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GEC-3A-The-Contemporary-World-with-Peace-EducationPrmsu-Module
Understanding the Self (President Ramon Magsaysay State University)
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GEC 3A
The Contemporary
World with Peace
Education
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
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GEC 3 – The Contemporary World
First Edition, 2021
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials included in this module are owned by their respective copyright
holders. Every effort has been exerted to reach and seek permission to use these
materials from their respective copyright owners. The University and authors do not
claim ownership over them.
Learning Module Development Team
Assigned
Chapter/Lesson
Title
Lesson 1
Introduction to the
Study of Globalization
Lesson 2
The Global Eonomy
Lesson 3
The Global Interstate
System
Lesson 4
Contemporary Global
Governance: The
United Nations
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Author/s
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
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Lesson 5
Global Divides: The
North and the South
(focus on Latin
America)
Lesson 6
Asian Regionalism
Lesson 7
Global Media and
Cultures
Lesson 8
The Globalization of
Religion
Lesson 9
The Global City
Lesson 10
Global Demography
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Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M. Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
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Lesson 11
Lesson 12
Lesson 13
Lesson 14
Global Migration
Environmental Crisis
and Sustainable
Development
Global Food Security
Global Citizenship
Course Overview
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Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
Ferdie O. Batara
Reynor Dial
Jimbarry Ordillas
Erick Ebro
Lyn Luzano
Harold Novicio
Mylene M.Yabut
lOMoARcPSD|29843501
Introduction
The Contemporary World is a 3 unit course that deals which is about globalization
and its impact on individuals, communities, and nations, challenges and responses.
This course introduces students to the contemporary world by examining the
multifaceted phenomenon of globalization. Using the various disciplines of the social
sciences, it examines the economic, social, political, technological, and other
transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview
of the various debates in global governance, development, and sustainability. Beyond
exposing the student to the world outside the Philippines, it seeks to inculcate a sense
of global citizenship and global ethical responsibility. (CMO no. 20, s. 2013)
This course study is also associated in promoting gender awareness and peace
education in the classroom through different learning factors such as learner’s existing
knowledge, performance tasks and integration of the role of different gender in the
contemporary world.
Course General Objective:
At the end of the course, the students should be able to:
1. Describe the emergence of global, economic, political, social, and cultural
systems;
2. Analyze the various contemporary drives of globalization.
3. Analyze the contemporary news events in the context of globalization.
4. Analyze global issues in relation to Filipinos and the Philippines.
5. Articulate personal positions on various global issues.
Course Details:


Course Code:
Course Title:
GEC 3a
The
Contemporary
Education)






No. of Units:
Classification:
Pre-requisite / Co-requisite:
Semester and Academic Year:
Schedule:
Name of Faculty:
3 units
Lecture-based
None
-
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World
(Peace
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
Contact Details:
o Email:
o Mobile Number:
o FB Account:

Consultation
o Day:
-
o Time:
-
Learning Management System
The University LMS will be used for asynchronous learning and assessment. The link
and class code for LMS will be provided at the start of class through the class’ official
Facebook Group/Group Chat.
 Edmodo
 Google Classroom
 University LMS
Assessment with Rubrics
Students will be assessed in a regular basis thru quizzes, individual/group outputs
using synchronous and/or asynchronous modalities or submission of SLM exercises.
Rubrics are also provided for evaluation of individual/group outputs.
Major examinations will be given as schedule. The scope and coverage of the
examination will be based on the lessons/topics as plotted in the course syllabus.
Module Overview
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Introduction
This module aims to provide the students with information as to what our world has
become from 1900’s to present and develop the student’s awareness in the global
issues through multi modal tasks. It equips and readies the student in the world issues
that are present in the contemporary times by enhancing their critical thinking skills in
global and local context. The knowledge, ideas, and skills that the students would gain
from this course may be used in dealing with the political, cultural and economic
issues they encounter in everyday life. It will also help them articulate personal
positions on various local and global issues.
This course study is also associated in promoting gender awareness and peace
education in the classroom through different learning factors such as learner’s existing
knowledge, performance tasks and integration of the role of different gender in the
contemporary world.
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LM01NGEC
032
Table of Contents
Chapter 1: Introduction to the Study of Globalization
1.1.
Competing conceptions of Globalization
1.2.
Underlying Philosophies of the varying Definitions of
Globalization
1.3.
Dimensions of Globalization
1.4.
Reason for Globalization
1.5.
Pros and Cons of Globalization
Chapter 2: The Global Economy
2.1. Economic Globalization
2.2. International Trade
2.3. Modern World System
2.4. Market Integration
2.5. International Financial Institutions
2.6. Global/ Transnational Corporations
Chapter 3: The Global Interstate System
3.1. Effects of globalization on government
3.2. Institution that governs internal relations
3.3. Internationalism vs Globalism
Chapter 4: Contemporary Global Governance: The United Nations
4.1. Global governments and governance
4.2. Role and Functions of the United Nations
4.3. Challenges in Global Governance
4.4 The United Nations
4.5. Organs of United Nations
4.6. Development of UN and its challenges and relationship in
the Philippine
Chapter 5: Global Divides
5.1.
The Global South
5.2.
Causes of Global Divides
5.3.
Crisis and Development of Latin America
Chapter 6: Asian Regionalism
6.1. Advantage of Regionalism in Asia
6.2. Organizations Emerged in the Asian Region
6.3 The Difference between Regionalism and Globalization
6.4 Factors leading to a greater integration of the Asian Region
Chapter 7: Global Media and Cultures
7.1. Role of Media in Globalization
7.2. Cultural Assimilation and Cultural Convergence
7.3. Global and Local Culture
7.4. Different ways of Accepting Culture
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Chapter 8: The Globalization of Religion
8.1. Religion vs Globalism
8.2. Religion for and against Globalization
8.3. Does Religion Unite or Divide
Chapter 9: The Global City
9.1. Definition of Global City
9.2. Characteristics of Global City
9.3. The Global Cities Negative to its Cosmopolitan Population
9.4. Criticism of Global Cities
9.5. Categorization of Global Cities
9.6. Indicator for Globality
9.7. The Global City and the Poor
9.8. How Cities serve as engines of Globalization
Chapter 10: Global Demography
10.1. The Demographic Transition
10.2. Demography as the Study of Population
10.3. The Perils’ of Overpopulation
10.4 The Theory of Demographic Transition
10.5. Women and Reproductive Rights
10.6. The Feminist Perspective
Chapter 11: Global Migration
11.1. Migration
11.2. Push-Pull Theory of Migration
11.3. Trends in Migration
Chapter 12: Environmental Crises and Sustainable Development
12.1. The World’s Leading Environmental Problem
12.2. Man-made Pollution
12.3. Climate Change
12.4 Combating Global Warming
12.5. Sustainable Development Goals (SDs)
Chapter 13: Global Food Security
13.1. Global Food and Security: Concepts, Facts and Issues
Chapter 14: Global Citizenship
14.1. What is Global Citizen?
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The Contemporary World
Chapter 1
Introduction to the Study of
Globalization
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Chapter 1
Introduction to the Study of Globalization
Introduction
When the world was surprised by the birth of information technology, societies
became more eager to adopt the trends of the market. People across the globe showed
interest to be part of a community where connections and linkages are available.
When the World Trade Organizations (WTO) was formed, economies responded
quickly showing interest in this global network of countries. The same thing Nokia
when it successfully penetrated the worldwide market through offering the most
innovative cellular phones, millions of people were caught by this technological
breakthrough. When the Asian financial crisis hit some countries in the region,
economists, and governments became warier and keen in managing the domestic and
international flows of money. The series of attacks in the United States on September
11, 2001 was seen as a result of western imperialism and a response of violent groups
in the Middle East. What do these events and situations have in common? Are these
signs of a borderless world where anything and everything could be global? Is local
becoming global?
The world is in a state of complexities and uncertainties. Small and big institutions
and communities are affected at a higher scale by these complex phenomena. No one
can accurately predict what the world would be like in the next 10 or 20 years. What
happened in the late 90s and early 2000s are remarkable events have defined the
future of man and its environment. Migration, economic organizations, political
alliances, and the digital world are common landmarks of the global society.
Networks and the formation of strong linkages will prevail over the conservative and
isolationist behavior.
The interconnected world economy is the forefront market of globalization. The
meeting point of developed and developing economies as well as the emergence of
economic institutions and organizations make everything easier and faster to hold
transactions globally. Global productions are scattered everywhere, operating in
countries where labor cost is cheap, and materials are available. For example, Toyota
manufactures its auto parts in countries like the Philippines and Indonesia where there
is high availability of cheap manpower. It offers finished and assembled products in
countries like Singapore and Malaysia where there is a higher demand of cars. This
kind of economic behaviors of countries shows how the cycle of economic operation
for a global commodity works. This is also evident in countries in the western region
where there are problems and challenges on the availability of needs and demands.
The strengths of materials of a country could be experienced as weakness on the
unavailability of the other economy or nation.
This topic discusses the relevance of economic system in globalization. It deals on
issues concerning the function of international trade, its benefits and damages. This
also explains the importance of domestic and foreign policies in international trade
and promotion of global economy. The topic will conclude by explaining the roles of
international economic organizations in globalization.
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Specific Objectives:
At the end of the lesson, the students should be able to:
1. Differentiate the competing conceptions of globalization
2. Identify the underlying philosophies of the varying definitions of
globalization.
3. Agree on a working definition of globalization for the course.
Duration:
Chapter 1:
3 hours
Competing Conceptions of Globalization
Underlying Philosophies of the Varying Definitions of Globalization
Dimensions of Globalization
Reasons for Globalization
Pros and Cons of Globalization
Lesson Proper
CHAPTER 1 – INTRODUCTION TO THE STUDY OF GLOBALIZATION
1.1 COMPETING CONCEPTIONS OF GLOBALIZATION
Globalization, as a theory lies in in the works of many
19th and 20th century scholars and intelllectuals like Karl
Marx, MacKinder, and Robertson who then began to
introduce the term “globality”. However, it was in the
1960s and 1970s when this term gained worldwide
attention (Held and McGrew,2002).
