Course Information

Course Name World History 2 Course Code

(Modern and Contemporary Era)
Pre-requisite Subject (Suggestion) World History 1 Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs

covered
The course guides the students to demonstrate an understanding of the global overview to various human experiences, patterns
of development and connections among peoples, societies and nations. It also leads the students to demonstrate an understanding 1.1.1
on topics related to industrial revolution, scientific and commercial revolution, world wars, and issues in modern world to
contemporary periods.

Course Outcomes BTIs

covered
At the end of the course, the pre-service teachers should be able to:

A. demonstrate knowledge and understanding of the global overview to various human experiences, patterns of development
and connections among peoples, societies and nations; 1.1.1
B. demonstrate knowledge and understanding on topics related to industrial revolution, scientific and commercial revolution,
world wars, and issues in modern world to contemporary periods; and 1.1.1
C. apply critical and creative thinking on the issues in modern world to contemporary period.
1.1.1

World History 2 (Modern and Contemporary Era) 96

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks 1-2 At the end of these weeks, the pre- I. Introduction
service teacher (PST) should be able A. Connecting Hemispheres
to: [CLO 1. European Renaissance
A] and Reformation ▪ Lecture/Discussion ▪ Recitation 1.1.1
a. describe how Italy became the Through a Debate
birthplace of the Renaissance 1.1.1 a. Italy: Birthplace of the ▪ Brainstorming (“Was the Reformation a Mistake?”)
and how the humanism became Renaissance
the central theme of the b. Humanism ▪ Simulated discussion ▪ Written Quiz 1.1.1
Renaissance; c. Martin Luther and the -Downloading from the internet of 1.5.1
b. •explain how the Renaissance 1.1.1 Reformation the famous personalities during the
revolutionize the arts; Renaissance period and their works
1.1.1 2. The Catholic
c. •recognize the works of great ▪ Debate
Counterreformation
Renaissance artists and identify “Was the Reformation a Mistake”
the contributions of the Northern
Renaissance movement;
d. •examine the causes of the 1.1.1
Reformation;
e. •describe how Martin Luther led 1.1.1
the Reformation and how the
Catholic Church responded to
the Protestant movement; and
f. explain how England became a 1.1.1
Protestant nation and how the 1.5.1
Reformation and
Counterreformation led to holy
wars in Europe.

Week 3 At the end of the week, the pre-service B. The Expansion of the Muslim
teacher (PST) should be able to: [A] World
a. The Ottomans Build a ▪ Lecture/Discussion ▪ Recitation 1.1.1
Vast Empire By tracing the expansion of different
a. •describe the expansion of Islam 1.1.1
b. Cultural Blending in ▪ Brainstorming empires in India using map or globe
using a map or globe; how the the Ottoman
Turks established the Ottoman c. The Mughal Empire in ▪ Panel discussion ▪ Written Quiz 1.1.1
Empire; how powerful Islamic India
sultans spurred the dramatic ▪ Reading Primary sources
expansion of Islam and the
different cultural elements which ▪ Reporting

World History 2 (Modern and Contemporary Era) 97

 blended in the Ottoman Empire; ▪ Map interpretation
and Tracing the different Empires
b. explain how conquests and 1.1.1
cultural interaction fueled the 1.5.1
development of the Safavid
empire; the emergence of the
Mughal Empire in India and how
the Mughal emperors unified a
vast empire with different
nationalities.

Weeks 4-6 At the end of these weeks, the pre- B. Age of Exploration
service teacher (PST) should be able
to: [A] a. Europeans Explore the
East ▪ Lecture/Discussion ▪ Recitation 1.1.1
a. explain the mains reasons why 1.1.1 b. China Limits European ▪ Brainstorming By tracing and explaining the routes
Europeans catapulted themselves Contacts ▪ Panel discussion of the European navigation and that
in the forefront of the Age of c. Japan Returns to ▪ Reading Primary sources enabled them to explore other parts
Exploration and how Isolation ▪ Reporting of the world
advancements in science and ▪ Map Tracing
technology enabled Europeans to Tracing how the Europeans reached ▪ Written Quiz 1.1.1
explore other parts of the world; the East
b. trace the routes of European 1.1.1
navigators during the early stage
of the Age of Exploration by
drawing maps;
c. discuss the emergence of the
trading empires in the Indian 1.1.1
Ocean;
d. explain the contributions of the
Age of Exploration to human 1.1.1
interaction and the life of the
Japanese during the Tokugawa
period; and
e. point out the advantages and 1.1.1
disadvantages of feudal Japan’s
closed door policy.

