Course Module

The Contemporary
World

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NOT FOR SALE
NGEC 0723 The Contemporary World

The Contemporary World

Course Module
First Edition, 2021
 
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the payment
of royalties. “
 
Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.
 
Published by the Commission on Higher Education – Region III
in cooperation with the Flexible Learning All-in-One Solution for Higher Education
Institutions in Region III

Learning Module Development Team

 
Writers:
 
Writer 01 Floper Gershwin E. Manuel, Faculty – Central Luzon State University
Writer 02 Jenette C. Abad, Faculty – Bataan Peninsula State University
Writer 03 Dorothy Lou I. Abo, Faculty – President Ramon Magsaysay State University
Writer 04 Melville A. Maniego, Faculty – Baliwag Polytechnic College
Writer 05 Edgar Allan Flores, Faculty – Bataan Peninsula State University
Writer 06 Robie Mar A. Dayto, Faculty – Midway Colleges Inc.
Writer 07 Jerome C. Matic, Faculty – Bataan Peninsula State University
Writer 08 Hasmine Arielle Mariano, Faculty – Tarlac Agricultural University
Writer 09 Frank Elie V. Morales, Faculty – Don Honorio Ventura State University
Writer 10 Floreann A. Basco, Faculty – Republic Central Colleges
Writer 11 Chona P. Conte, Faculty – Tarlac State University
Writer 12 Felina Gail V. Mar, Faculty – Baliwag Polytechnic College
Writer 13 Lea Credo, Faculty – Tarlac Agricultural University
Writer 14 Joan C. Catipay, Faculty – Polytechnic College of Botolan

Evaluators:
 
Evaluator 01 Lilibeth E. Santos, Faculty, Bataan Peninsula State University
Evaluator 02 Jerome C. Matic, Faculty, Bataan Peninsula State University
Evaluator 03 Jenette C. Abad, Faculty – Bataan Peninsula State University
Evaluator 04 Dorothy Lou I. Abo, Faculty – President Ramon Magsaysay State University
Evaluator 04 Melville A. Maniego, Faculty – Baliwag Polytechnic College
Evaluator 05 Edgar Allan Flores, Faculty – Bataan Peninsula State University
Evaluator 06 Robie Mar A. Dayto, Faculty – Midway Colleges Inc.
Evaluator 07 Hasmine Arielle Mariano, Faculty – Tarlac Agricultural University
Evaluator 08 Frank Elie V. Morales, Faculty – Don Honorio Ventura State University
Evaluator 09 Floreann A. Basco, Faculty – Republic Central Colleges
Evaluator 10 Chona P. Conte, Faculty – Tarlac State University
Evaluator 11 Felina Gail V. Mar, Faculty – Baliwag Polytechnic College
Evaluator 12 Lea Credo, Faculty – Tarlac Agricultural University
Evaluator 13 Joan C. Catipay, Faculty – Polytechnic College of Botolan

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NGEC 0723 The Contemporary World

Quality Management Team:

 
Jenette C. Abad, LPT, MAEd
Jerome C. Matic, LPT, MASSEd (c)
Facilitators
 
Cristina G. Rivera
Richmon L. Carabeo
Technical Support
 
Emmanuel C. Macaraeg, PhD, CESE
Overall Coordinator, Course Module Development
 
Myrna Q. Mallari
Project Leader, FLASHEIR3
 
Maria Teresa S. Salta, PhD
Education Supervisor, CHEDRO3

Ma. Teresita Macanas Semana, PhD, CESO IV

OIC Regional Director, CHEDRO3

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NGEC 0723 The Contemporary World

Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and
certain behaviors are expected when you communicate with both your peers and your
instructors. These guidelines for online behavior and interaction are known as
netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more
serious harm.
 Don't share your password with anyone.
 Change your password if you think someone else might know it.
 Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
 Treat your instructor and classmates with respect in email or any other
communication.
 Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or
Ms.
 Unless specifically invited, don’t refer to your instructor by first name.
 Use clear and concise language.
 Remember that all college level communication should have correct spelling and
grammar (this includes discussion boards).
 Avoid slang terms such as “wassup?” and texting abbreviations such as “u”
instead of “you.”
 Use the prescribed font Palatino Linotype and use a size 10-point font.
 Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING.
 Limit and possibly avoid the use of emoticons like :) or J.
 Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
 Be careful with personal information (both yours and other’s).
 Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you
should:
 Use a descriptive subject line.
 Be brief.
 Avoid attachments unless you are sure your recipients can open them.
 Avoid HTML in favor of plain text.
 Sign your message with your name and return e-mail address.
 Think before you send the e-mail to more than one person. Does everyone really
need to see your message?

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NGEC 0723 The Contemporary World

 Be sure you REALLY want everyone to receive your response when you click,
“reply all.”
 Be sure that the message author intended for the information to be passed along
before you click the “forward” button.

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
 Make posts that are on topic and within the scope of the course material.
 Take your posts seriously and review and edit your posts before sending.
 Be as brief as possible while still making a thorough comment.
 Always give proper credit when referencing or quoting another source.
 Be sure to read all messages in a thread before replying.
 Don’t repeat someone else’s post without adding something of your own to it.
 Avoid short, generic replies such as, “I agree.” You should include why you agree
or add to the previous point.
 Always be respectful of others’ opinions even when they differ from your own.
 When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
 Do not make personal or insulting remarks.
 Be open-minded.
 
(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

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NGEC 0723 The Contemporary World

About the Faculty or Authors

Facilitators
JENETTE C. ABAD, LPT, MAEd
She is a resident of Dinalupihan, Bataan, and a faculty member
of the Bataan Peninsula State University who has been
teaching Social Sciences subjects for twenty seven years (27).
In 1991, she finished Bachelor of Science in Secondary
Education major in Social Studies at Virgen Delos Remedios
College in Olongapo City. Likewise, She completed her
Master’s degree in 2010, and earned units in doctoral degree.
Currently, she is the chair of the Social Science Cluster in the said university.

JEROME C. MATIC, LPT, MASSEd (c)

He earned his Bachelor of Arts in Sociology from the
University of Santo Tomas (España, Manila). Also, he is
pursuing Master of Arts in Social Science Education at
Philippine Normal University - Manila. Currently, he is a
Faculty Member in the Department of Arts and Sciences of
Bataan Peninsula State University - Main Campus wherein he
teaches Social Science courses, and he is engaged in some of
the research projects of the said university. He is also a former
Senior High School Teacher II at Department of Education -
Schools Division of Bataan from May 2016 up to March 2021
in which he engaged in writing and evaluating Learning Resource Materials for
Senior High School and also, he is a former Division Learning Resource Evaluator of
DepEd Bataan.

Writers and Evaluators

FLOPER GERSHWIN E. MANUEL, LPT, MA Community Development
He is currently teaching at the Department of Social
Sciences, College of Arts and Social Sciences. He also
serves as the Curator for the CLSU Agricultural Museum.
He holds Master in Community Development and BA
Social Sciences (Social Anthropology/Political Science)
degrees. He is a licensed professional teacher, and he
handles subjects in the undergraduate levels. His research
interests include heritage and museums, rural and
agricultural communities, gender, and youth, He has
publications in international journals such as Journal of
Administrative Sciences and Museum International and has also co-authored a book
chapter on youth and agriculture.

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NGEC 0723 The Contemporary World

LILIBETH ESTRADA SANTOS, MPA

She is an Assistant Professor I handling Social Science courses
at Bataan Peninsula State University Orani Campus. She
obtained her Bachelor in Political Science Major in Public
Administration from Polytechnic University of the Philippines
Mabini Campus Sta. Mesa, Manila. She obtained her Master in
Public Administration from Bataan Peninsula State University
Graduate School Main Campus City of Balanga, Bataan. She
earned the academic requirements required for Doctor of
Public Administration from Manuel L. Quezon University
Quiapo, Manila. In 2017, she was a participant in the Second-Generation Training for
the New General Education Courses for Ang Kasalukuyang Daigdig/ The
Contemporary World by the Commission on Higher Education (CHED) held at
Philippine Normal University in the City of Manila.

JENETTE C. ABAD, LPT, MAEd

She is a resident of Dinalupihan, Bataan, and a faculty member
of the Bataan Peninsula State University who has been teaching
Social Sciences subjects for twenty seven years (27). In 1991,
she finished Bachelor of Science in Secondary Education major
in Social Studies at Virgen Delos Remedios College in
Olongapo City. Likewise, She completed her Master’s degree
in 2010, and earned units in doctoral degree. Currently, she is
the chair of the Social Science Cluster in the said university.

DOROTHY LOU I. ABO, LPT

She is a College Instructor at President Ramon Magsaysay
State University. She graduated with an Academic Excellence
award for her remarkable scholastic records and a Leadership
award for being the Vice President of Supreme Student
Government S.Y. 2018-2019 from President Ramon
Magsaysay State University (PRMSU) Main Campus with the
degree of Bachelor of Secondary Education major in Social
Studies. She pursues her master’s program in the same
university. She is already a Licensed Professional Teacher at
the age of 22. This young professional enjoys herself doing things that she loves like
travelling in her free time. She is very passionate and dedicated in teaching her
students.

MELVILLE A. MANIEGO

He is a full-time faculty member of the Institute of Arts and

Sciences in Baliwag Polytechnic College, Baliwag, Bulacan.
Currently enrolled in St. Anthony College Technology in the
City of Mabalacat, Pampanga, taking Masters in Education,

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NGEC 0723 The Contemporary World

major in Education Management. He is the President/Chairman of the Board of

Miekel John Institute for Science and Technology in Bustos,
Bulacan.

ROBIE MAR A. DAYTO, LPT, MAEd

Mr. Dayto is a 25-year-old passionate Licensed Professional
Teacher hailing from Sto. Domingo, Nueva Ecija. He
finished his Baccalaureate Degree in Secondary Education
Major in Social Studies at Central Luzon State University
last 2016 and humbly awarded as Cum Laude. Currently, he
is writing his Thesis requirement for his Master of Arts in Education degree at
Wesleyan University–Philippines. Since he graduated, Mr. Dayto is affiliated with
Midway Colleges Inc. (formerly Midway Maritime Foundation Inc.) in Cabanatuan
City, Nueva Ecija as a full-time College Instructor teaching Social Sciences courses
under General Education Department. Last 2018, he is one of the chosen participants
in the 12-day Intensive Seminar-Workshop on New General Education Curriculum
sponsored by the Commission on Higher Education held at Saint Louis University,
Baguio City. Presently, he is the General Education Coordinator–OIC of his home
institution, supervising and coordinating all academic engagements of the General
Education Department as well as serving as the focal person of the department in all
administrative endeavor.

EDGAR ALLAN C. FLORES, LPT, MPM

Professor Flores finished his Master of Management major in
Public Management from the University of the Philippines-
Baguio in 1996. He is a Philippine Board Examination for
Teachers (PBET) passer (now Licensure Examination for
Teachers. He finished his Bachelor of Arts major in Political
Science degree at the Saint Louis University in 1983. He
taught Social Sciences and other related subjects. He joined
the CHED- sponsored training program entitled “The New
General Education Core: Courses: Second Generation Training (The Contemporary
World) held from the 8th to the 26th of May 2017 at the Philippine Normal
University, Taft Avenue, Manila “.

JEROME C. MATIC, LPT, MASSEd (c)

He earned his Bachelor of Arts in Sociology from the
University of Santo Tomas (España, Manila). Also, he is
pursuing Master of Arts in Social Science Education at
Philippine Normal University - Manila. Currently, he is a
Faculty Member in the Department of Arts and Sciences of
Bataan Peninsula State University - Main Campus wherein
he teaches Social Science courses, and he is engaged in
some of the research projects of this said university. He is
also a former Senior High School Teacher II at Department
of Education - Schools Division of Bataan from May 2016
up to March 2021 in which he engaged in writing and evaluating Learning Resource
Materials for Senior High School and also, he is a former Division Learning Resource

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NGEC 0723 The Contemporary World

Evaluator of DepEd Bataan.

HASMINE ARIELLE G. MARIANO

Currently working as an instructor at the Tarlac Agricultural
University, College of Arts and Sciences, under the
Development Communication department. Throughout her
three years of service, she experienced teaching general
education and social science subjects among all year levels,
exposing her to different perspectives and challenges on
instruction. She had also been exposed to different
extension projects of the college, such as the Region III’s
Civil Service Commission surveys on livelihood. She took
her bachelor’s degree in English at Saint Louis University and is currently taking up
her master’s degree in Communication at the Polytechnic University of the
Philippines.

FRANK ELIE VILLA CARLOS MORALES, LPT, MASSEd (c)

Frank Elie V. “Leeboy” Morales is a Licensed Professional
Teacher and presently a faculty associate member of the
Department of Arts and Sciences in Bataan Peninsula State
University and adjunct instructor-lecturer at Don Honorio
Ventura State University, Lubao Campus. He is also the
Event Manager of MV Creative Events and Designs
Management based in Pampanga. He holds a Bachelor of
Secondary Education major in Social Studies (Dean’s
Lister), and continues his graduate studies of Master of Arts
in Social Science Education at Philippine Normal
University, Manila. Currently, he is a member of PNU-
Geografika as a researcher and fieldworker. Also, the student of National Geographic
Explorer: The NatGeo Explorer Mindset (Completer) and known for his lectures in
Philippine Popular Culture. His research interests and advocacies include Geography
Education, Culinary Tourism, Gender Inclusiveness, Heritage, Arts, Culture, and
Pedagogy in the Social Science

FLOREANN A. BASCO, LPT, MAEd

She is currently a part time college instructor at Republic

Central Colleges Angeles, City. Faculty of College of Arts
and Education, teaching Contemporary World for almost 3
years in the said institution.

FELINA GAIL V. MAR, LPT, MAEd

Ms. Mar is the executive assistant of the college president of
Baliwag Polytechnic College. She is also a professor under the
Institute of Arts and Sciences of BTECH. She earned her
Master of Arts in Education, Major in English from La

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NGEC 0723 The Contemporary World

Consolacion University-Philippines where she graduated summa cum laude in 2020.

She taught the Contemporary World through flexible learning in Academic Year
2020-2021 at BTECH. She is also a published author of research in an international
journal as of August 2021.

LEA CREDO, MA SOCIAL STUDIES (c)

She is a faculty member of the College of Education –

Laboratory School at Tarlac Agricultural University. She
teaches social studies subjects and GE core courses. She is
currently writing her thesis for her MA in Social Studies at
Pangasinan State University.

JOAN C. CATIPAY, LPT, MAEd

Currently working at the Polytechnic College of Botolan as a

College Instructor. She graduated from President Ramon
Magsaysay State University - Iba Campus (formerly Ramon
Magsaysay Technological University) with a Degree of
Bachelor in Secondary Education, Major in Social Studies in
2012, and passed the Licensure Examination for Teachers
last September 24, 2017. She earned additional twenty units
in Certificate of Professional Education at the Polytechnic
College of Botolan and currently graduated in Master of Arts in Education – Major in
Social Studies at the President Ramon Magsaysay State University last August 10,
2021.

CHONA P. CONTE

She is a faculty member of the College of Teacher Education

of Tarlac State University.

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NGEC 0723 The Contemporary World

Table of Contents

Page

Netiquette Guide for Online Courses…………………………………. iv

About the Author/Faculty…………………………………………….. vi

xii
Course Overview……………………………………………………….

LEARNING MODULE 1: The Phenomenon of Globalization

1
Module Overview
2
Learning Packet 1 – The concept of Globalization
12
Learning Packet 2 – The study of Globalization
27
List of Contributors

LEARNING MODULE 2: Issues and Problems of Globalization

Module Overview 29
Learning Packet 1 – Global Economy 31
Learning Packet 2 – Global Interstate System 43
Learning Packet 3 – Contemporary Global Governance 55
Learning Packet 4 – Global Divides: North and South 67
Learning Packet 5 – Peace Education and the concept of Peace and Violence 79
Learning Packet 6 – Asian Regionalism 93

Learning Packet 7 – Global Media Cultures 116

Learning Packet 8 – Globalization of Religion 127

142
Learning Packet 9 – Global City
158
Learning Packet 10 – Global Demography
175
Learning Packet 11 – Global Migration
193
List of Contributors

LEARNING MODULE 3: Towards a Sustainable Development

Module Overview
196
Learning Packet 1 – Global Food Security
198
Learning Packet 2 – Sustainable Development 212
Learning Packet 3 – Global Citizenship 229
List of Contributors 242

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NGEC 0723 The Contemporary World

Course Overview
Introduction

This course will introduce you to the contemporary world in order to examine
the phenomenon of globalization. Using the various social science discipline, this
course will give you a grasp to explain the paradigm shift that have been brought
social, political and economic issues and problems around the globe. Also, it will help
you to inculcate a sense of global citizenship by exposing you to the world outside the
Philippines. Furthermore, this course will cover three (3) learning modules that will
give you further knowledge and skills in analyzing the changing situation of the
world.

Key Learning Competencies

KLC 01: Examine the phenomenon of globalization

KLC 02: Explain the paradigm shift that have been brought by the issues and
problems that affects the people around the globe.
KLC 03: Inculcate a sense of global citizenship by exposing the students to world
outside the Philippines.

Course Details:
 Course Code:
 Course Title: The Contemporary World
 No. of Units (State the lecture and laboratory units)
 Classification (State whether lecture-based, laboratory-based, agency-based or
community-based)
 Pre-requisite / Co-Requisite
 Semester and Academic Year
 Schedule
 Name of Faculty
 Contact Details
Email:
Mobile Number:
Viber:
Messenger:
 Consultation
Day:
Time:

Learning Management System

(Provide the link for the Class created in Google Classroom. Likewise, share links of
other learning materials stored using Google Drive. If a commercial LMS will be
made available by the University, links shall be refreshed/updated and also be shared.

Assessment with Rubrics

(Discuss the assessment tools to be used along with the corresponding rubrics to

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NGEC 0723 The Contemporary World

learners. Specify the major examinations such as Midterm and Final Examinations,
their scope and coverage as well as schedule.)

Final Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubrics.)

Grading System
(Present the grading system to the learners)

Course Policy
(Present the policies to be implemented and observed by both the faculty and
learners.)

xiii
0323

Module Overview
Introduction

The phenomenon of Globalization changes the way of life among the individuals
around the world. The concept of Globalization modifies the social, political and
economic landscape of each country in which technological advancement plays a
huge role in transforming the lives of people around the globe. Furthermore, the
various social science discipline has a relation to the concept of Globalization wherein
it analyzes the context of current issues and problems in contemporary world.
 
 Topic 01: The concept of Globalization
 Topic 02: The study of Globalization
 
Learning Outcomes

To analyze the various layers of globalization as a multifaceted phenomenon in

relation to the different social science discipline.
 
Minimum Technical Skills Requirement
(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 01: The concept of Globalization = 3 hours
 Topic 02: The study of Globalization = 3 hours

Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Module Requirement with Rubrics

The requirement for this learning module are the following:

a. Plus-Minus-Interesting Chart on the concepts of Globalization

b. News Article Analysis Paper about Globalization in relation to the underlying
philosophies and ideologies.
NGEC 0723 The Contemporary World

The rubrics will be posted on your Google Classroom for your guidance and
reference.

ii
Learning Module 1
The Contemporary World
 
Learning Packet 1

The Concept of Globalization

NGEC 0723 The Contemporary World

Learning Packet 1

The Concept of Globalization

 
Introduction

Globalization is the process by which the world, previously isolated through physical
and technological distance, becomes increasingly interconnected. It is manifested by
the increase in interaction between peoples around the world that involves the sharing
of ideas, cultures, goods, services and investment.
 
Objectives
At the end of the learning packet, you will be able to Explain the concept of
globalization, to evaluate the current situation of contemporary world using the
underlying concepts of globalization, recognize the various philosophies and
ideologies in the concept of globalization.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration 
 Topic 01: The concept of Globalization = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode
This learning packet will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics
A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.

Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings
Suggested Readings: Access them on the internet just follow the link:

1. Globalization. https://perspectives.pressbooks.com/chapter/globalization/
2. Manfred Steger on Disjunctive Globalization in the Era of the Great
Unsettling (video) https://www.youtube.com/watch?v=yXTr0Ox0OvM
3. Globalization : Very Short Introduction (Oxford Academics)
https://www.youtube.com/watch?v=0LJoI3POnqo&t=220s

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NGEC 0723 The Contemporary World

It is important that you read the required reading above for you to have a
better idea on the concepts associated with globalization.
Introduction
Key Points:
For many scholars, the concept of globalization is often  
used, but it is also a very much contested concept. ∙ Globalization
  ∙ Rejectionist
∙ Modifier
Pre-Assessment
∙ Skeptics
Answer the following questions: Definition of Terms:

1.In your own understanding, what comes to mind when Globalization. Refers
you hear/read the word “globalization”? to geographic
2. How are the arguments to globalization different? dispersion of
industrial and service
Lesson Proper activities, for example
● Review. Talking about globalization, please reflect on research and
the following: development,
sourcing of inputs,
production and
Based on experience, what foreign products distribution, and the
(including forms of entertainment) have greatly cross-border
influenced you? networking of
companies, for
● Activity. example through joint
ventures and the
Concept Map: What words come to mind when you sharing of assets.
hear the word “globalization”?
Rejectionist. Refers to
● Processing of the Activity. the scholars who
dismiss the
usefulness of the term
Compare your answers with at least one or two classmates. “globalization”.
1. Are there similarities or differences?
2. What are the most common answers in your class? Skeptics. Refers to
the scholars who
emphasize the limited
● Brief Lesson. nature of the concept
of globalization.
The following are common concepts attached to the
definition of globalization: Modifiers. Argue that
globalization is a
● global dominance of Anglo-American ideas historically imprecise
● fragmented concept.
● uneven
● incomplete
● contradictory set of ideas
● time-space compression
● increase global interconnectedness
● unimpeded flow of capital, people, and ideas
beyond borders
Before we move further into out discussion, let us look at

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NGEC 0723 The Contemporary World

some definitions of globalization:

● [Globalization] is “the geographic dispersion of
industrial and service activities, for example
research and development, sourcing of inputs,
production and distribution, and the cross-border
networking of companies, for example through
joint ventures and the sharing of assets.” -
Organization for Economic Cooperation and
Development

● [Globalization] is “the word used to describe the

growing interdependence of the world’s
economies, cultures, and populations, brought
about by cross-border trade in goods and
services, technology, and flows of investment,
people, and information.” – Peterson Institute for
International Economics

● [Globalization] is “the increased

interconnectedness and interdependence of peoples
and countries, is generally understood to include
two inter-related elements: the opening of
international borders to increasingly fast flows of
goods, services, finance, people and ideas; and the
changes in institutions and policies at national and
international levels that facilitate or promote such
flows. Globalization has the potential for both
positive and negative effects on development and
health.” – World Health Organization

● [Globalization] can thus be defined as “the

intensification of worldwide social relations which
link distant localities in such a way that local
happenings are shaped by events occurring many
miles away and vice-versa. This is a dialectical
process because such local happenings may move
in an obverse direction from the very distanciated
relations that shape them. Local transformation is
as much part of globalization as the lateral
extension of social connections across time and
space.” – Anthony Giddens

Globalization as Globaloney: Some group of scholars

believed that the term is imprecise, and this could be
divided into three camps based on their arguments:

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NGEC 0723 The Contemporary World

rejectionists, skeptics, and modifiers.

What are the three arguments to globalization?

1. Rejectionists
Rejectionists are the scholars who dismiss the usefulness
of the term “globalization”. Craig Calhoun argues that the
concept is vague and it is as complex as nationalism. Susan
Strange refers to the concept of globalization as a vacuous
term-- it refers to “anything from the internet to a
hamburger.” Linda Meiss refers to it as a big idea resting
on slim foundations. Given this supposed vagueness of the
concept of globalization, some rejections offer the
following solutions or remedies to understand the concept.
Holton argues that we should abandon metatheory and
move to middle-range theory. Stegger also argues that we
should combine social-scientific and interpretive
approaches in understanding globalization.
2. Skeptics
Contrary to the rejectionists, the skeptics are the scholars
who emphasize the limited nature of the concept of
globalization. One of these scholars is Horster Thompson,
who argues that the world economy is not global because it
is only concentrated in Europe, Eastern Asia, and North
America. Aside from this argumen, the skeptics also note
that economic activities are still national in origin and
scope; hence, without a truly global economic system,
there can be no globalization. They also argue that
globalization, as a concept, is being used to benefit the
neoliberal interests.

3. Modifiers
The modifiers argue that globalization is a historically
imprecise concept. One example of this is Wallerstein and
Frank, proponents of the World Systems Theory, who
argued that the modern capitalist economy has been global
since its inception. In connection to this, modifiers argue
that globalizing tendencies have been proceeding along the
continuum of modernization for a long time. Basically,
there is nothing new. Wallerstein further argues that
“global integration is driven largely by economic forces.”

In connection to this, Neomarxists and New World System

scholars argue that criticisms of globalization focus on
quantitative analyses (mostly economic) and neglect
qualitative shifts in social and political relations.

● Enhancement Activity. This can be done through

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NGEC 0723 The Contemporary World

guided activity/practice, independent or self-directed

practice and independent assessment.

Provide two examples of globalization as a rejectionist,

skeptics and modifiers. Five (5) points for each example
given.

Do this by answering the table below.

Globalization Globalization Globalization

as a as a skeptics as a modifier
rejectionist

● Generalization.

Globalization is still a much-debated concept as to its

definition and scope. Arguments on its definition can be
divided into three groups of scholars: the rejectionists, the
skeptics, and the modifiers. In order to better understand
the concept of globalization, we should also understand its
dimensions: economic, political, and global.

● Application.

In your own perspective, how do you think the concept of

globalization is significant to your major/field or to your
future profession.

Learning Packet Discussion Forum

(In this section examples may be provided or questions
may be posed for learners to discuss. It is recommended
to give learners topics on a weekly basis. If the class is
large, you may break the class into smaller discussion
groups and assign a weekly “moderator” to report to the
larger class with a group summary. This discussion is
typically 10% or more of the course participation grade.)

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

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NGEC 0723 The Contemporary World

Post-Assessment
Answer the following questions:

1.In your own understanding, what comes to mind when

you hear/read the word “globalization”?
2. How are the arguments to globalization different?

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NGEC 0723 The Contemporary World

Activity Sheet

Answer the following questions:

1. Write your own definition of globalization.

2. Why did you come up with this definition?
3. What do you think is the most important aspect to consider when trying to
understand the concept of globalization?

Criteria Outstanding Very Good Fair/Pass Failure

91 - 100% Good 71 - 80% 70 - 61% Below 60
81 - 90%
The situation The The situation The The
and opinion situation and opinion situation situation
Quality of given was and were vague and opinion and opinion
Writing excellent. opinion and general. given was given was
were somehow poorly
informativ not related organized
e and to the and not
organized. concepts. related to
the given
concept.
No Few Almost half Every Many
Grammar grammatical spelling or of the answer paragraph spelling or
Usage errors grammatic contains contains grammatical
al errors spelling or spelling or errors
grammatical grammatical
error errors.

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NGEC 0723 The Contemporary World

Assessment

Assessment 01. PMI (Plus-Minus-Interesting) Chart

Complete the chart with information on the concept of globalization that you deemed
positive, negative, and sparked your interest.

Plus Minus Interesting

Good points on the concept Negative points on the Interesting inquiry on the
of Globalization concept of Globalization concept of Globalization

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NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

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NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

11
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

12
Learning Module 1
The Contemporary World
 
Learning Packet 2

The Study of Globalization

NGEC 0723 The Contemporary World

Learning Packet 2

The study of Globalization

 
Introduction

In a knowledge-based world that we live in today, one can be easily swayed in by the
opinion of others if s/he has no deep-seated good roots. Material things have become
the measurement of success for many people. The naïve look up to the rich and
famous as their role models and try to imitate their lifestyles to the point of
compromising dignity and honor. While we can learn much from the diligence of the
rich and the simplicity of the poor, especially in the world that loves to cut short the
way to success and speed up information technology to dominate both the economic
and political processes, a sense of balance is still called for in this contemporary
world of ideas.
 
Objectives

At the end of the learning packet, you will be able to Explain the four main
dimensions of globalization, to evaluate the current situation of contemporary world
using the underlying philosophies and ideologies in globalization, recognize the
various philosophies and ideologies in the study of globalization.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
(Specify the number of hours allotted for this learning packet.)
 
 Topic 02: The Study of Globalization = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning packet will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

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NGEC 0723 The Contemporary World

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

“The Contemporary World” By: De Guzman, Rocina, Balaw-ing, Garcia

These reading materials will provide you the information that will help you to
understand the four dimensions of Globalization and the various philosophies of
globalization. You must read all the topics provided, so that, you may be able relate
globalization and the contemporary world.

Introduction Key Points:

 
The four main dimension of Globalization is considered as · Political Dimension
a competing conceptions in terms of the ideas of · Economic
rejectionist, skeptic and modifier concepts. The competing Dimension
conceptions that are mentioned has been greatly affected · Cultural
the lives of the people in terms of social, economic and Globalization
· Ecological
political ideologies. Also, the underlying philosophies and
Dimension
ideologies are emphasized on the changing world wherein
· Market Globalism
issues and problems are address to understand the different
· Justice Globalism
situation of the contemporary world.
· Religious
  Globalism
Pre-Assessment  
Definition of Terms:
Identify the concept being described.  
1. ______________ It refers to the strengthening of Political Dimension.
It refers to the
economic connections around the world. globalization as the
2. _____________ It refers to the progress of political intensification and
interrelations around the world. expansion of political
interrelations around
3. ________________ It is the increase and expansion of the world
cultural flows across the globe.
4. _________________ It refers to the worldwide Economic
Globalization. It
environmental issues. refers to the
philosophy of
  consumerism
Lesson Proper encourages the
acquisition of goods
● Review. Talking about globalization, please reflect on and services in an
increasing amount.

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NGEC 0723 The Contemporary World

the following:
Cultural
What are the concept and ideas in globalization? Globalization. It
refers to the
intensification and
● Activity expansion of cultural
flows across the
Enumerate at least 1 existing global issues that relates to globe.
the social, political, economic, cultural and environmental
issues. Ecological
Dimension. It refers
to worldwide
● Processing of the Activity. environmental issues
which include
Compare your answers with at least one or two classmates. population growth,
access to food,
Are there similarities or differences? global reduction in
What are the most common answers in your class? biodiversity, the gap
between the rich and
the poor, between
the global North and
the global South,
● Brief Lesson. human-induced
climate, and global
Competing Conceptions of Globalization environmental
degradation.

Globalization as an economic, political, and social process Market Globalism. It

has three competing conceptions namely, the rejectionist, pursues to grant
skeptic, and modifier concepts. This process is not widely globalization with
neoliberal meanings
or universally accepted without opposition for the term and free-market
itself is abstract, and many find it difficult to define. Every norms. Market
globalists promise a
aspect of this globalization has underlying philosophy or
consumerist,
ideology that motivate or drive a society or any human neoliberal, free-
organization. market world.
 
Justice Globalism.
The rejectionists say that it is just “power word” like This refers to the
“nationalism” and “development” invented by the ideology from the
political Left contests
westerners. The skeptics say that it is insignificant because market globalism.
most trades remain national in scope and the foreign policy
of the states is still for national survival. The modifier, on Religious Globalism.
This refers to the
the other hand, say that this is simply one of the many ideology from the
similar phases in history, and history only repeats itself. political Left contests
Thus, globalization is many things to different people in market globalism.

the world. Some people, even leaders, debate as an acid

truth to let the truth come out and debate is globalization.
As human society develops positively or negatively,

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NGEC 0723 The Contemporary World

globalization also changes. It is multifaceted, complex,

and can be influenced by the people who define it that its
nature can be shifted.