In the area of academe, no single currency or definition has acquired acceptance. On
the contrary, various competing interpretations emerged vying for dominance and
universal recognition. To define globalization is to simply put it as a social process of
reshaping and remaking the world order. Operations of social institutions transcend
across territories and boundaries with the goal of expanding its reach-economic,
political, and technological fibers. From the lens of Ritzer (2008), he described this
phenomenon as the spread of worldwide practices, relations, consciousness, and
organization of social life. The interconnectedness and social segments from macroinstitutions to the smallest sectors of the world have coincided the fabrics of
globalization.
In defining globalization, Justine Rosenberg argues that “globalization as a
phenomenon gave rise to the interconnectedness of human society that replaced the
sovereign state system with a multilateral system of global governance”. His
definition centers on the process, condition, time, and age of this condition.
On the other hand, Held and McGrew (2003) offer the following definition of
globalization: “Globalization refers to a multidimensional set of social processes that
create, multiply, stretch, and intensify worldwide social interdependencies and
exchange while at the same fostering in people a growing awareness of deepening
connections between the local and the distant”.
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The best scholarly description of globalization is provided by Manfred Steger who
described the process as “the expansion and intensification of social relations and
consciousness across world-time and across world-space.” Expansion refers to “both
the creation of new social networks and the multiplication of existing connections that
cut across traditional political, economic, cultural, and geographic boundaries.”
Intensification refers to the expansion, stretching, and acceleration these networks.
Not only are global connections multiplying, but they are also becoming more
closely-knit and expanding their reach.
1.2 UNDERLYING PHILOSOPHIES OF THE VARYING DEFINITIONS OF
GLOBALIZATION
A. Realism
The realists’ perspective in explaining globalization focuses on the shifting
distribution of power among states (Walt, 1998 and Snyder, 2004). They explained
that the core idea of dominating the world is through the employment of power. This
force comes from different angles, depending, on the power availability of a nation.
However, realists warn that countries may suffer and struggle to maintain its power if
it will be overarched and used wrongly. In globalization, countries that have the
power to dominate and control the world are those whose economies have the
“powers” to affect and influence the operation worldwide.
Realists argue that the reason why countries open their economies to the world is
because of two contending reasons. First, financial returns of expanding markets offer
new economic opportunities to the capitalist. Second, the political explanation behind
globalization is best described with the application of its founders like Hans
Morgenthau and Kenneth Waltz, realist-thinker John Mearsheimer and realist-doer
Henry Kissinger. The continued centrality of political power and military strength are
obvious forces of interdependence and realistic behavior of the more and most
powerful countries.
B. Liberalism
Liberalism is a perspective in international relations where actors and institutions
emphasize relationship and negotiations. Liberalists observe the importance of
interaction and communication and focus on solving problems and conflicts affecting
them. This idea is very evident in countries where democratic governance and
institutions play major roles in maintaining national cohesiveness in managing
domestic and international affairs.
Liberal accounts describe the transformation of political-economic structures and the
development of global interconnectedness in terms of the following factors:
a. Spread of democracy and institutions
b. Global economic ties
c. International organizations
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C. Idealism
The advent of globalization, formation of institutions, and the interplay of nations
should be guided by ethical and legal standards. Idealists and constructivists hold the
notion that values, and norms play pivotal roles in sustaining and reforming the
process and works of individuals, groups, or nations. This theory emphasizes on the
functions of ideologies, frameworks, systems, and identities in understanding
globalization and international order. Its core beliefs centers on the centrality of ideas,
beliefs, and collective values that shape the political and economic landscapes of the
world.
1.3 DIMENSIONS OF GLOBALIZATION
a. Economic globalization
 It refers to the mobility of people, capital, technology, goods and services
internationally. It is also about how integrated countries are in the global
economy. It refers to how interdependent different countries and regions have
become across the world.
b. Cultural globalization
 It refers to the transmission of ideas, meanings, and values around the world in
such a way as to extend and intensify social relations. This process is marked
by the common consumption of cultures that have been diffused by the
internet, popular culture media, and international travel.
c. Political globalization
 It refers to the growth of the worldwide political system, both in size and
complexity. The creation and existence of the United Nations has been called
one of the classic examples of political globalization.
1.4 REASONS FOR GLOBALIZATION
Why do we have to globalize especially at this contemporary world? Here are the
reasons:
1. Rapid shrinking of time and distance across the globe. One can easily cross the
bridge going to the other side of the marketplace due to advance tools of
technology than before.
2. Domestic markets are no longer rich because of many interlocking factors.
3. Companies and institutions go global to find political and economic stability
which is relatively good in other countries than the country of origin.
4. To get technological and managerial know-how of other countries due to their
advancement in science and technology, education, health, and other fields of
discipline.
5. To reduce high transportation costs if one goes globally using the advance
tools of communication and information.
6. To be close to raw materials and to markets of their finished products which
are not available in the country of origin.
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1.5 PROS AND CONS OF GLOBALIZATION
Pros of Globalization
1. It encourages free trade. Without borders in place, consumers can purchase
items from anywhere in the world at a reduced cost.
2. More trade means the potential for more jobs. When there are fewer barriers
in place to purchase items, then consumers will generally purchase more
things. This creates the foundation that businesses need to create more jobs.
3. Open borders mean more opportunities to develop poor areas of the world.
There are many nations in the world today that are in a state of entry-level
industrialization. Poverty is a feature in many of these developing countries.
Through the process of globalization, the removal of borders allows the people
in these areas to experience greater prosperity because each area gains the
ability to access what they need.
4. It allows for open lines of communication. When borders are removed, people
have the ability to communicate with one another more freely. There is a
greater intermingling of cultures, which allows people to have a greater
perspective about the world.
Cons of Globalization
1. It generally makes the rich become rich and the poor to become mired in
poverty. This means the rich can access what they want or need to become
richer, but the poor get trapped in poverty because they don’t have the means
to access success.
2. Jobs get transferred to lower-cost areas. Jobs can be created through
globalism, but they tend to be created in the areas where labor costs are the
cheapest.
3. It creates a political system where the biggest and the richest have influence.
The biggest businesses and wealthiest people could hoard global resources for
themselves through whatever government was put into place, enhancing the
social inequalities that are already being seen on smaller scales.
4. Diseases travel faster in a world that is globalized. When people stay within
their own regions, there are fewer problems with communicable diseases. If
there were no borders and people could travel freely to wherever they wished
to go, this issue would cause even the most remote parts of the world to be
exposed to potentially deadly health concerns.
5. It could have a negative impact on the environment. Let’s say that production
levels increase because everyone sees a boost in their economic
circumstances. This would potentially increase pollution levels that could
acidify the air, the ocean, and cause more issues with global warming.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Manfred Steger, Paul Battersby, and Joseph M. Siracusa, eds. (2014). The SAGE
Handbook of Globalization. Two vols. Thousand Oaks: SAGE
https://www.britannica.com/science/cultural-globalization
https://study.com/academy/lesson/what-is-globalization-definition-effectsexamples.html
https://www.linkedin.com/pulse/5-dimensions-globalisation-post-cold-war-eraernesto-gouveia-gove-jr-/
https://www.weforum.org/agenda/2019/01/how-globalization-4-0-fits-into-thehistory-of-globalization/
https://youmatter.world/en/definition/definitions-globalization-definition-benefitseffects-examples/
Activity Sheet
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ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. Based on the different/competing conceptions, give your own definition of the
word globalization.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the three underlying philosophies that define globalization? Explain each
briefly.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.Do you agree on the working definition of globalization? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.Why do we need to globalize especially at this contemporary world?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.In your personal opinion, is globalization good or bad for our country? Explain your
answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outsanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
___________
Section
:
___________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title
______________________
How do you feel about the topic or concept presented?
□
I completely get it.
□
I’ve almost got it.
:
□
I’m
struggling.
□
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 2
The Global Economy
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Chapter 2
The Global Economy
Introduction
The interconnectedness of world economy is the forefront marker of globalization.
The meeting point of developed and developing economies as well as the emergence
of economic institutions and organizations make everything easier and faster to hold
transactions globally. It is undeniably true, global productions are scattered
everywhere, operating in countries where labor cost is cheap, and materials are
available.
The global economy is highly interdependent. Being such, global exchanges of
commodities create an opportunity to more sustainable and equipped economy while
pose a risk to the emerging and less performing country. Top gainers and developed
economies in the world are those that have the sufficiency of resources to compete
with other most powerful economies. They somehow control and dictate the
movement of global demand, investment and flow of technologies worldwide. If such
trend and condition continue to happen and exist, who shall be blamed by this
threatening effect of globalization? Will less developed and emerging economies be
under the stewardship of the biggest economies of the world?
This chapter discusses the relevance of economic system in globalization. It deals on
issues concerning the function of international trade, its benefits, and damages. This
also explains the importance of domestic and foreign policies in international trade
and the promotion of global economy. The chapter will conclude by explaining the
roles of international economic organizations in globalization.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Define economic globalization.
2. Identify the actors that facilitate economic globalization.
3. Define the modern world system.
4. Articulate a stance on global economic integration.
5. Explain the role of international financial institutions in the creation of global
economy.
6. Narrate a short history of global market integration in the twentieth century.
7. Identify the attributes of global corporations.
Duration:
Chapter 2:
9 hours
Economic Globalization
International Trade
Modern World Systems
International Financial Institutions
Global Corporations
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Market Integration
Lesson Proper
CHAPTER 2 – THE GLOBAL ECONOMY
2.1 ECONOMIC GLOBALIZATION
According to the United Nations, economic globalization refers to the increasing
interdependence of world economies as a result of growing scale of cross-border trade
of commodities and services, flow of international capital, and wide and rapid spread
of technologies. It reflects the continuing expansion and mutual integration of market
frontiers, and as an irreversible trend for economic development of the whole world.
