San Sebastian College-Recoletos de Cavite
Cavite City
OUTCOMES-BASED COURSE SYLLABUS
For 1st Semester, AY 2019 - 2020
COLLEGE OF ARTS, SCIENCES AND NURSING
General Education Department
PHILIPPINE POPULAR CULTURE
VISION We envision San Sebastian College Recoletos de Cavite as a trusted Catholic community of quality learning in the
service of God in His creation and humanity.
MISSION We, the SSCR-de Cavite family, dedicate ourselves to the formation of the community members into Christ-centered,
professional and socially responsible leaders of society
CORE VALUES We value:
Prayer: Humility, Faith, Excellence, Marian Devotion
Truth: Discipline, Teamwork, Temperance
Service: Kindness, Compassion, Temperance, Fortitude, Justice and Prudence
INSTITUTIONAL To develop Sebastinian Graduates, imbued with Augustinian values, who are God-centered, professionally
GOAL competent and socially responsible individuals.
INSTITUTIONAL In continuously improving SSC-R de Cavite’s formative programs, we pledge to:
OBJECTIVES 1. Collaborate with the parents, alumni, public and private organizations;
2. Refine our research capabilities;
3. Empower students, faculty and staff for their welfare, and for the institution’s sustainability and growth
4. Enhance resources significant to the attainment of the institution’s goals for its community members; and
5. Deepen our Catholic culture integrate with the Filipino values.
GOAL OF THE Geared towards the development of spiritual, moral character, and personal discipline of students which are properly
COLLEGE integrated with the academic program.
OBJECTIVES OF
THE DEPARTMENT
PROGRAM The graduate should:
OUTCOMES Use basic concepts of sociology across the domains of knowledge;
Demonstrate critical, analytical and creative thinking in addressing social concerns;
Apply different analytical models in problem solving;
Appreciate the complexity of the human condition;
Interpret the human experience from various perspectives;
Examine the Philippine Popular Culture as seen in global perspectives;
Reflect critically on shared concerns regarding the complexity of popular culture;
Generate innovative practices and solutions guided by ethical standards
Make decisions based on moral norms and imperatives
Contribute to aesthetics
Contribute personally and meaningfully to the country’s development
Work effectively in a group
Apply analytical tools to process information effectively in relation to social issues
Use current technology to assist and facilitate learning and research
Integrate Philippine culture with global culture responsively
Create solutions to problems in various fields
Manage one’s knowledge, skills and values for responsible and productive living
Organize one’s self for lifelong learning
ALIGNMENT OF COURSE LEARNING OUTCOMES WITH SSCR-DC GRADUATE ATTRIBUTES
SSCRdC Graduate Attributes Course Learning Outcomes
God Centered CLO 3, 4 & 7
Communitarian and Socially Responsive CLO 5, 6 & 7
Professionally Competent CLO 1, 2 & 7
Continuously developing Filipino Catholic Sebastinian CLO 2, 4 & 6
<use CLO code #>
COURSE LEARNING OUTCOMES VS. PROGRAM LEARNING OUTCOMES MAPPING TABLE
After completing this course, the student must be able to: PROGRAM LEARNING OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Describe and understand the basic theoretical approaches applied to √ √ √ √ √
popular culture
2. Identify how society interacts with popular culture and offer analysis on √ √ √ √ √
the core issues and debates.
3. Evaluate popular culture from differing viewpoints and perspective and √ √ √ √ √
identify the strengths and flaws of each stance.
4. Understand how popular culture and its processes interacts with and can √ √ √ √ √
maintain, social inequalities and power structures in society
5. Apply sociological analysis to ethical problems in popular culture and √ √ √ √
other ethical suggestions on policy making that addresses the
grievances of wronged parties.
6. Become practiced writing social science papers √ √
7. Affirm honesty and integrity in the application of the study of social √ √
sciences to various human endeavors.