Four Dimensions of Globalization

The Political Dimension of Globalization

Steger, in his 2017 book, defines political globalization as

the intensification and expansion of political interrelations
around the world. Hyper-globalizers believe that the
political globalization is principally driven by economic
and technological forces. On the other hand, globalization
sceptics, totally disagree with hyper-globalizers. They
believe that is political in nature. It has originated with
neoliberal government’s political decisions to remove
international trade restrictions on capital.

The Economic Dimension of Globalization

The philosophy of consumerism encourages the acquisition

of goods and services in an increasing amount. But this
economic dimension in globalization also involves
ecological dimension to show the relationship of the
environment with the unabated increasing population
affecting humanity socially, politically, economically, and
psychologically as well.

The Cultural/Social Dimension of Globalization

Cultural globalization is the intensification and expansion

of cultural flows across the globe. The hyper-globalizers
consider the political globalization that is driven by
economic and technologic forces see it as cultural
imperialism. But if culture means the way of life, and the
people have embraced the economic technology, it cannot
be called imperialism for the very fact that they have
embraced and accepted the technology. Culture virtually
covers all areas of human life. Imperialism is political in

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NGEC 0723 The Contemporary World

nature, and it is much more serious because it involves the

use of threat, force, deception, and intimidation.
Imperialism is tyrannic in nature.

However, the optimistic and pessimistic hyper-globalizers

look at globalization differently. Economic technology is
seen as an enticement. One good example is the concept of
McDonaldization where the people are supposedly enticed
what they should eat through promotional advertisements.
But Fortune Magazine’s July 2019 report shows that
Walmart ranks No. 1 in 2018 World’s Largest Companies,
ranked by 2018 revenues, in millions of dollars, with a
revenue of US$514,405. China’s Sinopec Group is No. 2.
(pp.55, 2020 The World Almanac and Book of Facts)

Cultural hybridization also refers to the mingling of

cultures as a result of globalization intended to create a
new and unique hybrid cultures that are not reducible to
either local or global culture. Cultural hybridization in the
Philippines is one good example because this country had
been colonized by Spain, America, and Japan in different
periods… and we have also traded with them.
The concept of individualism in the cultural dimension of
globalization gives emphasis to human independence, self-
reliance, and liberty.

When we talk about the cultural dimension of

globalization, it also includes the study of history of a
particular culture or nation beyond one’s homeland. The
study of globalization in the contemporary world is much
more tedious because it requires looking at the very roots
of what is happening today and the major turning points in
the study of world history.

The Ecological Dimension of Globalization

The ecological dimension of globalization studies the

global effects of the social, political and economic unions
on environment issue. Ecological globalization refers to
worldwide environmental issues which include population

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NGEC 0723 The Contemporary World

growth, access to food, global reduction in biodiversity, the

gap between the rich and the poor, between the global
North and the global South, human-induced climate, and
global environmental degradation.

According to Manfred Steger, Ecological Globalization

refers to worldwide environmental issues which include
population growth, access to food, and global reduction in
biodiversity, the gap between rich and poor as well as
between the global north and the global south, human
induced climate change, and global environmental
degradation.

Globalization’s ecological effects, as impacted by the

economic, political, and cultural aspects are now
recognized as possibly life threatening for the earth. Since
the Industrial Revolution, global human activities have
been causing various ecological problems, including
resource and food shortages and transboundary pollution.

The major manifestations and consequences of

environmental degradation are all global issues. All of
these problems are global, as they are results of aggregated
actions, and so they entail a coordinated response. While
some progress has been made such as at the 2015 United
Nations Climate Change Conference in Paris, only few
multilateral measures have been implemented. Steger
(2017) further claims, “the deteriorating ecological health
of our planet will become the most pressing global
problem by mid-century at the latest.

UNDERLYING PHILOSOPHIES AND IDEOLOGIES

IN GLOBALIZATION

Ideology is defined as a system of ideas and ideals,

especially one which forms the basis of economic or
political theory and policy. As a system of commonly
shared beliefs, ideas, norms, and values among group of
people, ideology is frequently used to legitimize some
political interests or to justify prevailing power structures.

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NGEC 0723 The Contemporary World

Ideology links certain human actions with some

generalized claims.

Steger (2017) discussed three types of globalism or

ideologies that provide the concept of globalization with
certain meaning and values: Market Globalism, Justice
Globalism, and religious globalism.

MARKET GLOBALISM

Market globalism pursues to grant globalization with

neoliberal meanings and free-market norms. Market
globalists promise a consumerist, neoliberal, free-market
world. This ideology is advocated by some powerful
individuals, who claim, among other things, that globalism
spreads democracy and benefits everybody.

Steger considers market globalism the dominant ideology

of our time, and believes that it has six major ideological
claims:
1. Globalization is about the liberalization and global
integration of markets.
2. Globalization is inevitable and irreversible.
3. Nobody oversees globalization.
4. Globalization benefits everyone.
5. Globalization furthers the spread of democracy in
the world.
6. Globalization requires war on terror.

JUSTICE GLOBALISM

This ideology from the political Left contests market

globalism. Political Left or Left-wing politics is that which
supports social equality egalitarianism and usually in
opposition to social hierarchy.

Justice globalism critique of market globalism includes the

claim that “liberalization and global integration of free
markets lead to greater social inequalities, environmental
destruction, the escalation of global conflicts and violence,

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NGEC 0723 The Contemporary World

the weakening participatory form of democracy, the

proliferation of self-interest and consumerism, and the
further marginalization of the powerless around the world”
(Steger 2017)

RELIGIOUS GLOBALISM

Religious globalism endeavors for a global religious

community with dominance over secular structures. These
globalism fight against both market globalism and justice
globalism as they seek to champion religious beliefs and
values that are said to be severe attack by the powers of
consumerism and secularism in the globalized world.

● Enhancement Activity.

Enumerate at least 3 definitions from some scholars of

globalization.

● Generalization.

Globalization is a concept that promotes in uniting all of

the countries in the world. This implies that this concept is
a process of unifying the nations despite of social, cultural,
economic and political differences. Therefore,
globalization as a concept helps you to understand that it
plays a huge role in addressing the current issues and
problems that are affecting the lives of people in the
contemporary world.

● Application.

As a student in contemporary world, how will you embrace

the changes that you encountered in your life?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

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NGEC 0723 The Contemporary World

Identify the concept being described.

1. ______________ It refers to the strengthening of
economic connections around the world.
2. _____________ It refers to the progress of political
interrelations around the world.
3. ________________ It is the increase and expansion of
cultural flows across the globe.
4. _________________ It refers to the worldwide
environmental issues.

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NGEC 0723 The Contemporary World

Activity Sheet

Activity 01: Make a concept map on the four dimensions of Globalization and explain
this concept map in terms of contemporary world.

Social Context Political Context

Social Political

Cultural Ecological
Cultural Context Ecological
Context

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NGEC 0723 The Contemporary World

Assessment

Assessment 01. Search news article in the internet/printed newspaper about the
existing global issues and problems and relate this article to the given underlying
philosophies and ideologies.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

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NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

26
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________
________________________________________________________________
 

27
NGEC 0723 The Contemporary World

Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

 

Learning Module Code Learning Module Title Rating

     

Learning Packet Code Learning Packet Title Rating

     

     

     

     

     

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NGEC 0723 The Contemporary World

List of Contributors

FLOPER GERSHWIN E. MANUEL, LPT, MA Community Development

(Writer)

He is currently teaching at the Department of Social

Sciences, College of Arts and Social Sciences. He also
serves as the Curator for the CLSU Agricultural Museum.
He holds Master in Community Development and BA
Social Sciences (Social Anthropology/Political Science)
degrees. He is a licensed professional teacher, and he
handles subjects in the undergraduate levels. His research
interests include heritage and museums, rural and
agricultural communities, gender, and youth, He has
publications in international journals such as Journal of Administrative Sciences and
Museum International and has also co-authored a book chapter on youth and
agriculture.

LILIBETH ESTRADA SANTOS, MPA

(Evaluator)

She is an Assistant Professor I handling Social Science

courses at Bataan Peninsula State University Orani Campus.
She obtained her Bachelor in Political Science Major in
Public Administration from Polytechnic University of the
Philippines Mabini Campus Sta. Mesa, Manila. She obtained
her Master in Public Administration from Bataan Peninsula
State University Graduate School Main Campus City of
Balanga, Bataan. She earned the academic requirements
required for Doctor of Public Administration from Manuel L.
Quezon University Quiapo, Manila. In 2017, she was a
participant in the Second-Generation Training for the New General Education
Courses for Ang Kasalukuyang Daigdig/ The Contemporary World by the
Commission on Higher Education (CHED) held at Philippine Normal University in
the City of Manila.

JENETTE C. ABAD, LPT, MAEd

(Writer)

She is a resident of Dinalupihan, Bataan, and a faculty member

of the Bataan Peninsula State University who has been
teaching Social Sciences subjects for twenty seven years (27).
In 1991, she finished Bachelor of Science in Secondary
Education major in Social Studies at Virgen Delos Remedios
College in Olongapo City. Likewise, She completed her
Master’s degree in 2010, and earned units in doctoral degree.

29
NGEC 0723 The Contemporary World

Currently, she is the chair of the Social Science Cluster in the said university.

JEROME C. MATIC, LPT, MASSEd (c)

(Evaluator)

He earned his Bachelor of Arts in Sociology from the

University of Santo Tomas (España, Manila). Also, he is
pursuing Master of Arts in Social Science Education at
Philippine Normal University - Manila. Currently, he is a
Faculty Member in the Department of Arts and Sciences of
Bataan Peninsula State University - Main Campus wherein he
teaches Social Science courses, and he is engaged in some of
the research projects of this said university. He is also a
former Senior High School Teacher II at Department of
Education - Schools Division of Bataan from May 2016 up to
March 2021 in which he engaged in writing and evaluating Learning Resource
Materials for Senior High School and also, he is a former Division Learning Resource
Evaluator of DepEd Bataan.

30
NGEC 0723 The Contemporary World

31
0323
NGEC 0723 The Contemporary World

Module Overview
Introduction

Issues and Problems among individuals around the world are present because of
natural and man-made calamities. This problems constitutes to the micro and macro
scale of people around the globe in which Globalization is an integral part of the
social, political, economic and cultural aspect that brought the paradigm shift in
transforming the lives of individuals. Herewith, this learning module tackles the
context of current issues and problems that affects the internal and external factors of
people in the contemporary world.
 
 Topic 01: Global Economy
 Topic 02: Global Interstate System
 Topic 03: Contemporary Global Governance
 Topic 04: Global Divides: North and South
 Topic 05: Peace Education and the concept of Peace and Violence
 Topic 06: Asian Regionalism
 Topic 07: Global Media Cultures
 Topic 08: Globalization of Religion
 Topic 09: Global City
 Topic 10: Global Demography
 Topic 11: Global Migration
 
Learning Outcomes

To explain the paradigm shift that have been brought by the issues and problems that
affects the people around the globe.
 
Minimum Technical Skills Requirement
(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 01: Global Economy = 3 hours
 Topic 02: Global Interstate System = 3 hours
 Topic 03: Contemporary Global Governance = 3 hours
 Topic 04: Global Divides: North and South = 3 hours
 Topic 05: Peace Education and the concept of Peace and Violence = 3 hours
 Topic 06: Asian Regionalism = 3 hours
 Topic 07: Global Media Cultures = 3 hours

32
NGEC 0723 The Contemporary World

 Topic 08: Globalization of Religion = 3 hours

 Topic 09: Global City = 3 hours
 Topic 10: Global Demography = 3 hours
 Topic 11: Global Migration = 3 hours

Delivery Mode

This learning packet will be delivered through online, both asynchronous and
synchronous.
 
 
Module Requirement with Rubrics

The requirement for this learning module are the following:

a. Editorial Essay on the current state of Global Economy

b. Content Analysis Paper about Global Interstate System

c. Creative/digital poster on the roles or function of world leaders in Contemporary

Global Governance

d. Analytical essay on how these global divides can foster unity among division

e. Creative/Digital Slogan on advocating peace education

f. Comparative news article analysis on Asian Regionalism

g. Photo Voice on the Global Media Cultures

h. Poem or Short story that promotes the role of various religion in Promoting Peace
and Order in your Community

i. Photo Essay about the various Global Cities

j. Creative/digital infographic on the latest population profile of the community.

k. Virtual Interview to an OFW about the concepts of Global Migration

The rubrics will be posted on your Google Classroom for your guidance and
reference.

33
Learning Module 2
The Contemporary World
 
Learning Packet 1

Global Economy
NGEC 0723 The Contemporary World

Learning Packet 1

Global Economy
 
Introduction

The interconnectedness of the world economy is the forefront market of globalization.

The meeting point of developed and developing economies as well as the emergence
of economic institutions and organizations make everything easier and faster to hold
transactions globally. Global productions are scattered everywhere, operating in
countries where labor cost is cheap and materials are available. For example, Toyota
manufactures its auto parts in countries like the Philippines and Indonesia where there
is high availability of cheap manpower. It offers finished and assembled products in
countries like Singapore and Malaysia where there is a higher demand for cars. This
kind of economic behavior of countries shows how the cycle of economic operation
for a global commodity works. This is also evident in countries in the western region
where there are problems and challenges on the availability of needs and demands.
The strengths of materials of a country could be experienced as weakness on the
unavailability of the other economy or nation.
 
Objectives

At the end of the learning packet, you will be able to identify the concept of economic
globalization, to examine the various theories and perspectives explaining the practice
of international trade, recognize the roles and functions of different international
economic organizations.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
(Specify the number of hours allotted for this learning packet.)
 
 Topic 01: Global Economy = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

An editorial essay will serve as your assessment at the end of this learning packet.

35
NGEC 0723 The Contemporary World

You can access the rubrics for the assessment below.

 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

Suggested Readings: Access them on the internet just follow the link:

1. “The Globalization of Economic Relations” by Istvan Benczes

2. Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist

World Economy: Production, Surplus-Value, and Polarization.” In World-Systems
Analysis: An Introduction. Durham & London: Duke University Press, pp. 23-41
https://en.m.wikipedia.org/wiki/Economic_globalization/

It is important for you to read the above-mentioned readings in order to

identify the meaning of Global Economy, to construct the best tool to promote Global
Economy and to reflect on some global issues concerning Global Economy.
Furthermore, this will prepare you to conceptualize the topics and definition to apply
in real-life situation.

Introduction Key Points:

 
This topic discusses the relevance of the economic system · Economic
in globalization. It deals on issues concerning the function Globalization
of international trade, its benefits and damages. This also · Commodities
explains the importance of domestic and foreign policies in · Assets and Labor
international trade and promotion of the global economy. · International
Trading System
The topic will conclude by explaining the roles of
· Foreign Trade
international economic organizations in globalization.
· Bretton Woods
 
System
Pre-Assessment  
 
Answer the following questions: Definition of Terms:
 
1. In your own understanding, what do you think is the Economic
rationale behind the concept of Global Economy? globalization. It refers
2. What are the markets that are affected by Globalization? to the free movement
3. What are some global economic issues that we are aware of goods, capital,
of at present? services, technology

36
NGEC 0723 The Contemporary World

and information.
 
Lesson Proper Commodities. It
refers to the goods
● Review. Talking about globalization, please reflect on and services of all
varieties
the following:
Labor. It refers to the
What are the underlying philosophies and ideologies in workers who produce
globalization? goods and services

● Activity Assets and debts. It

refers to the
securities, bank
Enumerate at least five economic issues and explain its
loans and deposits,
cause and effect? titles to land and
physical capital.
● Processing of the Activity.
Bretton Woods
Compare your answers with at least one or two classmates. System. It refers to
Are there similarities or differences? the first system used
to control the value
What are the most common answers in your class?
of money between
different countries.
● Brief Lesson.

Globalization of the World Economy

What is Global Economy?

Economic globalization – is one of the three main

dimensions of globalization commonly found in academic
literature, with the two others being political globalization
and cultural globalization, as well as the general term of
globalization.

Economic globalization refers to the free movement of

goods, capital, services, technology and information. It is
the increasing economic integration and interdependence
of national, regional, and local economies across the world
through an intensification of cross-border movement of
goods, services, technologies and capital.

Globalization affects markets of three kinds:

1. commodities – goods and services of all varieties
2. labor – workers who produce goods and services
3. assets and debts – securities, bank loans and deposits,
titles to land and physical capital.

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NGEC 0723 The Contemporary World

What is the International Trading System?

International Trading System – this includes an open,
rule-based, predictable, nondiscriminatory trading and
financial system as an essential goal. The international
trading system comprises many thousands of unilateral,
bilateral, regional, and multilateral rules and agreements
among more than two hundred nations. Trade negotiations.

Importance of International Trade

1. It enables the fuller utilization of the resources.
2. The trading partners get goods cheaper than otherwise
because every country produces those goods in the
production of which it has to occur at less comparative
cost.

What is Foreign Trade?

Foreign trade – exchange of capitals, goods, and services

across international borders or territories. In most
countries, it represents a significant share of gross
domestic product (GDP).

Advantages of foreign trade

Foreign trade helps each country to specialize in the
production of those goods, which best suits its
environment. It thus leads to maximum use of its natural
resources. It enables a country to obtain goods by
importing which cannot produce due to higher costs at
home.

Foreign Trade Policy

Are government actions, especially tariffs, import quotas,
and export subsidies, designed to increase net exports by
promoting exports or restricting imports.

Importance of Global Trade

Countries trade with each other when, on their own, they

do not have the resources, or capacity to satisfy their own
needs and wants. By developing and exploiting their
domestic scarce resources, countries can produce a surplus,
and trade this for the resources they need.

The Theory of International Trade

International trade theories are simply different theories to

explain international trade. Trade is the concept of
exchanging goods and services between two people or

38
NGEC 0723 The Contemporary World

entities. International trade is then the concept of this

exchange between people or e entities in two different
countries.

The benefits of trading internationally

• Variety of goods
• Outlet for surpluses
• Reduction of market fluctuations
• Lower costs
• Production efficiency
• Resource specialization
• Innovation
• Investment

Man-made trade barriers come in several forms,

including:
• Tariffs
• Non-tariff barriers to trade
• Import licenses
• Export licenses
• Import quotas
• Subsidies
• Voluntary export restraints
• Local content requirements

Bretton Woods system

The Bretton Woods system of monetary management
established the rules for commercial and financial relations
among the United States, Canada, Western Europe,
Australia, and Japan after the 1944 Bretton Woods
Agreement.

The first system used to control the value of money

between different countries. It meant that each country had
to have a monetary policy that kept the exchange rate of its
currency within a fixed value-plus or minus one percent-in
terms of gold.

Purpose of the Bretton Woods system

The purpose of the Bretton Woods meeting was to set up a
new system of rules, regulations, and procedures for the
major economies of the world to ensure their economic

39
NGEC 0723 The Contemporary World

stability. To do this, Bretton Woods established The

International Monetary Fund (IMF) and the World Bank.

Bretton Woods conference

The Bretton Woods Conference, officially known as the
United Nations Monetary and Financial
Conference, was a gathering of delegates from 44 nations
that met from July 1 to 22, 1944 in Bretton Woods, New
Hampshire, to agree upon a series of new rules for the
post-WWII international monetary system.

Objective of the Bretton Woods system

The main objectives of the Bretton Woods system are to
achieve exchange rate stability and promote international
trade and development.

The end of the Bretton Woods system

On August 15, 1971, President Richard M. Nixon
announced his New Economic Policy, a program “to create
a new prosperity without war.” Known colloquially as the
“Nixon shock,” the initiative marked the beginning of the
end for the Bretton Woods system of fixed exchange rates
established at the end of World War II.

The Bretton Woods twins refers to the two multilateral

organizations created at the Bretton Woods Conference in
1944. They are: The World Bank and The International
Monetary Fund.

● Enhancement Activity.

What is the importance of knowing the process, the

different components and even international laws of the
Global Economy? Is it beneficial for us Filipinos?

● Generalization.

Given the stakes involved in economic globalization, it is

perennially important to ask how this system can be made
more just. Although some elements of global free trade
can be scaled back, policies cannot do away with it as a
whole. International policymakers, therefore, should strive
to think of ways to make trading deals fairer.
Governments must also continue to devise ways of
cushioning the most damaging effects of economic
globalization, while ensuring that its benefits accrue for
everyone.

40
NGEC 0723 The Contemporary World

● Application.

As a student in contemporary world, how will you accept

the changes that you encountered in the aspect of global
economy?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Answer the following questions:

1. In your own understanding, what do you think is the

rationale behind the concept of Global Economy?
2. What are the markets that are affected by Globalization?
3. What are some global economic issues that we are aware
of at present?

41
NGEC 0723 The Contemporary World

Activity Sheet

Describe how the following can affect Philippine economy and the people of the
Philippines in general?

1. Importation of rice to satisfy local demands

2. Importation of live chickens and pork to curb the increasing price of it on local
market
3. Export human labor to ease local unemployment

Rubrics:
Category 5 4-3 2-1

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

42
NGEC 0723 The Contemporary World

Assessment

Assessment 01. Enumerate at least five most pressing global economic problems in
the context of COVID-19 Pandemic and explain how you will utilize the concepts and
models that represents the economic concepts in relation to contemporary world.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

43
NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

44
NGEC 0723 The Contemporary World

45
NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

46
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

47
Learning Module 2
The Contemporary World
 
Learning Packet 2

Global Interstate System

NGEC 0723 The Contemporary World

Learning Packet 2

Global Interstate System

 
Introduction

This learning packet will tackle the system of the Global Interstate and its effects of
globalization on government. The most important part of the discussion in this
learning packet is the international relations that will cover the interstate, inter
societal, and interpersonal relations from each other.
 
Objectives

At the end of the learning packet, you are expected to identify the system of global
interstate to analyze the impact of the global interstate system to our country, and to
differentiate internationalism from Globalism and to adopt the global interstate system
in our local landscape.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 02: Global Interstate System = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 

Readings

49
NGEC 0723 The Contemporary World

Suggested Readings and Videos: Access them on the internet just follow the link:

1. The Global Interstate System

https://prezi.com/p/fza_ulanujw7/the-global-interstate-system/

2. How to Be a Better Global Citizen by GEO SIQUE

https://prezi.com/vrcobfoauacc/global-interstate-system/

3. Globalization I - The Upside: Crash Course World History #41

https://www.youtube.com/watch?v=5SnR-e0S6Ic

4. Globalization II - Good or Bad?: Crash Course World History #42

https://www.youtube.com/watch?v=s_iwrt7D5OA

5. “The Contemporary World” By: De Guzman, Rocina, Balaw-ing, Garcia

These reading materials, will provide you the information that will help you
understand the contemporary international relations. You must read all the topics
provided, so that, you may be able to analyze the effects of globalization on
government.

Introduction Key Points:

 
In the setting of the global interstate system, some say that · Interstate System
current international system is marked by growing mutual · Internationalism
responsibility and dependence on others due to growing · Globalism
globalization, specifically the international economic  
relations.  
Definition of Terms:
 
 
Pre-Assessment Interstate System.
Refers to a system for
Instructions: Write agree if you think the statement is international relations
correct; otherwise, write disagree. that deals with the
government or states
______1. Economic globalization is one of the three main and their authorities
dimensions of globalization commonly found in academic
literature, with the two others being political globalization Internationalism. Is
and cultural globalization, as well as the general term of political, economic,
globalization. and cultural
______2. Globalization affects markets of three kinds: cooperation among
countries.
commodities, labor, assets and debts.

50
NGEC 0723 The Contemporary World

______3. Importance of International Trade are enables

the fuller utilization of resources and the trading partners Globalism. Is an
gets good cheaper because every country produces those ideology anchored on
goods in the production of which it has to occur less the belief that people,
comparative cost. goods, and
information ought to
be able to cross
______4. Globalization affects markets of three kinds: national borders
commodities, labor, assets and debts unstrained.

Lesson Proper

● Review. Talking about globalization, please reflect on

the following:

In the previous learning packet, global economy, name

three current challenges that our country face during
this pandemic. Discuss each.

● Activity

Enumerate at least five political issues and explain its

cause and effect?

● Processing of the Activity.

Compare your answers with at least one or two classmates.

Are there similarities or differences?
What are the most common answers in your class?

● Brief Lesson.

The Global Interstate System

Also known as “world systems,” global interstate systems

are interactions between or among countries based on the
policies and partnerships that their heads of state have
agreed upon. This is not limited to economic transactions,
but encompasses all interactions between and among
citizens from different nations.

The modern global interstate system operates politically

on the premise that all states are equal – regardless if they
are allies or rivals. Therefore, it can be described as
multicentric, the opposite of hegemonic, because it is a
system of independent states that formed relationships
with one another, instead of a single entity united under
one leader.

51
NGEC 0723 The Contemporary World

The world was not always as clear with its boundaries,

historically speaking, as it is now. In fact, it could be said
that the current global interstate system emerged because
of the centuries of trial-and-error experienced by society,
which includes but is not limited to wars, colonization,
technological developments, research and education.
Being the relatively new field of study as it is, a new
discipline emerged called international relations, which
focuses on the ways that the countries interact and what
the effects of their interactions are, or could possibly be.

Culturally, the modern global interstate system is moving

past the outdated notion that some religions, races, social
classes, and/or genders are superior to others. On paper,
there are several laws in each nation and agreements
among nations to honor basic human rights and celebrate
diversity in all its forms, yet in practice it is difficult to
enforce.

Take, for instance, Islamophobia. Similar to the

persecution that the Jewish believers experienced in World
War II, Muslim believers experience discrimination
because they are automatically viewed the same way as
the religious extremists under Al Qaeda and other
organizations categorized as terrorists. This is akin to
saying that Christian believers are the same as the
Crusaders who waged ‘holy wars’ in the medieval period.
Even some of the Muslims in East Asia are being treated
unfairly; the Uighurs in China are placed in ‘re-education
camps’, where they are forcibly sterilized and
indoctrinated with mainland Chinese culture.
Racially, the Black Lives Matter movement brought the
American people to the streets to protest the excessive
violence that Caucasian police officers tend to use on
African-American citizens, regardless of whether there
was just cause or not. In Asian nations such as the
Philippines, Chinese tourists and migrants have the habit
of getting a little too comfortable in the countries they
visit, treating the actual residents like second-class citizens
by illegally putting up businesses that are strictly Chinese-
only.

Under the Theory of Eclecticism, there is a need for social

regulation from both the government leaders and the
citizens. Despite the hiccups in the global interstate system
noted above, there is potential to raise more civically and
politically engaged citizens through today’s youth,
especially now that the digital landscape is the current
generation’s new hunting ground for ideas that could lead
to actionable changes in the offline world.

52
NGEC 0723 The Contemporary World

A. The Difference of Internationalism and

Globalism

Internationalism is basically anchored on the opinion that

nationalism should be outrun because links that bind
people of different countries are more powerful than those
that disconnect them (Anora 2014).

Immanuel Kant (1795) stated that agreements among

nation must be reached. The idea of liberal
internationalism which proposes that nations must give up
their freedom and submit to a larger system of laws that is
embodied up their freedom by common international
principles. A form of global government is needed to
create and enforce these laws.

Guiseppe Mazzini (1805 – 1872) nationalism and

international cooperation complemented each other. He
believed that cooperation among nation-states is essential.

Woodrow Wilson (1856-1924) believes that nations were

subject to the universal laws of God that could be
discovered through reason. The principle of self-
determination, democratic government, collective security,
international law, and a league of nations in the concept of
internationalism. Socialist internationalism contradicts
liberal internationalism. This form of internationalism is
based on the view that capitalism is a global system and
that the working class must unite as a global class to
forward struggle against capitalism. The notion of
socialist internationalism is link to the goal of a world
revolution.

Globalism emerged as an attitude that seeks to understand

all the interconnections of the modern world and to
highlight patterns that underlie them. It pursues to
describe and explain a world that characterized by a
network of connections that span multi-continental
distance.

● Enhancement Activity.

Provide examples of responsibilities of the contributors or

involved players in globalization through the global
interstate system.

53
NGEC 0723 The Contemporary World

a. National Government
b. Organizations
c. Institutions
d. Individuals
e. Customs and Traditions
f. and numerous variety of players

● Generalization.

Overall, the global interstate system is facet of

contemporary political globalization that seeks to form
collaboration among nation-states through the
establishment of intergovernmental organizations. It is
rooted on the idea of internationalism. Experts on intestate
relations cannot discount the numerous effect of
neoliberalism on the rise of new communication networks
utilized by governments.

● Application.

What is the most important thought that you have learned

in International relations?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Instructions: Write agree if you think the statement is

correct; otherwise, write disagree.

______1. Economic globalization is one of the three main

dimensions of globalization commonly found in academic
literature, with the two others being political globalization
and cultural globalization, as well as the general term of
globalization.
______2. Globalization affects markets of three kinds:
commodities, labor, assets and debts.
______3. Importance of International Trade are enables
the fuller utilization of resources and the trading partners
gets good cheaper because every country produces those
goods in the production of which it has to occur less

54
NGEC 0723 The Contemporary World

comparative cost.

______4. Globalization affects markets of three kinds:

commodities, labor, assets and debts

55
NGEC 0723 The Contemporary World

Activity Sheet

Write a short essay on the difference between internationalism and globalism.

Mention some pros and cons of both processes.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

56
NGEC 0723 The Contemporary World

Assessment

Assessment 01. Answer the following questions.

1. What do you think could be the positive and negative effects of globalization on
governments? Give 5 examples on positive and negative effects and explain.

2. How does the UN help the Philippines in terms of governance? Cite 5 situation and
provide sources from the news articles.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

57
NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

58
NGEC 0723 The Contemporary World

59
NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

60
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

61
Learning Module 2
The Contemporary World
 
Learning Packet 3

Contemporary Global
Governance
NGEC 0723 The Contemporary World

Learning Packet 3

Contemporary Global Governance

 
Introduction

States have risen through different phases of evolution. Stronger states have
dominated world affairs and asserted their stand on various perspectives of
globalization. Not to discount the fact that political and economic power continues to
be displayed in different international interplay of multifaceted approaches in world
affairs.

In the distant past, the so-called colonizers have metamorphosed into the modern
global northern states and former colonies struggle to be part of global affairs and are
categorized as developing countries and less-developed countries or simply the global
south. International relations is seemingly precarious at this stage in the absence of a
“world government” that should administer world affairs.
 
Objectives

At the end of the learning packet, you are expected to identify different institutions
and organizations that facilitate globalization, analyze the significance of the United
Nations, its Organs and realize the importance of the UN in facing Global
Governance.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 03: Contemporary Global Governance = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

63
NGEC 0723 The Contemporary World

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 

Readings

Suggested Readings and Videos. Access them on the internet just follow the link:

1. The United Nations and Contemporary World Governance

https://www.youtube.com/watch?v=JX+OgrB8Eiw
2. Asian Regionalism https://www.youtube.com/watch?
v=6ppMoazEKUQ
3. World of Regions https://www.youtube.com/watch?v=011+Mr14GWg
4. The Global Divides – Global South https://www.youtube.com/watch?
v=Z-k-e4v2mZE

Contemporary Global Governance is viewed from the angle of various players

in the international arena. The rise of various regional organizations of nation-states
have paved the way to cooperation, amity and peace. The United Nations envisions a
harmonious world that every challenge can be tackled in the ambience of diplomatic
umbrella.

The different videos will give a clear understanding on how different states
deal with countries in various settings.

