Human Geography Sample Syllabus Offline

 

1 R epublic epublic of the Philippines

City of Lapu-Lapu

Lapu-Lapu City College Gun-ob, Lapu-Lapu City 6015

COURSE SYLLABUS COURSE DETAILS Course Number: Course Title: Credit Units:

SMS 102 Geography 1 (Human Ge Geography) ography) 3.0

College: Instructor: Consultation Hours:

College of Education  Jonathan M. Lipitin Tuesday and Thursday at 1-2:30 pm

Prerequisite(s): Semester:

1ST  Semester

Contact Details:

ethan456leigh @gmail.com

Revised:

0977-294-9499

VISION STATEMENT   Lapu-Lapu City College College shall be known globally globally by 2030 as a mo model del institution of excellent excellent academic, technol technological, ogical, and entrepreneurial entrepreneurial programs that prepare stud students ents for lifelong learning. MISSION STATEMENT   Propelled by its vision, the College commits itself to: (1) provide less expensive tertiary education to the marginalized but deserving students; (2) promote a culture of excellence in the delivery of higher educational program services which are responsive to the emerging demands of both local and global communities; and (3) foster the acquisition and creation of new knowledge for the advancement of the society that it serves. CORE VALUES

 

Love

Leadership

Courage

Competence

INSTITUTIONAL OUTCOMES (IOs) GRADUATE ATTRIBUTES

PERFORMANCE INDICATORS

1. Globally Competent

The ability to execute the wide range of discipline-related methods methods and techniques accurately and to demonstrate an in-depth understanding of the fundamental knowledge and specialized skills

2. Lifelong Learners 3. Innovative Professionals Professionals 4. Values Driven Citizens

The ability to pursue knowledge and skills advancement consistently to improve quality of life through eective communication The ability to develop new concepts and strategies and transforms lives through research-based outputs The ability to manifest upright moral virtues, work ethics, and values to promote ideal holistic life and to address and uphold the college core values

 

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PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) – BEGINNING TEACHER’S INDICATORS (BTIs) Domain 1 Content Knowledge and Pedagogy 1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.

Domain 2 Learning Environment

Domain 3 Diversity of Learners

Domain 4 Curriculum and Planning

2.1.1 Demonstrate knowledge of  policies, guidelines guidelines and and  proceduress that prov  procedure provide ide safe and and secure learning environments.

3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences.

4.1.1 Prepare developmentally sequenced teaching and learning  process to meet meet curricu curriculum lum requirements.

1.2.1 Demonstrate an understanding of research-based knowledge and principles of teaching and learning.

2.2.1 Demonstrate understanding of learning environments that  promote fairness, fairness, respect respect and care care to encourage learning.

4.2.1 Identify learning outcomes that are aligned with learning competencies.

1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process.

2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-

3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious  backgrounds.  backgro unds. 3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents.

4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning programs.

Domain 5 Assessment and Reporting

5.1.1 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements. 5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data. 5.3.1 Demonstrate knowledge of  providing timely, timely, acc accurate urate and constructive feedback to improve learner performance.

2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation

1.5.1 Apply teaching strategies

2.5.1 Demonstrate knowledge of

that develop critical and creative thinking, and/or other  higher-order thinking skills

learning environments that motivate learners to work  productively  productiv ely by assuming assuming responsibility responsibil ity for their own learning. 2.6.1 Demonstrate knowledge of  positive and and non-violent non-violent discipline discipline in the management of learner  behavior.

1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning 1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding,  participation,  participati on, engag engagement ement and achievement.

Domain 7 Personal Growth and Professional Development 7.1.1 Articulate a personal  philosophy  philosoph y of teachi teaching ng that is learner-centered.

6.2.1 Seek advice concerning strategies that build relationships relationships with parents/guardians and the wider community.

7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a  profession by by exhibiti exhibiting ng qualities such as caring attitude, respect and integrity. 7.3.1 Seek opportunities to establish professional links with colleagues.

6.3.1 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with the responsibilities responsibil ities specified in the Code of Ethics for Professional Teachers Teachers. .

on activities withinenvironment available  physical learning learning enthe vironments. s.

1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills.

Domain 6 Community Linkages and Professional Engagement 6.1.1 Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts.

6.4.1 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community.