Economic globalization primarily comprises the globalization of production, finance,
markets, technology, organizational regimes, corporations, and people. Nation-states,
international governmental and non-governmental organizations, global corporations,
and international financial institutions are global actors that facilitate the economic
activities of the world economy.
There are two different types of economic policies associated with economic
globalization - protectionism and trade liberalization. Protectionism means “a policy
of systematic government intervention in foreign trade with the objective of
encouraging domestic production. This encouragement involves preferential treatment
to domestic producers and discriminating against foreign competitors”. Trade
protectionism usually comes in the form of quotas and tariff. Tariffs are required fees
on imports or exports. World War II heavily influenced the shifting of the dominant
economic policy from protectionism to trade liberalization or free trade. Free Trade
agreements and technological advances in transportation and communication mean
goods and services move around the world more easily than ever.
2.2 INTERNATIONAL TRADE
International Trade is the process and system when goods, commodities, services
cross national economy and boundaries in exchange for money or goods of another
country (Balaam and Veseth, 2008). Global trade has grown dramatically since the
post-cold war era as a result of increasing demand of goods and services of countries.
This global norm is a reflection of growing practice of internationalizing and
globalizing local products and services.
Why countries engage in international trade?
1. Use of excess capacity in demand.
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 The inadequate domestic demand pushes business organizations to expand
their market base outside the national territory. This is usually done by firms
and companies that have the sources and capital to operate in a transnational
market.
2. Cost reduction and increase of profit.
 A market leader for a particular good or service may garner a lower production
cost by increasing its market in global rather than domestic. This enables a
firm to increase its profit while reducing its operating costs.
3. Cheaper supplies.
 A country imports goods from other countries because of inexpensive raw
materials and supplies used for production. The availability of buying cheaper
materials from other materials from other countries lowers the costs in
production which might result to an increase in the profit of businesses.
4. Addition to product line.
 Economies usually aim for a variety of products and services available in the
market. It offers consumer to choose and buy products that are of competitive
prices, having a high degree of importance and will offer higher satisfaction.
5. Reduction of risk.
 Importing products is seen as an alternative to countries that are vulnerable to
supply shortage. These countries that have high volume of imported goods are
economies that confront the demand and supply condition of the local market.
6. Foreign policy tool.
 The membership of a country to regional market integration and economic
relationships is part of its foreign policy. Enhancing the economic and political
affiliation of a country is a very important move in sustaining its international
status in a global environment.
2.3 MODERN WORLD SYSTEM
The Modern World System (MWS) theory developed by Immanuel Wallerstein, is an
approach to world history and social change that
suggests there is a world economic system in
which some countries benefit while others are
exploited. The world systems theory is established
on a three-level hierarchy consisting of core,
periphery, and semi-periphery areas. This theory
emphasizes the social structure of global
inequality.
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a. Core Countries - are dominant capitalist countries that exploit
peripheral countries for labor and raw materials. They are strong in
military power and not dependent on any state or country. They are
focused on higher skill and capital-intensive production.
b. Semi-periphery - plays a significant role when it comes to stabilizing
world systems since it facilitates interactions and connections between
high-income states and low-income states. Also referred to as the
middle-class, they exist to divide the economic power between
periphery and core areas.
c. Periphery Countries - lack a strong central government and possesses
a disproportionately small share of the world’s wealth. These areas are
less developed than the core and semi-periphery. These countries
export raw materials to the core countries; are often dependent on more
developed nations for capital; and have underdeveloped industry.
These countries also have low-skill, labor-intensive production, or in
other words, cheap labor.
2.4 MARKET INTEGRATION
Economic Integration
The formation of economic integration is designed to address and enhance the level of
competitiveness of member economies in trade. Free trade is the primary
consideration of regional economic integrations. Free Trade Area (FTA) is a trading
bloc which involves the reduction of internal tariffs to zero of member economies but
retaining its different external affairs. This policy aims to promote free flow of goods
and services as well as increase the volume of trade within the region. However, there
are criticisms on FTAs. One of which includes the unfair trade practice. Countries that
perform well in terms of trade dominance and its contribution to the regions are
considered winners. On the other side of the structure, countries that do not have
necessary materials, logistics, and systems to compete with the more and most
powerful countries end up depending on the benefits of other countries and become
free riders.
The world’s major free trade areas are North American Free Trade Agreement
(NAFTA), European Union (EU), Association of Southeast Asian Nations (ASEAN),
Common Market of Eastern and Southern Africa (COMESA), and Southern Common
Market/Mercado Comun del Sur (MERCOSUR).
Market Integration
Market Integration occurs when prices among
different locations or related goods follow similar
patterns over a long period of time. Groups of
goods often move proportionally to each other
and when this relation is very clear among
different markets, it is said that the markets are
integrated.
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History of Global Market Integration in the 20th Century
The late 19th century and early 20th century witnessed the advent of globalization
approaching its modern form. It is said that industrial revolution marks the most
fundamental transformation of human life in the history of the world. In later
centuries, world economy began to emerge as single unit in which advanced regions
were linked to the colonies by certain division of economic activity. These
interactions may be described as a system of economic flows, trade, international
payments, migration, and capital transfer.
Industrial revolution strengthened capitalism and gave it a global character. Because
industrialization created a new kind of society and market relations, world capitalist
economy found a convenient circumstance to grow on a global scale. Capitalism
succeeded in establishing a world-wide market in which all parts of the world,
whether developed or underdeveloped, are getting integrated within the global
transactions.
From industrial revolution onwards, world economy got more integrated, and the
regions became more dependent to each other. The new information revolution is
truly transforming national markets into a single global market.
Types of Market Integration:
1. Horizontal Integration
- This occurs when firms or agency gains control of other firms or agencies
performing similar marketing functions at the same level in the marketing sequence.
In this type of integration, some marketing agencies combine to form a union with a
view to reducing their effective number and the extent of actual competition in the
market.
(Examples: Walt Disney’s acquisition of 21st Century Fox and Pixar Animation
Studios, Facebook’s acquisition of Instagram)
2. Vertical Integration
- This occurs when firms perform more than one activity in the sequence of
the marketing process. It is a linking together of two or more functions in the
marketing process within a single firm or under a single ownership. This type of
integration makes it possible to exercise control over both quality and quantity of the
product from the beginning of the production process until the product is ready for the
consumer.
a. Forward Integration
- It occurs when a company decides to take control of the postproduction process.
b. Backward Integration
- It occurs when a company decides to buy another company that
makes
an input product for the acquiring company’s product.
3. Conglomeration
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- The process whereby a firm expands by supplying a range of different
products and, as such, operates in several markets rather than a single market.
(Example: In addition to phones and other electronics, Samsung builds ships,
undertakes major construction projects, and is involved in businesses that include
food processing, textile manufacturing, insurance, financial products, and consumer
retail).
2.5 INTERNATIONAL FINANCIAL INSTITUTIONS
The Bretton-Woods System
After the two world wars, world leaders sought to create a global economic system
that would ensure a longer-lasting global peace. They believed that one of the ways to
achieve this goal was to set up a network of global financial institutions that would
promote economic interdependence and prosperity. The Bretton-Woods system was
inaugurated in 1944 during the United Nations Monetary and Financial Conference to
prevent the catastrophes of the early decades of the century from reoccurring and
affecting international ties.
The Bretton Woods system was largely influenced by the ideas of British economist
John Maynard Keynes who believed that economic crisis occurs not when a country
does not have enough money, but when money is not being spent and thereby, not
moving. When economies slow down, according to Keynes, governments must
reinvigorate markets with infusions of capital.
Delegates at Bretton-Woods agreed to create two financial institutions. The first was
the International Bank for Reconstruction and Development (IBRD) to be responsible
for funding post war reconstruction projects. It was a critical institution at a time
when many of the world’s cities had been destroyed by the war. The second institution
was the International Monetary Fund (IMF), which was to be global lender of last
resort to prevent individual countries from spiraling into credit crises. If economic
growth in a country slowed down because there was not enough money to stimulate
the economy, the IMF would step in.
International Financial Institutions
International Financial Institutions are international non-profit agencies, one of the
major sources of financing like regional development banks or banks globally. Major
role is to finance productive development projects or to promote economic
development. IFIs focus on long-term investment projects, institution-building, and on
social, environmental, and poverty issues, strengthen economic governance, ensuring
the stability of international financial system, and trade liberalization. IFIs achieve
these objectives through loans, credits, and grants to national governments. Such
funding is usually tied to specific projects that focus on economic and socially
sustainable development.
A. World Bank
The World Bank promotes long-term economic development
and poverty reduction by providing technical and financial
support to help countries reform certain sectors or implement
specific projects - such as building schools and health
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centers, providing water and electricity, fighting disease, and protecting the
environment.
The World Bank Group has set two goals for the world to achieve by 2030: (1) End
extreme poverty by decreasing the percentage of people living on less than $1.90 a
day to no more than 3% and (2) Promote shared prosperity by fostering the income
growth of the bottom 40% for every country.
B. International Monetary Fund (IMF)
International Monetary Fund (IMF) is responsible in
supervising exchange rate system, providing loan programs to
economies experiencing balance of payments adjustments, and
review domestic monetary policies. It is mandated to ensure the
stability of the international monetary system including
exchange rates and international payments. IMF is keen in
monitoring foreign monetary transactions as it has a direct effect on a country’s
financial climate.
C. Asian Development Bank (ADB)
The Asian Development Bank is a multilateral development
bank dedicated to reducing poverty in the Asia-Pacific region
by means of sustainable economic growth, social
development, and good governance. The ADB’s main financial
instruments are loans, technical assistance, and grants. Most
lending is in the public sector, primarily for large infrastructure
projects.
2.6 GLOBAL/TRANSNATIONAL CORPORATIONS
As the global economy is becoming complex and competitive, Multinational
Corporations continue to offer innovations, new products, and services. For several
years, the term Multinational Corporations was used to describe a firm operating in
different countries around the world. Because of the magnitude of global production
and networks, the term Transnational Corporations became the more acceptable
name. This refers to business organizations and firms that compete in regional or
global markets. It operates in countries and makes investments in research,
technology, facilities, distribution, and production. TNC can control and monopolize
the global market especially if it has a huge pool of resources.
