OUTCOMES-BASED TEACHING LEARNING PLAN

College of Innovative Teacher Education

Department of Undergraduate Programs

COURSE TITLE COURSE CODE

WORLD HISTORY 1 SSE 110
COURSE PREREQUISITES/CO-REQUISITES UNITS

SSE 106, SSE 108, SSE 113 3

UNIVERSITY VISION
University of Makati shall be a premier globally recognized local university where integrated and sustainable quality education translates to social equity and excellence.

UNIVERSITY MISSION
To develop resilient, innovative, socially responsible and excellent industry-ready practitioners and leaders through instruction, research, extension and production; and nurture
highly competent and committed human resources.
INSTITUTIONAL LEARNING OUTCOMES
The graduates of UMak will be able to:
1. Professional and Global Competence - Acquire professional and industry-specific skills that are highly employable in both local and international settings.
2. Communication and Collaboration – Communicate and relate with others effectively to contribute to human development, foster goodwill, and collaboration in the service
of the community.
3. Innovation and Creativity - Apply critical and creative thinking skills in analyzing, synthesizing, and providing innovative solutions to existing and emerging problems and
issues concerning humanity and the environment.
4. Information and Communication Technology Competence - Demonstrate competence in the storage, retrieval, and application of information through responsible and ethical
use of technology and media applications.
5. Social and Ethical Responsibility - Uphold integrity, in promoting social and ethical responsibility in dealing with social and cultural differences and realities; exercising
fairness, nurturing positivity and respect for diversity.

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CQMD.CF 01 – OBTL Plan
COLLEGE VISION
The College of Innovative Teacher Education (CITE) envisions to produce competent, dynamic, innovative, and service-oriented 21st century professional teachers

COLLEGE MISSION
To attain its vision, the College of Innovative Teacher Education (CITE) shall provide innovative and quality education towards the development of competent and dynamic
teachers with desirable Filipino values and ideals and imbued with the aspirations of the Philippine society.
PROGRAM LEARNING OUTCOMES PERFORMANCE INDICATORS
1. Utilize appropriate various socio-cultural ● Relate current events with available historical data to help students develop critical perspectives towards social
and historical materials in explaining current issues.
issues. ● Draw the connections between and among people, events, and places to analyze local and global social issues.

2. Organize communities towards self-reliance ● Design community-based activities to help learners achieve an integrated view of social development.
and self-sufficiency. ● Organize student clubs/activities for community outreach projects.
● Conduct public assemblies to increase social awareness.

3. Demonstrate leadership skills that will help ● Train students to be involved in community-related activities.
in teaching or training students who will ● Establish linkages with government and non-government organizations to promote public welfare.
empower their communities.

4. Integrate local and global perspectives in ● Access information from local and foreign media about social issues to enhance teaching.
teaching the principle of the common good. ● Distinguish truthful from false presentation of information from social media.

5. Employ principles of sustainable ● Initiate advocacy campaigns towards the attainment of sustainable development goals.
development in teaching and learning. ● Organize initiatives for stewardship of natural resources.
● Participate in activities that promote environmental consciousness.
● Integrate the environmental principles in learning and teaching.

6. Show scholarship in research and further ● Participate in research to improve the teaching and learning of social studies.
learning. ● Join seminars, trainings, workshops, and related activities to improve the teaching and learning of social studies.
7. Display the qualities of an innovative ● Design innovative strategies that heighten students’ engagement in the social studies classroom.
teacher who has mastery of the subject ● Produce assessment materials to measure student’s performance.
matter.

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as a repository of academic learning plans.
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COURSE DESCRIPTION
The subject guides the students to demonstrate an understanding on the basic concepts, theories, and historical developments like emergence of societies and civilization, rise of kingdoms –
empire states, formation of states, age of exploration, expedition and colonization, and age of commercialization from pre-history up to 8th century C.E.

COURSE INTENDED LEARNING OUTCOMES

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

A. demonstrate knowledge and understanding of the basic concepts, theories, and historical developments like emergence of societies, civilization and rise of kingdoms; and
B. apply critical and creative thinking through comparative analysis on the historical development of societies from prehistory up to 8th century C.E.

INTENDED LEARNING TEACHING LEARNING ACTIVITIES RESOURCES / ASSESSMENT

WEEK TOPIC
OUTCOMES REFERENCES TASKS
MODALITY ACTIVITY
At the end of the week, the I. INTRODUCTION Face-to-Face (Indicate the ▪ Recitation
preservice teacher (PST) should Asynchronous teaching-learning
be able to: A. Definition of Concepts Synchronous materials e.g. ▪ Written Quiz
1. History in the Different Perspectives ▪ Lecture/Discussion PowerPoint,
● discuss on the meaning 2. Civilizations, progress and conflicts activity sheets,
3. Relevance of Studying History modules, etc.)
of history and ▪ Audio-visual and film
1
civilization; and presentation on
civilization, progress and
conflicts
● b. explain the relevance
of studying history.