3.4.1 Demonstrate understanding of the special educational needs of  learners in difficult circumstances, including geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices. 3.5.1 Demonstrate knowledge of

4.4.1 Seek advice concerning strategies that can enrich teaching  practice.  practice.

5.4.1 Demonstrate familiarity with a range of strategies for communicating learner needs,  progress and achievem achievement. ent.

4.5.1 Show skills in the selection,

5.5.1 Demonstrate an

7.5.1 Demonstrate motivation to

teaching strategies that are inclusive of learners from indigenous groups.

development and use of a variety of teaching and learning resources, including including ICT, to address learning goals.

understanding of the role of understanding assessment data as feedback in teaching and learning practices and programs.

realize professional development goals based on the Philippine Professional Standards for Teachers.

7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice.

 

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PROGRAM OUTCOMES COMMON TO TEACHER EDUCATION (CMO Nos. 74-83, s. 2017) A B C D E F G H

Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts Demonstrate mastery of subject maer/discipline maer/discipline Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specic learners and their environments Facilitate learning Innovate curricula, instructional plans, t eaching approaches, and resources for diverse learners Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processe processess and outcomes Practice professional and ethical teaching standards sensitive to the local, national, and global realities Pursue lifelong learning for personal and professional growth through varied experiential and eld-based opportunities

PROGRAM OUTCOMES SPECIFIC TO SOCIAL STUDIES (CMO No. 75, s. 2017 p. 5) A Utilize appropriate various sociocultural and historical materials in explaining current issues. B C

Organize communities towards self-reliance and self-suciency. Demonstrate leadership skills that will help in teaching or training students who will empower their communities.

D

Integrate local and global perspectives in teaching the principle of the common good.

E

Employ principles of sustainable development in teaching and learning.

F

Show scholarship in research and further learning.

G

Display the qualities of an innovative teacher who has mastery of the subject maer.

COURSE DESCRIPTION The course leads the students to demonstrate an understanding of the world, its people, communities, and cultures with emphasis on relations of and across space and place. It also guides the students in analyzing the geo- politics and its principles, and how culture is shaped by the environment and vice versa.

BTIs 1.1.1

COURSE OUTCOMES (COs) These Course Outcomes (COs) are designed to support the Program Outcomes (POs) Program Outcomes (POs) Specic to Social Studies

Upon completion of the course, the pre-service teachers (PST) must have: CO 1

Developed a personal stand reection on certain issues and knowledge.

 

BTIs 1.1.1 4.2.1

(Obtained from Philippine National RCTQ Prototype Syllabus)

A

L

B

C

D

E

L

P

F

G

H

 

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CO 2 CO3

Produced a unit portfolio of all the essays about particular issues with professional reection and learning to improve understanding about the world.   Performed debates about certain primary and secondary materials materials and news used as basis

1.1.1

about current issues.

7.2.1

Descriptors (CMO 75, s. 2017)

TIME TABL E Week 1 Week 2-3

7.4.1

L

P

L

L – Learned

P – Practiced

O – Opportunity to Learn

facilitates learning of the competencies where input is provided and competency is evaluated

allow students to practice competencies where no input is provided but competency is evaluated

opportunity for development where only an opportunity is present to practice the competencies

LEARNING OUTCOMES (LOs)

BTIs

METHODOLOGY CONTENT

ASSESSMENT TASKS (ATs)

VALUES INTEGRATION

Orientation Week At the end of the week, the preservice teacher (PST) must have: Mini-workshops on using a globe and map to locate places a. summarize the history of human geography;  b. explore responses to the questions that human geographers ask about where activities and events happen and why they happen where they do;

1.1.1

Wrien Quizzes I. Orientation of the Course

1.1.1

  1. The Historical Evolution of Geographical Thought 2. Ancient Geography

c. dene the basic geographic concepts used; and

1.1.1

d. apply the methods of geographic analysis

1.1.1

3. Modern Geography 4. Approaches to Geography Today

• Creating a special-purpose map showing the various parts/elements

 

• Facilitation of Assigned Topics

• Go to About Geography Web site (hp://geography.about.com) • Web Quest If a student has Internet access, he/she may complete the activity rather than answering the assignment

 

• Group presentation -special purpose map • Web Quest Must answer the following questions: Which denition of geography makes the most sense to you? In what ways can geography be useful to you in your current eld of study or occupation?