Attributes of Global Corporations
1. Very high assets and turnover – the business must be large and must own a huge
amount of assets, both physical and financial and they are able to generate substantial
profits.
2. Network of branches – global corporations maintain production and marketing
operations in different countries.
3. Control – the management of offices in other countries is controlled by one head
office located in the home country. Therefore, the source of command is found in the
home country.
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4. Continued growth – even as they operate in other countries, they strive to grow
their economic size by constantly upgrading and by conducting mergers and
acquisitions.
5. Sophisticated technology – to achieve substantial growth, they need to make use of
capital-intensive technology, especially in their production and marketing activities.
6. Right skills – global corporations aim to employ only the best managers, those who
are capable of handling large amounts of funds, using advanced technology, managing
workers, and running a huge business entity.
7. Good quality products – because they use capital-intensive technology, they can
produce top-of-the-line products.
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References
Bello, Walden F. 2006. “The Multiple Deglobalization: Ideas for a New World
Economy. Quezon City: Ateneo de Manila University Press.
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World
Economy: Production, Surplus-Value, and Polarization.” In World-Systems Analysis:
An Introduction. Durham & London: Duke University Press.
https://corporatefinanceinstitute.com/resources/knowledge/strategy/multinationalcorporation/
https://selfstudyhistory.com/2015/01/25/industrialisation-and-globalisation/?
fbclid=IwAR3cengjLZkzZhc4NNnuq8tWf4qHejpkebVnm1fdC9khrMzlC8OU4F1ODE
https://www.worldbank.org/en/about/what-we-do
https://www.imf.org/en/About/Factshheets/Sheets/2016/07/27/15/31/IMFWorld-Bank
Activity Sheet
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ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. What is economic globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Who are the actors that facilitate economic globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Explain the concept of Modern World System Theory.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What is your stand about global economic integration? Is it an
advantage/disadvantage for a country?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What are the main functions of international financial institutions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Discuss briefly the history of global market integration in the twentieth century.
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. What are the attributes of global corporations?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Lesson 3
The Global Interstate System
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Chapter 3
The Global Interstate System
Introduction
In this chapter, we will look at regional alliances and worldwide organizations of
states. This manifests the efforts of countries and governments in the world to
cooperate and collaborate. Multinational corporations and non-governmental
organizations, such as the Amnesty International, are significant organizations that put
into question the strength of national autonomy and global politics.
This will discuss what it will take for states to uphold a more comprehensive set of
rights: Civil and Political as well as Social and Economic Rights which are essential
for citizens to flourish in the current Political Climate and work more assiduously to
close the “Citizenship Gap” to create more equitable and sustainable conditions for
the next generations. What is global interstate system? The interstate system itself is
the fundamental basis of the competitive commodity economy at the system level.
Thus, the interaction of world market and state system is fundamental to an
understanding of capitalist development and its potential transformation into a more
collectively
rational
system.
Today, the globalization of politics created an atmosphere where the ideas of the
nation-state, state sovereignty, government control, and state policies are challenged
from all sides. With globalization, some scholars suggest a decrease in the power of
the state and that other actors are becoming more powerful.
Specific Objectives
At the end of the lesson, the students should be able to:
1. Explain the effects of globalization on governments.
2. Identify the institutions that govern international relations.
3. Differentiate internationalism from globalism.
Duration:
Chapter 3:
3 Hours
Effects of globalization on governments
Institutions that govern international relations.
The difference of Internationalism from Globalism
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Lesson Proper
THE INTERSTATE SYSTEM
The origins of the present-day concept of sovereignty can be traced back to the Treaty
of Westphalia, which was a set of agreements signed in1648 to end the Thirty Year’s
War between the major continental powers of Europe. After a brutal religious war
between Catholics and Protestants, The Holy Roman Empire, Spain, France, Sweden,
and the Dutch Republic designed a system that would avert wars in the future by
recognizing that the treaty signers exercise complete control over their domestic
affairs and swear not to meddle in each other affairs.
The Westphalian system provided stability for the nations of Europe, until it faced its
first major challenge by Napoleon Bonaparte. He believed in spreading the principles
of the French Revolution-liberty, equality and fraternity-to the rest of Europe and thus
challenge the power of kings, nobility, and religion in Europe.
3.1 Effects of globalization on government
Positive Effects:
1. Communications – Subscribers and users of the internet are remarkably
increasing.
2. Education- Easy access of ideas and information from best libraries around
the globe.
3. Media Coverage- Awareness of issues on health, gender, environment, and
inequality.
4. Culture- Clear and deeper understanding of the different communities that
leads to sympathy and demonstrations with one another.
5. Resources- Growing interdependence among countries as countries need
natural and human resources and capital.
6. Investment- core countries flow investment to semi-peripheral countries
which pushes up the reserve of foreign exchange.
7. Competition- Global and local cooperation improved their products and
services to compete globally.
Negative Effects:
1. Culture- challenge to culture and language. Language wipes out and reshapes
sense of identity of many individuals, especially the migrants.
2. Developing Countries- cooperation have tendency to cause damage to the
environment. The global pillage instead of global village. Widens the gap
between rich and poor.
3. Religion- Religious values lose their influence on people’s due to the
promotion of pure secular values.
4. Morals- people wasting a lot of time on the internet for unnecessary purposes.
Due to lack to parental guidance, a lot of criminalities have emerged in the
present times.
5. International Politics- countries are individualistic and tries to defend their
own national interests globally.
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6. Economy- countries economics collapsed due to emergence of global
corporations that offer cheaper products and services. The emergence of
electronic trade and online businesses.
7. Science- The new scientific revolutions in many fields. The genetically
modified organisms (GMO) and cloning emerged.
3.2 Institutions that govern international relations:
A. United Nations
The United Nations (UN) was designed to be an organization where countries
could come to discuss their issues without resorting to war and violence which
had plagued our planet for several years in the past.
B. Non- Governmental Organizations
Non-governmental organizations (NGO’s) and global economic associations also
govern international relations. NGO’s are not tied to any country or nation-state.
A non –profit group that functions independently of any government. Sometimes
called civil societies-organized on community, national and international levels to
serve a social or political goal such as humanitarian causes or the environment.
Examples of International NGO’s
1. Red Cross or Red Crescent
The Red Cross is an international organization that helps people who
suffering, for example because of war, floods, or disease.
2. Doctors without Borders
A group which sends physicians and other health workers to some of the most
destitute and dangerous parts of the world and encourages them not only to
care for people, but also to condemn the injustices they encounter.
3. Amnesty International
It is a global movement of more than 10 million people in over 150 countries
and territories who campaign to end abuses of human rights.
C. Global Economic Associations
It is a professional association, which promotes a pluralistic approach to
economics. Its key principles include worldwide membership and governance,
and inclusiveness towards the variety of theoretical perspective and applications
of economics.
3.3 Internationalism vs Globalism:
 Internationalism
Nations decide to cooperate with one another in political, economic and
cultural aspects for promotion of common good.
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Types of Internationalism
1. Hegemonic Internationalism- The dominance of country over a nation or
nation-state.
2. Liberal Internationalism- Nation states should give up their freedoms and
establish a continuously growing global system working together to prevent
lawlessness in the world.
3. Revolutionary Internationalism- conflict in the society are due to
international factors and alliances.
4. Socialist Internationalism- working class nation unite to protect themselves
against exploits, abuses, and oppressions done by the capitalist class.

Globalism
The belief that people, goods and information ought to be able to cross
national borders freely. It is the attitude of putting the interest of the entire
world above the interest of individual nations.
Types of Globalism:
1. Economic Globalism- The long-distance flows of good, services, capital and
information that accompany market exchange.
2. Environmental Globalism- The distant transportation of materials in the
aerial, fluvial or terrestrial aspects.
3. Military Globalism- the long-distance networks in which force, and the threat
or promise of force are deployed.
4. Social and Cultural Globalism- Movement of information, ideas, images,
and of people who carry those people themselves.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Mazower, Mark. (2006). “An International Civilization? Empire, Internationalism
and the Crises of the Mid-Twentieth Century.” International Affairs Vol. 82, No.3.
Oxford University Press
https://pdfcoffee.com/global-interstate-system-5-pdf-free.html
https://www.fhwa.dot.gov/interstate/faq.cfm
Activity Sheet
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ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1.What is Global Interstate?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What is the purpose of global interstate system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Differentiate Internationalism from Globalism
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.Is the global interstate system importance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.Give the two (2) institution that govern international relations and explain it briefly.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
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LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
CHAPTER 4
Contemporary Global
Governance: The United
Nations
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Chapter 4
Contemporary Global Governance: United Nation
Introduction
This chapter presents the political dimension of globalization as a primary component
in studying contemporary world. This includes examining the nature of global
governance and how these nations and states work in a globally competitive
environment. Likewise, the major political institutions and organization that have high
effect on the sovereignty and existence of a country are introduced. It seeks to answer
questions as regards: Who are responsible to issues at the international level? Are
national governments responsible and accountable to the problems arising at a global
scale? These questions are the main points that this chapter attempts to answer.
Specific Objectives
At the end of the lesson, the students should be able to:
1. Identify the roles and functions of the United Nations
2. Identify the challenges of global governance in the twenty-first century.
3. Explain the relevance of the state amid globalization.
4. Demonstrate the understanding of the development of UN and its challenges
and relationship with the Philippines.
Duration:
Chapter 4:
3 Hours
Contemporary Global Governance: The United Nations
Role and functions of the United Nations.
Challenges of global governance in the twenty-first century.
Organs of United Nations
Relevance of the state amid globalization.
Development of UN and its challenges and relationship with the
Philippines.
