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TEACHER EDUCATION DEPARTMENT
Outcomes-Based Education (OBE) Course Syllabus in SOC STUD 107 – World History 2
Bachelor of Secondary Education (BSED) 2 Social Studies
Second Semester AY 2024-2025
Date Enhanced: December 23, 2024
I. Capiz State University
Vision: Center of Academic Excellence Delivering Quality Service to all
Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values; undertake relevant research,
development and extension services; promote entrepreneurship and environmental consciousness; and enhance industry collaboration and linkages with
partner agencies.
Goals: Globally competitive graduates
Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration
Core Values: God- Centered
Excellence
Integrity
Transparency and Accountability and;
Dedication to quality Service
Guiding Principles:
Academic Freedom
Responsibility
Academic Standards
Institutional Learning Outcomes:
A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist, and effective
collaborator in their respective fields of discipline.
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II. TEACHER EDUCATION DEPARTMENT
Objectives of BSED Program
1. To manage the BSED program effectively and efficiently;
2. To ensure the delivery of quality education;
3. To undertake research-based instruction for research-oriented students;
4. To undertake efficient and sustainable community extension programs; and
5. To develop instructional materials for the use of the BSED students.
III. Campus: Dumarao Satellite College
IV. Program/Degree: Bachelor of Secondary Education major in Social Studies
V. Program Outcomes: Based on CMO No. 75, Series of 2017
The minimum standards for the BSED degree program are expressed in the following set of learning outcomes:
A. Common to all programs in all types of schools
The graduates have the ability to:
APO1. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
APO2. Effectively communicate in English and Filipino both orally and in writing
APO3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor)
APO4. Act in recognition of professional, social and ethical responsibility
APO5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
B. Common to the Teacher Education
BPO1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
BPO2. Demonstrate mastery of subject matter/discipline
BPO3. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
BPO4. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
BPO5. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
BPO6. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
BPO7. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
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C. Program Outcomes Specific for BSED major in Social Studies
CPO1. Utilize appropriate various sociocultural and historical materials in explaining current issues
CPO2. Organize communities towards self-reliance and self sufficiency
CPO3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
CPO4. Integrate local and global perspective in teaching the principle of the common good
CPO5. Employ principles of sustainable development in teaching and learning
CPO6. Display of the qualities of an innovative teacher who has mastery of the subject matter
College of Education Program Outcomes:
To construct teachers who REIGNS:
R - Relevant researcher
E - Exemplary “extensionist” and entrepreneurs
I - Innovative instructors, ICT literate
G - God-fearing, goal-oriented, globally competitive
N - Nature-lovers, networkers, and team players
S - Service-oriented
VI. Course No. and Title: SOC STUD 107 - World History 2 (Modern and Contemporary Era)
VII. Semester/School Year Offered: Second Semester, School Year 2023 – 2024
VIII. Course Description :
The world history II provides a global overview to various human experiences, patterns of development and connections among peoples, societies and nations. It focuses on
topics related to industrial revolution, scientific and commercial revolution, world wars and issues in modern world to contemporary periods.
IX. Course Credit/Unit : 3 units (3 hours lecture/week)
X. Course/Subject Outcomes:
At the end of the course the students should be able to:
1. Describe significant historical developments made on a global scale.
2. Examine how different cultural groups have interacted through conquest, migration, commercial exchange, and cultural diffusion.
3. Evaluate the importance of significant turning points and events of the 19th and 20th Century.
4. Explain the development and significance of different social, economic, and political systems.
5. Describe achievements in art and culture and discuss their impact on today's society.
6. Assess major belief systems' practices, ideals, and developments.
7. Recognize the challenges people face due to changing economic, political, and social climate throughout the 19th and 20th centuries and explain how they have
responded to those changes.
8. Reflect on choices made by individuals and how those changes have affected the future and how we live today.
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X. Course Design Matrix
Topic Intended Learning Outcomes Learning Activities Assessment Test Book Time
Task References Allotment
ORIENTATION • Identified each other’s strengths and weaknesses. Review the Institutional goals and
- Getting to know each other • Memorized and understand the VMGO and Core Values program outcomes. Course Objectives Class Participation R1 Week 1
- Course overview of the University, Main Campus, and the College of R2
- Classroom policies Education. Recall the Institutional goals and Open-ended 3 hours
- Introduction of the vision, mission, • Gained an understanding of the competencies expected to program outcomes. Course Objective questions
goals, and objectives of the develop.
University • Acquired concepts about the overview of the courses’ Signing of syllabus acknowledgment
expectations, requirements, and grading system. receipt.
CHAPTER I- THE • Discuss what the Enlightenment meant.
ENLIGHTENMENT AND • Explain why the church and kings did not promote the Reporting Rubrics R3 Week 2
SCIENTIFIC REVOLUTION intellectual revolution. R4
- The Importance and Causes of the • Describe the intellectual and scientific revolutions brought Classroom Discussion Class Participation R5 3 hours
Enlightenment by the Enlightenment.
