibilities of international and transnational organizations,
technological development and environment concerns, cultural diversity and identity, and the possibility of
global stability and stable world order.
Name
Phone Number
09263036253
Course Learning Outcomes
At the end of the course, the pre-service teachers should be able to:
BTIs Covered
A. Assess the effects of globalization on different social units and their Responses
B. Analyze global issues in relation to Filipinos and the Philippines
C. Describe the emergence of global economic, political, social, and cultural systems
1.1.1,
1.2.1
1.1.1., 4.1.1
1.4.1, 1.6.1,
4.5.1
5.1.1
Time Allotment
Weeks 1-2
Intended Learning
Outcomes (ILOs)
at the end of these weeks,
the preservice teacher (PST)
should be able
to:
a. identify the extent
of globalization
b. define globalization
c. differentiate the
competing
conceptions of
globalization; and
d. identify the
BTIs
CONTENT
A.
1.
[CLO A]
1.1.1
[A]
1.1.1
[A]
1.1.1
2.
UNDERSTANDING
GLOBALIZATION
Suggested Teaching Learning
Activities
Making a slogan/poster making
on Globalization

Class Lecture/ discussion

Defining Globalization
Interrogating
Globalization
Suggested Assessment


Contemplate (how are
you connected with the
world?)
Interview 2 closest
friends
Collage making
Debate ( pros and cons
of globalization)
Formative assessment
Slogan

Oral sharing as


BTIs
[A]
1.1.1
underlying
philosophies of the
varying definitions
of globalization
Weeks 3-5
a.
b.
c.
d.
discuss economic
globalization as a
complex process
responsible for
enormous global
and local changes;
explain Global
Interstate System
articulate the
Market Integration
critically evaluate
contemporary
Governance
assessment
[A]
1.1.1
[A]
1.1.1
B.
1.
2.
3.
4.
STRUCTURES OF
GLOBALIZATION
The Global Economy
The Global Interstate
System
Market Integration
Contemporary Global
Governance

Group discussion about
globalized lifestyles

Dramatizing the BPOs
and the story of
starbucks

Assessment (essay)
class discussion

reporting


Drawing a map of a city
center
Reflect
Debate on “That global
free trade has done more
harm than good”.
Speech video( State of the
World Affairs)
Collage ( A global citizen)
Documentation ( pictures
of the products in the
market)
Research on global
economic institutions
Identifying the specific
corporation ( MNC or TNC)
Three minute vlog “ The
story of Stuff”.
Formative assessment (
essay)
Create a group video (
scenario as member
representatives of the UN
General Assembly.
Gather news articles about
global crises
gather ideas
Preparation of Rubrics

Presentation of the group
research


Guess what game

Reflect

Pretend as a global governor (list
of 2o achievements for the first
100 days)


Research proceedings of the UN
General Assembly

Formative assessment

[A]
1.1.1
[A]
1.1.1
Weeks 6-8
at the end of these weeks,
the preservice teacher (PST)
should be able
to:
a. identify General
principles of
international Law
b. understand the
difference between
States, Nationality
and statelessness;
c. recognize the
international
human rights Law
d. Produce different
group research
about the varied
cases.
[A]
1.1.1
C. LEGAL BASIS OF INTERNATIONAL
RELATIONS
1.
[A]
1.1.1
2.
3.
4.
5.
General Principles of
International Law
States, Nationality, and
statelessness
Law of the Sea
International Human
Rights Law
Principles on International
Environmental.
Work with a pair

Group research ( case of the
province of north cotabato and
the case of simbolon v. Romulo)
Group research for an executive
agreement entered into by a
Philippine president


Work with pair ( research on
countries which the doctrines of
the recognition were practiced)
In the Microsoft word (research
on the Dual citizenship Act of
2003”).