Lesson Proper
CHAPTER 5 – CONTEMPORARY GLOBAL GOVERNANCE
4.1 Global Governments and Governance
Ann Florini of Brookings Institution described the global order that is not under the
control and umbrella of a particular political body. The term global government is a
response on the actions of various stakeholders on finding out pressing global
problems like climate change and issues on peace and security. The world has no
global government and global authority. There are political and economic bodies
operating worldwide but no single organization possesses a global authority in
enforcing and compelling others to follow.
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What the world has is the idea of global governance. This term refers to domestic
institutions and governments on how large-scale problems and public-policy issues
are being solved at a global level. It involves a range of actors including states,
national and regional bodies that have the willingness and commitment to confront a
particular problem (WHO, 2015). Global Governance involves management,
authority, cooperation, and mechanisms that are aimed to attain certain goals. This
international process is bounded by consensus and agreements where members are
expected to perform based on the guidelines and policies. United Nations, World
Trade Organization, and World Health Organization are examples of governments that
operate globally.
The downside of global governance is establishing its sovereignty and accountability
to all decisions framed and actions implemented. States may not conform and deviate
from the norms set by international institutions like UN and WTO especially if it will
compromise their economic and political interests.
4.2 Role and Functions of the United Nations
The primary role of the United Nations in global economic governance is as a
political forum for dialogue concerning the major issues on the global economic
agenda and as an integrator of the different perspectives on the economic, social, and
environmental pillars of sustainable development.
The United Nations has made numerous positive contributions in maintaining
international peace and security, promoting cooperation among states and
international development.
According to Delbriuck, the UN, has become a global actor with a meaningful role to
play in the process of globalization. It should serve as forum for the determination of
international public interest, promote the participation of non-state actors, and works
to expand and reshape the international legal framework.
4.3 Challenges in Global Governance
1. Jurisdiction Gap. The lack of global governance in taking actions to problems
affecting key sectors arises from the absence of authority. This involves the need to
create power and jurisdiction to governments and international organizations that have
the commitment in confronting issues like unemployment, human rights, peace and
crimes.
2. Incentive Gap. Global governance is formed with the participation of countries that
have the interests to deal problem affecting their sovereignty. Incentive gap is an issue
between the rich and the poor countries of the world because of uneven distribution of
authority and control over decisions and policies. Poor countries usually do not
receive much attention and support from the coalition of body due to its contributory
constraints. Countries that do not provide higher material contribution usually receive
lesser amount of incentives.
3. Participation Gap. Almost all international organizations are facing the problem of
consensus in decision-making. Member -states sometimes disagree on issues that
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harmful to their interest. They do not involve in decisions that are critical to the
economic and political welfare of their sovereignty.
4.4 Organs of United Nations
a. General Assembly
This is UN’s main deliberative and decision-making body represented by all its 193
members. The assembly holds general debate from September-December in its
headquarters in New York City. Two thirds of votes are required to decide range of
issues like peace and security, budget, and admission of new members to the
organization.
b. Security Council
The Security Council is responsible in the maintenance of peace and security. All
member-states of UN are obligated to follow decisions made by the council. In some
cases, the council has the power to impose sanctions or punish members or other
bodies for destabilizing international peace and security. Security Council is
composed of 15 members, five are permanent members and ten are non-permanent
members elected for two-year term. China, France, Russia, United Kingdom, and the
United States are the council’s permanent members.
c. Economic and Social Council
This body is commonly called as ECOSOC. Its main function is to coordinate, review,
and recommend policies relating to economic, social, and environmental issues. It
serves as the main agency of UN in monitoring and evaluating key results on
sustainable development. The 54 members of ECOSOC, composed of experts from
various fields and disciplines, is elected by the General Assembly.
d. International Court of Justice
The ICJ is the principal judicial body of UN. Its role includes settling legal disputes
among concerned states and provides opinions on legal matters. This is the only UN
organ that operates outside United States with headquarters in the Peace Palace,
Netherlands.
e. The Secretariat
The Secretariat is headed by the UN Secretary-General who sits as its Chief
Administrative Officer. The appointment of the Secretary-General is done through the
recommendation of the Security Council for a five-year term. This organ is
responsible for the UN’s peacekeeping mission and its day-to-day work and operation
having thousands of international staff stationed in different countries.
4.5 Relevance of the state amid globalization.
Globalization is penetration into different aspects like business, politics, economics,
cultural identity, law, the environment and music. They argue that the state is
irrelevant because it cannot keep pace with economic forces. Globalization has also a
big part in the improvement of local and social culture in the Philippines.
Globalization is the process of increased interconnectedness among countries most
notably in the areas of economics, politics, and culture. An essential link between
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globalization and the nation state is the concept of sovereignty, a term dating back
several centuries, well before the nation-state system was established in 1648.
In addition to, maintaining peace, the UN aims to protect human rights and provide
humanitarian assistance when, The UN Security Council has the primary
responsibility for international peace and security. While it was defined in several
ways, globalization is defined as the fading of economic. It is not the intention of this
study to give a complete account of globalization, but rather to highlight the most
important issues for public administration, government and development. Changes in
Politics, Economic and Sociocultural. The Philippines are also been friendly to the
foreign country and they now stay connected in terms of exchange of product and
some investment. First and foremost, globalization has spread American influence
throughout the world.
4.6 Development of UN and its Challenges and relationship in the Philippines
The Philippines is one of the original 51 charter members that created the United
Nations in 1945. The UN Country Team (UNCT) in the Philippines consists of eleven
resident funds, programs, and specialized agencies (FAO, IFAD, ILO, IOM, UNDP,
UNFPA, UNHCR, UNICEF, UNIDO, WFP, and WHO), six project offices (UNAIDS,
UNESCO, UN Habitat, UNODC, UNOPS, UN Women), five non-resident agencies
(UNEP, OHCHR, UNOCT, DCO and ITC), and three secretariat offices (OCHA,
UNIC and UNDSS). Standing invitees are ADB, IMF, and the World Bank. The UN
assists and supports the Government of the Philippines in its important development,
peacebuilding and humanitarian priorities.
The UN has been a partner of the Philippine government for over seven decades,
supporting state institutions to respect, uphold and implement the international treaty
obligations and agreed development goals that the Philippines has voluntarily adhered
to over the years. To this partnership, the UN has brought normative policy support,
technical assistance and advocacy, but most importantly, its ability to convene,
coordinate and mobilize stakeholders from across the political spectrum in support of
the country’s development agenda. In the Philippines, the quality of its technical
assistance and its effectivity and neutrality as convener and coordinator has earned the
UN the trust of claim holders and duty-bearers, both government and nongovernment, national and international.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://globalchallenges.org/gloval-governance/
https://www.un.or/en/
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Activity Sheet
ACTIVITY 1
Name: ____________________
Course, Year and Sec.: __________
Score: _______
Date: __________
Direction: Answer the following questions in 3-5 sentences only.
1. What is the difference between global government and global governance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Is there really such a thing as global government? Elaborate your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the problems in global governance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What are the roles of the United Nations as an international organization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 5
GLOBAL DIVIDES
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Chapter 5
Global Divides
Introduction
The moment you ask people on what is meant by global south, many would probably
have an unclear idea. The term could be associated with Africa, South America, or
even countries within South Asia. It could be described too as part of economic status
like third world country. In academic setting, the term global south is widely used in
social sciences like sociology, political science and economics. It is a major subject of
discourses especially on topics concerning globalizations, global divide, and uneven
development across the globe.
This chapter presents issues and challenges of global development, the problems
faced by developing and poor economies as well as countries within global south.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Define the term “Global South”.
2. Differentiate the Global South from the Third World.
3. Analyze how a new conception of global relations emerged from the experiences of
the Latin American countries.
Duration:
Chapter 5:
3 hours
The Global North and South
Third World
Crisis and Development of Latin America
Lesson Proper
CHAPTER 5 – GLOBAL DIVIDES
5.1 THE GLOBAL SOUTH
South has a geographical connotation described as largely equivalent, but not identical
with Third World (Pagel, Ranke, et. al. 2014). However, the term south does not refer
to countries outside USA and Europe, Australia and New Zealand no doubt, do not
belong the “South”. There is also an explanation of the term that it refers to countries
that are excluded if not deprived from socioeconomic prominence and reputation like
Africa, Middle East, South America, South Asia and countries within Pacific. The
inequalities and global divide between the rich and the poor countries part of
globalization and territorializing is also part on the reality of global south (Lopez,
2007).
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The idea of global south is a contemporary issue in socioeconomic and political
divide. Countries like the USA, Canada, outermost and western parts of Europe,
Japan, Australia and New Zealand are giant economies parts of the global north.
These countries are described as highly industrialized, developed and most advanced
economies in the world. It rests on the fact that the entire world’s industrially
developed countries (with the exception of Australia and New Zealand) lie to the
north of its developing countries.
According to Kegley (2009), differences in technological aspects has separated
significantly the global north countries from the south. South countries have not
advanced or progressed from their indigenous culture. This means south countries have
not advanced and/or progressed technologically speaking and global north countries
have advanced rapidly in this aspect. Because south countries have not advanced
technologically, they have to depend in corporations from the north.
According to Marie (2014), the dependency south countries have with north countries is
bad because south counties are vulnerable to cultural penetration. Cultural penetration is
when the foreigners (corporations from the north) introduce their culture and try to
replace it instead of the culture of the country.
Countries belonging to the global south possess
descriptions and experiences. In Africa, debts,
employment, healthcare, and peace and security
region’s problem on poverty is the fundamental
institutions providing key support to these countries.
various political and economic
poor infrastructure, education,
are the key impediments. The
challenge of governments and
Asian countries are found to be a combination of emerging and developing
economies. Central Asia consists of countries that have experience transitioning
governments. These are former territories of the Soviet Union and stabilizing the
economy brought by the damage of the former communist Soviet regime is still
evident. Political and economic reforms are insufficient to address the fabrics of
communism during the Cold War era.
West Asian region has its unique social struggle. The region is confined in a costly
conflict involving territorial insecurity, peace and order, and competing extreme
ideological clashes. Though the region is an oil-rich hub, it is confronted with
regional issues that serve as impediments to the developing process of West Asia.
