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COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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This learner’s module is not for sale. No part of this material may be
reproduced in any form or by any means, including photocopying,
scanning, or other electronic means without the prior written permission to
the author or the College of Arts and Sciences, Central Philippines State
University.
LEARNER’S MODULE IN
GEC 3: THE CONTEMPORARY WORLD
First Semester | School Year 2020-2021
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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PHILOSOPHY
Decent affordable education for sustainable productivity
and global competitiveness under an atmosphere of
academic freedom.
CPSU QUALITY POLICY
CPSU commits to deliver quality higher and advanced education through instruction,
research, extension, production and administrative support services.
We shall endeavor to:

Continually

Provide timely, efficient and effective delivery of products and services;
Satisfy the needs and expectations of the costumers and relevant interested

improve its Quality Management System (QMS) at par with
international standards;
parties; and

Uphold
applicable statutory, regulatory, organizational and international
standard requirements.
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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PREFACE
GEC 3
What is the Contemporary World? Your studies in History may have
introduced you to the different periods that marked the development of the world as
we know it. But although some concepts of the world are established and finite, our
knowledge of it is also constantly changing and expanding.
Consequently, our ideas and experiences of modern life can't help adapting
with that too--a fact that presents a host of threats and opportunities, issues and
decisions, that none of us are exempted from.
This module hopes to guide you through this dynamic flux of phenomena and
knowledge by focusing on the defining aspects of the ultra-high tech, complex,
integrated, and increasingly globalized world we live in. Through simple, relatable,
and spot on inputs and activities, the authors hope to make the abstract--sometimes
strange and atrocious--concept of the Contemporary World a familiar reality that you
can grasp with confidence and mindfulness, and ultimately harness towards positive
transformations in ourselves, our families, our country, and the global community.
You see, the Contemporary World isn’t as remote and alienating an idea as
when you’re just reading about it off the pages of a book. The Contemporary World is
actually already here--and it's going full speed ahead, driven by the very choices we
make in our everyday lives. It’s everyone’s common reality-in-progress. It's also
everyone's challenge and responsibility. Right here. Right now.
Remember, the success of this course depends on your cooperation, active
participation and authentic responses to the activities. Take time to read and spend
quality time with yourself as you go through this module.
Various sources are acknowledged in this module as used for reading
materials, pictures, images, definitions, examples and illustrations, among others and
are rightfully owned by its respective copyright holders. The authors do not
represent nor claim ownership over them.
Good luck and be the change your wish to see in the world (Mahatma
Gandhi).
So let’s go for it. Together.
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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MODULE PROCESS FLOW
GEC 3
This module is a self-contained learning material designed for a more
meaningful learning and fun experiences toward your journey to THE
CONTEMPORARY WORLD.
Moreover, this material is crafted in your best interest as you take on the
challenges posed by the new normal teaching and learning environment. The content
of which are carefully selected from a wide range of topics in order to meet the target
deliverables. The assessment tasks and activities are fashioned in way where you
can work with the material even without internet connectivity and electronic gadgets.
Each lesson is structured in a way where you can both examine the concepts
and apply them in given tasks or activities. The following process flow will help you
familiarize with the parts of a lesson.
LET’S LOOK BACK
Activate prior knowledge/review of
previous lesson
LET’S ANALYZE AND
PREPARE
Connect prior knowledge through
activities conducted.
Preparatory stage to shift focus to the
new topic.
LET’S TRY SOME MORE
More examples and
illustrations for mastery
LET’S HAVE YOUR TURN
Self-check of new knowledge
learned through independent
practice
LET’S DISCOVER
Acquire new knowledge/
Content Presentation
LET’S DO IT
Apply new knowledge learned.
Give examples and illustrations
through guided practice
.
LET’S SUM IT UP
Wrap-up of the lesson
learned in the forms of
reflection or evaluation
LET’S EXTEND AND LINK
Enrichment activities,
supplemental readings/links
and additional exercises
As you adjust with the current set up, the module also includes study guide,
house rules and study schedule to assist you on how to go about with each of the
lessons and to help you manage your time and resources. If you have further
questions about the course, you may consult your College/Campus with their
respective contact information provided to you.
KEEP SAFE and STAY PROTECTED!
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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ACKNOWLEDGMENT
GEC 3
This Learner’s Module in GEC 3: The Contemporary World was created in
response to the challenges in education presented by the New Normal amid the
COVID-19 pandemic. To pilot modular instruction at a time like this can be daunting,
taxing, and unnerving but ultimately not at all insurmountable. We wish to thank the
people who plunged themselves into this project, who generously and passionately
gave their time, energy, and faith towards its realization:

To the Dean of the College of Arts and Sciences, Dr. Ma. Lorina BaylonCrobes, for her vision and hands-on support. Thank you for believing in
us and supporting us from start to finish.

To the content researchers from the different extension campuses for
providing material for the lessons. Thank you for braving quarantine and
connectivity issues, among others, just to help us meet the deadline.

To our family and friends for being there whilst understanding our need
for space. You supplied us with sustenance for the body and the heart,
notwithstanding those times when all you could get out of us were
zombie responses and the occasional anti-social outbursts. Thank you
for the love and affirmation.
And to our students, your learning gains and the life-defining benefits that
come with it serve as our goal and inspiration. Thank you for engaging this material
and may you value the hard work that many people had put into it.
Most of all, the authors and content researchers are truly indebted to the
CPSU administration, faculty and staff having their strong support headed by our
beloved President, DR. ALADINO C. MORACA. Their encouraging words, trust and
confidence toward us made this material possible in “pandemic” way. With all
humility and gratitude, “Thank You CPSU” for this valuable opportunity as we
inspiringly showcase our knowledge and skills being novice module writers. In this
way, we efficiently and effectively deliver our expected functions to the students
during this crisis in a more motivating, meaningful and rewarding ways.
Together, WE RECOVER!
CENTRAL PHILIPPINES STATE UNIVERSITY
INSTRUCTIONAL MEDIA PRODUCTION AND DEVELOPMENT CENTER (IMPDC)
Evaluation Committee
CHAIRPERSON
: FERNANDO D. ABELLO, Ph.D.
Vice President for Academic Affairs
ASSISTANT CHAIRPERSON: JOSEPHINE ASUNCION R. EMOY, Ph.D.
IMPDC Chairperson
MEMBERS
: MARIA LORINA B. CROBES, Ph.D.
Dean, College of Arts and Sciences
Program Heads, Peer Reviewers, External Reviewer
Editor/English Critic/Layout Artist
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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STUDY GUIDE AND HOUSE RULES
GEC 3
This module is designed and prepared for you to learn diligently, independently and
honestly. Make your quarantine moments productive by reading the contents and doing the
tasks and activities provided to you in this module. Remember that by attaining the learning
outcomes of this module will make you become a responsible and competent learner. Thus,
the success of this module depends in you!
Here are some study guides and house rules that will help you to be on track.
Start engaging yourself with the lesson having a clear mind, safe environment and healthy
self. Be sure to set realistic and measurable goals that you can actually achieve during this
home-based learning using modular instruction. Expectation versus reality matters.
Take yourself away from distractions. Have your own space at home where you can focus to
study. Make your learning environment or workplace conducive. There is no other place where
you can learn or work best than with a clean, neat, comfortable and safe environment or
workplace.
Assessments and evaluation activities must be written legibly and completely accomplished.
Make use of the spaces provided for you in the module. Be clear of what your main point is
and express it as concisely and coherent as possible.
You have to be resourceful. Find other ways on how you will further understand the lessons
presented to you. You may read other references or learning materials related to the
topic/lesson you are studying. Read it over and over again until you understand the point. You
may ask other family members of friends to help you. Likewise, look for other ways on how you
will answer your activities and assessment tasks.
Attain
the learning outcomes in your module. Understand every lesson in your learning
module. If you do not understand the content, readings and other activities, read it again.
Accomplish all the tasks, activities and expected outputs given to you. You need to ensure that
you will not miss any part of the module. There is no other satisfying feeling than attaining all
the learning outcomes in your module.
Take time to read and understand the assessment tools provided. Rubrics are provided for
you to be guided of how you will be graded by your teacher. Answer the assessment and
evaluation activities as best as you can. Do not settle for less.
Healthy mind and well-being matters.
If you are feeling exhausted, stressed out, brain drained
and about to give up, then take a break and relax for a while. Do not push yourself to the limit.
Remember, you have more than one module to study. Take it one step at a time - no hurry.
Observe honesty and integrity. Make sure to answer or do your tasks/activities/outputs on
your own. Your family members and friends at home will support you but the
tasks/activities/outputs must be done by you.
Manage your time efficiently. You may create your own study schedule for this module in
consideration with your other modules from other courses. Set specific time where you can
answer or do the tasks/activities/outputs given to you. Do not procrastinate. Remember, it is
not others who will do the tasks/activities/outputs for you. It will be you.
End every engagement of the lesson with a smile and a motivating heart to move forward for
the next lessons. Expect to submit the accomplished modules which will be retrieved before
the end of every term without leaving given tasks unanswered. Keep yourself updated.
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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STUDY GUIDE AND HOUSE RULES
GEC 3
EVALUATION
The key to successfully finish this module is in your hands. This material is
designed for you to learn diligently and independently. Aside from meeting the content
and performance standards of this course, you will be able to learn valuable skills
which you can use in your life.
To pass the course, you must:
1. read all course contents and readings, and answer the pretests and post-tests
in every unit of the module;
2. answer all the assessment and evaluation activities, without leaving or missing
any part of the module;
3. remember that the completeness of your answers to the activities and
assessments tasks will still be checked and will still be part of your grade
completion.
4. accomplish all the assessment and evaluation activities on your own;
5. read and understand the assessment tools such as rubrics before you start
doing your tasks;
6. note that cheating and dishonesty in all means are not allowed;
7. cite the authors and references you have used in your activities/tasks;
8. response to the evaluation and survey questionnaires that are included in the
module; and
9. submit the completed and accomplished module on the set time of retrieval;
and
10. for queries and clarification, contact your respective subject-instructor.
GRADING SYSTEM
Students will be rated based on the grading system below as approved by the
university. It is modified in consideration with the pandemic having the following
criteria.
Knowledge
40%
Skills
50%
Attitudes/Values10%
TOTAL
Pre-tests and Post-tests
Tasks/Activities
Submission of completed and
accomplished module
100%
The final grade computation is weighted as shown below:
A. Midterm Grade
B. Final Term Grade
FINAL GRADE
40%
60%
100% (SUM OF A & B)
Aim high and do not only settle for less. Take your part, do your best to the full
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
potential, for sure YOU CAN DO IT for WE LEARN AS ONE!
COLLEGE OF ARTS AND SCIENCES (CAS)
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STUDY SCHEDULE
Topic/Learning
Outcomes
Week
Hours
GEC 3
Assessment Tasks
Coverage for Midterm
UNIT 1: INTRODUCTION TO GLOBALIZATION
Lesson 1: Definitions and Forms of Globalization
Week 1
3 hours
 Explained the
different forms of
globalization
Cross the Bridge (page 11)
Learning Activity (page 12)
 Related the
definitions and forms Learning Assessment
(page 13)
of globalization to
personal experiences
Learning Activity (page 14)
 Discussed
globalization in the
context of the COVID19 pandemic
Lesson 2: The Global Village Theory
Week 2
 Understood the effects
of globalization
(Sept. 7-11, 2020)  Analyzed the positive
and negative effects of
3 hours
globalization
The Big Mac Theory
(page 17)
Two Sides of the Coin
(page 18)
Sorting Out (page 20)
 Related the positive
Story Telling (page 21)
and negative effects of
globalization to
Learning Assessment
present day realities
(page 22)
particularly the
COVID-19 pandemic Reflection Activity (page 23)
COLLEGE OF ARTS AND SCIENCES (CAS)
THE CONTEMPORARY WORLD
(September 1-4,
2020)
The Cat’s Out the Bag
 Understood the
conceptual definition of (page 6)
globalization
Word Association (page 7)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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STUDY SCHEDULE
Week
Hours
Topic/Learning
Outcomes
GEC 3
Assessment Tasks
UNIT 2: THEORIES OF GLOBALIZATION
Lesson 1: The World System Theory
Week 3
Picture Association (page 33)
Learning Activity (page 34)
Shopping Spree (page 37)
News Flash! (page 38)
3 hours
 Applied these
Learning Assessment
concepts to present(page 39)
day realities both on
the individual and the
Reflection Activity (page 40)
social level.
Lesson 2: The Global Village Theory
Week 4
(September 2125,2020)
3 hours
 Identified and
understood
fundamental concepts
of The Global Village
Theory.
 Applied these
concepts to present
day realities on the
individual and social
level.
Story Telling (page 43)
Learning Activity (page 44)
Sketchpad (page 46)
Let’s Bridge (page 47)
Learning Assessment
(page 48)
Reflection Activity (page 49)
COLLEGE OF ARTS AND SCIENCES (CAS)
THE CONTEMPORARY WORLD
(September 1418,2020)
 Identified and
understood the
fundamental
concepts of The
World System
Theory.
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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STUDY SCHEDULE
Week
Hours
Topic/Learning
Outcomes
GEC 3
Assessment Tasks
UNIT 3: IDEOLOGIES OF GLOBALIZATION
Lesson 1: Ideologies of Globalization
Week 5
3 hours
Sketchpad (page 59)
Spot the Words (page 60)
Let’s Bridge (page 63)
Learning Activity (page 64)
 Relate the different
Learning Assessment (page
ideologies of
globalization to
65)
present day realities.
Reflection Activity (page 66)
UNIT 4. THE GLOBAL ECONOMY
Lesson 1: Economic Globalization: Definition and Forms
Week 6
 Defined economic
globalization
Learning Activity (page 78)
Learning Activity (page 79)
(October 5-9, 2020  Identified the
principal forms of
economic
globalization
3 hours
Learning Activity (page 81)
Scrapbook Page (page 82)
 Related the definition Learning Assessment (page
and forms of
83)
economic
globalization to
Reflection Activity (page 84)
present-day realities.
THE CONTEMPORARY WORLD
Sept. 28-Oct.2,
2020
 Defined and
explained the
different ideologies of
globalization and
their impact to
society.
 Articulated a
personal stance on
economic
globalization as a
student and as a
Filipino citizen.
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CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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STUDY SCHEDULE
Week
Hours
Topic/Learning
Outcomes
GEC 3
Assessment Tasks
Lesson 2: Waves of Economic Globalization
3 hours
Cross the Bridge (page 87)
Color Your Imagination
(page 88)
 Identified and
explained the different
waves of economic
globalization.
Sketch Pad (page 90)
 Related the different
waves of Economic
Globalization to
modern-day realities.
Reflection Activity (page 92)
Learning Assessment
(page 91)
UNIT 5: THE ORIGINS OF INTERSTATE SYSTEM
Lesson 1: From Westphalia to the Interstate System
Doomsday Prophecy
 Identified significant
(page 98)
historical events in the
development of the
(Oct.19 - Oct.23, Interstate System
Opinion Matters (page 99)
2020)
 Understood how each
3 hours
Learning Activity (page 102)
historical event has
influenced the current
Learning Assessment
Interstate System
(page 103)
 Related concepts
Reflection Activity (page 104)
taken from the
development of the
Interstate System to
present day realities on
the personal and
national level
Week 8
COLLEGE OF ARTS AND SCIENCES (CAS)
THE CONTEMPORARY WORLD
 Discussed key events
in the historical origin
of economic
globalization as a
(Oct.12 - Oct.16,
phenomenon.
2020)
Week 7
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STUDY SCHEDULE
Week
Hours
Topic/Learning
Outcomes
GEC 3
Assessment Tasks
Discussed then nature of
the United Nations and its
role in present day
internationalism
COLLEGE OF ARTS AND SCIENCES (CAS)
THE CONTEMPORARY WORLD
Lesson 2. Internationalism: Liberal and Socialist Perspectives
Learning Activity (page 107)
Week 9
 Defined
internationalism and
relate it to present day Learning Activity (page 108)
realities
(Oct.26 - Oct.30,
Mind Swap (page 111)

