PANGSINAN STATE UNIVERSITY – URDANETA CITY CAMPUS

College of Arts and Education

Department of General Education
First Semester, AY 2023-2024

Instructor: Menchie E. Castillo

E-mail Address: mcastillo@psu.edu.ph
Consultation Hours:

COURSE CODE GE 5
COURSE TITLE THE CONTEMPORARY WORLD
COURSE TYPE Lecture
COURSE CREDIT 3 Units
CLASS HOURS 3 Hours (2hrs In-Person and 1hr Asynchronous)
COURSE PREREQUISITE NONE
COURSE SCHEDULE BS IT-1A, BSEE 1A, BSME 1A, BSCOE IB

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.
This course includes mandatory topics on population education in the context of population and demography. .

COURSE OBJECTIVES
At the end of the course the students are expected to:

A. Competencies
1. Distinguish different interpretations of and approaches to globalization
2. Describe the emergence of global economic, political, social, and cultural systems
3. Analyze the various contemporary drivers of globalization
4. Understand the issues confronting the nation-state
5. Assess the effects of globalization on different social units and their responses
B. Skills
1. Analyze contemporary news events in the context of globalization
2. Analyze global issues in relation to Filipinos and the Philippines
3. Write a research paper with proper citations on a topic related to globalization
C. Values
1. Articulate personal positions on various global issues
2. Identify the ethical implications of global citizenship

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 DATA PRIVACY
PRIVACY AND SAFETY
Personal information should be respected and observed among students and participants. Inappropriate and malicious
disclosure of personal data will be dealt in accordance with RA 10173: Data Privacy Act of 2012, (see
https://www.privacy.gov.ph/ for more information).
CONFIDENTIALITY
The MS Teams and respective Google Classrooms are not intended for public display on any social media and other digital
platforms. The contents and information that come along with it are only intended for the personal and confidential use of
the designated recipient. If you are not the deliberate recipient of the messages, information, and materials you are hereby
notified that you may not belong in the class. Any review, dissemination, distribution, or copying of the class and group
contents are strictly prohibited. If you do not belong in this group, please delete all the information and materials that you
should not have access and notify the faculty in charge immediately.

CLASS POLICIES
1. GENERAL. Students are expected to follow rules as indicated in the Student’s Handbook
2. RESPECTFUL CLASS ENVIRONMENT. Students are expected to behave respectfully during classes. Any student
who acts disruptive and inappropriate will be penalized for their behavior.
 Put your phone on silent during class meetings;
 There is no need to ask permission to use the restroom.
 You are welcome to bring food and beverages
3. LEARNING PLATFORMS. MS TEAMS will be primarily tool for communication and important announcements.
However, submission of requirements will be done thru Google Classroom.
4. LEARNING RESOURCES. All references and reading materials will be uploaded in the Google Classroom and
designated google drive
*Only access the folder that is intended to you.
5. SUBMISSSION. Written activities and other class related submissions must be uploaded in the Google classroom
within the given deadline, unless instructed otherwise. Late submission will still be accepted but with corresponding
deductions. Point deduction will only be imposed if requirement was submitted 2 days after the said deadline.
6. ACADEMIC INTEGRITY. All forms of cheating are strictly prohibited. Any student caught doing suspicious things
will automatically receive zero points for that said requirement and will be penalized in accordance with university
regulations.
7. PLAGIARISM. This is considered another form of cheating. It is a serious offense. Students are advised to proper give
citations in their papers and presentations. Forgetting to cite texts and images will be severely dealt with in accordance
with university regulations. This serves as your first warning. The second warning, zero score for the particular activity (if
you are caught plagiarizing). Third and final warning, an automatic final grade of 5.00 (Non-negotiable). Hence, before
submitting, subject your work to any platform or application to prevent such. At most 25% of direct quotations will be
accepted. For more information on how to properly cite texts and materials (using Chicago Manual of Style or
American Psychological Association), see https://owl.purdue.edu/index.html and / or watch
https://tinyurl.com/allaboutplagiarism. Read the Student Handbook Article XIV.
8. ATTENDANCE. For the entire semester, you are permitted 10 unexcused absences. But do not get too excited just yet;
there will be no make-up activities (applicable for both excused and unexcused absences). See Student Handbook
Article II, Section 14.
9. CONSULTATION. You may reach the instructor through MS Teams or the provided e-mail address. Facebook
Messenger will only be used for emergency purposes. The purpose is to clarify instructions, ask necessary questions, or
detailed discussions.
10.HEALTH PROTOCOLS. Covid is not yet over. If you feel sick, rest. You will be excuse in the class.
Put your phone on silent during class meetings;
 Always wear your masks,
 Open the windows and doors for ventilation,
 Clean your hands,
 Keep a safe distance,
 Cough or sneeze into your elbow,
 Get your vaccine and booster shots.