Natural disasters and the absence of sufficient investment as major source of the
economy make countries in the Pacific Islands a victim of slow growth. Its economies
are dependent with the influx of businesses and commercial activities of nearby
countries in the Pacific as well as countries in Oceania, Asia, and America.
Countries belonging to Latin America are trapped in a turbulent economic
environment. Regional matters like unstable democratic governance and fiscal
problems are known challenges facing countries of the region.
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THIRD WORLD
A Third World country is an outdated and offensive term for a developing nation
characterized by a population with low and middle incomes, and other socioeconomic indicators. The neutral and non-aligned countries during the Cold War
formed part of the Third World. The use of this category of world order is less
appealing now because scholars prefer to describe countries as less developed and
developing economy or global south as part of the political and economic condition of
the world. Countries that have colonial history as seen as part of the Third World like
Africa, Asia, and Latin America. Having common historical backgrounds, the Third
World has challenges in the political spectrum of institutional-building; these include
human rights, freedom and democracy, dictatorship and repressive regimes.
5.2 CAUSES OF GLOBAL DIVIDE
a. Globalization in the 1990
 The economic intensification observed in the 90’s fueled countries to establish
boundaries. Poor countries that cannot cope with the demands of the rich and
developed countries suffer most on the potential damage of globalization.
Countries of the global south especially under unstable governments and weak
economies failed to produce outputs as a response to the internalization system
of economy and government.
b. Uneven Immigration
 The pattern of migration in the last three decades saw an unprecedented rise of
migrant workers and citizens seeking greener opportunities in other countries.
People from Asia targeted Western Europe and America as ideal points of
employment. Developed countries that are on the height of technological
development, advancement, and high quality of social services became the
main venues accepting migrants.
c. The hegemonic nature of international economic relations
 Structural inequality in the international monetary system and heavy
indebtedness of undeveloped countries are some of the chronic issues facing
the international system. Countries in the global south are trapped in the hands
of developed countries where rising financial obligations like loan programs
are continuously punishing economies of the south.
5.3 CRISIS AND DEVELOPMENT OF LATIN AMERICA
After World War II, Latin American countries decided to end its membership with
General Agreement on Tariffs and Trade system and based its economic strategies on
imports. Most businesses and firms were dependent with domestic market because of
the absence of competition with foreign businesses. The movement of development
was at a very low pace due to poor export capacity. This economic stagnation worsens
when the 1970’s oil crisis hit the region. Governments had to borrow money to
finance higher priced-oil imports. Most economies were heavily indebted to western
countries and financial institutions like IMF and World Bank.
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Based on the 2013 World Bank Economic Situation and Prospect Report, most Latin
American countries are classified as developing economies. This includes economies
of Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Paraguay,
Peru, Uruguay, Venezuela, Guatemala, Mexico, and Panama. Bolivia, Honduras, and
Nicaragua fall under the Heavily Poor Indebted Countries, as of 2013. The problem of
economic protectionism did not work well as formula in managing the entire region
during the 70s. In the case of Brazil and Mexico, they were able to perform well using
protectionist policies as their saving grace, but these economies were fortunate to
found an option in its large population and market.
The 15-year period (1973-1987) of economic crisis in Latin America was described as
a lost decade. This is a period of economic stagnation brought on by domestic
policies, high debt, and oil crisis. Argentina, Brazil, Chile, Colombia, Mexico, and
Peru incurred a drastic increase of debt from $53 to $248 billion. These economies
were hurt also by rising unemployment rate, inflation, and investments. To make the
matter worst, inequality and income gap widened resulting to the increase of poverty
incidence among Latin Americans. This decade of lost development was a learning
curve for all countries in the region. In the late 80s, numerous reforms were initiated;
inflation was dealt with sound measurements, economic liberalization was introduced,
and foreign investment started to operate.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://pdfcoffee.com/reviewer-in-contemporary-world-global-divides-the-north-andthe-south-pdf-free.html
https://www.cram.com/essay/Economic-Differences-Between-Global-North-AndGlobal/FCFJ3TTD96U
Activity Sheet
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ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. Explain the term global south and how it was used in the discipline of economic
development.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How the term global south differs from Third World?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the causes of global divides?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
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organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
ACTIVITY 2
Direction:
Students will form groups of 3-5. Each group will be assigned a Latin American
country to report on. These groups will deliver 10-minute presentations on the
contemporary foreign and economic policies of their respective countries.
RUBRIC FOR BUILDING ARGUMENTS
CRITERIA
HIGHLY
EFFECTIV
E (4)
a Response
presents a
claim that
fully
and
effectively
answers the
prompt.
EFFECTIV
E (3)
Making
claim
Response
presents a
claim that
effectively
answers the
prompt.
DEVELOPIN
G (2)
INEFFECTIV
E (1)
Response
Response does
presents
a not
address
claim
that prompt.
addresses
answers
the
prompt,
but
still
needs
development.
Supporting
Claim
is Claim
is Claim
is Claim is not
argument
well
defended
defended but supported
defended
with at least the
supports
with at least two
need
further
two
supports.
development.
supports.
Retired
Also,
terms may
required
not all be
terms
are used
used
correctly.
effectively.
Organizatio Response is Response is Ideas
are Organization
n of ideas
effectively
effectively
present,
and ideas are
organized
organized.
however
not clear or
and presents
organization
present.
ideas
needs to be
clearly.
improved.
RATING
Source: iRubric: Building Arguments rubric - RX528C6: RCampus
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SCOR
E
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
CHAPTER 6
Asian Regionalism
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Chapter 6
Asian Regionalism
Introduction:
Asian regionalism is the product of economic interaction, not political planning. As a
result of successful, outward-oriented growth strategies, Asian economies have grown
not only richer, but also closer together. In recent years, new technological trends
have further strengthened ties among them, as have the rise of the PRC and India and
the region’s growing weight in the global economy. But adversity also played a role.
The 1997/98 financial crisis dealt a severe setback to much of the region, highlighting
Asia’s shared interests and common vulnerabilities and providing an impetus for
regional cooperation. The challenge now facing Asia’s policy makers is simply put yet
incredibly complex: Where markets have led, how should government follow?
Specific Objectives:
At the end of the lesson, the student should be able to:
1. Differentiate between regionalism and globalization.
2. Identify the factors leading to a greater integration of the Asian region.
3. Analyze how different Asian states confront the challenges of globalization
and regionalization.
Duration:
Chapter 6:
3 Hours
Regionalism in Asia
Advantage of Regionalism in Asia
Organizations Emerged in the Asian Region
The difference between Regionalism and Globalization
Factors leading to a greater integration of the Asian Region
Lesson Proper
ASIAN REGIONALISM
Regionalism is the manifestation or expression of a common sense of cultural identity
and purpose combined with the creation and implementation of institutions that
express a particular identity and shape collective action within a geographical region.
It also refers to the institutional arrangements designed to facilitate the free flow of
goods, services, and to coordinate foreign economic policies in the geographic region.
Why are nations participating in Regionalism?
Opportunities, threats, and challenges prompt nation states to bond together and forge
ties and alliances built on solid, legal frameworks with other nations.
Nations believe that regionalism can boost and support their national interest in
economic, military, political, and even cultural contexts.
6.1 Regionalism in Asia
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Asia’s region is home to over half the world’s population, produces three tenths of
global outputs, and consistently records the world’s highest economic growth rates.
Asia’s economies are increasingly connected through trade, financial transactions,
direct investment, technology, labor, tourist flows, and other economic relationships.
The regional order that is present in the Asian region is spurred by the fact that there
exist patterns of similarities too great to escape scrutiny.
Asia’s strength derives from the openness, diversity, and dynamism of its
interconnected economies. Asian regionalism could bring huge benefits to Asia, and
ultimately to the world. It could help sustain the region’s growth, underpin its
stability, reduce inequality, and address perennial problem of poverty.
6.2 Advantages of Regionalism in Asia:
1. Generate productivity gains, new ideas, and competition.
2. Contribute to the efficiency and stability of global financial markets.
3. Diversity sources of global demand, helping to stabilize the world economy and
diminish the risks posed.
4. Provide leadership.
5. Create regional mechanisms.
6.3 Organizations Emerged in the Asian Region:
a. Association of Southeast Asian Nation (ASEAN)
A regional intergovernmental organization comprising ten Southeast Asian countries
which seeks to promote intergovernmental cooperation and facilitates economic,
political, security, military, educational and socio-cultural integration amongst its
members.
Aims and Purposes:
a. To accelerate economic growth, social progress, and cultural development in the
region.
b. To promote regional peace and stability.
c. To collaborate more effectively for the greater utilization of their agricultural and
industries, the expansion of their trade, including the study of the problems of
international commodity trade.
d. To maintain close and beneficial cooperation with existing international and
regional organizations with similar aims and purposes and explore all avenues for
closer cooperation.
b. Asia-Pacific Economic Cooperation (APEC)
The APEC is a regional economic forum established in the year 1989. It aims to create
greater prosperity for the people of the region by promoting balanced, inclusive,
sustainable, innovative, and secure growth and by accelerating regional economic
integration. The 21 APEC member economies work towards the realization of free
and open trade and investment in the Asia-Pacific.
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c. East Asian Summit (EAS)
The East Asian Summit is a unique Leaders-lead forum of 18 countries of the AsiaPacific region. It is formed to further the objectives of regional peace, security, and
prosperity. Established in 2005, EAS allows the principal players in the Asia-Pacific
region to discuss the issues of common interest and concern, in an open and
transparent manner, at highest level.
6.4 The Difference of regionalization and Globalization
Globalization
Regionalization
Culture
Promotes integration of
economies across state
borders all around the
world
Divides an area into
smaller segments
Market
Allows many corporations
to trade on international
level; it allows free
market.
Monopolies are more
likely to develop.
Monopoly means one
producer controls supply
of a good or service, and
where the entry of new
producers is prevented or
highly restricted.