Compared and
2020)
contrast liberal from
3 hours
Learning Activity (page 112)
socialist
internationalism
 Understood the origins Learning Assessment (page
of liberal and socialist
113)
internationalism and
how they influence the Reflection Activity (page 114)
Interstate System
today
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TABLE OF CONTENTS
Title
GEC 3
Page
UNIT 1: Introduction to Globalization
1
Pre-Test
2
Lesson 1
Definition and Forms of Globalization
5
Lesson 2
Effects of Globalization
16
Post-Test
25
UNIT II: Theories of Globalization
28
Pre-Test
29
Lesson 1
The World System Theory
32
Lesson 2
The Global Village Theory
42
Post-Test
52
UNIT 3: Ideologies Of Globalization
54
Pre-Test
55
Lesson 1
Ideologies of Globalization
58
Post-Test
70
UNIT 4: The Global Economy
73
Pre-Test
74
Lesson 1
Economic Globalization: Definition and Forms
77
Lesson 2
Waves of Economic Globalization
86
Post-Test
93
UNIT 5 : The Origins Of Interstate System
96
Pre-Test
97
Lesson 1
From Westphalia to the Interstate System
100
Lesson 2
Internationalism: Liberal and Socialist Perspectives
109
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
Introduction to Globalization
Globalization is a word that is often used and misused in
many different contexts to describe what our present world
is transforming into. But what really is globalization and
how does it impact us as individuals, as communities, and
as a global society? Unit I aims to answer that question for
you.
.
UNIT
1
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UNIT 1: Introduction to Globalization
PRE-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. What is globalization?
a. increasing conflict among nations of the world
b. growing interdependence of the world's economies, cultures, and populations via
cross-border trade
c. the belief that the world is not flat
d. none of the above
2. A process of globalization that implies that the world is shrinking and linking up:
a. global consciousness
b. global interconnectedness
c. global warming
d. global unity
3. Global consciousness refers to:
a. an awareness of being a citizen of the global community
b. an awareness the world is not flat
c. an awareness of the harsh realities of modern life
d. an awareness of the digital age
4. Which sector of society is NOT affected by globalization?
a. Culture
b. Economy
c. Education
d. None of the above
5. Cultural globalization is spread via
a. internet
b. mass media
c. migration
d. all of the above
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UNIT 1: Introduction to Globalization
6. Positive effects of globalization to the economy include:
a. brain drain
b. more work opportunities abroad
c. cheaper prized products due to competition
d. all of the above
7. Increased foreign investment into the Philippines is an effect of globalization to:
a. culture
b. education
c. economy
d. environment
8. Refers to the decrease in number of skilled workers of a country as they migrate
somewhere else:
a. labor drain
b. loss of culture
c. international trade
d. freedom of employment
9. Which is an effect of globalization to culture?
a. loss of indigenous way of life
b. destruction of flora and fauna
c. labor drain
d. cheaper goods and services
10. How will globalization help learners during the pandemic?
a. best practices in handling Covid-19 can be shared
b. Technology can allow remote learning
c. faster flow of economic and medical aid across countries
d. all of the above
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UNIT 1: Introduction to Globalization
GEC 3: THE CONTEMPORARY WORLD
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Definitions and Forms of Globalization
LESSON 1
(3 HOURS)
At the end of this lesson the learner must have:




Understood the conceptual definition of globalization.
Explained the different forms of globalization.
Related the definitions and forms of globalization to personal
experiences.
Discussed globalization in the context of the COVID-19
pandemic.
INTRODUCTION
Have you heard the expression, "The world is at your
fingertips?" Have you thought about what it means?
We live in very high-tech times where in a matter of minutes
we can google the answer to almost every question or have realtime video conversations with friends from faraway places and
crazy-different time zones. But we also live in very volatile and
uncertain times wherein we are at the brink of losing our planet,
where a single piece of information can cause wars and topple
governments, and where robots with artificial intelligence may well
replace human beings.
All these things are realities that individuals, communities,
and nations face today. No one is exempted; we're all in this
together, and one reason why this is so is globalization.
In this lesson you will learn the meaning of globalization as
well as its different forms. You will also be guided towards an
understanding of how globalization applies to your personal
experiences, particularly during this coronavirus pandemic
GEC 3: THE CONTEMPORARY WORLD
UNIT 1: Introduction to Globalization
LEARNING OUTCOMES
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Look Back
THE CAT’S OUT OF THE BAG: Look inside your bag and select seven (7) items.
Identify which country each item was made or manufactured. Write a little note about
each country--it could be something you already know or something you’ve
researched. Write your answers in the table below.
Item
Ex. Pilot pen
Made in
Japan
Notes
Demon Slayer: Kimetsu no Yaiba, my
favorite anime, is produced in Japan. Instant
noodles also originated there.
1.
2.
3.
4.
5.
How did it go? Which countries have found their way into your bag? Don’t you
find it cool that when you wear your bag you literally carry other parts of the world on
your shoulder? Your bag and its contents from different places represent how the
phenomenon called globalization has shrunk the world so much so that things from
faraway countries have easily become part of your everyday life.
This is just one of the many amazing things that globalization has done. There
are plenty more examples of this in other aspects of human life such politics,
economics, arts and culture, health and wellness, science and technology, etc… We
will explore more of it in the succeeding activities so get ready--the learning joyride
has just begun!
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Analyze and Prepare
WORD ASSOCIATION: Write 10 words that come to your mind when you hear the
word Globalization (ex. Phenomenon). Write it in the space around the circle.
Globalization
BUILDING BLOCKS: In the space below, write a personal definition of globalization
using ONLY the words you’ve written in the above activity. You may add linking verbs
(is, are), conjunctions (but, and), and prepositions (in, on, at) and the like to complete
the thought of your sentences.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Globalization can mean different things to different people. Through the ages,
globalization is a term that has evolved conceptually and operationally. This activity
was meant to draw familiar concepts from your personal background and put them
together to form an organic definition of globalization. This definition will be your
springboard to more universally accepted definitions of the term.
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LESSON
•Definitions and Forms of Globalization
1
UNIT
1
Let’s Discover
What is globalization?
Globalization is a process of global economic, political, and cultural integration.
It has made the world become a small village; the borders have been broken down
between countries. The history of globalization goes back to the 2nd half of the twentieth
century, the development of transport and communication technology led to situation
where national borders appeared to be too limiting for economic activity. (Economic
Globalization in Developing Countries, 2002)
Globalization is playing an increasingly important role in the developing
countries. It can be seen that, globalization has certain advantages such as economic
processes, technological developments, political influences, health systems, social and
natural environment factors. It has a lot benefit on our daily life. Globalization has
created a new opportunity for developing countries. Such as technology transfer hold
out promise, greater opportunities to access developed countries markets, growth and
improved productivity of living standards. However, it is not true that all effects of this
phenomenon are positive. Because, globalization has also brought up new challenges
such as, environmental deterioration, instability in commercial and financial markets,
increase inequity across and within nations.
The following are the positive and negative impact of globalization in developing
countries with the following proportions;
1. Economic and Trade Processes Field
Globalization helps developing countries to deal with rest of the world increase
their economic growth, solving the poverty problems in their country. In the past,
developing countries were not able to tap on the world economy due to trade
barriers. They cannot share the same economic growth that develop countries
had. However, with globalization the World Bank and International Management
encourage developing nations began to take steps to open their markets by
removing tariffs and free up their economies. The developed countries were able
to invest in the developing nation, creating job opportunities for the poor people.
For example, rapid growth in India and China has caused world poverty to
decrease. (blogspot.com.2009) It is clear to see that globalization has made the
relationships between developed countries and developing countries.
2. Education and Health Systems
3. Culture Effects
Globalization first used in 1959
The noun appears in the Oxford English dictionary in 1962
But three decades passed before GLOBALIZATION was developed in Social
Sciences as a paradigm 1992 (Roland Robertson)
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LESSON
•Definitions and Forms of Globalization
1
UNIT
1
Let’s Discover
In the previous activity you created a personal, intuitive, and organic definition of
globalization. Since it first appeared in the 1930s, the term “globalization” has been
widely used by economists and social scientists who gave it various meanings in many
different contexts.
What is Globalization?
Globalization is the growing interdependence of the world's economies, cultures, and
populations brought about by cross-border trade, flow of money and profits, people, and
information (Petersen Institute for International Economics, 2019). This intensive and
extensive relationship among countries facilitates the spread of products, technology,
information, and jobs across national borders and cultures making the world one global
community.
Globalization involves two key processes: global interconnectedness which implies
that the world is getting smaller, and global consciousness which is the awareness
that we as individuals relate to the world as a single place we live in. This global
interconnectedness and consciousness manifest in different forms in the various aspects
of human society.
Forms of Globalization
•Economic Globalization - the interdependence of nations across the globe through
the exchange of products, services, and labor.
Ex. Many English teachers from the Philippines work in Chinese schools. They send
money to their families here which is taxed by the government. The revenue of the
Philippines depends in large part on these remittances. Also, China and the Philippines
buy and sell products from and to each other.
•Political globalization - the spread of international and regional organizations
composed of states and non-state political actors.
Ex. Organizations like the United Nations, the World Health Organization, the European
Union, and ASEAN consists of member states that work with non-government
organizations, private firms, local communities, and other sectors of society to make
decisions and manage issues faced by the world as a whole. Notice how the presidential
elections in the USA carries a significant impact on the socio-economic and political
affairs of other countries in the world?
•Military globalization - the growth of networks of military force operating
internationally. Nations work together to reinforce their military powers in the face of a
common threat.
Ex. Syria and Lebanon help each other in the conflict against Israel. Terrorist groups
operate in many countries around the world and member states of the United Nations
team up to combat it.
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Discover
 Cultural globalization - the spread of one culture across national borders. Beliefs,
symbols, and practices of one country may easily be adopted by peoples of another
country who may have a totally different way of life.
Ex. Through mass media and the Internet, K-drama and anime fever is spread globally.
People go crazy over pop culture trends and start to dress, eat, and act like their favorite
K-drama or anime characters. K-Pop and anime songs are being enjoyed by millions of
people who don’t even live in Korea or Japan and don’t even speak Korean or Japanese!
•Environmental globalization - the interdependence of countries to work together to
solve environmental problems.
Ex. Problems like global warming aren’t isolated to let’s say the country with the highest
greenhouse gas emissions. Rather, all countries are feeling the effects of it one way or
the other. This raises a common threat for which countries decide to cooperate with each
other, like the signing of the Paris Agreement which required all countries to reduce their
greenhouse gas emissions. Non-state efforts along this line also take place in an
international scale as in the case of organizations like Greenpeace.
•Criminal globalization - the intercontinental spread of global crime and its impact on
governments and people.
Ex. Criminal activities are now organized and committed trans-nationally. Corruption
conspiracies and war deals are made among governments affecting communities and
peoples across the globe. Organized groups like Al Quaeda and Boko Haram make a
business out of exporting and importing terrorism. Wars in Iraq and Afghanistan have
become the problem of other countries who had to accept millions of refugees fleeing for
their lives.
Have you noticed these different forms of globalization around you? In
what ways have they existed in your own community? Have they affected you or
your families and friends one way or the other? In the succeeding pages, you will
be guided through a number of tasks to help you understand better the definitions
and forms of globalization.
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LESSON • Definitions and Forms of Globalization
UNIT
1
1
Let’s Do It
CROSS THE BRIDGE: We will find out if you’ve grasped the definition and forms of
globalization. From here you must crossover to the next part of the lesson by
answering the crossword puzzle below. (See example for #9.)
C
U
L
T
U
Down
R
A
L
C
1. North Atlantic Treaty Organization (NATO) protects the freedom and security of
its members; a form of globalization
2. Rice shortage in PH means we need to buy rice from Vietnam; a form of
globalization
3. Awareness that the world is one global community and that we all must relate to
it
4. Human trafficking networks operating in different countries; a form of
globalization;
5. Southeast Asian countries form an alliance against China; a form of globalization
6. Implies that the world is shrinking
Across
7. Countries switching to clean and renewable energy; a form of globalization
8. Transforms the world into one community of interdependent states
9. Christian missionaries in Africa convert many people to the faith; a form of
globalization
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Try Some More
We know that globalization involves a growing global interconnectedness and
global consciousness among nations of the world. Let’s apply these two concepts
to the COVID-19 pandemic. Answer the following in paragraph form (min. 50 words):
1. Give a scenario of how countries are interdependent with each other during the
pandemic. _________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Do you think globalization makes the COVID-19 situation worse for the world as a
whole? Why? _______________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How do you stay aware of what’s happening in the world during the pandemic?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Have Your Turn
Let’s try something more challenging now. For each form of globalization, give an
example that applies to your everyday life. It doesn’t have to be complicated. A simple
example will do. Briefly explain why your example is a form of globalization. You may
not use any of the examples previously stated in this lesson.
Example
1.
Economic
2.
Political
3.
Military
4.
Cultural
5.
Environmental
6.
Criminal
GEC 3: THE CONTEMPORARY WORLD
Explanation
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Sum It Up
Remember the personal definition of globalization you came up with at the beginning?
Did it come close to the definition presented in this lesson?
You now know that globalization is the shrinking of the world into one global
community wherein goods, services, culture, issues, etc... flow efficiently and
extensively across national borders. It is a phenomenon that creates a global
interconnectedness and consciousness among the many peoples and nations of the
world, may it be for better or for worse. This is true since globalization manifests in
different forms in the various areas and aspects of human society--politics,
economics, culture, environment, military, crime, among others.
Summarize what you’ve learned in this lesson in the form of a drawing that reflects
your life as affected by globalization and its various forms. Draw inside the box
provided and write a short explanation underneath.
Explanation:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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LESSON
1
•Definitions and Forms of Globalization
UNIT
1
Let’s Extend and Link
Congratulations! You have made it to the end of Lesson 1. For further readings on
the definitions and forms of globalization, please check the following links:
Further Readings:
Origin of the term globalization -- https://tinyurl.com/y434se4f
The Globalization Website -- https://tinyurl.com/y2w8b2po
Globalization: Analysis of the idea and its history. -- https://tinyurl.com/y2hxewv8
Bibliography:
Albrow, Martin; King, Elizabeth (1990). Globalization, Knowledge and Society.
London: Sage. ISBN 0-8039-8323-9. OCLC 22593547
Ampuja, Marko. Theorizing Globalization: A Critique of the Mediatization of Social
Theory (Brill, 2012)
Conner, Tom, and Ikuko Torimoto, eds. Globalization Redux: New Name, Same
Game (University Press of America, 2004).
Eriksen, Thomas Hylland. "Globalization." in Handbook of Political Anthropology
(Edward Elgar Publishing, 2018).
James, Paul; Steger, Manfred B. (2014). "A Genealogy of globalization: The career
of a concept". Globalizations. 11 (4): 417–34. doi:10.1080/14747731.2014.951186
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Effects of Globalization
LESSON 2
(3 HOURS)
At the end of this lesson the learner must have:



Understood the effects of globalization
Analyzed the positive and negative effects of globalization
Related the positive and negative effects of globalization to
present day realities particularly the COVID-19 pandemic
INTRODUCTION
“Globalizing a bad thing makes it
worse. But globalizing a good thing
is usually good.”
Richard Stallman
Globalization is a phenomenon that links up all nations of the
world into one global village. These nations, states, and economies
make choices within the framework of a global interconnectedness
and consciousness. Naturally, these choices have consequences.
Understanding and managing these consequences are key to
maintaining balance and sustainability. In this lesson, you will learn
about the effects of globalization in various areas of society, analyze
the nature of their impact, and relate these concepts to your everyday
life, especially amid the COVID-19 pandemic.
GEC 3: THE CONTEMPORARY WORLD
UNIT 1: Introduction to Globalization
LEARNING OUTCOMES
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Look Back
THE BIG MAC THEORY: Analyze the picture and write an explanation (minimum 50
words) why the multinational corporation McDonald’s is one of the best examples of
globalization. In what ways is it instrumental in global interconnectedness and
consciousness? Write your answer in the space provided below.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Analyze and Prepare
TWO SIDES OF THE COIN: Read the excerpt from a web article below and answer
the questions that follow.
Globalization and health: great possibilities, great concerns
Experts discuss some of the progress and setbacks of globalization.
By Rachel Kelley, Orthopedics Today, September 01, 2005
The effect of globalization on health systems and individuals is complex. At
first glance, many people would say that globalization has had an overall positive
impact on peoples’ health. In many ways, that is true. For instance, global
transportation and the communications revolution enable rapid response to epidemics
and catastrophes, saving thousands of lives. But there also is a downside to the
health and well-being of people as a direct or indirect result of globalization. The flip
side of the above example is that due to the rapid mobility of people across borders,
the spread of infectious diseases is a threat to everyone, particularly the poor.
Daulaire wrote, “Today, no microbe in the world is more than 24 hours away from the
gateways of every industrialized country, and what incubates today in the tropical rain
forest can emerge tomorrow in a temperate suburb.”
Nevertheless, Daulaire noted that globalization is neither inherently good nor
bad, but rather an inexorable force that needs to be understood and channeled for
human well-being.
1. What have you realized after reading the article?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Identify the positive effect of globalization to health as mentioned in the article.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Identify the negative effect of globalization to health as mentioned in the article.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The article you analyzed points to the duality of any phenomenon such as
globalization: there are always two sides to the coin. Critical thinking is important to
determine whether the effects of globalization are positive or negative. With this
realization, let us dig deeper into these two sides of globalization.
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LESSON
• Effects of Globalization
2
UNIT
1
Let’s Discover
Effects of Globalization
The previous activities must have made you realized that there are two sides to globalization in
terms of its effects on the world. Here are some of the positive and negative effects of
globalization to different areas of human life.
Economics







Free Trade. Countries can exchange goods and services. If the rice supply in one country is
low, it can import rice from other countries. From this buying and selling, countries’ needs
are met and income necessary to fuel growth is earned.
Free movement of labor. If there are few jobs for nurses in the Philippines, they can find
work in other countries where nurses are on demand.
Greater competition. With products from other countries competing with domestic ones,
companies will strive to improve the quality and price of their goods and services.
Increasing investment. Multinational companies invest money in poor countries which could
help their economies grow.
Free trade can harm developing economies. Poor countries struggle to compete with richer
ones. With advance technology, China can produce bigger onions than the ones our
farmers grow and sell them for a lower price.
Labor drain. A country can’t retain its best skilled workers who seek greener pastures (i.e.
higher wages, better quality of life) elsewhere.
Increasing environmental issues. The uses of non-renewable resources, deforestation,
pollution, and global warming have detrimental impacts to the planet.
Culture




Cultural diffusion happens when the cultural beliefs and social activities are spread through
different ethnicities, religions, and nationalities
Multi-cultural awareness - developing an understanding of the world
Loss of Local Culture. Cultures from around the world replace the local ones.
Less cultural diversity. When the local cultures are lost, the world culture becomes less
diverse.
Education




Local schools upgrade their curriculum to catch up with world standards
Technology and knowledge are used and shared for improved learning
Local schools struggle to catch up, if not compete, with global standards and demands
Language barriers and technological gaps affect learning progress
Agriculture


Advancements in farming technologies and productivity have increased global food
production so if there’s a crop failure in one part of the world, there’s food to share to keep
people from dying of famine.
Genetically modified food and crop production methods can have harmful side effects to the
human body and the environment. Also, big areas of natural flora and fauna are converted
into commercial farm lands resulting to loss of biodiversity and an imbalance in ecology.
With globalization we can see that there’s a huge effort among nations to help one another.
There’s also dog-eats-dog competition and exploitation. You must realize that It;s not
globalization that is bad per se but how we implement it.
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LESSON
2
UNIT
• Effects of Globalization
1
Let’s Do It
SORTING HAT: Sort all the words from the list into positive or negative hats.
Write only the letters inside their respective boxes.
A. With Interpol, countries can work together to solve and prevent crimes.
B. Relief aid from other countries poured in to help Yolanda victims.
C. Jubilee YouTube videos promote understanding and respect for cultural
diversity
D. China’s tomatoes are cheaper and bigger. People buy them instead of
locally grown ones.
E. Forests are cut down to make way for hotels
F. Using Google Translate to chat with a Chinese friend.
G. Best practices in teaching & learning are being on TedTalk
H. Toys with poisonous lead content have spread in the market
I. Indigenous rituals are starting to disappear
J. Our best teachers are going to the United States
K. Distance learning is possible with the Internet.
L. K-drama is life! We learn about Koreans' way of life via TV.
Globalization
is positive!
Globalization
is negative!
(Ex. A, B)
Was it difficult to determine whether something is a negative or positive effect
of globalization? Being aware of the effects of globalization to ourselves, our country,
and the world at large is one thing; but it takes critical thinking to distinguish whether
the effect is good or bad. The succeeding activities will allow you to use your critical
thinking skills even more where globalization and its effects are concerned.
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Try Some More
STORYTELLING: Create a story based on what the picture says about the effects of
globalization (positive, negative, both?).and justify why you think so. For example, you
may say that the son is going to work overseas and though it could mean more
income for the family, they would need to live away from each other; hence, it shows
both positive and negative effects of globalization.
Try it out. Write your answers in the space below each picture.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Have Your Turn
Now you probably have a clear idea of the effects of globalization, both positive and
negative. Let’s test your knowledge and understanding of these concepts. Give five (5)
examples for each kind of effect of globalization. Try to think of examples that you have
felt or experienced in your life or in your immediate community.
Positive
Negative
1.
2.
3.
4.
5.
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Sum It Up
Globalization has both positive and negative effects on the world depending on how
it is implemented. These effects can be seen in many areas of human society such
as economics, education, agriculture, health and medicine, etc… If you pay attention
to what’s happening around you, you will realize that globalization has various
effects on your personal life and immediate community. No one is spared of the
impact of this phenomenon which means we are all responsible for how it continues
to affect the world and generations of human beings today and tomorrow.
The following are questions meant to help you summarize what you have learned in
this lesson. Write your answers in the space provided.
1. Is globalization good or bad? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are your most significant realizations regarding the effects of globalization?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How will you make use of these realizations in your everyday life especially at this
time of the pandemic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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LESSON
2
• Effects of Globalization
UNIT
1
Let’s Extend and Link
MELTING POT: Over your family meal, initiate a discussion with your parents,
siblings, etc… about globalization and its effects. Ask them about their opinion on
how globalization has affected them. Pay attention to the differences in ideas. Use
what you have learned to explain your own thoughts about the topic. Since everyone
is affected by globalization, try to transform your own home as a melting pot of ideas
that you can use to make good choice in your day-to-day life.
Further Readings:
"Globalization and health: great possibilities, great concerns" (FULL ARTICLE) -https://tinyurl.com/yygnfqnx
Effects of Globalization, National Geographic -- https://tinyurl.com/yy3tdypx
Bibliography:
Oxford University Press. "The long term effects of globalization on income inequality,
population growth, and economic development.”
United Nations. "Human Development Index (HDI)." -- https://tinyurl.com/nzpwwow
Stanford University. "Globalization: Is it good or bad?" -- https://tinyurl.com/sx96zf2
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UNIT 1: Introduction to Globalization
POST-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. Which of the following is NOT an agent of spreading cultural globalization?
a. Internet
b. mass media
c. migration
d. vaccines
2. Interconnectedness is one of the twin processes of globalization that implies that:
a. The world is online
b. The world’s people are becoming aware of being one global community
c. The world is suffering global warming
d. The world is shrinking and linking up
3. What is a positive thing about globalization at the time of the Covid-19 pandemic?
a. Best practices in handling Covid-19 can be shared thru the Internet
b. Technology makes remote learning possible to avoid the spread of the disease
c. Big and fast networks among countries thru which help medical help can flow
d. None of the above
4. This implies that there’s a growing awareness of being a citizen of the global
community:
Global consciousness refers to:
a. Citizenship change
b. Global consciousness
c. Global literacy
d. Interconnectedness
5. It refers to the growing interdependence of the world's economies, cultures, and
populations via cross-border trade:
a. Economics
b. Globalization
c. Colonization
d. United Nations
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UNIT 1: Introduction to Globalization
POST-TEST
6. Which is NOT an example of economic globalization?
a. Business Process Outsourcing like call centers
b. Spread of LGBTQ rights advocacy in Islamic countries
c. China putting big investments in countries across EU
d. Philippines importing garments from Vietnam
7. Positive effects of globalization to the economy include:
a. Labor drain
b. Death of local businesses
c. Depletion of natural resources in developing countries
d. Cheaper prized products due to increased competition
8. Which is an effect of globalization to culture?
a. Disappearance of traditional customs, languages, and landmarks
b. Disappearance of species of plants and animals
c. Disappearance of skilled workers from their own countries’ industries
d. Disappearance of monopolies and oligarchies
9. What is labor drain?
a. Refers to the decrease in number of skilled workers of a country as they migrate
somewhere else
b. Loss of indigenous culture as indigenous communities integrate pop culture
c. Decrease in international trade among countries
d. Lack of freedom of employment in developing countries
10. Increased foreign investment into the Philippines is an effect of globalization to:
a. History
b. Information technology
c. Politics and governance
d. Economy
GEC 3: THE CONTEMPORARY WORLD
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UNIT 1: Introduction to Globalization
GEC 3: THE CONTEMPORARY WORLD
POST-TEST
CAS-CPSU
P aPgaeg|ei| i
UNIT
2
Theories of Globalization
How do we understand globalization? Just like for any other
phenomenon in the sphere of human existence, scholars,
scientists, and philosophers developed theories for the
nature and rationale of globalization.
In this unit, you will be introduced to two theories of
globalization, guided through the application of their key
concepts to everyday realities.
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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UNIT 2: Theories of Globalization
PRE-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. The theory suggests that the way a country is integrated into the capitalist
world system determines how economic development takes place in that
country. In his view, the world economic system is divided into a hierarchy of
three types of countries:
a. Global System
b. World System Theory
c. Social Theory
d. Postmodern Populism Theory
2. These countries are capital intensive, have high wages and high technology
production patterns and lower amounts of labor exploitation and coercion.
They own most of the world's capital and technology and have great control
over world trade and economic agreements. They are also the cultural centers
which attract artists and intellectuals.
a. Core
b. First World
c. Western
d. Industrialized countries
3. These countries the weaker members of "advanced" regions or the leading
members of former colonial ones.
a. Asia
b. Third World
c. Semi-peripheral
d. Developing
4. These are dependent on core countries for capital and are less industrialized
and urbanized. These countries are usually agrarian, have low literacy rates
and lack consistent Internet access.
a. Second World
b. Modern
c. Fourth World
d. Peripheral
5. The following are characteristics of Third World Countries, except
a. Low Gross National Income (GNI)
b. Lack of political rights and civil liberties
c. Low Human Development Index
d. Mainly medium income levels
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UNIT 2: Theories of Globalization
6. The theory suggests that the way a country is integrated into the capitalist
world system determines how economic development takes place in that
country. In his view, the world economic system is divided into a hierarchy of
three types of countries:
a. Global System
b. World System Theory
c. Social Theory
d. Postmodern Populism Theory
7. These countries are capital intensive, have high wages and high technology
production patterns and lower amounts of labor exploitation and coercion.
They own most of the world's capital and technology and have great control
over world trade and economic agreements. They are also the cultural centers
which attract artists and intellectuals.
a. Core
b. First World
c. Western
d. Industrialized countries
8. These countries are the weaker members of "advanced" regions or the leading
members of former colonial ones.
a. Asia
b. Third World
c. Semi-peripheral
d. Developing
9. These are dependent on core countries for capital and are less industrialized
and urbanized. These countries are usually agrarian, have low literacy rates
and lack consistent Internet access.
a. Second World
b. Modern
c. Fourth World
d. Peripheral
10. The following are characteristics of Third World countries, except
a. Low Gross National Income (GNI)
b. Lack of political rights and civil liberties
c. Low Human Development Index
d. Mainly medium income levels
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UNIT 2: Theories of Globalization
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THE WORLD SYSTEM THEORY
LESSON 1
(3 HOURS)
LEARNING OUTCOMES
At the end of the lesson, the learner must have:
 Identified and understood the fundamental concepts of The
World System Theory.
 Applied these concepts to present-day realities both on the
individual and the social level.
.
INTRODUCTION
INTRODUCTION
Globalization as discussed in the previous lessons is defined as a
process in which the global community engages with one another
in terms of economic, political, military, environmental, and cultural
integration. This shrinks the world into one global village
characterized by interconnectedness and a shared consciousness.
You’ve learned that globalization has both positive and negative
effects on the world as seen in different areas of human society.
Globalization as a concept has connotations referring to progress,
development and stability, integration and cooperation. Other times
it connotes regression, colonialism, and destabilization. We can
only understand clearly if we take a glimpse of these different
discourses and come up with our own analysis and judgment in the
context of our standing in the global community.
IIn this lesson, you will take a closer look at globalization in the
economic context through the lens of a specific theory of
globalization: the World System Theory by Immanuel Wallerstein.
Wallerstein theorized that the global economy is composed of
classes of superior countries and inferior countries that are
dependent of one another. In this relationship, however, some
countries have distinct advantages over the others. This results to
inequality in wealth and powers and shapes the way countries
relate to one another in the global community.
GEC 3: THE CONTEMPORARY WORLD
UNIT 2: THE THEORIES OF GLOBALIZATION
LEARNING OUTCOMES
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LESSON
• The World System Theory
UNIT
2
1
Let’s Look Back
PICTURE ASSOCIATION: We have already defined and
discussed globalization in the previous lessons. This photo is
an example of cultural globalization. McDonald’s is a fast food
chain that originated in the USA but other countries
subsequently bought franchises to make it available locally.
Match the each picture below to the form of globalization it
represents. Write the letter of your answer on the space
before each number.
A. Military Globalization
B. Criminal Globalization
C. Cultural Globalization
D. Economic Globalization
_____1.
E. Political Globalization
F. Environmental Globalization
____ 2.
______3.
____4.
______5.
_____6.
This activity assessed your understanding of the different forms of
globalization. It was meant to encourage you to notice them as they happen in real
life and analyze what their meaning and implications are.
GEC 3: THE CONTEMPORARY WORLD
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LESSON
1
• The World System Theory
UNIT
2
Let’s Analyze and Prepare
By now you must have already understood the definition as well as the different forms
of globalization. This time, you will learn more about the concept of globalization by
looking into the different theories of globalization. But first, you have a quest to fulfill!
Travel through the different countries through this map and identify which country is
rich or poor. Encircle the rich countries using a black pen and the poor countries
using a different-colored pen.
Why are there rich and poor countries? What keeps them far apart in terms of
economic power, political influence, and quality of life among its citizens? Is
globalization making this gap bigger or smaller? In 1995, Martin Khor, President of the
Third World Network in Malaysia, referred to globalization as colonization.
By mapping the rich and poor countries of the world, you get to visualize where they
are. You can also see familiar geographic clusters like most wealthy countries are
found in the West while struggling economies are mostly found in Africa or Southeast
Asia. This activity also points to an undeniable wealth and power gap between these
countries. Why do you think this is so? Let's go ahead and find out.
GEC 3: THE CONTEMPORARY WORLD
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LESSON
1
• The World System Theory
UNIT
2
Let’s Discover
We will now discuss a theory which classified the countries according to classes, either
rich or poor. This theory will provide you perspective on why some countries become
progressive in the process of globalization and why others struggle to keep up with it.
The World-System Theory by Immanuel Wallerstein
medium.com
The World Systems Theory suggests that wealthy countries benefit from other
countries and exploit those countries' citizens. This model recognizes the minimal
benefits that are enjoyed by low status countries in the world system. The theory
originated with sociologist Immanuel Wallerstein, who suggested that the way a
country is integrated into the capitalist world system determines how economic
development takes place in that country. In his view, the world economic system is
divided into a hierarchy of three types of countries:
Core countries (e.g., U.S., Japan, Germany) are dominant, capitalist countries
characterized by high levels of industrialization and urbanization. Core countries are
capital intensive, have high wages and high technology production patterns and lower
amounts of labor exploitation and coercion. They own most of the world's capital and
technology and have great control over world trade and economic agreements. They
are also the cultural centers which attract artists and intellectuals.
Semiperipheral countries (e.g., South Korea, Taiwan, Mexico, Brazil, India,
Nigeria, South Africa) are less developed than core nations but more developed than
peripheral nations. They are the weaker members of "advanced" regions or the leading
members of former colonial ones.
Peripheral countries (e.g., most African countries and low income countries in
South America) are dependent on core countries for capital and are less industrialized
and urbanized. Peripheral countries are usually agrarian, have low literacy rates and
lack consistent Internet access.
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Peripheral countries generally provide labor and materials to core countries.
Semiperipheral countries exploit peripheral countries, just as core countries exploit
both semiperipheral and peripheral countries. Core countries extract raw materials
with little cost. They can also set the prices for the agricultural products that
peripheral countries export regardless of market prices, forcing small farmers to
abandon their fields because they can't afford to pay for labor and fertilizer. The
wealthy in peripheral countries benefit from the labor of poor workers and from their
own economic relations with core country capitalists.
In addition, if we look back to the definition and purpose of globalization, it
suggests that it’s supposed to provide fair and equal opportunities for growth to all
countries--that all may reach this goal and enjoy sustainability and progress. This
theory suggests, however, that the true purpose of globalization needs to be
questioned. Why are there factions that enable rich countries to get even richer while
poor ones seem to get poorer?
It is interesting to note that in this unequal distribution of economic power, the
rich countries actually depend on the poorer countries in terms of sourcing raw
materials and manpower. In turn, poor countries depend on monetary support and
economic power provided by the rich countries.
Tariff is introduced globally to facilitate the smooth flow of products from one
country to another. However, as the imported products enjoy low taxes, they
compete with the products produced locally. The latter tends to suffer decreases in
price due to increased supply.
For example, when the government implemented zero tax on rice imported
from other countries, our local farmers were forced to compete for the price of rice in
the market. Prior to the implementation of the tariff, our local farmers can sell 1 kilo of
rice for 50 pesos. But due to this tariff, the farmers can only sell a kilo of rice by 50%
less than the original price.
https://www.ig.com/us/news-and-trade-ideas/top-10-largest-economies-in-the-world-190819
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LESSON
1
UNIT
• The World System Theory
2
Let’s Do It
SHOPPING SPREE: This section will test your comprehension of the topics discussed
about the global economy under the framework of the World Systems Theory. As if on
a shopping spree, create a list of things you want to buy, name which country you
want to get it from, and identify whether it is a core, peripheral, or semi-peripheral
country. You have unlimited budget for this so splurge! Your imagination’s the limit!
PRODUCT
Ex. Lockheed F-117
Nighthawk (stealth attack
aircraft)
1.
COUNTRY OF ORIGIN
TYPE OF COUNTRY
United States of America
Core
2.
3.
4.
5.
6.
7.
8.
9.
10.
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LESSON
1
• The World System Theory
UNIT
2
Let’s Try Some More
NEWSFLASH: Now you’re familiar with the three types of countries (core,
peripheral, and semi-peripheral) and their hierarchy. Read the article below and
discuss which countries are involved, what type of countries they are, and the
economic issues between them. Write your answer in the space provided below.
WHAT ELSE COULD GO WRONG FOR WORLD ECONOMY BEFORE 2020 IS DONE
By Enda Curran and Fergal O'Brien
The world economy’s rebound from the depths of the coronavirus crisis is fading, setting up an uncertain finish to
the year.
The concerns are multiple. The coming northern winter may trigger another wave of the virus as the wait for a
vaccine continues. Government support for furloughed workers and bank moratoriums on loan repayments are set to
expire. Strains between the U.S. and China could get worse in the run-up to November ..
“We have seen peak rebound,” Joachim Fels, global economic adviser at Pacific Investment Management Co., told
Bloomberg Television. “From now on, the momentum is fading a little bit.”
That sets up a delicate balancing act for governments. They’ve injected almost $20 trillion in fiscal and monetary
support, in an effort to get the economy as far back to normal as is feasible in a pandemic, and can point to plenty of
successes.
There are other worrying signs too.
In China, which contained the virus months ago, consumers remain reluctant to spend and the nation’s biggest banks
just posted their worst profit declines in more than a decade as bad debt ballooned.
U.S. lawmakers continue to haggle over more fiscal stimulus, which may be needed to sustain the recovery in the
world’s largest economy.
Adding 1.4 million jobs in August was “a big step in the right direction,” said Ryan Sweet, head of monetary policy
research at Moody’s Analytics. But the economy needs to maintain that kind of pace, he said, and “without fiscal
stimulus that will be hard to do.”
___________________________________________________________________
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____________
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LESSON
1
• The World System Theory
UNIT
2
Let’s Have Your Turn
Let’s now check how well you understood the World System Theory. Answer the
following questions in your own words:
1. Give 2 positive things about the World System Theory.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Give 2 negative things about the World System Theory.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Are poor countries suffering more than rich countries because of COVID-19?
In what ways do rich countries have an advantage over poor countries in
terms of battling COVID-19?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Why do you think are there rich and poor countries? What causes the gap
between them?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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LESSON
1
• The World System Theory
UNIT
2
Let’s Some It Up
This section allows you to reflect on the things you’ve learned in this lesson. Write
your personal experiences in understanding the concepts of The World System
Theory in the boxes below.
What struck you most about this lesson? Why?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
What did you find difficult about The World
System Theory? Why?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
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___________________________________________________
___________________________________________________
___________________________________________________
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LESSON
1
• The World System Theory
UNIT
2
Let’s Extend and Link
The Philippines is one of the poorer countries dependent on richer countries in
terms of economics. Though struggling to keep abreast with globalization, our country
participates in economic globalization by providing raw materials and manpower to rich
countries, engaging in various global economic fora, following tariff protocols and
implemented laws that promote free market operations and competitions locally and
globally.
The Philippines is known for its agricultural resources and labor force – we
export products and services like rice, sugar, native crafts, fruits, vegetables, nurses,
teachers, among others. But why is our country still considered a developing nation?
This theory may provide an answer to that question. As Wallerstein said, exploitation
takes place in relationships between countries whether core, peripheral or semiperipheral. The Philippines is no exception.
Further Readings:
https://lwww.boundless.com/sociology
https://study.com/academy/lesson/world-systems-theory-core-vs-peripheral-societies
https://web.mit.edu/esd.83/www/notebook/WorldSystem.pdf
https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-74336-3_372-1
Bibiliography:
https://www.brown.edu/Departments/Joukowsky_Institute/courses/islamicarchaeologygl
ossary/1282.html
https://www.fmprc.gov.cn/mfa_eng/wjb_663304/zwjg_665342/zwbd_665378/t1693925.s
html__
https://medium.com/@kendallgrace15/periphery-role-in-the-world-systems-theoryfa5d291cac55
Federman, Mark (2003). McLuhan for managers: New tools for new thinking. Viking
Canada.
McCutcheon, Mark A. (2018). The medium Is the monster: Canadian adaptations of
Frankenstein and the discourse of technology (PDF). AU Press. ISBN 978-1-771Photos used in this lesson are taken from the web.
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THE GLOBAL VILLAGE THEORY
LESSON 2
(3 HOURS)
LEARNING OUTCOMES
INTRODUCTION
Finding ways to survive is ingrained in human nature.
Throughout history, human society has evolved from primitive
existence to industrialization and now to the Information Age.
Along with these advancements come global demands for
sustainability and ultimately the survival of mankind.
You have already learned about The World System Theory
by Immanuel Wallerstein and what it has to say about
globalization. In this lesson, you will learn more about The Global
Village Theory by Marshall McLuhan which tackles how
innovations in technology create a global village wherein
communities around the world are drawn into closer relationships
with one another. You will also appreciate how technology shapes
our lives and influences our culture.
GEC 3: THE CONTEMPORARY WORLD
UNIT 2: THE THEORIES OF GLOBALIZATION
At the end of this lesson the learner must have:
 Identified and understood fundamental concepts of The Global Village
Theory.
 Applied these concepts to present day realities on the individual and
social level.
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Look Back
STORYTELLING: Whenever there is rich and poor, there is always inequality. Based
on the discussion on The World System Theory, write a short narrative about the
picture shown below. What kind of message are you getting from it? Use the space
provided below for your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Analyze and Prepare
Before we move on to the next topic, answer the following questions regarding the
COVID-19 pandemic.
1. Name different types of media you use to get information regarding COVID-19.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Do you believe the information you get from these media is true? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. What is the role of media during this global health crisis?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
4. “Bayanihan, We Heal As One” -- what message does this slogan convey to you?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Media and information carry so much power. In modern times, the power that
words, ideas, and messages have gained more scope, intensity, and efficiency with the
development of media communications technology. Because of this, the idea of
globalization became a force to reckon with--penetrating and controlling governments,
cultures, communities, and minds.
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Discover
In doing the previous activity, you may have realized that media plays a vital
role to deliver information from one person to another around the globe especially
during a crisis. Our next lesson will be about a theory that states how medium plays a
significant role in creating a global village.
The Global Village
The late Marshall McLuhan, a media and communication theorist, coined the
term “global village” in 1964 to describe the phenomenon of the world’s culture
shrinking and expanding at the same time due to pervasive technological advances
that allow for instantaneous sharing of culture.
Hence, we are no longer alienated from one another but we have created a
global village from which people are well aware of what is going in a community from
another country. It made the world closer to each other through advance technology,
media and internet. We become aware of what is going on around the world with just
one click away. The products, music, movies and news shown in the media carry with
it a culture. So there is a greater possibility that one culture can influence the other
that results to the shrinking of a weaker culture as the superior ones expand.
McLuhan’s insights were revolutionary at the time, and fundamentally
changed how everyone has thought about media, technology, and communications
ever since. McLuhan chose the insightful phrase "global village" to highlight his
observation that an electronic nervous system (the media) was rapidly integrating the
planet -- events in one part of the world could be experienced from other parts in realtime, which is what human experience was like when we lived in small villages.
For McLuhan, the media is a nervous system because it involves in the
receiving of information about the environment around us and generating responses
to that information. The information collected by the media from the community or
from a country is transmitted to the people around the world through television, radio,
newspapers and web.
McLuhan's second best known insight is summarized in the expression "the
medium is the message", which means that the qualities of a medium have as much
effect as the information it transmits. The effectiveness of the message lies in its
purpose and the appropriate channel that we used. For example, verbal
communication is best used when we want to establish relationship with another
person but it’s not effective in legal matters – written communication is the best
choice. The web can disseminate information faster than radio and newspaper, the
reason that radio stations used social media during their programs.
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Do It
SKETCHPAD: Using what you’ve learned about the Global Village Theory, create a
visual representation of a global village in the box below. Use any of the media
channels/technologies you know in making your drawing. Write a short explanation of
your drawing in the space provided below.
Explanation:
___________________________________________________________________________________
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________
GEC 3: THE CONTEMPORARY WORLD
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LESSON
2
• The Global VillageTheory
UNIT
2
Let’s Try Some More
LET’S BRIDGE: The globalized exchange of information allows ideas, cultures,
beliefs and practices, and ways of or ideals for living to flow transnationally. Below
are pictures represent different cultures that have influenced us Filipinos. Draw a line
to connect the picture on the left with the culture it represents on the right.
Ex.
◘
◘ Arab Culture
◘
◘ Malaysian Culture
◘
◘ Korean Culture
◘
◘ Japanese Culture
◘
◘ American Culture
◘
◘ Spanish Culture
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Have Your Turn
Let’s check if you recall and understand key facts and concepts about the Global
Village Theory.
Part I. MODIFIED TRUE OR FALSE: In the space before each number, write TRUE
if the statement is correct and FALSE if it’s incorrect. If your answer is FALSE,
underline the word(s) that makes the statement incorrect and on top of it, write the
word(s) that will make it correct.
Marshall McLuhan
Ex. FALSE The author of The Global Village Theory is Marshall Ericksen.
______ 1.
The term “global village” was coined to describe the simultaneous
shrinking and evolving of the world’s culture.
______ 2.
Technological advancements arrested the fast exchange of culture
which shaped the global village.
______ 3.
The media is likened to the heart which is responsible for integrating
the planet
______ 4.
Because of the media, it’s impossible for phenomena in one part of the
world to be experienced in another real time.
______ 5.
“The medium is the message” means that kind of medium you use is
as important as the technology you transmit.
Part II: In your own words, explain the meaning of the expression “The medium is the
message” and give an example of how it applies in real life.
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Sum It Up
In this section, you will reflect on the things that you have learned in this lesson. What
are the things you like about Marshall McLuhan’s Global Village Theory? What are
your criticisms of it? Write them in their respective boxes below.
Things I like
Things I disagree with
How are you going to apply the things you’ve learned
in this lesson to your life? Give 5 concrete examples.
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LESSON
2
• The Global Village Theory
UNIT
2
Let’s Extend and Link
Colonial mentality in the Philippines may drive Filipinos to patronize imported
goods over local products. Stereotyping and cultural representation in the media affect
how we perceive the world today. According to Violet K. Dixon (2009), countries with
more economic influence will eventually control the cultural standards by which the rest of
the world will have to live. To learn more about the theory, please check the following
links for additional readings:
Violet K. Dixon (2009); Understanding the implications of a global village.
http://www.inquiriesjournal.com/articles/1681/understanding-the-implications-of-aglobal-village
Mark Federman (2004). What is the meaning of the medium is the message?;
https://individual.utoronto.ca/markfederman/article_mediumisthemessage.htm
All the pictures used in the lesson are taken from the web.
Bibliography:
Chase-Dunn Ch. K. (1991), 'Global formation: Structures of the world economy'
London, Oxford and New York: Basil Blackwell.
Frank A. G. (1981), ‘Crisis in the third world’ New York: Holmes & Meier Publishers.
Gernot Kohler and Emilio José Chaves (Editors) "Globalization: critical perspectives"
Hauppauge, New York: Nova Science Publishers, ISBN 1-59033-346-2. With
contributions by Samir Amin, Christopher Chase-Dunn, Andre Gunder Frank,
Immanuel Wallerstein
"Globalization or the age of transition? A Long-term view of the trajectory of the world
system," International Sociology 15:2 (June 2000), 251–267.
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UNIT 2: Theories of Globalization
POST-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. World system theory suggests that…
a. The way a country is integrated into the capitalist world system determines
how economic development takes place in that country. In his view, the world
economic system is divided into a hierarchy of three types of countries.
b. The process of globalization as market-led extension of modernization.
c. The states are inherently acquisitive and self-serving, and heading for
inevitable competition of power. Social Theory
d. The reigning structures of understanding determine what can and cannot be
known in a given socio-historical context.
2. Which of the following is the characteristic of core countries?
a. They are dependent on core countries for capital and have underdeveloped
industry.
b. They are dominant capitalist countries that exploit peripheral countries for
labor and raw materials. These countries the weaker members of "advanced"
regions or the leading members of former colonial ones.
c. They share characteristics of both core and peripheral countries.
d. All of the above
3. Which of the following is the characteristic of peripheral?
a. They are dependent on core countries for capital and have underdeveloped
industry.
b. They are dominant capitalist countries that exploit peripheral countries for
labor and raw materials. These countries the weaker members of "advanced"
regions or the leading members of former colonial ones.
c. They share characteristics of both core and peripheral countries.
d. a & c
4. Which of the following is the characteristic of semi-peripheral?
a. These are dependent on core countries for capital and are less industrialized
and urbanized. These countries are usually agrarian, have low literacy rates
and lack consistent Internet access.
b. They are dependent on core countries for capital and have underdeveloped
industry.
c. They are dominant capitalist countries that exploit peripheral countries for
labor and raw materials. These countries the weaker members of "advanced"
regions or the leading members of former colonial ones.
d. All of the above
5. Which of the following are the characteristics of Third World Countries?
a. Low Gross National Income (GNI)
b. Lack of political rights and civil liberties
c. Low Human Development Index
d. All of the above
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UNIT 2: Theories of Globalization
POST-TEST
6. World system theory suggest that..
a. The way a country is integrated into the capitalist world system determines how
economic development takes place in that country. In his view, the world
economic system is divided into a hierarchy of three types of countries:
b. the term ‘globalisation’ reflects increased interconnectedness in political,
economic and cultural matters across the world creating a “shared social
space”.
c. The capitalist economy is thoroughly monetised. Money facilitates
accumulation. It offers abundant opportunities to transfer surplus, especially
from the weak to the powerful.
d. the “politics of globalisation” have been “transformed” (using their word from the
definition of globalisation) along all of these dimensions because of the
emergence of a new system of “political globalisation.”
7. The core countries have the following characteristics, except..
a. are capital intensive
b. have high wages
c. high technology production patterns and lower amounts of labor exploitation
and coercion
d. middle class
8. Semi-peripheral countries are ….
a. These are dependent on core countries for capital and are less industrialized
and urbanized.
b. These countries the weaker members of "advanced" regions or the leading
members of former colonial ones.
c. These countries are usually agrarian, have low literacy rates and lack
consistent Internet access.
d. All of the above
9. Peripheral countries are ….
a. These countries the weaker members of "advanced" regions or the leading
members of former colonial ones.
b. These countries are usually agrarian, have low literacy rates and lack
consistent Internet access.
c. These are dependent on core countries for capital and are less industrialized
and urbanized. These countries are usually agrarian, have low literacy rates
and lack consistent Internet access.
d. All of the above
10. Which of the following are the characteristics of Third World Countries
a. Low Gross National Income (GNI)
b. Lack of political rights and civil liberties
c. Low Human Development Index
d. All of the above
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UNIT 1: Theories of Globalization
GEC 3: THE CONTEMPORARY WORLD
POST-TEST
CAS-CPSU
P aPgaeg|ei| i
UNIT
3
Ideologies of Globalization
What
values
and
meanings
do
we
ascribe
to
globalization? The end and means of globalization may be
founded
on
ideologies
communities,
adopted
governments,
or
and
even
promoted
by
international
organizations. In this Unit, you will be guided through an
exploration
of
the
ideological
underpinnings
of
globalization and relate them to immediate personal and
social realities.
COLLEGE OF ARTS AND SCIENCES (CAS)
CENTRAL PHILIPPINES STATE UNIVERSITY (CPSU)
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UNIT 3: Ideologies of Globalization
PRE-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. Which is NOT a purpose of ideology?
a. to guide public affairs
b. to force society to conform to one ideal
c. to offer change in society
d. all of the above
2. A set of opinions, beliefs, and ideas of seeing the world that influences individuals,
nations, and cultures.
a. anthropology
b. philosophy
c. ideology
d. technology
3. Which ideology is founded on the freedom and equality of the people being
governed?
a. Marxism
b. Constructivism
c. Liberalism
d. Postmodernism
4. A globalism that is based on the idea that economic systems run on voluntary
exchange of goods and services subject to the law of supply and demand:
a. Market globalism
b. Justice globalism
c. Religious globalism
d. none of the above
5. Mankind's common home--the Earth--is deteriorating. It is everyone's problem and
responsibility.
a. Economic globalization
b. Political globalization
c. Cultural globalization.
d. Ecological globalization
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UNIT 3: Ideologies of Globalization
6. Which is an example of political globalization?
a. K-Pop and K-Drama are taking over the West
b. the European Union is trying to face issues and threats together
c. Philippines is sending many of its nurses to the USA
d. none of the above
7. Justice globalism is based on:
a. capitalist ideals
b. socialist ideals
c. egalitarian ideals
d. legal ideals
8. A theory that holds globalization as controllable and reversible.
a, transformationalism
b. liberalism
c. constructivism
d. feminism
9. In the Marxist ideology, the conflict is between:
a. democrats and republicans
b. capitalists and proletariat
c. conservatives and liberals
d. Germans and French
10. Which is not an example of an ideology?
a. Marxism
b. Capitalism
c. Liberalism
d. Cannibalism
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UNIT 3: Ideologies of Globalization
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Ideologies of Globalization
LESSON 1
(3 HOURS)
LEARNING OUTCOMES
At the end of this lesson the learner must have:

Defined and explained the different ideologies of globalization
and their impact to society
Related the different ideologies of globalization to present day
realities
INTRODUCTION
The way we are as a society, the things we’ve done and
learned from in the past, the way we live in the present, and how
we envision our future to be are all framed by ideologies. Even the
phenomenon of globalization has an ideological dimension to it.
According to Steger, there are three main types of ideologies in
globalization. In this unit, you will learn about each one of these
ideologies, their definitions, and the values and meanings they give
to the concept of globalization. We will also discuss these
ideologies in the context of our present-day realities.
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UNIT 3: IDEOLOGIES OF GLOBALIZATION

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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Look Back
You’ve learned about the World Systems Theory and the Global Village Theory in the
previous unit. You now have knowledge on how experts view globalization and how it
operates within a certain framework.
SKETCHPAD: Let’s see how well you’re able to integrate what you have learned
through art. In the space below, draw what your personal beliefs are about
globalization. (For example, a dove symbolizes peace and for you globalization
should aim for world peace instead of war. You can do it! Get creative but remember,
it’s not so much the art but the substance that matters.)
Here, write a one-paragraph explanation of the symbol you drew:
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Analyze and Prepare
Find the words listed on the right. Encircle them in the puzzle. Some words are
spelled backwards so be extra sharp! Put the words together to form a statement that
defines what an “ideology” is.
An ideology _________________ to a _________________ of _________________,
_________________, _________________ of _________________
_________________ _________________, _________________, and
_________________.
Globalization is a complex phenomenon founded on certain ideas. The ideological
aspect of it is important since it is the one that informs globalization on what it is, how
to be, and what end goal to pursue. This activity stresses the point that to understand
globalization, we need to understand the ideologies that drive it. Hence, knowing the
basic definition of ideology is imperative.
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Discover
We know that globalization is founded on certain ideologies but what is an ideology?
An ideology refers to a set of opinions, beliefs, and ideas of seeing the world that
influences a person or nation’s culture, politics and governance, among other aspects
of social life. Examples of ideologies are liberalism, capitalism, socialism, and
Marxism.
What is the purpose of an ideology?

To offer change in society (Ex. Marxism offers the liberation of the workers
through social revolution)

To make society conform to a set of ideals (Ex. Liberalism is founded on the
freedom and equality of all men under the rule of law.)

To guide public and political affairs (Ex. Capitalism allows competition so
business will improve their products and services to benefit the consumers.)
Ideologies ascribe value and meaning to both the concept and process of
globalization. All theories of globalization have been grouped under 8 categories:

Liberalism - a political and moral philosophy founded on the freedom and will of
of the people who are all treated equally under the law.

Political realism - a theory of political philosophy that views power as the ultimate
objective of political action and relations on all levels of society.

Marxism - a method of socioeconomic analysis that views history and society
through a materialist lens; it states that society has an inherent class conflict
(capitalists vs proletariats) and for it to be well, social change is needed.

Constructivism - a theory that states knowledge is constructed by people and
each person has a unique way of doing this influenced by their experiences and
culture.

Postmodernism - a broad movement characterized by skepticism, subjectivism,
and relativism.

Feminism - a range of socio-political movements and ideologies that aim to
define, establish, and achieve the political, economic, personal, and social
equality of the sexes.

Transformationalism - a theory which holds that globalization is a complex
process involving a number of different two-way exchanges between global
institutions and local cultures; it can be reversed and controlled.

Eclecticism - is a conceptual approach that is not based on a sole paradigm but
uses multiple theories and approaches to understand and engage topics.
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Discover
According to Steger, there are 3 main types of ideologies in globalization namely:
Market globalism - gives ‘globalization’ with free-market norms and neoliberal
meanings. This means that the economic system runs on voluntary exchange of
goods and services and the law of supply and demand. There's little government
intervention in this case.
Justice globalism - creates an alternative vision of globalization based on egalitarian
ideals of global solidarity and distributive justice. This means that in globalization,
people should get the same opportunities and treatment in terms of development,
justice, etc...
Religious globalism - seeks to struggle against both market globalism and justice
globalism as they seek to mobilize a religious values and beliefs that are thought to
be under severe attack by the forces of secularism and consumerism.
These globalisms apply to the different forms of globalization. Notice how each form
is given meaning by each ideology of globalization, may it be market, justice, or
religious globalism:

Economic globalization, which deals with the intensive and extensive
development of economic relations around the globe, covers the emergence of a
new global economic order, internationalization of trade, the power shifts among
corporations and governments, etc…

Political globalization, which deals with the intensive and extensive
development of political interrelations around the globe, covers the modern
nation-state system, its changing nature and role in the world, global governance
and political systems.

Cultural globalization, which deals with the intensive and extensive flow of
cultures across the globe, covers many facets such as the symbolic construction,
articulation, and dissemination of meaning, the development of global culture, the
loss of local culture, and the role of media in shaping identities, cultures, and
communities.

Ecological globalization, which deals with issues with and responsibility for
mankind’s common home--the planet Earth, covers population growth, food
security, worldwide reduction in biodiversity, the gap between rich and poor as
well as between the global North and global South, human-induced climate
change, and global environmental degradation.
The way globalization changes and drives our world is due in part to these ideologies
that shape the way we see and do things. Hence, you may appreciate how significant
these ideologies are.
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Do It
LET’S BRIDGE! Draw a line to connect the ideology on the left with its correct
example on the right.
Ex.
Liberalism ◘
◘ UNESCO is working with local
governments and communities to
reverse the loss of indigenous cultures.
Marxism ◘
◘ China is taking over the world by
expanding its economic and political
influence over many countries.
Political realism ◘
◘ The COVID-19 pandemic is new. Our
knowledge of it is being created in
progress and people have different
interpretations of it.
Constructivism ◘
◘ Globalization has made the situation
for women in poor countries worse such
as cheap labor, prostitution, domestic
violence.
Postmodernism ◘
◘ All people are free to find work and
greener pastures in any country so long
as they're qualified.
Feminism ◘
◘ Workers are paid very small wages
while the companies they work for earn
big profits.
Transformationalism ◘
◘ The effects of globalization are
understood differently by people and
countries. Some may find it good, while
others may find it bad.
Eclecticism ◘
◘ World leaders are using different
theories and ideologies to resolve the
growing tensions over the West
Philippine Sea.
Great job! Now you have made a practical application of your conceptual
knowledge of different ideologies. If you look around, you’ll see many more reallife occurrences and situations driven by certain ideologies.
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Try Some More
Illustrate your own understanding of each ideology of globalism through symbols.
Draw the symbols on the boxes on the left and write a brief explanation how each of
them represents that particular ideology of globalization?
1. Market globalism
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2. Justice globalism
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3. Religious globalism
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Have Your Turn
Now let’s see if you can relate your knowledge of globalism to realities you’ve
observed in the world today. Can you think of examples wherein an ideology is
applied to the following forms of globalization?
Ex:: Justice globalism on economic globalization
Answer: An economic embargo is placed on Venezuela. They can’t freely exchange
goods and services with other countries. It’s critical especially now that there is a
pandemic because human lives are at stake. The world should give Venezuela equal
opportunity to participate in economic relations. This is only humane and just.
1. Market globalism on economic globalization
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2. Religious globalism on political globalization
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3. Market globalism on cultural globalization
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4. Justice globalism on ecological globalization
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’s Sum It Up
Now you know that the way globalization is conceptualized and implemented are
influenced by ideologies. Different ideologies give meaning and values to different
ways of global thinking and living--affecting government, culture, knowledge,
identities, history, etc… Using all that you’ve learned, reflect on this question: Among
the 3 ideologies of globalization--market, justice, and religious--which one do you
most believe in and why? In the space below, write your reflection in not more than
150 words.
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LESSON
1
• Ideologies of Globalization
UNIT
3
Let’ Link and Extend
FURTHER READINGS:
Ideology. Society. Britannica. -- https://www.britannica.com/topic/ideology-society
Held, David; et al. (1999). Global Transformations: Politics, Economics and Culture.
Cambridge: Polity Press.
Bibliography:
Wilson, E. (2014). Justice Globalism. In M. Steger, J. Siracusa, & P. Battersby (Eds.),
The Sage Handbook of Globalization (pp. 39-54). SAGE Publications Inc..
http://socialsciences.people.hawaii.edu/publications_lib
References:
Wilson, E. (2014). Justice Globalism. In M. Steger, J. Siracusa, & P. Battersby (Eds.),
The Sage Handbook of Globalization (pp. 39-54). SAGE Publications Inc..
http://socialsciences.people.hawaii.edu/publications_lib
James, Paul; Gills, Barry (2007). Globalization and Economy, Vol. 1: Global Markets
and Capitalism. London: Sage Publications.
James, Paul; Szeman, Imre (2010). Globalization and Culture, Vol. 3: Global-Local
Consumption. London: Sage Publications.
James, Paul; Soguk, Nevzat (2014). Globalization and Politics, Vol. 1: Global Political
and Legal Governance. London: Sage Publications.
Manfred B. Steger (2017) Globalization: A Very Short Introduction Oxford University
Press, 4th ed.
Manfred B. Steger (2005) Ideologies of globalization, Journal of Political
Ideologies, 10:1, 11-30, DOI: 10.1080/1356931052000310263
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UNIT 3: Ideologies of Globalization
POST-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the answer
sheet provided at the end of this questionnaire. Strictly no erasures.
1. The Silk Road is an ancient network of routes which linked:
a. The Mongol Empire to Phoenicia
b. Asia to the Americas
c. Persia to Europe
d. China to Rome
2. Refers to refers to the mobile nature of labor in modern economies
a. Brain drain
b. Migration
c. International trade
d. Colonization
3. Which of the following illustrates economic globalization?
a. exchange of goods and services
b. spread of knowledge
c. spread of diseases
d. cultural relativism
4. The Silk Road connected the East and West through:
a. Warfare
b. Trade
c. Legends and myths
d. Rivers Tigris and Euphrates
5. Which wave of globalization rose from the ashes of World War II:
a. First
b. Second
c. Third
d. Fourth
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UNIT 3: Ideologies of Globalization
POST-TEST
6. This wave of globalization is characterized by computer and automation:
a. First
b. Second
c. Third
d. Fourth
7. The acronym FDIs means?
a.
Foreign Deficit Investments
b.
Foreign Direct Investments
c.
Financial Disaster Increase
d.
Financial Depression Income
8. International trade is a form of economic globalization that pertains to:
a. Decreased spending on product export and import
b. increased spending on product export and import
c. Consistent spending on product export and import
d. Zero spending on product export and import
9. Which is a positive thing about the diffusion of technology?
a. the wide spread of ideas
b. control of science and technology by the US
c. the digital divide
d. brain drain
10. The Silk Road was used in the ancient trading world as early as:
a. 13th century AD
b. 1st century BC
c. 5th century BC
d. 5th century AD
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UNIT 3: Ideologies of Globalization
GEC 3: THE CONTEMPORARY WORLD
POST-TEST
CAS-CPSU
UNIT
4
The Global Economy
What is happening to the world's economics with
globalization expanding and intensifying? In this Unit we
will talk about the most palpable form of globalization-economic globalization. The activities designed in this
Unit are meant to guide you into formulating an informed
and personal stance on it in relation to present-day
realities.
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UNIT 4: The Global Economy
PRE-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the answer
sheet provided at the end of this questionnaire. Strictly no erasures.
1. Which is not included in economic globalization?
a. exchange of goods and services
b. spread of knowledge
c. flow of money and investments
d. ethnocentrism
2. What is economic globalization?
a. the collaboration of economies around the world to fight poverty
b. local exchange of of goods, services, money, ideas, and technologies to benefit the
nation
c. transnational flow of culture, ideas, beliefs, and symbols across the world
d. transnational flow of goods, services, money, ideas, technologies across economic
borders
3. What is migration?
a. refers to the mobile nature of labor in modern economies
b. refers to the loss of skilled workers in a country
c. refers giving up one's citizenship for another
d. none of the above
4. What does FDIs stand for?
a. Foreign Direct Investments
b. Financial Depression Income
c. Foreign Deficit Investments
d. Financial Disaster Increase
5. What's good about diffusion of technology?
a. spread of ideas
b. monoploy of scientific discoveries by one nation
c. the digital divide
d. all of the above
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UNIT 4: The Global Economy
6. When was the Silk Road first used in the ancient trading world?
a. 13th century AD
b. 1st century BC
c. 5th century BC
d. none of the above
7. The Silk Road connected by trade the:
a. East and West
b. North and South
c. Different provinces of China
d. none of the above
8. The second wave of globalization started from
a.the discovery of the Spice Islands
b.the Neolithic period
c. the ashes of World War II
d. the formation of GATT and IMF
9. An ancient trade route linking China to Rome:
a. Spice Road
b. Silk Road
c. Royal Road
d. none of the above
10. The 3rd wave of globalization is characterized by:
a. Cyber Physical Systems
b. Mass production, assembly line, electricity
d. Mechanization, water and steam power
d, Computer and automation
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UNIT 4: The Global Economy
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Economic Globalization: Definition and
Forms
LESSON 1
(3 HOURS)
LEARNING OUTCOMES
INTRODUCTION
“My guiding principle is that prosperity can be shared.
We can create wealth together. The global economy is not
zero-sum game.”
Dalai Lama
The Dalai Lama has wise words to say about globalization and
how we ought to see it. Globalization is not a zero-sum game; it
can be a win-win for all! But in a globalized world this doesn’t seem
to be the case. Take a look around you or watch the world news.
Do you think wealth is distributed fairly, if not evenly, among
countries and peoples? This lesson may help you find an answer
to this question by introducing you to economic globalization and
its effects on society, as well as guide you to develop a personal
stance on it given the realities you are faced with today as a
student and as a Filipino citizen.
GEC 3: THE CONTEMPORARY WORLD
UNIT 4: THE GLOBAL ECONOMY
At the end of the lesson, the learner must have:
 Defined economic globalization
 Identified the principal forms of economic globalization
 Related the definition and forms of economic globalization to
present-day realities.
 Articulated a personal stance on economic globalization as a
student and as a Filipino citizen.
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• Economic Globalization:Definition and Forms
LESSON
1
UNIT
4
Let’s Look Back
Despite the ideal picture painted by the Dalai Lama’s words, we know that there are
certain ideologies that believe the acquisition of power and wealth is of supreme
importance over collective progress and human rights. This can be seen in how
powerful countries take advantage of poor and vulnerable countries. Taking into
consideration economic fairness and equality, give your opinion on the picture below
(maximum 100 words).
www.counterpunch.org
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• Economic Globalization: Definition and Forms
LESSON
1
UNIT
4
Let’s Analyze and Prepare
NEWSFLASH: One of the easily recognizable forms of globalization is in the area of
economics. Its impact is felt both widely and immediately. Read the excerpt from an
article on India Today’s website.
As global economies dwindle, world wakes up to China’s
hostile takeovers amid pandemic
by Geeta Mohan, New Delhi, April 21, 2020
As the coronavirus pandemic continues to batter economies across the world, including India and the
European Union countries, China is swiftly taking over companies in the dwindling economies.
ITALY, April 8 -- The Italian government enacted a series of measures to support companies’ liquidity
and business continuity, as well as their resilience against hostile foreign takeovers in strategic
sectors. Interestingly, Italy has seen a steady increase in Chinese influence on their economy. It was
in March 2019 that Italy had become an official member of the Belt and Road Initiative (BRI) of China,
the first of the G7 countries. However, it did not go down well with other European partners as well as
the United States of America.
AUSTRALIA, March 30 -- Australia temporarily tightened its rules on foreign takeovers on concerns
that strategic assets could be sold off cheaply as a result of the coronavirus crisis.
The move follows warnings from the country’s backbench MPs that distressed companies in the
aviation, freight and health sectors could become vulnerable to buyouts by state-owned enterprises in
authoritarian regimes, including China.
INDIA, April 17 -- the Government of India reviewed its FDI policy for “curbing opportunistic
takeovers/acquisitions of Indian companies due to the current COVID-19 pandemic”.The decision
came at the back of People's Bank of China (PBoC) raising its stake from 0.8 per cent to 1.01 per cent
in India's largest non-banking mortgage provider HDFC. It came as a shock with many questioning the
buying by Chinese entities at a time when the world is faced with its worst economic crisis.
1. According to the article, what is China doing? _____________________________
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2. Is this an acceptable manifestation of globalization in economics? Why? ________
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3. What is China’s economic influence over the Philippines like? ________________
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In your analysis of the article, you were supposed to recognize the scope of economic
globalization--how countries in other parts of the globe have become dependent or
vulnerable to China's economic power. Let's take a close look at what economic
globalization is.
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LESSON • Economic Globalization: Definition and Forms
1
UNIT
4
Let’s Discover
Economic globalization refers to the growing interdependence of economies around
the world through transnational exchange of goods and services, flow of capital and
investments, and the spread of knowledge and technologies.
Economic globalization has five principal forms namely:
International trade - refers to a growing expenditure on goods and services (imports)
and a growing sales for what countries produce (exports). International trade is
important because in the constantly changing world of economics and business,
countries are now highly dependent on each other for import, export, and other
transactions and relationships.
For example, big corporations in the United States need laborers in developing
countries to make their products. Then they would depend on other national
economies to buy these products. Without the countries that perform labor and buy
products, these corporations would not have any lucrative business or profit.
Foreign Direct Investment (FDI) - the United Nations defines FDI as “investment
which can take the form of short-term capital flow (e.g. loans), or long-term capital
flows (e.g. bonds).
For example a large fastfood chain in America acquires a smaller fastfood chain in
the Philippines. The amount of cash transferred for the acquisition can be viewed as
a foreign direct investment from the USA to the Philippines.
Capital Market Flows - refers to the international movement of money for
investments. Rather than money flowing from buying goods and services, this refers
to money flowing in and out of stock and bond markets, as well as factors like real
estate and cross-border mergers and acquisitions.
Migration - refers to the mobile nature of labor in today’s economies. This is
beneficial for developing countries when their migrants acquire education and knowhow abroad and use these to return home and start new enterprises. The flipside of
this is brain drain or the loss of skilled workers essential for economic growth.
Diffusion of technology - refers to the spread of ideas (e.g. technical knowledge,
democratic concepts, economic practices) through breakthroughs in
telecommunications, computing, and information technology around the world.
The flipside of this is, not everyone in the world has access to these technologies.
This gap is called the “digital divide.” This gap makes it hard for less industrialized
countries to advance their businesses and compete with countries that already have
the technical resources.
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• Economic Globalization: Definition and Forms
LESSON
1
UNIT
4
Let’s Do It
Give examples for each principal form of economic globalization. You may not use
any of the examples previously mentioned in this lesson. Write your answers in 2-3
sentences only. Ex. International trade - The Philippines exports its bananas to
China. The Philippines imports electronic equipment from China.
International trade
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Capital Market Flows
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Diffusion of technology
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Migration
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Kudos for trying to think of real-life examples. In your awareness of these things, you
will have a deeper and more integrated grasp of the different forms of economic
globalization
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• Economic Globalization: Definition and Forms
LESSON
1
UNIT
4
Let’s Try Some More
SCRAPBOOK: Pick one principal form of economic globalization and look for news
or magazine clippings that talk about or represent its definition or example. Paste
these clippings in the space provided below. You may get creative by adding pictures,
art designs, to make it look like a collage.
GEC 3: THE CONTEMPORARY WORLD
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• Economic Globalization: Definition and Forms
LESSON
1
UNIT
4
Let’s Have Your Turn
To test your knowledge and understanding of this lesson, let's imagine you were
given the power to lead the country in this time of the pandemic. With your knowledge
of the principal forms of economic globalization, how would you manage the health
and economic issues for a better outcome for the Filipino public? For your answer,
write a minimum of 3 paragraphs (approx. 150 words) in the space below.
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LESSON • Economic Globalization: Definition and Forms
UNIT
4
1
Let’s Sum It Up
Congratulations for finishing this lesson. You now have a solid grasp of the
definition and forms of economic globalization. To close this lesson, answer
the following reflection questions.
___________________________________________________________________
_
___________________________________________________________________
What have you learned
___________________________________________________________________
in this lesson?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
What realizations have
you got from your
___________________________________________________________________
learnings?
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___
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______
___________________________________________________________________
___________________________________________________________________
__
How are you going to
___________________________________________________________________
apple these learnings
___________________________________________________________________
in your life?
___________________________________________________________________
___
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• Economic Globalization: Definition and Forms
LESSON
1
Let’s Link and Extend Up
Bibliography:
www.un.org
opentextbooks.org,hk/ditatopic/7200
Abedian, Araj. 2002. “Economic globalization: Some pros and cons.” Papers
from the sixth conference of the international environment forum, world
summit on sustainable development. Johannesburg, South Africa. Retrieved
January 24, 2012 (http://iefworld.org/dabed02.htm).
Wallerstein, Immanuel. 1974. The modern world system. New York: Academic
Press.
Bordo, Michael D.; Taylor, Alan M.; Williamson, Jeffrey G. (1 November 2007).
Globalization in historical perspective. University of Chicago Press. ISBN 978-0-22606599-1.
Frey, James W. "The global moment: The emergence of globality, 1866-1867, and
the origins of nineteenth-century globalization." The Historian 81.1 (2019): 9. online,
focus on trade and Suez Canal
Gao, Shangquan (2000). "Economic globalization: Trends, risks and risk prevention:
2000" (PDF).
Gunder Frank, Andre, and Robert A. Denemark. ReOrienting the 19th Century:
Global economy in the continuing Asian age (Paradigm Publishers, 2013);
Held, David, ed. (2004). A globalizing world?: Culture, economics, politics (2nd ed.).
London; New York: Routledge, in association with the Open University.
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Waves of Economic Globalization
LESSON 2
(3 HOURS)
LEARNING OUTCOMES
INTRODUCTION
"If we want to make sure that the next wave of globalization is even
more successful, it has to be complemented with good, sound
domestic policies that help those who are getting left out.”
Gita Gopinath (IMF Chief Economist)
In the previous lesson you have learned that economic
globalization refers to the free cross-border movements of goods
and services, labor, technology, real and financial capital to create
an integrated and interdependent global economy. Part of this is
also the flow of ideas, political and social values, language, and
other components of culture.
Today globalization is often associated with the
predominance of the Western flow of economic, political, and
social beliefs and institutions to other world regions. No one is in
charge of globalization, though, and changes in the multicultural
and transnational dynamic are not unlikely.
Throughout history, economic globalization has had its fair
share of highs and lows. In this lesson, you will learn how
economic globalization has developed over time, from its
antiquated forms to its modern manifestations. You will also be
expected to relate these key concepts to your present day realities.
GEC 3: THE CONTEMPORARY WORLD
UNIT 4: THE GLOBAL ECONOMY
At the end of the lesson, the learner must have:
 Discussed key events in the historical origin of economic
globalization as a phenomenon.
 Identified and explained the different waves of economic
globalization.
 Related the different waves of Economic Globalization to modernday realities.
CAS-CPSU
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LESSON
2
• Waves of Economic Globalization
UNIT
4
Let’s Look Back
CROSS THE BRIDGE: Before moving on to this lesson. Review what you have
learned about economic globalization by answering the crossword puzzle below.
F
F
F
D
I
S
F F FF
ACROSS
4. refers to the loss of skilled workers (in favor of opportunities abroad) critical to
develop a nation's economy
7. economic interdependence among countries in the world characterized by the free
flow of products, services, money, ideas, and technologies
8. investment which may be short-term or long-term capital flows
DOWN
1. increased import and export among countries around the world
2. the study of how societies produce, consume, and manage scarce resources
3. the transnational movement of labor in today's global economy
5. the gap between countries and technologies; an issue of access and capacities
6. refers to the spread of something e.g. technical know-how, ideas on politics and
economics, etc...
This activity helped you review key concepts of economic globalization, particularly its
definitions, forms, and some issues that go with it. Economic globalization did not
happen overnight. Let's look back in history and see how it has evolved through the
ages into the phenomenon we know it to be today.
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LESSON
2
• Waves of Economic Globalization
UNIT
4
Let’s Analyze and Prepare
COLOR YOUR IMAGINATION. International trade had been in existence even in
ancient times. The exchange of goods, services, among others may not be as fast
and efficient as it is now but definitely it was happening; for instance, silk and spices,
were transported from China to Europe through a network of trade routes that brought
much socio-economic gains to people and kingdoms. Camels are some of the
animals used to transport goods during those times. Can you imagine how far the
camels had to travel then? How long would it have taken for Rome to receive their
imported goods? Color the picture below and let your imagination wander off.
Let’s now substantiate your imaginary time-travel with a camel with some interesting
historical facts about trading in the ancient world and how it linked continents through
activities that eventually led to the interconnectedness of countries around the world
and the consciousness that relating with each other towards harmony, synergy, or
social change is the way to go.
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Spice routes (7th-15th centuries)
The spread of Islam from Arabia in the 7th century also saw the growth and
expansion of trade. The founder of Islam, the prophet Mohammed, and his wife
Khadija were famous merchants, and so were their followers. Later on, Muslim
traders already dominated the Mediterranean and Indian Ocean trade, even reaching
as far east as Indonesia and as far west as Moorish Spain.
The focus of the Islamic trade in those times was spices--particularly cloves, nutmeg
and mace from the fabled Spice Islands – the Maluku islands in Indonesia. They were
considered luxury products; hence, they were very expensive and high on demand.
Globalization may not have taken off yet but these networks of trade started to exist.
Age of Discovery (15th-18th centuries)
The Age of Discovery marked the discoveries made by European explorers which
connected the East and West--and accidentally discovered the Americas. The most
impactful of these explorations is the circumnavigation by Magellan--it opened the
door to the Spice Islands. Richer empires began setting up global supply chains and
trade flourished and altered people’s lives. But this colonial economy is founded on
exploitation and slavery; thus, modern economists do not consider this age as a true
era of globalization. The true era of globalization came in waves starting in the late
1800s. Let’s take a close look at each one of them.
Waves of Economic Globalization
www.industrialrevolutionresearch.com
First Wave: Spanning from 1870 to 1914, the first wave of globalization saw the
expansion of international trade and foreign investment as some trade barriers
declined and breakthroughs in transportation and communications technologies were
made. Mass migration of labor from Europe and China to North American regions
also started. This age of globalization fell, though, due to World War 1, the global
depression of the 1930s, and World War II.
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LESSON
2
• Waves of Economic Globalization
UNIT
4
Let’s Do It
SKETCHPAD: Draw your own symbol representing each wave of globalization. Write
a short explanation under each symbol. Why did you choose to draw it? Make your
drawings and answers fit in the space provided below.
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LESSON
2
• Waves of Economic Globalization
UNIT
4
Let’s Have Your Turn
Answer the following questions based on your understanding of the lesson. Explain
your answer to each question in at least 50 words.
1. Why are the discoveries and eventual use of the Silk Road and the Spice Route
important?
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____________________________________________________________________
____________________________________________________________________
2. What are the impacts of the different waves of globalization to the world we live in
today?
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Describe what Globalization 4.0 is like in the Philippines in the middle of a
pandemic. Is globalization a force for good or evil?
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LESSON
2
• Waves of Economic Globalization
UNIT
4
Let’s Sum It Up
In the course of many centuries, globalization has evolved out of ancient trade
expansions, explorations, the rebuilding of societies after wars, and the
continuous advancement of Science and Technology. Today’s global world
has changed a lot since the day of camels hauling goods across the Silk Road
but essentially the elements of globalization remain palpable.
Reflect on what you have learned and how you’re going to apply it in your
daily life. Write your answer in the form of a 2-paragraph (minimum 100
words) in the space below.
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____________________________________________________________________
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Let’s Link and Extend Up
Further Readings:
The Silk Road -- https://www.britannica.com/topic/Silk-Road-trade-route
The Spice Routes -- https://www.britannica.com/topic/spice-trade
Bibliography:
https://www.britannica.com/topic/Silk-Road-trade-route
https://www.britannica.com/topic/spice-trade
shorturl.at/vF015
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UNIT 4: The Global Economy
POST-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the
answer sheet provided at the end of this questionnaire. Strictly no erasures.
1. The Silk Road is an ancient network of routes which linked:
a. The Mongol Empire to Phoenicia
b. Asia to the Americas
c. Persia to Europe
d. China to Rome
2. Refers to refers to the mobile nature of labor in modern economies
a. Brain drain
b. Migration
c. International trade
d. Colonization
3. Which of the following illustrates economic globalization?
a. exchange of goods and services
b. spread of knowledge
c. spread of diseases
d. cultural relativism
4. The Silk Road connected the East and West through:
a.
Warfare
b.
Trade
c.
Legends and myths
d.
Rivers Tigris and Euphrates
5. Which wave of globalization rose from the ashes of World War II:
a.
First
b.
Second
c.
Third
d.
Fourth
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UNIT 4: The Global Economy
POST-TEST
6. This wave of globalization is characterized by computer and automation:
a. First
b. Second
c. Third
d. Fourth
7. The acronym FDIs means?
a.
Foreign Deficit Investments
b.
Foreign Direct Investments
c.
Financial Disaster Increase
d.
Financial Depression Income
8. International trade is a form of economic globalization that pertains to:
a. Decreased spending on product export and import
b. increased spending on product export and import
c. Consistent spending on product export and import
d. Zero spending on product export and import
9. Which is a positive thing about the diffusion of technology?
a. the wide spread of ideas
b. control of science and technology by the US
c. the digital divide
d. brain drain
10. The Silk Road was used in the ancient trading world as early as:
a. 13th century AD
b. 1st century BC
c. 5th century BC
d. 5th century AD
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UNIT 4: The Global Economy
GEC 3: THE CONTEMPORARY WORLD
POST-TEST
CAS-CPSU
UNIT
5
The Origins of Interstate System
How is the world structured even as globalization links
up countries and blurs transnational borders through
increasing interdependence and global consciousness?
In this unit you will learn about the Interstate System, its
historical origins and how the internationalization of
politics and governance, cultures and ideologies has
come to develop into the forms and structures we know
and use today
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UNIT 5: From Westphalia to the Interstate System
PRE-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the answer
sheet provided at the end of this questionnaire. Strictly no erasures.
1. Which is NOT true of the Treaty of Westphalia?
a. it is aimed to avoid future wars
b. it divided the world into sovereign states
c. its signatories are the Holy Roman Empire, France, Switzerland, Spain, and the
Czech Republic
d. it was signed after the Thirty Years' War
2. A system of interacting sovereign states characterized by rivalries and alliances:
a. Encomienda System
b. Westphalian System
c. Metternich System
d. Interstate System
3. The desire for heightened interaction between various sovereign states leading
towards greater cooperation and unity:
a. globalism
b. liberalism
c. socialism
d. internationalism
4. He led the Bolsheviks during the Russian Revolution and established the USSR:
a. Vladimir Lenin
b. Woodrow Wilson
c. Karl Marx
d. Jeremy Bentham
5. French general who opposed the Westphalian system
a. Auguste Comte
b. Louis de Bonald
c. Napoleon Bonaparte
d. Jean-Jacques Rosseau
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UNIT 5: From Westphalia to the Interstate System
PRE-TEST
6. Which countries formed the Concert of Europe?
a. Russia, United Kingdom, Austria, Prussia
b. Russia, United States, Australia, Prussia
c. Australia, Russia, United Kingdom, Austria, Prussia
d. Japan, Italy, Russia, Germany
7. Which is true about the Metternich System?
a. named after an Austrian diplomat
b. lasted from 1815-1941
c. it successfully prevented World War 1
d. it became popular during Bonaparte's conquests
8. Who coined the word "international" in 1780?
a. John Locke
b. Adam Smith
c. Immanuel Kant
d. Jeremy Bentham
9. Which is NOT a contribution of Socialist International to society?
a. May 1 - Labor Day
b. International Women's Day
c. 8-hour workday
d. free market capitalism
10. Which of the following bears the elements of the Westphalian system?
a. Boko Haram
b. United Nations
c. Al Qaeda
d. Socialist International
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UNIT 5: From Westphalia to the Interstate System
GEC 3: THE CONTEMPORARY WORLD
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From Westphalia to the Interstate
System
LESSON 1
(3 HOURS)
LEARNING OUTCOMES
INTRODUCTION
“My guiding principle is that prosperity can be shared.
We can create wealth together. The global economy is not
zero-sum game.”
Dalai Lama
The Dalai Lama has wise words to say about globalization and
how we ought to see it. Globalization is not a zero-sum game; it
can be a win-win for all! But in a globalized world this doesn’t seem
to be the case. Take a look around you or watch the world news.
Do you think wealth is distributed fairly, if not evenly, among
countries and peoples? This lesson may help you find an answer
to this question by introducing you to economic globalization and
its effects on society, as well as guide you to develop a personal
stance on it given the realities you are faced with today as a
student and as a Filipino citizen.
GEC 3: THE CONTEMPORARY WORLD
UNIT 5: THE ORIGIN OF INTERSTATE SYSTEM
At the end of the lesson, the learner must have:
 Defined economic globalization
 Identified the principal forms o economic globalization
 Related the definition and forms of economic globalization to
present-day realities.
 Articulated a personal stance on economic globalization as a
student and as a Filipino citizen.
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•From Westphalia to Interstate System
LESSON
1
UNIT
5
Let’s Look Back
DOOMSDAY PROPHECY. Using your knowledge of the impact of globalization to
countries great and small, drawing inside the box the worst conflict hat can possibly
happen to the world. Next, in the space provided below, write a brief explanation why
you made that drawing. (Note: This is not an art exercise so don’t stress over your
drawing skills. What’s important is that you make it clean, clear, and content-rich.)
Explanation: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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•From Westphalia to Interstate System
LESSON
1
UNIT
5
Let’s Analyze and Prepare
With globalization shrinking the world and altering borders, countries can’t always
avoid having issues with one another. At times, these issues develop into conflicts or
even result to violence.
History offers plenty of stories of how states getting involved in each other's affairs
can have potentially devastating results. Take for example the Thirty Years' War in
Central Europe from 1618 to 1648. What started as a religious war between Catholics
and Protestants escalated to a full-blown political conflict which left 8 million people
dead.
OPINION MATTERS: Answer the following questions in your own words. Write your
answers in the spaces provided.
1. If big-scale conflicts such as wars are possible scenarios for the increasingly
globalized world, what do you think should countries do to avoid it?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Do you think countries can set aside their differences, compromise, and
collaborate to prevent these scary scenarios from becoming a reality? Why or why
not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
By now you must have realized that peace and order in the world both hang on the
balance, what with the prevailing injustice, exploitation, and power struggles that
surround globalization and modern life. But certain lessons in history tell us that
although man kind seems to inescapably fall into wars, it also tirelessly works on
trying to prevent it from happening any more. Take a look back at history to see the
world's attempt at structuring itself even as globalization develops more and more.
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•From Westphalia to Interstate System
LESSON
1
UNIT
5
Let’s Discover
The origins of the interstate system can be traced back to the Treaty of Westphalia:

It’s a set of agreements signed in 1648 to end the Thirty Years' War between the
major continental powers of Europe; signatories include warring parties namely:
the Holy Roman Empire, Spain, France, Sweden, and the Dutch Republic

Its purpose is to avoid wars in the future by making the parties swear not to
meddle in each other’s affairs

Its product is the Westphalian system which divided the world into separate,
sovereign states; sovereignty means “supreme authority within a territory”
(Stanford, 2020) or the full, autonomous right and power of a state to govern
itself
Bonaparte’s Opposition. Though the Westphalian system provided stability for the
nations in Europe after the Thirty Years’ War, it met some serious opposition from
Napoleon Bonaparte who challenged the status quo and aimed to replace religion
and monarchies with French Revolution ideals of freedom, equality, and fraternity.
Bonaparte’s campaign called the Napoleonic Wars started in 1803 and manage to
undermine the sovereignty of states across Europe until he was defeated in the Battle
of Waterloo in 1815.
The Metternich System. After Bonaparte’s defeat, an alliance of powers consists of
United Kingdom, Austria, Russia, and Prussia known as the Concert of Europe
created the Metternich System (named after Austrian diplomat Klemens von
Metternich who crafted it) which aimed to prevent wars, restore the sovereignty of
states, and reestablish religious and hierarchical power--in effect very similar to the
Westphalian System. This system lasted from 1815 to 1914, failing to hinder World
War I.
The Interstate System. The Westphalian System may have collapsed but some of
its elements can still be seen in the modern world. For instance, under the United
Nations (established in 1946), states are considered sovereign. Moreover, like the
Metternich system, big power players hold influence over the world. You can pretty
much say that the modern world is structured as a system of sovereign states forming
their own rivalries and alliances in the course of their interactions toward individual or
shared goals. This is what we call the Interstate System.
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•From Westphalia to Interstate System
LESSON
1
UNIT
5
Let’s Do It
Having discovered the major historical events in the evolution of the Interstate
System, let’s now see if you can recall them in order. Fill the boxes below with
significant dates, people, and events to complete the chronological timeline of the
development of the Interstate System through the years.
Historical Timeline (from Westphalia to Interstate System)
1618
Start of the Thirty Years’ War in Central Europe
Date:
Event:
Participants:
Date:
Event:
Significant person:
Date:
Event:
Significant person:
Date:
Event:
Significant organization:
Present-day
Interstate System
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•From Westphalia to Interstate System
LESSON
1
UNIT
5
Let’s Try Some More
Let’s now take what you’ve learned of the origins of the Interstate System and some
of its relevant concepts and relate them to your national and personal realities.
1. As a Filipino, do you believe that the Philippines is a sovereign state? In what ways
does it manifest or assert its sovereignty? ________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. If you were to take sides in the conflict between the Westphalian System and
Napoleon Bonaparte, which side would you choose and why? ________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What beliefs and values do you have that are similar with the side that you chose?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON
1
•From Westphalia to Interstate System
UNIT
5
Let’s Have Your Turn
Answer the following quiz to test your knowledge. Write your answers in the space
provided below each question.
1. Why was the Treaty of Westphalia necessary?
_________________________________________________________________
_________________________________________________________________
2-3. Name two similarities shared by the Metternich System and the Westphalian
System.
_________________________________________________________________
_________________________________________________________________
4. What is an interstate system?
_________________________________________________________________
_________________________________________________________________
5. What was the 30 Years' War about?
_________________________________________________________________
_________________________________________________________________
6. Pick the odd one out. The Treaty of Westphalia was signed by the Holy Roman
Empire, Spain, France, Sweden, and the Czech Republic.
_________________________________________________________________
7-8. In an interstate system, countries may interact with each other as:
_________________________________________________________________
9. Define sovereignty.
_________________________________________________________________
10. Enumerate the members of the Concert of Europe.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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LESSON
1
•From Westphalia to Interstate System
UNIT
5
Let’s Sum It Up
We know that throughout history different systems of power and governance have
risen and fallen to make way for the Interstate System. The contemporary world is
now structured with sovereign states forming alliances and rivalries with one another.
In this relationship dynamics we can still find influences of the old Westphalian and
Metternich systems which affect our realities as individuals and as a nation.
REFLECTION: Choose one out of the three questions below. Reflect on everything
you have learned in this lesson and use that as basis for your response. Your
response should be at least 50 words. Write legibly in the space provided below.
1. Do I believe that international cooperation can prevent conflicts and wars? Why?
2. Does globalization provide an environment conducive for international
cooperation/collaboration or for conflicts and wars?
3. What is the most significant learning I got from this lesson? How will it benefit me
as a person and as a citizen of the Philippines and the world?
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LESSON
•From Westphalia to Interstate System
UNIT
5
1
Let’s Link and Extend Up
Further Readings:
The French Revolution shorturl.at/gmFPR
Napoleonic Wars https://www.britannica.com/event/Napoleonic-Wars
P5 of the UN Security Council shorturl.at/eirCN
Bibliography:
Bertier de Sauvigny, Guillaume de (1962). Metternich and his times. Translated by
Peter Ryde. London: Darton, Longman and Todd.
Claudio, L. & Abinales, P. (2018) The contemporary world. C & E Publishing, Inc.
Quezon CIty, Philippines
Derek Croxton, "The peace of Westphalia of 1648 and the origins of sovereignty,"
The International History Review vol. 21 (1999)
John Agnew (2009), Globalization and sovereignty.
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Internationalism: Liberal and Socialist
Perspectives
LESSON 2
(3 HOURS)
LEARNING OUTCOMES



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Defined internationalism and relate it to present day realities
Compared and contrast liberal from socialist internationalism
Understood the origins of liberal and socialist internationalism
and how they influence the Interstate System today
Discussed then nature of the United Nations and its role in
present day internationalism
INTRODUCTION
In the previous lesson you learned about the origins of the
Interstate System, from the Treaty of Westphalia to the present day
structures where there is no world state; rather, there is a system
of states. This is exemplified by organizations such as the United
Nations. With the globalization, the need for sovereign states to
relate with one another is heightened as many global processes
depend on that.
In this lesson, you will learn the
international relationship among sovereign
guided through the historical foundation of
conflicting views that helped shape it, and
contemporary world we live in today.
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importance of this
states. You will be
internationalism, the
its influence on the
UNIT 5: THE ORIGIN OF INTERSTATE SYSTEM
At the end of the lesson, the learner must have:
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LESSON
2
•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Look Back
To celebrate the interstate system, draw at least 6 flags of countries that belong to the
United Nations. Label each flag and write short note at the bottom about what the
United Nations stands for.
Explanation: _______________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
The United Nations is one of the expressions of an Interstate System. It was created
to foster peace and cooperation among sovereign states subject to international law,
treatises, and agreements. In this activity you identified some of the member countries
of the UN. Do you think these countries are allies or rivals?
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LESSON
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•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Analyze and Prepare
Study the picture and answer the questions below.
Photo from shorturl.at/etFX6
1. Who do you think is leading the world during this pandemic? USA? China?
UK? Justify your answer.
_________________________________________________________________
_________________________________________________________________
2. What will happen if there's no cooperation and collaboration to fight Covid-19
amongst the different countries of the world?
_________________________________________________________________
_________________________________________________________________
3. Can you identify by the face masks which countries are allies and which ones
are enemies?
_________________________________________________________________
_________________________________________________________________
The pandemic has forced countries of the world to realize that no one is an island--no
one stands alone. You must have already realized that though alliances and rivalries
exist in the Interstate System, the need for inter-relatons is undeniable one way or the
other. This growing state-level awareness and motivation to relate to one another is
what we will learn more about in the following sections.
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LESSON
2
•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Discover
Internationalism is the desire for heightened interaction between various sovereign
states leading towards greater cooperation and unity among states and peoples of the
world. We will discuss the two types of internationalism and how they came about.
Liberal internationalism
This type of internationalism encourages interdependence among countries but with no
single country holding sole leadership over the others. Limited powers may be given to
international organizations to oversee these international relationships.
The first major thinker of liberal internationalism is the 18th century German
philosopher Immanuel Kant. He said that states are like people in a given territory; if
people living together require a government to prevent lawlessness, then the same
principle should be applied to states. States should give up some freedoms and form a
global government that will keep collective order and stability for all the nations of the
world. Without a form of world government, the international system would be chaotic.
Another major thinker of liberal internationalism is 18th century British philosopher
Jeremy Bentham who coined the word "international" in 1780. Bentham argued that
international law is needed to govern state relations. He said that international law
should aim for "the greatest happiness of all nations taken together." But what happens
if the global government’s power becomes supreme? Will it overwhelm the sovereignty
of individual states?
Former United States president Woodrow Wilson is one of the prominent 20th century
internationalists. He believed that nationalism is a prerequisite to internationalism.
Nations must first have self-determination or the belief that they have the right to a free
and sovereign government. An advocate for the creation of the League of Nations,
Wilson believed nations can build together a free and democratic system of
international relations ruled by law and cooperation. His efforts helped transform the
League of Nations as a venue for conciliation and arbitration to prevent future armed
conflicts after World War 1.
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LESSON
2
•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Discover
Socialist internationalism
German socialist Karl Marx did not believe in nationalism. For him the world is divided
into classes instead of countries. There’s the capitalist class or the owners of
factories, companies and other means of production. There’s also the proletariat
class who did not own the means of production and worked for the capitalists. These
two classes are in conflict with each other. Marx said that workers of the world should
unite and fight for economic equality with the capitalists. He said that nationalism
distracts the world’s workers from this cause by having them focus in domestic
concerns instead of global ones.
In contrast to liberal internationalism, socialist internationalism advances the idea that
communist governments should help one another to defend their common interests. It
calls for solidarity among preexisting communist regimes. In 1889, The Socialist
International (SI) was established. Although short-lived, SI achieved the declaration of
May 1 as Labor Day, the creation of an International Women's Day, and creation of the
8-hour workday.
In 1917, Czar Nicholas II was overthrown by the Bolsheviks led by Vladimir Lenin in
the bloody Russian Revolution. Lenin established a revolutionary state called the
Union of Soviet Socialist Republics (USSR). In this state, power is obtained not thru
elections but through radical--and if necessary, terroristic--methods. The USSR
collapsed in 1991 but today, parties that operate like that are called communist parties.
Though communist organizations like the Comintern, Cominform, and SI tried directing
communist
parties
internationalism
all
over
practically
the
world,
disappeared
existing
and
in
thoughts
the
about
postwar
communist
period
liberal
internationalism ascended and the United Nations rose as the center of global
governance.
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LESSON
2
•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Do It
Having read about internationalism, its two basic types, and how they came about in
history, let us try applying what you have learned.
MIND SWAP. Swap minds with one of these historical figures: Woodrow Wilson, Karl
Marx, and Vladimir Lenin. With your "new" mind, briefly answer the following
questions:
1. Do you like nationalism? Why? _______________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What do you think of the United Nations? _______________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What's the secret ingredient for a successful inter-state system? _____________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON
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•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Try Some More
Let’s see how well you recall and understand the key concepts of this lesson.
Connect the items on the left to their corresponding matches on the right using
a straight line.
Global government
☻
☻ Self-determination
German socialist who did
not believe in socialism
☻
International Law
☻
A nation’s right to free
self-government
☻ Czar Nicholas II
☻ Immanuel Kant
☻
☻ Jeremy Bentham
Advocate for the creation
of the League of Nations
☻ Woodrow Wilson
☻
☻ Karl Marx
Overthrown by the
Bolsheviks during the
Russian Revolution
☻
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•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Have Your Turn
Let’s test your knowledge. Write a concise answer to each of the questions below.
Try to answer them in your own words.
1. What is internationalism? _____________________________________________
__________________________________________________________________
__________________________________________________________________
2. What is liberal internationalism? ________________________________________
___________________________________________________________________
___________________________________________________________________
3. Name 3 ideas under liberal internationalism. ______________________________
__________________________________________________________________
__________________________________________________________________
4. What is socialist internationalism? _____________________________________
__________________________________________________________________
__________________________________________________________________
5. Name 3 ideas under socialist internationalism. _____________________________
__________________________________________________________________
__________________________________________________________________
6. Differentiate liberal and socialist internationalism in terms of strengths and
weaknesses. _______________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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LESSON
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•Internationalism: Liberal and Socialist
Perspectives
UNIT
5
Let’s Sum It Up
Now we know that the international system originated from differing liberal and
socialist views. Internationalism is a window through which we can understand what
globalization is like. Global interactions are heightened as globalization increased the
interdependence of states. Internationalism is not concerned only about state to state
relations but interactions facilitated by international organizations that promote
international laws (e.g. UN) .
REFLECTION: Reflect on everything you have learned in this lesson and use that as
basis for your response. Your response should be at least 50 words per question. .
Write legibly in the space provided below
1.
Differentiate liberal and socialist internationalism in terms of strengths and
weaknesses.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2.
Does internationalism diminish or undermine the sovereignty of states? .
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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•Internationalism: Liberal and Socialist
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UNIT
5
Let’s Link and Extend Up
FURTHER READINGS:
Read about:
The French Revolution
Napoleonic Wars
P5 of the UN Security Council
PH vs China sovereignty clash over West Philippine Sea
Socialist vs Liberalist Internationalism -- https://www.persee.fr/doc/rbph_00350818_2006_num_84_4_5060
Bibliography:
Ankerl, Guy (2000). Global communication without universal civilization. INU societal
research. Vol.1: Coexisting contemporary civilizations : Arabo-Muslim, Bharati,
Chinese, and Western. Geneva: INU Press. ISBN 978-2-88155-004-1.
Claudio, L. & Abinales, P. (2018) The contemporary world. C & E Publishing, Inc.
Quezon CIty, Philippines
Warren, Christopher (2016). “Big leagues: Specters of Milton and republican
international justice between Shakespeare and Marx.” Humanity: an international
journal of human rights, humanitarianism, and development, Vol. 7.
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UNIT 5: The Origin of Interstate System
POST-TEST
NAME: __________________________________________ SCORE:____________
COURSE/YEAR/SECTION:__________________________ DATE:_____________
MULTIPLE CHOICE: Shade the letter that corresponds to your answer. Use the answer
sheet provided at the end of this questionnaire. Strictly no erasures.
1. What significant things did Vladimir Lenin do?
a.
He won the Nobel Peace Prize for preventing a war between the USA and the
USSR
b.
He wrote the Communist Manifesto and advanced the rights of the proletariats
c.
He led the Bolsheviks during the Russian Revolution and established the USSR:
d.
He campaigned for the United Nations to be a venue for conflict resolution
2. Napoleon Bonaparte was a:
a.
French general who opposed the Westphalian system
b.
French philosopher who advanced the ideas of the French Revolution
c.
An Italian political adviser who wrote the book The Prince
d.
An Enlightenment thinker who believed all men are created equal
3. The Concert of Europe consists of the following countries.
a.
Australia, Russia, United Kingdom, Austria, Prussia
b.
Japan, Italy, Russia, Germany
c.
Russia, United Kingdom, Austria, Prussia
d.
Russia, United States, Australia, Prussia
4. Which of the following is correct about the Treaty of Westphalia?
a.
it was signed after the Napoleonic Wars
b.
it divided the world into continents
c.
it is aimed to avoid future wars
d.
its signatories are the Holy Roman Empire, France, Switzerland, Spain, and the
Czech Republic
5. The interstate system consists of interacting sovereign states characterized by:
a.
rivalries and alliances
b.
uniform ideologies
c.
Isolation and independence
d.
chaos and disorder
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UNIT 5: The Origin of Interstate System
POST-TEST
6. Internationalism is:
a.
The desire for heightened interaction between various sovereign states leading
towards greater cooperation and unity:
b.
The ideology that drives globalization
c.
The equality of sovereign states before the law
d.
The campaign against socialism in the world
7. Which of the following is a significant contribution of the Socialist International to
society?
a.
gender wage gap
b.
free market capitalism
c.
8-hour workday
d.
prevention of World Wars
8. Which of the following correctly described the Metternich System?
a.
It was used by Napoleon Bonaparte in his conquests across Europe
b.
It was named after an Austrian diplomat who created it
c.
It was used between 1815 and 1941
d.
It was used to prevent World War II
9. In 1780, the word "international" was coined by which philosopher?
a.
Woodrow Wilson
b.
Immanuel Kant
c.
Jeremy Bentham
d.
Karl Marx
10. Which of the following organization possesses elements of the Westphalian
system?
a. Interpol
b. United Nations
c. Abu Sayyaf
d. Socialist International
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UNIT 5: The Origin of Interstate System
GEC 3. THE CONTEMPORARY WORLD
POST-TEST
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