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 COURSE REQUIREMENTS
CLASS REQUIREMENTS PERCENTAGE DISTRIBUTION SEMESTRAL GRADE
CALCULATION
10% | Participation/Attendance
Class Activities 20% | Quizzes
Examinations 15% | Long Examination Midterms + (2)Finals
10% | Departmental Exam 3
Think piece 15%
Term requirement 20% | Group Facilitation
10% | Peer Evaluation

GRADING SYSTEM
1.00 97-100
1.25 94-96
1.5 91-93
1.75 88-90
2.00 85-87
2.25 82-84
2.5 79-81
2.75 76-78
3.00 70-75
5.00 69 below
DRP Dropped
INC Incomplete

RUBRICS AND BASES FOR EVALUATION

CLASS ACTIVITIES
QUIZZES. The quizzes are unannounced. You should be prepared every time you enter the class. Make-up quizzes will not
be given unless a valid reason is provided. Only the note from the Guidance Councilor and/or Medical Certificate will be
entertained. You only have a week after your return to take the make-up quiz. You are not permitted to take it any further.

LANGUAGE. You may speak and write in “Tag-Lish” during in-person activities and class participation. However, in
formal papers (such as Think Pieces and Research Papers), you are discouraged from doing so.

RUBRICS AND BASES FOR EVALUATION

CLASS PARTICIPATION
SCOR CRITERIA
E
5  Initiates discussion on issues related to class topic
 Comments are always insightful and constructive; contributions are relevant and encourage deeper examination
of the topic
 Listens attentively when others speak, as evidenced by comments that build on the remarks of others; that is,
the student hears what others say and contributes to the dialogue.
4  Contributes well to the discussion, able to asks questions and responds to direct questions
 Comments are mostly insightful and constructive
 Listens and appropriately responds to the contributions of others
3  Seldom volunteers but responds to direct questions
 Contributions are always relevant

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  Is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others
are speaking.
2  Few contributions to class discussions; seldom volunteers but responds to direct questions
 Contributions are sometimes off-topic
 Is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others
are speaking.
1  Tries to respond when called on but does not offer much
 Contributions are often off-topic or distract from discussion
 Does not listen to others; frequently speaks while others are speaking or does not pay attention while others are
speaking; detracts from discussion; sleeps and such. 
Revised and adopted from https://www.smu.edu/-/media/Site/Law/faculty/teaching-resources/Class-Participation-Rubric.pdf and
https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/tools/participationrubric-cfa.pdf.

YOU CAN IMPROVE YOUR PARTICIPATION GRADE BY DOING THE FOLLOWING:

 Contributing insightful remarks that raise the overall level of discussion and serve as models for others. Comments that are
irrelevant or disruptive will negatively affect your grade.
 Assisting students during active class works and maintaining focus on the task given. 
 Asking questions that enhance discussion and engage other students.
 Asking questions when you do not understand or need a second explanation There are others who will benefit as well. 
 Attentively listening to, supporting, and engaging in conversation This will essentially enhance the learning experiences of
others and yourself.
 Attending class and engaging in meaningful participation.
 Never making negative, offensive, or disrespectful remarks during a discussion.
 Preparing for every class
 Respecting and being kind to everyone in the classroom.
Revised and adopted from https://www.tesol.org/docs/default-source/new-resource-library/participation-rubric.pdf?sfvrsn=0

MIDTERM REQUIREMENT
“HUMANS ON THE STREET”
VIDEO PROJECT INSTRUCTIONS
General Guideline:
This will be done in group with maximum of 5 members. You have the freedom to select who will join your group based on
the number of members that your group lacks. You are to conduct an interview among ordinary individuals guided with
the following questions:
 What is the most pressing problem that the country faces today?
 What can you do to lessen its effect?