Cultural and Societal
Relations
Acceleration to
multiculturalism through
free and inexpensive
movement of people
Does not support
multiculturalism.
Aid
Globalized international
communities are more
willing to aid countries
stricken by disasters.
A regionalized area does
not get involved in the
affairs of other areas.
Technological Advances
Globalization has driven
great advances in
technology.
Advanced technology is
rarely available in one
country or region.
6.5 Factors that leads the Asian Region into greater integration
Trade- The world economy is intertwined with each other whether we like it or not.
We all want or need something from another part of the world, and global facilitate
that.
Similar Culture- The cultures of Asia is diverse but they do share many things. This
makes it an easier fir during times of negotiations.
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Common Goals- The Asian region recognizes the mutual benefit a slow integration.
The territories involved are not from each other and the industriousness of its
population ca work as a powerful negotiating block against those from other part of
the world.
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References
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Shiraishi, Takashi. (2006). “The Third Wave: Southeast Asia and Middle-Class
Formation in the Making of a region.” In Beyond Japan: The Dynamic of East Asian
regionalism, ed. Peter Katzenstein and Takashi Shiraishi. Ithaca, NY: Cornell
University Press
https://asean.org/asean/asean-structure/asean-sectoral-ministerial-bodies/
https://asean.org/asean/external-relations/
https://asean.usmission.gov/our-relationship/policy-history/usasean/
http://marklsl.tripod.com/Writings/asean.htm
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Activity Sheet
ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1. What is the difference of regionalization and globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why do Asian countries form regional associations/organizations?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Analyze how different Asian States confront the challenges globalization and
regionalization
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Is regional governance a better alternative to global governance in general?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What is the major challenge in Asian Regionalism?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 7
Global Media Cultures
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Chapter 7
Global Media Cultures
Introduction
The point of departure is the crucial role played by media in particular electronic and
audiovisual media, in the cultural, political, economic and social process that together
constitute the process of globalization. By globalization is meant a development
through which the constraints of geography on social and cultural structures are
reduced, an increased social and cultural interconnectivity across time and space is
created, and a heightened consciousness is developed about this secession of social
and cultural interaction from geographical constraints. Globalization, however, is
neither an unambiguous concept, nor does it refer to a single and specific sociocultural phenomenon. Similarly, globalization is not a historically new phenomenon
that is only confined to the 20th century. Consequently, one aim of the research
program is to advance a comprehensive understanding and critique of globalization
both as a concept and a sociocultural phenomenon.
The media have an important impact on cultural globalization in two mutually
interdependent ways: Firstly, the media provide an extensive transnational
transmission of cultural products and, secondly, they contribute to the formation of
communicative networks and social structures. The rapidly growing supply of media
products from an international media culture presents a challenge to existing local and
national cultures. The sheer volume of the supply, as well as the vast technological
infrastructure and financial capital that pushes this supply forward, have a
considerable impact on local patterns of cultural consumption and possibilities for
sustaining an independent cultural production. Global media cultures create a
continuous cultural exchange, in which crucial aspects such as identity, nationality,
religion, behavioral norms and way of life are continuously questioned and
challenged. These cultural encounters often involve the meeting of cultures with a
different socio-economic base, typically a transnational and commercial cultural
industry on one side and a national, publicly regulated cultural industry on the other
side.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Analyze how various media drive various forms of global integration.
2. Explain the dynamic between local and global cultural production.
Duration:
Chapter 7:
3 hours
Role of Media in Globalization
Development and Pattern of Global Communication
Cultural Assimilation and Cultural Convergence
Local and Global Culture
Different Ways of Accepting Culture
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Lesson Proper
CHAPTER 7 – GLOBAL MEDIA CULTURES
7.1 ROLE OF MEDIA IN GLOBALIZATION
Media proliferated the growth of mass communication in the 21 st century. Though
used from time to time, most people do not exactly know what media means in terms
of varying contexts. Consequently, they use the word interchangeably with network.
The latter is associated with the interconnection; hence it is referred as social network,
“an online service or site through which people create and maintain interpersonal
relationships” (Merriam Webster). Media as the “channel of communication” – a
means through which people send and receive information. In expanded discourse,
social network can actually mean social media since the idea of the term is under the
function of the media itself.
Due to the continuous and rapid changes in the communication mechanisms in the
modern age, there have been three named types of mass media – media that is
“designed to reach the mass of the people”.
a. Print Media – It is said to be the oldest type of mass communication, which
includes newspapers, magazines, booklets, and brochures and billboards. Earliest
production of this type was made possible through woodblock stamped on paper,
although later development includes the invention of the printing press for a more and
efficient production.
b. Electronic Media – The usage of electronic media was first established when the
radio was invented by Marconi. Since then, radio was utilized as a source of
entertainment and as a news broadcasting tool. Decades later, another electronic
media manifested, the cinema and television. Overall, electronic media includes:
radio, movies, television, and audio and video records. (Pradeep, 2014)
c. New Age Media – This pertains to the newly applied means of communicating
involving the employment of non-traditional system; the development of the computer
as a universal information carrier (multimedia) and its combination with
telecommunications hence the term new media. Moreover, the term new media
includes communication. In fact, five factors constituting communication as initiator,
recipient, vehicle, message and effect, include the defining characteristics of the new
media.
Development and Pattern of Global Communication
The invention of the first printing press by the Chinese became the turning point to
elevate communication beyond national boundary. The use of printing press for mass
production of disseminating information spread like wild fire in different parts of the
globe. As a result, more advanced societies, particularly the European societies,
improved the originally invented printing press, the finest of which was that of
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Johannes Gutenberg in the mid-15th century. At this time, the system of writing was
not only primarily aimed as a means of communication. With the use of the printing
press, the system of writing was likewise a means to spread ideas from one to the
other parts of the globe.
It was in 1837 when communication started to become global. This is because of the
invention of telegraph that was laid across the English Channel. The first fax machine
was invented in 1843. In 1876, the telephone was invented by Alexander Graham
Bell. Radio broadcasting began in Britain in 1922 and immediately thereafter in 1925,
television was invented. Apparently, at this stage of human progress, channels of mass
communication were not only channels for communication – they were also means of
spreading ideas and pieces of information, from one to the other sides of the globe.
As expected, global communication embraces dynamism. In the 21st century,
profound change in global communication was more than what everyone expects it to
be. The internet became accessible to the public. This paved the way for a better and
more expeditious means of communications to people in different parts of the globe.
Electronic mail became the trend of the time, and in just matters of seconds, one’s
mail is being sent to the addressee, wherever he may be in this part of the world.
Because of the internet, people are being informed in real time, of events and
happenings in various parts of the world, surpassing the delivery time of the
traditional mass media.
7.2 CULTURAL ASSIMILATION AND CULTURAL CONVERGENCE
Cultural assimilation is a situation where one society borrows the culture of another
society and uses it as part of its culture. Most of the societies that experienced
colonization have cultural borrowing. In the case of the Philippines, Filipinos’ mode
of dressing and speaking is mostly culturally borrowed from the Spaniards and
Americans. Cultural borrowing is not an overnight process. It is usually goes into the
core of the culture if such particular cultural item becomes beneficial to the majority
of a large number of people in the society.
The intriguing question is, “What happens when a particular idea or cultural item is
confronted with idea or cultural item of the same kind in another society”? This
situation is known as Cultural Convergence. In this situation, there are two possible
scenarios. The first scenario is the exportation of superior or dominant culture. This
usually happens when a particular idea or cultural item is being introduced to, and
such is being accepted by another society. For example, basketball as a sport is not a
sport of the Filipinos. But with American influence, Filipinos now become hooked to
basketball as a sport.
The other scenario is the hybridization, which is the mixing of two converging
culture resulting to the emergence of the new culture. A typical example of this is the
convergence of two languages in the Philippines, namely Filipino and English.
Filipinos eventually develop the Conyo language, which is an innovative combo of
English and Filipino languages, without necessarily distorting the message conveyed.
7.3 GLOBAL AND LOCAL CULTURE
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Culture can also be classified into global and local culture. Global Culture is one
which transcends national borders and exists in many different places around the
world (Rettig, 2017). Example of global culture is the food that exists all over the
world, the use of English language, or certain customs which get adopted by various
different cultures. This global culture is most often the result of cultural convergence,
where cultures are subject to many of the same global flows and become increasingly
more alike. Without doubt, this cultural convergence becomes possible because of the
ever-increasing utility of new age media that serve as transmitters of culture.
Local Culture, on the other hand, pertains to set of belief systems that characterize
the experience of everyday life in specific, identifiable localities (Britannica). This set
of culture is what makes the locality unique from the rest of the world. It makes up its
own identity and cultural heritage.
7.4 DIFFERENT WAYS OF ACCEPTING CULTURE: Ethnocentrism,
Xenocentrism, and Culture Shock
While there is inevitably a free flow of ideas and culture in the modern world, the
acceptance of such ideas is not automatic. The degree of acceptance of this culture
varies from one society to another. While some societies may be accommodating of
outside culture, and may even modify its own culture in order to take a new one as
part of its own, another society may be intolerant to other breed of culture and treat its
own culture as the absolute truth.
The belief that one’s culture is relatively inferior compared to the culture of another
society is called xenocentrism. People having this kind of belief are apparently more
accepting and accommodating of other culture, and would take outside culture as part
of their own.
In the opposite, the belief that one’s own culture is relatively superior compared to the
culture of another is called ethnocentrism. The people who adhere to this belief are
apparently more skeptical to the introduction of another culture, stressing that there is
no point to borrow the culture of another. In fact, they believe that it is not only their
culture that is more superior to others, but their race as well.