At the end of these weeks, the Face-to-Face ▪ Recitation

II. THE BEGINNINGS OF CIVILIZATION Asynchronous ▪ Lecture/Discussion
preservice teacher (PST) should
2 A. The Stone Age Background Synchronous
be able to: ▪ Written Quiz
1.Stone Age Hunters and Gatherers ▪ Gallery Walk

3 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 a) describe how civilization 2. The Development of Tools - On the Beginnings of ▪ Worksheets
began; 3. Neanderthals Develop Beliefs Civilization
B. The Neolithic Revolution - Data Retrieval Charts /
Timeline
1. The Origins of Food Production
b) discuss how human - Audio-Visual
2. Emergence of Villages
lived during the Stone
3. Development of New Technology
Age;
C. Emergence of Civilizations in Asia
and Africa
3 c) explain the 1. Birthplaces of Civilizations
development of tools; 2. Features of Early Civilizations

d) identify the
contributions of
Neolithic Revolution;

4 e) examine the
emergence of
civilization in Asia and
Africa.

At the end of these weeks, the III. THE ANCIENT NEAR EAST ▪ Lecture/Discussion ▪ Recitation
preservice teacher (PST) should A. Mesopotamia: The Emergence
5 be able to: of First Cities and Primary Civilizations ▪ Audio-visual and film ▪ Written Quiz
1. City-States Develop in Sumer presentation

4 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 a) describe the emergence 2. Artisans Use New Methods • “Ancient Egypt The ▪ Presentation of
of Mesopotamia and 3. Development of Writing Greatest Empire” Output
Primary Civilization; 4. Religion of the Sumerians - HISTORY Documentary -Movie Review
Movies - Biography Writing
5. Science, Technology and Trade

b) discuss how Egyptians https://www.youtube.com

B. Egyptians Civilizations Last 3,000 /watch?v=LWFvSz-1XO0
civilization ruled in the
Years
world;
1. Pre Dynastic Egypt
6 2. The Unification of Egypt: The ▪ Biography writing The
c) distinguish the Archaic Period students are to write the
biography of different
contributions of the 3. Egyptian Religion and World
personalities in
Aryans, Hitties, Lydians, View Mesopotamia, Egypt,
Phoenicians, and 4. Language and Writing Persia and other leaders in
Hebrews; and 5. Status of Women the ancient empires and
6. Science and Technology present it to class
7. Decline of the Old Kingdom
d) • describe the • Data Retrieval Charts /
8. The Rule of the Middle
dominations of Assyrian Timeline
Kingdom
Empire, Babylonian
9. Decline of Egyptian Civilization • Audio-Visual
Empire, Chaldeans, and
7 Persians.
C. Other Near Eastern People Make
Contribution
1. The Aryans
2. The Hittites
3. The Lydians
4. The Phoenicians
5. The Hebrews

5 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 D. Domination of Near East by Later
Empires
1. The Assyrian Empire
2. Rise of the Babylonian Empire
3. Chaldeans Took Over the
Assyrians
a. The Rule of
Nebuchadnezzar

4. Turn of the Persians

a. The Origins of the Persian Empires
b. Persian Kings Unite their Empire
c. Religious Beliefs of the Persians
At the end of the week, the Face-to-Face
preservice teacher (PST) should Asynchronous
be able to: Synchronous ▪ Lecture /Discussion

a) explain the beginnings, IV. THE RISE AND FALL OF GREEK CITY-
▪ Utilization of debate
development and fall of STATES
Debate Questions:
Greek City-States; 1. Was Athenian
8 A. Beginnings of the Greek Civilization ▪ Position Paper
democracy effective?
B. Development of the Greek City-
2. Was Sparta’s political
States
b) discuss the structure (oligarchy) more
C. Fall City-States
contributions of the stable than Athens
Greek civilization to (democracy)
human interaction