- Fathers of Enlightenment • Understand how the scholars changed the way Europeans Reading of handouts or materials Quiz
- New Directors in Science viewed the world. provided
- Main Ideas of the Enlightenment • Identify the importance of scientific advances of the
- Impact of the Enlightenment Enlightenment.
• Discuss the impact of the enlightenment on the arts and
literature, music, and social life.
CHAPTER II- THE UNITED • Discuss what the “New World “Represented.
STATES ARISES • Explain how the Europeans colonized America and why Reporting Rubrics R3 Week 3
- From Discovery to Independence England was partly to blame for the American Revolution. R4
- Growth of the United States • Identify the causes of war for Independence. Classroom Discussion Class Participation R5 3 hours
- The American Civil War • Understand the consequences of the American
- America as a World Power Revolution. Reading of handouts or materials Quiz
• Discuss why America is associated with democracy and provided
capitalism.
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CHAPTER III- • Discuss why the French Revolution was more influential
NAPOLEON AND THE than the American Revolution. Reporting Rubrics R3 Week 4-5
FRENCH REVOLUTION • Identify the causes of the French Revolution. R4
- A Moderate Start to the • Recognize Latin America's contribution to the world. Classroom Discussion Class Participation R5 6 hours
Revolution • Explain the Napoleonic Era's legacies in 19th-century
- Part Two: A More Violent Europe. Reading of handouts or Quiz
Revolution • Understand the events surrounding the rise and fall of materials provided
- Napoleon Bonaparte Napoleon.
• Explain why the Revolution became a Reign of Terror.
CHAPTER IV- • Describe what ideas shaped world politics after 1815.
REVOLUTION, • Discuss how nationalism led to democratic movements in Reporting Rubrics R3 Week 6-7
NATIONALISM, AND European countries, Britain’s democratic traditions, and the R4
DEMOCRACY growth of democracy in Britain. Classroom Discussion Class Participation R5 6 hours
- Ideas Shaping a New World • Explain how the French Came to hate the Germans.
- New Era of Revolutions • Discuss how nationalism united Germany and the Reading of handouts or Quiz
- Nationalism and Democracy developments in Germany created problems for Europe. materials provided
grow in Europe. • Understand how the three Italian patriots unified Italy as a
- France: From Empire to new nation.
Republic • Discuss why the Red Cross was a unique humanitarian
- Unification and Rise of organization.
Germany and Italy • Explain why independence for one group made the
- Growth of Democracy in Austrian Empire more unstable.
Other European Countries • Understand why the Ottoman Empire was the “sick man of
- Despotism in Russia and Europe”.
Austria
- Balkan Problem and the
Ottoman empire and a new
balance of Power.
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CHAPTER V-THE • Discuss the stages of the Industrial Revolution.
INDUSTRIAL • Explain how a Christian revival saved England and Reporting Rubrics R3 Week 8-9
REVOLUTION prepared the way for the Industrial Revolution. R4
- Industrial Revolution Classroom Discussion Class Participation R5 6 hours
• Describe the mechanical inventions and factory systems
- Beginnings of the Industrial
that changed the textile industry. Reading of handouts or
Revolution Quiz
• Discuss how advances in industrialization, science, and materials provided
- Changes in the textile
technology improved life, and why the economic and
industry
social effects of the Industrial Revolution were mixed.
- Spread of industrialization
• Explain the conditions of women and children workers
- Results of the
brought concerns, steps taken to reform working
industrialization
conditions, and modified capitalist system to improve
- Responses to the Industrial
workers.
Revolution
MIDTERM EXAMINATION
CHAPTER VI- • Discuss why 19th century imperialisms were different from
IMPERIALISM AND previous imperialisms. Reporting Rubrics R3 Week 10-11
NATIVE RESPONSES • Explain why industrialization became an impetus for R4
- Imperialism in the 19th Classroom Discussion Class Participation R5 6 hours
imperialisms.
century
• Identify how opium destroys China, the causes and results Reading of handouts or
- China’s Conflict with Quiz
of the Opium war and the Taiping Rebellion, Boxer Revolt. materials provided
imperialist powers
• Describe how Japan reacted differently from China to the
- Modernizing Japan
Western imperialists.
- Southeast Asia’s Jewel
• Explain why Philippines is a unique Asian country and
- India as British Colony
how the British took over the India.
- The Partition of Africa
• Discuss how the West settled their disagreements over
- Russia’s Expansion to the
African territories.
East
• Explain how Russia expanded to the East and what
- American Expansion to the
American imperialists believed about their destiny.
Pacific
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CHAPTER VII-WORD • Define how a world war differs from other wars.