Synthesize all of the responses and, at the end of the video, address your concerns to a leader, company, or organization and ask
them to take action to make the world a better place. What should they do to resolve the issue? The objective of the requirement is
to find out the problems and challenges experienced by ordinary people. It is for the students to immerse in different realities and
perspectives of social life. To translate, and reflect personal troubles are societal and global issues

Please keep in mind that these people should be people with whom you have regular contact in order to reduce the spread of
COVID. You could also do it online and record i

Please take note of the following:

1. Length. Your video should be 5-10 minutes long, including time for a "credit roll" to show your references. There is no
minimum length requirement, but the maximum is 10 minutes. I simply assumed that five minutes was a reasonable
estimate.
2. Style. There are no restrictions on the style of the video. You may directly present the interview, start with a narration
or insert an animation or combinations, etc.
3. Title slide. Your video should begin with a descriptive title, your names, and your section.
4. References. All images, music, sound effect, etc. used in the video which you did not create yourself must be cited at the
end. You do not need to use a complete reference; simply include a brief description of the item and a web address
where the item was found (e.g., Picture of kitten www.spca.com). Be sure that all are subject to a Creative Commons

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 license. Include a separate section where you credit the sources of information you used to research your video. This
information should be cited using a complete (APA format) reference. A note about using existing videos online: Please
do not. I know there are a lot of videos online about these, but do not take this route. Get inspiration from those but
create your own.
5. Informed Consent. Before you conduct and film your interviews, always ask for their permission. Explain what it is for,
the objective of the project, and assure them of their privacy rights. Also, respect their decision if they decline.
6. Credits. Acknowledge the people who contributed to the video, including yourselves, your interviewees, narrators and
actors, people who supported the production (yes, I do not mind you getting help), and specify that the video was made
within the context of this course. 
7. File format. Your video must be submitted in one of the following file formats: .mov, .mv4, mp4, .wmv. Note that these
are rendered movies, that is, files that will play on someone else’s computer. Be sure to test your finished product ahead
of the deadline. Of course, if you are going to narrate and/or use texts on your video, please make sure that your audio is
clear and your texts are readable.
8. Submission. Assign someone from your group members who will upload the video in the designated Google drive folder:
Name your file as follows as follows: Course, Year and Section_ <The first, two surnames among your group members if
alphabetically arranged>MTReq. For example, BSME2B_Arenas,Corpuz_MTReq.
9. Peer Evaluation. Each group member will submit a peer evaluation and upload it on the identified Google drive link
above. Name the Peer Evaluation excel file, as follows: Section_Surname, Given Name_PeerEval (for example
BECED2A_Arenas,J. Axel_PeerEval). Please do not grade yourself, only your group members. Write their names
alphabetically. Also, assign someone from the group to calculate the average of each group members (second sheet of the
excel file) and name it as follows: Course, Year and Section_ <The first, two surnames among your group members if
alphabetically arranged>_PeerAve For example, BSME2B_Arenas,Corpuz_Ave.

RUBRICS FOR THE MIDTERM REQUIREMENTS

CRITERIA SCORE
10 7 5
CONTENT The topic and content are well- The topic and content may a The topic is hard to
researched and presented. It is bit too broad to allow the ascertain and needs to be
specific in nature and it is intended viewer to understand the made more specific. There
to inform or convince the viewer. main points. There is only is no sufficient references
enough reference to justify to validate its content.
its content.
VISUAL 10 7 5
The data and information presented The data and information are There is a better way and
in a format that can be easily showcase in a format that format for the data and
understood and read by viewers and some on the points may be information to be
in line with the topic identified. difficult to understand. presented.

