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I. Catalogue Course Description

Course Code: SS 23

Course Title: CONTEMPORARY WORLD

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.

Prerequisite: None

Period Offered: SECOND SEMESTER, SCHOOL YEAR 2018-2019

Credit: 3 UNITS

Total Number of Contact Hours: FIFTY-FOUR (54) HOURS; three (3) hours per week

II. Institutional Vision and Mission

Vision: A premier state university delivering world-class education that promotes sustainable development amidst climate change.

Mission: To provide quality education to enhance food security, sustainable communities, industry innovation, climate resilience, gender equality, institutional development and

partnership.

III. Goals

A. Institutional

1. To develop proactive programs to ensure relevant quality education.

2. To develop proactive programs for quality service.

3. To enhance response systems and procedures for transparent institutional development.

4. To develop relevant and gender sensitive research and extension programs for institutional development, sustainable communities, climate resilience, industry innovation,

and partnerships.

5. To strengthen and expand public-private partnerships.

Benguet State University

College of Arts and Sciences

Department of Social Sciences

La Trinidad, Benguet

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Core Values: (SLIDES): Student-centered, Leadership, Integrity, Diversity, Efficiency, Service

B. College (College of Arts and Sciences):

1. Promote dynamic teaching and learning engagements, research and extension activities towards climate change adaptation and resilience for sustainable development. 2. Produce globally competent and gender sensitive graduates imbued witht he values systems in the preservation and respect of cultural and environmental heritage. 3. Establsih collaborative research and disseminate scholarly outputs through relevant platforms towards innovation and proper development. 4. Design and deliver mentoring expertise, management programs and leadership in community affairs.

C. Program: With the College of Veterinary Medicine, the student is expected to:

Doctor of Veterinary Medicine

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 of professional, social, and ethical responsibilities; 5. Preserve and promote “Filipino historical and cultural heritage” based on RA 7722); 6. Generate and share knowledge relevant to specific fields in the study of agriculture; 7. Formulate and implement agricultural development plans and programs; 8. Understand and apply biological principles and mechanisms underlying animal production, health and diseases; 9. Apply diagnostic methods and interpret results for accurate disease diagnostic; 10. Prescribe and implement treatment to remedy diseases and abnormalities of animals or prescribe termination of cases, if necessary; 11. Develop and formulate plans and programs for prevention and control of diseases; and, 12. Design and engage in social entrepreneurial ventures in the field of practice.

D. Course: At the end of the course, with due regard to gender identities, ethnic affiliation, sex, race, age, socio-economic classes, intelligences, religious beliefs, political persuasions,

and learning and physical disabilities, the students are expected to:

A. Cognitive

1. Distinguish different interpretations of and approaches to globalization

2. Describe the emergence of global economic, political, social, and cultural systems

3. Analyze the various contemporary drivers of globalization

4. Discuss the issues confronting the nation-state

5. Assess the effects of globalization on different social units and their responses

6. Analyze contemporary news events in the context of globalization

7. Analyze global issues in relation to Filipinos and the Philippines

8. Write a research paper with proper citations on a topic related to globalization

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B. Psychomotor

1. Perform skillfully and with ease assigned roles in role playing and socio-drama activities related to selected topics

2. Draw or sketch artistically editorial cartoons related to selected topics

3. Orally present with clarity assigned research topics on globalization

C. Values

1. Articulate personal positions on various globalization issues

2. Conform with the ethical principles of global citizenship by obeying international, national, and local laws

3. Attend forums, lectures, or symposiums on ecological and sustainable development issues if given the chance.

4. Habituate themselves in reading relevant issues about world events.

IV. Course Content

Learning

Outcomes Content Time

Allotment Activities Materials Assessment

Strategy Remarks

I. COURSE ORIENTATION

o Relate Benguet State

University’s VMGO to the Institution’s core values

o Relate Benguet State University’s VMGO and core values to the college and program objectives