World History 2 (Modern and Contemporary Era) 98

Weeks 7-8 At the end of these weeks, the pre- D. The Atlantic World
service teacher (PST) should be able [A]
to: a. Spain Builds an
American Empire ▪ Lecture/Discussion ▪ Recitation 1.1.1
a. •trace the route of Christopher 1.1.1 b. European Nations ▪ Brainstorming By tracing and discussing route of
Columbus in his discovery of the Settle in North America ▪ Panel discussion Christopher Columbus in his
Americas in the map; c. The Atlantic Slave ▪ Reading Primary sources discovery of America
b. •discuss the timeline of the 1.1.1 Trade ▪ Map interpretation
Spanish conquests of Mexico and d. The Columbian Trace the route of Christopher ▪ Written Quiz 1.1.1
other American nations; Exchange and Global Columbus in his discovery of
c. •describe the expansion of 1.1.1 Trade America
Spanish and Portuguese
territories in the New World;
d. •differentiate the competing 1.1.1
claims of European powers in
North America; 1.1.1
e. •describe the arrival and
establishment of settlements of
the English in North America; 1.1.1
f. •discuss how the Native
Americans responded to the
encroachment of their lands by
the Europeans and the causes of 1.1.1
African slavery;
g. •describe the struggles of
Africans in their voyage to the 1.1.1
Americas as slaves; and
h. •explain how slavery became a
pillar of the economy of the New
World and the impact of the
slave trade to the New World.

Week 9 At the end of the week, the pre- E. ABSOLUTISM TO

service teacher (PST) should be able REVOLUTION
to: [A] ▪ Lecture/Discussion ▪ Recitation 1.1.1
1. Absolute Monarchs in Europe ▪ Reading Primary sources
a. explain critically how Europe 1.1.1 ▪ Group Activity ▪ Written Quiz 1.1.1
became a hotbed of absolutist a. Spain’s Empire and Creating a timeline showcasing the
monarchial rule; European Absolutism English civil war, restoration and
b. The Reign of Louis XIV revolution

World History 2 (Modern and Contemporary Era) 99

 b. compare and contrast the styles 1.1.1 c. Central European ▪ Presentation of the created timeline 1.1.1
of governance of the absolute Monarchs Clash showcasing the English civil war,
monarchs of Europe; d. Absolute Rulers of restoration and revolution
c. describe the benefits and 1.1.1 Russia
drawbacks of having an absolute e. Parliament Limits the
ruler; Power of the English
Monarch
d. describe Spain under absolute 1.1.1
monarchy;
e. explain how religious wars and 1.1.1
power struggles led to the
emergence of absolute monarchy
in France;
f. discuss the political philosophies 1.1.1
of the French writers Montaigne
and Descartes; and
g. examine the policies and lifestyle 1.1.1
of Louis XIV of France.

Weeks At the end of these weeks, the pre- 2. Enlightenment and

10-11 service teacher (PST) should be able [B] Revolution
to: 1.1.1
a. The Scientific ▪ Recitation
▪ Debate
a. explain how the Scientific 1.1.1; Revolution “Has Scientific Revolution Ended?”
1.5.1 b. The Enlightenment in ▪ Written Quiz
Revolution became the ▪ Lecture/Discussion 1.1.1
foundation of modern science; Europe ▪ Group Activity
1.1.1; c. The Enlightenment ▪ Debate
b. discuss the great discoveries and Create a timeline on the 1.1.1
1.5.1 Spreads (Provide Rubrics)
inventions during the Scientific establishment of the United States of 1.5.1
Revolution which still have an d. The American
America ▪ Presentation of the created timeline
impact in today’s society; Revolution 1.1.1
1.1.1; on the establishment of the United
c. differentiate the two views of
1.5.1 States of America
government by Hobbes and
Locke;
d. describe the five core beliefs of 1.1.1;
the French philosophes; 1.5.1

e. discuss the role of women during 1.1.1;

the Enlightenment; 1.5.1

World History 2 (Modern and Contemporary Era) 100

 f. explain how Enlightenment 1.1.1;
spread throughout the world and 1.5.1
how Enlightenment made an
impact on governments; and
g. discuss the rule of Britain in the 1.1.1
American colonies.

Weeks At the end of these weeks, the pre- 3. The French Revolution and
12-13 service teacher (PST) should be able [B] Napoleon
to:
a. The French Revolution ▪ Lecture/Discussion ▪ Recitation 1.1.1
a. describe how economic and 1.1.1; Begins
social inequalities in the Old 1.5.1 b. Revolution Brings ▪ Written Quiz 1.1.1
Regime helped cause the French Reform and Terror
Revolution, the forces of change c. Napoleon Forges an
which brought about the French Empire ▪ Individual Activity ▪ Presentation of the Output 1.1.1
Revolution and how the French d. The Collapse of Writing a critique on the Old Order of -critique on the old order of France 1.5.1
Revolution brought both reform Napoleon’s Empire France -the timeline of Napoleon Bonaparte
and terror to the nation; e. The Congress of
b. explain the policies of Napoleon 1.1.1; Vienna ▪ Group Activity
as the first French emperor, the 1.5.1 Tracing the emergence of Napoleon
events which led to the fall of Bonaparte as ruler of France through
Napoleon’s empire and his own
a timeline
downfall; and
c. discuss the plans of Matternich 1.1.1;
for Europe after Napoleon’s fall 1.5.1 • Chart of Leadership Traits of
and the political changes Napoleon Bonaparte
brought about by the convening
of the Congress of Vienna. • Venn Diagram: American Revolution
from French Revolution

Week 14 At the end of the week, the pre- 4. Nationalist Revolutions

service teacher (PST) should be able Sweep the West
to: [B,C]
a. Latin American Wins ▪ Lecture/Discussion ▪ Recitation 1.1.1
a. discuss how Latin American 1.1.1 Independence ▪ Brainstorming
nations fought colonial rule; b. Europe Faces ▪ Panel discussion ▪ Written Quiz 1.1.1
b. the colonial society in Latin 1.1.1 Revolutions ▪ Reading Primary sources
America, and the reasons why the c. The Emergence of ▪ Reflection Paper 1.1.1
European Revolution

World History 2 (Modern and Contemporary Era) 101

 peoples of the Americas revolted (on America’s revolts against colonial
against their colonial rulers; and rulers)
c. explain how liberal and nationalist 1.1.1
uprisings challenged the old
conservative order of Europe.

Weeks At the end of these weeks, the pre- F. INDUSTRIALISM AND THE
15-16 service teacher (PST) should be able [B,C] RACE FOR EMPIRE
to: 1.1.1
1. The Industrial Revolution ▪ Lecture/Discussion ▪ Recitation
a. discuss why the Industrial 1.1.1 a. The Beginnings of ▪ News Reporting
Revolution started in Britain; Industrialization The different inventions during the ▪ Interactive Quiz 1.1.1
b. identify the main inventions 1.1.1 b. Industrialization in Industrial Revolution
which revolutionized the Europe ▪ Individual Activity ▪ Presentation of the created timeline 1.1.1
industrial age; c. Industrialization Creating a timeline on the on the development of
c. explain how inventions spurred 1.1.1; Spreads development of transportation and transportation and communication
industrialization; 1.5.1 d. Reforming the communication (outputs will be evaluated through a
Industrial World Rubric)
d. discuss the advantages and 1.1.1;
disadvantages brought about by 1.5.1
the Industrial Revolution; and
e. describe how the Industrial 1.1.1
Revolution spread.

Weeks At the end of these weeks, the pre- G. THE WORLD AT WAR
17-18 service teacher (PST) should be able [A,
to: B,C] 1. The First World War

a. explain how military built up, 1.1.1 a. Marching Towards War ▪ Lecture/Discussion ▪ Recitation/Sharing of opinion on the 1.1.1
nationalistic feelings and rival b. Europe Plunges into viewed documentary
alliances set the stage for the War ▪ Individual Activity
First World War; c. The League of Nations Make a timeline showing the start of ▪ Interactive Quiz
b. discuss the victories and failures 1.1.1 2. World War II
the War to its end
of the League of Nations; ▪ Movie Critique 1.1.1
a. Hitler’s Lightning War ▪ Film Viewing
c. describe the results of Hitler’s 1.1.1 (on the movie “The Schindler’s List” or
b. The Holocaust The Schindler’s List or The Pianist
blitzkrieg in his invasion of “The Pianist”
or other similar movies related to
European nations; and or other similar movies related to
1.1.1 world war
d. discuss the chilling effects of the world war)
▪ Watching of Documentary
Holocaust to civilization.

World History 2 (Modern and Contemporary Era) 102

 https://www.quora.com/What-are-the- ▪ Book Review 1.1.1
best-documentaries-about- (The Diary of a Young Girl)
Hitler

•Additional Reading
The Diary of a Young Girl
by Anne Frank, Eleanor Roosevelt

Suggested References

Bentley, J. & Zeigler, H. (2003). Traditions and encounters. New York; McGraw-Hill, Co.

Coffin, J. (2002). Western Civilization, Their History and Their Culture . New York: W.W. Norton & Co., Inc.

Coronado, M., Foe J., Parco, C. (2001). Making sense of world history. Makati City: The Bookmark, Inc.

DK. 2018. “Timelines of History: The Ultimate Visual Guide to the Events That Shaped the World”, 2nd Edition

National Geographic. 2018. National Geographic Almanac 2019: Hot New Science - Incredible Photographs - Maps, Facts, Info graphics & More Paperback.

Philip P. (2017). World history: From the ancient world to the information age . Hardcover.

Usborne Books. 2018. “Timelines of World History. From Stone age to the Millennium”.

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