OTHER REQUIRED 10 7 5
ELEMENTS
It includes other required elements Other required elements are No other required
– no grammatical errors, excellent seen. elements are included.
use of layout and design, other
required information and other
graphics related to the topic to
capture viewers attention.
TIMELINESS 10 7 5
Submitted by imposed deadline Submitted one (1) working Submitted more than 2
(during class hours) day after the imposed days after the imposed
deadline/After class hours deadline

EFFORT 10 5
The project effort far beyond what The project is completed The project could have
is required. satisfactory been improved.
It was done inadequately

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 FINAL TERM REQUIREMENT
“RESEARCH: GLOBALIZATION”
GROUP RESEARCH INSTRUCTIONS

Part of our course discussion will be global inequalities and challenges. You will be divided into groups for this requirement. You
will be adopting your groupings on the Midterm Requirement. The reading material shall be provided for each group. The groups,
on their facilitation schedule is indicated in our class schedule. This will be done face-to-face and/or synchronous session.

Additionally, one week prior to their schedule, the group must provide their classmates with an outline of their report. You may
present this by referring to the diagram below but you are not limited by this.

Figure 1. The Issue Tree. From The Global in the Classroom: A guide for Teachers by Oxfam.

Figure 2. The Why-why-why Chain. From The Global in the Classroom: A guide for Teachers by Oxfam

How is it done?
 To investigate the cause and effect of the given topic, identify the root cause of the problem and its consequences, as well
as potential and feasible solutions to the issue.
 Write 150 to 300 words to explain your diagram.
 Assign someone from your group to upload your outline in our MS Teams in the Group Facilitation Channel with a
title given your topic (e.g. Gender Inequality, Poverty, etc.). The blue box in the picture is the example of your title.
Name your document as follows Course, Year and Section_ <The first, two surnames among your group members
if alphabetically arranged>MTReq. For example, BSME2B_Arenas,Corpuz_Outline.

Please take note of the following:

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1. Length. Your presentation should be 15-20 minutes long, including time for a "credit roll" to show your references
Please avoid using wordy PowerPoint Presentations.
2. Style and Presentation. There are no restrictions on your way of group reporting. Please take note that more than
reporting the material assigned to you, you are facilitating a session. This means that you are encouraged to ask your
classmates questions that will fuel a discussion and/or will incite interests in your topic.
3. Title slide. Your video should begin with a descriptive title, your names, and your section.
4. References. All images, music, sound effect, etc. used in the video which you did not create yourself must be cited at the
end. You do not need to use a complete reference; simply include a brief description of the item and a web address
where the item was found (e.g., Picture of kitten www.spca.com). Be sure that all are subject to a Creative Commons
license. Insert this section at the end of your slide.
5. Credits. Acknowledge the people who helped you, including yourselves, and other people. Again, I do not mind you
getting help.
6. Submission. Assign someone from your group members who will upload the presentation in pdf format in the
designated Google drive folder: Name your file as follows as follows: Course, Year and Section_ <The first, two
surnames among your group members if alphabetically arranged>MTReq. For example,
BSME2B_Arenas,Corpuz_Presentation.
7. Peer Evaluation. Each group member will submit a peer evaluation and upload it on the identified Google drive link
above. Name the Peer Evaluation excel file, as follows: Section_Surname, Given Name_PeerEval (for example
BECED2A_Arenas,J. Axel_PeerEval). Please do not grade yourself, only your group members. Write their names
alphabetically. Also, assign someone from the group to calculate the average of each group members (second sheet of the
excel file) and name it as follows: Course, Year and Section_ <The first, two surnames among your group members if
alphabetically arranged>_PeerAve For example, BSME2B_Arenas,Corpuz_Ave.

