University of the Visayas Miagao 5023, Philippines College of Arts and Sciences Division of Social Sciences Political Science Cluster

Social Sciences 26, SS AY 15-16 (People, Places & Spaces in a Changing World)

General Course Description Geographical and inter-disciplinary perspectives on economic, political, social, cultural, environmental changes and futuristic trends in local, national and global contexts Credit 3 units Pre-requisite None RGEP Cluster GE (SSP) Section-Schedule Sec 1, T-F,11:30-01:00 Classroom LT Annex Faculty Mr. Clyde Ben A. Gacayan Office PoliSci Cluster, Division of Social Sciences, College of Arts & Sciences, UP Visayas, Miagao Consultation Hours Mondays and Thursdays, 10:00-02:00, or by appointment Soc Sci Faculty Tuesday and Fridays, 08:00-10:00, or by appointment CM Faculty Lounge Class Email [email protected] (class queries and concerns) [email protected] (official business transactions only) Class Webpage http://gacayan.educ.wordpress.com

Course Description This GE course in geography provides a holistic approach that will enhance the capability of students for multidimensional and inter-disciplinary thinking.

The issues and problems that face contemporary society and the natural environment are too complex to be understood within the domain of one discipline alone. Geography offers a strong foundation to develop integrative perspectives in viewing our historically changing and dynamic world.

Course Background & Approach This GE course is both a lecture and activity-intensive class. The reason behind this is that this course was designed to attract students to utilize geographic perspectives, methods and techniques at a theoretical and practical level.

Select class meetings are purely devoted for inter-active lectures to introduce fundamental concepts and issues in main geographic units such as geo- economics, geo-political, geo-social, geo-cultural, geo-environmental and future geographies.

Activity-intensive activities, which are pre-identified per specific unit topic, will enable students to connect geography and integrative approaches with the pressing human, technological, and environmental concerns of the day. This approach will result into the development of student’s ability to reflect on issues of urgent concern from a distinctly geographic and interdisciplinary viewpoint.

General Objectives 1. To understand the basic concepts that govern the relationship between the individual and the society 2. To develop critical thinking skills 3. To appreciate and apply such understanding in the interdisciplinary analysis of issues and problems of society in general and the Philippines in particular

Specific Objectives 1. To broaden student’s intellectual and cultural horizons by examining the broad variety of geographical issues and concepts within contemporary human geography, and relate them to 'real life' economic, environmental,

1 | Soc Sci 26 Gacayan© SS 2015- 2016

socio-cultural and political contexts. 2. To enhance the student’s awareness of various discipline by surveying the wide-variety of forms of explanation within human geography, and the dynamic and plural nature of the discipline. 3. To balance nationalism and internationalism by critically reviewing the multilevel economic, environmental, socio-cultural and political processes and patterns, and the manner in which they reflect, reproduce and remake social relations

Learning Targets In the process of learning a geographical perspective such as thinking spatially, the student will: 1. Identify and understand the key concepts of human geography (i.e. the principles of location, distance and interaction) through readings, lectures, online modules and class activities 2. Apply and analyze the methods and techniques of human geography through class simulations, case analysis and group outputs on local environmental problems 3. Manifest and show appreciation of local and national problems from a geographical and interdisciplinary perspective

Assessment Scheme Assessment of student’s performance will be based on the following:

Oral Recitation……………………………..………25pts Thematic and Integrative Activities……………….55pts Output 1: Comm. Mapping……….………....15 Output 2: Class Simulation………………….5 Output 3: Comm. Mapping- Social Info …....10 Output 4: Comm. Disaster Plan…………….10 Output 5: Comm. Outreach………………...... 15 Topic Reports………... …………………………….10pts End of Sem Course Assessment……………………10pts 100 Cumulative Points

Oral Recitation This GE course is both a lecture and activity-intensive class. The reason behind this is that this course was designed to attract students to utilize geographic perspectives, methods and techniques at a theoretical and practical level. Select class meetings are purely devoted for inter-active lectures to introduce fundamental concepts and issues in main geographic units.