Introduction
Key Points:
In a fast and changing world, the dynamics of international  
interplay has caused several changes in world affairs. What · Governance
stands in the forefront is the United Nations Organization · United Nations
or the U.N. The 193 member states have all equal statuses · The Treaty of
in the organization. In turn, various member-states have Westphalia
· International
aligned themselves to different organizations aside from
Relations
the UN for various reasons. Be it political or economic
· Diplomatic
agenda, states have demonstrated their option for survival Relations
in the world arena. · International
Actors
In this learning packet, you are expected to demonstrate
understanding on the basic tenets of world politics  
specially on how states adhere to the international Definition of Terms:

64
NGEC 0723 The Contemporary World

principles of peace, amity, justice and cooperation as  

espoused by the United Nations. Governance. It refers
  to structures and
Pre-Assessment processes that are
designed to ensure
True or False. Write True if the statement is correctly accountability,
stated and False if not. transparency,
responsiveness, rule of
__________1. A world government exists. law, stability, equity
__________2. Member-states of the United Nations and inclusiveness,
strongly adhere to the resolutions passed by empowerment, and
the body. broad-based
__________3. The United Nations addresses problems participation.
beyond the scope of states.
__________4. The United Nations helps to solidify new
United Nations. It is
norm behavior, often through summits,
an intergovernmental
conferences and international panels and
organization aiming to
commissions.
__________5. Asia is viewed as a springboard towards maintain international
peace and security,
globalization. 
develop friendly
relations among
Lesson Proper
nations, achieve
● Review. Talking about globalization, please reflect on international
the following: cooperation, and be a
center for harmonizing
In the previous learning packet, global interstate the actions of nations.
systems give the meaning of a state and its 4 elements.
Discuss the meaning of the global interstate system or The Treaty of
world systems. Westphalia. It is
regarded as a key step
In addition, discuss the features of modern global in the development of
interstate systems. tolerance and
secularization across
the world. It also
● Activity strengthened nations
since they could now
Working on the premise that states operate politically on enter into foreign
the premise that all are equal – regardless, if they are allies alliances and decide
or rivals, the question to be answered now is “Where is
important matters,
this manifested?”. “Is there any boundary in establishing
such as peace and
alliances or relationships among states?”.
war.
● Processing of the Activity.
International Relations.
Compare your answers with at least one or two classmates. It is the study of the
relations of states with
Are there similarities or differences? each other and with
What are the most common answers in your class? international
organizations and

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NGEC 0723 The Contemporary World

● Brief Lesson. certain subnational

entities (e.g.,
Global governance refers to the sum of laws, norms, bureaucracies, political
policies and institutions that define, constitute and mediate parties, and interest
trans-border relations between states, cultures, citizens, groups).
intergovernmental and nongovernmental organization and
the market. In a civilized world, international law is the Diplomatic Relations.
benchmark of world affairs. International law may be It refers to the
defined as the rules and principles that nation-states relationship between
consider binding upon themselves. International law two countries in which
pertains to property, trade, immigration, and other areas they send diplomats
that have traditionally been under the jurisdiction of to work in each
individual nations. International law applies only to the other's country.
extent that countries are willing to assume all rights and establish/break off
diplomatic relations
obligations in these areas. The roots of modern
international law can be traced back to the 17th-century
International Actors. It
Peace of Westphalia.
include states,
organizations and
The United Nations is an intergovernmental
organization aiming to maintain international peace and individuals that are not
security, develop friendly relations among nations, affiliated with, directed
achieve international cooperation, and be a center for by, or funded through
harmonizing the actions of nations. The UN has 4 main the government. These
purposes: include corporations,
● To keep peace throughout the world; private financial
● To develop friendly relations among nations; institutions, and NGOs,
● To help nations work together to improve the as well as paramilitary
lives of poor people, to conquer hunger, and armed resistance
disease and illiteracy, and to encourage respect groups.
for each other’s rights and freedoms;
● To be a center for harmonizing the actions of
nations to achieve these goals

States operate in a multicentric environment and

respect the element of political sovereignty. This is
expressed in their voting rights in the United Nations
General Assembly.

In the same vein, nation-states aligned themselves

by establishing relationships with other states of similar
background. The idea of regionalism was given birth.
Regionalism which is “the formal process of
intergovernmental collaboration between two or more
states (i.e. ASEAN). Regionalism is the set of conscious
activities carried out by states within a region to cooperate
while regionalization is a less conscious process which is
the outcome of these states' policies.

Globalization is focused on the rapid expansion and

intensification of social relations across world time and

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NGEC 0723 The Contemporary World

space (Steger, 2013)

Regionalization the latter is part of globalization.

The United Nations as an International Organization

The United Nations is composed of 193 member

states with 2 countries as observers namely: Vatican and
Palestine. The main function of the United Nations is to
preserve international peace and security. Chapter 6 of the
Charter provides for the pacific settlement of disputes,
through the intervention of the Security Council, by means
such as negotiation, mediation, arbitration, and judicial
decisions.

The Six Main Organs

1. The General Assembly
2. The Security Council
3. The Trusteeship Council
4. The Economic and Social Council
5. The International Court of Justice
6. The Secretariat

The International Actors

● States
● International Organizations
● Civil Society
● Market (Global Corporations/Industries)

The international actors have their own sphere of

influence in globalization. As to the degree of their
influence, it varies. This is due to various factors in the
realm of global interplay. Dominant states coming from
the global north display their presence in the international
arena through the presence of Multinational Corporations
and Transnational Corporations operating in various
places in the world. Resiliency in developing and less-
developed countries is shown in various strategies
formulated through their state policies.

● Enhancement Activity.

Group Activity
1. The class will be divided into six groups.
2. Each group will be assigned a particular organ of
the United Nations. The assigned group is tasked to
give the main function of the organ assigned.
3. With the same groupings, they are assigned to
research on International Organization and to give

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NGEC 0723 The Contemporary World

the main function or purpose of such.

4. Each group is assigned to research on Regional
Organizations in the world (i.e. ASEAN) and give
the purpose or function.

● Generalization.

There is no Global Government. There is no central

government. It is a rule-based order without government.
Global governance is the sum of laws, norms, policies and
institutions that define, constitute and mediate trans-border
relations between states, cultures, citizens,
intergovernmental and nongovernmental organization and
the market. It is based on the working concept of a
multicentric environment. The modern global interstate
system operates on the virtues of equality and respect
among sovereign states. International law and
jurisprudence play a vital role in a harmonious
relationship among countries.

● Application.

What is the most important thought that you have learned

in Contemporary Global Governance?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

True or False. Write True if the statement is correctly

stated and False if not.

__________1. A world government exists.

__________2. Member-states of the United Nations
strongly adhere to the resolutions passed by
the body.
__________3. The United Nations addresses problems
beyond the scope of states.
__________4. The United Nations helps to solidify new
norm behavior, often through summits,
conferences and international panels and
commissions.
__________5. Asia is viewed as a springboard towards
globalization. 

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NGEC 0723 The Contemporary World

Activity Sheet

Activity 01: Answer the following questions:

1. How is the world governed?

2. What steps or measures can countries do to redress grievances or complaints?

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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NGEC 0723 The Contemporary World

Assessment

Assessment 01. Creative/Digital Poster

Create a creative/digital poster on the roles or function of world leaders during the
COVID-19 Pandemic. The said poster must have the following elements:
a. Choose a world leader that is commendable on the COVID-19 response.
b. Example of measures that the world leader made on the prevention of
COVID-19

Rubrics for Creative/Digital Poster

Criteria Outstanding Very Good Good Fair/Pass Failure
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60
The poster Almost all Some Minimal Many
includes all the required required required required
Required required elements elements elements elements
Elements elements as are included are are included are missing.
well as on the included on the
additional poster. on the poster.
information. poster.
All graphics Almost all Some Minimal Graphics do
are related graphics are graphics graphics are not relate
Graphics - to the topic related to are related related to to the topic
Relevance and make it the topic to the the topic
easier to and most topic.
understand make it
easier to
understand
The poster is The poster The poster The poster The poster
very is attractive is is is
Attractive attractive in terms of somewhat acceptably distractingl
in terms of design, attractive attractive y messy or
design, layout, and in terms though it poorly
layout, and neatness. of design, may be a bit designed. It
neatness. layout, messy. is not
and attractive.
neatness.

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References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

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NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

74
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

75
Learning Module 2
The Contemporary World
 
Learning Packet 4

Global Divides: North and

South
NGEC 0723 The Contemporary World

Learning Packet 4

Global Divides: North and South

 
Introduction

This learning packet will introduce the learners on the concepts of Global Divides, the
difference between the Global North and Global South. This will also tackle the issue
of inequality among countries and the disparities in terms of wealth and resources
between countries.
 
Objectives

At the end of the learning packet, you are expected to discuss the distinction of the
Global South and Global North, to analyze the different lenses of Global relations and
realize the importance of the UN in facing Global Governance and recognize the
various concepts of Global Divides in terms of disparities of wealth and resources
between countries.

 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 04: Global Divides: North and South = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

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NGEC 0723 The Contemporary World

Suggested Readings: Access them on the internet just follow the link:

1. A 60 second Guide to the Global North/South Divide. Retrieved from:

https://tinyurl.com/GuidetoGlobalDivides

It is important for you to read the above-mentioned article in order to gain

fundamental knowledge about the global divides as well as to be immersed on how
the world are divided, what are the considerations behind this division and how this
affects the countries lie on both sides of this line.

Introduction Key Points:

 
In the 1980’s, the Brandt Line was developed as a way of · Global North
showing how the world was geographically split into · Global South
relatively richer and poorer nations. According to this · Brandt Line
model: (a) richer countries are almost all located in the  
Northern Hemisphere, with the exception of Australia and  
Definition of Terms:
New Zealand, while (b) poorer countries are mostly located
 
in the tropical regions and in the Southern Hemisphere. Global North. It is
However, over time it was realized that this view was too mostly correlated
simplistic. There are countries within the tropical region with the Western
which have above global average GDP per capita, yet still world and the First
appear in the “Global South”. World.
 
Pre-Assessment Global South. It is
an emerging term
Answer the following questions: used by the World
Bank to refer to low-
1. If you will divide the world into two regions, how and middle-income
countries located in
will you divide it? What will be your basis?
Asia, Africa, Latin
2. What do you think are the advantages and America and the
disadvantages of dividing the world into regions? Caribbean.

Brandt Line. a way

Lesson Proper of visualizing the
world that highlights
● Review. Talking about globalization, please reflect on the disparities and
the following: inequalities between
the wealthy North
In your previous learning packet, the topic of and the poorer
Contemporary Global Governance was discussed. global South.
What do you think is the most important role of the

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NGEC 0723 The Contemporary World

United Nations?  
 
Is the United Nations, as an organization, still relevant
today?

● Activity

Below is a map of the world. Can you name at least 3

countries under Global North, and 3 countries under
Global South? Write your answers on the space
provided.

Global North Countries:

1.
2.
3.
Global South Countries:
1.
2.
3.

Fig.1 Map of the world

Image Source:
https://images.app.goo.gl/uY9uz6m9geDjSx9w7

● Processing of the Activity.

How do you classify those countries either as Global North

or Global South? What are your criteria to identify those
countries? Please write your answer on the space provided.

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● Brief Lesson.

At this point, let see if your answer fits on the

description of these two divides.

The North-South divide is a socio-economic and political

division categorization of countries which globalization in
the world has two sides.

● The Global North

o Generally, the Global North include the G8

countries, the United States, Canada, all
member states of the European Union,
Israel, Japan, Singapore, South Korea, as
well as Australia and New Zealand and four
of the five permanent members of the
United Nations Security Council, excluding
China.
o The North is mostly correlated with the
Western world and the First World, plus
much of the Second World.
o The North of the Divide comprises
countries which have developed economies
and account for over 90% of all
manufacturing industries in the world.
Although these countries account for only
one-quarter of the total global population,
they control 80% of the total income earned
around the world.

● The Global South

o The Global South is an emerging term used

by the World Bank to refer to low- and
middle-income countries located in Asia,
Africa, Latin America and the Caribbean.
o The Global South is made up of Africa,
Latin America, and developing Asia,
including the Middle East, and is home to
the BRIC countries (excluding Russia):
Brazil, India, and China, which, along with
Indonesia, are the largest Southern states.
o An important characteristic of countries in
the South is the relatively low GDP and the
high population. Another common
characteristic of the countries in the South
is the lack of basic amenities. As little as
5% of the population is able to access basic

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needs such as food and shelter.

● The Problem of Global Inequality

o Social Differentiation – a process in which

people are set apart for differential
treatment by virtue of their statuses, roles,
and other social characteristics.

o Social Inequality – a condition in which

people have unequal wealth, power, and
prestige. (e.g., The people in the global
south)

o Based on GDP per capita, the nations of the

world can be divided into three major strata:
the core, the semi-periphery, and the
periphery:

❖ The Core
▪ Nations that compromise the core
are mostly in the global north
such as, U.S., Germany, France,
Australia, U.K., France, the
Scandinavia, and others.
▪ Also, South Korea and Japan are
included even though they are in
Global South because of the GNP
per capita.
❖ Semi-periphery
▪ Nations such as Saudi Arabia,
Brazil, and Taiwan, are
comparable to the middle class.
They are moving toward
industrialization.
❖ Periphery
▪ Poor nation such as Haiti,
Bangladesh, Ethiopia that
resemble the lower and working
classes. They are poor and
powerless.

● Enhancement Activity.

Do you think it is really necessary to divide the nations

between Global North and Global South? Why or why
not?

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NGEC 0723 The Contemporary World

● Generalization.

Global divides are like a double-edge sword,

advantages and disadvantages can be observed. Some
saw these divides as somehow discriminatory and
could pave way on the ideas of possible exploitation
from industrialized countries, while others saw this as
an opportunity to bridge harmonious connections and
foster good relations among industrialized and
developing countries.

● Application.

How this idea of dividing the globe into Global North

and South will affect the Philippines in terms of:
a. Economic progress; and
b. Political relations.
Justify your answer.
Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Answer the following questions:

1. If you will divide the world into two regions, how

will you divide it? What will be your basis?
2. What do you think are the advantages and
disadvantages of dividing the world into regions?

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NGEC 0723 The Contemporary World

Activity Sheet

Activity 01: Answer the following questions:

1. How is the world divided into two regions?

2. Give 5 each examples of Global North and South and cite situations on the
countries that are situated in the following regions?
3. What do you think is the relation of Global North and South to the social,
economic and political aspect? Explain

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

83
NGEC 0723 The Contemporary World

Assessment
Assessment 01. Write a 350-word analytical essay on how these global divides can foster
unity among division. You can access the rubric for the assessment below.

Rubrics
PERFORMANCE INDICATORS
CRITERIA NEEDS POINTS
OUTSTANDING PROFICIENT SATISFACTORY
IMPROVEMENT
(100 pts.) (70 pts.) (50 pts.)
(30 pts.)
There is a well-developed Introduction creates Introduction Background
introduction with an interest. Thesis adequately details are a
attention grabber that states the position. explains the random, unclear
grabs the reader’s interest Conclusion background but collection of
and continues to engage Effectively may lack detail. information.
the reader up until the summarizes the Thesis states the Thesis is vague
Introduction thesis statement. The topic. topic, but key and unclear.
and thesis statement should elements are Conclusion is not
Conclusion clearly state the missing effective and does
(20%) experience or event that not summarize
will be described as well as main points.
the effect on the writer.
Conclusion should
effectively wrap up and
restresses the importance
of the thesis.
Well-developed main Three or more main Three or more Three or more
points/topic sentences that points relate to the main points are main points are
relate directly to the thesis, but some present but lack present but lack
thesis. Supporting may lack details. details in details in
Main Points examples are concrete and The analysis shows describing the describing the
(35%) detailed. The analysis is events from the event. Little event. Little
developed with an effective author’s point of descriptive descriptive
point of view. view but could use language is used. language is used.
more descriptive
language.
Logical Progression of Logical progression Organization is Writing is not
ideas with a clear structure of ideas. clear. Transitions organized. The
that enhances the thesis. Transitions are are present at transitions
Organization
Transitions are effective present throughout times, but there is between ideas are
(20%) and vary throughout the the essay but lacks very little variety. unclear or non-
paragraph, not just in the variety. existent.
topic sentences.
Writing is smooth, skillful, Writing is clear and Writing is clear but Writing is
and coherent. Sentences sentences have could use a little confusing and
Style are strong and expressive varied structure, more sentence hard to follow.
(15%) with varied structure. Diction is variety to make the Contains
Diction is consistent and consistent. writing more fragments and/or
words are well chosen. interesting. run-on sentences.
Punctuation, spelling, and Punctuation, There are only a Distracting errors
capitalization are all spelling, and few (3- in punctuation,
Mechanics correct. No errors. capitalization are 4) errors in spelling, and
(10%) generally correct punctuation, capitalization.
with spelling, and
few errors (1-2) capitalization.
COMMENT: TOTAL
GRADE /100
PASSED
REMARK
FAILED

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NGEC 0723 The Contemporary World

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NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Abelos, A. B., R. A. Tajolosa, E. E. Riego De Dios, E.A. C. Flores, D.M. B Balaw-

ing, A.D. V. Olonan, J. A, Asuncion (2018). The Contemporary World. Malabon
City: Mutya Publishing House, Inc.

Aldama, P.K. R (2018). The Contemporary World. Manila: Rex Book Store, Inc.

Saluba, D. N., A. F. Carlos, J. F. Cuadra, A. D. Damilig, R. P. Corpuz, ML. A.

Endozo, M. P. Pascual, M. C. Hermogenes, J. C. Capacio. (2018). The Contemporary
World. Muntinlupa City: Panday-Lahi Publishing House, Inc.

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NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

88
NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

89
Learning Module 2
The Contemporary World
 
Learning Packet 5

Peace Education and the

concept of Peace and
Violence
NGEC 0723 The Contemporary World

Learning Packet 5

Peace Education and the concept of Peace of

Violence
 
Introduction

Peace education activities promote the knowledge, skills and attitudes that will help
people either to prevent the occurrence of conflict, resolve conflicts peacefully, or
create social conditions conducive to peace. In order to achieve these ideals, peace
education programs across the world address a wide range of themes. These include
nonviolence, conflict resolution techniques, democracy, disarmament, gender
equality, human rights, environmental responsibility, history, communication skills,
coexistence, and international understanding and tolerance of diversity.
 
Objectives

At the end of the learning packet, you are expected: to identify the meaning of Peace,
violence and history of peace education, to integrate the meaning of Peace and
Violence in the society and recognize the concept and trends of peace education.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 05: Peace Education = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 

91
NGEC 0723 The Contemporary World

Readings

Suggested Readings: Access them on the internet just follow the link:

1. Fountain, S. (1999). Peace Education in UNICEF. New York: UNICEF. Retrieved

from www.unicef.org/girlseducation/files/PeaceEducation.pdf

2. Harris, I. (2008). "History of Peace Education" in Monisha Bajaj, ed., Encyclopedia

of Peace Education. Charlotte, NC: Information Age Publishing, 2008)
Retrieved from (
http://www.tc.edu/centers/epe/PDF%20articles/Harris_ch2_22feb08.pdf )

3. Murithi, T. (2009). "An African Perspective on Peace Education: Ubuntu Lessons

in Reconciliation," International Review of Education (55), p. 221-233.

4. United Nations. (1945). Preamble of the UN Charter. Retrieved from

http://www.un.org/cyberschoolbus/peace/frame2.htm

5. Salomon, G. (2002). "The Nature of Peace Education: Not All Programs Are
Created Equal" in Nevo & Salomon, eds., Peace Education: the concept
principles, and practices around the world, New Jersey: Lawrence Earlbaum
Associates, p. 3-13.

It is important for you to read the above-mentioned readings in order to identify

the meaning of peace and violence, to construct the best tool to promote Peace
Education and to reflect on some global issues concerning . Furthermore, this will
prepare you to conceptualize the topics and definition to apply in real-life situation.

Introduction
Key Points:
Peace education encompasses the key concepts of
education and peace. While it is possible to define · Peace
education as a process of systematic institutionalized · Violence
transmission of knowledge and skills, as well as of basic · Peace Education
values and norms that are accepted in a certain society, the
concept of peace is less clearly defined. Also, peace
education could be defined as an interdisciplinary area of Definition of Terms:
education whose goal is institutionalized and
noninstitutionalized teaching about peace and for peace. Peace. Refers to the
legal relationship
Moreover, peace education aims to help students acquire

92
NGEC 0723 The Contemporary World

skills for nonviolent conflict resolution and to reinforce between an individual

these skills for active and responsible action in the society and a state.
for the promotion of the values of peace.
Violence. It is the
Pre-Assessment unlawful exercise of
physical force or
intimidation by the
Answer the following questions: exhibition of such
force.
1.In your own understanding, what do you think is the
rationale behind the concept of Peace education? Peace Education. It is
2. What is the distinction between peace and violence? the process of
3. What are some global issues that are related to peace and teaching people about
violence? the threats of violence
and strategies for
peace, and may take
Lesson Proper place inside or
outside a classroom
● Review.

In the previous learning packet, how does global

divides (north and south) relate to the concept of peace
education?

● Activity

a. Enumerate at least five social issues and explain its

cause and effect?
b. How these issues relate to the concept of peace and
violence?

● Processing of the Activity.

Compare your answers with at least one or two classmates,

Are there similarities or differences? What are the most
common answers in your class?

The concept of Peace The concept of violence

● Brief Lesson.

The History of Peace Education

Peace education can be defined simply as ―the process of

teaching people about the threats of violence and strategies
for peace, and may take place inside or outside a classroom

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(Harris, 2008, p. 15). With this broad definition, the history

of peace education is arguably as old as human history, as
cultures throughout the world have learned - and then
taught the next generation - how to live peacefully with
others. Diverse religious and philosophical traditions have
been a rich and influential source of peace learning, even
though people have also promoted violence in the names of
these traditions.

Peace education in its modern form, however, has its roots

in academia and the field of peace studies. Peace education
scholar Ian Harris describes this modern peace movement
as beginning in nineteenth century Europe with many
intellectual efforts to learn about violent conflict, evolving
into socialist political thought, and spreading to the United
States and elsewhere before World War I. Scholars then
began to study war and started trying to educate the public
about its dangers. More and more people tried to persuade
each other and their governments to use mediation instead
of war to solve international conflicts. For example,
influenced by the progressive ideas of the American
educational theorist John Dewey, many teachers across the
United States began using progressive education to teach
their students about our common humanity in order to
promote peaceful social progress (Harris, 2008, p. 16-17).

Maria Montessori is one example of an influential mid-

20th century theorist who found new connections between
peace and education. She linked teaching methodology to
peace-building, hoping to help the next generation avoid
the violence of authoritarianism. Other peace educators at
that time, such as Herbert Read, began encouraging the use
of art and students' creativity to promote peace, while
others, such as Paulo Freire, focused on training students
for critical analysis and reform of society.

International organizations, including various United

Nations bodies, as well as many nongovernmental
organizations, have been growing in influence and
importance since the end of World War I, and have
contributed greatly to the movement to achieve global
peace. Although the League of Nations failed, the
establishment of the United Nations achieved new levels of
global cooperation, norms, and ideals. The Charter of the
United Nations has since served as inspiration for the
development of peace education, as educators aspired to
help in the global effort to save succeeding generations
from the scourge of war, to reaffirm faith in the …dignity

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and worth of men and women, to establish conditions

under which justice and respect for the obligations arising
from treaties and other sources of international law can be
maintained, and ―to promote social progress and better
standards of life in larger freedom (United Nations, 1945).
With this mandate, the study and promotion of sustainable
peace through education began to take on new urgency and
sophistication to achieve these universal ideals.

Peace studies became a more serious academic subject

soon after World War II. The threat of nuclear war
throughout the Cold War encouraged many scholars to
devote their studies to creating a sustainable peace. Since
the 1980s in particular, peace education scholarship has
developed in many directions. Some have emphasized
minimizing masculine aggression, domestic violence, and
militarism; others have sought to foster empathy and care
in students; and many have argued that critical thinking
and democratic pedagogy are vital.

With the Convention on the Rights of the Child (CRC),

created in 1989, peace education and human rights
education took on new importance, as this type of
education came to be seen as a fundamental right that all
children should have. As UNICEF scholar Susan Fountain
writes, ―It is significant that the framers of the CRC
viewed the promotion of understanding, peace and
tolerance through education as a fundamental right of all
children, not an optional extra-curricular activity‖.
International organizations of all types, along with local
teachers and communities, felt renewed pressure to provide
peace education to all students as part of their core studies;
this provision became an explicit duty for everyone in
society, and especially for those involved in formal
education.

Thus, peace education has evolved to emphasize local

peace potentials and local traditions of conflict
transformation. Teachers and others have shaped their
programs to address the needs and goals of their
communities. For example, some scholars have suggested
ubuntu - an ethical philosophy of southern Africa that
roughly translates to “I am because you are as a helpful”
component of peace education in parts of Africa.

The history of peace education, therefore, has various roots

and has developed on various paths; nonetheless, every
instance of peace education can be seen as part of a larger
movement toward the creation of a more peaceful world.

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Despite their differences in local context, peace education

teachers have much in common. Many peace educators
seek to promote some combination of the following ideals:
human rights and the rights of the child, social justice and
the minimization of structural violence, critical analysis
and transformation of violent concepts and institutions,
non-violent interpersonal and inter-communal conflict
resolution, universal empathy, global familiarity, and
peaceful coexistence with the environment. Around the
world, teachers have drawn upon the work and research of
international activists, scholars, and each other for ideas.
At the same time, these peace educators' work continues to
inspire further work and study concerning new possibilities
for peace education.

Peace Education

Peace education as a concept and a field is difficult to

accurately and comprehensively define. It encompasses so
many different sub-topics, theories, and thinkers that a
unifying definition has proved elusive. Consequently, as
peace education has developed, evolving definitions have
continued to emerge, and even today there are many
different definitions of the concept. No one definition can
be called correct, as no overarching authority of peace
education exists; rather, the definition one chooses to adopt
is a matter of personal preference. However, it is important
to be aware of the various definitions and their
implications for classroom practice before deciding which
best fits one's own perception and practice of peace
education. The following definitions are not a
comprehensive collection – we are all free to define peace
education in terms that reflect our values and contexts.
This section attempts to present examples of the key types
of definitions in order to help teachers formulate their own
informed view on peace education.

Definitions of Peace Education

As explained by Abebe, Gbesso, & Nyawalo (2006):

Peace education is a unifying and comprehensive concept

that seeks to promote a holistic view of education.
However, its relevance is inextricably part of and is highly
dependent on contextual specificity. UNESCO literature
states that Peace Education is more effective and
meaningful when adopted according to the social and
cultural context and the needs of a country. It should be

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enriched by its cultural and spiritual values together with

the universal human values. It should also be globally
relevant. Given such a framework, it is hard to find a
universally accepted definition. As such, Peace Education
is characterized by its many definitions (p. 14).

John Dewey

One of the key thinkers of the field, John Dewey (1923),

defined peace education as a curriculum

“…..which will make it more difficult for the flames of

hatred and suspicion to sweep over this country in the
future, which indeed will make this impossible, because
when children‟s minds are in the formative period we
shall have fixed in them through the medium of the
schools, feelings of respect and friendliness for the other
nations and peoples of the world (p. 516). “

Dewey's emphasis, developed in the midst of two World

Wars, was on a sense of world patriotism and peaceful
internationalism that would eliminate the horrific wars of
his time, and his definition reflects that globalist theory.

United Nations

The United Nations, even in its earliest years, voiced

similar support for peace education as a catalyst for
international respect and human rights, as described in its
Universal Declaration of Human Rights:

“Education shall be directed to the full development of the

human personality and to the strengthening of respect for
human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all
nations, racial or religious groups, and shall further the
activities of the United Nations for the maintenance of
peace (United Nations General Assembly, 1948, p. 6)”

According to Abebe et. al. (2006),

Peace Education is process of developing knowledge,

skills, attitudes, behaviors and values that enable learners
to:

 Identify and understand sources of local and global issues

and acquire positive and appropriate sensitivities to these
problems
 Resolve conflicts and to attain justice in a non-violent

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way
 Live by universal standards of human rights and equity
by appreciating cultural diversity, respect for the earth and
for each other (p. 14).

Positive Peace and Negative Peace

Negative peace is the absence of violence. In order to

create negative peace, we must look for ways to reduce and
eliminate violence. A cease-fire would be an example of an
action for negative peace.

Positive peace is the presence of social justice and equality,

and the absence of structural or indirect violence. It is
characterized by the presence of harmonious social
relations and the “integration of human society” (Galtung,
1964). In order to further understand positive peace, it is
important to understand structural violence.

Structural violence, or indirect violence, is the result of

social structures or institutions that prevent people from
meeting their basic needs and accessing their basic human
rights. Assefa describes this as ―killing people without the
use of the gun‖ (1993: 3). For example, hunger can be the
result of structural violence, as economic and social
systems may prevent people from being able to access
adequate food supplies, particularly in societies where
there are rich people with excess food supplies, and
especially when public resources are diverted to other
areas, such as military spending. Another example would
be institutionalized racism or sexism.

Cultural violence refers to any aspect of culture which can

be used to justify structural violence. Language, religion,
ideology, and science are examples of parts of a culture
that may mask structural violence, and even make it seem
natural or right.

● Enhancement Activity.

What are the different definitions of peace education?

a. United Nations
b. Maria Montessori
c. John Dewey

● Generalization.

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Peace education activities promote the knowledge, skills

and attitudes that will help people either to prevent the
occurrence of conflict, resolve conflicts peacefully, or
create social conditions conducive to peace. In order to
achieve these ideals, peace education programs across the
world address a wide range of themes. These include
nonviolence, conflict resolution techniques, democracy,
disarmament, gender equality, human rights,
environmental responsibility, history, communication
skills, coexistence, and international understanding and
tolerance of diversity.

● Application.

What is the most important thought that you have learned

in Contemporary Global Governance?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 
Post-Assessment

Answer the following questions:

1.In your own understanding, what do you think is the

rationale behind the concept of Peace education?
2. What is the distinction between peace and violence?
3. What are some global issues that are related to peace and
violence?

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Activity Sheet

Activity 01: Answer the following questions:

1. Explain the difference between the concept of Positive Peace and Negative
Peace? Cite situations of each concept in relation to contemporary world.
2. What do you think is the relation of Peace Education to the social, economic
and political aspect? Explain
3. In your own perspective, what do you think is the importance of studying the
concept peace education? Explain

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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Assessment

Assessment 01. Creative/Digital Slogan

Create a creative/digital slogan on promoting or advocating the concept of peace

education. The said slogan must have the following elements:

a. Social Justice
b. Equality or inclusivity
c. Conflict resolution

Rubrics for Creative/Digital Slogan

Criteria Outstanding Very Good Good Fair/Pass Failure
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60
The slogan Almost all the Some Minimal Many
includes all required required required required
Required required elements are elements elements are elements are
Elements elements as included on are included included on missing.
well as the slogan. on the the slogan.
additional slogan.
information.
All graphics are Almost all Some Minimal Graphics do
related graphics are graphics are graphics are not relate
Graphics - to the topic and related to the related to related to the to the topic
Relevance make it topic and the topic. topic
easier to most make it
understand easier to
understand
The slogan is The slogan is The slogan The slogan is The slogan is
very attractive attractive is acceptably distractingly
Attractive in terms of in terms of somewhat attractive messy or
design, design, attractive in though it may poorly
layout, and layout, and terms of be a bit designed. It
neatness. neatness. design, messy. is not
layout, and attractive.
neatness.

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References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Abelos, A. B., R. A. Tajolosa, E. E. Riego De Dios, E.A. C. Flores, D.M. B Balaw-

ing, A.D. V. Olonan, J. A, Asuncion (2018). The Contemporary World. Malabon
City: Mutya Publishing House, Inc.

Aldama, P.K. R (2018). The Contemporary World. Manila: Rex Book Store, Inc.

Saluba, D. N., A. F. Carlos, J. F. Cuadra, A. D. Damilig, R. P. Corpuz, ML. A.

Endozo, M. P. Pascual, M. C. Hermogenes, J. C. Capacio. (2018). The Contemporary
World. Muntinlupa City: Panday-Lahi Publishing House, Inc.

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Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
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Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
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□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
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If Yes, what did he/she do to help you?
________________________________________________________________
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If No, state your reason?