Group research ( excerpts about
the refugee crisis in Syria)
Draw a map of straight baselines
Draw a map of the Philippine
archipelago
Group report about the highlighs
of the South China Sea)
Group critique of the laws
Work with pair ( Summary and
explanation of the case titled: (
oppa v.Factoran)
Group work ( Research in the
internet the case tited : Arigo v.
Swift)



Complete the empty table(
Positive and negative
effects of International
Covenant, International
Custom, Jus Cogens, and
Obligations Erga Omnes
Discussion of the group
summarized both cases
Standardized multiple
choice test assessment
Essay of the rights of
states which practiced in
the Philippines)
Position paper ( a stand for
the enactment law)
Group presentation of how
the Philippines
participated in the said
refugee crisis
Reflection paper
Individual research of the
baselines
Group work : In the
Microsoft word ( a
summary and explanation
of the case titled :
International Service for
the Acquisition of AgriBiotech Applications)
[A]
1.1.1
[A]
1.1.1
Weeks 8-10
at the end of these weeks,
the preservice teacher (PST)
should be able to:
a. identify
perspectives in
global stratification;
and
b. discuss the everchanging concept
of Global South
c. Understand how
Asian nations deal
with globalization
and regionalism.
d. Revisit the history
of the ASEAN
(A)
1.1.1
1.2.1
D. A WORLD OF REGIONS
1.
2.
3.
4.
Global Divides
The Global South
Asian Regionalism
The ASEAN Integration
Illustrate vision about Modernity

Think with a partner (is the
Philippines a country in the Global
South?)

Posting artifacts proof of
globalization



Group work: fill the empty table
Collage ( screenshot of news
which show what for you is Asia)



A five minute vlog: discoveries in
East, South, and Middle East Asia
Group work research abou
regional cooperation in Asia.



Group work: Research and fill the
table about countries in the
ASEAN
Essay writing ( Microsoft
word)
Research task ( Global
North)
Take Photos of artifacts
shows globalization)
Infographic ( chosen
country)
Essay on “ Is poverty a
form of appression?”
Draw the Map of Asia
Mindmap ( Asian financial
crisis in 1997/1998)
Research about
MAPHILINDO
A VLOG about the chosen
foreign minister
Mindmap ( ASEAN
Economic Blueprint)
Opinion essay ( ASEAN
integration)
(A)
1.1.1
Group work: intensive research
about the founding fathers of
ASEAN
Research seven goals of the
ASEAN
POSTER ( one vision, One Identity
and One Caring and Sharing
Community)
Week s 11-13
at the end of these weeks,
the preservice teacher (PST)
should be able
to:
a. Cite examples of
media cultures;
b. Explain how
globalization affects
religious practices
and beliefs;
c. Discuss theories of
technology
[A]
1.1.1
[A]
1.1.1
E. A WORLD OF IDEAS
1.
2.
3.
4.
5.
Global Media Cultures
Globalization of Religion
Globalization of
Technology
Globalization of lifestyle
Globalization of Education
Post a picture of objects of the
family’s and your community’s
culture.


Research on how media
facilitated progress
Reflections ( television shows or
series you watch)



A photo that would capture your
Interview (survey about
the consumption of social
network technologies)
Scrapbook learned about
media culture
Mini- study: Facts about
religious affiliation
Formative assessment
(essay)
Interview ( A religion to
the field of expertise)
[A]
1.1.1
d.
e.
diffusion
Describe common
trends in the
globalization of
food, art, music,
fashion, and other
elements of
lifestyle.
Provide examples
on how globalized
education takes;
and form in the
fourth industrial
Revolution
religion.

Identifying practices using

Roudometof’s classification

Interview parents or
grandparents ( how life before
computer technologies)


Static blog learned from the
lesson

List of the facts learned
from the podcast
Analytic exercise ( The Rise
of ISIS”
Reflect :Recent
technologies frequently
experienced
Reflection essay
Reflect with the use of
jensen’s (2007) and Veal’s
(1993)
Formative assesment
Group Interview: food products
consumed
Group Interview: online streaming
applications used
Group Research five universities
offering open and distance
education
Research about the Philippine
Qualifications Framework
Weeks 14-16
at the end of these weeks,
the preservice teacher (PST)
should be able to:
a. Understand the
concept of global
cities and its
characteristics; and
b. Anayze the
demographic
transition theory
and its criticism
c. Learn the
importance of
global migration to
the sustainable
Development.
d. Determine the
common
risks/costs involved
in overseas Filipino
employment
[A]
1.1.1
[A]
1.1.1
F. GLOBAL POPULATION AND
MOBILITY
1.
2.
3.
4.
5.
Global Cities
Global Demography
Global Migration: Basic
Concepts
Global Migration:
overseas Filipino
Employment
Global Health
[A]
1.1.1
Research five global cities all over
the world
Work with a partner:
characteristics of global cities
applied to the city of Manila.
Group work ( 30 minute video)
Group work: draw an envisioned
global city.