Moreover coming to class means you are interested to contribute and learn in classroom activities. Class time will not be wasted by discussing the basic details in the assigned reading/s that could be understood by students upon reading. There will no checking of attendance for this class but instead, a point system is adapted for every participation and recitation given by the student. All class sessions are scheduled and can be found in the course calendar and specific course topics have corresponding recitation points. It should be noted that class participation is not limited to answering questions but also engaging in argumentation. It is imperative that that exchange of ideas should always be in a cordial and non-antagonistic manner. Results of the daily oral recitations are made available upon request during consultation hours and can be contested for re-evaluation.

Recitation Scheme for 1 Pt. Session Recitation Scheme for 2 Pt. Sessions 1.0 Outstanding 2.0 Outstanding 0.75 Satisfactory 1.5 Satisfactory 0.50 Present – Unsatisfactory 1.0 Present-Unsatisfactory 0 Absent 0 Absent *Instructor has the prerogative to use Recitation points for quizzes and home works if deemed necessary.

Thematic and Integrative Soc Sci 26 is part of the Revitalized General Education Program of UP that is Activities required in all bachelor programs of the University. It aims to broaden the students’ intellectual and cultural horizons, foster their commitment to nationalism balanced by a sense of internationalism, cultivate their capacity for

2 | Soc Sci 26 Gacayan© SS 2015- 2016

independent, critical and creative thinking, and infuse a passion for learning with a high sense of moral and intellectual integrity.

It is from this background that Social Sciences 26 prioritize an outcome of disposition/affects from students (the ability to question and inform social opinion and action). Because of this disciplinal thrust, thematic and integrative activities in this subject are treated as major component (more than standard written exam) where students engage themselves with activity that aims to develop spatial appreciation of social concerns.

The series of integrative activities for this semester will be focused on the research about Surge Reach Initiative (SRI), a trans-disciplinal query led by the class instructor and other junior faculty members of the Cluster of History and Division of Physical Sciences and Mathematics.

The aim of the SRI is to preliminarily translate the DOST-designed storm surge signals and levels to area-specific longitudinal measurement of reach, allowing coastal communities to decide and be informed of the actual dimension of storm surges.

Since storm surge is a relatively new concept in disaster education, it is deemed necessary that efforts to the study of SRI would translate into a localized knowledge and area specific understanding of the surge signal systems that the DOST-PAG ASA has came up with.

Students will be deployed to DOST-PAG-ASA identified areas at risk of storm surges and will conduct a semester-long series of activities both leading to (1) application of Human Geography concepts in real-life scenarios and vice versa; (2) creation of a community disaster plan/map as a form of community out-reach and (3) provision of baseline data from communities to help further the scope of SRI in other areas of Iloilo. Components, Description and Dates of Thematic and Integrative Activities

Components – Deadline Description, Target Community Mapping (15pts) What you need to do: The class will be divided into two groups each tasked Release of Inst: 02/01-02/16 to select a coastal community from the pre-identified Storm-Surge prone- Deadline: 02/29/16, for CM: 03/01/16 coastal communities in Iloilo. The identified coastal community will be the area where the semester-long range of activities will be conducted.

For the first component called Community Mapping, students will have to create a community map detailing and representing all the physical observations made during the site visit (houses, community facilities, community environmental landscapes, road systems and establishments near the coast) and non-physical characteristics (with a special focus to areas prone to storm surge and other factors that may affect surges (i.e. water breaks, foreshore characteristics). The group creating the community map is expected to use proper scaling and system of representation to depict properly the community represented. The community map should be kept as the semester progresses as this will be used in forthcoming modules.

Why you need to do: Part of Unit I: Why geography matters: Knowing where you live, this class output measures the application of the basic concepts and tools of human geography and aims to explore the interdependence of places and geographical scales as well as the power of geography in everyday lives. The process as well provides interaction among students, to identify spatial and cultural differences as well as establish as a group common expectations about the subject matter.