Mutual respect Collective responsibility Rationality

 

 

5 Week 4-5

II. Population Geography

At the end of these weeks, the pre-service teacher (PST) should be able to:

Lecture/Discussion

a. explain how the earth’s population is distributed;

1.1.1

 b. describe the dynamics of population population growth and its basic measurements;

1.1.1

1. The Measurement and Implications of Growth a. Population Distribution  b. Population Dynamics

c. critically discuss the ratications of population pressure and the availability of resources; and d. discuss the issue of population growth.

Week 6-7

c. Demographic Transition

1.1.1

Read the international brief “World Population at a Glance: 1998 and Beyond”. hp://landview.census.gov/ipc/prod/wp98/ib 98-4.pdf. And answer the questions.

a. discuss migration push and pull factors;

1.1.1

 b. explain the migration transition and how it relates to the demographic transition; and

1.1.1

 

Lecture/Discussion

2. Migration Push and Pull Factors

▪ Individual Activity

3. Internal Migration

Go to the Global IDP Project Web site: hp://www/idpproject.org/. And answer the questions.

4. International Migration

▪ Group Activity 5. Refugees

1.1.1 6. f. Immigration Policies

At the end of these weeks, the pre-service teacher (PST) should be able to: a. discussglobalization; how cultures are changing through

 

Mutual respect Collective responsibility

 

Rationality

Answer the following questions: 1. What is the world’s population projected to be in 2050? 2. What is the driving force  behind the increase? In what ways can this be reduced?

III. The Geography of Migration 1. Migration and Population

Week 8-9

Creation of Population Pyramids Draw a population pyramid for a typical MDC and a population pyramid for a typical LDC. Explain how each pyramid reects the society and its level of development • Individual Activity

1.1.1

At the end of these weeks, the pre-service teacher (PST) should be able to:

  c. discuss the issue of undocumented immigration and the scope of refugee problem.

• Group Activity

Recitation • Wrien Quiz • Presentation of Output population pyramids • Facilitation of Assigned Topics

1.1.1

Web-based Research: Briey summarize the history of immigration to the United States. Include time periods, specic places migrants were coming from, and U.S. immigration policies for the dierent time periods

Wrien Quiz • Recitation  

• Facilitation of Assigned Topics  

Mutual respect Collective responsibility Rationality

Answer the following questions: What is an internally displaced person (IDP)? How does this person dier from a refugee? How many IDPs are there globally? In what places are IDPs returning to their homes? • Group presentation History of Immigration to the U.S.

IV. The Geography of Culture, Language and Religion

Lecture/Discussion

Wrien Quiz

1. Folk and Popular Culture

• Individual Activity

• Recitation

 

Mutual respect Collective responsibility

 

6  b. identify the roots of the world’s major language types and religions;

1.1.1

2. Geography of Language 3. Geography of Religion

1.1.1

c. describe how languages and

d. identify religious conicts and their core causes.

V. Ethnic and Political Geography

a. dierentiate between the concepts of ethnicity and race;

1.1.1

 b. explain the dierence between states and nations;

1.1.1

c. describe the processes of colonization and imperialism imperialism and how they have aected the many parts of the world;

1. Ethnicity and Race 2. Political Geography

At the end of these weeks, the pre-service teacher (PST) should be able to:

Lecture/Discussion

Wrien Quiz

▪ Individual Activity

▪ Recitation

 

Make a reaction paper about colonization and imperialism that have fundamentally altered the histories and futures of many countries in the world. ▪ Group Activity

▪ Presentation of Output

 

-reaction paper - PowerPoint presentation

Web-based Research:

1.1.1



 Look on ethnic groups and discuss the positive and negative aspects of ethnicity. Prepare a PowerPoint presentation.

an and d

e. iden identi tiff y th thee ad adva vant ntag ages es an and d disa disadv dvan anta tage gess of in inte tern rnat atio iona nall cooperation among governments.

Week 12-13

-inventory -video presentation

Web-based Research: Go to the Web site (hp://www.globalization101.org/issue/cultu re/) and explore in more detail the inuences of American culture and the rest of the world and the inuences it has on Philippine culture. Make a summary through a video presentation

1.1.1

At the end of these weeks, the pre-service teacher (PST) should be able to:

d. ex expl plai ain n th thee prin princi cipl ples es signicance of boundaries; and

Rationality

• Presentation of Output

• Group Activity

religions disperse throughout the world; and

Week 10-11

How Globalized is Your Home? Do an inventory of everything you have in your possession, those that are made in the Philippines and those that are foreign.