Research on Malthusian theory
Portrait a migrant


Group work: current news on
migration

Work with a partner: interview an

Position paper about
Malthusian theory
Work with pair
Research news excerpts
about the role of the
Catholic Church
Screenshot of news article
about global migration
Formative assessment
e.
Weeks 17-18
Enumerate the
social
determinants of
health in the
Philippines.
At the end of these weeks,
the preservice teacher (PST)
should be able to:
a. Examine the
various challenges
to sustainable
development;
b.
[C]
1.1.1,1.6.1,4.5.1
G. TOWARD A SUSTAINABLE
WORLD
1.
2.
3.
Sustainable Development
Global Food Security
Global Citizenship
overseas Filipino Worker (OFW)

Poster of an overseas Filipino
Worker.

Research Common disease
conditions( poster, brochure,
video)

Make a poem about inequality
and development


Dramatize issues about unstable
production and consumption


Screenshot of news
article/excerpt about
Overseas Filipino Workers
Reflect on the illustration
given
Essay: healthy as growing
teen
Reflect to the quote given
Reflect about the
inequality and
development
Short essay
Formative assessment
Draw a symbol for hunger
Group work: food insecurity
Draft a letter to senate
Suggested References
COMPUTATION SYSTEM: AVERAGING
COMPUTATION OF GRADES
Botor, P. F. (2020). A Course Modulefor The Contemporary World. Manila: Rex Book Store, Inc. (RBSI).
A. Performance:40 %(behaviour/Projects/Graded Recitations)
B. Class Standing:20%(Attendance? Quizzes/Classroom and school activities)
C. Examination:40%(Prelim/Midterm/Semi-final/Final)
LYDIA D.LINGGOLINGGO Ed.D
Dean
NADIA S. DIRONGAWAN
Instructor
[C]
4.5.1
LANAO SCHOOL OF SCIENCE AND TEACHNOLOGY INC.
Maranding, Lala, Lanao del Norte
2nd Semester 2022-2023
COLLEGE OF EDUCATION
COURSE OUTLINE IN THE CONTEMPORARY WORLD
OBE-BASED
Course Code:
GEC 105
Course Title:
The Contemporary World
Units:
Contact Hours:
3
3 hrs/wk.
Instructor:
NADIA S. DIRONGAWAN
Contact No.
09161957495
Program Outcomes(CMO No.74,s 2017)
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject
areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate
learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Grading System
A. Performance:40 %(behavior /Projects/Graded Recitations)
B. Class Standing:30%(Attendance/ Quizzes/Classroom and school activities)
C. Examination:30%(Prelim/Midterm/Semi-final/Final)
Prelim
Course Content/topics
1.
UNDESTANDING
GLOBALIZATION
A.
Defining Globalization
Course Learning
Outcomes(CLO)
a. Identify the
extent of
globalization
b. success of
multilingualism
c. define
globalization;
and
d. identify the
underlying
philosophies of
the varying
definitions of
globalization
Class Schedule
WED-THU-FRI
Teaching Learning
Strategies(TLS)
Discussion
Collecting
newspapers/magazine about
globalization
Debate (pros and cons of
globalization)
Assessment Strategy
Allotted Week
Date
 Gathering answers
 Formative


assessment(Identific
ation)
Essay
Group rubric for the
debate
Week 1
January 02
B.
Interrogating
Globalization
a. discuss economic
globalization as a
complex process
responsible for enormous
global and local changes;
Lecture

Group discussion on the
Globalized lifestyles
Dramatization (
BPOs and the story of
Starbucks)
 Formative
WED-THU-FRI
assessment (
Identification)
b. explain economic
globalization’s
accompanying cultural
and political
globalization;

Week 2
January 13
Weeks 3-4
January 16-17
Essay on the
important actors in
globalization
c. articulate the
assumptions behind
globalization; and
d. critically evaluate the
impacts of globalization
especially for poor
countries
2.
STRUCTURES OF
GLOBALIZATION
1. The Global Economy
a.
b.
2. The Global Interstate
System
c.
d.
Define
economic
globalization
Identify the
actors that
facilitate
economic
globalization
Define the
modern world
system; and
Articulate a
stance on
global
economic
integration
Reporting ( class discussion)
Debate (That global free
trade has done more harm
than good)




Output/Project
Speech video ( state of the World Affairs)
 Work with a partner
WED-THU-FRI
( Draw a map
showing a city
center)
Reflect ( base on the
question given)
Collage ( A global
citizen)
Essay
Formative
assessment
Midterm
Course Content/topics
3.
4.
Market Integration
a.
Contemporary Global
Governance
b.
c.
Course Learning
Outcomes(CLO)
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;
Identify the
attributes of
global
corporations
Class
Schedule
Teaching Learning
Strategies(TLS)

Lecture ( class reporting)
WED-THU-FRI
“Guess What game” ( MNC or
TNC)

Facilitating the learners

Presenting rubric (
dramatization)

Providing feedback




a.
3.
LEGAL BASIS OF
INTERNATIONAL
RELATIONS
b.
1.
2.
General Principles of
International Law;
States, Nationality and
statelessness
c.
d.
Understand the
basic principles
of International
law;
Determine
international
customs and
obligations;
Understand the
full concept of
treaties;
Discuss the
concept of
Lecture ( class discussion)

Work with pair ( positive
effects and negative effects
of the given topics)
WED-THU-FRI
Providing feedback onto the
class presentation of the
summary of the cases

Assessment
Strategy
Vlog (
presentation
of economic
institutions
Vlog ( the
story stuff)
20 list as
global
governor
achievement
Essay on the
Philippine as
sovereign
territorial
state/nationstate
Group work (
research news
articles global
crises)
Scenario
proceedings of
the UN
General
Assembly
Formative
assessment
Reflection
papers
Research (
Philippine law
adopted
general
principles of
international
law
Group
research (
summary of
the case ( The
province of
Allotted
Week
Date
Weeks 5-6
January 30-feb 06
Weeks 7-8
Feb 13-20
e.
states, its
recognition and
its rights and
duties;
Differentiate the
concepts of
nationality,
stateless
persons, and
refugees.






North
Cotabato and
Simbolon v.
Romulo)
Group
research
(executive
agreement )
Reflection
Paper
Essay (
Philippines as
a state)
Essay ( study
the Philippines
as a state)
Work with a
pair research(
State
Recognition
Doctrine)
SS of the news
excerpts about
the refugee
crisis in Syria
Output/Project
Position paper ( Dual Citizenship Act of 2003)
Semi-final
Course Content/topics
Course Learning
Outcomes(CLO)
Class
Schedule
Teaching Learning
Strategies(TLS)
Assessment Strategy
Allotted
Week
Date
3.
4.
5.
Law of the Sea
International Human Rights
law
Principles on International
Environmental Law
identify the
principles of the
law of the sea;
b. explain the
concepts of
baseline,
archipelagic state,
and the Philippine
archipelagic state;
and
c. Dedifferentiate
the territorial sea,
the Exclusive
Economic Zone
(EEZ), continental
shelf, high seas,
and the
responsibilities of
the coastal states.
d. Discuss the
salient
provisions of the
Universal
Declaration of
Human Rights (
UDHR);
e. Explain the
salient
provisions of the
International
Convention on
Civil and Political
Rights and the
International
Convention of
Economic,
Social, and
Cultural Rights
f.
Expound the
salient
provisions of
other
international
human rights
conventions,
i.e., CEDAW,
Convention on
 Draw a map of
a.
Class lecture
baselines
 Draw a map of the
Research on the baselines
Critiquing
WED-THU-FRI
Naming the Philippine laws
relevant to the 17 rights.


