PDF HOLY ANGEL UNIVERSITY School of Education HAU MISSION AND VISION

HOLY ANGEL UNIVERSITY School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

School of Education

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE SYLLABUS IN 4WORLDCIV3

Faculty:

Course Title: Modern and ContemporaryWorld History and Civilization Course Code: 4WORLDCIV3

Number of Units: 3 units Contact Hours Per Week: 3 hrs.

Pre-requisite subject/s: 4WORLDCIV2

COURSE DESCRIPTION: This course presents a historical broad picture of world history from the postwar to the modern era. It will study the post 1945 history, Information Age and Computers, terrorism and warfare, climate change, great recession, population pressures and environmental degradation, global diseases, religious, ethical and political conflicts and issues on migration and globalization.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

A. To grasp, on a basic level, the concept of historical agency; or, the connections between events and relationships that happened in the past and how they affect the present.

B. To develop understanding of globalization and how history influences this process.

C. To understand how global inequalities are often predicated on a number of diverse factors.

D. To develop appreciation of the various aspects of historical achievements that shaped contemporary way of life.

COURSE CONTENT:

Timeta ble

Desired Learning Outcomes

Course Content/Subject Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

1 hour Identify and articulate the importance of the course content as well as appreciate classroom

management that is conducive to learning

Course Orientation &

Classroom Management

Ice breaker: “The boat is sinking…”

The faculty poses the question: “What are your expectations on this course”

Activity: Think-Pair- Share Activity

Group’s written output

summarizing the members’

answers

On a ¼ sheet of paper, 100 % of the class should be able to fill out and submit an answer or explanation on what are their expectations on this course

Student Manual Course Outline

PRELI M 1^st, 2^nd 3^rd week (8 hrs)

1. Discuss a short survey from the Renaissance to the Twentieth Century.

PART ONE- THE SHAPING OF THE MODERN WORLD

I. Transition to modern times

The faculty asks the students to take out a sheet of paper and begin generating a list based on a topic presented on a Power Point Presentation.

Summarizing the student’s answers Reflective Journal Writing

Rubric

A History of the World by Perry Marvin. 1989.

Pages 606-613

2. Pinpoint and explain the different

movements that marked the transition from medieval to modern times.

1. Discuss the significance of Colonial America and Nationalism in the Western World in creating the conditions that we find today.

2. Identify and analyze the factors that led to the French Revolution.

1. The Renaissance and Reformation 2. The Age of

Exploration

II. Revolution and Nationalism 1. The American

Revolution 2. The French

Revolution and Napoleonic Era

3. The Industrial Revolution III. The Age of Imperialism

Activity : Focus Listing

Story Telling

Cooperative learning activity: Team presentation on one aspect of the French Revolution and Napoleon

Group

Documentation

Power Point

Rubric on storytelling and focus listing

Rubric on Power Point

 A History of the World by Perry Marvin.

1989. Pages 325-343, 345-371

 A History of the World by Perry Marvin.

1989. Pages 419-598

4^th – 6^th Week 9 hours

MIDT ERM 7^th-12^th week 18hrs

3. Discuss the meaning of Nationalism.

4. Explain the Implication of nationalism in Europe

1. Describes some of the scientific and

technological changes that were taking place late in the twentieth

century and also discusses new patterns of living that were

developing in this period.

1. Review and Analyze the Post-1945

IV. The World Today 1. The World

Explores New Frontiers 2. Patterns of

Living Change

The students are asked to recall what they know about a subject by generating terms and ideas related to it.

Activity:

Brainstorming

The Faculty asks students to partner with someone nearby

and compare their

Power Point

Poster display

Rubric

Rubric

 A History of the World by Perry Marvin.

1989. Pages 841-852

https://en.wikip edia.org/wiki/C ontemporary_hi story

FINAL 13^th- 18^th week 18 hours

history and discuss the information age and computers.

2. Analyze the causes and effects of the different conflicts.

3. Clearly discuss the causes and effects of globalization and

environmenta l degradation.

1. Critically analyze the causes and effects of global warming, terrorism warfare and

PART TWO – MODERN ERA

I. Post-1945 history II. Information

Age and Computers

III. Religious, Ethical and Political Conflicts

IV. Globalization

Notes, focusing on summarizing key information and locating

misconceptions.

Activity: Note Check

The faculty pauses and asks students to write in response to a question on a Power Point slide.

Activity: Two Minute Paper

Student’s written output

rubric

rubric

https://en.wikip edia.org/wiki/C ontemporary_hi story

recession.

.

V. Population pressures and Environmental Degradation

PART THREE- LATE CONTEMPORARY TIMES

I. Climate

Change/Global Warming II. Global

Diseases III. Terrorism and

Warfare IV. Great

Recession

Textbook: None

Course Requirements:

1. Case Study/Research Work 2. Reflection Papers

3. Quizzes and Major Examinations 4. Group/Individual Presentations 5. Activities

Classroom Policies:

1. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.

3. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

4. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;

signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for teacher educationstudents enrolled in a 1 hour class is a maximum of 10 absences and 7 absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

GRADING SYSTEM:

CSP- Class Standing in the Prelim Period Transmutation Table For the Average*

CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

F - Final Exam 88-90 1.75

85-87 2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25 Class Standing=

2 CSM CSP 

79-81 2.50

Major Exam Ave.=

2 M P 

76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00

Class Standing=

3

CSF CSM

CSP  

BELOW 75 5.00

Major Exam Ave.=

3 F M P  

*Manual input for the computerized class record program Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject

References:

Perry, Marvin. 1989. A History of the World (Revised Edition) https://en.wikipedia.org/wiki/Contemporary_history

"Bin Laden claims responsibility for 9/11". CBC News. 29 October 2004. Retrieved 11 January 2009. Al-Qaeda leader Osama bin Laden appeared in a new message aired on an Arabic TV station Friday night, for the first time claiming direct responsibility for the 2001 attacks against the United States.

"The Taliban Resurgence in Afghanistan".

Rothstein, Hy S (15 August 2006). Afghanistan: and the troubled future of unconventional warfare By Hy S. Rothstein. ISBN 978-81- 7049-306-8.

Gall, Carlotta (3 September 2006). "Opium Harvest at Record Level in Afghanistan".The New York Times.Retrieved 30 April 2010.

"Afghanistan opium at record high". BBC News. 27 August 2007. Retrieved 2 January 2010.

"Afghanistan could return to being a 'failed State,' warns Security Council mission chief".

"US Names Coalition of the Willing". BBC News. 18 March 2003. Retrieved 3 November 2007.

U.S. Defense Secretary Robert Gates, 2 Feb 2007, see "four wars" remark

"CBS on civil war".CBS News. 26 September 2006.

Britain's Brown visits officials, troops in Iraq.International Herald Tribune, 2 October 2007.

Italy plans Iraq troop pull-outBBC 15 March 2005

Agreement Between the United States of America and the Republic of Iraq On the Withdrawal of United States Forces from Iraq and the Organization of Their Activities during Their Temporary Presence in Iraq

CONSULTATION HOURS:

Days Time Room