1.1.1 1.1.1

VI. The Geography of Development

• Lecture/Di Lecture/Discussio scussion n

• Wrien Wrien Quiz

Mutual respect Collective responsibility Rationality

 

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a. explain the fundamental distinctions  between regions that are considered to have dierent levels of development;  b. identify development;

the

indicators

of

c. discuss the geographical distribution of development around the world;   d. describe several ways to improve improve levels of development; and

Week 14-15

e. discuss the international debt crisis At the end of these weeks, the pre-service teacher (PST) should be able to: a. summarize the history of agricultural production;  b. describe the dierent methods of agricultura agric ulturall produc production tion in LDCs and MDCs; and

1.1.1

1. Dening Development   2. Economic Indicators 3. Social Indicators

1.1.1 4. Demographic Indicators

1.1.1

Week 16

and imperialism that have fundamentally altered the histories and futures of many countries in the world.

• Presentation of Output

 

-reaction paper

1.1.1 VII. Agricultural Geography • Lecture/Discussion

1.1.1

1.1.1

• Individual Activity

2. Agriculture in Less Developed Countries

Go to the Web site (hp:/www.geopie.cornell.edu//gmo.html).. Make a reaction pie.cornell.edu//gmo.html) paper on the growing controversy about what are called genetically modied organisms (GMOs) or genetically engineered (GE) foods in agriculture. • Debate -Do the benets of GE foods outweigh the risk

• Recitation

• Lecture/Discussion

• Wrien Wrien Quiz

• Individual Activity

• Recitation

Countries

1.1.1

• Wrien Wrien Quiz

1. Origins of Agriculture

4. The Green Revolution

 

 

Mutual respect Collective responsibility Rationality

• Presentation of Output -reaction paper • Debate (Prepare a Rubric)

VIII. Economic Geography 1. Industrial Revolution

 b. compare industrial activity in LDCs with industrial activity in MDCs and explain the dierences;

 Make a reaction paper about colonization

1.1.1

At the end of the week, the pre-service teacher (PST) should be able to: a. desc descri ribe be th thee dyna dynami mics cs of th thee Industrial Revolution;



• Recitation

Mutual respect Collective responsibility Rationality

5. Global Distribution of Development

3. Agriculture in More Developed c. discuss on the positive and negative aspects of the green revolution

• Individual Activity

 

1.1.1

1.1.1

  2. Diusion of the Industrial Revolution 3. The Global Industrial Market

• Prepare a comparative analysis of the top ve (5) economic activities based on the number of paid employees. Which of these activities did you expect to be prominent and

 

Mutual respect Collective responsibility

 

• Presentation of Output -comparative analysis

Rationality

 

8 which one surprised you? c. discuss the principle of supply and demand for global industry; and

1.1.1

d. explain the concept of central central place theory and how it relates to marketarea analysis.

Week 17

At the end of these weeks, the pre-service teacher (PST) should be able to: a. describe the spatial spatial distributi distribution on of energy resources;

1.1.1 IX. The Geography of Resources and Environmental Impacts

1.1.1

   b. discuss the dierential energy consumption;

1.1.1

c. describe alternative energy resources;

1.1.1

1. The Life of Our Resources   2. The Spatial Distribution of Resources 3. The Consumption of Resources 4. Alternative Energy Resources

d. discuss the issue of global warming; and

e. identify ways to alleviate pollution.

1.1.1

5. Global Resources and Pollution

• Lecture/Discussion • Individual Activity • Prepare a position paper. Choose one among the dierent topics.

• Wrien Wrien Quiz • Recitation • Presentation of Output

 

 

Mutual respect Collective responsibility Rationality

Air Pollution - Global Warming - Alternative Energy Resources

-position paper • Debate

• Debate Will the stop of the use of fossil fuels fuels stop global warming?

(Prepare a Rubrics)

1.1.1

COURSE REFERENCES Jones, A. (2012) Human Geography. The basic Routledge. Taylor and Francis Group. London and New York Marsh, M. and Alagona, P.S. (2008). Barron’s AP Human Geography Timms, B. (2004). Geography G110. Introduction to Human Geography. Digital Commons Thrift, N. (2009). International Encyclopedia of Human Geography. Elsevier Publishing Rubenstein, J. M. (2003). The Cultural Landscape: An Introduction to Human Geography. Seventh Edition. Upper Saddle River, NJ, Prentice Hall  Rubenstein, J. M.(2009). The Contemporary Human Geography. Pearson’s MyLab and Mastering COURSE REQUIREMENTS

 

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Based on the Course Outcomes (COs), the following are the terminal course requirements the students must have completed: a. Make a map of the distr distribution ibution o off populat population ion aroun around d the world. b. Make a por portfol tfolio io of all all their their ac activit tivities. ies.