RUBRICS FOR GROUP FACILITATION

CRITERIA 5 4 3 2 1
Excellent Very Good Fai Poor
Good r
Mastery of the discussant on the article
Depth of presentation and discussion
Logical sequencing in the content presentation
Methodology used in the presentation
Preparation and presentation of visuals or
Materials used
Time management
GENERAL IMPACT OF THE PRESENTATION (Communication
Skills, General Physical Appearance, Self-confidence, Ability to
relate to ideas, Ability to answer questions)
Learning acquired from the presentation or discussion
Comments

PEER EVALUTION RUBRIC AND EXAMPLE

Direction: Rate your groupmates, given the criteria below. Write the number on the corresponding table. Alphabetize your group
evaluation, and do not make any changes on the given template. Please do not change anything on the Excel file. Just indicate the
points

Group Member Name Marcos, Damaso

4 1
Criteria 3 2
Highest Lowest

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 Participation in developing ideas and
planning project       1
Willingness to discuss the ideas of
others       1
Cooperation with other group
members       1
Interest and enthusiasm in project       1
Participation in leading/facilitating
discussion       1
Total       5
Full of excuses that he has a lot of things to do. However, we saw in his social media
What was his/her role? Feedbacks accounts that he always attends parties.
Fromhttps://www.northwestern.edu/searle/docs/History%20and%20Philosphy%20Self%20and%20Peer%20Evaulation.pdf

Direction: Rate yourself and your groupmates, given the criteria below. Write the number on the corresponding table. Average grade
for each group members should be included before the individual ratings.). Alphabetize your group evaluation.

Group Member Name (Alphabetically Arranged) Group Members Total Grade

Person 1 Person 2 Person 3 Person 4 AVERAGE

1. Lacson, Basilio 15 16 17 18 16.5

2. Macros, Damaso 5 5 5 5 5
3. Moreno, Crisostomo        
4. Robredo, Maria Clara        

COURSE SCHEDULE
Learning Outcomes Topic Methodology Activities, Assessment and
Deadline
Introduction
Course overview Classroom sharing  (To be explained in, in-
a. Introduce self to Classroom policies (Introductions) person meeting.
classmates and - Prepare and submit 1/8
teachers Lecture Index Card on the next
b. List expectations for meeting with the
the course Personal concept map of following information:
c. Recall course rules globalization: Students will - Upper Left:
d. Write a personal engage in a free association Name: Surname, First
definition of exercise of ideas they
globalization based Name and Middle Initial
associate with “globalization.”
on a concept map - Home Address
- Campus Address
Based on the concepts they
list, they will synthesize a - Course, Year and Section
personal definition of the (Indicate the Section that
concept. you are enrolled in)
- E-mail address
(preferable the

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 @psu.edu.ph)
- Contact Number
- Vaccination Status: a)
Fully vaccinated, b) First
Dose, c) First Booster, d)
Second Booster
- Comorbidities if there is
(e.g. Asthma,
Hypertension, Heart
Disease)
- In case of emergency
Full name of the Contact
Person, besides it your
relationship with him/her
as well as his/her contact
number (e.g. Joanna
Delos Santos – Sister –
091567891234

At the end of the lesson the  Group discussion

students must have:  Lecture  Recitation
 Discussion  Group Presentation
a. Differentiate the “Globalization Experience  Mini Reflection
competing Introduction to the  News report critique: 1. How would you integrate
conceptions of Study of Students will find and read global citizenship in the
globalization Globalization three newspaper op-eds (local education system?
b. Identify the or international discussing 2. Why is it important to
underlying globalization. Before class, cultivate a global citizenship
philosophies of the they will write 50-word perspective among the youth?
varying definitions of summaries of 3. How does global citizenship
globalization each op-ed,identifying what education help students to
c. Agree on a working the underlying definitions of increase their knowledge on
definition of globalization the op-ed writers global issues and universal
globalization for the use. values?
course  Group Presentation  Recitation
 Lecture
 Group Presentation
 discussion:
“Globalization Experience”

The Structures of Globalization

At the end of the lesson the  Lecture  Recitation
students must have:  Discussion  Group Presentation
 debate  Comparative
a. Define economic  Preparation for Analysis of Global
The Global
globalization Debate: The students Economy
Economy
b. Identify the actors will debate the  Reflection Paper
that facilitate motion “That global What does it mean to be a
economic free trade has done citizen of world?.
globalization more harm than
c. Define the modern good.”
world system
d. Articulate a stance on
global economic
integration
At the end of the lesson the Market Integration  Lecture Recitation
students must have:  discussion Reflection Paper
 Film viewing