Class Simulation (5pts) What you need to do: Class will be divided into five groups (First World, Release of Inst: 02/04-05/16 Third World, Newly Industrialized Countries, MNCs, CSO) and will have to Activity: 02/10/16 attend and actively participate in a class simulation that would be facilitated by the instructor. Groups are required to comprehensively review actor’s background, interests, resources and stand on all revolving issues surrounding geo-economic and technological change. The simulation activity will be a formal meeting where international problems of the global

3 | Soc Sci 26 Gacayan© SS 2015- 2016

economy will be discussed and resolved. Groups are therefore expected to provide arguments and concessions. The instructor will be opening the meeting, provide key topics for discussion and facilitate dialogue among groups. Students will be assessed based on the contribution to their discussions.

Why you need to do: Part of Unit 2 Geo-economic and technological Change: Geographies of the global economy. The class simulations provide a formal environment for open discussions and engagement on core- periphery relations of the new international economic order and the challenges of globalization and un-even economic development with the role of the state, market and civil society forces.

Community Mapping What you need to do: From the earlier prepared community map of your Social Information (10pts) identified community, improve the map by adding another layer of social Release of Inst: 03/03-04/16 information. Deadline: 03/14/16, for CM: 03/15/16 This time, social information should be represented in the community map reflecting information at the household level regarding a) household information [elderly, children, people with special needs), household size [dis-aggregated male-female count], ethno-linguistic- religious affiliation [place of origin, dialect spoken, and religious ascription]. Students are expected to represent the information gathered in another layer of the map and identify key spatial patterns and community concerns from social information gathered.

Why you need to do: Part of Unit 4 Geo-social change: Geographies of demographic transition and otherness. The continuation of class mapping in the aspect of social information allows students to experience gathering spatial distribution of key social information in a community that will enable them to identify key patterns and challenges at the community level from a standard household survey.

Community Disaster Plan (10pts) What you need to do: Attend lectures from Unit 6 that focuses on Geo- Release of Inst: 03/23/16 environmental change: Geographies of environmental awareness and get Deadline: In class: 04/11-12/16, Final: inspiration to create a community disaster plan for the selected community 04/14-15/16 that is assigned to your group.

To create an effective community disaster plan, the group should carefully brainstorm in consultation with the class instructor the community’s Strengths, Weaknesses, Opportunities and Threats (SWOT). A SWOT analysis can only be made if the group will assess the community using both the community map earlier prepared and counter-checked by the community map for social information.

A community disaster plan is at its simplest form an emergency systems protocol (depending on prevalent threat/hazard present) and informs community members what signals to look for to evacuate, pathways for evacuation, evacuation areas and personnel/agencies responsible for evacuation camps. The output for this is a community emergency disaster map.

Why you need to do:. Part of Unit 6 Geo-environmental change: Geographies of environmental awareness. This is the most important student output for this semester. A Disaster Plan integrates all principles of human geography into an information system that aims to institutionalize safety, protection and resiliency of adjacent communities to the university. This also celebrates protection of life and resiliency planning.

Community Outreach (15pts) What you need to do: Schedule a community outreach as a class with the Implementation: 4th Weekend of April barangay you have been working with and facilitate a short-presentation of the Community Disaster Plan that each of the group has prepared over the semester. The Community outreach should be conducted in the barangay hall in coordination with the Sanguiniang Barangay and should be attended by community members. Students should present the community disaster plan and explain at the level of understanding of community members. Questions

4 | Soc Sci 26 Gacayan© SS 2015- 2016

from community members should be addressed to improve the plan. A copy of Community Disaster Plan should be given to the barangay officials for community use.

It is advisable that the class should organize the outreach with a provision of light snacks to community members to incentive participants for maximum participation.

Why you need to do: Part of Unit 7 Mapping geographies of future: Cities and bioregion as possible places of production, conservation and equitable development. Information sharing is part of social responsibility of students to partake in making communities disaster resilient and in the future contribute to conservation and equitable development of communities that students and the university are part of.

Topic Reports (10pts) Pre-scheduled group report presentations will be assigned for students to cultivate their capacity for independent, critical and creative thinking. Reports are strategically dated in the course calendar to break the instructor’s lead role in class discussions and to provide space for students to design, re-orient and make unit topics engaging, active and informative. Each group are expected to deliver essential content and information of topics assigned to them and present this in non-conventional lecture discussions (including but is not limited to skits, games, facilitated group works, trivia activities). Groups will be graded according to creativity and content. The following topics are scheduled on the following dates and may be reserved ahead of time. Groups are also requested to consult the instructor before the delivery of topic reports.

