COURSE SYLLABUS

Second Semester SY 2024-2025

COURSE TITLE: World History 2 (Modern and Contemporary Era) COURSE CODE: BSSS11 UNITS: 3

PREREQUISITE: None PROGRAM: BSE Major in Social Studies

PROFESSOR: E-MAIL ADDRESS

CONSULTATION PERIOD: TIME: DAY: VENUE:

COURSE DESCRIPTION: The World History 2 provides a global overview to various human experiences, patterns of development and connections among peoples, societies
and nations. It focuses on topics related to industrial revolution, scientific and commercial revolution, world wars and issues in modern to contemporary periods.

VISION: An institution of academic excellence empowered with scientific, technological and 21 st century skills, thus, producing holistically developed administrators, faculty,
support staff, student and alumni.

MISSION: Develop continuing programs of quality and relevant education.

INSTITUTIONAL OBJECTIVES:
 To attend to the holistic development of the individual, mind, body, spirit and emotions.
 To perpetuate nationalistic ideas.
 To assist in enhancing the range of each individual’s participation in the basic functions of the society.
 To develop technological competencies through the awareness, use, and application of appropriate technologies that will make them globally competitive.
 To be financially viable in order to support the needs of education.

COREVALUES:
 Spirituality
 Integrity
 Patriotism
 Excellence

INSTITUTIONAL LEARNING OUTCOMES

The graduates of Imus Institute of Science and Technology can demonstrate the following interconnected outcomes: the knowledge, skills, and competencies which are embedded
in their respective sources/programs and which will enable them to succeed in their chosen careers.

Graduates Outcomes Performance Indicators

Effectively organize and communicate, both orally and in writing, thoughts in a clear and well-organized
1. Communication manner to persuade, inform and convey ideas, express feelings and support conclusions in academic,
work, family and community settings using variety of models and media strategies.
Explore issues, ideas, and events using informed judgment, intellectual curiosity, synthesis and
2. Creative, Critical and Analytic evaluation based on evidences, sound reasoning and creativity; able to differentiate facts from opinions,
Thinking interpret literary, artistic and scientific works; explore alternatives and adapt ideas and methods to new
situations.
3. Problem Solving Skills Ability to solve complex problems, proficient in computer, perform data analysis, apply
mathematical/financial and accounting operations and reasoning; ability to analyze and use numerical
data.
4. Collaboration and Teamwork Jointly and effectively working with others in situations characterized by different interests and
objectives; share task and complete task on time to increase the success of teams.
5. Community/Global Apply knowledge and skills from the classroom to community setting; demonstrate knowledge of the
Consciousness and Responsibility region and the world; contribute to a larger community and wider society, locally, nationally and
globally; develop, social perceptiveness, empathy, cultural awareness; ethics, interpersonal skills and
integrity.

IMUS INSTITUTE OF SCIENCE AND TECHNOLOGY, INC. GRADUATES’ ATTRIBUTE AND PERFORMANCE INDICATORS FOR SECONDARY AND
ELEMENTARY EDUCATION

The graduates of Bachelor of Secondary and Elementary education programs after graduation are expected to gain understanding in various aspects of learning and demonstrate
preparedness in the real-life situations.

GRADUATES ATTRIBUTES PERFORMANCE INDICATORS

BSED/BEED graduates demonstrate self-awareness and show

Self-Awareness and Emotional Intelligence emotional empathy, conducts feeding program and reading literacy to
the adopted barangay schools.
Critical Thinking and Problem Solving BSED/BEED graduates engage and involve themselves in community
services, thus, help indigent people in the barangay. Conduct surveys on
 the needs of the indigenous people.
BSED/BEED graduates attend seminars/workshops, conventions, local
Teamwork and Communication Skills
and regional competitions and recollections.
BSED/BEED graduates conduct field study, practice teaching and
Career and Leadership Readiness
community immersion.
BSED/BEED graduates demonstrate concerns on global and social
Inter-cultural and Ethical Competency issues. They are willing to be part of it and contribute for the betterment
of the society.
BSED/BEED graduates are involved in the anti-drug and smoking
Knowledge and Discipline campaign; willing to participate in the clean-up drive and beautification
program for Imus Institute of Science and Technology, Inc.

PROGRAM OUTCOMES COMMON TO ALL PROGRAMS IN ALL TYPES OF SCHOOLS

 Articulate and discuss the latest developments in the specific field of practice (PQF Level 6 descriptor).
 Effectively communicate orally and in writing using both English and Filipino
 Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF Level 6 descriptor)
 Act in recognition of professional, social and ethical responsibility.
 Preserve and promote “Filipino historical and cultural heritage” (based on RA7722)

PROGRAM OUTCOMES COMMON TO TEACHER EDUCATION

 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
 Demonstrate mastery of subject matter, discipline.
 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
 Develop innovative curricula, instructional plans, teaching approaches, and resources to diverse learners.
 Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
 Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
 Practice professional and ethical teaching standards sensitive to the local, national and global realities.
 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

PROGRAM OUTCOMES FOR BEED

 Demonstrate in-depth understanding of the diversity of learners in various learning areas.
 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
 Utilize appropriate assessment and evaluation tools to measure learning outcomes.
 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
 Demonstrate positive attributes of a model teacher, both as individual and as a professional
 Manifest a desire to continuously pursue personal and professional development.