<use check in table and adjust column grid based on PLOs>
COURSE LEARNING OUTCOMES VS. PROGRAM LEARNING OUTCOMES MAPPING TABLE
After completing this course, the student must be able to: PROGRAM LEARNING OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Describe and understand the basic theoretical approaches applied to L P P O O
popular culture
2. Identify how society interacts with popular culture and offer analysis P P L P L
on the core issues and debates..
3. Evaluate popular culture from differing viewpoints and perspective O O L L L
and identify the strengths and flaws of each stance
4. . Understand how popular culture and its processes interacts with and L O L P L
can maintain, social inequalities and power structures in society
5. Apply sociological analysis to ethical problems in popular culture and L L P P
other ethical suggestions on policy making that addresses the
grievances of wronged parties.
6. Become practiced writing social science papers O L
7. Affirm honesty and integrity in the application of the study of social O O
sciences to various human endeavors.
*Level: I-Introductory E- Enabling D-Demonstrate
L-Learning P-Participating O-Opportunity
<select as apply either IED or LPO, adjust column grid based on PLOs>
COURSE LEARNING PLAN
COURSE GE 306 COURSE Philippine Indigenous Community 3 HOURS 54
CODE TITLE
This course examines popular culture from various sociological perspectives. Popular culture appears in
COURSE DECRIPTION many forms in our daily life such as the internet, the media, film, music, comic books, video games, clothing
fashions, and even the food we eat. It is an exploration of the roles and influence popular culture has upon
daily life by defining and analyzing the phenomenon with the aid of various sociological approaches that
have been used to explain popular culture. Who has the power to classify what is popular, what is “high
brow” culture and what is “low brow” entertainment? Does the popular culture manifest from the bottom up-
is popular culture created for and by the people? Or is popular culture dictated “from the top down”- by
elites and commercial interests in positions of power that shape the cultural tastes of the masses? Who are
the producers and consumers of popular culture? With the global accessibility offered by the internet and
social media, have the boundaries between producer and consumer blurred? And where does the concept
of intellectual property and ownership fit into the digital age of popular culture? Finally, there will be a
comparison of the forms and features of the western popular culture hub of Hollywood and other global
hubs such as Bollywood and Tokyo.
COURSE PRE-REQUISITE(S)
COURSE LEARNING Describe and understand the basic theoretical approaches applied to popular culture
OUTCOMES:
Identify how society interacts with popular culture and offer analysis on the core issues and
debates..
Evaluate popular culture from differing viewpoints and perspective and identify the strengths and
flaws of each stance
Understand how popular culture and its processes interacts with and can maintain, social
inequalities and power structures in society
Apply sociological analysis to ethical problems in popular culture and other ethical suggestions on
policy making that addresses the grievances of wronged parties.
Become practiced writing social science papers
Affirm honesty and integrity in the application of the study of social sciences to various human
endeavors.
COURSE COVERAGE
Topic Performance Activities / Learning
Learning Topics Time Indicators / Strategies Resources
Outcomes Allotment Value(s)
(TLO) (Hrs.) Developed/
Assessment
Tools
PRELIM
Articulate and 1. Class 1. Individual
discuss Philippine Indigenous Discussion sharing
issues and communities, the mirror Ocampo, A. (2014). Prehistoric Philippines.
concerns of our nation’s history. 6 2. Video watching
Mandluyong City: Anvil Publishing Inc.
related to
Philippine 3. Small group
Indigenous 2. Group sharing
communities presentatio 4. Journal writing
Evaluate the
relationship of Pre-historic n
Philippine Indigenous 5. Whole class
modernity Filipinos discussion
and the Recreational
games
evolution of Zullueta F., Nebres A.. (2015). Philippine History and
3. Short
development Culture response Government Through the Years. Cubao, Quezon
of cultures of essay City: National Bookstore Publishing Inc.
different
indigenous
communities livelihood
around the
islands of the
country
Evaluate the Commodities
progress and and culture
development
of the Spanish
communities Colonialization
all through Culture 6
out the Community
different
Religion
colonialization
Government
occurred in
the country. Educat0in
Express System
appreciation
for the
contributions
of the
indigenous
communities
to the
diversity of
Philippine
culture as a
whole.