o Comprehend the course objectives, content, requirements, rules and guidelines as stipulated in the course syllabus

a. Vision-Mission-Goals-Objectives (VMGO) and core values of Benguet State University

b. College and Program objectives c. Course objectives, contents, outcomes,

requirements, rules and guidelines

2 hour

Discussion/

Lecture

Classroom

Sharing

Course Syllabus

n/a

II. UNDERSTANDING GLOBALIZATION

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o Define globalization

o in their (students)

own terms

o Distinguish selected

perspectives of

globalization

o Argue for or against

the claims of

globalization as an

ideology

o Trace the beginnings

and development of

globalization

a. What is globalization? b. Selected perspectives on globalization c. Claims of globalization as an ideology d. Brief history of globalization

5 hours

Lecture-

Discussion

Concept

Mapping: What

is globalization

for you?

Group activity:

Oral reporting of

concept map

LCD Projector

Reading Materials:

Chapter 1: Globalization-A

contested concept

(Globalization: A very short

introduction, pp. 23-35)

Chapter 2: Globalization and history: is globalization a new phenomenon? (Globalization: A very short introduction, pp. 36-51) Steger, Manfred B., 2005,

Ideologies of Globalization,

Journal of Political Ideologies,

10(1):11-30.

Scholte, Jan Aart, 2007,

Defining Globalization,

Clm.Economía, 10:15-63

Graded oral

reporting

Paper and pen

test

Thought paper

on a selected

reading

material

o Define economic

globalization in one’s

own terms

o Trace the origins and

development of

economic

globalization

o Explain the roles of

key institutions that

III. DIMENSIONS OF GLOBALIZATION

1. ECONOMIC GLOBALIZATION

a. What is economic globalization? b. Origins and development of economic

globalization c. International Economic Organizations:

International Monetary Fund (IMF), World Bank (WB), World Trade Organization- General Agreement on Tariffs & Trade(WTO-GATT)

d. Transnational Corporations (TNCs)/Multinational Corporations (MNCs)

e. Liberalism/Capitalism and the global

7 hours

Lecture-

Discussion

Group research

and group

reporting on the

key concepts

and issues of

economic

globalization

LCD Projector

Reading Materials:

Chapter 3: The economic Dimensions of globalization (Globalization: A very short introduction, pp. 52-69) Wallerstein, Immanuel, 2015, The Modern World-System as a Capitalist World-Economy,

Graded oral

reporting

Paper and pen

test

Thought paper

on a selected

reading

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facilitate economic

globalization

o Explain the

relationship of

liberalism and

capitalism to the

global economy

o Articulate a stance on

the impacts of

economic

globalization to the

Filipinos

economy In F.J. Lechner and J. Boli (eds), The Globalization Reader,5th Edition. USA: John Wiley & Sons, Ltd, 56-62.

material

o Define political

globalization in one’s

own terms

o Trace the origins and

development of

modern nation-state

system and its

alleged demise

o Explain the

importance of global

governance in a

globalizing world

o Discuss the structure,

functions, and power

of the United Nations

in global governance

2. POLITICAL GLOBALIZATION

a. What is political globalization? b. Rise and demise (?) of the modern nation-

state system c. Global governance and globalization d. United Nations and global governance

6 hours

Lecture-

Discussion

Group Dynamics

LCD Projector

Reading Materials:

Chapter 4: The political dimensions of globalization (Globalization: A very short introduction, pp. 70-80) Zhao Chen, 2014, A comparative study of global governance models of the EU and China, NFG Working Paper Series, No. 13, December 2014, NFG Research Group “Asian Perceptions of the EU“ Freie Universität Berlin. Weiss, Thomas G., 2009, The UN’s Role in Global Governance, In UN Intellectual History Project, Briefing Note No.15, 1-6.

