Reviewed by : JHOANNA PAULINE MAMANSAG, MAED

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC Cluster Head, Languages and Social Science
Alimannao Hills, Peñablanca, Cagayan 3502
Telefax No. (078) 304-1010
Website: www.isap.edu.ph Email Add: adminoffice@isap.edu.ph Checked by : MYRNA A. PAGULAYAN, Ph.D.
College of Arts, Sciences and Teacher Education Dean, CAS and Teacher Education
TEACHER EDUCATION DEPARTMENT
Course Code : SSE 110
Approved by : PRESENITA C. AGUON, Ph.D.
Descriptive Title : WORLD HISTORY 1 Vice President for Academic Affairs

Credits : 3 units (3 unit lecture) 54 Hours Date Approved : July 2019

Requisites : WORLD HISTORY 1 Fiscal Year 2019 – 2020

Co – Requisites : None

Prepared by : JACQUELYN CABANG, MST

SCHOOL VISION: INSTITUTIONAL OBJECTIVES:

The International School of Asia and the Pacific is a distinctive institution with multi- To achieve the vision and mission, ISAP commits itself to the following avowed objectives:
disciplinary and integrated academic approaches producing exceptionally-skilled and values- 1. Provides every individual equal access to quality and affordable education and extend
oriented professionals thereby uplifting the quality of life and empowering self-sustaining scholarship programs and other holistic developmental activities.
communities of Asia-Pacific Region. 2. Offers enriched and relevant curricular and co-curricular programs and imbue them with
passion and selfless service to the community.
SCHOOL MISSION: 3. Produces exceptionally-skilled professionals and board topnotchers with high board
The International School of Asia and the Pacific works for the holistic development of the performance rating.
person – a socially responsible, virtuous and versatile individual challenged by the demands
4. Continuously produces research enthusiasts and innovative research outputs.
of the society, responding to the individualized needs of the global community for its
5. Institutes linkages both locally and abroad to ensure opportunities for relevant experiences
productivity and sustainability.
and employment and to boost community extension programs.

INSTITUTIONAL OUTCOMES:
The International School of Asia and the Pacific Institutional Outcomes are the qualities that
ISAPians must possess.
1. Demonstrates through institutional mechanisms, quality standards and code of good
CORE VALUES: practice which are reflective of equal participatory decision making and accountability.
Dr. Ronald P. Guzman is a visionary founder and Christian Leader who pursuits for the 2. Practices spiritual values and ethical behaviors which promote and inspire greater harmony
transformation of the nation. The following core values exhibited by the founder should be to project a credible image in the society.
imbibed to all members of the ISAP: 3. Exhibits life-long learning and global competency proficient in entrepreneurial skills, selfless
innovative mindset and socio-civic services.
I- INTEGRITY 4. Manifests self-discipline, self-direction and adaptability in dealing with life’s situations and
S- SPIRITUAL UPRIGHTNESS challenges.
A- ALTRUISM
5. Mobilizes community resources to foster and sustain institutional programs for community
P- PATIENCE
development.
I- INNOVATIVENESS
A- ADAPTIVENESS
N- NATIONALISM GRADUATE ATTRIBUTES:
1. Role Model – imbued with self-discipline rooted from constitutional provisions, social norms
and other regulations contributory to social development and progress.
2. Research Enthusiast – equipped with knowledge of the past and present social milieu, who
PURPOSE: is skilled and motivated to discover new ideas, to introduce novel approaches and
strategies and to utilize discoveries for social change and development.
“Transforming Lives through Selfless Service” 3. Exceptional Professional – provided with sufficient learning experiences and exposures
both locally and globally, who is equipped with the attributes required of his professional
PHILOSOPHY: field and chosen area of expertise.
God created man in His image with distinct talents and skills integral to human progression. 4. Altruistic – imbued with outpouring love for the poor and under privileged, the welfare of
These talents, once given adequate appreciation and encouragement, can foster holistic communities, the development of the country and the promotion of dignity and humanity,
development for his benefit and betterment of his fellowmen for the glory of God. who is ready to utilize his blessings and gifts without counting the cost.
5. Life-long Learner – a professional of both formal and informal learning opportunities
throughout people’s lives and to foster continuously the knowledge and skills needed for
employment and personal fulfilment.
6. Mighty Eagle – like an eagle, who is fearless to dream and pursue his goals, directed to the
realizations of his plans, strong and confident to deal with challenges, resilient to the signs
and demands of the times and nurturing of the succeeding generation’s future.
7. Spiritually Upright – one who keeps the Laws of God primary in all his undertakings and
transcends human aspirations into God’s willful promises.
PROGRAM EDUCATIONAL OBJECTIVES (PEO) :

A graduate of Bachelor of Secondary Education, major in Social Science, is able to:

a. articulate and discuss the latest developments in the specific field of practice;
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams;
d. act in recognition of professional, social and ethical responsibility;
e. preserve and promote “Filipino historical and cultural heritage”;
f. articulate the rootedness of education in philosophical, socio-cultural, historical, and political contexts;
g. demonstrate mastery of subject matter/discipline;
h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
i. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
j. apply skills, in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
l. practice professional and ethical teaching standards sensitive to the local, national, and global realities; and,
m. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

STUDENT OUTCOMES (SO):

a. relate current events with available historical data to help students develop critical perspectives towards social issues
b. design community- based activities to help learners achieve an integrated view of social development
c. establish linkages with government and non- government organizations to promote public welfare
d. access information from local and foreign media about social issues to enhance teaching
e. initiate advocacy campaigns towards the attainment of sustainable development goals
f. participate research to improve the teaching and learning of social studies
g. design innovative strategies that heighten students engagement in the social studies classroom

COURSE OUTCOMES (CO):

A student of Bachelor of Secondary Education, major in Social Science has achieved the following after finishing the subject:
a. Gain familiarity with some of the main events and ideas in pre- world history
b. To understand the origins of humankind and the development of civilization
c. To comprehend the classical and medieval societies.
d. To comprehend the development of religious traditions and philosophical systems in ancient history
e. To learn about non- western civilizations
f. The ability to think critically about the discipline of history
g. To develop a sense of historical continuity by understanding historical process
h. The ability to discern, assemble and evaluate relevant evidence bearing on historical argument
i. The ability to synthesize content and evidence in historical inquiries
COURSE DESCRIPTION:
The World History 1 provides the basic concepts, theories and historical developments like emergence of societies and civilizations, rise of kingdom-empire states, formation of states, age of exploration, expedition
and colonization, and age of commercialization from pre- history up to 8th century C. E

VALUE AIMS:
This course aims to develop a basic understanding of the history of major world cultures. It imparts a general chronology of world history and an overview of world geography. It also examines
important themes and trends that affect more than one world civilization. The course provides a crucial overview of cultures and meetings between cultures that accelerating movement toward an
ever more integrated globe requires.
COURSE REQUIREMENTS:
 Regular quizzes/Quiz Notebook GRADING SYSTEM
 Midterm analysis paper
 Group reports The student’s grade at the end of the semester represents the combined marks for (CS)
 Lecture Notebook class standing projects, attendance, etc; Average Quizzes (AQ); and the Term Test (TT). There are
CLASSROOM MANAGEMENT four (4) grading periods namely, Preliminary, Midterm, Semi-Final, and Final Examinations. The
school has adopted the cumulative grading system, which is computed as follows:
Teachers:
1. All teachers are expected to conduct themselves in a professional manner
1. Prelim Grade
especially when dealing with their students.
PG= AQ+CS+TT
2. Classroom must be neat and orderly before the class starts.
3
3. A permanent seat plan of the students shall be prepared by the subject teacher
every beginning of the semester and must be followed during the entire duration of
2. Midterm Grade MCA= MG X 2 + PG
the semester.
MG= AQ+CS+TT 3
4. The class should start with a prayer and end with a prayer.
3
5. Teachers must be in their classes 5 minutes before the scheduled time.
3. Semi-Final Grade
6. Teachers should erase the writings in the boards before leaving the class and put
SFG= AQ+CS+TT SFCA= SFG X 2 MG
off all electrical appliances including lights and electric fans.
3 3
7. The teacher should be the last to leave the room in case there are no more
4. Final Grade
subjects after his / her class.
FG= AQ+CS+TT(FEx X .70 +CE X .30)
8. He / she should ask students to pick up pieces of papers or plastics before leaving
3
the classroom.
9. Any damage to the classroom used by teachers should immediately be reported to
AFG = FG X 2 + SFG
the General Services Office or through the Quality Assurance Moderator for
3
Administration.
LEGEND:
AQ = Average Quizzes
CS = Class standing (attendance, recitation, attitude)
Students:
TT = Term Test
 1. All students must come on time and must be in their complete uniform during class PG = Prelim Grade
hours. MG = Midterm Grade
2. Strictly NO littering inside the class and no eating while class is going on. MCA = Midterm Cumulative Average
3. All students must conduct themselves with discipline throughout the entire class. SFG = Semi – Final Grade
4. Shouting or howling is strictly prohibited as it would disturb other classes in SFCA = Semi – Final Cumulative Average
adjacent classrooms or buildings. FG = Final Grade
FCA = Final Cumulative Average
ACADEMIC COUNSELLING TIME: FTT = Final Term Test
Time: 1:00-4:00 pm FEx = Final Examination
Venue: General Education Faculty Room CE = Comprehensive Examination
Subject Teacher: Nicka T. Narag
TEXTBOOK:
Perry , et. Al., ( 1989) A History of the World. Revised Edition. Houghton Mifflin Company, One Beacon Street, Boston, Massachusetts
ADDITIONAL REFERENCES:
Mateo, et. al.,(2012) Kasasysayan ng Daigdig. Bagong Edisyon. Vibal Publishing House, Inc. Quezon City
WEBSITE REFERENCES:***
https://www.history.com/topics/ancient-middle-east/mesopotamia
https://www.britannica.com/topic/Mesoamerican-civilization
Assessment Tasks (TA
Time Teaching and Learning Activities Resource
Intended Learning Outcomes (ILO) Course Contents
Frame (TLA) Materials
PRELIMS

Week 1 Unit I: The Rise of Western

3 hours - explain the origin of mankind according Civilization Collaborative work Pre- test Pictures
to different religions Chapter 1. The Beginnings of The students will make a flow chart that will Graded recitation White board
- explain all the theories based on the Civilization show the events during the Old Stone Age Post test marker
origins of humankind a. Achievements are made in Picture Analysis: the students will determine Laptop
-discuss the significance of prehistory the Old Stone Age the pictures of the different materials Projector
- characterize the transition of life during b. The New Stone Age Brings especially stones used during Old Stone
the Paleolithic period Change Age
- compare and contrast the events during c. Civilizations Emerge in Asia Video presentation regarding Africa on how
Paleolithic and Neolithic period and Africa it was develop as a civilization Reaction paper
- examine the events on the Paleolithic regarding the video
period that serves to be the foundation of presentation
first civilizations
 Chapter 2. The Ancient Near White board
- report on the factors that led to the East Like, comment, share and cards with In tabular form compare marker
emergence of Mesopotamian civilization a. Civilization Begins in discussion regarding the topic and contrast the different Laptop
in the river valley Mesopotamia civilization that arise in Projector
- compare and contrast the b. Egyptian Civilization Lasts Mesopotamia
Mesopotamian and Egyptian civilization 3000 years
-clear evaluation on the contributions of c. Other Near Eastern Peoples
the civilization that arise near the river Make Contributions
valleys d. Later Empires Dominate the
Near East

Chapter 3. The Greek City- White board

- examine all the elements of Minoan and States Move on Letters the presentation of the Pre- test marker
Mycenaean Civilization a. Greek Civilization Begins in topic to be discussed Graded recitation Laptop
-compare and contrast the Minoan at the Aegean Projector
Mycenaean civilization b. Greek city- states develop The students will group into three for the Group Quiz bee
- explain the decline of the both c. The city- states Fall to activity namely ‘’Travelers of Knowledge”
civilization Conquerors about the Greek civilization
- clear evaluation on the decline of city-
Weeks 2-3
states
6 hours

Chapter 4. Greek Culture Look a like Philosopher

- appreciate all the contributions of the a. Art and Literature Flourish in Student will choose one White board
Greeks in according to specialization Greece Group reporting with a different strategies philosopher and he/she marker
- explain the spread of Greek civilization b. Scientific Thought and Cooperative / collaborative Learning via: will portray work of the Laptop
around the world Philosophy Develop Group work chosen philosopher. Projector
- examine all the events that happened c. Learning Continuous in the Quiz on the reading
on the Greek civilization Hellenistic Age materials.

Prelim Examination

MIDTERMS
 Chapter 5. The Roman
Republic White board
- examine all the events that happened in a. The Romans Build a Strong Lecture/ Discussion regarding the rise and Pre- test marker
Roman civilization Republic fall of Rome Graded recitation Laptop
- explain the reasons why Roman b. The Republic Comes to an The students will make a short video Post - test Projector
civilization became powerful in End presentation how Roman culture has been a
Mediterranean c. Rome Unites a Vast Empire good influence to other countries
-give importance to all the contributions d. Roman Society Changes
brought by the Roman civilization e. The Romans Build on Greek
Culture

Chapter 6. The Decline of the

Roman world Write a short poem
- explain all the factors that led to the a. The Roman Empire Declines Lecture / discussion regarding the decline of White board
decline of Rome Empire b. Many factors Cause the Message Relay and reflection paper about Rome marker
-explain the importance of church in Decline of Rome the topic Laptop
Weeks 4-8 Rome c. Christianity Spreads Projector
- disclose all the events on the rise of Throughout the Empire
12 hours Christianity

Unit Two: The West in the

Middle Ages
- explain how Medieval civilization Chapter 7. The Early Middle Short presentation on
develops in Europe Ages Group reporting with a different strategies the different activities in
- examine the spread of Manorial system a. Medieval Civilization Cooperative / collaborative Learning via: a Manor and in Feudal
and Feudalism in Europe Develops in Europe Group work system
- compare and contrast the concepts of b. A Feudal System Takes
manorial system and Feudalism Shape Quiz on the reading
- describes the way of life in a Manor c. Life Centers on the Manor materials

Midterm Examination

SEMI-FINALS
 Chapter 8. Medieval Europe at
Its Height
Weeks 9-11 - examine the causes of trade a. The European Economy Move on Letter for the presentation of the Pre- test
resurgence in Europe Expands topic Graded recitation Pictures
9 hours - explain all the factors on how Church b. European Nations Take Post - test White board
became powerful and gain authority Shape Make a poster that marker
- appreciate how the church contributes c. The Church’s Authority Bingo Cards with lecture shows the relationship of Laptop
to the European countries Grows church and state based Projector
d. Christian Europe Expands on rubrics

Unit Three: Civilization Beyond

Europe
Chapter 9. Byzantine and Bingo Cards with lecture Compare and contrast
- examine all the events that show Islamic Civilization the Byzantine and
developments of Byzantine civilization a. The Byzantines Develop a Islamic civilization using
- appreciate all the contribution made by Rich Civilizations Venn Diagram
the Byzantine people b. Islam Spreads in Asia and
- explain how Islamic civilization Africa
develops c. Islamic Culture Reaches Its
Weeks 12-13 - compare and contrast Islamic and Height
Byzantine civilization d. New Empires Dominate the
6 hours Muslim World White board
marker
Chapter 10. Civilization in India Laptop
a. Indian Civilization Develops Pre- test Projector
- explain how Indian civilization develops b. Religious Thought Shapes Decoding for the presentation of the topic Graded recitation
- appreciate all the contribution brought Indian Society and the concepts to be discussed Post- test
by the Indians c. Indian Empires are
- explain how religion shape the Indian established
Society d. India Comes Under Muslim
Rule

White board
marker
Laptop
Semi- Final examination Projector
 FINALS

Week 14 to 16
FINAL COVERAGE
9 hours White board
Chapter 11: Civilization in marker
China and Japan Make a timeline on how Laptop
- describe the geography of Huang Ho a. The Chinese establish Group reporting regarding on the topic the China and Japan Projector
valley Lasting Traditions Concept learning became a civilization
- discuss the significance of Huang Ho in b. China’s Rules Create an Via: class lecture and Brain Storming
Empire Quiz based on the reading White board
the History of China
materials
- explain how China dominates Asia c. Imperial China Dominates marker
- explain what are the advantages of Asia Laptop
Japan upon developing a Feudal Society d. Japan Develops a Feudal Projector
-explain how Tokugawa Shoguns unify Society
Japan e. Tokugawa Shoguns Unify
- compare and contrast China and Japan Japan
empire

Chapter 12: Civilization in

Africa Role play the duties and White board
a. Trading Empires Develop in Group reporting regarding on the topic responsibilities of Slaves in marker
Africa Concept learning Africa based on rubrics Laptop
-describe the geography of Africa Quiz based on the reading
-explain all the factors why slaves are b. Bantu Peoples Migrate Via: class lecture and Brain Storming Projector
materials
rampant in Africa c. The Slave Trade Damages
Africa Life

- describe the geography of Chapter 13: Civilization in

Mesoamerica Americas Compare and contrast the White board
- explain how civilization develops in a. Civilization Develops in Aztecs and Incas culture marker
Mesoamerica Mesoamerica using Semantic Diagram Laptop
- compare and contrast the culture of b. The Aztecs and Incas Group reporting regarding on the topic Projector
Aztecs and Incas Establish Empire Concept learning
- give importance to all contributions of c. Many Cultures A rise North Via: class lecture and Brain Storming
Mesoamerican civilization in the world of Mexico
history
 Chapter 14:Renaissance and White board
Reformation marker
- identify all the factors that contributes a. Renaissance Brings Change Group reporting regarding on the topic The students will feature at Laptop
on the period of Renaissance b. The Renaissance Spirit is Concept learning least three works of the Projector
- examine all the contributions of Reflected in Literature and Art Via: class lecture and Brain Storming different artist during the Pictures
period of renaissance
Renaissance in all specialization c. The Reformation Ends
through gallery walk
- explain how the church paves the way Religious Unity in Western and Quiz based on the reading
of reformation Central Europe materials

White board
Chapter 15: Scientific Pre -test marker
Revolution and Enlightenment Group reporting regarding on the topic Graded recitation Laptop
- evaluate the event and impact of a. Scientists Develop a New Concept learning Post- test Projector
The reformist: the students
Scientific revolution View of Nature Via: class lecture and Brain Storming
will amend contemporary
- explain the contribution of scientific b. Enlightenment Thinkers seek rules and regulation and
studies Reforms will present to the class
- evaluate the events and impact of
Enlightenment
- explain the reasons why enlightenment
thinkers seek reforms
- compare and contrast Scientific
revolution and Enlightenment

Final Examination
ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND OUTCOMES

A. PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION VISION - MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES Vision –Mission

(PEO) STATEMENT

Vision -Mission Vision –Mission Vision – Vision – Vision –Mission Vision – Vision – Vision –
1 2 Mission 3 Mission 4 5 Mission 6 Mission 7 Mission 8
Multi-
Producing
disciplinary and Producing Empowering Socially Passion for
exceptionally- Uplifting the Global staging
integrated values-oriented self-sustaining responsible excellence in
skilled quality of life is unwavering
academic professionals communities individual service
professionals
approaches
a. articulate and discuss the latest
developments in the specific field of / / / / / / / /
practice;
b. effectively communicate in English and
/ / / / / / / /
Filipino, both orally and in writing;
c. work effectively and collaboratively with a
substantial degree of independence in multi- / / / / / / / /
disciplinary and multi-cultural teams;
d. act in recognition of professional, social and
/ / / / / / / /
ethical responsibility;
e. preserve and promote “Filipino historical
/ / / / / / /
and cultural heritage”;
f. articulate the rootedness of education in
philosophical, socio-cultural, historical, and / / / / / / / /
political contexts;
g. demonstrate mastery of subject
/ / / / / / / /
matter/discipline;
h. facilitate learning using a wide range of
teaching methodologies and delivery modes
/ / / / / / /
appropriate to specific learners and their
environments;
i. develop innovative curricula, instructional / / / / / / /
plans, teaching approaches, and resources
 for diverse learners;
j. apply skills, in the development and
utilization of ICT to promote quality,
/ / / / / / / /
relevant, and sustainable educational
practices;
k. demonstrate a variety of thinking skills in
planning, monitoring, assessing, and / / / / / / / /
reporting learning processes and outcomes;
l. practice professional and ethical teaching
standards sensitive to the local, national, / / / / / / / /
and global realities; and,
m. pursue lifelong learning for personal and
professional growth through varied / / / / / / / /
experiential and field-based opportunities.

B. PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES

STUDENT OUTCOMES (SO)

PROGRAM EDUCATIONAL OBJECTIVES (PEO)
A B C D E F G

a. articulate and discuss the latest developments in the

/ / / / / / /
specific field of practice;
b. effectively communicate in English and Filipino, both
/ / / / / / /
orally and in writing;
c. work effectively and collaboratively with a substantial
degree of independence in multi-disciplinary and multi- / / / / / / /
cultural teams;
d. act in recognition of professional, social and ethical
/ / / / / / /
responsibility;
e. preserve and promote “Filipino historical and cultural
/ / / / / / /
heritage”;
f. articulate the rootedness of education in philosophical,
/ / / / / / /
socio-cultural, historical, and political contexts;
g. demonstrate mastery of subject matter/discipline; / / / / / / /
 h. facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to / / / / / / /
specific learners and their environments;
i. develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse / / / / / / /
learners;
j. apply skills, in the development and utilization of ICT to
promote quality, relevant, and sustainable educational / / / / / / /
practices;
k. demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning / / / / / / /
processes and outcomes;
l. practice professional and ethical teaching standards
/ / / / / / /
sensitive to the local, national, and global realities; and,
m. pursue lifelong learning for personal and professional
growth through varied experiential and field-based / / / / / / /
opportunities.

C. STUDENT OUTCOMES TO COURSE OUTCOMES

COURSE
COURSE OUTCOMES
STUDENT OUTCOMES (SO) LEVEL OUTCOMES
Proficiency assessed by
Satisfied
a. relate current events with available historical data to help students develop critical perspectives towards social issues Oral & written examination with
P /
the use of OBE rubrics
b. design community- based activities to help learners achieve an integrated view of social development Oral & written examination with
I /
the use of OBE rubrics
c. establish linkages with government and non- government organizations to promote public welfare Oral & written examination with
I /
the use of OBE rubrics
d. access information from local and foreign media about social issues to enhance teaching Oral & written examination with
P /
the use of OBE rubrics
e. initiate advocacy campaigns towards the attainment of sustainable development goals Oral & written examination with
P /
the use of OBE rubrics
KEY LEGENDS ON LEVELS:

 I – INTRODUCED : Basic Concepts are merely Introduced

 P – PRACTICED: The concepts and principles are presented with applications
 D – DEMONSTRATE: Introduced and Practiced with skills acquisition

D. STUDENT OUTCOMES TO COURSE CONTENTS

COURSE CONTENTS STUDENT OUTCOMES

A B C D E F G
Prelims
Chapter 1. The Beginnings of Civilization
Chapter 2. The Ancient Near East / / / / / / /
Chapter 3. The Greek City- States
Chapter 4. Greek Culture
Midterms
Chapter 5. The Roman Republic
Chapter 6. The Decline of the Roman world / / / /
Chapter 7. The Early Middle Ages
Semi- finals
Chapter 8. Medieval Europe at Its Height
Chapter 9. Byzantine and Islamic Civilization / / / / / / /
Chapter 10. Civilization in India
Finals
Chapter 11: Civilization in China and Japan
Chapter 12: Civilization in Africa
Chapter 13: Civilization in Americas
Chapter 14:Renaissance and Reformation / / / / /
Chapter 15: Scientific Revolution and Enlightenment
 CURRICULUM MAP

KEY LEGENDS:

 I – INTRODUCED : Basic Concepts are merely Introduced

 P – PRACTICED: The concepts and principles are presented with applications
 D – DEMONSTRATE: Introduced and Practiced with skills acquisition

PROGRAM OUTCOMES OF BACHELOR IN SECONDARY EDUCATION

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
f. Demonstrate a variety of thinking of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

FIRST YEAR FIRST SEMESTER

COURSES PROGRAM OUTCOMES

Articulate the Demonstrate Facilitate learning Develop Apply skills in the Demonstrate a Practice Pursue lifelong
rootedness of mastery of using a wide innovative development and variety of thinking professional and learning for
education in subject range of teaching curricula, utilization of ICT to skills in planning, ethical teaching personal and
philosophical, matter/discipline methodologies instructional promote quality, monitoring, standards professional growth
socio-cultural, and delivery plans, teaching relevant, and assessing and sensitive to the through varied
historical, modes approaches, and sustainable reporting learning local, national, and experiential and
psychological and appropriate to resources for educational processes and global realities field-based
political contexts specific learners diverse learners practices outcomes opportunities
and their
environments
WORLD HISTORY I P P P D P P
1