Discuss American and
Philippine Japanese 5 1. Individual
Indigenous Colonialization presentaito Zullueta F., Nebres A.. (2015). Philippine History and
communities n
as taken
Government Through the Years. Cubao, Quezon City:
Culture
forgranted 2. group National Bookstore Publishing Inc
members of presentatio
the society. n
Identify the Community
indicators that 3.short
delineate one Government response
Philippine essay
indigenous livelihood
community
culture to The evolution of
another. the communities
Critically
evaluate the
effects of
popular
Philippine
popular culture
to their
heritages.
MIDTERM
Articulate and The Philippine 8 1. Individual or Zullueta F., Nebres A.. (2015). Philippine History and
discuss Indigenous Class debate small group Government Through the Years. Cubao, Quezon City:
issues and Under the discussions.
2. Whole class
National Bookstore Publishing Inc
concerns Martial Law and
discussions
related to Contemporary Short
Philippine period. response
Indigenous essay
communities The issues of
Evaluate the racism in the
relationship of community
Philippine
modernity
and the Philippine
evolution of Indigenous
development communities, a
of cultures of continuous
different struggle.
indigenous
communities
around the
islands of the
country
Evaluate the
progress and
development
of the
communities
all through
out the
different
colonialization
occurred in
the country.
Express
appreciation
for the
contributions
of the
indigenous
communities
to the
diversity of
Philippine
culture as a
whole.
Discuss Understanding the 9 Group 1. Whole
Philippine major indigenous discussions class
Indigenous groups in the discussion
communities Class
contry
as taken discussion 2. Review of
forgranted published
members of research
the society. https://www.everyculture.com/East-Southeast-
Identify the - The Negritos debate Asia/Philippine-Negritos.html
indicators that - Igorots 3. Library http://mandirigma.org/?p=1312
delineate one - Mangyan works https://www.scribd.com/presentation/362575832/Suroy-
Philippine - Suroy-suroy of
indigenous 4. Lectures
Suroy-Sa-Palawan-FINAL
Palawan
community https://ncca.gov.ph/about-ncca-
- Panay-
culture to Bukidnon
3/subcommissions/subcommission-on-cultural-
another.
- Islam Tribes. heritagesch/historical-research/lumad-in-mindanao/
Critically
evaluate the
effects of
popular
Philippine
popular culture
to their
heritages.
FINALS
Recognize The Indigenous 17 Class 1. Whole class
and People Republic discussion discussion Zullueta F., Nebres A.. (2015). Philippine History and
understand Act. Government Through the Years. Cubao, Quezon
the principle 2. written
exercises
City: National Bookstore Publishing Inc.
of ancestral The law on
domains of ancestral Doman
every single Short 3. video watching
indigenous response https://www.officialgazette.gov.ph/1997/10/29/republic-
community in Privileges and essay 4. library works act-no-8371/
the rights of the
Phi8lippines. indigenous peple
Argue on the in the country 5. group activity
issues
experienced by
every debate
indigenous
group
members of
the country.
Understand
their rights as
a Filipino
citizen
mandated by
the law.
*Attach to the syllabus all rubrics or criteria sheets related to the performance tasks
COURSE REQUIREMENTS AND CLASS POLICY
Each student is required to:
1. Provide outputs (individual or group) as prescribed by the topics discussed during the term.
Course Requirements 2. Submit an inquiry - based group presentation highlighting the uses of mathematics in different
problem situations encountered in business and industry, arts, humanities, social sciences, and
other fields of endeavor before the end of the term.
3. A day immersion to an indigenous community.
Class Policy 1. Students who miss classes are required to submit an admission slip from the Dean’s office. They
are held responsible for missed lessons and are not excused from taking quizzes and passing
assignment.
2. No special quizzes are given to students who missed them except for justifiable cases like sickness
or death in the family.
3. Mobile phones and other forms of communication devices should be on silent mode or turned off
during class
4. Students who come late are required to seek permission to enter the class. A half point is deducted
from their attendance grade. 3 tardiness are equivalent to an absence.