FEB/10/15 Unit 2(b):Core-periphery relationships and the new international division of labor

FEB/22-23/15 Unit 3(b) Global regulatory systems and the trans-state Organizations

MAR/03-04/15 Unit 4(a) Population debates and policies

MAR/21-22/15 Unit 5(c) Hybridization of culture and the clash of civilizations

APR/07-08/15 Unit 6(a) Document Church/Community View & Action towards Disasters

APR /25-26/15 Unit 7(b) Nuclear and technological waste disposal

End of Sem Course Assessment The end of semester course assessment is not a written exam that requires (10pts) route memorization of the topics covered under this class or an essay exam. November 24, 2015 Rather it is an application exam that measures the student’s ability to synthesize and reflect into the concepts as applied in real and probable life in consideration of the environment.

Grading Policy and Rating Scale This GE course employs a cumulative points based system that does not use percentages. Student’s scores on the class assessment schemes over the entire duration are added on a monthly basis and are posted in the class website at the end of every month for validation. This means that student’s performance in class can been over monthly progress and final grades (which are transmuted following the conversion table below) can be more or less predicted towards the end of the semester. Note that grades falling in the range of 55 to 59% which is 4.0 automatically means an INCOMPLETE and not for removals. The reason for this is because the class is an activity-intensive class with no written examinations. Refer to the next page for the transmutation table.

Cumulative Points Grade Equivalent 99-100% 1.0 95-98% 1.25 90-94% 1.5 85-89% 1.75

5 | Soc Sci 26 Gacayan© SS 2015- 2016

80-84% 2.0 75-79% 2.25 70-74% 2.5 65-69% 2.75 60-64% 3.0 55-59% 4.0 54% and below 5.0

Course Conduct Course Schedule: The discussion will follow the sequence provided in the course calendar. In case of any unforeseeable and unavoidable interruptions, a substitution class or alternative activity will be scheduled in a mutually convenient and feasible time and place.

Academic Honesty: Plagiarism is a serious academic offense punishable by a grade of 5.0 or expulsion. Students are expected to observe proper rules in citing sources and to provide appropriate credits to borrowed ideas. Cheating during examination and quizzes will also be subjected to similar rules.

Consultation: In case you are not available during the consultation hours indicated here, you could arrange for an alternative schedule ahead of time. During consultation only the group of the person consulting is allowed inside the faculty room. You should wait outside if the instructor is not yet around or it if is not yet your turn for consultation. Observe proper decorum when you are inside the faculty room. For peak schedules of consultation, slot reservation may be necessary.

Class Conduct Attendance and Tardiness: Delinquency in attendance and tardiness is already reflected in the oral recitation points. It is the responsibility of the student to apply for dropping, not the course instructor’s prerogative.

Rule for Mobile Phones and other Electronic Devices: Mobile phones should be set in silent mode inside the class. The use of laptop and tablet for note referencing and note taking is prohibited.

Due Dates: Submission schedules for this class should be promptly observed. Late submissions of assigned works will not be accepted.

Class discussion: Language is not a barrier for articulating ideas so long as mutual understanding is guaranteed. It is however highly encouraged that class discussions is to be conducted in English.

Student Responsibility: All class requirements are only to be assessed by the instructor. Therefore it is the student’s responsibility to deliver both in oral and written requirements by preparing thoroughly. The class follows a cumulative point system, hence students can always keep track and compute class standing.