6 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 Face-to-Face ▪ Lecture /Discussion
Asynchronous
Synchronous ▪ Greek Influences
At the end of the week, the
Mapping Through the use
preservice teacher (PST) should
of internet, download a
be able to: V. GREEK CULTURE
moviemaker/powerpoint
presentation which shows
a. describe the route Greek Art A. Greek Art and Literature
cities/countries all over
and Literature; ▪ Presentation of
the world that shows
b. describe the expansion to the B. Development of Scientific Thought Outputs
Greek influence in their
Hellenistic Age; and and Philosophy
9 arts, architecture and
literature
c. • compare the culture of C. Hellenistic Age
Greek compared to other
▪ Timeline Making create a
cultures.
timeline of the
development of scientific
thought and philosophy;

MIDTERM EXAMINATION WEEK

Face-to-Face ▪ Lecture /Discussion

At the end of these weeks, the VI. THE RISE AND THE DECLINE OF THE Asynchronous
pre-service teacher (PST) should Synchronous ▪ Film Viewing
ROMAN EMPIRE ▪ Presentation of
be able to:
Outputs
10 A. The Roman Empire Crumbles • Roman Empire. Reign of
a. describe how the decline of Blood.
▪ Movie Critique Paper
the Roman world occurred;
B. Christianity Spreads Throughout https://www.google.com/
Europe search?q=movies+about

7 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 b. identify the factors that cause +roman+history&tbm=is
the decline of the Roman world ch&source=iu&ictx=1&fir
and its impact in today’s society; =H2qngivzp2k1cM%253
A%252CSe1ameiFnPjp
c. analyze the spread of M%252C_&usg=AI4_kS
Christianity throughout Europe; bX0vj-
and _lb6L8KU0_oQAHG88y
5Rw&sa=X
d. • discuss the contributions of
or
the Romans ideals in the world.
11
• Augustus/Julius Caesar
https://en.wikipedia.org/
wiki/

▪ Timeline Making Create a

timeline on the
establishment and spread
of Christianity throughout
Europe

At the end of these weeks, the Face-to-Face ▪ Lecture /Discussion

VII. THE WEST IN THE MIDDLE AGES
preservice teacher (PST) should Asynchronous
be able to: Synchronous ▪ Role Playing (suggested
A. The Early Middle Ages ▪ Presentation of
topics)
Outputs
12 a. describe how 1. Medieval Civilization Develops in 1.The life of the people
economic and social Europe during the Middle Ages
▪ Movie Critique Paper
inequalities in the 2. Feudalism Takes Root 2. Feudalism
Middle Ages helped in B. Medieval Europe in its Zenith 3. Chivalry
the Early Middle Ages,

8 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 and Medieval Europe; 1. Economic Growth ▪ Activity about
and 2. European Nation Take Shape manifestation of Medieval
3. The Church’s Authority Grows Culture that is retained up
b. identify the forces of to the presen
4. Christian Europe Expands
change which brought
about the West in the C. The Culture of Medieval Europe
13
Middle Ages. 1. Interest in Learning Revives
2. New Styles in Art
3. End of the Middle Ages
4. Dark Ages

At the end of the week, the Face-to-Face

preservice teacher (PST) should Asynchronous
be able to: VIII. BYZANTINE AND ISLAMIC Synchronous
CIVILIZATIONS
14 a. discuss the development of ▪ Lecture /Discussion
the Byzantine Civilizations; A. Development of Rich Byzantine
▪ Watching of ▪ Summary of the
Civilization
b. describe the spread of Islam Documentary BBC documentary that will
in Asia and Africa; B. Spread of Islam in Asia and Africa Documentary Inside Islam demonstrate the
C. New Empires Dominate Asia and The Untold Story Of Islam intended learning
c. compare and contrast how Africa outcomes of the unit
the new empires dominated in https://www.youtube.com
15 Asia and Africa; /watch?v=MI tbLalNbiY

d. • identify the main results of

the revolutions in Islamic
Civilization
At the end of the week, the IX. CIVILIZATION IN INDIA ▪ Presentation of
▪ Lecture /Discussion
16 preservice teacher (PST) should Outputs
be able to: A. Development of Indian Civilization

9 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
 ▪ Creation of Venn ▪ Interactive Quiz
• discuss the civilization in India; B. Religious Thought Shapes Indian Diagram Compare and (About Five (5) Themes
Shapes Society contrast Buddhism and of Ancient India
• enumerate the main Hinduism Geography)
inventions in Indian civilization;
C. Muslim Rule
• explain how religious thought
shaped Indian shapes society;