5. No late reports will be accepted.
6. Students are required to be in uniform except on a wash day. They are also required to wear their
IDs. Anyone without the ID is expected to present an admission slip from the Dean’s office.
7. 7 unexcused absences from an MW or TTH class will mean being dropped from the role.
8. Those who cannot get their major exams on time will be given a week within which to take it.
Otherwise, they will automatically get a score of zero for that exam.
9. As soon as the class begins, no one is allowed to leave the room until the class ends.
10. Students are invited to seek the assistance of the faculty member on the scheduled consultation
hours.
GRADING SYSTEM
50% Major Examination
30% Quizzes
10% Recitation /Seatwork
10% Assignment/Project/Recitation
100 %
Cumulative Prelim: as is.
Mid Term: x70% of Midterm + 30% of Prelims
Finals: x70% of Finals + 30% of Midterm Grade
COURSE REFERENCES
A. Main References
Zullueta F., Nebres A.. (2015). Philippine History and Government Through the Years. Cubao, Quezon City: National Bookstore Publishing
Inc.
Ocampo, A. (2014). Prehistoric Philippines. Mandluyong City: Anvil Publishing Inc.
B. Journals
C. E-sources
https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
http://mandirigma.org/?p=1312
https://www.everyculture.com/East-Southeast-Asia/Philippine-Negritos.html
https://www.scribd.com/presentation/362575832/Suroy-Suroy-Sa-Palawan-FINAL
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-heritagesch/historical-research/lumad-in-mindanao/
Prepared by: Checked by: Approved by:
Name: Glenn R. Guerrero Mr. Felixander Bagayao Mrs. Jennifer B. Escobar
Rank: Assistant Professor I STVL Librarian Dean, College of Arts, Sciences and Nursing
Contact Number: 173189818
Email: donneglenn@gmail.com
Consultation Hours: MW, 1:00-3:00 pm Mr. Ferdinand M. Garcia Rev. Fr. James T. Bumangabang, OAR
Date: August 5, 2019 Department Head, General Education Vice President for Academics
Rubric for Individual or Group Presentation
CRITERIA Excellent (4) Good (3) Satisfactory (2) Needs
Improvement
(1)
Content and In-depth and Logical Logical Information
Organization insightful sequencing of sequencing presented with
(60%) discussion in information of information little
addition to score throughout. most of the time. organization.
3 performance Sufficient Details Most of
supporting are given but the details
details. inadequate to irrelevant.
Clear and support the topic. Concluding
effective Clear concluding paragraph n
concluding paragraph but ot clear
paragraph lacks
effectiveness.
Grammar No error Between one More than four
(30%) and errors
three errors
Bibliography All resources Some of the Majority of the
(10%) cited resources not resources not
cited cited
Group Member Assessment
CRITERIA Excellent (4) Good (3) Satisfactory (2) Needs
Improvement
(1)
Content and Creative and All points Majority of points Majority of points
Organization insightful presented with covered with tackled lightly
(30%) presentation in depth and clarity. depth Less logical
addition to score Logical and and clarity; some sequencing of
3 interesting tackled lightly ideas
performance sequencing of Logical
ideas sequencing
of ideas
Knowledge of All questions All questions All questions Majority of the
Topic (20%) answered with answered answered but questions not
insights in correctly with with answered
addition explanation little explanation correctly
to score 3
performance
Delivery (20%) Techniques techniques make techniques make techniques make
make the presentation the presentation the
the presentation highly convincing, presentation not
interesting in convincing, audience understandable;
addition to score audience attentive audience could
3 attentive most of the time no follow
performance throughout
Group Effort and All members All members Majority of Majority of
Participation contributed actively involved members members
(20%) significantly in in presentation; involved not involved in
addition to score all of them in presentation; presentation and
3 contribute some do not do
performance contribute not contribute
Bibliography With insightful All resources Some of the Majority of the
(10%) comments on cited resources not resources not
resources in cited cited
addition to score
3
performance