Program Outcomes Common Program Outcomes Common to teacher Program Outcomes Specific
 Course to all Programs in All Types Education to BEED
of School
The Life and Works of Jose PO1 PO2 PO3 PO4 PO1 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4
Rizal 1 1 P D 1 1 P P P P P P P P

Course Outcome:
At the end of course, the students are expected to:

Cognitive Domain:
1. To know the major events during the industrial revolution and the rise of imperialism.
2. To differentiate between the major revolution of the 16th, 17th, and 18th centuries.

Affective Domain:
1. To appreciate the benefits of economic development in Asia.
2. To understand and appreciate the role and function of new technology in the world today.

Psychomotor Domain
1. To enumerate the technologies, social change, and discoveries that led to the rise of Imperialism and nations.

Desired Learning Outcomes Content/Topics Time Strategies and Assessment Resource Materials
Frame Activities Tools
1. Understand the major Topic 1 – New Global 3 Hours Lecture – Recitation Elis, Elizabeth Gaynor.
causes of European Connection (1415-1796) discussion World History. Pearson
exploration.  Europeans Explore Group Education, Inc., 2016
2. Analyze the rise of Overseas Group Dynamics Presentations
Dutch and Spanish  Europeans Gain
dominance in Asia and Footholds in Asia Comprehension Short Quiz
the Indian Ocean.  European Conquests and Analysis
3. Describe the impact of in the Americas about the lesson
Spanish colonial  European Colonies in
government, society North America
and culture.  The Slave trade and Its
4. Explain why the colony Impact on Africa
of New France grew  Effects of Global
slowly. Contact
1. Identify the Topic 2a – Absolutism and 3 Hours Lecture – Recitation Elis, Elizabeth Gaynor.
characteristics of Revolution (1550-1850) discussion World History. Pearson
absolute monarchy,  Absolute Monarchy in Essay Writing Education, Inc., 2016
 including the concept Spain and France Group
of divine right.  Rise of Austria, Discussion Quiz
2. Enumerate the causes Prussia and Russia
and results of the  Triumph of Parliament
Thirty Years’ War. in England
3. Describe the  The Enlightenment
relationship between
Parliament and the
monarchy under the
Tudors and Stuarts.
1. Identify the political Topic 2b – Absolutism and 3 Hours Lecture – Recitation Elis, Elizabeth Gaynor.
legal ideas in the Revolution (1550-1850) discussion World History. Pearson
declaration of  The American Presentation of Education, Inc., 2016
independence and the Revolution Individual Output
United States  The French Activity
Constitution. Revolution Begins
2. Trace the cause of the  A Radical Phase Interaction
French Revolution.  The Age of Napoleon
3. Compare and contrast
of Absolutism and
Revolution.
1. Explain the role of Topic 3a – The Industrial 3 Hours Lecture – Recitation Elis, Elizabeth Gaynor.
steam technology and Revolution (1750-1914) discussion World History. Pearson
textile manufacturing  The Industrial Presentation of Education, Inc., 2016
in the Industrial Revolution Begins Individual Output
Revolution.  Social Impact of Activity
2. Know the origins and Industrialism
characteristic of  The Second Industrial Interaction
socialism and Revolution
communism.  Changing Ways of
3. Appreciate the impact Life and Thought
of medical advances in
the later part of the
1800s.
4. Identify the value that
shaped the new social
order.
1. Identify the influence Topic 4a – Nationalism and 3 Hours Lecture – Recitation Elis, Elizabeth Gaynor.
 of liberty, equality and the Spread of Democracy discussion World History. Pearson
nationalism on political (1790-1914) Long Quiz Education, Inc., 2016
revolution.  Revolutions Sweeps Interaction
2. Enumerate the causes Europe
of growing discontent  Latin American
in Latin America, Nations Win
including the influence Independence
of the Enlightenment.  The Unification of
3. Appreciate the Germany
Unification of  The Unification of
Germany and Italy. Italy

1. Identify the democratic Topic 4b – Nationalism and 3 Hours Lecture - Quiz Elis, Elizabeth Gaynor.
reforms in Britain. the Spread of Democracy discussion World History. Pearson
2. Describe the Division (1790-1914) Education, Inc., 2016
and Democracy in  Democratic Reforms
France. in Britain
3. Analyze the impact of  Division and
economic growth and Democracy in France
social reform on the  Growth of the United
United States. States
 Nationalism in Eastern
Europe and Russia.
PRELIM EXAMINATION
1. Explain the political, Topic 5a – The Age of 3 Hours Lecture - Recitation Elis, Elizabeth Gaynor.
economic and social Imperialism discussion World History. Pearson
causes of European  The New Imperialism Essay Writing Education, Inc., 2016
imperialism.  European Colonies in Group
2. Analyze how European Africa Discussion Short Quiz
nations carved up  Europe and the
Africa Muslim World Comprehension
3. Identify the challenges  India Becomes a and Analysis
facing the Ottoman British Colony
empire and Persia.

1. Describe how Topic 5b – The Age of 3 Hours Lecture - Recitation Elis, Elizabeth Gaynor.
Westerners tried to Imperialism (1800-1914) discussion World History. Pearson
gain trade rights in  China and the West Group Report Education, Inc., 2016
 China.  The Modernization of Group Activity
2. Discuss the Age of Japan Short Quiz
Imperialism  Southeast Asia and Interaction
3. Analyze the influence the Pacific
of the United States on  The Americas in the
Latin America, Age of Imperialism
including the opening
of the Panama Canal.
1. Identify the key event Topic 6 – World War 1 and 3 Hours Lecture - Group Elis, Elizabeth Gaynor.
that sparked World the Russian Revolution discussion Presentation World History. Pearson
War 1. (1914-1924) Education, Inc., 2016
2. Describe the impact of  World War 1 Begins Group
modern military  Fighting the Great Discussion
technology on War
fighting.  World War 1 Ends
3. Explain the causes of  Revolution in Russia
Revolution of Russia.
1. Identify causes and Topic 7a – The World 3 Hours Lecture - Group Elis, Elizabeth Gaynor.
effects of the Mexican Between the Wars (1910- discussion Presentation World History. Pearson
Revolution. 1939) Education, Inc., 2016
2. Describe the rise of  Revolution and Class Activities Short Quiz
nationalism in Africa. Nationalism in Latin
3. Analyze the struggle America Group
between nationalism  Nationalist Discussion
and Communists in Movements in Africa
China. and the Middle East.
 India Seeks Self-Rule
 New Forces in China
and Japan
1. Describe the world Topic 7b – The Word 3 Hours Lecture – Group Elis, Elizabeth Gaynor.
between the wars. Between the Wars (1910- discussion Presentation World History. Pearson
2. Analyze how western 1939) Education, Inc., 2016
society and culture  The West after World Group Activity Short Quiz
change after World War 1
War 1.  Fascism Emerges in
3. Appreciate the Italy
responses of Britain,  The Soviet Union
France and the United Stalin
 States to the great  The Rise of Nazi
depression. Germany
MIDTERM EXAMINATION
Understand how German Topic 8: World War II 3 Hours Lecture Group Elis, Elizabeth Gaynor.
aggression led Europe into (1930-1945) Presentation World History. Pearson
World War II.  Aggression, Video Showing Education, Inc., 2016
Appeasement and Quiz
Explain how Japanese War. Group discussion
imperialism and the attack on  Axis Powers Advance
Pearl Harbor brought the  The Holocaust
United States into war.  The Allies Turn the
Tide
Enumerate the cause and effect  Victory for the Allies
of World II.
Identify continuing Cold War Topic 9: The Cold War Era 3 Hours Lecture Group Elis, Elizabeth Gaynor.
conflicts in Germany and (1945-1991) Presentation World History. Pearson
Eastern Europe.  The New Global Group discussion Education, Inc., 2016
Describe how Japan changed Conflict Quiz
after World War II  The Western
Democrats and Japan
Appreciate the benefits of the  Communism in East
Cold War Asia
 War in Southeast Asia
 The Cold War Ends
Know the New Nations Topic 10: New Nations 3 Hours Lecture Group Elis, Elizabeth Gaynor.
Emerged. Emerge (1945-Present) Presentation World History. Pearson
 New Nations in South Group discussion Education, Inc., 2016
Explain the impact of Asia, and Southeast Recitation
independence on nations of Asia
Southeast Asia.  African Nations Win
Independence
Appreciate the development of  The Modern Middle
modern nations in the Middle East Takes Shape
East.  Conflicts in the
Middle East

Describe the World Today Topic 11: The World Today 3 Hours Lecture Quiz Elis, Elizabeth Gaynor.
(1980-Present) World History. Pearson
 Understand how nations in the  Challenges of Group Activity Group Education, Inc., 2016
developing world have tried to Development Presentations
build strong economies  Challenges for African
Nations
Identify the benefits of  Rapid Development in
economic developments in China and India
Asia  Latin American
Nations Move Toward
Democracy
 The Industrial World
Identify the impact of Topic 11: The World Today 3 Hours Lecture Quiz Elis, Elizabeth Gaynor.
globalization on the modern (1980-Present) World History. Pearson
world  Globalization and Group Activity Group Education, Inc., 2016
Trade Presentations
Evaluate the environmental  Social and
challenges facing the world Environmental Issues
Appreciate the benefits of  Terrorism and
advances in Science and International Security
Technology  Advances in Science
and Technology
FINAL EXAMINATION

Rubric for Grading Project

Criteria Points
Uniqueness and Originality of Design (products of one’s own imagination) 5
Materials Used (100% recyclable) 5
Usefulness of the project (Makes complex job easier) 5
Promptness of submission (Submitted on the set deadline) 5
TOTAL 20

Rubric for Oral Presentation

Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1)
Delivery Holds attention of entire Consistent use of direct eye Displays minimal eye contact Holds no eye contact with
audience with the use of contact with audience, but still with audience, while reading audience, as entire report is
 direct eye contact, seldom returns to notes. mostly from notes. read from notes.
looking at notes. Speaks with satisfactory Speaks in uneven volume Speaks in low volume and/or
Speaks with fluctuations in variation of volume and with little or no inflection. monotonous tone, which
volume and inflection to inflection. causes audience disengage.
maintain audience interest and
emphasize key points,
Demonstrate full knowledge Is at ease with expected Is uncomfortable within Do not have grasp of
by answering all class answers to all questions, formation and is able to information and cannot
questions with explanation without elaboration. Has answer only rudimentary answer questions about the
and elaboration. somewhat clear purpose and questions. subject.
subject; some examples, facts,
Provides clear purpose and and/or statistics that support Attempts to define purpose Do not clearly define subject
Content
subject; pertinent examples, the subject; includes some data and subject; provides weak and purpose; weak or no
facts, and/or statistics, support or evidences. examples, facts, and/or support of subject, gives
evidences. statistics, which do not insufficient support for ideas
adequately support the or conclusion.
subject, and includes a very
thin data or evidence.
Enthusiasm Demonstrates strong Shows some enthusiastic Shows little or mixed feelings Shows no interest in the
enthusiasm about the topic feelings about the topic. about the topic being topic presented.
during the entire presentation. presented.
Raises audience understanding Fails to increase audience
Significantly increases and awareness of most points. Raises audience understanding and
audience understanding and understanding and knowledge knowledge of the topic.
knowledge of topic, convinces of some points.
an audience to recognize the
validity and importance of the
subject.

COURSE POLICIES
1. Observes strictly the pertinent institution and department policies.
2. Regular attendance is expected of every student, in case of failure to attend class due to unavoidable circumstances whether personal or official, the student concerned is
responsible in making up any lesson activity missed. Furthermore, he/she should secure a medical or official letter from the parent/guardian.
3. Report to class on time and stay during the entire class session.
4. Active participation from the student is expected.
5. In-class activities must be accomplished in class as scheduled.
6. Observe course calendar particularly for the scheduled submission of projects/assignments.
7. Feel free to consult with the professor regarding problems in assigned tasks. Refer to the professor’s consultation hour.
 8. Intellectual and academic honesty is expected to everyone. Properly acknowledge all sources of information used in student papers.

FINAL REQUIREMENTS:
1. Participate actively in the discussion.
2. Presentation of reports
3. Submission of Projects/Assignments

GRADING SYSTEM
Prelim Grade % Midterm Grade % Final Grade %
Class Standing (Assignment, Class 30% Class Standing (Assignment, Class 30% Class Standing (Assignment, Class 30%
Participation, Recitation, Seat Works, Participation, Recitation, Seat Works, Participation, Recitation, Seat
Projects, Attendance) Projects, Attendance) Works, Projects, Attendance)

Quiz (Oral, written) 30% Quiz (Oral, Written) 30% Quiz (Oral, Written) 30%

Prelim Examination 40% Midterm Examination 40% Final Examination 40%

TOTAL 100% TOTAL 100% TOTAL 100%

REFERENCES:

Barrientos, Gloria P. World History. Sta. Mesa, Manila: Saint Bernadette Publications, Inc., 1997.

Dulker, William J. The Essential World History 7th ed. McGraw Hill Pub., 2014

Elis, Elisabeth Gayno. World History. Pearson Education Inc., 2016.

Zaide, Gregorio F. Zaide, Sonia M. World History. Fifth Edition. Quezon City: All-Nations Publishing Co., Inc., 2006.

http://opmanongssc.hawaii.edu/filipino/pawbib.html
http://www.philippine-history.org/about-philippines.htm
http://marsantos.tripod.com/history.htm

PREPARED BY: NOTED BY:

MR. ADONIS O. PARIAN

Faculty, CEAS Chief Librarian
NOTED BY: APPROVED BY:

Dean, College of Education, Arts and Sciences Vice President for Academic Affairs