Graded

Recitation

Paper and pen

test

Thought paper

on selected

reading

materials

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o Define cultural

globalization in one’s

own terms

o Argue one’s stance

for or against the

impact of

globalization on

world’s cultures

o Determine the role of

media in the

globalization of

culture

o Explain the factors

affecting the

globalization of

languages

3. CULTURAL GLOBALIZATION: Part 1

a. What is cultural globalization?

b. Global culture: sameness or difference?

c. Role of media in cultural globalization

d. Globalization of languages

6 hours

Lecture-

Discussion

Group Dynamics

LCD Projector

Reading Materials:

Chapter 5: The cultural dimensions of globalization (Globalization: A very short introduction, pp. 71-90) Hjarvard, Stig, 2004, The Globalization of Language: How the media contribute to the spread of English and the emergence of medialects., PLENARY SESSION III: Media, Globalization and Identity, 75-97.

Paper and pen

test

Thought paper

on selected

reading

materials

MIDTERM EXAMINATION 1 hour Paper and pen

o Describe the impacts

of globalization on the

Philippine music

industry and musical

interests of Filipinos

o Determine the

relationship of

globalization and

religion

o Describe the trends in

contemporary

spirituality vis-à-vis

4. CULTURAL GLOBALIZATION: Part II

a. Globalization of music: The Philippine

experience

b. Globalization and religion: Trends in

Contemporary Spirituality

c. Globalization and education

6 hours

Lecture-

Discussion

Performance

activities:

Singing/dancing/

role playing

LCD Projector Reading Materials: Verboord, M. & Brandellero, A., 2016, The Globalization of Popular Music, 1960-2010: A Multi-level Analysis of Music Flows, Communication Research, first published on January 13, 2016 as doi:10.1177/0093650215623834 Kale, Sudhir H., 2004, Spirituality, Religion, and

Paper and pen

test

Thought paper

on selected

reading

materials

Graded

Performance

activity

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globalization forces

o Select a global pop

song from a list of

genres and sing in

class

Globalization, Journal of Macromarketing 2004 24: 92-107; doi: 10.1177/0276146704269296 Bloom, David E., 2006, Education in a globalized world, Globalization and Education, Pontifical Academy of Social Sciences, Extra Series 7, Vatican City 2006, http: www.pass.va/content/dam/scienzesociali/pdf/es7/es7-bloom.pdf

o Define ecological

globalization in one’s

own terms

o Identify the links

between globalization

and

environment/ecology

o Discuss pressing

impacts of

globalization on the

environment/ecology

and vice versa

5. ECOLOGICAL GLOBALIZATION

a. What is ecological globalization?

b. The links between globalization and the

environment/ecology

c. Impacts of environment/ecology on

globalization and globalization on the

environment/ecology

4 hours

Lecture-

Discussion

News reporting

Group Dynamics

LCD Projector Reading Materials: Chapter 6: The ecological dimensions of globalization (Globalization: A very short introduction, pp. 91-103) Najam, A., Runnalls , D., and

Halle, M., 2007, Environment

and Globalization Five

Propositions, Canada:

International Institute for

Sustainable Development, 4-

28.

Paper and pen

test

Graded

reporting

Thought paper

on selected

reading

materials

IV. GLOBAL TRENDS, CONCERNS &

ISSUES

1. GLOBAL DIVIDES: Understanding the uneven impacts of globalization

5 hours

Lecture-Discussions

LCD Projector

Paper and pen

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a. Global North and Global South: The

Brandt Report and the Brandt Proposals two decades after

b. Global poverty: UN vs. IMF-World Bank-GATT/WTO paradigms

Group Dynamics

Reading Materials: Bourguignon, François, 2016, Inequality and globalization: How the rich get richer as the poor catch up, Foreign Affairs, 95(1): 11-15. Pieterse, Jan Nederveen, 2000, Globalization North and South Representations of Uneven Development and the Interaction of Modernities, Theory, Culture & Society, 17(1):129-137. Therien, Jean-Philippe, 2000, Beyond the North-South divide: The two tales of world poverty, Third World Quarterly, 20: 4, 723 -742; doi: 10.1080/01436599913523