• create a timeline on the

development of Muslim rule in
India; and

• explain the reforms in

economy, politics and society
brought about by the Indian
civilization.
At the end of the week, the Face-to-Face ▪ Lecture /Discussion
preservice teacher (PST) should Asynchronous ▪ Presentation of
be able to: X. CIVILIZATION IN CHINA AND JAPAN Synchronous ▪ Reading of an Article and Outputs
17 Making of Summary
a. explain the development of A. The Chinese Establish Lasting ▪ Interactive Quiz
civilization in China and Japan; Traditions 1.“Shang Dynasty 1. Different
B. Chinese Empire and its Domination civilization” Dynasties in
b. discuss how Chinese China
established lasting traditions; of Asia
https://www.khanacade 2. Different
C. Japanese Feudal Society my.org/humanities/world
c. discuss how Chinese empire D. Japanese Unification Under -history/world-history- Contributions of
18 dominated in Asia; Tokugawa Shoguns beginnings/shang- Japan to the
dynasty-china/a/shang- World
d. describe Japanese Feudal dynasty-article
Society;

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CQMD.CF 01 – OBTL Plan
 2. The Spread Of Chinese
e. examine the causes and the Civilization To Japan
effects of Japanese unification
under Tokugawa Shoguns; and Author: Stearns, Peter N.
Date: 2000
f. analyze the economy of China http://historyworld.org/Ch
and Japan. inese%20Civilization%20T
o%20Japan.htm

▪ Making of Timeline of the

Different Dynasties in
China

FINAL TERM EXAMINATION WEEK

REFERENCES

Lyons, M.J. & Ulbrich, D.J. (2021). World war 2: A global history. London: Routledge

Grosby, S. (2021). Nations and nationalism in world history. London: Routledge

COURSE REQUIREMENTS

Movie Critique Paper

Position Paper
Documentary Videos
Oral Presentations

11 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan
GRADING SYSTEM
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Grade Computation: Semestral Grade: 50% Midterm + 50% Final

Term Sample Computation:
Midterm Components – 50% Class Standing = 85 x .60 = 51 Class Standing = 93 x
Class Standing (60%)
Classroom Activities - 20% .60 = 55.8
Seatwork/Quizzes - 10% Major Examination = 90 x .40 = 36 Major Examination = 93 x
Project - 50% .40 = 37.2
Written output - 20%
(Reflection/Reaction Papers)
Major Examination (40%) Midterm Grade = 87 or 2.0 Final term Grade = 93 or
(Midterm Examination) 1.5

Final Term Components – 50% Semestral Grade: 50% Midterm + 50% Final Term
Class Standing (60%)
Classroom Activities - 20%
Seatwork/Quizzes - 10% = 87 x .50 + 93 x .50
Project - 50%
Written output - 20% = 43.5 + 46.5
(Reflection/Reaction Papers)

Major Examination (40%) = 90 or 1.75

(Final Examination)

Please see the grading system policies outlined in Section 13 of the

Student Handbook.

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CLASSROOM POLICIES
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Attendance and Punctuality:

Regular attendance is required for successful completion of the course.
Please notify the teacher in advance if you will be unable to attend a class.
Excessive absences may have an impact on your final grade.
Arrive on time for each class to maximize your learning possibilities.

Participation:
Actively participate in classroom discussions and activities.
Respect opposing viewpoints and perspectives.

Homework and assessments:

Complete and submit your assignments on time.
Late submissions may result in a penalty unless prior arrangements have been made.

Respect and courtesy:

Respect your classmates as well as your teacher.
Raise your hand to ask questions or participate in conversations.

Everyone will adhere to the University’s rules and regulations written in Student’s Handbook (Article VI Sections 1-6).
CONSULTATION HOURS

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 PROGRAM
Bachelor of Secondary Education major in Social Studies
PREPARED BY CHECKED BY APPROVED BY NOTED BY

Dr. Emerita Reyes Asst.Prof. JOHN DAVID AYSON

Prof. JAYSON BERGANIA, Ed.D. Prof. EDERSON DT. TAPIA, Ph.D.
Asst.Prof. COLEEN C. SUAL, MA
VICE PRESIDENT
FACULTY DEPARTMENT HEAD DEAN
FOR ACADEMIC AFFAIRS

REVIEWED BY RECOMMENDING APPROVAL REFERENCE BOR RESOLUTION

CMO No. 75 s. 2017 Resolution No. 0000-00

REVISION NUMBER EFFECTIVE DATE

Mr. JIM CARL J. PRIMO Dr. AMELIA P. PAJE
TEACHING & LEARNING 01 A.Y. 2024-2025
DIRECTOR, CQMD
MATERIALS SPECIALIST

14 The Center for Quality Management and Development (CQMD) acknowledges all academic efforts of the teacher-contributor and the department chair-editor. The Center serves
as a repository of academic learning plans.
CQMD.CF 01 – OBTL Plan