WAR I • Identify the causes of World War 1, and how the role of the Reporting Rubrics R3 Week 12
- Causes of the Great War alliance system played in the outbreak of war. R4
(WW1) Classroom Discussion Class Participation R5 3 hours
• Discuss why trench warfare led to a stalemate on the
- Outbreak of War Western Front, how and why the United States entered the Reading of handouts or Quiz
- The War Years war, and how the Allies won and dominated the world materials provided
- An end to the war power.
- The Peace Settlements • Explain the guidelines President Wilson proposed for
peace.
CHAPTER VIII- THE • Explain how women enjoyed new opportunities.
INTERWAR YEARS • Discuss why new technology and thinking made people Reporting Rubrics R3 Week 13
- Changing Pattern of Life forget hardships. R4
- Failure of the League of Classroom Discussion Class Participation R5 3 hours
• Understand how the League of Nations was founded.
Nations • Describe how Russia became the first communist state and Reading of handouts or Quiz
- Changes to the Political how Germany, Italy, and Japan prepared for war. materials provided
System • Discuss how the road to war was paved with political,
- Threats to the World Peace economic, and military conditions.
CHAPTER IX-WORLD • Discuss how World War two started; how it collapsed; how
WAR II the tide of Axis power turned; why America went to war; Reporting Rubrics R3 Week 14-15
- The Combatants and New how the Asians responded to WW2; how the Axis power R4
Weapons of War Classroom Discussion Class Participation R5 3 hours
lost in war; and why WW2 was the worst military conflict
- Collapse of Western Europe in history. Reading of handouts or Quiz
- High Tide of Axis Power • Explain how the Philippines suffered greatly from the materials provided
- War in the Pacific Second World War.
- The tide of War turns • Identify the important to remember the atrocities and
- Defeat of the Axis Dictators damage or WW2.
- Aftermath of the War • Describe the importance of German War crimes.
- Other Consequences of
WW2
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CHAPTER X-FROM THE • Define the Modern Era, Cold War, and Communism.
MODERN TO THE • Discuss the characteristics of the modern era; how the Reporting Rubrics R3 Week 16-18
POSTMODERN WORLD balance of power changed; and how America became the R4
- Disillusionment with the Classroom Discussion Class Participation R5 9 hours
world’s last superpower.
Modern Era
• Discuss how mass communications influenced politics and Reading of handouts or
- Characteristics of the Quiz
commerce; how modern culture reached the masses; why materials provided
Modern Era
the mass media became more important than their content.
- Organizations and
• Explore how space exploration began as Cold War Rivalry;
Decolonization
why the discovery of oil was a great advance; how DNA
- Economic Development and
was a tremendous help; and why medical advances helped
Rise of New Economies
prolong life.
- Mass Media and Popular
• Identify the effects of the postmodern world, and the
Culture
importance of Christianity and postmodernity.
- New Social and Literary
Expressions
- The Space Age
FINAL EXAMINATION
Legend for References.
R1- Course Syllabus
R2- Students’ Handbook Enhanced Edition 2022
R3- https://www.doversherborn.org/uploaded/GetfusedWebsite/highschool/tempFile/WHII-CURRICULUM.pdf
R4- Zaide, Gregorio F. & Zaide, Sonia M. (2006). World History. 5th Edition. Published by All Nations Publishing, Co. Inc.
R5- Zaide, Gregorio F. & Zaide, Sonia M. (2014). World History for the Postmodern World. 6th Edition. Published by All Nations Publishing, Co. Inc.
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XI. Criteria for Grading:
Midterm and Final Grade Note: Total Final Grade
40% - Class Standing 30% - Midterm
20% - Quizzes 70% - Final
40% - Written Examination (Midterm and Final Exam) 100% Total Final Grade
XII. Rubrics: (See attached sheet)
XIII. Requirement/s: PowerPoint presentation, outputs, written exams, and attendance
XIV. Classroom Policies:
1. Respect the dignity and rights of others;
2. Maximum allowable cuts: 6 absences for 1.5 hours of classes or 9 absences for 1-hour classes;
3. Participate actively in class discussions to be posted in the LMS;
4. Complete and submit all the requirements on time with satisfactory results;
5. Obtain satisfactory results in quizzes/ long tests;
6. Obtain passing marks in both midterm and final examinations;
7. The prescribed dress code for students should be strictly observed. A student not wearing proper attire will be marked absent and not allowed to take quizzes, exams, etc:
8. Duplication and/or plagiarized outputs will be considered dishonesty and subject to disciplinary action specifically dismissal from the course enrolled.
XV. Consultations: The consultation schedule is posted at the course facilitator’s desk. Course-related concerns may also be brought to the attention of the course facilitator
through email: jheninaporcal@gmail.com
XVI. Remarks:
This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty in consultation with the students.
Prepared by:
JHENINA P. ODUCADO, MAT
Course Facilitator
Noted: Recommending Approval: Approved:
MARY JOY J. SILVINO, MAT MA. JULLIE S. LADEMORA, PhD MARIE JEAN P. PENSON, EdD
Chair, Quality Assurance Program Chair, BEED & BSED Satellite College Director