test

Graded

recitation

Thought paper

on selected

reading

materials

o Explain the theory of

demographic

transition

o Discuss factors

involved in the

demographic

transition

o Distinguish the

various types of

2. GLOBAL DEMOGRAPHY, GLOBAL MIGRATION, & GLOBAL CITIES a. Global Demography: Demographic

components and the demographic transition

b. Global migration: Who are the world’s migrants?, Causes & effects

c. Global Cities: Types & characteristics

5 hours

Lecture-

Discussion

Group activity on

designing and

sketching a

dream global city

LCD Projector

Reading Materials:

Lee, Ronald, 2003, The Demographic Transition: Three Centuries of Fundamental Change, Journal of Economic Perspectives , 17(4): 167-190. McAuliffe, Marie and Ruhs, Martin, 2017, Chapter 1-

Paper and pen

test

Graded

reporting

Thought paper

on selected

reading

materials

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migrants

o Analyze the political, economic, cultural, and social factors underlying the global movements of people

o Identify and

characterize global

cities based on some

criteria

Overview: Making sense of migration in an increasingly interconnected world, In World Migration Report 2018, Switzerland: International Organization for Migration, pp. 1-9. A.T. Kearney, 2018, Learning from the East-Insights from China’s Urban Success, In 2018 Global Cities Report, pp. 1-14.

o Define sustainable

development in one’s

own terms

o Explain how

sustainability could

be achieved

o Discuss global food

security key concepts

3. SUSTAINABLE DEVELOPMENT &

GLOBAL FOOD SECURITY

a. Sustainable Development: Definition of

key concepts, Ways to achieving

sustainability, global sustainability

b. Global food security: Definition and key

concepts

6 hours

Lecture-

Discussion

Film Viewing

LCD Projector

Reading Materials:

Becker, Mimi Larsen,

Abdulkadyrova, Madina A. et

al., 2016, Global food security

problems in the modern

world economy, International

Journal of Environmental &

Science Education, 11(12):

5320-5330.

Paper and pen

Quiz

Graded

Recitation

Thought paper

on selected

reading

materials

FINAL EXAMINATION 1 hour

TOTAL NUMBER OF HOURS 54 HOURS Paper and pen

V. Course Requirements

A. Class Attendance/Participation: The students are expected not only to be present in the class period but also to participate in class discussions. B. Readings: The students are expected to read the articles/reading materials to be given and to write a thought paper to be passed on the assigned date. C. Individual/Group Reports. The students are expected to deliver a comprehensive discussion on the topic they had chosen for classroom sharing. D. Papers

i. Thought Papers on required readings and on selected issues

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ii. Written copy of the report that is to be discussed in class. The written copy of the report is to be submitted to the instructor a day before the student will share his/her report in class.

E. Group Dynamics F. Fieldwork/field trip G. Attendance to Seminars/Forums (if there will be any) H. Quizzes I. Midterm and Final Examinations

VI. Evaluation and Grading System

1. Evaluation (Weights) a. Class standing (Class Participation, Quizzes, Other Requirements other than examinations): 70% b. Examinations (Midterms and Finals): 30%

2. Grading System

MIDTERM GRADE = (CS Grade x 2) + Exam Grade

3

FINAL GRADE = (Tentative Final Grade x 2) + Midterm Grade 3

VII. Provisions for Differentiated Instructions

A. Students with Special needs 1. Students who are visually challenged would be asked to sit near or far from the board depending on the nature of their visual “impairment”. These students would be

asked to wear the necessary eyeglasses if available. 2. Students with hearing “difficulties” would be asked to sit in front or would be asked to wear hearing aids as appropriate. 3. Students with health problems would be asked to bring with them the necessary medicines in case of emergencies. 4. Students orthopedically challenged would be aided by their classmates as the need arises, especially during field trips.