Course Content & Outline Required Reading Class Activity

Course Briefing Course Approach, Targets, Objectives and Requirements Course Conceptual Framework (Pres 1) Unit 1: Why geography matters: Knowing where you live a.) What is geography and interdisciplinarity? Fellman, D. J. et. al. (1999) Chapter 1, Lecture cc Clyde Basic concepts, history, thought & tools Introduction: Some Background Basics and Chapter 2 , Roots and Meaning of Culture in Human Geography: Landscapes of Human Activities. Sixth Edition. Mc. Graw Hill. Pp. 2-5, 7-14, & 33-58 b.) Interdependence of places and geographical Lecture cc Clyde scales: How people create and modify places through time while being influenced by the settings in which they live and work c.) The power of geography: The contribution of Lecture cc Clyde geography in human activities and in various Community Mapping scales from the local to the global

6 | Soc Sci 26 Gacayan© SS 2015- 2016

Unit 2 Geo-economic and technological Change: Geographies of the global economy a.) Lords of the new world geography: The Fellman, D. J. et. al. (1999) Chapters Lecture cc Clyde historical and spatial foundation of the global 8:Livelihood and Economy (Primary Activities) economic system Chapter 9 (From Blue to Gold Collar) and b.) Yin and Yang of an excessively fast and Chapter 10 (Patterns of Development and Reporting technologically driven world: Core-periphery Change) in Human Geography: Landscapes of relationships and the new international Human Activities. Sixth Edition. Mc. Graw Hill. division of labor Pp. 265-302, 309-342, & 349-379 c.) The challenges of globalization and Class Simulation economic development: The role of state, market, and civil society forces in the context of uneven development and consumerism Unit 3 Geo-political change: Geographies of the new Political Order a.) Nationalism and the reorganization of Fellman, D. J. et. al. (1999) Chapter 12, The Lecture cc Clyde countries: The continued relevance of the Political Ordering of Space in Human nation-state amidst the rise of other political, Geography: Landscapes of Human Activities. cultural, religious and social identities in Sixth Edition. Mc. Graw Hill. Pp. 443-482 various geographic scales b.) Global regulatory systems and the trans-state Reporting organizations: Making sense of international and supranational institutions such as the UN, WB, IMF, G8 and WTO. c.) Democracy and human rights in post-9/11 Lecture cc Clyde ear: The tension between democratic and socio-economic development between and among states and nations of the South and North Unit 4 Geo-social change: Geographies of demographic transition and otherness a.) Population debates and policies: Explaining Fellman, D. J. et. al. (1999) Chapter 4: World Reporting trends in population growth and their Patterns, Regional Trends in Human implications Geography: Landscapes of Human Activities. Sixth Edition. Mc. Graw Hill. Pp. 97-132 b.) Global mobility and migration: Forces Rubenstein, J.M. (1996) Chapter 3: Migration in Lecture cc Clyde behind the movement of people and the rise An Introduction to Human Geography. Fifth of ethnic tensions Edition. Prentice Hall. Pp. 99-145 c.) Women’s status in the global landscape: Community Mapping connecting local and global gender roles Unit 5 Geo-cultural change: Geographies of identity and cultural relativity a.) Exploring cultural forms and their Fellman, D. J. et. al. (1999) Chapter 6, Ethnic Lecture cc Clyde landscapes: The interdependence of cultures Geography: Threads of Diversity in Human in their geographic settings Geography: Landscapes of Human Activities. Sixth Edition. Mc. Graw Hill. Pp. 185-218 b.) Sharing of mental maps: The creation of a Rubenstein, J.M. (1996) Chapter 6L Social Lecture cc Clyde global culture through the mass media and Customs on the Landscape in An Introduction to information/culture technologies Human Geography. Fifth Edition. Prentice Hall. Pp. 99-145 c.) Hybridization of culture and the clash of Reporting civilizations: Patterns of change and problems of cultural diversity Unit 6 Geo-environmental change: Geographies of environmental awareness a.) Perspectives on nature: Some Fellman, D. J. et. al. (1999) Chapter 13, Human Lecture cc Clyde religious/metaphysical, philosophical and Impacts on Natural Systems in Human Reporting political views of the natural environment Geography: Landscapes of Human Activities. Sixth Edition. Mc. Graw Hill. Pp. 185-218 b.) Disaster Risk Reduction Management, Comm. Disaster Plan Resiliency, Socio-ecological systems approach c.) Creation of Strategic Disaster Plan for Outreach Communities Unit 7 Mapping geographies of future: Cities and bioregion as possible places of production, conservation and equitable development a.) Urban Decay, Restoration and Fellman, D. J. et. al. (1999) Chapter 11, Urban Lecture Bioregionalism in Iloilo: Concept, Design Systems & Urban Strcutures in Human and Prospects Geography: Landscapes of Human Activities. Sixth Edition. Mc. Graw Hill. Pp. 185-218 b.) Nuclear and technological wastes: Futuristic Reporting Designs and Problems c.) Class Synthesis Lecture cc Clyde

7 | Soc Sci 26 Gacayan© SS 2015- 2016

Course Calendar

Second Sem AY15-16

January M T W T F 18 19 20 21 22 Course Briefing (1pt) 25 26 Unit 1-A: What is 27 28 29 Unit 1-B: Interdependence geography and inter- of places and geographical disciplinarity? Basic scales: concepts, history, thought & tools (1pt) Reservation of Groupings and through Word press Release of Comm Mapping Instructions

Oral Recit:2

February M T W T F 1 2 Unit 1-C: The power 3 4 5-Deadline for filing for of geography: The graduation contribution of geography in human Extended Time: activities and in various scales from the Unit 2-A: Lords of the new local to the global world geography (1pt) (1pt) *Online Release of Class

Simulation Instructions Cont. of Units 1-ABC

Intro to Unit 2-B 8-Chinese Lunar New 9 10 Make-up Class 11- Day 12 No class Year’s Day Unit 2-B: Core- periphery relationships and the new international division of labor (Reporting) and Class Simulation (City Campus) (2pt) 15 16 Unit 2-C: The 17 18 19 Unit 3-A: Nationalism and challenges of the reorganization of countries globalization and (1pt) economic development 22 23 Unit 3-B: Global 24 25-people power 26 ELAC Listening podcast regulatory systems and anniversary assignment the trans-state organizations (Reporting) 29 Oral Recit:5

March M T W T F 1 Unit 3-C: 2 3 4 Unit 4-A: Population Democracy and human debates and policies (report) rights in post-9/11 era (1pt) (1pt) Release of Comm Mapping Deadline of Comm Social Information Mapping Instructions

7 8 Unit 4-B: Global 9 10 11 Unit 4-C: Women’s status mobility and migration in the global landscape (1pt) (1pt) 14 15 Unit 5-A: Exploring 16 17 18-Liberation of cultural forms and their landscapes

Extended Time: Unit 5-B: Sharing of mental maps (2pt)

Deadline of Comm

8 | Soc Sci 26 Gacayan© SS 2015- 2016

Mapping Social Information Instructions 21-Mid Sem 22 23 Release of 24- 25- Unit 5-C: Instructions for Hybridization of Community Disaster culture and the clash of Plan civilizations (Report) (2pt) 28 29 No Class, project 30 31 break Oral Recit:8

Aril M T W T F 4 5 Unit 6-A: 6 7 8 Unit 6-B: DRRM, Perspectives on nature Resiliency and SES; and (1pt) Report (1pt) 11 12 Unit 6-C: 13 14 15 Disaster Plan Work shop Creation of Strategic (2pt) Disaster Plan for Communities (2pt) Deadline CEDM

Deadline CEDM 18-Clearing of 19 No Class, Disaster 20 21-Deadline for 22 Unit 7-A Urban Decay, deficiencies plan assignment dropping Restoration and Bioregionalism in Iloilo: Concept, Design and Prospects (1pt) 25 26 Unit 7-B: Nuclear 27 28 29 Community Outreach Day and technological (Either Wednesday or wastes (Reporting) Weekend must have a meeting (1pt) a day before) Oral Recit:8

May M T W T F 2 3 Unit 7-C Taking 4 Course Assessment, 5 6 Stock from Outreach CFOS-AV Miagao and Class Synthesis (2pt) 9 10 11 12 13 16 17 18-End of Classes 19 20-Final Exam 23 24 25 26 27-Submission of Grades 30 31 Oral Recit:2

9 | Soc Sci 26 Gacayan© SS 2015- 2016