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 a. Explain the role of
international financial
institutions in the
creation of a global
economy
b. Narrate a short
history of global
market integration in
the twentieth century
c. Identify the attributes
of global
corporations
At the end of the lesson the
students must have:
 Lecture Synchronous
a. Explain the effects of The Global  Discussion  Recitation
globalization on Interstate System  Group Presentation  Group Presentation
governments  Jingle Presentation  Comparative
b. Identify the  Analysis of the
institutions that different forms of
govern international Government, in
relations relation to the
c. Differentiate proposed adaptation
internationalism from of “Federalism” in
globalism the Philippines.

At the end of the lesson the

students must have:
 Recitation
a. Identify the roles and Contemporary  Lecture  Group Presentation
functions of the Global  Discussion  Movie Analysis
United Nations Governance  Group Presentation
b. Identify the  The students are to
challenges of global download video
governance in the presentations
twenty-first century informing the
c. Explain the relevance challenges on global
of the state amid governance.
globalization
A World of Regions
At the end of the lesson the
students must have:  Think-Pair-Share  Recitation
 Deep Dive  Group Presentation
a. Define the term Global Divides: discussions  News Article writing
“Global South” The North and the  Lecture
b. Differentiate the South (focus on  Group discussion
Global South from Latin America  Data Retrieval chart
the Third World
c. Analyze how a new
conception of global
relations emerged
from the experiences
of Latin American
countries

 Differentiate between Asian regionalism  Lecture  Recitation

regionalization and  Discussion  Group Presentation
globalization  Group Report  To write a

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  Identify the factors  Graded Group position/critique
leading to a greater Report: Students will paper on how Asian
integration of the form groups of 3-5. states confront the
Asian region Each group will be challenges of
Analyze how different Asian assigned an Asian globalization and
states confront the challenges country to research regionalization.
of globalization and and report on. These
regionalization groups will deliver
10-minute
presentations on the
contemporary foreign
and economic
policies of their
respective countries
MIDTERM
TOTAL 27 hrs

A World of Ideas
At the end of the lesson the
students must have:

a. Analyze how various Global Media  Group Presentation  Group Presentation

media drive various Cultures  Lecture  Recitation
forms of global  Discussion  Brochure
integration Graded Group Report:
b. Explain the dynamic Students will form groups of
between local and 3-5. Each group will be asked
global cultural to pick an Asian musical act
production that became internationally
famous. In their group report,
they must answer the
following questions:
1. Where did the
musical act/artist originate?
2. In which countries did
the artist become
famous?
3. How did the artist
become famous?
4. Why do you think the
artist became famous?

At the end of the lesson the

students must have:

a. Explain how The Globalization  Group Discussion  Group Presentation

globalization affects Of Religion  Lecture  Recitation
religious practices and  discussion
beliefs  Film Viewing Reflection Paper
b. Analyze the relationship
between religion and
global conflict and,
conversely, global peace
Global Population and Mobility
At the end of the lesson the  Recitation
students must have;  Group Presentation
 Group Discussion  Pamphlet/ Brochure
a. Identify the attributes The Global City  Group Presentation

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 of a global city  Lecture
b. Analyze how cities  discussion
serve as engines of  Research on the
globalization Challenges of global
divisions
Their reports should answer
the following
questions:
1. How would you describe
your city?
2. What is your city known
for?
3. What makes your city a
global city?

At the end of the lesson the  Lecture  Group Presentation

students must have;  discussion  Recitation
 group presentation
 OFW Interview:  Documentary about
a. Analyze the political, Global Migration Each student will be the life of an OFW
economic, cultural, asked to interview a
and social factors former or a current
underlying the global OFW (face-to-face or
movements of people online).In class they
b. Display first-hand will share what they
knowledge of the learned from these
experiences of OFWs interviews about
transnationalism and
the factors that affect
global migrations.
Towards a Sustainable World
At the end of the lesson the
students must have;  Lecture  Recitation
 Discussion  Group presentation
a. Differentiate stability Sustainable  Group Presentation  Brochure
from sustainability Development
b. Articulate models of  Group Activity to
global sustainable present best
development practices of other
countries as
possible solutions
to the different and
current problems in
the Philippines

At the end of the lesson the  Lecture  Recitation

students must have;  Discussion  Group Presentation
 Group Presentation  Research on the
a. Define global food Global Food Security  Research on the different models of
security different models of food security
b. Critique existing food security
models of global food
security
Conclusion
At the end of the lesson the  Recitation
students must have;  Formation of script  Group Presentation
for News Cast
a. Articulate a personal  Group Presentation •News Script
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 definition of global Global Citizenship  Lecture
citizenship  Discussion
b. Appreciate the ethical  In-person
obligations of global Personal concept map
citizenship of global citizenship:
Students will engage in a free
association exercise of ideas
they associate with “global
citizenship.” Based on this,
they will synthesize a personal
definition of the concept.
Afterwards, they will list the
obligations of a global citizen

Write a research paper on a Research paper Mini-lecture on citation Students will spend the final
topic related to globalization, writing methods week completing their
with proper citation for research papers research papers
Proposal for final research
paper:
Students will begin writing a
500-word proposal for their
final research paper.
FINAL EXAMINATION 1 hr
TOTAL 27hrs

REFERENCES AND OTHER LEARNING RESOURCES

A. Main References
1. Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE Handbook of Globalization. Two
volumes. Thousand Oaks: SAGE Publications.

Other Readings:
1. Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East
Asia.” Asian and Pacific Migration Journal 21(2): 149–171.
2. Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World
Economy, pp. 1-31. Quezon City: Ateneo de Manila University Press.
3. Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First Century: Global Trends
and Issues.”International Social Science Journal 52 (165): 269–281.
4. Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global
Citizenship, pp. 147-176 London: Routledge.
5. Connell, Raewyn. 2007. “Dependency, Autonomy and Culture. In Southern Theory: The Global Dynamics of
Knowledge in Social Science, pp. 139-163. Cambridge, UK: Polity Press.
6. Hobsbawm, Eric J. 1996. “The Future of the State.” Development and Change 27(2): 267–278.
Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of Fundamental Change.”
Journal of Economic Perspectives 17(4): 167–190.
7. Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and
Development Review 36(2): 211–251.
8. Livi-Bacci, Massiomo. 205. “What We Can and Cannot Learn from the History of World Population. Population
Studies: A Journal of Demography 69(S1): S21–S28.
9. Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism and the Crisis of the Mid-
Twentieth Century.”International Affairs 82(3): 553–566.
10. McMichael, Philip. 2009.“A Food Regime Analysis of the World Food Crisis.”Agriculture and Human Values
26(4): 281-295.
11. Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World AffairsXI(2): 27-43.
12. Shiraishi, Takashi. 2006. “The Third Wave: Southeast Asia and Middle-Class Formation in the Making of a
Region.” In Beyond Japan: The Dynamics of East Asian Regionalism, edited by Peter Katzenstein and Takashi
Shiraishi, pp. 237–271. Ithaca,NY: Cornell University Press.
13. Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplus-
Value, and Polarization.” In World-SystemsAnalysis: An Introduction, pp. 23-41. Durham and London: Duke
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 University Press.

B.Other sources
Newspapers, websites, movies, and articles/ research papers

C.Journals/Magazines
No Journals or Magazines use as reference

D. Electronic Sources
c. https://www.tutor2u.net/business/reference/types-of-integration
d. Weis, T. (2013). Global Governance: “A PhiladelphiaMoment”. One Earth Future Foundation.
e. https://oefresearch.org/sites/default/files/documents/publications/Weiss-Philadelphia-Moment_0.pdf
f. If you are able to browsed and read until here, message me thru MS Teams. Identify your Course and Section enrolled. I
will give you a bonus point. Do not tell the others

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