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105
Learning Module 2
The Contemporary World
 
Learning Packet 6

Asian Regionalism
NGEC 0723 The Contemporary World

Learning Packet 6

Asian Regionalism
 
Introduction

This learning packet contains discussions on Asian Regionalism particularly, on how

Asian countries are interconnected and related in terms of their historical background,
economy, culture, and government. Also, it emphasizes the connection, difference,
and importance of regionalization to globalization. Further activities will develop the
students’ understanding of Asia’s functions as a region and Asia’s emerging influence
as a global force.
 
Objectives

At the end of the learning packet, you are expected: to differentiate between
regionalization and globalization, to identify the factors leading to greater integration
of the Asian region, and to recognize the different Asian states confront the challenges
of globalization and regionalization.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 06: Asian Regionalism = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

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Suggested Readings: Access them on the internet just follow the link:

1. Asian Regionalism: Context and Scope

https://aric.adb.org/emergingasianregionalism/pdfs/Final_ear_chapters/chapter
%202.pdf

2. Causes and Sources of the Asian Financial Crisis

https://unctad.org/system/files/official-document/ux_hi_akyuz.en.pdf

You need to read the abovementioned readings to identify the meaning of Asian
Regionalism and for you to realize how it affects your daily lives. Moreover, how the Asian
bond started through the Asian Financial Crisis.

Introduction
Key Points:
Regionalism is a political process characterized by  
economic policy cooperation and coordination among · Decoupling
countries. This is where countries coordinate in order to · Regionalism
form alliances with nearby countries. · Regionalization
· Tiger Economies
Asia is a region consisting of a variety of cultures and · Patrimonialism
products wherein most countries work together for the · Asian Financial
improvement and growth of one another. Through the Crisis
years, Asia had become an emerging global force of the · Hollywoodization
· K-wave
world because of the undeniable growth of its economy
· Open Regionalism
and influence of their culture.
 
Definition of Terms:
Pre-Assessment  
Decoupling. separate,
Answer the following questions: disengage, or
dissociate
1. Do you think regionalization is related to globalization? (something) from
Explain something else.
2. What are the common cultural practices that Asian
countries share? Regionalism. It refers
3. In your own perspective, do you think are Asian to formal economic
countries economically connected? Explain cooperation and
economic
arrangements of a
group of countries
Lesson Proper aimed at facilitating or
enhancing regional
● Review. Talking about globalization, please reflect on integration.

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the following:  
Regionalization. The
The previous lesson taught you that the world is growth of societal
divided into two regions which is the Global South integration within a
given region,
and Global North.
including the
undirected processes
Do you think Asia functions as a region economically, of social and
politically and culturally, knowing that it is a economic interaction
combination of both types of countries (rich and among the units.
poor)? Explain.
Tiger Economies.
● Activity A tiger economy is a
term used to describe
several booming
a. Research at least two (2) countries in Asia that is economies in
categorized as a Global North country. Southeast Asia.
b. How do you think these countries affected the third
world countries of Asia? Patrimonialism is a
form of governance in
which all power flows
directly from the
leader. 
● Processing of the Activity.
Asian Financial Crisis.
Compare your answers with at least one or two classmates, The Asian financial
crisis was a period
Are there similarities or differences? What are the most of financial crisis that
happened in East
common answers in your class?
Asia and Southeast
Asia beginning in July
● Brief Lesson. 1997 and raised fears
of a worldwide
Asian Regionalism economic meltdown.

The contemporary world that we have right now can Hollywoodization. to

be closely related to an association made of different teams make (someone or
something, such as
supporting each other while performing specific tasks--
an author or his or her
such as producing high quality services or goods. writings) conform to
Globalization had always taught us that countries work standards set up by
together in order to develop thus these political, economic, the American motion-
picture industry does
cultural and environmental interconnections are the biggest
not believe that the
backbone of improvement of today’s developing world. author can be
completely
● Asia
Hollywoodized— A. A.
Asia refer together to the regions of East (or VanDuym
Northeast) Asia, Southeast Asia, the Pacific Islands, and
Open Regionalism. It
South Asia. In addition to differences in language and involves economic
culture, it includes some of the world’s most economically integration without
developed states such as Japan, South Korea, Singapore discrimination against
and Taiwan, and highly impoverished countries such as economies outside

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Cambodia, Laos and Nepal. It includes the largest and the region. (Garnaut,
most populous states on the globe including China and 1994)
India and some of the world’s smallest such as the
K-wave. The Korean
Maldives and Bhutan. wave is the increase
in global popularity of
South Korean culture
since the 1980s. First
driven by the spread
of K-dramas and K-
pop across East,
Southeast and South
Asia.

Map of Asia

The area makes up nearly a third of the world’s land

mass and two-thirds of the global population. The
combined economies of the region now generate the largest
share of global GDP at 35 percent. It also accounts for just
over a third of total world exports of merchandise goods up
from a quarter in 2001 (Asian Development Bank, 2012:
211).
Some experts argue that Asia is in fact “decoupling”
(or removing its connections) from the world economy.
Whatever the eventual outcome, for now, Asia clearly has
a significant role in shaping global economic activity and
especially regional activity, and this role will increase with
the region’s growth and wealth. Policy makers need new,
more sophisticated tools to monitor regional economic
developments and set policies that will dampen economic
fluctuations and exchange rate volatility.

Regionalism Defined

How do Filipinos know that Philippines is part of the

Southeast Asian region? Besides from its geographic
location, there are many things to be considered such as
politics and economics. They said that Asian regionalism
is mainly a product of economic interaction and not
political planning. Asia’s economies are becoming closely
intertwined which is caused by Asian economies growing
large and prosperous enough to become important to each

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other.
However, regionalism is not just a political or an
economic phenomenon, the term actually encompasses an
even wider area. It can also be related to ethics, identities,
culture, religion and ecological sustainability. It is not only
affected by policy makers or economic actors; it is also
affected by social movements.

Edward D. Mansfield and Helen V. Milner described a

region as “a group of countries located in the same
geographically specified area” and “an amalgamation of
two regions or a combination of more than two regions”
organized to regulate and “oversee flows and policy
choices”. They had further specified the difference
between regionalism and regionalization. Regionalism is a
political process characterized by economic policy
cooperation and coordination among countries. This is
where countries coordinate in order to form alliances with
nearby countries. A great example of this is the
establishment of the Association of Southeast Asian
Nations (ASEAN). Regionalization, on the other hand, is
the regional concentration of economic flows between
countries. Countries form regional organizations for many
reasons such as for military defense and for sharing of
resources. Economic crisis usually binds countries
together.

Difference of Globalization and Regionalization

Globalization is a phenomenon that describes the

interdependence of world economies with one another.
Basically, it is the process of international integration
arising from the interchange of world views, products and
ideas. Its scope is worldwide. On the other hand,
regionalization is a part of the process of globalization but
it focuses on specific regions wherein countries function
together. An example of one region is Southeast Asia or
Asia itself. Regionalization happens because of the need of
countries to secure their economy, health or even safety
through the help of their neighboring countries.
When it comes to its nature, globalization promotes the
integration of economies around the world. However,
regionalization, is dividing it by region. Moreover,
globalization allows companies to trade at an international

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level but in regionalization trading secures local trading

first before anything else.
An alternative way to see the relationship between
globalization and regionalization is to look at Asia Pacific
and South Asia. The region is more of an autonomous
agent serving as an engine for globalization. This view,
while acknowledging the external impacts on the region
shows important ways in which the region is also
influencing and transforming the nature of globalization
itself.

Evolution of Asian Regionalism

Which is more influential, the acceleration of

globalization defined as the worldwide integration along
economic, political, social and cultural lines or the
emerging influence of Asia as a global force?

The success of Asian economies during the last decades is

a symbol of dynamism of East Asia. Almost all countries
from East Asia are called the tiger economies, namely
Singapore, Hong Kong, South Korea, and Taiwan. During
the postwar era, Asia had experienced difficulties in
managing their politics and economy. The emergence of
countries like Hong Kong, South Korea, China and Japan
signaled the advent of new economic powers. With this,
Asia’s neighboring countries started to adapt strategies and
initiatives from them when it comes to their economy,
security and politics. Before the dramatic rise, Asia was a
home for countries labeled as “underdeveloped”.

The economic development of East Asian countries

like Taiwan, Singapore, Hong Kong, and South Korea had
been perceived as the East Asian Miracle. The pattern of
developments in East Asia was marked by different
internal and external factors which are important in the
rebuilding of Asian economies.

For us to further understand Asian Regionalism, let us

examine the three proposed views about the connection of
Asia and globalization:
A. externalist view – the region as an object impacted by
globalization;
B. generative view – the region as a springboard; and

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C. the region as an alternative to globalization.

A. The Region as an Object Impacted by

Globalization
An externalist view refers to the colonial rule and
dominance of Western countries to Asian countries. In
addition, the technologically and industrially more
advanced Western powers found their way to the region
and alternatively prodded and muscled their way to
political and economic dominance.

Colonial Rule and Dominance

Colonialism in the region beginning from 1500s

brought enormous and devastating changes. An example of
this was the Portuguese invasion of Melaka in 1521 and the
subsequent fall of the sultanate which shifted political and
economic dynamics in Melaka and beyond. The arrival of
Ferdinand Magellan in 1521 in the Visayan region of the
Philippines marked the beginning of extended Spanish
colonial rule in those islands. The Dutch followed in the
17th century and slowly strengthened their position in the
Dutch East Indies. The British also consolidated their
power in South Asia, Burma and the Malay peninsula
while the French eventually took control of Indo-China in
the late 19th century.

Europeans brought new economic practices, religious

beliefs, cultural values, and political structures that
changed the region drastically. Japan and Thailand did not
experience colonial rule, but they had to deal with the
consequences of Western influence. Japan which had been
closed off during the reign of the Tokugawa shogunate,
was forced by the ‘black ships’ of Commodore Matthew
Perry in the late 19th century that brought about the Meiji
Restoration. Also, Thailand underwent significant changes
under the reign of King Mongkut (Rama IV) and King
Chulalongkorn (Rama V). Rama V is remembered as the
‘Great Modernizer’ who brought major political, social,
and economic reforms to Thailand (Stifel, 1976).

In the 19 th and 20th centuries, movements for

nationalism and independence also emerged in many parts
of the world including the Asia Pacific and South Asia.
Anderson (2007) highlights the global experiences of
nationalist leaders such as Jose Rizal in the Philippines,
who came to imagine themselves as Filipino after being
influenced by life in Spain and elsewhere.

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World War II

World War II (photo by: Uglow, Lody)

World War II marks another way in which the region

comes to be at once integrated and influenced by external
forces. After World War II, concerns about political
instability, faltering economic reform, and the fall of China
all pushed the United States and their occupation to stress
Japan’ economic growth and its incorporation into the
world economy (Ikenberry, 2007: 52). This meant opening
up American markets to Japanese goods, drawing on the
Japanese market to supply equipment and goods for US
armed forces and other aid programs, and eventually
incorporating Japan into the multilateral economic order
including the General Agreement on Tariffs and Trade
(Ikenberry, 2007).

Adoption of Export-oriented Growth

In the 1980s and 1990s, Japan, Korea and Taiwan

were able to adapt economic policies in line with what they
understood as an increasing globalized economic system
and benefitted from export-oriented growth policies. This
was followed by the high-flying growth of Southeast Asian
‘tigers’ including Thailand, Indonesia, Malaysia, Singapore
and Vietnam The East Asian countries and Southeast Asian
countries had some similarities including relatively close
ties between the state and business elite, some degree of
autonomous decision-making structure, and the rise of
manufacturing. However, Southeast Asian countries were
more reliant on infusions of foreign capital.

International Monetary Fund and World Bank

(Bretton Woods System)

Part of the Bretton Woods System, IMF and World

Bank were the cornerstones of economic liberalization and
globalization in the post-war global economy. Also, they
soon turned their attention to the developing world
including Southeast Asia.
In Indonesia, Suharto’s policies and the economic
framework under the IMF and World Bank provided
crucial assistance and foundation for the legitimacy of the

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authoritarian Suharto regime. Despite providing some basis

for economic coherence, the lenders looked away from the
massive amounts of corruption and patrimonialism that
occurred in the Suharto regime.
In Thailand, the IFIs pushed liberalization and
export-oriented growth which led to increasing amounts of
foreign investment and double-digit GDP growth. While in
the Philippines, the World Bank and the IMF had a cozy
relationship with Ferdinand Marcos whose tenure left with
nearly US$30 billion in debt.

Asian Financial Crisis

Feature photo of the Asian Financial Crisis

The IFIs and orthodox economists argued that the

Asian Financial Crisis in 1997 occurred due to poor
policies, weak governance, corruption, poor institutions
and inadequate liberalization (Rahman, 1998). According
to Bello and Bullardand Malhotra (2000) the other problem
was the unfettered capital resulting from processes of
globalization over the past several decades. Both views
recognized the deep impact globalization has had on the
economies in the region and the influence it played in the
1997 crisis. The financial crisis showed how deeply
integrated the economy was in the global financial system.

Liberalization of Economy and Membership to World

Trade Organization

China began liberalizing their economy in the late

1970s with the reforms introduced by Deng Xiaoping.
India began to liberalize their economy in 1991 and
increased levels of trade and foreign direct investment
particularly in the textile and services sectors of the
economy. Mabtaney (2008) said that both countries have
experienced high levels of economic growth as a result and
have also become much more integrated into the global
economy including membership in the World Trade
Organization (WTO).

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Effects on Culture

Globalization is leading to cultural homogenization

and destruction of cultural diversity. This can be seen in
the following:

● Increase in number of McDonald stores in Asia

from 951 in 1987 to 7,000 in 2002;
● Rise of domestic fast food chains in Asia like
Jollibee in the Philippines, California Fried
Chicken (CFC) in Indonesia, MOS Burger in Japan,
Jumbo King in India, etc.; and
● Rapid expansion of supermarkets in the region.

There is also strong evidence to suggest that diets in Asia

have been increasingly Westernized. One study in Japan
shows that younger people consume more beef and beer
while the older people eat more rice, vegetables and fruits.
Wheat replaced rice as staple food in most regions.
Furthermore, changing tastes in areas such as music,
clothing, television and film is also evident. In this light,
McDonaldization might also be referred to as ‘MTV-
ization’ or ‘Hollywoodization.’

B. The Region as a Springboard

A generative view shows how the region as an
active agent pushing the process of globalization forward.
It can be seen as a force for good bringing economic
development, political progress, and social and cultural
diversity to the region.
Spice trade
As Anthony Reid notes, the Europeans did not create the
spice trade. Spices were already making their way to
various parts of the globe, but the Europeans were
interested in cutting out the middleman. .
Circumnavigating the globe was a means to find cheaper
and faster ways to bring the goods back to Europe (Reid,
1988). In the same vein, some have argued that Asia, not
the West, was the central global force in the early modern
world economy because it was the site of the world’s most
important trade routes, and in some places more
technologically advanced than the West in key areas such
as science and medicine.

Colonialism
Colonialism too has come under a new lens recently as

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scholars have argued that colonies in the Asia Pacific and

South Asia and elsewhere influenced the West as much as
vice versa. Stoler argues that colonies were often
‘laboratories of modernity’ where ‘innovations in political
form, and social imaginary, and in what defined the
modern itself, were not European exports but traveled as
often the other way around’ (Stoler, 2006: 41).
In the Philippines, colonial policing in the American
colony can be understood as a social experiment that
transformed both the Philippine polity as well as the US
national security state. Practices and technologies such as
counter-insurgency, surveillance, and torture were
developed and perfected in the colonial Philippines before
making their way back to the core (McCoy and Scarano,
2009). In the fields of medicine and public health,
American scientists and physicians in the Philippines
brought back colonial bureaucratic practices and identities
to urban health departments in the United States in the
early twentieth century (Warwick Anderson, 2006). In
other words, colonialism was not simply a practice of
Western domination, but also productive of what we think
of as Western and modern.

Rise of Japan, China, and India

The end of World War II and the rise of the Cold War
helped bring Japan into the global economy. Japan as a
resource poor nation-state embarked on a massive project
to procure raw materials such as coal and iron at
unprecedented economies of scale allowing them to gain a
competitive edge in the global manufacturing market. This
not only transformed the market for these materials but
also globalized shipping and procurement patterns which
influenced other sectors as well. Furthermore, as Japan’s
competitive advantage became visible, other countries
modeled their practices on theirs further deepening the
globalized patterns of procurement and trade blazed by the
Japanese (Bunker, 2007).
China can also be seen as pursuing a similar pattern of
development today. It is now one of the world’s largest
importers of basic raw materials such as iron and has
surpassed Japan, the United States, and Europe in steel
production. In terms of its low wage labor and supply

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chain management, China has also had an enormous

impact on the availability and consumption of goods
around the globe (Nolan, 2004). China has also now
surpassed the World Bank in lending to developing
counties. The China Development Bank and the China
Export Import Bank signed loans of at least US$110 billion
to other developing country governments and companies in
2009 and 2010, surpassing the US$100.3 billion from mid-
2008 to mid-2010 by the IFIs (Dyer et al., 2011). The
implications here are political as well as economic. Grants
and loans made by states can often have economic and
political strings attached as the Japanese experience has
shown (Islam, 1991).
India is often mentioned in the same breath as China
for its scale and impact on globalization. India too has
opened up and emphasized an export-oriented strategy.
Textiles and other low wage sectors have been a key part
of the economy, but high value exports such as software
development have also been highly successful. It is also
playing a key role in global service provision as trends in
outsourcing and off-shoring increase (Dossani and Kenney,
2007).

International migrant labor

India and China, among others in the region, have
become a major source of international migrant labor,
which is also one of the fundamental characteristics of the
era of globalization. This includes the migration of highly
skilled labor into the high-tech industry based in Silicon
Valley, which includes a disproportionate number of
immigrants from India and China. But much more
prominent is the flow of domestic workers to other places
in the region, or to the Middle East, Europe, and the United
States. Much of this migration has received international
attention because it is often undocumented and working
conditions can be poor, even deadly.

Remittance from migrant workers

Women constitute a large majority of many countries’
migrant pool including Indonesian (79 per cent), the
Philippines (71 per cent) and Sri Lanka (66 per cent) (Kee,
Yoshimatsu and Osaki, 2010: 30). Remittances from
migrants have also become a core source of income for

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many of the region’s economies. Sometimes, these exceed

the flow of official development assistance (ODA) or
foreign direct assistance (FDI) (Kee, Yoshimatsu and
Osaki, 2010: 32). In the Philippines, remittances are now
equal to 11 per cent of the entire economy (The Economist,
2010). In 2007, India, China, and the Philippines were
three of the top four recipient states of migrant remittances
totaling US$70 billion (the other country was Mexico)
(Kee, Yoshimatsu and Osaki, 2010: 32). In other words,
the region is both the source and recipient of the influences
of the massive globalization of migration.

Regional free trade arrangements

Another broad trend in the Asia Pacific and South Asia
is the rise of regional free trade arrangements. This
regionalism can be interpreted either as a kind of bulwark
to globalization or as compatible and even pushing forward
the process of global economic integration. Proponents of
the latter view argue that regionalism can promote
learning, assuage domestic audiences to the benefits of free
trade, and form the institutional framework to scale up
from regional cooperation to global cooperation (Lee and
Park, 2005). In other words, regionalism can act as a
springboard for globalization. One of the distinguishing
features of regional institutions in Asia Pacific and South
Asia has been the adoption of ‘open regionalism’ which
aims to develop and maintain cooperation with outside
actors. This form of regionalism was meant to resolve the
tension between the rise of regional trade agreements and
the push for global trade as embodied by the WTO
(Bergsten, 1997). ‘Open’ refers to the principle of non-
discrimination, more specifically an openness in
membership and openness in terms of economic flows
(Sutton, 2007). Most regional trade agreements and
organizations in other regions including North America
(NAFTA) and Europe (the European Union) tend to be
exclusive and thereby ‘closed’.

Open regionalism
Open regionalism is embodied by Asia Pacific
Economic Cooperation, or APEC. Formed in 1989, it
includes 21 member economies along the Pacific Rim
including East Asian and Southeast Asian states but also
Russia, Peru, Chile, the United States and Canada. As the

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1990 Ministerial Declaration states, ‘it was desirable to

reduce barriers to trade in goods and services among
participants so long as such liberalization was consistent
with GATT principles and was not to the detriment of
other parties. To be sure, APEC has faced significant
challenges especially in the wake of the 1997 Asian
Financial Crisis and the more recent global economic
crisis. However, it continues to push for a vision of
regional cooperation that is consistent with and advances
globalization. A final area to consider is the broad area of
culture and globalization in the region.

Asian Products in Global Market

The region is the source of a wide variety of cultural
phenomena that have also spread outward to the West and
the rest of the world. ‘Hello Kitty’, created in Japan by the
Sanrio Group in 1974, for example, has become a massive
global success. It can be seen on a range of products from
pencils and erasers to designer handbags and diamond-
encrusted watches and generates a billion dollars in
revenue annually. Anime (and other entertainment
products from Japan) has become a regional and global
phenomenon including Pokemon, Mario Brothers,
Astroboy, and Power Rangers among others. Much of this
has come to be understood as the spread of a kawaii or
‘cute’ culture, or what some have called ‘Pink
Globalization’ (Yano, 2009: 681–8). Japan holds no
monopoly in this domain of cultural globalization. In terms
of cinema for example, films ranging from ‘Kung-fu’
movies to Bollywood have become massively popular in
the West, not to mention individual filmmakers from the
region with global acclaim.
More recently, there has been a regional and global
rise in Korean popular culture dubbed the ‘K-Wave’ that
includes the spread of Korean dramas as well as music (K-
pop).

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Nothing demonstrates this better than the smash hit,

‘Gangnam Style’ by Korea pop star PSY. Released in July
2012, the song and music video became a viral sensation
on YouTube, topping music charts in over two dozen
countries including France, Germany, Poland, Mexico,
Australia, Norway, and Lebanon, and subsequently won
Best Video at the MTV Europe Music Awards (Gangnam
Style: PSY 2012).

Globalization has not been a one-way street. While

there is little doubt that the Asia Pacific and South Asia
have very much been on the receiving end of globalization,
it is also true that the region is generative of many aspects
of the globalization process. This can be seen both
historically and more recently and across a broad variety of
domains from the economy to political structures to
culture.

C. The Region as an Alternative to Globalization

The arguments from this perspective see the region
as a source of resistance to globalization or to global or
Western powers.
Japan’s colonization of the region in 1930s and
1940s and the building of a supposed East Asian Co-
Prosperity Sphere merely replicated imperial relationships
in East and Southeast Asia with new masters. The ‘Sphere’
referred initially to Japan, China, and Manchukuo. With
the outbreak of World War II, the members of the Sphere
included Japan, Manchukuo, Mangjiang (Outer Mongolia),
the Republic of China, States of Burma, Republic of the
Philippines, Empire of Vietnam, Kingdom of Kampuchea,
Kingdom of Laos, Azad Hind, and Kingdom of Thailand
(Beasley, 2000). The failure of the Co-prosperity Sphere
was a result not only of Japan’s loss in the World War II,
but also the overt racism of Japan itself towards its
supposed co-members. It soon became clear that the
Sphere was for Japanese interests only at the expense of
the interests of the fellow members.

The Concept of Asian Values

According to Prime Minister Mohamed Mahathir of
Malaysia, Asia has culturally distinct characteristics that
make it different from Western liberal democracies.

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Mahathir noted that “the Asian way is to reach consensus

on national goals with the democratic framework to take
the middle path to exercise tolerance and sensitivity
towards others. This contrasts to Western values where
every individual can do what he likes, free from any
restraint by government. Furthermore, Asian respect hard
work, thrift, authority and emphasize community over the
individual. Asian operates based on harmony and
consensus rather than majority rule.

Regional Arrangements
Another way the region serves as an alternative to
globalization is through the lens of regional arrangements.
The East Asia Economic Caucus (EAEC) was pushed as an
alternative to APEC, an APEC without Western states. The
proposed member-states were ASEAN, China, Korea and
Japan.
A second institutional example along the same lines
was the proposed Asian Monetary Fund (AMF). The fund
was envisioned to have a capitalization of US$100 billion
and include ten members – China, Hong Kong, Japan,
South Korea, Australia, Indonesia, Malaysia, Singapore,
Thailand and the Philippines. USA was not included from
the proposed-membership which resulted for the US to
strike down the proposal.

Emergence of Regional Terror Network

The emergence of regional terror networks such as

Jemaah Islamiyah or JI is a more subversive articulation of
regionalism as an alternative to the West. According to
International Crisis Group (2002), JI’s main operations
have been in Indonesia with apparent links in Malaysia,
Philippines, and Thailand among others. JI is infamous for
the 2002 Bali bombings which took place in a night club in
the resort town of Kuta and Killed more than 200 people,
mostly Australian and other foreign nationals.

The alleged goals of JI are territorial and also

regionalist, to create an Islamic state in Indonesia. followed
by a pan-Islamic caliphate incorporating Malaysia,
Singapore, Brunei, and the southern Philippines.

Local Movements Emerged

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The village of Santi Suk in Thailand created their

own currency following the Asian Financial Crisis that
struck the region in Thailand. The currency is called the
‘bia’ which can be used to purchase various commodities
but cannot be used outside of participating villages and
cannot be exchanged for Thailand’s national currency.
Community currency is an example of a larger trend in
self-sufficiency movements that emerged in Thailand after
the Asian Financial Crisis.

In Japan, Community Supported Agriculture (CSA)

and the Seikatsu Club both encourage consumers to buy
ethically and locally. Lok Samiti Group in India advocates
local village level education and development and
campaigns against the Coca-Cola bottling plant in
Mehdiganj.

● Enhancement Activity.

Give three (3) recent events that showed the

cooperation of Asia as a region.

● Generalization.

Asia is a large continent consisting of many different types

of countries-- first world and third world. Geographic
location is not the only way to identify which region or
continent a country belongs to. Asia is bonded
geographically, economically, culturally and politically.
Despite the challenges of globalization, Asia itself had
become an emerging global force that continues to
influence and affect different countries worldwide.

● Application.

In your own perspective, what are the things that you

experience or see in your daily life that is a sign of the
integration of Asian countries? For example, similarities
of culture or religion.

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

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NGEC 0723 The Contemporary World

Post-Assessment

Answer the following questions:

1. Do you think regionalization is related to globalization?

Explain
2. What are the common cultural practices that Asian
countries share?
3. In your own perspective, do you think are Asian
countries economically connected? Explain

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Activity Sheet

Activity 01: Answer the following questions:

1. What is the difference between regionalization and regionalism?

2. Why do countries form a regional organization?
3. How regionalism different and yet a part of globalization?

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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Assessment

Assessment 01. Search news article in the internet/printed newspaper about the
current Asian Regionalism and relate this article to the given concepts:
a. Social Context
b. Economic Context
c. Political Context
d. Cultural Context

After relating the concepts, answer the following questions:

1. Based on the article, how Asians States Confront Globalization and
Regionalization?
2. In your own perspective, give 3 each positive and negative effects of Asian
Regionalism to the Philippines.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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NGEC 0723 The Contemporary World

References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Abelos, A. B., R. A. Tajolosa, E. E. Riego De Dios, E.A. C. Flores, D.M. B Balaw-

ing, A.D. V. Olonan, J. A, Asuncion (2018). The Contemporary World. Malabon
City: Mutya Publishing House, Inc.

Aldama, P.K. R (2018). The Contemporary World. Manila: Rex Book Store, Inc.

Saluba, D. N., A. F. Carlos, J. F. Cuadra, A. D. Damilig, R. P. Corpuz, ML. A.

Endozo, M. P. Pascual, M. C. Hermogenes, J. C. Capacio. (2018). The Contemporary
World. Muntinlupa City: Panday-Lahi Publishing House, Inc.

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NGEC 0723 The Contemporary World

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130
Learning Module 2
The Contemporary World
 
Learning Packet 7

Global Media Cultures

NGEC 0723 The Contemporary World

Learning Packet 7

Global Media Cultures

 
Introduction

This learning packet will cover the important impact of media on cultural
globalization, the globalization of media, and globalization of culture. The crucial role
played by media in the cultural, political, economic and social processes will be the
most important part of the discussion. 

Objectives

At the end of the learning packet, you are expected to explain the current global media
cultures around the world, to describe the various effects of media in the society, and
to value the global media cultures in forming our society.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 07: Global Media Cultures = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

“The Contemporary World” By: De Guzman, Rocina, Balaw-ing, Garcia

These reading materials, will provide you the information that will help you

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NGEC 0723 The Contemporary World

understand the role of media in the globalization process. Read all the topics
provided, to enable you to examine the current global media cultures.
Introduction

The media have played vital role in the globalization

process. The rapidly growing supply of media products
has influenced changes in society and enhanced the
culture of globalization.
 
Pre-Assessment

Answer the following questions:

1. What is global media culture and media globalization? Key Points:

2. What are positive and negative effects of the  
globalization of culture? · Media
3. In your own perspective, do you think media controls · Cultural
Globalization
the lives of the people?
 
 
Definition of Terms:
Lesson Proper  
Media. Refers to
● Review. Talking about globalization, please reflect on technologies which
the following: are intended to
provide a wider
What is the concept of Asian Regionalism and its relation venue of audience
to Globalization? with the use of mass
communication.

Cultural
● Activity
Globalization. Is the
process by which a
What is the role of media in globalization? person’s cultural
concept, views, and
● Processing of the Activity. experiences are
spread around the
Compare your answers with at least one or two classmates, world, using different
means of
Are there similarities or differences? What are the most dissemination. 
common answers in your class?  

● Brief Lesson.

The term media refers to technologies which are intended

to provide a wider venue of audience with the use of mass
communication. Mass media may be the strongest indirect
agent of socialization in the contemporary globalized
world. They influenced our lives to a great extent as we
tend to learn a lot from international newspapers,
magazines, radio, Internet, and television. The Mass Media
play a key role in enhancing globalization as they facilitate

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cultural exchanges and several flows of information and

images, among countries through international news
broadcasts, television programs, new technologies, film,
and music.

According to the analysis of cultural and psychological

scholars, media in the form of information present in
satellite television, the internet, computer use, mobile
phones, gadgets and other forms of communication are
decisive forces in the present transformation of cultural and
social geography. Such electronic media has made possible
a strong connection of communication across boundaries
and provided a temporary venue for social interaction and
relations.

Media can be considered largely as a product of culture

and the movement of such a product to potential recipients
will likely have an impact on the culture of its recipients.
Technology is also one of the motors of globalization as it
allows for faster communication, more efficient means of
transportation and wider global marketing; which are
likewise important tools for globalized media to flourish.

Globalized Culture and the Markets

Globalization has been known as a global economic trend

involving the trending down of economic trade walls and
yet can involve the cultural aspect as well. In the same way
the movement of balance and technology into a country
opens up foreign influence through foreign investments,
foreign money is also pumped into the economy of a
country with the influx of culture. This change brought
about by globalization transform such country by
becoming more like that of the United States in terms of
economic preference.

However, this may also result to the adoption of American

culture by that community. The result may be one of these
three types: homogenization where the American culture is
imbibed into the local way of living; heterogenization
where only segments of American culture seeps into the
local culture; and mixed form of the two types. This
happens depending on the situations involved in the
development of these transactions. This amalgamation of
possibilities is difficult to absorb because of countless
factors involved in globalization involvement of the media.
One such factor is the language and culture barrier that is
involved in the media and may not be acceptable in some
countries. Thus, media globalization follows a more
structured approach with a wider leeway of organization

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NGEC 0723 The Contemporary World

and creation. On a final note, a media company can have

diverse culture-specific brand in each country and yet
maintain a highly globalized management structure.

Localization of Culture

Some experts consider globalization as a healthy trend that

makes the world a better place to live in while others point
to it as a cause degradation and decadence. Some analysts
even consider globalization as a means of destroying the
traditions, beliefs, and values of other nations. While
others argue that it will not affect or erode cultural values
and tradition in spite of its ever increasing influence in
global transactions.

It is argued that new innovations and ideas introduced by

globalization will further enrich local cultures and
communities and also, vast quantities of different products
to these states, thereby increasing the cultivation of
different products and finally, local communities will be
able to enjoy many kinds of offshoots or by-products of
globalization which will not alter their views but
strengthen them.

Globalization of Culture.

Cultural Globalization is the process by which a person’s

cultural concepts, views, and experiences are spread
around the world, using different means of dissemination.

Cultural Globalization Illustrations

Some people may find it amusing that American clothing

apparel and fast food chain restaurants are almost present
in any part of the world, but this cultural influence is not in
any manner a one-way direction. The United States, for
example, has absorbed also the great cultures and traditions
of other nations such as the foreign cuisine cooked in the
Filipino way or Thai manner. In the music bars of Europe
can be heard from different European countries, various
kinds of music which proves the culture from recipients
also influence the giver. Annually, prominent leaders
engaged in business meet in various locations such as the
United Kingdom, Japan, China, Germany, and the Unites
States and exchange views with their counterparts to
discuss policy direction in technology and business culture
and other fields. Culture all over the world have exchanged
particular words and phrases with each other and adopted
them. The Spanish “Hola” for example, has also been used
in Western societies and the “thumbs up” sign has also

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been universally used in global cultures and societies. The

long arm of cultural globalization has spread in the field of
the arts, food, customs, languages, entertainment, and even
in areas of business and technology. Thus, we can
conclude that all persons in the world are affected and
impacted by it.

● Enhancement Activity.

What are positive and negative effects of the globalization

of culture?

● Generalization.

Media is one of the secondary causes of globalization

rather than just an industry affected by globalization.
Media can be considered largely as a product of culture
and the movement of such a product to potential recipients
will likely have an impact on the culture of its recipients.
Technology, therefore is one of the motors of
globalization.

● Application.

What is the significant insights you have learned in Global

media culture?

In your own perspective, how can you apply the Global

media cultures in your respective program?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Answer the following questions:

1. What is global media culture and media globalization?

2. What are positive and negative effects of the
globalization of culture?
3. In your own perspective, do you think media controls
the lives of the people?

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Activity Sheet

Activity 01: Conduct a brief survey among your classmates and teachers regarding
their consumption of social network technologies. Use the table below to organize
your data. Remember to seek for informed consent from your participants.

Do you
Consent to
Participate
Average
Social in This
Number of Perceived
Network Purpose for Survey? (a
Participant Hours Effects in
Platforms using these signature
Name Spent Using these
Used (in Platforms indicate
Online in Platforms
order of consent or
These
preference) screenshot
platforms
in
messenger)

From the data that you have gathered, what do you think is the role of media in
globalization? Explain.

Criteria Outstanding Very Good Good Fair/Pass Failure

91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60
The The situation The situation The situation The situation
situation and opinion and opinion and opinion and opinion
Quality of and opinion were were vague given was given was
Writing given was informative and general. somehow poorly
excellent. and not related to organized
organized. the concepts. and not
related to the
given
concept.
No Few spelling Almost half of Every Many
Grammar grammatical or the answer paragraph spelling or
Usage errors grammatical contains contains grammatical
errors spelling or spelling or errors
grammatical grammatical

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error errors.

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Assessment

Assessment 01. Photo Voice

Go around your house and look for objects which you think are representative of your
family’s and your community’s culture. Take picture of these objects, print it or
attached it in your google drive or your activity sheets.

Explain how each object is representative of your culture.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rubrics:
Partially
Criteria Exemplary Proficient Proficient Incomplete

Concept 15-25 points 10-14 points 5-9 points 0-4 points

Has a clear Has a fairly Has Little effort has

picture of what clear picture of brainstormed been spent on
they are trying to what they are their concept, but brainstorming
achieve. trying to no clear focus and refining a
Adequate achieve. Can has emerged. concept.
description of describe what Goals/final Unclear on the
what they are they are trying product not goals and how
trying to do and to do overall but clearly defined. the project
generally how has trouble objectives will
his/her work will describing how be met.
contribute to the his/her work
final project. will contribute
to the final
project.

Content/ 15-25 points 10-14 points 5-9 points 0-4 points

Organization
The content Information is The content does Content lacks a
includes a clear presented as a not present a central theme,
statement of connected theme clearly stated clear point of
purpose or with accurate, theme, is vague, view and
theme and is current and some of the logical
creative, supporting supporting sequence of
compelling and information that information does information.
clearly written. contributes to not seem to fit Much of the
A rich variety of understanding the main idea or supporting
supporting the project’s appears as a information is
information in main idea. disconnected irrelevant to the
the photo Details are series of scenes overall
contributes to logical and with no unifying message. The
the persuasive main idea. viewer is
understanding of information is Includes few unsure what the

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the project’s effectively used. citations and few message is

main idea. The content facts. because there is
Events and includes a clear little persuasive
messages are point of view information
presented in a with a and only one or
logical order. progression of two facts about
Includes ideas and the topic are
properly cited supporting articulated.
sources. information. Information is
Includes incorrect, out
properly cited of date, or
sources. incomplete. No
citations
included.

Quality 12-25 points 8-11 points 4-7 points 0-3 points

The photo was The photo was Picture was There was no
excellent and completed and made, but had movie, or tape
had all required contained all very little if any was totally
elements. The required items. editing. Many unedited with
photo was well The photo was poor shots no transitions
edited and the not done as well remain. Photo or audio
explanation of as it should have was very support of any
the picture was been. Some poor fragmented and kind.
clear and concise shots remain and pixilated with a
to the main idea the elements are lesser idea of the
of the topic. not present in topic.
the main idea of
the topic that
has been
discussed.

Timeliness 12-25 points 8-11 points 4-7 points 0-3 points

All project Most project Many project Deadlines were

deadlines were deadlines were deadlines were regularly
met. met. Those that not met, missed, having
were late did not resulting in some a significant
have significant impact on the impact on the
impact on the finished project. final project.
finished project.
Final Score

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References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Abelos, A. B., R. A. Tajolosa, E. E. Riego De Dios, E.A. C. Flores, D.M. B Balaw-

ing, A.D. V. Olonan, J. A, Asuncion (2018). The Contemporary World. Malabon
City: Mutya Publishing House, Inc.

Aldama, P.K. R (2018). The Contemporary World. Manila: Rex Book Store, Inc.

Saluba, D. N., A. F. Carlos, J. F. Cuadra, A. D. Damilig, R. P. Corpuz, ML. A.

Endozo, M. P. Pascual, M. C. Hermogenes, J. C. Capacio. (2018). The Contemporary
World. Muntinlupa City: Panday-Lahi Publishing House, Inc.

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Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
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In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
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If Yes, what did he/she do to help you?
________________________________________________________________
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________________________________________________________________

If No, state your reason?

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________________________________________________________________
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NGEC 0723 The Contemporary World

________________________________________________________________
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144
Learning Module 2
The Contemporary World
 
Learning Packet 8

Globalization of Religion
NGEC 0723 The Contemporary World

Learning Packet 8

Globalization of Religion
 
Introduction

This learning packet will tackle The Globalization of Religion, as you go through this
learning packets you will discover the relation of religion to globalization, how
globalization affects the religious beliefs and practices, and the role of religion in
promoting world peace. This packet is consisting of five sub topics namely: defining
religion, social organization of religion, religion and society, religions in global
conflicts and the impact of religion in global peace. The emphasis of discussion is the
role of religion in promoting the world peace in the contemporary word.

Objectives

At the end of the learning packet, you are expected to: explain how globalization
affects religious practices and beliefs; analyze the relationship between religion and
global conflict and conversely global peace. and to recognize the function of religion
in the age of globalization

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 08: Globalization of Religion = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

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Suggested Readings: Access them on the internet just follow the link:

1. Religion and Globalization: New Possibilities Furthering Challenges

https://www.e-ir.info/2014/07/16/religion-and-globalization-new-possibilities-
furthering-challenges/
2. Religion in World Affairs: Its Role in Conflict and Peace
https://www.usip.org/sites/default/files/resources/sr201.pdf
3. The 9/11 Attacks—A Study of Al Qaeda's Use of Intelligence and
Counterintelligence
https://www.tandfonline.com/doi/full/10.1080/10576100802670803
4. The Global Religious Landscape
https://www.pewforum.org/2012/12/18/global-religious-landscape-exec/

It is important for you to read the above-mentioned readings to understand

how religion plays an important role in creating conflict and promoting world peace.
This article also serves as an eye opener to the 21 st century learners so that you have a
cognition on how religion affects the globalization. Furthermore, this will prepare you
to conceptualize the topic on how to become an agent of world peace to be applied in
the real-life situation.
Introduction Key Points:
 
· Religion
Globalization has played a tremendous role in providing a
· Christianity
context for the current revival and the resurgence of
· Islam
religion. Today, most religions are not relegated to the
· God
countries where they began. Religions have, in fact,
· Allah
spread and scattered on global scale. Globalization
· ISIS
provided religions a fertile milieu to spread and thrive. As
Scholte (2005) made clear: “Accelerated globalization of  
recent times has enabled co- religionist across the planet Definition of Terms:
to have greater direct contact with one another. Global  
communications, global organizations, global finance, Religion. It is
and the like have allowed ideas of the Muslims and the commonly regarded as
universal Christian Church to be given concrete shape as consisting of the way
never before. people deal with
ultimate concerns
There are more than 7 billion people in the world today, about their lives and
almost 84 percent of these people (approximately 5.8 their fate after death.
billion) identify themselves as part of religious group,
reveals a 2010 study by Pew Research Center (2012). The Christianity. It has
same study revealed that majority of these people are become the largest of
either Christians, Muslims or Hindus, respectively. A the world’s religions
huge minority expressed that they are un affiliated, little and, geographically,
more that 16 percent. the most widely
diffused of all faiths.
“No doubt, when all we do is consider the formulas
literally, these religious beliefs and practices appear Islam. It is the whole
disconcerting, and our inclination might be to write them body of Muslim
off to some sort of inborn aberration. But we must know believers, their
how to reach beneath the symbol to grasp the reality it civilization, and the
represents and that gives the symbol its true meaning. countries in which

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theirs is the dominant

The most bizarre or barbarous rites and strangest myths
religion.
translate some human need and some aspect of life,
whether social or individual.” God. one of several
deities, especially a
male deity, presiding
- Emile Durkheim, “The Elementary Form of over some portion of
Religious Life” worldly affairs.
  Allah. the Supreme
Pre-Assessment Being; God of Islam.

Answer the following questions based on the prior ISIS. The Islamic State
knowledge that you have about the topic. of Iraq and the Levant
(ISIL; /ˈaɪsəl, ˈaɪsɪl/),
1. What is Globalization in religion? also known as the
2. How globalization affects religious practices and Islamic State of Iraq
beliefs? and Syria
3. In your own point of view how religion contributes in (ISIS; /ˈaɪsɪs/),
creating conflicts and promoting the world peace? officially known as the
Islamic State (IS) and
also known by its
Arabic acronym Daesh
Lesson Proper (Arabic: ‫داعش‬, Dāʿish,
IPA: [ˈdaːʕɪʃ]), is a
● Review. Talking about globalization, please reflect on militant group and
the following: former unrecognized
proto-state.
What is the concept of Global Media Cultures and its
relation to Globalization?

● Activity

Image Creation

Post an image of the following items and briefly describe

them

A religious ritual an example of religious

practice
______________________________

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NGEC 0723 The Contemporary World

________________________

Religious symbol Religious Leader

________________________
______________________

● Processing of the Activity.

Based on the image that you posted above, how do you

define religion? Compare your answer with your group/
classmates brainstorm together to come up with a more
meaningful definition of religion.

● Brief Lesson.

Defining Religion
Emile Durkheim (1856-1917)
 Religion is a system of socially shared symbols,
beliefs and rituals that is directed toward sacred,
supernatural realm and addresses the ultimate
meaning of human existence.
 Religion also pertains to sacred (uncommon) and
profane (ordinary)
 Durkheim emphasize that an object, person place
or event is not inherently sacred. Rather,
sacredness is bestowed by a community of
believers, and consequently, what is sacred to one
group may be profane to another.
 For example, the countries of United states, New
Zealand, Australia, and most people think of dairy
cows in purely practical terms, and most farmers
do not hesitate to send cows to slaughterhouse
when their milk production declines. But cows are
sacred in Hindu theology. In India, not only many
cows not be eaten, but the government agencies
maintain bovine rest homes so that decrepit and

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infirm cows may spend their golden years in a

manner befitting their status (Harris, 1974 cited by
Thompson and Hickey, 2006).
 Religious Symbols includes icons (holy pictures,
status, masks, relics) , sacred words, places , foods,
clothing and other earthly goods that assist people
in making contact with the supernatural real.
 Rituals are formal, stylized enactments of beliefs
may be brief and private or may involve great
collective celebrations such as seasonal festivals or
yearly traditions like the one being done by
devotees of the Black Nazarene in Quiapo Chruch,
Manila.
 According to, Johnstone (1992) rituals are future
oriented group activities, magical rituals are
typically individual acts with short term objectives.
 Magical rituals are commonly employed to deal
with current and specific problems, such as
producing rain during a drought or hitting a home
run, religion “deals with what ca be termed
problems of ultimate meaning “ ( Chalfant, 1994).

Globalization affects Religious Practices and Beliefs

Evolving trade routes led to colonization of Asia, Africa
and South America. Religion became an integral part of
colonization and later on globalization. Religion has been a
major feature in some historical conflicts and, most recent
wave on modern terrorism. According to Karl Marx and
other 19th century German social theorists believed that the
world would be better place without religion. To their
thinking, religion was a weapon by which wealthy and
powerful groups maintained their privileged positions and
oppressed those beneath them in social hierarchy. Marx
was particularly interested in how religions comforting
messages and promises of future rewards diverted people’s

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attention away from social in equalities and injustice.

The Impact of Globalization
 Flattens cultural differences
 Erodes local customs and beliefs
 Spread secular, capitalist way of life
What is Religion Nowadays?
 It’s no longer a set of beliefs that people arrive by
reflection
 It’s symbolic system which carries our identity and
marks out social ethic and other boundaries
 It marks crucial moments in the life cycle with
rituals
 It provides powerful mechanisms for psychological
and social tension.
Role of Religion Today
Looking around the world today, it is clear that religion
plays a role in many of the major conflicts going on at
various levels. Furthermore, religion plays an important
role in people’s lives worldwide, and become one of the
major ways people connect with each other across the
globe. However, the role of religion in contemporary
societies is still not sufficiently understood in academic
research and in the work of policy- makers, NGO’s and
journalists. In the time when rapid and widespread
globalization of economic, political, and cultural
information and process, where does religion lie in the
greater scheme of things?

Secularization
Victor Roudometof (2014) addressed this question in his
essay, Religion ang Globalization. He started by pointing
out the rift between the study of religion and the social
sciences. He further underscored how the focus of social
sciences in past century was secularization-the
hypothesized demise of religion and its value in societies,
manifested, for instance, in the separation of the church
and state. It can be said that secularization is the
enforcement of secularism – a philosophical view oriented
toward the need for a secular life beyond one’s religious
life.

Role of Religion in Promoting World Peace

Ven K. Dhammananda of Malaysia wrote an essay of the
title above. The essay is produced here:

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Religion has definite role to play in the people’s search for

world peace. The moral principles and values contained in
the teachings of great religious teachers are essential
factors for the reduction of and ultimate eradication of
greed, hatred, and delusion- which form the root cause of
various conflicts and wars, both within and without.
Within oneself, these three evil or unwholesome roots
bring about great unrest in the mind, resulting in physical
outburst of violence culminating in global warfare.
The fact that war begins in the minds of people is well
recognized by certain peace-loving people. The preamble
to UNESCO’s constitution says: “Since wars begin in the
minds of men, it is in the minds of men that the defenses
of peace must be constructed.” That is, if one wishes to
have peace of mind, one must also construct defenses of
peace in one’s own mind.
The world cannot have peace until nations and people
begin to reduce their selfish desires for more and more
materials possessions, give up their racial arrogance, and
eliminate their madness for worldly power. Material
wealth alone cannot bring peace and happiness to the
minds of people. The key to real and lasting peace lies in
“mental disarmaments” -- disarming the mind from all
kinds of “poisonous” deferments such as greed, hatred,
jealousy, egotism, etc.
Religion not only inspires and guides people but also
provides them with the necessary tolls to reduce greed
with the practice of charity; to overcome hate and aversion
with loving-kindness; and to remove ignorance with the
development of wisdom and insight in order to understand
the true nature of beings and “see things as they really
are”.
The negative aspects of religion lie in the madness of
some so-called religionists who try to convert and win
followers by hook or by crook, rather that adhering to
proper instruction and guidance. The purposeful
misinterpretation of scriptural text for various ulterior
motives has led to religious persecutions, inquisitions, and
“holy wars”. These terribly awful experiences have really
marred the very name “religion”.
In the context of today’s spiritual need, religionists should
work together in earnestness and not in jealous
competition with one another. They must work in
harmony and cooperate in the true spirit of service -for the
welfare and happiness of the many. It is only then that
they can effectively influence the opinion of the masses
and truly educate the people with some higher values of

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life, which are very necessary for peaceful co- existence

and integrated human development.
Differences in religious beliefs and practices should not
hinder the progress of various religionists working for a
common cause, for world peace. Let all religions teach
people to be good and proclaim the brotherhood of
humankind. Let religions teach people to be kind, to be
tolerant, to be understanding.
Enough suffering and destruction have been caused by
human “cleverness”. It is time that we pause and reflect
upon the true values of religion and seek proper spiritual
guidance to develop our “goodness”, to work for peace
and harmony instead of war and disunity.
For the cause of humanity and peace, let us hope that all
our religious leaders will stretch out their hands in
friendship to one another and to all people irrespective of
race or creed- with a genuine feeling of love and
brotherhood -to work for a peaceful world and to work for
humanity.
The Rise and fall of ISIL or ISIS
Pushed out from many of its strongholds in Syria and
besieged on all sides in the Iraqi city of Mosul, the Islamic
State of Iraq and Levants Group (ISIL also known as ISIS)
is losing its territorial base in the very region that once
incubated its growth. In May 2018, the Us Defense
Intelligence Agency estimated that ISIL has lost 65
percent of its land in Iraq and 45 percent in Syria since
2014.
With the group’s presence in the region greatly
diminished, questions arise over who will fill the vacuum
left by its retreat. IN 2017, Marawi City was besieged by
extremist terrorists- the ISIS
ISIL’s rapid expansion has irrevocably changed the
political dynamics governing the region- but in order to
know how, one must first understand the conditions that
contributed to the groups rise.
Note: For further understanding of the lesson, you are
suggested to watch this videoclips:

● Enhancement Activity.

What do you think is the relation of religion to the concept

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NGEC 0723 The Contemporary World

of Globalization?

● Generalization.

Religion as a subject of social inquiry is an interesting,

colorful and complex feat altogether. Scholarly views on
the meaning of religion paired with people’s subjective
interpretation of their religious experience and
commitments are worthy foci of discussion. In the modern
times, when culture interpenetrates with other cultures as
facilitated by fast paced and wider access to channels of
information and communication, religious traditions and
beliefs are among these entities which permeate the world
as it is carried through various scape.
Because religious ideas, values symbols and rites relate to
the deep issues of existence, it should not be surprising
when religion enters the picture in times of crisis. The era
of globalization is certainly one of those moments of
social crisis, although in this case one experienced on a
global scale. This is why the response has been virtually
global as well.
-Mark Juergensmeyer, “Religion in Global
Conflict”

● Application.

What is the significant insights you have learned in

Globalization of Religion?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Answer the following questions:

1. What is Globalization in religion?

2. How globalization affects religious practices and
beliefs?
3. In your own point of view how religion contributes in
creating conflicts and promoting the world peace?
4. How do the media affect the globalization of religion?

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NGEC 0723 The Contemporary World

5. What is the impact of globalization to religion?

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NGEC 0723 The Contemporary World

Activity Sheet

Activity 01: Contemplate and Create

Using the Pew Research Center’s (2012) classification of religions based on self-
identification of their research respondents, conduct a mini study to understand the
essential facts about each religious affiliation. Explore as well if there exists a church
or congregation of the aforementioned religions in your immediate community.

Religious Important Are Present in Your Statistical

Affiliation Facts Country/Community? Data (look
(add some remarks) for available
sources of
data)
Christians

Muslims

Hindus

Buddhists

Folk Religionists
(Indigenous
religions)

Unaffiliated
(atheists,
agnostics, and
people who do
not want to
affiliate with
any)

Note: The data needed to answer this activity is already included in your readings.

What are your conclusions and realizations from the data you gathered?
____________________________________________________________________
____________________________________________________________________

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NGEC 0723 The Contemporary World

____________________________________________________________________
__________________________________________________________________

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NGEC 0723 The Contemporary World

Assessment

Assessment 01. Poem or Short Essay

Write a poem or a short essay in your social media application that promotes the role
of various religion in Promoting Peace and Order in your Community.

Criteria Excellent 4 pts. Good 3pts. Fair 2pts. Poor 1 pt.

Organization Completely Mostly clear Clear in some Unclear and
& Clarity: clear and and orderly in parts but not disorganized
orderly all parts overall throughout
Main arguments presentation
and responses
are outlined in a
clear and
orderly way.
Use of Very strong and Many good Some decent Few or no real
Argument:  persuasive arguments arguments, but arguments
arguments given, with only some given, or all
Reasons are given minor problems significant arguments
given to support throughout problems given had
the resolution. significant
problems
Use of cross- Excellent cross- Good cross- Decent cross- Poor cross-
examination exam and exam and exam and/or exam or
and rebuttal:  defense against rebuttals, with rebuttals, but rebuttals, failure
Identification of Negative team’s only minor slip- with some to point out
weakness in objections ups significant problems in
Negative team’s problems Negative team’s
arguments and position or
ability to failure to
defend itself defend itself
against attack.  against attack
Presentation All style Most style Few style Very few style
Style:  features were features were features were features were
Tone of voice, used used used used, none of
clarity of convincingly convincingly convincingly them
expression, convincingly 
precision of
arguments all
contribute to
keeping
audience’s
attention and
persuading
them of the
team’s case.

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NGEC 0723 The Contemporary World

References

Books
Ariola, M.2018. The Contemporary World. Unlimited Books Library Services and
Publishing Inc., Intramuros, Manila.
De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City
Martinez, R. et al. 2018. The Contemporary World. Mind Shapers Co., Inc.,
Recoletos St. Intramuros, Manila.
Aldama, P. 2018. The Contemporary World. Rex Bookstore, Inc., Sampaloc, Manila.
Beyer, P. 1994 Religion and Globalization. London, United Kingdom: SAGE
Publications
Haynes, J.  2007 An Introduction to International Relations and Religion. Harlow,
England: Person Longman.

Websites
https://www.e-ir.info/2014/07/16/religion-and-globalization-new-possibilities-
furthering-challenges/
https://www.usip.org/sites/default/files/resources/sr201.pdf
https://www.tandfonline.com/doi/full/10.1080/10576100802670803
https://www.pewforum.org/2012/12/18/global-religious-landscape-exec/

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Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

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NGEC 0723 The Contemporary World

________________________________________________________________
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163
Learning Module 2
The Contemporary World
 
Learning Packet 9

Global City
NGEC 0723 The Contemporary World

Learning Packet 9

Global City
 
Introduction

This learning packet will discuss the mobility, diversity and community in the global
city. It focuses on the characteristics and factors that make places be called a global
city. Activity and assessment will be given to gauge the mastery of the student.

Objectives

At the end of the learning packet, you should be able to identify the global cities
around the world, their characteristics, and the value significant of the characteristics
of each global city. Likewise, you should be able analyze individual’s contribution in
creating a global city in the country.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 09: Global City = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

Suggested Readings: Access them on the internet just follow the link:

1. Global City- Research on Mobility and Diversity

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https://www.researchgate.net/publication/319403285_Mobility_diversity_and_comm
unity_in_the_global_city
 2. Global City - https://www.newgeography.com/content/003292-what-is-a-global-
city

It is important for you to read the above-mentioned readings to understand

how global plays an important role in creating a sustainable community. This article
also serves as an eye opener to the 21st century learners so that you have a cognition
on how global cities affects the globalization. Furthermore, this will prepare you to
conceptualize the topic on how to improve the quality of life of people around the
globe and to apply this concepts in real-life situation.
Introduction

The notion of ‘global city’ has a central place in

understanding contemporary spatial patterns of Key Points:
globalization the way it impacts on local life is nowhere  
more visible than in the global city. The global city is · Global City
therefore the main physical and geographic play- ground of  
 
the globalizing forced in this space of population Definition of Terms:
concentration and mixing, the global flows of people,  
capital and ideas are woven into the daily lived experiences Global City. It is an
of its residents. Cultural diversity, a key marker of the urban center that
global city and a consequence of human mobility and enjoys significant
migration, is usually detected on the surface as a competitive
advantages and that
‘cosmopolitan feel’: the global city’s ‘natives’ serves as a hub
encountering and engaging daily with a variety of within a globalized
immigrants and visitors economic system.

 
Pre-Assessment

Answer the following questions based on the prior

knowledge that you have about the topic.
1. In your own perspective, what is the definition of global
city?
2. Cite 5 characteristics of a global city.
3. Briefly discuss the significance of each of the
characteristics in the development of a global city.

Lesson Proper

● Review. Talking about globalization, please reflect on

the following:

What is the concept of Globalization of Religion and

its relation to Globalization?

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● Activity
Research at least two (2) cities in the world that is
categorized as a Global North country.
b. How do you think these countries affected the third
world countries?

● Processing of the Activity.

Compare your answers with at least one or two classmates,

Are there similarities or differences? What are the most

common answers in your class?

● Brief Lesson.

WHAT IS ‘GLOBAL CITY’?

Global city, an urban center that enjoys significant
competitive advantages and that serves as a hub within a
globalized economic system. The term has its origins in
research on cities carried out during the 1980s, which
examined the common characteristics of the world's most
important cities.
 Some of its characteristics are:

- Home to major stock exchanges and indexes.

- Influential in international political affairs.
- Home to world-renowned cultural institutions.
- Service a major media hub.
- Large mass transit networks.
- Home to a large international airport.
- Having a prominent skyline.

 Some of the global cities in the world

- New York City has kept its place as one of

the world's leading cities. Its economic power,
openness to ideas and immigrants, and world-
class cultural assets remain a potent
combination.

- London is a city where businesses thrive;

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around 40% of the world's foreign equities are

traded here, this figure is larger than that of
New York. London is also in a major time-zone
advantage for doing business with Asia.

- Paris has been one of the world's most visited

places for centuries, and its economy prospers
today thanks to a well-educated workforce,
modern infrastructure, and global niches in
creative industries, business services, and
tourism.

- The Tokyo metropolitan area is the

largest world city-region globally and is the
location where many of Japan's advanced
functions are centralized. The competitive
power of new cultural industries has been
demonstrated in recent years.

- Singapore continued to attract high-

quality global enterprises based on the
provision of high-quality governance, human
capital, communication and technology,
transportation, logistical and other key
infrastructure.

- Beijing, a massive investment in infrastructure

to support business and innovation activities
and to enhance Beijing’s global connectivity.
However, Beijing’s rise as a global city is still
incomplete.

- Washington DC has its steady economy,

dynamic population, outstanding infrastructure
and connectivity, highly-skilled workforce
and world class education are all characteristics
which contribute to making the city such a
talent hub.

- Seoul, a city with great food and coffee, a lively

arts scene and youth culture, cutting-edge IT
and design, all tied together by a clean and safe
subway. The Seoul metropolitan area has a
GDP of about $680 billion, ranking fourth in
the world among major metropolitan areas. The
capital region also ranks as one of the greatest

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concentrations of wealth in the world, equal to

the GDP of Poland.

- Amsterdam rated highly due to the large

number of knowledge workers in the city: the
highest density of anywhere in the Netherlands,
with 44 per cent of the population having some
form of higher education.

MOBILITY, MIGRATION AND THE GLOBAL

CITY

Over the past three decades, the globalization of the labor

markets has created a new type of professional nomadism.
Being a dynamic hub of the global capitalist economy and,
to use Bauman’s (2005, 2007) term, a highly ‘liquid’
environment, makes the global city a crucible of
demographic and social change; a hub of ‘creative
destruction’ that, according to Moretti (2012: 148),
characterizes successful market economies.

 A high level of economic dynamism, and

accompanying population mobility, are considered
signs of economic health: it has been somewhat of
a mantra that the ‘competitive economy’ requires a
‘flexible workforce’.

 Globalization has not only created the global labor

market, causing an increase in transnational
mobility and migration, but has simultaneously
affected local labor markets (Castles and Miller,
2003).

- Employment mobility has been markedly

increasing since the early 1970s, especially in
the English-speaking countries which are the
most dynamic in this respect. In the twenty-first
century, a loyal ‘company man’ and a ‘job for
life’ are largely matters of the past.

- The importance and reputation of global cities

is largely built on their ability to attract the key

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professional and innovative workforce, as well

as investors, but also to have all the other
necessary workers, including those in the low-
skilled, poorly-paid service sector, at hand and
on demand.

- The highly educated are the most footloose

section of the population: the professional
middle classes, having in general more control
and autonomy in their workplace, and a
tendency to understand their working life as a
‘career’, often change jobs and many are ready
to relocate to another city or country (Colic-
Peisker 2010; Moretti, 2012: 155).

- The lower-skilled service workers often move

jobs by necessity but are not as ready to move
between cities and countries.

 The international education market, which moves

considerable middle-class populations of young
people across the globe, represents a significant
potential of the ‘creative class’ in large, attractive
cities.

- All cities worthy of the ‘global city’ title are

nowadays also magnets for international
students. The synergies between education,
research and industry are crucial for global
capitalism and its global ‘nodes’; these
synergies therefore seem to be crucial in
achieving a global city status in the twenty-first
‘knowledge’ century. Therefore, cities remain
the critical ‘incubators of creativity’ by
attracting the crucial workforce of the ‘creative
capitalism’ (Florida, 2005: 29)

DIVERSITY AND COMMUNITY IN THE GLOBAL

CITY
In a sociological sense, diversity is a rather vague and
ambiguous, context-dependent concept, at the same time
carrying positive and negative connotation. In government
documents and speeches of politicians in high-immigration
countries (all English- speaking countries belong to this
category) it is usually presented as a potential for both

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positive and negative outcomes.

Positive and Negative Diversity

 As a positive, diversity represents potential for
successful merging of cultures and ideas, what
usually comes under the label ‘cosmopolitan’.
There is no cosmopolitanism without diversity.

- Apart from their economic importance, the

visible cultural and community features of
global cities are also relevant for their global
role. Global cities are home to a diverse and
visible set of protagonists of the ‘urban life-
style’: artists, bohemians, new media designers,
gay and youth subcultures, university students
and immigrants, creating a remarkable and also
highly visible ‘ethnic’ and cultural diversity.

- Groups with their more of less ‘alternative’ and

eclectic lifestyles have a natural home in
‘global cities’ and exert a singular influence in
defining various urban subcultures, often
giving character to certain areas within big
cities.

 As a negative, diversity can mean a potential for

fracturing social cohesion and social capital, as well
as a synonym for disadvantage of those seen as
‘diverse’ or ‘Others’.

- Over the past decade the Australian government

bureaucracies have used the formula
‘linguistically and culturally diverse’ (CALD)
to describe disadvantaged immigrant minorities:
refugees, asylum seekers, temporary labor
migrants and international students hoping to
secure the famous ‘PR’ (permanent residence) –
in short everyone whose hopes for a better life
encounter significant barrier and are not always
fulfilled

- Many recently arrived immigrants, especially

those in the ‘CALD’ category coming from
globally peripheral destinations, often lead

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precarious lives in global cities, working in the

grey economy, experiencing occupational
down- grading, poor housing and employment
and housing instability.

 According to Zukin (1998: 837), urban cultural

diversity is a ‘creative mirror’ to the paradox of
economic polarization, because cities continue to
attract the extremes of poor, migrant and footloose
populations, but also the affluent and the super rich.

- Within this colorful urban diversity also reside

different types of marginalities based on
gender, ethnicity, culture and class, all those
who indeed cannot be so readily integrated into
the dominant economic paradigm.

 Hypermobility of competitive cosmopolitans does

not allow much room for community life (Colic-
Peisker, 2010).

- Dwellers of the global city, regardless of the

population density, are likely to be spatially
and emotionally detached from their neighbors
and co-locals, and devoted to their
professional pursuits, that usually require them
to be highly connected and ‘networked’ in an
instrumental way, these days increasingly
through the Internet.

- The intensity and anonymity of the global city

is likely to liberate the individual from the
constraints imposed by community control and
community obligations that mark the contexts
of dense social bonds.

- The socio- economic dynamic of the global

city gives primacy to the consumer culture
instead, which promises instantaneous
gratification and happiness.

● Enhancement Activity.

1. What are the differences and similarities of the world’s

global cities?
2. In what ways mobility and migration an advantage and

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a disadvantage to a global city?

3. Give 3 examples of positive and negative diversity?

● Generalization.

Global cities around the world are the terrain where a

multiplicity of globalization processes assures concrete,
localized forms. These localized forms are in a goof part,
what globalization is about.

● Application.

Cite places in the Philippines which can possibly become

contenders in becoming a global city. Explain further

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment
Answer the following questions:
1. In your own perspective, what is the definition of global
city?
2. Cite 5 characteristics of a global city.
3. Briefly discuss the significance of each of the
characteristics in the development of a global city.

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Activity Sheet

Activity 01: Answer the following questions

1. Which global city in the world would you like to visit?

2. List 5 positive and 5 negative expectations that you have in mind about the place.
3. What insight you desire to learn to a certain place you plan to visit? Explain.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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Assessment

Assessment 01. Photo Essay

1. Choose two global cities to come up with the pictures for this assessment.
2. Label the pictures with the name of the country.

Answer the following questions:

1. Compare the Asian global cities in the world to that of the Western in terms of:
a. Social aspect
b. Economic aspect
c. Political aspect
d. Cultural aspect

Rubric
Criteria Excellent 4 pts. Good 3pts. Fair 2pts. Poor 1 pt.
Organization Completely Mostly clear Clear in some Unclear and
& Clarity: clear and and orderly in parts but not disorganized
orderly all parts overall throughout
Main presentation
arguments and
responses are
outlined in a
clear and
orderly way.
Use of Very strong and Many good Some decent Few or no real
Argument:  persuasive arguments arguments, but arguments
arguments given, with some given, or all
Reasons are given only minor significant arguments
given to support throughout problems problems given had
the resolution. significant
problems
Use of cross- Excellent cross- Good cross- Decent cross- Poor cross-
examination exam and exam and exam and/or exam or
and rebuttal:  defense against rebuttals, with rebuttals, but rebuttals,
Identification of Negative only minor slip- with some failure to point
weakness in team’s ups significant out problems in
Negative objections problems Negative
team’s team’s position
arguments and or failure to
ability to defend itself
defend itself against attack
against attack. 
Presentation All style Most style Few style Very few style
Style:  features were features were features were features were
Tone of voice, used used used used, none of
clarity of convincingly convincingly convincingly them

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expression, convincingly 
precision of
arguments all
contribute to
keeping
audience’s
attention and
persuading
them of the
team’s case.

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References

Books
Ariola, M.2018. The Contemporary World. Unlimited Books Library Services and
Publishing Inc., Intramuros, Manila.
De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City
Martinez, R. et al. 2018. The Contemporary World. Mind Shapers Co., Inc.,
Recoletos St. Intramuros, Manila.
Aldama, P. 2018. The Contemporary World. Rex Bookstore, Inc., Sampaloc, Manila.
Beyer, P. 1994 Religion and Globalization. London, United Kingdom: SAGE
Publications
Haynes, J.  2007 An Introduction to International Relations and Religion. Harlow,
England: Person Longman.

Websites
https://www.e-ir.info/2014/07/16/religion-and-globalization-new-possibilities-
furthering-challenges/
https://www.usip.org/sites/default/files/resources/sr201.pdf
https://www.tandfonline.com/doi/full/10.1080/10576100802670803
https://www.pewforum.org/2012/12/18/global-religious-landscape-exec/

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NGEC 0723 The Contemporary World

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180
Learning Module 2
The Contemporary World
 
Learning Packet 10

Global Demography
NGEC 0723 The Contemporary World

Learning Packet 10

Global Demography
 
Introduction

This learning packet will discuss the mobility, diversity and community in the global
city. It focuses on the characteristics and factors that make places be called a global
city. Activity and assessment will be given to gauge the mastery of the student.

Objectives

At the end of the learning packet, you are expected: to identify the concept of global
demography and its characteristics, to evaluate the different phases of demographic
transition of the world and recognize the concept and trends of global demography in
the context of contemporary world.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 10: Global Demography = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings
Suggested Readings: Access them on the internet just follow the link:

1. Globalization and Population https://www.aeaweb.org/articles?

id=10.1257/089533003772034943

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2. Globalization Demography : Fact Force and Future

https://www.rba.gov.au/publications/confs/2006/bloom-canning.html

It is important for you to read the above-mentioned readings to understand

how global plays an important role in creating a sustainable community. This article
also serves as an eye opener to the 21st century learners so that you have a cognition
on how global demography affects the globalization. Furthermore, this will prepare
you to conceptualize the topic on how to improve the quality of life of people around
the globe and to apply these concepts in real-life situation.
Introduction Key Points:
 
· Global
Before the start of the demographic transition, life was Demography
short, births increases, growth was slow, and the · Mortality
population was young. During the transition, first mortality · Fertility
and then fertility declined, causing population growth rates  
 
first to accelerate and then to slow again, moving toward
Definition of Terms:
low fertility, long life and an old population.  
Global demography.
 
It refers to the
Pre-Assessment number of births and
deaths per 1,000
Answer the following questions based on the prior people. On a
knowledge that you have about the topic. worldwide basis, the
difference between
1.In your own understanding, what do you think is the these rates is the
rationale behind the concept of Global demography? rate of population
2. What is demography and its significance to the growth. Within
contemporary world? regions or countries,
3. Which question and controversies about demographic population growth is
transition would you like to share your views with? Why? also affected by
emigration and
immigration.
Lesson Proper
Mortality. In
demographic usage,
● Review. Talking about globalization, please reflect on the frequency of
the following: death in a population

What is the concept of Global City and its relation to Fertility. The quality
Globalization? of being able to
produce children. As
● Activity a measure, the
fertility rate is the
a. Research at least two (5) countries in the world that is average number of
categorized as a Global North and Global South country children that a
and find their latest demographic profile. woman has in her
lifetime and is
b. Compare and contrast the latest statistics of Global
quantified
North and Global South countries. demographically.
 

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● Processing of the Activity.  

Compare your answers with at least one or two classmates,

Are there similarities or differences? What are the most

common answers in your class?

● Brief Lesson.

The Demographic Transition: Three Centuries of

Fundamental Change

The transition began around 1800 with declining mortality

in Europe. It has now spread to all parts of the world and is
projected to be completed by 2100. This global
demographic transition has brought momentous changes,
reshaping the economic and demographic life cycles of
individuals and restructuring populations. Since 1800,
global population size has already increased by a factor of
six and by 2100 will have risen by a factor of ten. These
trends raise many questions and controversies.

 Did population grow so slowly before 1800

because it was kept in equilibrium by
Malthusian forces?
 Did fertility begin to fall because of
improved contraceptive technology and family
planning programs, or were couples
optimizing their fertility all along and reduced
it in response to changing economic
incentives?
 Are we approaching a biological limit to life
expectancy, or can we expect to see
continuing or even accelerating longevity
gains?
 Will the societal costs of the elderly be
catastrophic?

In the past, there has been great concern that rapid

population growth in third-world countries would prevent
economic development, but most economists have down-
played these fears. Similarly, environmentalists fear that
world population is already above the carrying capacity of
the biosphere, while most economists are complacent about
the projected 50 percent increase in population over this
century.

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Before the Demographic Transition

According to a famous essay by Thomas Malthus, first

published in 1798, slow population growth was no
accident. Population was held in equilibrium with the
slowly growing economy.

 Faster population growth would depress wages,

causing mortality to rise due to famine, war or
disease—in short, misery. Malthus called this
mortality response the “positive” check. Depressed
wages would also cause postponement of marriage,
resulting in prostitution and other vices, including
contraception; this he called the “preventive”
check.
 Since population could potentially grow more
rapidly than the economy, it was always held in
check by misery and vice, which were therefore the
inevitable human lot. Economic progress could help
only temporarily since population could soon grow
to its new equilibrium level, where misery and vice
would again hold it in check.

Only through moral restraint—that is, the chaste

postponement of marriage— did Malthus believe that
humanity might avoid this fate, and he thought this an
unlikely outcome. For preindustrial Europe at least,
Malthus seems to have been right. Population was held
weakly in equilibrium by the positive and preventive
checks.

In western Europe in the centuries before 1800, marriage

required the resources to establish and maintain a separate
household, so age at first marriage for women was late,
averaging around 25 years, and a substantial share of
women never married.

 Although fertility was high within marriage, the

total fertility rate (TFR) was moderate overall at
four to five births per woman (Livi-Bacci, 2000, p.
136). Mortality was also moderately high, with life
expectancy at birth between 25 and 35 years but
this was heavily influenced by high mortality in
infancy and childhood.

Outside of Europe and its offshoots, fertility and mortality

were higher in the pre-transitional period and change in
fertility and mortality came later. Data on mortality or
fertility are only occasionally available for third-world

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countries before World War II (Preston, 1980).

 In India in the late nineteenth century, life

expectancy averaged in the low 20s and was
highly variable, while fertility was six or seven
births per woman (Bhat, 1989).
 In Taiwan, the picture was similar around 1900.
Widespread data on fertility for the decades after
World War II confirm that total fertility rates in
the third world were typically six or higher.
 However, recent work suggests that the
demographic situation in China may have been
closer to the European experience than previously
thought (Lee and Feng, 1999).

Mortality Declines, Fertility Declines and Population

Growth

The classic demographic transition starts with mortality

decline, followed after a time by reduced fertility, leading
to an interval of first increased and then decreased
population growth and, finally, population aging.

Mortality Declines

The beginning of the world’s demographic transition

occurred in northwest Europe, where mortality began a
secular decline around 1800. In many low-income
countries of the world, the decline in mortality began in the
early twentieth century and then accelerated dramatically
after World War II.

The first stage of mortality decline is due to reductions in

contagious and infectious diseases that are spread by air or
water.
 Starting with the development of the smallpox
vaccine in the late eighteenth century, preventive
medicine played a role in mortality decline in
Europe.

However, public health measures played an important role

from the late nineteenth century, and some quarantine
measures may have been effective in earlier centuries.
 Improved personal hygiene also helped as income
rose and as the germ theory of disease became
more widely known and accepted.
 The early phases of growing life expectancy are
improvements in nutrition. Famine mortality was
reduced by improvements in storage and
transportation that permitted integration of

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regional and international food markets,

smoothing across local variations in agricultural
output.
 Secular increases in incomes led to improved
nutrition in childhood and throughout life. Better-
nourished populations with stronger organ systems
were better able to resist disease.
 Life expectancy is still positively associated with
height in the industrial country populations,
plausibly reflecting childhood health conditions
(Fogel, 1994; Barker, 1992). The high-income
countries of the world have largely attained the
potential mortality reductions due to reductions in
infectious disease and increases in nutrition.

Although pretransition fertility was typically high in third-

world countries, its levels were far below the hypothetical
biological upper limit for a population (as opposed to an
individual), which is around 15 to 17 births per woman
(Bongaarts, 1978).
 The contraceptive effects of prolonged
breastfeeding, often combined with taboos on sex
while breastfeeding, led to long birth intervals and
reduced fertility.
 Abortion was also important, and sometimes the
practice of coitus interruptus had an important
effect.

Fertility Transition

Most economic theories of fertility start with the idea that

couples wish to have a certain number of surviving
children, rather than births per se. If this assumption holds,
then once potential parents recognize an exogenous
increase in child survival, fertility should decline.
However, mortality and fertility interact in complicated
ways. For example, increased survival raises the return on
post birth investments in children (Meltzer, 1992).

 Bearing and rearing children is time intensive.

Technological progress and increasing physical and
human capital make labor more productive, raising
the value of time in all activities, which makes
children increasingly costly relative to consumption
goods.
 Fertility transitions in east Asia have been
particularly early and rapid, while those in south
Asia and Latin America have been much slower
(Casterline, 2001).

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Currently, 60 countries with 43 percent of the world’s

population have fertility at or below the replacement level
of 2.1 children per woman. Of these, 43 are More
Developed Countries, but 17 are Less Developed
Countries, two-thirds of childbearing occurs between ages
20 and 35 in the Least Developed Countries, whereas 80
percent occurs in this age range in the More Developed
Countries.

Global Demographic Trends and Patterns

The combination of fertility and mortality determines

population growth. The global population, which stood at
just over 2 billion in 1950, is 6.5 billion today. The world is
currently gaining new inhabitants at a rate of 76 million
people a year (representing the difference, in 2005,
between 134 million births and 58 million deaths

The disparity in population growth between developed and

developing countries reflects the existence of considerable
heterogeneity in birth, death and migration processes, both
over time and across national populations, races and ethnic
groups. The disparity has coincided with changes in the
age-group composition of populations.

An overview of these factors illuminates the mechanisms

of global population growth and change.

Crude birth and death rates

 One of the simplest ways to consider population
growth is through crude birth and death rates. These
are the number of births and deaths per 1,000
people. Within regions or countries, population
growth is also affected by emigration and
immigration.

Total fertility rate

 The total fertility rate, that is the number of
children born per woman, fell from about 5 in 1950
to a little over 2.5. This decrease is attributable
largely to changes in fertility in the developing
world.

Infant and child mortality decline

 The developing world has seen significant
reductions in infant and child mortality over the
past 50 years. Infant mortality (death prior to age 1)
in developing countries has dropped from 180 to
about 57 deaths per 1,000 live births. It is projected
to decline further to fewer than 30 deaths per 1,000

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live births by 2050. 

Life expectancy and longevity

 For the world as a whole, life expectancy increased
from 47 years in 1950–1955 to 65 years in 2000–
2005. It is projected to rise to 75 years by the
middle of this century, with considerable disparities
between the wealthy developed countries, at 82
years, and the less-developed countries, at 74 years.
As a result of the global decline in fertility, and
because people are living longer, median age is
rising.

Age distribution: working-age population

Baby booms have altered the demographic landscape in

many countries. As the experiences of several regions
during the past century show, an initial fall in mortality
rates creates a boom generation because high survival rates
lead to more people at young ages than in earlier
generations.

 Migration also alters population patterns. Globally,

191 million people live in countries other than the
one in which they were born. On average, during
the next 45 years, the United Nations estimates that
over 2.2 million individuals will migrate annually
from developing to developed countries.

 In both developed and developing countries, there

has been a huge movement from rural to urban
areas since 1950. Less-developed regions, in
aggregate, have seen their population shift from 18
per cent urban in 1950 to 44 per cent in 2006, while
the corresponding figures for developed countries
are 52 per cent to 75 per cent.

Shifts in Age Distribution: The Last Stage of the

Demographic Transition

The patterns of change in fertility, mortality and growth

rates over the demo- graphic transition are widely known
and understood. Less well understood are the systematic
changes in age distribution that are an integral part of the
demographic transition and that continue long after the
other rates have stabilized.

In India, the pretransition total fertility rate is about six

births per woman (Panel A), and life expectancy is about
25 years (Panel B). India’s mortality decline leads its

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fertility decline by 50 years. The fertility transition here is

slow relative to East Asia’s, but similar to Latin America’s.

 In the first phase of the transition, when mortality

begins to decline while fertility remains high,
mortality declines most at the youngest ages,
causing an increase in the proportion of children in
the population and raising child dependency.

 Next, as fertility declines, child dependency ratios

decline and soon fall below their pretransition
levels. The working-age population grows faster
than the population as a whole, so the total
dependency ratio declines. This second phase may
last 40 or 50 years.

 In a third phase, increasing longevity leads to a

rapid increase in the elderly population while low
fertility slows the growth of the working-age
population. The old-age dependency ratio rises
rapidly, as does the total dependency ratio. In India,
this phase occurs roughly between 2015 and 2060
—and it would last longer if mortality decline were
not assumed to cease in the simulation.

 At the end of the full transitional process for India,

the total dependency ratio is back near its level
before the transition began, but now child
dependency is low and old-age dependency is high.
Presumably, mortality will continue to decline in
the twenty-first century, so that the process of
individual and population aging will continue.

The Second Demographic Transition

The second demographic transition entails “sustained sub-

replacement fertility, a multitude of living arrangements
other than marriage, the disconnection between marriage
and procreation, and no stationary population” The primary
driver of these trends is the cultural shift toward
postmodern attitudes and norms. At the individual level,
the SDT framework offers individuals’ value orientations
as the principal determinants of persons’ fertility and
family behavior.

Original statements

Lesthaeghe and van de Kaa coined the term ‘second

transition’ in 1986; the phrase appeared in the title of the

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introductory chapter of a special volume (published in

Dutch) on the demographic situation in low fertility
countries (Lesthaeghe and van de Kaa 1986).
 Examining demographic change in 30 European
countries, van de Kaa (1987, pp.5) argued that “the
principal demographic feature of this second
transition is the decline in fertility from somewhat
above the ‘replacement’ level of 2.1 births per
woman…to a level well below replacement.”
 The second demographic transition began in
Europe after World War II. He argued that the war
led to an increase in premarital intercourse and the
age at first sexual intercourse declined in the
postwar period.
 Proposed that early marriages loosened the
temporal link between marriage and childbearing,
as young married couples waited to have children
until they were financially ready. Advances in
contraceptive technology, with the introduction of
the pill and IUD, further weakened the link between
the two.
 
Theoretical motivations

1. Shift from king-child to king-couple. Van de Kaa

and Lesthaeghe were heavily influenced by Aries’
claim that motivational shifts lead to fertility
decline in the West over the twentieth century
(Aries 1980).  
 Aries pointed out that “society has always
controlled nature and domesticated sexuality”
Malthus (1888) captured this view by claiming
that the “passion between the sexes” was too
great for married couples to practice fertility
control via abstinence (and Malthus viewed
other means as immoral).
 Aries argued that this “planned parenthood”
occurred before the availability of modern
contraceptive technology, it relied on
behavioral and sex-proximal methods
(especially withdrawal and abstinence) and was
in part successful because of a culture of self-
control or non-coital, premarital eroticism.
 It reflected the end of the “child-king” days, the
child was no longer essential in couples’ plans;
instead a child was just one of the components
that might allow adults to blossom as
individuals.

2. The Maslowian drift and rise of individualism.

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This value shift embodies the “Maslowian drift”- a

shift toward higher-order needs of self-actualization
and individual autonomy to motivate behavior once
more basic needs like survival and safety have been
satisfied.
3. Pushback against economic explanations. They,
Van de Kaa and Lesthaeghe, acknowledged that
the shifts in the quality-quantity tradeoff with
respect to children as a useful concept in explaining
the first demographic transition. Moreover, they
credit rising female labor force participation as
having an important role in the SDT.

● Enhancement Activity.

1. What are the differences and similarities of the first and

second demographic transition?
2. In what ways mobility and migration an advantage and
a disadvantage to population growth?
3. Give 3 examples and explain the theoretical motivations
of demography?

● Generalization.

The problem of global demography originates from the

current situation which emphasizes the uncontrollable
growth of population resulting in exhaustion of resources.
There are as much number of countries with decreasing
population as those with falling populations. These
extreme situations challenge the role of policy makers in
the methods to address these issues. There is a need to
address global demographic problems in the context of
each state due to different cultures, resources and even
structure of government.

● Application.

As a student, how can you help another individual

understand and consider seriously the terms, mortality,
fertility, and population growth in this present condition?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 
Post-Assessment

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Answer the following questions:

1.In your own understanding, what do you think is the
rationale behind the concept of Global demography?
2. What is demography and its significance to the
contemporary world?
3. Which question and controversies about demographic
transition would you like to share your views with? Why?

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Activity Sheet

Activity 01: Answer the following questions

1. Search the following Southeast Asian countries in terms of demographic profile

and provide graphs and statistics on the latest population of this countries:
a. Indonesia
b. Philippines
c. Thailand
2. What are the distinct characteristics or programs that the given ASEAN countries
specifically on the following population rate? Compare the data that you have
gathered in terms of the following:
a. Birth Rate
b. Fatality Rate
c. Programs on Reproductive Health
3. In your own perspective, which of these countries has the best programs in terms of
reproductive health and population? Explain.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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Assessment

Assessment 01. Creative/Digital Infographic

1. Create a creative/digital infographic on the latest population profile of your

community, the infographic must have the following content:
a. Graphs or statistics on birth rate
b. Graphs or statistics on fatality rate
c. Graphs or statistics on migration rate
d. Latest programs or projects about reproductive health
e. Call to Action or recommended programs on population rate

Rubric
Criteria Outstanding Very Good Good Fair/Pass Failure
91 - 100% 81 - 90% 71 - 80% 70 - 61% Below 60
The Almost all Some Minimal Many
infographic the required required required required
Required includes all elements are elements are elements are elements are
Elements required included on included included on missing.
elements as the on the the
well as infographic. infographic. infographic.
additional
information.
All graphics Almost all Some Minimal Graphics or
or statistics graphics or graphics or graphics or statistics do
Graphics or are related statistics are statistics are statistics are not relate
Statistics - to the topic related to related to the related to the to the topic
Relevance and make it the topic topic. topic
easier to and most
understand make it
easier to
understand
The The The The The
infographic infographic infographic infographic infographic
Attractive is is attractive is somewhat is is
very in terms of attractive in acceptably distractingly
attractive design, terms of attractive messy or
in terms of layout, and design, though it poorly
design, neatness. layout, and may be a bit designed. It
layout, and neatness. messy. is not
neatness. attractive.

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References

Books
Ariola, M.2018. The Contemporary World. Unlimited Books Library Services and
Publishing Inc., Intramuros, Manila.
De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City
Martinez, R. et al. 2018. The Contemporary World. Mind Shapers Co., Inc.,
Recoletos St. Intramuros, Manila.
Aldama, P. 2018. The Contemporary World. Rex Bookstore, Inc., Sampaloc, Manila.
Beyer, P. 1994 Religion and Globalization. London, United Kingdom: SAGE
Publications
Haynes, J.  2007 An Introduction to International Relations and Religion. Harlow,
England: Person Longman.

Websites
https://www.e-ir.info/2014/07/16/religion-and-globalization-new-possibilities-
furthering-challenges/
https://www.usip.org/sites/default/files/resources/sr201.pdf
https://www.tandfonline.com/doi/full/10.1080/10576100802670803
https://www.pewforum.org/2012/12/18/global-religious-landscape-exec/

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Learner’s Feedback Form

 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
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________________________________________________________________
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How do you want it to be enhanced?
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NGEC 0723 The Contemporary World

________________________________________________________________
________________________________________________________________

199
Learning Module 2
The Contemporary World
 
Learning Packet 11

Global Migration
NGEC 0723 The Contemporary World

Learning Packet 11

Global Migration
 
Introduction

This learning packet will tackle is made consists of various inquiry which will be
critical in exposing inherent connections between, across, and within ideas, concepts,
and issues. The learning packet also includes activities/exercises that will help
students navigate through the text with necessary flow and guidance. It provides a
diagnostic pre-assessment for the students to take stock on their current level of
understanding prior to the lesson. This act as a measure on how the flow of the
discussion will be done throughout the lesson. A post-assessment also provided to
measure the students understanding on how economic problems and issues answers
and applied into real life situations.

Objectives

At the end of the learning packet, you are expected: to identify the concept of global
migration and its characteristics, to examine the issues and problems of migration
around the world and to recognize the economic, political, social, and psychological
life of people around the world and to display first-hand knowledge of the experiences
of OFWs.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 11: Global Migration = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode

This learning module will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Requirement with Rubrics

A short essay will serve as your assessment at the end of this learning packet. You can

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access the rubrics for the assessment below.

 
Readings

Suggested Readings: Access them on the internet just follow the link:

1. Drivers of migration: why do people move?

https://academic.oup.com/jtm/article/25/1/tay040/5056445

2. Migration: Types and Reasons

http://uki.vdu.lt/wp-content/uploads/sinergija/EN/geografija/geografija3/Tekstas
%20Migration,%20%20%C4%AFvadinis%20pratimas.pdf

3. Migration and development

https://www.ilo.org/global/topics/labour-migration/policy-areas/migration-and-
development/lang--en/index.htm

It is important for you to read the above-mentioned readings in order to

identify the meaning of Global Migration, the impact of global migration in different
perspective and aspects of human life, and to reflect on some global issues concerning
Global Migration. Furthermore, this will prepare you to conceptualize the topics and
definition to apply in real-life situation.
Introduction
Key Points:
Global Migration is one of the past forces that have shaped  
the world. Migration is movement from one place of · Migration
residence to another place for a period of time or · Transnational
permanently including different types of voluntary Migration
movements. The focus is to explore the great impact on · Sojourner
 
economic, political, social, and psychological life of people
 
around the world. Definition of Terms:
   
Pre-Assessment Migration. The
Choose the letter of the correct answer based on the prior movement of
persons from one
knowledge that you have about the topic.
country or locality to
_____1. It is traditionally governed either by push or pull another.
factors.
a. labor migration Transnational
b. asylum seekers migration. It is “a
c. migration process of
d. migrants movement and
settlement across
_____2. It facilitates easy access to information about the
international borders
country of destination. in which individuals
a. migration maintain or build
b. global factors multiple networks of
c. global networks
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d. diaspora connection to their

_____3. The moving within a state, country, or continent. country of origin
a. migration while at the same
b. immigration time settling in a new
country.
c. internal migration
d. external migration
Sojourner. It is a
_____4. Labor migration mainly involves the flow of less- person who resides
skilled and unskilled workers as well as illegal immigrants temporarily in a
who live on the margins of the host society. place.
a. push migration
b. pull immigration
c. internal migration
d. external migration
_____5. A migrants on the move “because they have to
be”. They are not faring well in their home countries.
a. vagabonds
b. tourists
c. refugees
d. migrants
_____6. A migrants on the move “because they want to
be” and because they can afford it.
a. vagabonds
b. tourists
c. refugees
d. migrants
_____7. The flow of less-skilled and unskilled workers, as
well as illegal immigrants who live on the margins of the
host society.
a. labor migration
b. asylum seekers
c. migration
d. migrants
_____8. They are considered refugees who seek to remain
in the country to which they flee.
a. labor migration
b. asylum seekers
c. migration
d. migrants
_____9. What is the common cause of illegal migration?
a. famine
b. war
c. persecution
d. economic depression
_____10. Those people who are forced to migrate due to
lack of access to water or due to flooding.
a. refugees
b. climate refugees
c. migrants
d. immigrants

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Lesson Proper

● Review. Talking about globalization, please reflect on

the following:

1. What is global demography?

2. What is its significance to the global migration?

● Activity
Answer the warm-up bell work below.

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Based on the picture above, what is our next topic?

Explain your answer briefly.

● Processing of the Activity.

1. What is migration? What is its significance to the

population?
2. Why do people migrate? Identify the reasons.
3. Explain the meaning of the terms – push factors
and pull factors as sociologists use them.
4. Is the heightened flow of people a unique feature of
the current global era?
5. Has globalization facilitated or obstructed greater
labor migration?

● Brief Lesson.

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The nuances of the movements of people around the world

can be seen through the categories of migrants-Vagabonds”
and “tourist’ (Bauman, 1998). Vagabonds are on the move
“because they have to be” (Ritzer, 2015, p.179). They are
not faring well in their home countries and forced to move
in the hope that their circumstances will improved. Tourists
on the other hand are the move because they want to be
and because they can afford it. Moreover, migration define
and measure accurately than birth or death rates. Migration
includes immigration, movement into an area, while
emigration is movement out of an area. Migrations of
Filipinos in the Middle East countries to look for better job
opportunities has been very extensive. In the early 60’s the
United States opened its door to immigrants coming from
the Philippines and from other Southeast Asian countries.

Why do people move?

These may be due to famine, political oppression, loss of

jobs or wars. On the other hand, Refugees are vagabonds
forced to flee their home countries due to safety concerns
(Haddad, 2003), Asylum seekers are refugees who seek to
remain in the country to which they flee. According to
Kritz (2008), those who migrate to find work are involved
in Labor migration. Labor migration is driven by “push”
factors (e,g., lack of employment opportunities in home
countries), as well as “pull” factors (work available
elsewhere). Labor migration mainly involves the flow of
less-skilled and unskilled workers, as well as illegal
immigrants who live on the margins of the host society
(landler, 2007).

These may be due to places that seem inviting because of

available opportunities to acquire better jobs. Migrations of
Filipinos in the Middle East countries to look for better job
opportunities has been very extensive. In the early 60’s the
United States opened its door to immigrants coming from
the Philippines and from other Southeast Asian countries.

Unlike other global flows, labor migration still faces many

restrictions. Many of these barriers are related to the
Westphalian conception of the nation state and are
intimately associated with it. Shamir (2005) discussed that
state may seek to control migration because it involves the
loss of part of the workforce. An influx of migrants can
lead to conflicts with local residents. Concerns about
terrorism also affect the desire of the state to restrict
populations flows (Moises, 2006).

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Many countries face issues of illegal migration. The united

states faces major influx of illegal immigrants from
Mexico and other Central American states (Thomas, 2008).
A fence is being constructed on the US-Mexico border to
control this flow of People (Fletcher and Wesleman, 2006).
However, its efficacy is questioned and it is gain entry.
Moreover, tighter borders have also had the effect of
“locking in” people who might otherwise have left the
country (Fears, 2006). Other countries with similar
concerns about illegal immigration include Great Britain,
Switzerland, and Greece as well as countries in Asia.

Many countries faces issues of illegal migration. The

United States faces a major influx of illegal immigrants
from Mexico and other Central American states
(Thompson, 2008). A fence is being constructed on the US-
Mexico border to control this flow of people (Fletcher and
Weisman, 2006). However, its efficacy is questioned and it
is thought that it will only lead illegal immigrants to adopt
more dangerous methods to gain entry. In addition, tighter
borders have also had the effect of “locking in” people who
might otherwise have left the country (Fears, 2006). Other
countries with similar concerns about illegal immigration
include Great Britain, Switzerland, and Greece as well as
countries in Asia.

The term term “diaspora” has been increasingly used to

described migrant communities. Of particular interest is
Paul Gilroy’s (1993) conceptualization of the diaspora as a
transnational process, which involves dialogue to both
imagined and real locales. Diasporazation and
globalization are closely interconnected and the expansion
of the latter will lead to an increase in the former (Dufolx,
2007). Today, there exists “virtual diasporas” (Laguerre,
2002) which utilize technology such as the internet to
maintain the community network.

The pros and cons of migration

There are many arguments about the advantages and
disadvantages of migration and how it has affected us
locally.

Positive Impacts on host countries

• Job vacancies and skills gaps can be filled.
• Economic growth can be sustained.
• Services to an ageing population can be maintained when
there are insufficient young people locally.
• The pension gap can be filled by the contributions of new

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young workers, and they also pay taxes.

• Immigrants bring energy and innovation.
• Host countries are enriched by cultural diversity.
• Failing schools (and those with falling numbers) can be
transformed.

Negative Impacts on host countries

• Depression of wages may occur, especially in lower paid
jobs.
• Having workers willing to work for relatively low pay
may allow employers to ignore productivity, training, and
innovation.
• Migrants may be exploited.
• Increases in population can put pressure on public
services.
• Unemployment may rise if there are unrestricted numbers
of incomers.
• There may be integration difficulties and friction with
local people.
• Large movements of people lead to more security
monitoring.
• Ease of movement may facilitate organised crime and
people trafficking.
Positive Impacts on countries of origin
• Developing countries benefit from remittances (payments
sent home by migrants). These now often outstrip foreign
aid.
• Unemployment is reduced, and young migrants enhance
their life prospects
• Returning migrants bring savings, skills and international
contacts.

Negative Impacts on countries of origin

• Economic disadvantage through the loss of young
workers
• Loss of highly trained people, especially health workers
• Social problems for children left behind or growing up
without a wider family circle

● Enhancement Activity.

Answer the questions below briefly.

1.What government programs should young people to

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support to solve unemployment problem in our country?

Why will that program be workable? Give at least 5
examples and explain.

● Generalization.

Global migration a situation in which people go to live

in foreign countries, especially in order to find work.
Most global migration is from developing countries to
developed ones. The reasons why people migrate in other
countries because of push factors are natural or social
factors that cause people to move away from their homes.
These may be due to famine, political oppression, and loss
of jobs or wars. On the other hand, pull factors are natural
or social factors that cause people to move into ban area.
These may be due to places that seem inviting because of
available opportunities to acquire better jobs.

● Application.

As a student, how can you help another individual

understand and consider seriously the migration situation
because of poverty and other calamities?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 
Post-Assessment
Answer the following questions:
1. What do you think is the fundamental concern of global
migration?

2. Why do Filipinos give importance in migrating abroad?

Explain your answer.

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Activity Sheet

Activity 01: Answer the following questions

1. Why people choose to migrate?

2. How has COVID-19 changed the face of global migration?

Post your answer in your Facebook account, Instagram or twitter. Print the comments
and reactions and present it in our virtual class.

Rubrics:
Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

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Assessment

Assessment 01. Virtual Interview

Through this interview, you should be able to gain a firsthand knowledge of the
experiences of overseas Filipino Workers (OFW), people who worked abroad. Their
true to life experiences abroad could provide a concrete understanding of how
globalization affects themselves, their families, and the country.

1. Find a former or a current OFW to be interviewed through online conversation.

Your respondent’s name should not be revealed in class to protect the person’s
identity and ensure anonymity.

2. Use the following guide questions. (you may add additional questions):

• How long have you stayed abroad?

• Why do you worked abroad?

• What is your most unforgettable experiences in working abroad? Why?

• How will you compare the Philippines with other countries?

• If given a chance, do you wish to go back and work abroad? Why or why not?

Rubric
Criteria Excellent 4 pts. Good 3pts. Fair 2pts. Poor 1 pt.
Org. Culture The author The author The author Little or no
and analysis provides a provides a good provides an analysis is
thorough and amount of adequate provided on the
detailed analysis. amount of organization. A
analysis of the Situational analysis. less than
organization analysis and Situational average amount
studied. computations analysis and of Situational
Situational are applied and computations analysis and
analysis and discussed in the are discussed computations
computations paper.  however, either are provided in
are clearly more analysis the paper. 
applied in the or cultural
discussion.  discussion
could have been
shared. 
Content Topic Topic Topic too broad Topic too broad
interesting, of somewhat or narrow for or narrow for
appropriate broad or narrow length of paper length of paper
breadth for for length of and/or a poor and/or a poor
length of paper paper and/or a topic for topic for

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NGEC 0723 The Contemporary World

& an questionable research. research.

appropriate topic for Support for Support for
topic for research. thesis barely thesis barely
research. Support for sufficient, sufficient,
Support for thesis sufficient, and/or. and/or.
thesis complex, but lacking in Organization, Organization,
complete, & in- depth or transitions, transitions,
depth. complexity. introduction, introduction,
Writer involved Organization, and conclusion and conclusion
with subject, transitions, lacking clarity lacking clarity
not merely introduction, and/or and/or
doing an and conclusion appropriateness.  appropriateness. 
assignment. slightly lacking
Clear and clarity and/or
appropriate appropriateness.
organization,
with effective
transitions,
introduction,
and conclusion. 
Grammar and Consistent and Voice mostly Voice Voice
Mechanics appropriate consistent and somewhat somewhat
voice. appropriate. consistent and consistent and
Sophisticated Fairly effective appropriate. appropriate.
and precise word choice. Correct word Correct word
word choice. No more than 2 choice. choice.
No spelling spelling errors. More than 3 More than 4
errors. Fewer than 1 spelling errors. spelling errors.
No errors in errors in More than 2 More than 3
agreement, agreement, errors in errors in
pronouns/antece pronouns/antece agreement, agreement,
dents, or tense. dents, or tense. pronouns/antece pronouns/antece
No punctuation Fewer than 2 dents, or tense. dents, or tense.
or capitalization punctuation or More than 3 More than 4
errors. capitalization punctuation or punctuation or
Met all style errors. capitalization capitalization
and min/max Met most style errors. errors.
page and min/max Failed to meet Failed to meet
requirements. page style and/or style and/or
requirements. min/max page min/max page
requirements. requirements.
Style Chooses word Generally uses Uses relatively Usually
for their precise words vague and contains many
meaning and accurately and general words, awkward
uses an effectively, but may use some sentences,
appropriate may sometimes inappropriate misuses words,
level of be too general. language. employs
specificity. Sentences Sentence inappropriate
Sentence style generally clear, structure language. 
fits paper's well structured, generally

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NGEC 0723 The Contemporary World

audience and and focused, correct, but

purpose. though some sentences may
Sentences are may be be wordy,
varied, yet awkward or unfocused,
clearly ineffective.  repetitive, or
structured and confusing. 
carefully
focused, not
long and
rambling. 

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NGEC 0723 The Contemporary World

References

Aldama, Prince Kennex R. (2018). The Contemporary World. Rex Book Store,
Manila

Dufolx, S. (2007). Diaspora. In Scholte, J.A. & Robertson, R, (eds.). Encyclopedia of

globalization. New York: MTM Publishing.

Fears, D. (2006, October 27). Citizenship changes draw objections. New York Times.

Fletcher, M.A., & Weleisman, J. (2006, October 27). Bush signs bill authorizing 700-
miles fence
for border. New York.

Gilroy, R. (1993). The Black Atlantic Modernity and double consciousness.

Cambribridge, MA: Harvard University Press.

Haddad, E. (2003, July 3). The refugee: The individual between sovereigns. Global
Soceity.17.

Kritz, M. 2008. International migration. In Ritzer, G. (ed.) Blackwell encyclopedia

of sociology online. Malden, MA: Blackwell.

Laguerre, M. S. (2002). Virtual diaspora: A new frontier of national security. The

Nautilus Project on Virtual Diasporas-a-new-frontier-of-national-security-2/
on December 22, 2016.

Landler, M. (2007). Germany agonizes over brain drain. New York Times.

Moises. J. W. (2006). International migration: Globalization’s last frontier.

London: Zed Books.
Ritzel, G. (2015). Globalization: The essentials. MA: Wiley-Blackwell. Shamir
R.2005. Without boarders? Notes on globalization as a mobilityregime.
Sociological theory.23.

Thompson, G. (2008, October 3)

Zulueta, Francisco M. (200). Anthropological and Sociological: Concepts and

Perspectives.National Book Store

Electronic References:

https://www.google.com/search?q=types+of+migration&sxsrf=ALeKk01re9wF-
a9u97ISehEqtDzlhlCPfA
%3A1626574780724&ei=vI_zYJ3nK4fVhwOU1ZjQDA&oq=Sample+Pictures+of+
Cause+Migration&gs_lcp=Cgdnd3Mtd2l6EAEYAjIHCCMQsAMQJzIHCAAQRxC
wAzIHCAAQ

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NGEC 0723 The Contemporary World

Migration and development

https://www.ilo.org/global/topics/labour-migration/policy-areas/migration-and-
development/lang--en/index.htm

The pros and cons of migration

https://www.embraceni.org/migration/the-pros-and-cons-of-migration/

Drivers of migration: why do people move?

https://academic.oup.com/jtm/article/25/1/tay040/5056445

Migration: Types and Reasons

http://uki.vdu.lt/wp-content/uploads/sinergija/EN/geografija/geografija3/Tekstas
%20Migration,%20%20%C4%AFvadinis%20pratimas.pdf

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NGEC 0723 The Contemporary World

Learner’s Feedback Form

 
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If Yes, what did he/she do to help you?
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NGEC 0723 The Contemporary World

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NGEC 0723 The Contemporary World

List of Contributors

DOROTHY LOU I. ABO, LPT

She is a College instructor at President Ramon Magsaysay
State University. She graduated with an Academic
Excellence award for her remarkable scholastic records and a
Leadership award for being the Vice President of Supreme
Student Government S.Y. 2018-2019 from President Ramon
Magsaysay State University (PRMSU) Main Campus with
the degree of Bachelor of Secondary Education major in
Social Studies. She pursues her master’s program in the same
university. She is already a Licensed Professional Teacher at
the age of 22. This young professional enjoys herself doing things that she loves like
travelling in her free time. She is very passionate and dedicated in teaching her
students.

MELVILLE A. MANIEGO

He is a full-time faculty member of the Institute of Arts and

Sciences in Baliwag Polytechnic College, Baliwag, Bulacan.
Currently enrolled in St. Anthony College Technology in the
City of Mabalacat, Pampanga, taking Masters in Education,
major in Education Management. He is the
President/Chairman of the Board of Miekel John Institute for
Science and Technology in Bustos, Bulacan.

ROBIE MAR A. DAYTO, LPT, MAEd

Mr. Dayto is a 25-year-old passionate Licensed Professional

Teacher hailing from Sto. Domingo, Nueva Ecija. He
finished his Baccalaureate Degree in Secondary Education
Major in Social Studies at Central Luzon State University last
2016 and humbly awarded as Cum Laude. Currently, he is
writing his Thesis requirement for his Master of Arts in
Education degree at Wesleyan University–Philippines. Since he graduated, Mr. Dayto
is affiliated with Midway Colleges Inc. (formerly Midway Maritime Foundation Inc.)
in Cabanatuan City, Nueva Ecija as a full-time College Instructor teaching Social
Sciences courses under General Education Department. Last 2018, he is one of the
chosen participants in the 12-day Intensive Seminar-Workshop on New General
Education Curriculum sponsored by the Commission on Higher Education held at
Saint Louis University, Baguio City. Presently, he is the General Education
Coordinator–OIC of his home institution, supervising and coordinating all academic
engagements of the General Education Department as well as serving as the focal
person of the department in all administrative endeavor.

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NGEC 0723 The Contemporary World

EDGAR ALLAN C. FLORES, LPT, MPM

Professor Flores finished his Master of Management major in
Public Management from the University of the Philippines-
Baguio in 1996. He is a Philippine Board Examination for
Teachers (PBET) passer (now Licensure Examination for
Teachers. He finished his Bachelor of Arts major in Political
Science degree at the Saint Louis University in 1983. He
taught Social Sciences and other related subjects. He joined
the CHED- sponsored training program entitled “The New
General Education Core: Courses: Second Generation Training (The Contemporary
World) held from the 8th to the 26th of May 2017 at the Philippine Normal
University, Taft Avenue, Manila “.

JEROME C. MATIC, LPT, MASSEd (c)

He earned his Bachelor of Arts in Sociology from the
University of Santo Tomas (España, Manila). Also, he is
pursuing Master of Arts in Social Science Education at
Philippine Normal University - Manila. Currently, he is a
Faculty Member in the Department of Arts and Sciences of
Bataan Peninsula State University - Main Campus wherein
he teaches Social Science courses, and he is engaged in
some of the research projects of this said university. He is
also a former Senior High School Teacher II at Department
of Education - Schools Division of Bataan from May 2016
up to March 2021 in which he engaged in writing and evaluating Learning Resource
Materials for Senior High School and also, he is a former Division Learning Resource
Evaluator of DepEd Bataan.

JENETTE C. ABAD, LPT, MAEd

She is a resident of Dinalupihan, Bataan, and a faculty
member of the Bataan Peninsula State University who has
been teaching Social Sciences subjects for twenty seven
years (27). In 1991, she finished Bachelor of Science in
Secondary Education major in Social Studies at Virgen
Delos Remedios College in Olongapo City. Likewise, She
completed her Master’s degree in 2010, and earned units in
doctoral degree. Currently, she is the chair of the Social
Science Cluster in the said university.

HASMINE ARIELLE G. MARIANO

Currently working as an instructor at the Tarlac Agricultural
University, College of Arts and Sciences, under the
Development Communication department. Throughout her
three years of service, she experienced teaching general
education and social science subjects among all year levels,
exposing her to different perspectives and challenges on
instruction. She had also been exposed to different extension
projects of the college, such as the Region III’s Civil Service
Commission surveys on livelihood. She took her bachelor’s degree in English at Saint

219
NGEC 0723 The Contemporary World

Louis University and is currently taking up her master’s degree in Communication at

the Polytechnic University of the Philippines.

FRANK ELIE VILLA CARLOS MORALES, LPT, MASSEd (c)

He is the present Event Manager at MV Creative Events and
Designs Management based in Pampanga. He is a graduate
of Bachelor of Secondary Education major in Social Studies
from Bataan Peninsula State University in 2016 as (Dean's
List) and one of the 1st Take Passers from September 2016
Board of Licensure Examination for Professional Teachers.
After his 1st year of teaching experience, he continue
fulfilling his graduate program of Master of Arts in Social
Science Education at Philippine Normal University in Manila. He is also a member of
PNU-Geografika as a researcher and fieldworker. He is also a student from the
National Geographic Explorer: The NatGeo Explorer Mindset. He is known for his
Popular Culture lectures and his research interest and advocacies includes Geography
Education, Culinary Tourism, Gender Inclusiveness, Heritage, Arts, and Culture.
Professional Education and Pedagogy in the Social Sciences.

FLOREANN A. BASCO, LPT, MAEd

She is currently a part time college instructor at Republic
Central Colleges Angeles, City. Faculty of College of
Arts and Education, teaching Contemporary World for
almost 3 years in the said institution.

DR. CHONA P. CONTE

220
0323
NGEC 0723 The Contemporary World

Module Overview
Introduction

Towards a sustainable development represents an opportunity to construct a new

approach, and the success of these efforts has powerful implications for issues of
peace and food security. The term ‘Sustainable development’, in place of
‘development’ is now being increasingly used by scholars. It has become a major
topic of discussion among all the social scientists, social organizations, statesmen and
leaders. The industrial-technological and economic development registered by the
humankind during the past 100 years has not proved to be a real development in so far
as it has created imbalances in the environment as well as among nations.
 
 Topic 01: Global Food Security
 Topic 02: Sustainable Development
 Topic 03: Global Citizenship
 
Learning Outcomes

To explain the paradigm shift that have been brought by the issues and problems that
affects the people around the globe.
 
Minimum Technical Skills Requirement
(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
 
 Topic 01: Global Food Security = 3 hours
 Topic 02: Sustainable Development = 3 hours
 Topic 03: Global Citizenship = 3 hours

Delivery Mode

This learning packet will be delivered through online, both asynchronous and
synchronous.
 
 
Module Requirement with Rubrics

The requirement for this learning module are the following:

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NGEC 0723 The Contemporary World

a. Case Study Analysis on Global Food Security

b. Brochure or campaign materials on the simple ways on how you can contribute in
practicing sustainable development

c. Reflection paper on Global Citizenship

The rubrics will be posted on your Google Classroom for your guidance and
reference.

222
Learning Module 3
The Contemporary World
 
Learning Packet 1

Global Food Security

Learning Packet 1

Global Food Security

 
Introduction

This learning packet will tackle Global Food Security. In particular, you will learn
what global food security is, what causes it, what is currently being done about it, and
what more can be done to ensure availability, accessibility, and safety of food for
everyone. 
 
Objectives

At the end of the learning packet, you are expected to define global food security, and
critique existing models of global food security and to recognize the roles and
functions of different international organizations on their programs for food security.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
(Specify the number of hours allotted for this learning packet.)
 
 Topic 01: Global Food Security = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning packet will be delivered through online, both asynchronous and
synchronous. In the module below, you may click the links for more information on
the given topics.
 
Assessment with Rubrics

An editorial essay will serve as your assessment at the end of this learning packet.
You can access the rubrics for the assessment below.
 
Requirement with Rubrics
(Discuss the requirement along with the corresponding rubrics.)

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

224
Access the PDF on the Internet by visiting the following link:

1. Global Strategic Framework for Food Security and Nutrition

by the Committee on World Food Security

http://www.fao.org/fileadmin/templates/cfs/Docs1314/GSF/GSF_Version_3_EN.pdf

Upon reading the Global Strategic Framework for Food Security and Nutrition,
discuss your answers to the following questions with the class:

 Which among the structural causes of hunger and malnutrition do you observe
in your own community?
 Summarize your understanding of the twin-track approach. How does this
approach address the structural causes of hunger and malnutrition?
 Why is increasing smallholder-sensitive investment in agriculture proposed as
one of the solutions to food insecurity?
 Based on the recommendations to improve global support to regional and
national actions and response to global challenges, how do you think
individuals like you and me can participate in ensuring global food security?

Introduction

Global Food Security entails “freedom from hunger and

entitlement to food that meets dietary needs, free from Key Points:
adverse substances, culturally acceptable, in large enough  
quantities, physically and economically accessible, and Food security has
four pillars:
with sustainable supply for present and future generations,”
 Food Availability
according to the Food and Agriculture Organization of the
 Food Accessibility
United Nations.
 Food Utilization
 Food Stability
This learning packet will unpack the ways in which this is  
not currently being met, and the ways in which they can be Definition of Terms:
met moving forward.  
  Food Availability.
Pre-Assessment Sufficient quantity
and quality to meet
Watch this 8-minute documentary (click the link to go to dietary needs of
the YouTube video) about pagpag and then answer the individuals.
following questions:
Food Accessibility.
1. What does pagpag mean in the context of the Physical and
economic ability of
video?
individuals to acquire

225
2. Where is pagpag commonly practiced? food.
3. Why do the people need to resort to pagpag?
4. What are some challenges of people collecting Food Utilization.
pagpag? Assurance that the
5. What actions do you think can be done to improve food has no adverse
substances and is
the food security in areas where pagpag is
nutritious, well-
prevalent? prepared, and
culturally acceptable.
 
Lesson Proper Food Stability. The
ability to obtain food
● Review. Talking about globalization, please reflect on over time.
the following:  

In the previous learning packet, how does global migration

affect global food security?

● Activity

What do you think are some factors that can hinder the
food security of a community? List as many as you can in
the box provided below.

● Processing of the Activity.

Compare your answers with at least one or two classmates.

Are there similarities or differences?
What are the most common answers in your class?

● Brief Lesson.

What are the pillars of global food security?

The four pillars are the considerations that must be met for
a community to say it has achieved food security. Each
entails its own specific challenges.

To meet the need for food availability, we must consider:

 Land Productivity, which means agricultural land is
being used to efficiently grow crops and raise animals

226
for meat or animal by-products.

This means agricultural land must be protected from

businesses that seek to needlessly convert it for
commercial or residential purposes. Also, farmers must
be provided adequate support through equipment and
fair pricing post-harvest.
 Budget, which means that a community should be able
to afford the cost of producing food. This does not only
apply to the cost of ingredients, but also ready-made
meals in households and in dining establishments.
 Environment, which includes the climate and weather
of the area where food is being produced and
consumed, as well as the domestic market where it is
being sold.

Extreme weather phenomena such as storms, floods,

earthquakes, and volcanic eruptions can damage
existing stocks and limit the amount of available food.
Shortages of staple foods also pose a problem in the
domestic market; on the other hand, oversupplying can
might make prices plummet.
 Population, which is not only a question of “Is there
enough food?” but a question of “Is there enough of
the right kind of food?” since there are dietary
requirements or food preferences for people at different
stages in life.

For example, fast food day-in and day-out may still be

acceptable for young individuals, but the elderly and
the sickly might not be able to sustain themselves for
very long on such salty and fatty food.
 Culture, which mostly pertains to the self-imposed
limitations that people place on their diets. Some
identify as vegan or vegetarian, so plenty of plant-
based alternatives to meat must be made available.
Muslims must first certify food as halal, while Jewish
must certify food as kosher.
To meet the need for food accessibility, we must consider:
 Physical accessibility, or the extent to which people
need to travel just to acquire food, the amount of
money they have that they are willing to spend on
food, and the environmental conditions which can
affect their ability to go out and get food.

Physical accessibility was made more apparent to

everyone as a major consideration for food security
when governments all over the world started to declare
lockdowns due to the COVID-19 pandemic. Those
who were not able to stockpile food ahead of time and

227
were not allowed go out to buy food had to rely on
government aid or “relief goods.”
 Economic accessibility, which is affected by the
prices of food and the income of the consumers. In the
Philippines alone, at least 18.8 million Filipinos were
considered as severely food insecure in 2017-2019.
This means they spent a day or days without eating
because of a lack of resources to afford food.

On the other hand, for those who can afford food,

there is a tendency to purchase food that might not be
best for their health, since instant food is cheaper than
raw ingredients, chips are cheaper than nuts, soda is
cheaper than fruit juice of the same quantity, and
candy is generally cheaper than fresh fruit.

To meet the need for food utilization, we must consider:

 Hygiene and sanitation, especially in industrial-scale
food preparation such as in factories or kitchens of
dining establishments. For this reason, the government
agency responsible for regulation and monitoring must
be very hands-on and strict with prescribed standards.
The consequences of being lax with this can be dire, as
evidenced by the story of Typhoid Mary (click the link
to view the 3-minute video).
 Preparation and production, which includes how
well-trained the people involved in the process are,
and how safely the ingredients and the finished
products are stored.
 Family consumption patterns, which is affected by
the size of the family, the age group of its members,
and the cultural background of the family. For
example, immigrant families still tend to eat the same
cuisine from their country of origin.
 Advertising and Marketing, which should not only
aim to sell the product but to transparently inform its
potential buyers of the nutritional information,
allergens, suggested retail price, and other important
factors that could influence their decision to purchase
the food product.

To meet the need for food stability, we must consider:

 The legal obligation to uphold the human right to
adequate food, which all governments and individuals
should strive to provide for themselves and others.

When this basic human need is not met, in extreme

cases it could lead to large scale social upheaval, such
as during the French Revolution (click the link to view
the full article) when people could not even afford

228
bread, the staple of French diet.
 Discrimination, particularly against women, children,
refugees, indigenous people, people with disabilities,
the elderly, and racial minorities. While discrimination
encompasses more than just access to commodities
such as food, it is a key issue that needs to be
prioritized since barring people’s access to food is a
violation of their basic human right to adequate food.
 Progressive action, which every individual is capable
of and called to do since even good systems of
production, distribution and monitoring can collapse
when no one is striving to maintain and upgrade them.

What are the existing models of food security?

 Aid-based rations. This is a short-term solution that is

typically carried out when an environmental calamity,
pandemic, or armed conflict cuts off regular supply of
food in an area. An example of this is the food pantry
(click the link to view the short video), which was
adopted in multiple communities in the Philippines
during the lockdowns caused by COVID-19.
 Self-sufficient. Households are encouraged to plant
their own fruits, vegetables, and herbs, often using
seeds and seedlings provided by the local government
(read more here). In rural areas with large backyards,
some families also raise swine and poultry to avoid
having to buy expensive butchered meat from the
market.
 Farm-to-table. Restaurants use ingredients from local
farms, unlike traditional restaurants which import from
other parts of the country or from other countries. It
ensures that both farmers and restauranteurs earn a
profit, and the food shows the specialties of the place.
 Localized market. This type of market is not found at
the center of towns or cities, but in small
neighborhoods, where the ingredients sold are
contextualized for the needs and readily available
resources of the immediate community.
 Globalized market. These are places where
ingredients that are not indigenous to the area or food
that are not locally produced can be sold. One example
of this is the duty-free retail outlet, which sells
products of foreign countries with little to no tax.
However, prices of local commodities such as rice
might significantly drop due if a large amount of
foreign goods are imported.
 Technology-based. In countries such as Germany,
Japan and the U.S., alternative methods of farming
have been tested such as vertical farming in which
229
plants are made to grow along the sides of buildings,
not with soil but with hydroponics, a method of
growing plants in nutrient-rich water (click the link to
view the video). This may make it possible for fresh
vegetation to grow even in urban areas with limited
land availability.

● Enhancement Activity.

What are the food staples or commodities in your

community? What other food items can replace those
staples or commodities if they become unavailable?

● Generalization.

In recent decades, demographic and economic growth

have challenged the limits of economic, social, and
ecological sustainability, giving rise to questions about
food security at the global level. Despite technological
advances that have modernized the conditions of
production and distribution of food, hunger and
malnutrition still threaten the health and well-being of
millions of people around the world. Access to food is still
perceived by many as a privilege, rather than a basic
human right, and it is estimated that about 35 000 people
around the world die each day from hunger. An even
larger number of people (mainly women, children, and the
elderly) suffer from malnutrition. Far from disappearing,
hunger and malnutrition are on the increase, even in
advanced industrialized countries like Canada, where each
year an estimated 2.5 million people depend on food
banks. About 30 million people in the United States are
reported to be unable to buy enough food to maintain good
health. The continuing reality of hunger and the
unsustainability of current practices, both locally and
globally, make food security an essential concern.

● Application.

As a student in contemporary world, how will you accept

the changes that you encountered in the aspect of global
food security?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

230
Post-Assessment

Multiple Choice. Choose the correct answer to the

following questions. Write only the letter of your answer
on the space provided before each number.

_____ 1. When consumers can walk to their

neighborhood convenience store to buy ready-made
food that costs 50 pesos or less, which pillar of
food security is met?
a. Food availability
b. Food accessibility
c. Food stability
d. Food utilization
_____ 2. Which pillar of food security talks about the
responsibility of the government to honor the right
to adequate food of their constituents?
a. Food availability
b. Food accessibility
c. Food stability
d. Food utilization
_____ 3. Which model of food security ensures that
food originating from countries other than one’s
own is given tax breaks to make it more affordable?
a. Farm-to-table
b. Globalized market
c. Localized market
d. Technology-based
_____ 4. Which pillar of food security considers the
lifestyle, demographic, and other patterns for
consumption of families?
a. Food utilization
b. Food stability
c. Food accessibility
d. Food availability
_____ 5. Which consideration of food utilization talks
about the health safety practices that establishments
selling and serving food should always observe to
avoid contamination and disease?
a. Advertising and marketing
b. Family consumption patterns
c. Land productivity
d. Hygiene and sanitation
_____ 6. When the use of agricultural property is
maximized for a plentiful, good quality harvest,
which consideration under food availability is being
met?
a. Budget
b. Land Productivity

231
c. Environment
d. Population
_____ 7. Under food stability, which consideration
talks about being intentionally denied access
because of gender, age, ability, nationality or
ethnicity?
a. Discrimination
b. Legal obligation
c. Progressive action
d. Family consumption patterns
_____ 8. Which model of food security supports
individual families’ production of their own edible
plants and meat for personal consumption?
a. Self-sufficient
b. Farm-to-table
c. Localized market
d. Aid-based rations
_____ 9. Food packs containing canned goods, instant
noodles, sachets of coffee, and a kilogram of rice
fall under which model of food security?
a. Self-sufficient
b. Globalized market
c. Technology-based
d. Aid-based rations
_____ 10. Among the models of food security, which
one currently experiments with growing food in a
sterile laboratory environment that replaces soil
with water?
a. Localized market
b. Globalized market
c. Technology-based
d. Farm-to-table

232
Activity Sheet

Activity 01: Situational Analysis

Propose a solution to the following situations:

1. A resident of a community comprised mostly of young parents and their

children would like to put up a sari-sari store. What kind of food should she
sell in light of this population?
2. The owner of a local grocery store wants to encourage his patrons to buy
healthier food options instead of junk food, even if healthier food options are
a little bit costlier. How can he accomplish that?
3. A family is watching television together, and some commercials for processed
food are shown. What kind of information should they seek to know about the
food through the ad?
4. The government of a small municipality instituted a lockdown of all citizens.
However, most of the citizens rely on the service sector for their income and
run the risk of starving at home. What should the municipal government do to
prevent that risk?

Rubrics:
Category 5 4-3 2-1

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

233
Assessment

Assessment 01. Case Study

Create a case study based on the situation given below. You may use the guide
questions below as a guide.

The farmers of Nueva Vizcaya used to supply majority of the vegetables sold in
markets in Manila. However, when the COVID-19 pandemic caused long
lockdowns, their harvests did not reach the intended consumers in Manila.

In what ways were the farmers adversely affected? How about the consumers in
Manila? What could be done to alleviate the farmers’ problem? What
alternative/s can the consumers in Manila do to attain food security?

Type your answers on short (8.5x11) bond paper in Times New Roman, double
spaced, with 12-pt font and 1” margin on all sides. Cite all references in APA format.
You will be graded based on the following rubrics:

Criteria 5 points 3 points 1 point

Misunderstood the
Clearly presents Presents a clear overview
task; presented
a fully and highlights key features
Task achievement limited ideas which
developed case but could be more fully
may be irrelevant or
study extended
repetitive
Uses a very limited
Skillfully Uses a range of cohesive
range of cohesive
paraphrases; devices but may have some
Coherence & devices & those used
arranges underuse/overuse; has a
Cohesion might not indicate a
information and clear progression all
logical relationship
ideas logically throughout
between ideas
Uses adequate range of Uses only basic
Uses a wide
vocabulary; attempts to use vocabulary which
range of
less common vocabulary might be used
vocabulary;
but with some inaccuracy; repetitively or
Lexical Resource produces rare
makes some errors in inappropriate for the
errors in
spelling and/or word task; errors may
spelling and/or
formation but does not cause strain for the
word formation
impede communication reader to understand
Uses a wide
range of Uses a mix of complex and
Some structures are
structures with simple sentence forms;
accurate but errors
Grammatical full flexibility makes some errors in
predominate, and
Accuracy and accuracy; grammar and punctuation
punctuation is often
majority of but rarely reduces
faulty
sentences are communication
error-free
Adopted from the band descriptors of the IELTS writing task

234
References

De Guzman, J. et al. 2020. The Contemporary World. Mutya Publishing House, Inc.
Valenzuela City

Martinez, R. M, et al. 2018. The Contemporary World. Mindshapers Co. Inc.

Intramuros Manila

Steger, M. B. (2005). Ideologies of Globalization. Journal of Political Ideologies. pp.

11-30

59M Filipinos experienced ‘food insecurity,’ highest in Southeast Asia – UN Report.

(2020) CNN Philippines. Retrieved from:
https://cnnphilippines.com/news/2020/7/16/PH-most-food-insecure-southeast-
asia.html

Global strategic framework for food security and nutrition. (2014) Committee on
World Food Security. Retrieved from:
http://www.fao.org/fileadmin/templates/cfs/Docs1314/GSF/GSF_Version_3_EN.pdf

Philippines. (n.d.) Right to Food Assessment. Retrieved from:

http://www.fao.org/3/ap596e/ap596e.pdf

The Philippines. (n.d.) United Nations World Food Programme. Retrieved from:
https://www.wfp.org/countries/philippines

What causes food insecurity in the Philippines? (2017) Borgen Magazine. Retrieved
from: https://www.borgenmagazine.com/causes-food-insecurity-in-the-philippines/
Writing task 1: Band descriptors. (n.d.) IELTS. Retrieved from:
https://www.ielts.org/-/media/pdfs/writing-band-descriptors-task-1.ashx?la=en

235
236
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238
Learning Module 3
The Contemporary World
 
Learning Packet 2

Sustainable Development
Learning Packet 2

Sustainable Development
 
Introduction

This learning packet will tackle Global Food Security. In particular, you will learn
what global food security is, what causes it, what is currently being done about it, and
what more can be done to ensure availability, accessibility, and safety of food for
everyone. 
 
Objectives

At the end of the learning packet, you are expected to define sustainable development,
differentiate stability from sustainability, and to recognize the models of global
sustainable development.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration
(Specify the number of hours allotted for this learning packet.)
 
 Topic 01: Global Food Security = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)

Delivery Mode

This learning packet will be delivered through online, both asynchronous and
synchronous. In the module below, you may click the links for more information on
the given topics.
 
Assessment with Rubrics

At the end of this learning packet, you will be asked to write a reflection paper and
create an infographic about sustainable development.
 
Requirement with Rubrics
(Discuss the requirement along with the corresponding rubrics.)

A short essay will serve as your assessment at the end of this learning packet. You can
access the rubrics for the assessment below.
 
Readings

240
Suggested Readings: Access them on the internet just follow the link:

1. The Global Goals Comics by Margreet de Heer

https://catalogue.unccd.int/1200_GlobalGoalsComic.pdf

2. The 17 Goals - United Nations https://sdgs.un.org/goals

It is important for you to read the above-mentioned readings in order to identify each
of the sustainable development goals. Specifically, the illustrations presented in the
Global Goals comics would help you recognize clearly the ways in which you can do
your part in achieving these goals.

Introduction

Sustainable development is development that meets Key Points:

the needs of the present without compromising the  
ability of future generations to meet their own needs · Sustainable
Development
(Brundtland Commission Report, 1987). This is the
· Sustainability
main ideal of the United Nations.  
In this learning packet, you will learn about the  
dimensions of sustainable development, its history, Definition of Terms:
models, as well as the challenges to it. Through  
learning this, we hope that you’ll be able to reflect on Sustainability. It is
the paradigm for
the importance of sustainability in our highly
thinking about the
globalized world. future in which the
  considerations for
Pre-Assessment each pillar -
environmental,
Before we discuss the lesson further, please societal, and
economic (or people,
take the time to answer the following activities.
planet, and profits)
This will help you gauge your prior knowledge are balanced.
about the lesson.
A. Please answer the following questions. Sustainable
development. It is
1. What do you think is the difference development that
between stability and sustainability? meets the needs of
2. Why do you think is there a need for a the present without
compromising the
sustainable development?
ability of future
3. What sustainable models are being generations to meet
practiced in your community or country? their own needs.

B. Identify the concepts which promotes

241
sustainable development. Put a check mark () on
the space provided.
1. hygiene education
2. crime prevention
3. respect for human rights
4. promotion of cultural heritage
5. support for small businesses
6. affordable internet access for all
7. prevention of child labor, forced labor, and
slavery
8. protection of biodiversity
9. preventing food waste
10. laws protecting refugees and other migrants

Lesson Proper

● Review. Talking about globalization, please reflect on

the following:

From what you’ve learned about globalization, what

do you think is the significance of the concept of
sustainable development to our world?

● Activity

To help you further explain your answer to the

question above, please do this activity.
1. What do you think are the biggest problems
facing the world today? You can enumerate at
least three of these problems that are evident
in your community, in the country, and the
world.
(e.g., hunger, unemployment, lack of sanitation)
2. What do you think are the root of these
problems?
3. How do you think the concept of
sustainable development would help in
addressing the problems?
4. How are you contributing to dealing with
those problems?

● Processing of the Activity.

242
Compare your answers with at least one or two classmates.
Are there similarities or differences?
What are the most common answers in your class?

● Brief Lesson.

What is Sustainable Development?

The economic globalization that we are
experiencing now have brought significant benefits
to many countries and to many lives. However, one
of its main downsides is its lack of sustainability.
This means that there is a need for development to
be ensured in and for the future generations.
Sustainable development is the “development
that meets the needs of the present without
compromising the ability of future generations to
meet their own needs” (Brundtland Commission
Report, 1987).
There are four dimensions to sustainable
development – society, environment, culture and
economy. These dimensions are interconnected, not
separate.

Sustainability and Sustainable Development

Sustainability is the paradigm for thinking about the future

in which the considerations for each pillar - environmental,
societal, and economic (or people, planet, and profits) are
balanced. This is to pursue an improved quality of life for
all.

For example, in order for a society to thrive, the

environment should be healthy so that the need for food,
resources, safe drinking water, and clear air would be met.
Therefore, sustainability is the long-term goal, that is, to
have more sustainable world.

On the other hand, sustainable development are the many

processes and pathways to achieve sustainability. This may
be through sustainable agriculture and forestry, good
governance, sustainable production and consumption, and
more.

Process Question:

1. Aside from those mentioned above, what other

243
sustainable processes are you familiar with?

The Need for Sustainability

In the paper, The Anthropocene: Are Humans Now

Overwhelming Nature's Great Forces, Steffen et.al, (2007)
explored the development of the Anthropocene or the era
of humanity’s dominance over the Earth. It was described
as:

“The Earth has now left its natural geological epoch; the
present interglacial state called the Holocene. Human
activities have become so pervasive and profound that they
rival the great forces of nature and are pushing the Earth
into planetary terra incognita. The Earth is rapidly moving
into a less biologically diverse, less forested, much
warmer, and probably wetter and stormier state.”

Process Question:

What can you say about the text above? Do you agree with
it or not? Why?

We live in an era marked by innovative technological tools

which improves how we live in an unprecedented scale ―
from accessing various information in just one click, to
improvements in health care which extends the global life
expectancy, and to the way we learn, work, and get
entertained.

Yet despite these and the macroeconomic growth in many

countries, millions still suffer from hunger and
malnutrition, lack of education, and inequalities continue
to deepen. Moreover, climate change has made developing
countries more vulnerable as the world’s ecology is put to
test by the fast population growth and rapid urbanization.

This means that the economic system seems to be stable

but it is not sustainable. Stability means short-term
firmness in position, permanence and resistance to change,
especially in a disruptive way. On the other hand,
sustainability considers long-term capacities of a system to
exist.

Process Question: 1. What situations, practices,

technology, or policy do you think is beneficial to
humanity at present but could be damaging in the future?

(e.g., The use of single-use plastics like plastic bottles, or

for food packaging is very convenient. However, these

244
plastics take approximately 450 years to decompose. This
considerably contributes to the plastic pollution which
harms marine mammals, seabirds, and eventually humans.

In a sense, globalization at this point remains stable. Its

main proponents resist talks about coming up with
alternative to globalization. Yet the fact remains that the
current version of globalization is unsustainable. San Juan
(2018) enumerated a number of reasons:

A. Western – Centric Globalization

▪ The idea of making everyone live and eat like how a

typical Westerner does is a premise of today's
globalization. For example, an average American consume
3750 calories daily compared to 1,590 calories from the
Democratic Republic of the Congo. It also has 16.4 metric
tons of carbon dioxide per capita compared to only 4.991
metric tons on the global average. In the documentary, The
Poorest President (2014), the former Uruguayan President
Jose Mujica said: “we will need two Earths if we are to live
like typical Americans.”

▪ The western pattern diet is also unhealthy both to the

people and the environment.

 Extensive cattle ranching is the number one culprit of

deforestation in virtually every Amazon country, and it
accounts for 80% of current deforestation (Nepstad et
al., 2008).
 According to the World Wildlife Fund, cattle ranching
deforestation contributes 340 million tons of carbon to
the atmosphere each year, accounting for 3.4 percent of
current global emissions.
 In addition, to forest conversion, cattle pastures
increase the risk of fire and are a major degrader of
riparian and aquatic ecosystems, causing soil erosion,
river siltation, and organic matter contamination.
 According to a WWF report, meat-based diets are
responsible for 60% of global biodiversity loss, putting
a significant strain on the Earth's resources. o
Moreover, the vast scale of growing crops such as soy
to rear chickens, pigs, and other animals place
enormous strain on natural resources, resulting in
widespread loss of land and species.

Process Questions:
1. What does the western-centric globalization mean?
2. How does the western pattern diet affect the
environment?

245
B. Global Race to the Bottom

• In his article, “Transitioning to a Progressive Green

Economy in the Philippines,” San Juan (2018) discussed
how current trends point to a global race to the bottom in
terms of wages and corporate tax rates. This socially
destructive duo is impoverishing millions of ordinary
people, weakening governments' financial muscle to
provide social services, and strengthening corporations and
their wealthy owners – the world's richest 1% of the
population.

• He also emphasized that the regressive scheme of

taxation, of endless wealth accumulation for the few elites
at the expense of the majority and the massive
environmental destruction, is incompatible with the finite
nature of most of the world’s resources.
• Economists such as Stiglitz, Chang, and Piketty have
echoed Marx’s idea on progressive tax rate as a solution.

C. Profit Over the Environment

The constant commodification of world resources from

water and air to minerals and forest land, which enable
large companies to access them unlimitedly, is bound to
exhaust the finite resources of the world.

Process Questions:

1. In the Philippines, do you think that the global race to

the bottom phenomenon is evident? Why or why not?
2. What are examples of situations in which profit is
prioritized over the environment?

Models of Global Sustainable Development As quoted

from the United Nations article on the climate crisis,

“No corner of the globe is immune from the devastating

consequences of climate change. Rising temperatures are
fueling environmental degradation, natural disasters,
weather extremes, food and water insecurity, economic
disruption, conflict, and terrorism. Sea levels are rising, the
Arctic is melting, coral reefs are dying, oceans are
acidifying, and forests are burning. It is clear that business
as usual is not good enough. As the infinite cost of climate
change reaches irreversible highs, now is the time for bold
collective action.”

However, António Guterres, the Secretary-General of the

246
United Nations, remarked in the 2019 Climate Action
Summit that, “the climate emergency is a race we are
losing, but it is a race we can win”. Hence, the following
alternative models are being considered:

Degrowth If the Earth is to survive and provide a home for

future generations, a paradigm shift away from profit and
toward the common good, from wants to needs, and from
luxury to simplicity, is required.

Latin America’s “Pachamama socialism”

Pachamama is the name of an indigenous earth goddess

and is synonymous with Mother Earth. Bolivia passed the
world's first laws endowing nature with humanlike rights
in 2011. This model still advocates for national
modernization, but not at the expense of the environment.

Process Questions:
1. What is degrowth? From what you observe in your
community, do you think this could be applied?
2. What do you think is the idea behind the Pachamama
socialism? Is there a similar initiative in the Philippines?

Latin America’s buen vivir

This is related to the Pachamama. Proponents of this argue

that limiting consumption and developing the collectivist
idea, which is based on the indigenous Quecha people's
concept of sumac kawsay, "a way of doing things that is
community-centric, ecologically balanced, and culturally
sensitive," are essential.

Process Question:

1. What is buen vivir? Are there similar practices of

collectivist idea in the Philippine context?

Green New Deal

This is a proposed legislative package in the United States

247
aimed at addressing climate change and economic
inequality. The name relates to President Franklin D.
Roosevelt's New Deal, a series of social and economic
reforms and public works projects enacted in response to
the Great Depression.

The focus is on renewable energy-related or - powered

sectors are emphasized as engines of long-term growth and
development. In this regard, even venture capitalists such
as Elon Musk of the technology giant Tesla have joined the
fray. Tesla is a pioneer in solar energy research. Also,
China, despite its current status as one of the world's
largest carbon emitters, is now "cementing global
dominance of renewable energy and technology" (San
Juan, 2018).

Process Question:
1. What renewable energy sources and technology are
widely available and accessible in your community?

Meanwhile, the United Nations has established a new set

of global goals for nations to strive for. 

Sustainable Development Goals

In 2015, all the United Nations Member States accepted

the Sustainable Development Goals (SDGs), also known as
the Global Objectives, as a universal call for efforts to end
the poverty, protect the planet, and ensure peace and
prosperity for all by 2030.

The UN recognize that measures in one area will affect

outcomes in others and that development must Page 11 of
19 balance social, economic and environmental
sustainability.

Therefore, the 17 SDGs are integrated. Countries have

pledged to leave no one behind by accelerating progress
for those who are the furthest behind first. As a result, the
SDGs are intended to bring the world to several life-
changing ‘zeroes,' such as zero poverty, hunger, AIDS, and
discrimination against women and girls.

Everyone must work together for these goals. To achieve

the SDGs in any context, all of society's creativity, know-
how, technology, and financial resources are required.”

248
The SDG’s were established on January 1, 2016 and is
expected to be achieved by 2030. The UN admits that
“these goals are not legally binding, but governments are
expected to act toward the achievement it.” The SDG is a
good start to rethink and reshape the current economic
system.

● Enhancement Activity.

Please reflect on the Cree

Indian Proverb below. What
do you think this implies?
Relate this with the idea of
sustainable development.

● Generalization.

For the improvement of the quality of all life on Earth, the

long-term goal is to be sustainable. This necessitates a
balance in environmental, societal, and considerations in
our every decision and action. Sustainable Development
are the many processes and pathways to achieve

249
sustainability. The underlying idea is to fulfill the needs of
the present without compromising the future generation’s
ability to meet their own need. With what you’ve learned,
please reflect on the question below.

● Application.

As a student in contemporary world, how will you accept

the changes that you encountered in the aspect of global
sustainable development?

Learning Packet Discussion Forum

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 

Post-Assessment

Answer the following questions:

1. What is the difference between stability and

sustainability?

2. Why is there a need for a sustainable development?

3. Please discuss the different sustainable models. Which

of those are being practiced in your community or country?

250
Activity Sheet

Activity 01: Global Goals Community Action Plan

Choose one SDG goal to focus and do the following:

a. identify a problem in your community that is part of that particular SDG;
b. enumerate your ideas in solving the problem;
c. list the skills that you (or the people in your community) already have that could
help;
d. explain how you could tell if the plan is working; and
e. discuss the first step that you’re going to take.

Rubrics:
Category 5 4-3 2-1

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization and very well somewhat
not organized
Structure organized and organized and
and the question
the question was the question was
was not
completely mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student
The student The student
makes more than
Grammar and makes no errors makes 1-2 errors
3 errors in
Spelling in grammar or in grammar or
grammar and
spelling. spelling.
spelling.
Based from: https://sites.google.com/a/dmps.k12.ia.us/part-time-indian-final-project/
evaluation/essay-rubric

251
Assessment
Assessment 01. Create a brochure or campaign materials on the simple ways on
how you can contribute in practicing sustainable development. You may use the
many templates available on Canva or any other design platforms
Exceeds Expectation Meets Expectations Needs Improvement
Criteria (5) (3) (1)
Content The campaign The campaign The content of the
material includes all material includes campaign material
the relevant the needed was not relevant to
information information. the topic.
which are outlined in
an exceptional manner.
Organization The flow of idea for The main idea is clear The campaign
the practice of but some of the steps in material is
sustainable practicing sustainable confusing.
development is well development are
presented. presented in a
somewhat confusing
manner.
Design The layout, graphics, The choices for the The campaign material
font and color choice design of the lacks a sense of
are perfectly balanced. campaign material are balance on its layout,
This enhances the okay. However, some the graphics use, and
message of the of the elements are a the choice of fonts and
campaign material. little distracting. colors.

Assessment 02. Write a reflection paper about the question below.

If the adage, “you are what you eat”, is true, do our current food choices make us
partners or wreckers of sustainable development?

Exceeds Expectation Meets Expectations Needs Improvement

Criteria (5) (3) (1)
Reflection The discussion is clear, The discussion The discussion does
meaningful, and addresses the topic and not adequately address
relevant to the topic. connections to real-life the topic and no
There is also examples is present. connections and/or
authenticity in the There is however slight opinions is present.
insights presented inconsistency with
regards to the clarity of
thought.
Organization The organization and The organization and The organization and
and structure of the paper is structure of the paper is structure make the
Structure clear and easy to okay. There is a need reflection difficult to
follow. for improvement in appreciate.
paragraph transition.

252
References

San Juan, David Michael M. 2018. Journeys Through Our Contemporary

World. Gregorio Araneta Ave, Quezon City: Vibal Publishing House, Inc.

Aldama, Prince Kennex R. 2018. The Contemporary World. Sta. Mesa

Heights, Quezon City: Rex Book Store, Inc.

253
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Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
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________________________________________________________________
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Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
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Learning Module 03
The Contemporary World
 
Learning Packet 03

Global Citizenship
Learning Packet 03

Global Citizenship
 
Introduction
This learning packet will tackle Global Citizenship and the Global Citizen, how to
become one the responsibilities they may have, and the benefits it could give to the
members of the society. Also, the emphasis of the discussion relates your reflection
about the relationships of equality and various individuals in our contemporary
world. 

Objectives
At the end of the course packet, you are expected: to identify the meaning of Global
Citizenship, Global Citizen and Nationality, to construct a best tool to promote Global
Citizenship and to reflect on some global issues concerning Global Citizenship.
 
Learning Management System
(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)
 
Duration 
 Topic 03: Global Citizenship = 3 hours (1.5 hours self-directed learning
with practical exercises and 1.5 hours
assessment)
Delivery Mode
This learning packet will be delivered through online, both asynchronous and
synchronous.
 
Assessment with Rubrics
A short analytical essay will serve as your assessment at the end of this learning
packet. You can access the rubrics for the assessment below.

Requirement with Rubrics

The requirement for this learning packet will be posted on your google classroom in
which rubrics will be attach for your guidance.

Readings
Suggested Readings: Access them on the internet just follow the link:

1. Global Education and Global Citizenship

http://www.globalization101.org/global-education-and-global-citizenship/
2. How to Be a Better Global Citizen by GEO SIQUE
https://lifeasahuman.com/2018/arts-culture/culture/how-to-be-a-better-global-citizen/

It is important for you to read the above-mentioned readings in order to

identify the meaning of Global Citizenship, Global Citizen and Nationality, to

257
construct the best tool to promote Global Citizenship and to reflect on some global
issues concerning Global Citizenship. Furthermore, this will prepare you to
conceptualize the topics and definition to apply in real-life situation.
Introduction

Global Citizenship relates to the awareness, understanding,

and involvement or participation of people throughout the Key Points:
world having various cultures and traditions in their own  
community. The focus is to explore the relationships and · Nationality
the concept of equality of each individual in the changing · Citizenship
world.
 
Definition of Terms:
 
 
Pre-Assessment
Nationality. Refers to
Answer the following questions: the legal relationship
between an individual
1.In your own understanding, what do you think is the and a state.
rationale behind the concept Global Citizenship?
2. What is the distinction between Nationality and Citizenship. Refers to
Citizenship? the position or status
3. What are some global issues that we are aware of at of being a citizen of a
present? particular country. It
is granted to an
  individual by the
government of the
Lesson Proper
country when he/she
complies with the
 Review. legal formalities, so it
is like a judicial
In the previous learning packet, how does sustainable concept.
development relate to the concept of global
citizenship?

 Activity.

a. Enumerate at least five social issues and explain its

cause and effect?
b. How these issues relate to Global Citizenship?

 Processing of the Activity.

Compare your answers with at least one or two classmates,

Are there similarities or differences? What are the most
common answers in your class?

 Brief Lesson.

Global Citizenship is being defined as ‘the recognition of

life's dynamic connection with other beings, considerate of

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other cultures, respect for human rights, being one with the
less privilege, believing with the tenets of social justice,
and carrying the obligation to save the earth from
destructive activities (De Guzman et al, 2020)’. In other
words, it is persons humanity to his fellow human being in
promoting world peace, wellbeing, and solidarity.
Therefore, it acts in a way that reflects not only themselves
as members of a nation or state but as members of the
global population that transcends territorial boundaries and
exceeds geographical boundaries. They live as
representatives of the entire human race rather than a
single state.

What tool we can use to promote Global Citizenship?

Education is the best tool that can help open the minds of
close-minded people and to put a stop their adherent to
ignorance and intolerance. Furthermore, it can help the
citizens of developing nations raise the standards of living
and reduce global inequality. However, Global citizenship
is more prevalent at the higher levels of education because
educated individuals are more open to new ideas and have
better aware of their duties as citizens.
With the advent of technology, graduates need to be
prepared for a more globalized working environment ready
to engage with people who have different cultures. For
Oxfam, global citizenship is all about encouraging young
people to develop the knowledge, skills and values they
need to engage with the world. And it's about the belief
that we can all make a difference.

What is a Global Citizen?

A global citizen is someone who is aware of and
understands the wider world – and their place in it. They
take an active role in their community and work with
others to make our planet more peaceful, sustainable and
fairer. Global citizens likewise need to harness their soft
skills which are necessary in the world’s increasing
economic global trade. The following are the 21st century
skills needed by global citizens.
1. The capacity to solve problems
2. The ability to analyze and criticize
3. The ability to communicate.

Value and perception of global citizenship may vary

because of different people having different culture in the
different nations and states certain basic principles are
common to all, such principles are respect, acceptance and
awareness of one’s obligations. And it is the duty of
Educational institutions to provide courses that would lend
a hand in inculcating values and duties that shows care and

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concern to others globally.

What are the steps of becoming a Global Citizen?

The Ten Steps in Becoming a Global Citizen (Israel, 2012)

are as follow:

Step 1: Recognition of our Global Part

Whether we like it or not we are part of the world we live
in. Activities are interconnected that even though some
which may not ours could still affect ours because of our
exposure to internet and other modern technology. Our
behaviors are affected in ways such as the choice of thing
we want --food clothing equipment, travel, our
participation to progressive advocacy, our selection of art
forms and music craze.

Step 2: Expanding Our Definition of Community

The ways of the different states in the present world are
interrelated. People are not only members of their local
community but also members of the international
community which entails them to acquire new roles and
obligations.

Step 3: Discovering World Community Values

Communities need values for them to survive and so the
world community in which we are now belonging to. Some
of these values are the elimination of poverty, sustainable
economic development, environment protection,
preservation of culture, observance of human rights,
humanitarian aid, and other noble deeds and ideals.

Step 4: Awareness of Global Programs, Policies, and

Interests
Awareness of the programs and policies being crafted by
governing agencies are necessary in order to understand,
participate, if not to oppose, how authorities manage and
govern the emerging global order. People must be
cognizant to international agreements being signed.

Step 5 Closer Ties with Global Organizations

International organizations lend a hand in global
development, contribute to the solution of global problems,
provide assistance and relief to people in need, and make
rules and regulations to establish so familiarization to
different world organizations is needed. Examples of these
organizations are the World Health Organization (WHO),
the International Court of Justice, and the Greenpeace.

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Step 6: Join Movements Global Change
People must get involved and be united with the movement
for global change that advocates genuine reforms for the
enforcement of basic rights. Positive actions such as
participating in rallies, donation of funds, joining petitions
are hallmarks of global citizenship. There is a need for
unity in order to share different views on such issues as
climate change, human rights, nuclear weapons, terrorism,
and other basic issues in relation to humanity. Here the
idea of solidarity is very much possible.

Step 7: Promote the Country's Foreign Policy in Global

Values
It is the duty of global citizens to make their country
involved in resolving contentious global issues and lend a
hand in influencing their government’s actions towards
such endeavor. There is an obligation to let our state
leaders know of our concerns as global citizens. Our
commitments and aspirations for a better nation as a people
must be visible to them. Likewise, we must also support
leaders who advocate positive change and promote global
values.

Step 8: Become Members of Organizations Working for a

Better World

People must participate and have membership to world

organizations that champion positive global change. Some
of these civic-oriented groups are community
organizations, societal networks, global professional
associations, international non-governmental
organizations, transnational corporations, and the like.

Step 9: Adopt a Sustainable Lifestyle in Line with Global

Progress.

In this present world, our cultures and behaviors are factors

which affect the environment. Environmental programs
taught us and made us aware of these lifestyle impacts on
the wear and tear of the planet. Indeed, the way we dress
and eat, the manner we dispose our garbage, the kind of
transportation that we patronize, and even the way we cool
or heat our homes have substantial impact on the quality of
life that we have now and in the future.

Step 10: Give Our Support to Global Culture, Art, and

Music

As global citizens, we also need to celebrate the many

facets of our being as a unique and rational human person

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gifted with different capabilities and talents which we can
display in the world’s niches of art, music, and even
cultural programs. Being a global citizen is also a
celebration of the good life as a people endowed with the
responsibility to take care of our environment. We need to
aspire and learn the variety of ways in which various
Cultures give ultimate expression to the human soul.

What are the responsibilities of Global Citizen?

A global citizen, living in an emerging world community,
has moral, ethical, political, and economic responsibilities.
These responsibilities include:

1. Understand one’s own perspective and the perspectives

of others on global issues.

A global citizen should avoid taking sides with one

particular point of view, and instead search for ways to
bring all sides together.

2. Respect the principle of cultural diversity:

Each of our major cultural belief systems brings value-

added to our search for solutions to the global issues we
face. In building a sustainable values-based world
community it is important to maintain respect for the
world’s different cultural traditions

3. Build global relationships

Most countries, cities, and towns are now populated with

immigrants and people from different ethnic traditions.
The Internet offers a range of opportunities to connect with
people on different issues.

4. Understand the ways in which the peoples and

countries of the world are inter-connected and inter-
dependent:

Lives are inter-connected with people and countries in

different parts of the world. The global environment affects
them where they live, and how the environmental lifestyles
they choose affect the environment in other parts of the
world. We must realize that human rights violations in
foreign countries affect their own human rights, how
growing income inequalities across the world affect the
quality of their lives, how the global tide of immigration
affects what goes on in their countries.

5. Understand global issues

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For example, the impact of the scarcity of resources on
societies; the challenges presented by the current
distribution of wealth and power in the world; the roots of
conflict and dimensions of peace-building; the challenges
posed by a growing number of populations.

6. Advocate for greater international cooperation with

other nations

Play activist roles in urging greater international

cooperation between their nation and others. When a
global issue arises, it is important for global citizens to
provide advice on how their countries can work with other
nations to address this issue; how it can work with
established international organizations like the United
Nations, rather than proceed on a unilateral course of
action.

7. Advocate the implementation of international

agreements, conventions, treaties related to global issues

Global citizens have the responsibility to advocate for

having their countries ratify and implement the global
agreements, conventions, and treaties that they have
signed.

8. Advocating for more effective global equity and

justice in each of the value domains of the world
community.

There are a growing number of cross-sector issues that

require the implementation of global standards of justice
and equity; for example; the global rise in military
spending, the unequal access by different countries to
technology, the lack of consistent national policies on
immigration. Global citizens have the responsibility to
work with one another and advocate for global equality
and justice solutions to these issues.

How does Global Citizenship help young people?

According to OXFAM (2019), Global citizenship helps

young people to:
 Build their own understanding of world events.
 Think about their values and what's important to them.
 Take learning into the real world.
 Challenge ignorance and intolerance.
 Get involved in their local, national and global
communities.

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 Develop an argument and voice their opinions.
 See that they have power to act and influence the world
around them.
 Inspires and informs teachers and parents
 Shows young people that they have a voice.

 Enhancement Activity.

What are the government agencies and non-governmental

organization responsible for the promotion of Global
Citizenship? Give at least 5 examples and explain.

 Generalization. A

Government in respect for human rights and dignity of his

people must proactively support and propagate Global
Citizenship for rights of global citizens are imbedded in
the Universal Declaration of Human Rights, first drafted
in 1948 after World War II. The core value of the
Universal Declaration is grounded in individual liberty,
equality, and equity that must remained constant. And it is
the task of the government to empower people to demand
what should be guaranteed (their human rights).

 Application.

In your own perspective, what is the relation of Global

Citizenship in your program?

Learning Packet Discussion Forum

(In this section examples may be provided or questions
may be posed for learners to discuss. It is recommended
to give learners topics on a weekly basis. If the class is
large, you may break the class into smaller discussion
groups and assign a weekly “moderator” to report to the
larger class with a group summary. This discussion is
typically 10% or more of the course participation grade.)

It is highly encouraged to post questions on the discussion

forum. Please raise your questions and other concerns in
our Google Classroom.
 
Post-Assessment

Answer the following questions:

1. Cite at least five most pressing global problems of
today?

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2. How do these global problems affect your family and
community life?

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Activity Sheet

Activity 01. Enumerate at least five most pressing global problems in the context of
COVID-19 Pandemic and explain how you will address and promote Global
Citizenship.

Category 19-20 10-18 1-9

The arguments The arguments

The arguments
and thoughts of and thoughts of
and thoughts of
the student are the student are
the students are
Organization very well somewhat
not organized
and Structure organized and organized and
and the question
the question the question
was not
was completely was mostly
answered.
answered. answered.

The student
The student The student
moves from one
Sentence moves smoothly lacks clear
idea to the next
Fluency form one idea to connections
but there is little
the next. between ideas.
variety.

The student The student

The student
makes 1-2 makes more
Grammar and makes no errors
errors in than 3 errors in
Spelling in grammar or
grammar or grammar and
spelling.
spelling. spelling.

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Assessment

Assessment 01. Reflection Paper

Watch the video link below about the documentary of Ms. Jessica Soho on situation
of Afghanistan in the year 2002 and create a reflection paper on promoting Global
citizenship that covers the following concepts:
a. Respect the principle of cultural diversity
b. Advocate the implementation of international agreements, conventions,
treaties related to global issues on the situation of peace and violence
c. Advocating for more effective global equity and justice in each of the value
domains of the world community.

As a Filipino citizen, how will you promote peace and equality for all global citizen
particularly the people who are affected by war, famine and other calamities?

Link: https://www.youtube.com/watch?v=ElMZI9TDhNk

Category 19-20 10-18 1-9

The arguments
The arguments
and thoughts of The arguments
and thoughts of
the student are and thoughts of
the student are
Organization and very well the students are
somewhat
Structure organized and the not organized and
organized and the
question was the question was
question was
completely not answered.
mostly answered.
answered.

The student
The student
moves from one The student lacks
moves smoothly
Sentence Fluency idea to the next clear connections
form one idea to
but there is little between ideas.
the next.
variety.

The student The student The student makes

Grammar and makes no errors in makes 1-2 errors more than 3 errors
Spelling grammar or in grammar or in grammar and
spelling. spelling. spelling.

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Learner’s Feedback Form
 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty :
___________________________________________________
Schedule : ___________________________________________________
 
Learning Packet : Number : _________ Title :
______________________
 
 
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.

□ I’ve almost got it. □ I’m lost.

 
In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
Did you raise your concern to you instructor? □ Yes □ No
 
If Yes, what did he/she do to help you?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
 
How do you want it to be enhanced?
________________________________________________________________

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________________________________________________________________
________________________________________________________________

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List of Contributors

FELINA GAIL V. MAR, LPT, MAEd

Ms. Mar is the executive assistant of the college president of

Baliwag Polytechnic College. She is also a professor under
the Institute of Arts and Sciences of BTECH. She earned her
Master of Arts in Education, Major in English from La
Consolacion University-Philippines where she graduated
summa cum laude in 2020. She taught the Contemporary
World through flexible learning in Academic Year 2020-
2021 at BTECH. She is also a published author of research in
an international journal as of August 2021.

LEA CREDO, MA SOCIAL STUDIES (c)

She is a faculty member of the College of Education –

Laboratory School at Tarlac Agricultural University. She
teaches social studies subjects and GE core courses. She is
currently writing her thesis for her M.A. in Social Studies at
Pangasinan State University.

JOAN C. CATIPAY, LPT, MAEd

Currently working at the Polytechnic College of Botolan as a

College Instructor. I graduated from President Ramon
Magsaysay State University - Iba Campus (formerly Ramon
Magsaysay Technological University) with a Degree of
Bachelor in Secondary Education, Major in Social Studies in
2012, and passed the Licensure Examination for Teachers
last September 24, 2017. I earned my additional twenty units
in Certificate of Professional Education at the Polytechnic
College of Botolan and currently graduated in Master of Arts in Education – Major in
Social Studies at the President Ramon Magsaysay State University last August 10,
2021.

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