COURSE GRADE EQUIVALENT For purposes of transmutation, the course will use the following grade equivalent (at 70% passing): Raw Score 99 100 97 98 95 96 93 94 91 92 89 90 87 88 85 86

Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7

Raw Score 80 79 78 77 76 75 74 73

Grade Equivalent 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7

Raw Score 63 69 56 62 49 55 42 48 35 41 28 34 21 27 14 20

Grade Equivalent 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

1.8 1.9

72 71 70

2.8 2.9 3.0

7 13 0 6

3.9 4.0

83 84 81 82

COURSE GRADING SYSTEM:  

Students must have obtained 70% passing score score or higher to pass the score score.. Course work w will ill be weighted weighted as follows: follows:  

Major Exams Course Outputs - Quiz Quizze zess - Wr Wrie ien n Outputs Outputs - Reci Recitation tation an and d Performance Performance

– 30 % – 60 %

 

10 

Deportment/Aendance   TOTAL   TOTAL

– 10 % 100%

COURSE GUIDELINES AND POLICIES 1. Aendance is a must. A student may incur only se seven ven (7) absences ffor or MW and TTH clas classes ses and three (3) absences absences for 3- hour-once-a-week hour-once-a-week classe classess (20% of the prescribe prescribed d days of classes); otherwise, he/she will be automatically dropped from the class list and/or receive a failing grade of 5.0.   2. A student who w will ill incur three (3) consecutive absences w will ill be as asked ked by the instructor to write a leer of explanation addressed explanation addressed to the Student Aairs Ocer who, after readmission   slip duly slip duly signed by the Guidance Counselor and College Dean, so imposing disciplinary action, will refer the student to go to the Guidance Oce to secure a readmission as to be allowed to rejoin the class. 3. Tardiness is d discouraged. iscouraged. It is a source of iirritation rritation and class disruption when students students arrive late. Students who arrive 15 15 minutes after the start start of class are considered considered tardy. Please note that three (3) tardiness is equivalent equivalent to one (1) absence. 4. A permanent seat p plan lan will be made at the start of the semester. Students are ad advised vised to keep to thei theirr assigned seating seating arrangement; arrangement; otherwise, they will will be marked absent for that day. 5. Classes shoul should d always start and end with a short pray prayer. er. The instructor can can opt to lead the prayer or aassign ssign students to do this alterna alternately. tely. 6. Students should aassist ssist in maintaining maintaining the orderliness orderliness and cleanliness of the clas classrooms. srooms. Grati writing is strictly prohibited. Any student found found violating thi thiss rule will be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no lier/garbage is left behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are switched o. 7. Going out of the class classroom room at any time is strictly strictly discouraged. discouraged. Students should make make it a habit to go to the re restroom stroom during their vacant pe period riod or before the start start of their classes. If they must visit the restroom, permission should be sought from the instructor. 8. Use of mobile phones inside the classroom is is strictly prohibited. prohibited. They should be switched o or placed in silent mode before entering classes. The instructor has the right to conscate mobile phones that ring and/or are used during class hours. hours. The conscated unit can only be claimed from the Dean’s Oce at the end of the semester. 9. The teacher re reserves serves the right right to ask the stud student ent to leave the room if his b behavior ehavior is disruptive disruptive in class. class.

 

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10. It is the responsibility of the students to schedule properly their classes classes so that meals and snacks will be taken taken at the proper time. 11. Students are encouraged to see the instructor during consultation consultation hours for any concerns, questions and assistance about about the course.

PREPARED BY:

NOTED BY:

MR. JONATHAN M. LIPITIN Course Instructor  Instructor  DR. MA. NOELEEN M. BORBAJO

SIGNATURE:

SIGNATURE:

Dean, College of Education APPROVAL RECOMMENDED:

APPROVED:

DR. MA. NOELEEN M. BORBAJO Vice President, Academics DR. EDUARDO A. OMPAD College President

SIGNATURE:

SIGNATURE: