College GENERAL EDUCATION DEPARTMENT Program All Programs

Course Code GED105 Course Title THE CONTEMPORARY WORLD Credit 3

I.
Units
Course Description The course “The Contemporary World” provides an in-depth exploration of recent global
Pre-
events and complex issue of globalization. Students will investigate economic, social, None
Requisite
political, historical, geographical, and technological aspects to understand the
interconnectedness of the modern world. The course emphasizes ethical responsibility and
global encouraging the students to critically evaluate challenges such as market integration,
global governance, demographic trends, migration and sustainable development. Through a Co-
None
combination of lectures, discussion, and research projects, students will develop the skills to Requisite
analyze and address complex global issues, culminating in the presentation of a problem
solution proposal.

II. Vision of UDM Mission of UDM Quality Policy Core Values

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 Universidad de Manila is
committed to provide equal
opportunities by developing the
A leading Higher Education learners’ knowledge, skills, and Universidad de Manila is E – Ethics and Integrity
Institution that prepares values, through quality committed in ensuring Quality Q – Quality and Excellence
visionary and ethical leaders education and dynamic Education and Processes that U – Unity and Collaboration
who shall create a positive technology-driven systems, in a are Sustainable, Responsive and A – Achievement and Passion
impact to society. diverse yet inclusive Relevant L – Leadership and Innovation
environment for learning,
research, and community
engagement.
1. Manifest Information and Communication Technology (ICT) literacy.
2. Practice effective communication.
3. Demonstrate civic and global learning.
Institutional Learning Outcomes
III. 4. Apply critical and creative thinking.
(ILO)
5. Apply collaborative learning.
6. Exhibit flexibility, initiative, entrepreneurial and social skills.
7. Exemplify strong ethical leadership.

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 INTELLECTUAL COMPETENCIES
1. Manifest higher levels of comprehension (textual, visual, etc.)
2. Communicate proficiently and effectively (writing, speaking, and use of new technologies)
3. Manifest understanding basic concepts across the domains of knowledge
4. Think critically, analytically, and creatively
5. Apply different analytical modes (quantitative and qualitative, artistic and scientific, textual
and visual, experimental, observation, etc.) in tackling problems methodically
6. Show appreciation of the human condition
7. Manifest capacity to personally interpret the human condition

PERSONAL AND CIVIC RESPONSIBILITIES

General Education Intended Learning
8. Show the ability to view the contemporary world from both Philippine and global perspectives
Outcomes (GEILO)
9. Demonstrate self-assuredness in knowing and being Filipino
10. Reflect critically on shared concerns and think of innovative, creative solutions guided
by ethical standards
11. Manifest ability to reflect on moral norms/imperatives as they affect individuals and
society
12. Appreciate and contribute to artistic beauty
13. Understand and respect human rights
14. Contribute personally and meaningfully to the country’s development

PRACTICAL SKILLS
15. Working effectively in a group

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 16. Apply computing and information technology to assist and facilitate research
17. Negotiate the world of technology responsibly
18. Apply problem-solving skills (including real-world problems)
19. Perform basic work-related skills and knowledge

Institutional Learning Outcomes (ILO)

General Education Intended Learning Outcomes (GEILO)
ILO 1 ILO 2 ILO 3 ILO 4 ILO 5 ILO 6 ILO 7

1. Manifest higher levels of comprehension (textual, visual, etc.) ✓ ✓ ✓ ✓

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2. Communicate proficiently and effectively (writing, speaking, and use of
✓ ✓ ✓
new technologies)

3. Manifest understanding basic concepts across the domains of knowledge ✓ ✓

4. Think critically, analytically, and creatively ✓ ✓ ✓
5. Apply different analytical modes (quantitative and qualitative, artistic
✓ ✓
and scientific, textual and visual, experimental, observation, etc.) in ✓ ✓
tackling problems methodically

6. Show appreciation of the human condition ✓ ✓ ✓ ✓

7. Manifest capacity to personally interpret the human condition ✓ ✓ ✓ ✓
8. Show the ability to view the contemporary world from both Philippine
✓ ✓ ✓ ✓
and global perspectives

9. Demonstrate self-assuredness in knowing and being Filipino ✓ ✓ ✓

10. Reflect critically on shared concerns and think of innovative, creative
✓ ✓ ✓ ✓ ✓
solutions guided by ethical standards
11. Manifest ability to reflect on moral norms/imperatives as they affect
✓ ✓ ✓ ✓ ✓
individuals and society

12. Appreciate and contribute to artistic beauty ✓ ✓

13. Understand and respect human rights ✓ ✓ ✓
14. Contribute personally and meaningfully to the country’s development ✓ ✓ ✓
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15. Working effectively in a group ✓ ✓ ✓ ✓
16. Apply computing and information technology to assist and facilitate
✓ ✓
research

17. Negotiate the world of technology responsibly ✓ ✓ ✓

18. Apply problem-solving skills (including real-world problems) ✓ ✓
19. Perform basic work-related skills and knowledge ✓ ✓ ✓ ✓

Course Intended Learning General Education Intended Learning Outcomes

Outcomes (CILO) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
1. Students will be able to
define globalization and
articulate its economic,
social, political, I P I P P I P D P D P I P D P P D D D
historical, geographical,
and technological
dimensions.
2. Students will critically
evaluate global
I P I P P I P D P D P I P D P P D D D
challenges such as
market integration,

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 global governance,
demographic trends,
migration, and
sustainable
development,
understanding their
complexities and
implications.
3. Students will
demonstrate an
understanding of ethical
responsibility in the
context of global I P I P P I P D P D D I D D P P D D D
citizenship and apply
this to their analysis of
contemporary global
issues.
4. Students will conduct
in-depth research on a
specific global issue,
I D I P D I P D P D P I P D D D D D D
develop a problem
solution proposal, and
effectively present their

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 findings to their peers.

5. Students will
understand and explain
the interconnectedness
of the modern world,
I P I P P I P D P D P I P D P P D D D
demonstrating how
various global aspects
influence and interact
with each other
I – Introduced Concepts/Principles
P – Practiced with Supervision
D – Demonstrated across different clinical settings with minimal supervision

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 STUDENTS INTENDED
WEE OUTCOMES BASED TEACHING ASSESSMENT CORE GEIL
IV LEARNING OUTCOMES TOPICS
K & LEARNING ACTIVITIES TASK VALUES O
(SILO)
By the end of this session, 1. Icebreaker activities –  Direct
students should be able Encouraging Global Assessment:
to: Awareness & Critical Participation in
Thinking. discussion, clarity
a. Analyze personal A. Meet-and-Greet  Purpose: Foster in explanations
global perspective and Introduction engagement and critical  Indirect
through interactive to the Study of reflection on Assessment:
icebreaker activities Globalization globalization Student
b. Understand the course  Activity 1: “If you could reflections on U, A, L 2, 8,
1 B. Course Overview
syllabus, structure, live in any country, globalization’s 15
 Weekly topics
and assessment and thematic where would it be and impact
criteria modules why?”  Feedback
c. Explain fundamental  Objective: Encourage Mechanism:
globalization concepts cultural curiosity, global Short exit survey
and their relevance in perspectives and on student
contemporary issues justification of personal confidence in
d. Engage in critical choices understanding
reflection on global  Assessment: Verbal globalization

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issues and their participation and depth
personal significance of reasoning
 Activity 2: “What global
issue are you most
passionate about?”
 Objective: Identify and
articulate a key global
challenge
 Assessment: Ability to
connect personal values
with global concerns
2. Overview of the syllabus
and course expectations –
Setting Clear Learning
Goals
 Purpose: Ensure
transparency in learning
objectives and
assessment methods.
 Assessment criteria:
Participation, projects
and exams
 Methodologies: Lectures,

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 debates, research, and
group work
 Expectations for
academic integrity,
participation and
critical thinking
 Assessment: Informal
Q&A session to gauge
understanding
3. Introductory lecture on
globalization concepts
 Purpose: Introduce
foundational theories
and key terms in
globalization
 Engagement Strategy:
Socratic questioning
 Assessment: Quick quiz
in the next session to
assess comprehension

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 1. Lecture on the concept and  Direct
By the end of this session,
history of globalization – Assessment:
students should be able
Unit 1: Concepts of Establishing a Theoretical Comprehensio
to:
Globalization Foundation n check
A. Defining  Purpose: Provide a through
a. Describe the historical
Globalization chronological participation
development and
B. Main Factors understanding of in discussion
evolution of
Affecting globalization and and acrostic
globalization
Globalization introduce theories activity
b. Analyze key
1. Economic  Strategy: Students  Indirect 1, 3,
globalization theories
Globalization discuss globalization Assessment: 4, 5,
and their real-world E, Q, A, U
2-3 2. Cultural example from their Reflection 8,
applications
Globalization community journal: What 15
c. Evaluate the positive
3. Political  Assessment: 1. Short is one impact
and negative impacts
Globalization reflection question (“How of globalization
of globalization
4. Globalization has globalization affected that you
through group
and your daily life”); 2. A personally
discussions
Technology brief quiz in the following relate to?”
d. Collaborate effectively
5. Globalization session on key  Feeback
in group discussions
in the globalization theories Mechanism:
and apply creative
Philippines 2. Group discussion on the Students rate
thinking in an acrostic
impacts of globalization their
activity
(Acrostic Activity) – understanding

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 Encouraging Critical of
Thinking globalization’s
 Purpose: Develop history and
students’ ability to impact on a
critically assess scale of 1-5
globalization’s effects.  A brief quiz in
 Activity: Acrostic the following
Exercise session on key
 Discussion: 1. How do globalization
these impacts vary theories
across different
countries? 2. What are
the benefits and
challenges of
globalization? 3. Is
globalization inevitable or
reversible?
 Assessment: Depth of
responses and ability to
provide real-world
examples; Peer
evaluation – students
reflect on which ideas

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 were more compelling.

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 1. Lecture on the global  Direct
economy – Building an Assessment:
By the end of this session, Economic Framework Clarity and
students should be able  Purpose: Introduce depth of
to: Unit 2: The Global students to the economic
Economy structure and impact of interpretation
a. Define key concepts A. Definition of global economy in group
related to the global Economic  Engagement Strategy: presentations
economy Globalization Real-world example:  Indirect
b. Analyze the role of B. The Pros and The 2008 financial Assessment: 1, 4,
globalization in Cons of Economic crisis and its effects on Reflection 5, 6,
4 economic trends and Globalization global markets; Quick journal: “How Q, U, L 8,
policies C. Factors that have poll: “is globalization did analyzing 15
c. Interpret editorial contributed to good or bad for an editorial
cartoons to uncover Globalization economies?” (Followed cartoon
economic themes, D. The Philippine by open discussion change your
biases, and messages Economic  Assessment: Students understanding
d. Collaborate in groups Response to write a one-minute of the global
to discuss economic Covid-19 summary of a key economy?”
issues creatively concept learned; A  Feeback
through visual media short multiple-choice Mechanism:
quiz on core economic Students rate
concepts in the next their

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 session confidence
2. Editorial Cartoons Group interpreting
Assignment: - “See, Think, economic
and Wonder” issues through
 Purpose: Encourage media on a
students to critically scale of 1-5
analyze economic issues  A short
through media multiple-
interpretation choice quiz on
 Activity: core economic
a. Students select concepts in
editorial cartoons the next
related to the global session.
economy
b. Apply the See,
Think, Wonder
framework
 See – Describe the
key elements of
the cartoon
(symbols, text,
images
 Think – Analyze

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 the artist’s
message and
perspective
 Wonder – pose
questions about
the economic issue
depicted (e.g.
“what are the
potential
consequences of
this issue?”)
c. Discussion Prompts:
1. What economic
issue is being
addressed in the
cartoon? 2 Does the
artist present a
biased perspective?
Why or why not? 3.
How does this
cartoon connect to
real-world economic
policies?

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 d. Assessment: Group
presentation of their
analysis, grade on
clarity, depth, and
engagement; peer
feedback – students
reflect on which
cartoon analysis was
most insightful

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 By the end of this session, 1. Lecture on market  Direct
students should be able Unit 3: Market integration – Establishing Assessment:
to: Integration and the Economic Connectivity Understanding
Role of International  Purpose: Provide a of market
a. Explain the concept of Organizations comprehensive integration
market integration understanding of market and
and its significance in A. The International integration and its international
global trade Financial effects on global trade organizations
b. Analyze how market Institutions  Engagement Strategy: through case
integration affects B. The Bretton Case Study: The study 1, 3,

economies, business, Wood Systems European Union’s Single presentations. 4, 5,

5 and consumers C. The General Market – Success and  Indirect E, Q, U, A, L 8,

c. Evaluate the role of Agreement on Challenges; Debate: Assessment: 10,

international Tariffs and Trade “Should all countries Reflection 12

organizations in D. World Trade strive for deeper market journal: “How

promoting or Organization integration?” does market
regulating market E. International 2. Evaluate the role of integration
integration Monetary Fund international organizations affect my
d. Debate the advantages F. The World Bank in market integration country’s
and disadvantages of Group  Purpose: Encourage economy?”
market integration G. OECD, OPEC, EU students to assess how  Feedback
from different H. NAFTA global institutions Mechanism:
perspectives influence organization Students rate

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  Group research and their
answer: 1. What is the understanding
organization’s role in of market
market integration; 2. integration
What policies or and
agreements has it international
implemented; 3. What organizations
are the benefits and on a scale of
criticism of its 1–5.
involvement?  A short quiz
 Discussion Prompts: 1. on the types
Which organization has and impacts of
the greatest influence on market
global trade? 2. Should integration in
international the next
organizations have more session.
or less control over
market integration? 3.
How do developing vs.
developed countries
experience market
integration differently?
 Assessment: Group

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 presentations graded on
clarity, research depth,
and engagement; Peer
evaluation pp students
rank the most
compelling arguments.

 A Pen and Paper

examination consisting of  Prelim
Demonstrate
Preliminary 100 questions based on examination 1, 3,
understanding of the
6 Examination the content covered in covering topics E, Q, A 4
foundational concepts
week 1-5 designed to from weeks 1-
covered in weeks 1-5
incorporate Bloom’s 5
taxonomy
By the end of this session, Unit 4: The Global 1. Lecture on the global  Direct
students should be able Interstate System – interstate system and Assessment:
to: The International international organization Understanding 1, 3,
Law  Purpose: Provide of global 4, 8,
a. Explain the structure foundational knowledge interstate 10,
7-8 A. International Q, U, L
of the global interstate on international relations relations 11,
system and the Law and the role of global through 15
functions of B. International institutions lecture
international Economic Law  Engagement Strategy: participation;
organizations C. International Case Study discussion on Negotiations
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b. Analyze the impact of Human Rights the role of the UN in the skills
international Law Russia-Ukraine conflict demonstrated
organizations in global D. International or the Paris Climate in the role-
governance and Environmental Agreement; Quick Pool: playing
diplomacy Law “Are international simulation
c. Evaluate the E. International organizations effective in  Indirect
effectiveness of Organizations maintaining global Assessment:
international F. Non- order?” Reflection
negotiations in Governmental 2. Role-playing activity: journal: “What
resolving global Organizations International Negotiations did I learn
conflicts and fostering G. Individual Simulation about
cooperation H. The Effects of a) Students are divided diplomacy and
d. Demonstrate Globalization on into groups representing international
diplomatic and Governments different countries or cooperation
negotiation skills by international from the
participating in organizations simulation?”
simulated b) A global crisis scenario is  Feeback
international presented (e.g., climate Mechanism:
negotiation change, trade war, Students rate
refugee crisis, etc.) their
c) Each group receives a confidence in
briefing on their understanding
country’s stance, international

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 economic/political relations and
interests and negotiations
negotiation goals on a scale of
d) Group engages in 1-5.
structured diplomatic  Short quiz in
negotiations to reach an the next
agreement or resolution session on
 Discussion: 1. What international
challenges did you organizations’
face in the functions and
negotiation process?; challenges
2. How do power
dynamics influence
international
diplomacy?; 3. Did
your country’s goals
align with global
cooperation or self-
interest?
 Assessment: Students
are graded on
participation,
strategic thinking,

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 and teamwork in
negotiations

By the end of this session, Unit 5: The United 1. Lecture on contemporary  Direct
students should be able Nations and global governance – Assessment:
to: Contemporary Understanding Beyond the Understanding

Governance State of global

a. Explain the concept of  Purpose: Provide an governance
contemporary global A. Global overview of modern concepts 1, 3,

governance and its Governance governance structures through 4, 8,

significance in world B. Challenges of and their role in global lecture 10,

9 Global E, Q, U, A, L 11,
affairs affairs participation;
b. Analyze the functions, Governance  Engagement Strategy: Quality of 13,

challenges, and  Nationalism Case Study on the group 15

effectiveness of global and effectiveness of the UN in discussion and

governance Protectionism global crisis management argument on
mechanisms  Power (e,g,, COVID-19 non-state
c. Evaluate the influence Imbalances pandemic response, etc.); actor’s roles
of non-state actors in  Global Quick Debate: “Should  Indirect

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 shaping global policies Inequality global governance have Assessment:
and addressing  Climate more authority over Reflection
transnational issues Change and national policies?” journal:
d. Debate the growing Environmenta 2. Activity: Roundtable “Which non-
role of non-state l Degradation Discussion – “Beyond the state actor do
actors in global  Cybersecurity State: Who Governs the you think has
governance and their and World?” the most
impact on Technology a) Students are divided into power in
international decision- Governance groups, each assigned a global
making  Pandemic category on non-state governance
Response and actors: (MNCs: apple, today, and
Global Health google, shell; NGOs: why?”
Governance Amnesty International,  Feeback
 Migration and Greenpeace, Red Cross; Mechanism:
Refugee Issue IGOs: WHO, ICC; Global Students rate
C. The United Social Movements: their
Nations Fridays for Future, understanding
 Functions of Occupy Wall Street, of global
the United #MeToo; governance
Nations Terrorist/Transnational and non-state
 Main Parts Criminal Organizations: actors on a
of the UN ISIS, drug carterls, scale of 1-5.
 Challenges of cybercrime networks)  Short quiz in

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 the UN b) Group discuss and the next
D. International answer: a. What is your session on
Criminal Court assigned actor’s role in global
 Crimes ICC global governance; 2. governance
Deal With How does it influence institutions
 How ICC global policies or public and their
Works? opinion; 3. What are the effectiveness
 Important benefits and potential
Things to risks of its involvement
Know About in global governance?
the ICC c) Each group presents key
findings and participates
in a whole-class
discussion
 Discussion Prompts: 1.
Do non-state actors have
too much influence in
global governance; 2.
Should multinational
corporations be held
accountable for human
rights and environmental
impacts? 3. Can global

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 social movements be
more effective than
governments in driving
change?
 Assessment: Group
presentations graded on
clarity, research depth,
and engagement; Peer
evaluation: students rank
the most compelling
arguments presented
By the end of this session, Unit 6: Global 1. Lecture on global  Direct
students should be able Demography demography and Assessment:
to: (mandated topic) demographic trends – Understanding
Understanding Population of global
a. Define key concepts A. Global Dynamics demographic
and explain their Demography  Purpose: Introduce concepts 1, 3,
10 B. Key Components E, Q, A 4, 5
relevance in global students to demographic through
studies of Global principles and explore lecture
b. Analyze major Demography the impact of population participation;
demographic trends  Population changes on global Ability to
and their social, Size and development interpret and
economic, and political Growth  Engagement Strategy: analyze

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 implications  Population Students analyze UN population
c. Evaluate the challenges Distribution demographic data or data trends
and opportunities  Fertility World Bank Population  Indirect
posed by demographic Rates trends, and then identify Assessment:
shifts such as  Mortality trends and make Reflection
population aging, Rates predictions about future journal: “How
migration, and  Migration populations challenges do
urbanization  Aging demographic
d. Interpret demographic Populations trends affect
data to assess its C. Challenges of the
impact on national Global Philippines?”
and global policies Demography  Feedback
 Aging Mechanism:
Population Students rate
and Shrinking their
Workforce confidence in
 Youthful understanding
Population demographic
and trends on a
Unemploymen scale of 1-5.
t  Short quiz in
 Migration and the next
Integration session on

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  Climate demographic
change and concepts and
Displacement trends
 Urbanization
 Declining
Fertility in
High-Income
Countries
D. Policies to
Address Global
Demographic
Challenges
 Pro-Natalist
Policies
 Support for
Aging
Population
 Education
and
Employment
for Youth
 Migration
Policies

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  Sustainable
Urbanization
 Climate
Change
Adaptation
 Family
Planning and
Health

By the end of this session, Unit 7: Global 1. Lecture on global migration  Direct
students should be able Migration and its drivers – Assessment:
to: A. Definition of Understanding Population Understanding

Migration Movements of migration

a. Explain the key  Purpose: Provide concepts 1, 3,
B. Why Do People
concepts and drivers students with a through 4, 5,
Move?
of global migration foundational lecture 6, 8,
11  Economic and E, Q, U, A, L
b. Analyze the economic, understanding of participation; 11,
Political
social, and political migration, its causes, Ability to 13,
Reasons,
impacts of migration and its effects on global evaluate and 15
Social,
at national and global Cultural, societies compare
levels Push-Pull 2. Activity: Policy Analysis and migration
c. Evaluate different Factors Debate – “Who Should Be policies
migration policies and C. Benefits from Allowed to Migrate?”  Indirect

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 their effectiveness in Global Mobility  Purpose: Encourage Assessment:
addressing migration students to evaluate and Reflection
challenges debate the effectiveness journal: “What
d. Debate ethical and and ethical do you think is
political considerations considerations of the most
regarding migration migration policies effective
policies and their worldwide migration
implications for 1. Students are divided policy, and
human rights into groups, each why?”
assigned a country  Feedback
with different Mechanism:
migration policies Students rate
(e.g., Canada, their
Germany, the US, confidence in
Australia, Sweden) understanding
2. Each group researches migration
and presents: issues on a
a) A. their country’s scale of 1-5.
immigration and  Short quiz in
policy (e.g., open- the next
door, point-based, session on
strict border migration
control); drivers and

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 b) the benefits and trends
challenges of their
policy.
c) public opinion and
political debates
regarding
migration in their
assigned country
3. The group engages in
a structure discussion,
comparing policies
and debating which
approach is the most
effective and ethical
4. Discussion Prompts:
a) Should countries
prioritize economic
migrants over
refugees?
b) How should
governments
balance national
security concerns

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 with humanitarian
obligations
c) Is migration a
human right or a
privilege granted by
states?
5. Assessment: Group
presentations graded
on clarity, research
depth, and
engagement
 A Pen and Paper
examination consisting of  Midterm
Demonstrate
Midterm 100 questions based on examination 1, 3,
understanding of the
12 Examination the content covered in covering topics E, Q, A 4
foundational concepts
week 1-5 designed to from weeks 7-
covered in weeks 7-11
incorporate Bloom’s 11
taxonomy

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 By the end of this session, 1. Lecture on the Problem  Direct
students should be able Solution Proposal based on Assessment:
to: current social issues, and Problem-
the UNSD Goals solution
a. Identify a pressing  Purpose: Guide students proposal draft
social issue and on how to structure a evaluated for
correlate it with the well-researched depth, clarity,
UN Sustainable problem-solution and SDG
Development Goals Research Project proposal aligned with alignment; 1, 2,
(UNSDGs) Preparation – global sustainability Effectiveness 4, 5,
b. Develop a well- Problem Solution efforts of 8,
13 researched problem- Proposal on Social  Engagement Strategy: participation E, Q, U, A, L 15,
solution proposal that Issues and the UN Students select a social in 16,
addresses a real-world Sustainable issue and map it to an consultations 18
challenge Development SDG in a short and peer
c. Evaluate the feasibility discussion; Quick Poll: review
and impact of “Which SDG do you  Indirect
proposed solutions think is the most urgent Assessment:
through peer review to address today?” Reflection
and instructor 2. Activity 1: Instructor-Led journal: “How
consultations Consultation Sessions did the
d. Demonstrate a critical  Purpose: Provide consultation
thing, collaboration, students with direct and peer

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and feedback feedback and guidance review process
integration in refining on their proposals to enhance my
their proposals refine their problem problem-
statements and solutions solution
 Engagement Strategy: proposal?”
Students can ask  Feedback
questions about proposal Mechanism:
structure, research Students rate
strategies, and solution their
development confidence in
3. Activity 2: Peer Review finalizing their
Exchange – “Strengthen proposals on a
Your Proposal” scale of 1–5.
1. Each group exchanges
proposals with
another group for
constructive feedback
2. Peer reviewers assess
proposal based on:
a) Clarity and
strengthen of the
problem statement
b) Feasibility and

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 impact of the
proposed solution
c) Persuasiveness and
supporting
evidence
3. Groups provide
written feedback and
discuss suggestions for
improvement
4. Discussion Prompts:
a) What are the
strengths of this
proposal
b) What gaps or
weaknesses need
improvement?
c) Are the proposed
solutions realistic
and aligned with
the SDG
framework?
5. Assessment: Peer
review rubric

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 submission with
structured feedback

By the end of this session, 1. Lecture on Sustainable  Direct

Unit 8: Sustainable
students should be able Development Goals (SDGs) Assessment:
Development Goals
to: – Understanding the Global Understanding
(SDGs) and Global
Sustainability Agenda of SDGs
Initiatives
a. Explain the purpose,  Purpose: Introduce through 1, 3,
structure, and A. Definition and students to the SDGs lecture 4, 5,
significance of the UN Importance of and their role in participation; 8,
Sustainable Sustainability addressing global Creativity and 10,
14 Development Goals B. Dimensions of challenges critical E, Q, U, A, L 11,
(SDGs) Sustainability  Engagement Strategy: thinking in 13,
b. Analyze the (Environmental, Real-World Case Studies: designing 15,
interconnections Social, and The Paris Climate sustainability 18
between different Economic) Agreement (SDG 13); initiatives.
SDGs and their impact C. Sustainable Sustainable cities and  Indirect
on global development Development clean energy projects Assessment:
c. Evaluate real-world Goals (SDG) (SDG 11 & 7); Social Reflection
sustainable enterprises tackling journal:

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 development initiatives poverty (SDG 1 & 8) “Which SDG
and assess their  Quick Poll: “Which SDG initiative
effectiveness do you think should be presented in
d. Propose innovative prioritized the most?” class do you
and actionable (Followed by open think could
sustainability discussion) make the
initiatives within their 2. Activity: Interactive activity biggest
own communities on sustainable development impact, and
initiatives “SDG Challenge: why?”
Designing a Sustainability  Feedback
Initiative” Mechanism:
 Students are divided into Students rate
small groups, each their
assigned an SDG confidence in
 Each group must design applying SDG
a realistic sustainability concepts to
initiative that addresses real-world
a key issue related to challenges on a
their assigned SDG scale of 1–5.
 Key Components of their
Proposal:
a) Define the problem
and explain why it

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 matters.
b) Propose a sustainable
initiative (e.g., a local
project, a business
idea, a government
policy, etc.)
c) Identify stakeholders
and resources needed
d) Explain how success
will be measured
 Groups present their
ideas in a mini-pitch
session (3-5 minutes per
group)
 Discussion Prompts:
a) What are the biggest
obstacles to
implementing
sustainability
initiatives?
b) How can individuals
and communities
contribute to

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 achieving SDGs?
c) Which SDGs require
urgent action, and
why?
 Assessment: Group
presentations graded on
creativity, feasibility, and
clarity
By the end of this session, Unit 9: Global 1. Lecture on global  Direct
students should be able Citizenship and its citizenship – Assessment:
to: Responsibilities Understanding our role in Understanding
the Global Community of global 1, 3,
a. Define global A. The Concept of  Purpose: Introduce citizenship 4, 6,
citizenship and explain Global students to the concept principles 8,
its relevance in a Citizenship of global citizenship, its through 10,
15 globalized world B. Importance of importance, and how it lecture E, Q, U, A, L 11,
b. Analyze the roles and Global connects to social, participation; 13,
responsibilities of Citizenship political, and ethical Depth of 14,
global citizens in C. Key ideas of responsibilities. analysis in 15
addressing global Global  Engagement Strategy: group
challenges Citizenship a) Interactive Poll: discussion and
c. Evaluate ethical D. The Role of “What does global ability to
considerations and Technology in citizenship mean to present

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 challenges in being an Global you?” (students complex ideas
active global citizen Citizenship respond via a digital clearly.
d. Propose actionable E. How to be an tool, followed by a  Indirect
steps individual and Active Global discussion) Assessment:
communities can take Citizen b) Video Clip: Show a Reflection
to contribute to global F. Barriers to short documentary or journal: “What
well-being Global TED Talk on global personal
Citizenship and citizenship and its actions can I
How to impact take to be a
Overcome Them 2. Activity: “What does it more active
Mean to Be a Global global
Citizen?” citizen?”
 Students are divided into  Feedback
small groups, each Mechanism:
tasked with exploring  Students rate
one of the following their
aspects of global confidence in
citizenship: understanding
a) Environmental and applying
Responsibility: How global
can global citizens citizenship
contribute to concepts on a
sustainability and scale of 1–5.

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 climate change  Short quiz in
mitigation? the next
b) Human Rights and session on the
Social Justice: What principles and
are the responsibilities applications of
of global citizens in global
addressing inequality, citizenship.
discrimination, and  Poster making
human rights abuses? on what it
c) Global Health and means to be a
Education: How can global citizen
global citizens
contribute to
improving global
health and
educational access?
d) Political and
Economic
Accountability: What
role do global citizens
play in advocating
ethical governance
and fair economic

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 policies?
 Group Deliverables:
a) Each group creates a
list of key
responsibilities for
global citizens based
on their assigned
theme.
b) Groups present their
findings to the class,
fostering a broader
discussion on
overlapping
responsibilities and
areas of focus.
 Discussion Prompts:
a) Do individuals have a
responsibility to help
solve global problems,
even if they are not
directly affected?
b) How do ethical
considerations shape

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 our actions as global
citizens?
c) What barriers exist
that prevent
individuals from
becoming active global
citizens, and how can
we overcome them?
 Assessment: Group
presentations evaluated
in depth, clarity, and
practical application of
global citizenship
responsibilities.
By the end of this session, 1. Student Final Project  Direct
students should be able presentations Assessment: 1, 2,
to: Final Project  Purpose: Provide Quality of 4, 5,
Presentation – students with the presentation 8,
16 - 17 a) Present their final Problem Solution opportunity to showcase content, E, Q, U, A, L 10,
projects effectively, Proposal their final projects and organization, 15,
demonstrating a clear demonstrate their and delivery 18
understanding of the learning based on the
topic and research  Q&A sessions following project rubric;

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b) Analyze the content of each presentation Depth of
peer presentations,  Questions may focus on: engagement
offering constructive a) The validity of the during Q&A
feedback on strengths, proposed solution(s). and
weaknesses, and areas b) The feasibility of responsiveness
for improvement implementation and to feedback;
c) Respond to questions potential challenges. Quality and
and feedback during c) The role of the SDGs constructivene
the Q&A session, or other relevant ss of peer
demonstrating an frameworks in the feedback.
ability to defend and proposed project.  Indirect
clarify their ideas d) Any ethical, cultural, Assessment:
or practical concerns Reflection
related to the project. journal: “How
 Engagement Strategy: has presenting
Students are encouraged your project
to answer questions and receiving
thoughtfully and provide feedback
clarification on points influenced
raised during the your
presentation. perspective on
global issues
and your

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 approach to
presenting
ideas?”

By the end of this session, 1. Course Wrap-up Discussion  Direct

students should be able and Reflection Assessment:
to:  Activity: Course Active
Reflection Discussion participation
a. Reflect critically on the a) The instructor in the wrap-
key concepts learned facilitates a reflective up discussion
throughout the course discussion where and quality of 1, 2,
and their application Course Wrap-up students answer key reflections 6, 8,
18 to global issues Discussion and questions and share shared; E, Q, A 10,
b. Analyze how their Reflection their thoughts about Quality and 11
understanding of the course content thoughtfulness
global challenges and and their personal of course
solutions has evolved growth. evaluations.
c. Evaluate the  Discussion Prompts:  Indirect
effectiveness of the a) What was the most Assessment:
course materials, impactful lesson or Reflection
teaching methods, and concept you learned journal: “How
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 learning activities during the course, has your
d. Propose ways to apply and why? understanding
the knowledge gained b) How has your of global issues
from the course in understanding of changed over
future academic, global challenges (e.g., the course,
professional, or sustainability, and how will
personal contexts migration, global you apply this
governance) evolved? learning in
c) Which global issue your personal
discussed in the or professional
course do you feel life?”
most motivated to  Feedback
address, and how Mechanism:
would you take Students rate
action? their overall
d) How have your satisfaction
perspectives on global with the
citizenship, social course and the
responsibility, and extent to
sustainability shifted which the
through this course? course met
e) What skills or their
knowledge do you expectations

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 plan to apply in your on a scale of
future career or 1–5.
studies?
2. Students write a final
reflection on the course,
focusing on the following
questions:
a) What have I learned
throughout this
course that I can
apply to my
academic or
professional life?
b) How do I plan to use
my understanding of
global issues and
solutions moving
forward?
c) What personal
actions will I take to
address one or more
global challenges?

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 A. Print References
 Brazalote, Tumoroh C. (2019). The Contemporary World. Quezon City: C&E Publishing Inc.,
FIL/D/421/B739/2019
 Aldama,Prince Kennex R.(2018). The Contemporary World. Manila: Rex Book Store,
 Claudio, Lisandro E. (2018). The Contemporary World. Quezon City: C&E Publishing, Inc.,
FIL/JZ/1318/C571/2018
 Zagorski, Paul W. (2009). Comparative Politics: Continuity and Breakdown in the Contemporary
World. London: Routledge, JF/51/Z12/2009
 Cruz, Frances Antoinette C, Adiong, Nassef M, Gamas, John Harvey D., Capistrano, Archill Nina F.,
Israel Lorna Q. The Contemporary World, C&E Publishing Inc., C&E Publishing Inc., IBN/ISSN:
REFERENCES
97897198204437
 Mananay, Janet A., Sanchez, Joje Mar P., Sumalinog, Gion G., Argate, Rex T., & Cadosales, Maria nancy
Q. (2023) The Contemporary World OBE-Based, Lorimar Publishing, ISBN/ISSN: 97862145104405
 The Contemporary World Modules
B. Electronic
 Al-Rodhan, D. N. (2006). Definitions of Globalization: A comprehensive Overview and a Proposed
Definition. Geneva: Geneva Centre for Security Policy (GCSP).
 Christine Carabain, Shelena Keulemans, Marijie can Gent, and Gabi Spitz. (2012). Global Citizenship
from Public Support to Active Participation. Amsterdam: NCDO.
 Harris, J. M. (2000, June). Basic Principles of Sustainable Development. Medford MA, USA: Global
Development and Environment Institute, Tufts University.

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  Sassen, S. (2005). The Global City: Introducing a Concept. The Brown Journal of World Affairs, XI(2).
 Shangquan, G. (2000). Economic Globalization: Trends, Risk and Risk Prevention. New York.
 Steger, M. B. (2014). Approaches to the Study of Globalization. SAGE Reference.
 Suny Levin Institute. (n.d.). Globalization 101 Human Rights.
C. Other References (YouTube)
• https://www.youtube.com/watch?v=db6Vf5scTrY
• https://www.youtube.com/watch?v=JJ0nFD19eT8
• https://www.youtube.com/watch?v=ay1TLtdNHfU
• https://www.youtube.com/watch?v=eG9fdzxNzco
• https://www.youtube.com/watch?v=4AKW5aekSTo
• https://www.youtube.com/watch?v=N7ZATodHfq0
• https://www.youtube.com/watch?v=nhb6sL__mhs

Class Standing (60%):

 Attendance: 10%
 Class Participation 15%
 Written Works (Assignment, Written Report, Project Narrative): 15%
REQUIREMENTS  Performance Tasks (Quizzes, Group Activity Presentation, Recitation, Project Presentation):
20%

Major Examination (40%)

 Either Pen and Paper or Performance

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 Note: Percentage denotes changes depending on the context of the class activities.

1. The students are expected to be present in onsite sessions promptly and for the entire class.
2. The students are expected to engage in interactive participation and discussion, and consultation with the
teacher.
3. The students are expected to accomplish and submit promptly to the activities.
4. The students are expected to accomplish and submit/perform the required outputs for each grading period/term.
5. The students are required to wear proper complete PE uniform.
COURSE POLICIES 6. The students should comply with the submission deadlines of the outputs mandated by the teacher (Assignment,
Written Works, etc.). Failure to non-compliance will result to zero grade unless student states valid reason.
7. The students should comply with the submission deadlines of the major outputs mandated by the teacher
(Practical Exam, Major Exam, etc). Consideration will be given to students who stated/according to valid reason.
8. In case of absence due to sickness, submit medical certificate with validation /clearance by the University Health
Services. For minors, a letter signed by the parent/guardian together with a valid ID must be validated /cleared
by the University Health Services.

CONSULTATION HOURS TBA (based on the teaching schedule)

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GRADING SYSTEM

IV. GRADING SCALE

COMPUTATION OF GRADES
Class Standing = 60% Major Exam = 40% 99 – 100 (4.00) 84 – 85 (2.25)
97 – 98 (3.75) 82 – 83 (2.00)

Prelim Grade (PG) = Class Standing x 60% + Prelim Examination x 40% 95 – 96 (3.50) 80 – 81 (1.75)

Midterm Grade (MG) Class Standing x 60% + Midterm Examination x 40% 92 – 94 (3.25) 78 – 79 (1.50)

=
Final Term Grade 90 – 91 (3.00) 76 – 77 (1.25)
Class Standing x 60% + Final Examination x 40%
(FTG) =
88 – 89 (2.75) 75 – (1.00)

FINAL GRADE = PG X 30% + MG X 30% + FTG X 40% 86 – 87 (2.50) 75 Below (0)

Prepared By: Reviewed By: Certified By: Approved By:

TEOFISTA S. TEGIO ISERLOHN PETER M. LIM FLORDELIZA RUBIO DR. REJAN L. TADEO
Faculty Asst. Director University Librarian Vice-President for Academic Affairs

Date Date Date

Date

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