B. Foreign/local students who are non-English speakers 1. Allow the student to use an electronic translation device. 2. Tap a resource person who can translate the language into the student’s first language if applicable. 3. Use graphic organizers in the explanation of the lessons

C. Students who are gifted/mentally challenged

1. Assign tasks to bright students such as being a group leader in activities.

Grade Equivalents

1.0- 1.25 = Excellent

1.5- 1.75 = Very Good

2.0- 2.25 = Good

2.5- 2.75 = Satisfactory

3.0 = Passed/ Fair

4.0 = Conditional (Midterms only)

5.0 = Failed/ Dropped

DRP = Dropped

INC = Incomplete

WP = Withdrawal with Permission

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2. Pair “slow learners” with “fast learners” so they can be aided by the latter as the need arises. 3. Remedial classes would be conducted as needed.

D. Students of varied gender identities, ethnic affiliation, sex, race, age, socio-economic classes, religious beliefs, political persuasions

1. Gender-fair and culture-sensitive language and activities would be encouraged to be used in classroom instruction. 2. The needs of students coming from low socio-economic backgrounds would be appropriately addressed 3. Expression of religious and political beliefs would be given equal opportunities if the situation arises.

VIII. References

Aldama, P.K.R. (2018). The contemporary world. Nicanor Street, Manila: REX Book Store.

Claudio, L.E.and Abinales, P.N. (2018). The contemporary world. Quezon City: C & E Publishing, Inc.

Curtis, S. (2016). Global Cities and Global Order. United Kingdom: Oxford University Press. Food and Agriculture Organization of the United Nations. (2018). The state of food security and nutrition in the world. Rome: Food and Agriculture Organization of the United

Nations. Friedman, T.L. (2007). The World Is Flat 3.0: A Brief History of the Twenty-first Century. 3

rd ed. New York: Picador/Farrar, Straus and Giroux

Korten, D.C. (2015). When corporations rule the world. U.S.A.: Berrett-Koehler Publishers, Inc. Lechner, Fr.J. and Boli, J. (eds.). (2015). The Globalization Reader. 5

th ed. United Kingdom: John Wiley & Sons, Ltd.

Najam, A., Runnalls, D., and Halle, M. (2007). Environment and Globalization: Five Propositions. Canada: International Institute for Sustainable Development.

Pannilage, U. (2017). An Introduction to the Theoretical Perspectives of Globalisation. Journal of the Humanities and Social Sciences, 7: 250-265. Qi, W., Ying, C., and Nian, C.L. (2013). Building World-Class Universities: Different Approaches to a Shared Goal. Vol. 25. The Netherlands: Sense Publishers. Quilligan, J.B. (2002). The Brandt Equation 21st Century Blueprint for the New Global Economy. U.S.A.: Brandt 21 Forum.

Ritzer, G. (2011). Globalization: The Essentials. United Kingdom: Wiley-Blackwell.

Steger, M.B. (2013). Globalization: A very short introduction.3rd ed. United Kingdom: Oxford University Press.

Steger, M.B., Battersby, P. and Siracusa, J.M. (2014). The SAGE Handbook of Globalization. London: SAGE Publications Ltd.

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McAuliffe, M. and Ruhs, M. (2017). World Migration Report 2018. Switzerland: International Organization for Migration. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations, http://

https://sustainabledevelopment.un.org/post2015/transformingourworld/publication

United Nations. (2013). World Economic and Social Survey 2013: Sustainable Development Challenges. New York: United Nations.

IX. Suggested Readings

REQUIRED TEXT: Steger, M.B. (2013). Globalization: A very short introduction.3rd ed. United Kingdom: Oxford University Press.

Abdulkadyrova, M. A., et al. (2016). Global food security problems in the modern world economy. International Journal of Environmental & Science Education, 11(12): 5320-5330. A.T. Kearney. (2018). Learning from the East-Insights from China’s Urban Success. In A.T. Kearney 2018 Global Cities Report, 1-14. Bloom, D.E. (2006). Education in a globalized world. Globalization and Education, Extra Series 7, Pontifical Academy of Social Sciences, Vatican City,

http://www.pass.va/content/dam/scienzesociali/pdf/es7/es7-bloom.pdf

Bourguignon, François, 2016, Inequality and globalization: How the rich get richer as the poor catch up, Foreign Affairs, 95(1): 11-15.

Hjarvard, S. (2004). The Globalization of Language: How the media contribute to the spread of English and the emergence of medialects. PLENARY SESSION III: Media,

Globalization and Identity, 75-97.

Kale, S.H. (2004). Spirituality, Religion, and Globalization. Journal of Macromarketing 2004, 24: 92-107; doi: 10.1177/0276146704269296

Lee, R. (2003). The Demographic Transition: Three Centuries of Fundamental Change. Journal of Economic Perspectives, 17(4): 167-190.

McAuliffe, M. and Ruhs, M. (2017). Chapter 1-Overview: Making sense of migration in an increasingly interconnected world. In World Migration Report 2018. Switzerland: International Organization for Migration, 1-9.

Najam, A., Runnalls , D., and Halle, M., 2007, Environment and Globalization Five Propositions, Canada: International Institute for Sustainable Development, 4-28.

Pieterse, J.N. (2000). Globalization North and South Representations of Uneven Development and the Interaction of Modernities. Theory, Culture & Society, 17(1):129-137. Scholte, J.A. (2007). Defining Globalization. Clm.Economía, 10:15-63

Steger, Manfred B. (2005). Ideologies of Globalization. Journal of Political Ideologies, 10(1):11-30.

Therien, J.P. (2000). Beyond the North-South divide: The two tales of world poverty. Third World Quarterly, 20(4): 723 -742; doi: 10.1080/01436599913523

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Verboord, M. and Brandellero, A. (2016). The Globalization of Popular Music, 1960-2010: A Multi-level Analysis of Music Flows. Communication Research, first published on January

13, 2016 as doi:10.1177/0093650215623834

Wallerstein, I. (2015). The Modern World-System as a Capitalist World-Economy. In F.J. Lechner and J. Boli (eds.) The Globalization Reader. 5th Edition. USA: John Wiley & Sons,

Ltd, 56-62.

Weiss, T.G. (2009). The UN’s Role in Global Governance. In UN Intellectual History Project, Briefing Note No.15, 1-6.

Zhao, C. (2014). A comparative study of global governance models of the EU and China. NFG Working Paper Series, No. 13, December 2014, NFG Research Group “Asian Perceptions of the EU“ Freie Universität Berlin.

X. Course Policies

A. Students enrolled in the course are encouraged to obtain a copy of the lecture materials and readings from this website: http://tecsonline.weebly.com. They are also encouraged to visit the library and search for additional references.

B. On Attendance. Students enrolled in the course are expected to attend their classes regularly (as scheduled). Students who would miss graded activities (e.g. quizzes, seat works) shall be given “special activities” if their reason/s for being absent is/are excused. Students who would accumulate absences more than the allowable percentage shall be dropped from the list of enrollees.

C. Cheating during quizzes or examinations and plagiarism shall be dealt with accordingly. If proven beyond reasonable doubt, cheaters would be given “zero” scores on quizzes or examinations that they have been caught cheating. Plagiarized outputs are given “zero” scores.

D. Course requirements such as written reports and accomplished worksheets should be submitted on time; otherwise, it will be given the necessary deductions. E. Students are advised to obey school regulations at all time while inside the school premises. Students are also encouraged to uphold such laws even when they are outside

the school campus.

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XI. Consultation Hours

Faculty Day Time Room

Tecah C. Sagandoy

Mon, Wed, Fri

11:00 AM-12:00 NN

CAS Annex 206

Prepared By:

TECAH C. SAGANDOY

Subject Teacher

Recommending Approval:

GREGORIO C. TAAG

Department Chairperson

Approved:

SAMUEL S. POLIDEN

Dean, College of Arts and Sciences