Providing feedback
Brief critique of the 2015
Paris Convention




Philippine
archipelago
Summarization (
South China Sea
arbitration)
Work with pair(
non-degorable
rights provided in
the ICCPR)
Research Republic
Act No. 9262 and
Republic Act No.
8042
Research on the
internet for the
Supreme Court case
titled: International
Service for the
Acquisition of AgriBiotech
Applications
Work with pair:
Search the internet
the Supreme Courtdecided case titled:
Oposa v. Factoran
Search the internet
the case titled :
Arigo v. Swift. G.R
No. 206510
Weeks
9-11
Feb 27-March 13
the Rights of the
Child, and
Migrant
Workers
Convention
4.
A WORLD OF REGIONS
1.
2.
3.
4.
Global divides
The Global South
Asian Regionalism
The ASEAN
Integration
a.
b.
5. A WORLD OF IDEAS
1. Global Media
2. Globalization of Religion
3. Globalization of lifestyle
4. Globalization of Education
c.
d.
e.
f.
identify
perspectives in
global
stratification;
Identify
countries which
are commonly
associated with
Global South;
and
Survey the
political and
economic
conditions in the
contemporary
Latin America
Identify factors
influencing
regionalism in
Asia
Explain the
dynamics
between global
and local
cultural
production
Revisit concept
of religion
 Illustration of the
Class reporting
Photos of Artifacts shows
globalization
word Modernity
 Create an info
graphic
 Highlighting
Interview an older person
WED-THU-FRI
Facilitating learners


Asking questions
Gathering answers
Conduct survey to teachers
and students about
consumption of social
network technologies
Mini-study about religious
affiliation








countries with
crayons
Writing essay
Group work
research: fill out
the table about the
countries
Essay (is poverty a
form of
oppression?)
SS of news of what
is the definition of
Asia
Draw the Asian
countries with
names
mind map
Research about the
cooperation in Asia
A poem in
connection to
acquired learning
Draw a poster on
the ASEAN motto (
one Vision, One
Identity)
A poem or a song
summarizing
characteristics of
ASEAN SocioCultural Community
Weeks 12-14
March 20-April 3
Output/Project
Five minute vlog about discoveries of East, South, Middle East Asia
FINAL
Course Content/topics
6. GLOBAL POPULATION AND
MOBILITY
1.Global Cities
2. Global Demography
3. Global Migration: Basic Concepts
4. Global Migration: Overseas
Filipino Employment
5.Gobal Health
Course Learning
Outcomes(CLO)
a. identify the various
global cities and the
indices upon which they
are measured;
Class Schedule
Teaching Learning
Strategies(TLS)
Lecture, class
Discussion
WED-THU-FRI
b. analyse the
demographic transition
theory and its criticisms
30 minutes video tour
Write a position paper (
Malthusian theory)
c. learn the importance
of global migration to the
sustainable Development
Assessment Strategy
d. know the relevant
laws covering Overseas
Filipino Workers
Poster of overseas Filipino
worker
e. enumerate the social
determinants of health in
the Philippines
Date
Weeks 15-16
April 10-17
Week 17-18
April-24
 Draw the
Future Manila
 Writing letter

Draw a portrait of a migrant
Work with a partner:
Interview an Overseas Filipino
Worker
Allotted Week



Pair up sharing
to the
Philippine
President
Research roles
of Catholic
Church in the
Philippines
Formative
assessment
SS news about
global
migration
Reflect:
urbanization
Group discussion (common
disease conditions in the
family and community)
7. TOWARD A SUSTAINABLE WORLD
1.
2.
3.
Sustainable Development
Global Food Security
Global Citizenship
a. examine the various
challenges to sustainable
development
 Write poem on
Lecture, class discussion
WED-THU-FRI
Showing rubric
b. explain the different
aspects of food security;
Providing feedback
c. formulate a
Draw a symbol for hunger

inequality and
development
Dramatize
issues (
unsustainable
production and
consumption)
commitment statement
regarding your rights and
responsibilities related to
citizenship
Output/Project
Portfolio
Group discussion ( Food
Insecurity)
Propose policies or changes to
senate about food security in
the Philippines
 Short essay
 Formative
assessment