A person may experience culture shock at the time he is exposed to the culture of
another, and in which he is not aware of the existence of such culture. Culture Shock
is an internal struggle experienced by an individual who encounters a culture radically
different from his own, which leads to his own confusion and disorientation. This is
mostly experienced by a migrant, or by a person who has a high sense of nationalism.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://catalog.flatworldknowledge.com/catalog/editions/lule-understanding-mediaand-culture-an-introduction-to-mass-communication-1-0
https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/
Activity Sheet
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ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. What is the role of media in globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How various media drive various forms of global integration?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Explain the difference of global and local culture.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What are the different ways of accepting culture? Explain each briefly.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
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LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
ACTIVITY 2
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Direction:
Present a report on how foreign brands influence the culture of Filipinos. Pick three
(3) examples of global brands (apparel, gadget, automobile, appliances, food) and
make an analysis on how these brands affect the lifestyles and norms of Filipinos.
How do Filipinos respond to the rising influences of these brands? What are its effects
on the local brands in the country?
Brand 1: ____________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Brand 2: ____________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Brand 3: ____________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
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Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 8
The Globalization of Religion
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Chapter 8
The Globalization of Religion
Introduction
Religion and globalization persistently engage in a flexible relationship in which the
former relies on the latter in order to thrive and flourish while at the same time
challenging its hybridizing effects.
Globalization due to the advent of communication and transportation technology and
the roles played by the media – has contributed to the reterritorialization and the
blurring of geographical spaces and boundaries. This has resulted apparently in
making the world a small village where people, cultures, and identities come in a
daily face-to-face contact with each other.
Undoubtedly, religion is not immune from these changes and their burgeoning effects
brought about by globalization. However, religions still have their respective homes in
specific territorial spaces when they originally appeared and where their respective
shrines exist.
The inner nature of religions and the purpose to be embraced and practiced by people
all over the world prompts it to spread throughout all the world’s geographical spaces.
In order to emerged and spread, therefore, religions make good use of the
technologies of globalization. Having geographical boundaries and frontiers blurred
and dissolved, religions find it easy to spread and reach every part of the world.
Since globalization, according to many scholars, is aimed at the hybridization of the
world cultures around the pattern of the Western culture; and since it entails liberal
values and norms, religion constitutes a challenge to it. This is because Islam’s norms
and values are incompatible with the liberal values of globalization.
Globalization has played a tremendous role in providing a context for the current
considerable revival and the resurgence of religion. Today, most religions are not
relegated to the few countries where they began. Religions have, in fact, spread and
scattered on a global scale. Thanks to globalization, religions have found a fertile
milieu to spread and thrive.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Explain how globalization affects religious practices and beliefs.
2. Analyze the relationship religion and global conflict and conversely, global peace.
Duration:
Chapter 8:
3 hours
Religion vs Globalism
Religion for and against Globalization
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Does Religion Unite or Divide?
Lesson Proper
CHAPTER 8 – THE GLOBALIZATION OF RELIGION
8.1 RELIGION VS GLOBALISM
Religion, much more than culture, has the most difficult relationship with globalism.
First, the two are entirely contrasting belief systems. Religion is concerned with the
sacred, while globalism places value on material wealth. Religion follows divine
commandments, while globalism abides by human-made laws. Furthermore, “God”,
“Allah”, or “Yahweh” defines and judges human actions in moral terms. Globalism’s
yardstick, however, is how much of human action can lead to the highest material
satisfaction and subsequent wisdom that this new status produces.
Religious people are less concerned with wealth and all that comes along with it. A
religious person’s main duty is to live a virtuous, sin-less life such that when he/she
dies, he/she is assured of a place in the world (i.e., heaven).
On the other hand, globalists are less worried about whether they will end up in
heaven or hell. Their skills are more pedestrian as they aim to seal trade deals, raise
the profits of private enterprises, improve government revenue collection, and
naturally, enrich themselves. Put in another way, the religious aspires to become a
saint; the globalist trains to be a shrewd businessperson. The religious detests politics
and the quest for power; the globalist values them as both means and ends to open up
further the economies of the world.
Finally, religion and globalism clash over the fact that religious evangelization is in
itself a form of globalization. The globalist ideal, on the other hand, is largely focused
on the realm of markets. The religious is concerned with spreading holy ideas
globally, while the globalist wishes to spread goods and services.
8.2 RELIGION FOR AND AGAINST GLOBALIZATION
Globalization has “freed” communities from “the constraints of the nation-state,” but
in the process, also threatened to destroy the cultural system that bind them together.
Religion seeks to take the place of these broken traditional ties to either help
communities cope with their new situation or organize them to oppose this major
transformation of their lives. It can provide the groups moral codes that answer
problems ranging from people’s health to social conflict to even personal happiness.
Religion is thus not the “regressive force” that stops or slows down globalization; it is
a “pro-active force” that gives communities a new and powerful basis of identity. It is
an instrument with which religious people can put their mark in the reshaping of this
globalizing world, although in its own terms.
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Religious fundamentalism may dislike globalization’s materialism, but it continues to
use the full range of modern means of communication and organization that is
associated with this economic transformation. It has tapped fast long-distance
transport and communications, the availability of English as a global vernacular of
unparalleled power, the know-how of modern management and marketing which
enabled the spread of almost promiscuous propagation of religious forms across the
globe in all sorts of directions.
While religions may benefit from the process of globalization, this does not mean that
its tensions with globalist ideology will subside. Some Muslims view globalization as
a Trojan horse hiding supporters of western values like secularism, liberalism, or even
communism ready to spread these ideas in their to eventually displace Islam. The
Catholic Church and its dynamic leader, Pope Francis, condemned globalization’s
“throw-away culture” that is “fatally destined to suffocate hope and increase risks and
threats.” The Lutheran World Federation 10 th Assembly’s 292 pages declaration
message included economic and feminist critiques of globalization, sharing the voices
of members of the Church who were affected by globalization, and contemplations on
the different pastoral and ethical reflections that members could use to guide their
opposition. It warns that as a result of globalization: “Our world is split asunder by
forces we often do not understand, but that result in stark contrasts between those who
benefit and those who are harmed, especially under forces of globalization. Today,
there is also a desperate need for healing from terrorism, its causes and fearful
reactions to it. Relationships in this world continue to be ruptured due to greed,
injustices, and various forms of violence.”
8.3 DOES RELIGION UNITE OR DIVIDE?
One way that the divide in religion affects us is with violence and wars. Many wars in
history and in the present have been started because of religion. In the book “Does
Religion Cause Violence?” by William T. Cavanaugh (2006), he says “Christianity,
Islam, and other faiths are more inclined toward violence than ideologies and
institutions that are identified as secular.” This quote says that violence is more likely
to come from religion than from any other institution that is not religious. A wellknown religious war in the past was the crusades and the inquisitions where Christians
waged war against other religions. About one to three million people were killed in the
crusades and about 3000 people were killed in the inquisitions. Another example is the
Palestine and Israeli conflict for political gain over the West Bank. Religious violence
and wars can bring people apart because it is usually people from one religion fighting
against another religion.
Some may argue that religion has the ability to unite people in a common belief.
Religion, and most significantly organized religion, often involve the formation of a
religious community. In the Catholic Church, this might refer to the interactions
during Sunday Masses, for Islam, the fellowship during prayers in Mosques.
Regardless, these religious customs allow the interaction of people who hold the same
religious beliefs to form a united religious community. For believers of the respective
religions, these religious customs allow for them to be united in a common
denominator greater than themselves, which in this case would be God. The shared
beliefs result in individuals who are part of the community uniting in the face of
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threats. For example, the Catholic Church was galvanized by the rise in pro-choice
legislation being passed around the world. Members of the Catholic community were
united by the common perceived threat against the sanctity of life and acted in
consensus to respond to it. In the United States, members of the church went in unison
to pray outside abortion clinics while others staged protests. This can also be seen in
other countries such as Ecuador, where debates on abortion bills spurred members of
religious communities to protest together. The common thread amongst the above
examples is the fact that the shared beliefs, brought about by religion, united people of
different genders, backgrounds and even countries towards a common goal. This
therefore demonstrates the power of religion in unifying people who subscribe to the
same beliefs.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://ejceudaimonia.com/2020/10/28/religion-divides-more-than-it-unites-discuss/
https://medium.com/@sahilmathew1/how-religion-unites-and-divides-us4dd6259d61df
Activity Sheet
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ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. What role does religion play in globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How globalization affects religious practices and beliefs?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the primary causes of religious conflicts?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Does religion play significantly in attaining global peace?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
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LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
ACTIVITY 2
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Research Task:
Conduct a study on the religious aspect of the Israel-Palestine conflict. Provide details
on the following problems.
1. The origin of the conflict.
2. The role of international organizations in addressing the conflict.
3. The effect of the conflict to economy and politics of countries affected by the
problem.
4. How effective are solutions made by Israel, Palestinian, and international
governments in the conflict.
Scoring Rubric for Research Task:
Criteria
Content and
Details
Organization
Writing
Mechanics
and
Readability
10 points
Content is very
informative
and accurate.
Report
has
many
supporting
details and is
interesting to
read.
Report is wellorganized with
a
strong
beginning,
middle,
and
ending.
7 points
Content
is
informative
and
mostly
accurate.
Report
has
adequate
details.
Report shows
adequate
organization. It
has
a
beginning,
middle
and
ending.
Report has few Report has a
or no errors in few to several
spelling,
errors
in
punctuation
spelling,
and/or
punctuation
grammar.
and/or
Report is easy grammar.
to read.
Report
is
readable.
4 points
Content is not
always related
to the topic.
Few
supporting
details.
0 point
Content is not
relevant
or
accurate. No
details.
Report
is Report has no
poorly
organization.
organized and
confusing
at
times.
Report
has Report
is
many errors in unreadable.
spelling,
punctuation
and/or
grammar.
Report
is
difficult
to
read.
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Lesson 9
Global City
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Chapter 9
Global City
Introduction
All nations are committed to achieving a higher standard of living for their people –
adequate food, good health, literacy, education, and gainful employment. These are
the goals of millions now living in privation. An important barrier to the achievement
of these goals is the current rate of population growth. The present world population
is likely to double in the next 35 years, producing a population of six billion by the
year 2000. If the same rate of growth continues, there will be 12 billion people on
earth in 70 years and over 25 billion by the year 2070. Such rapid population growth,
which is out of proportion to present and prospective rates of increase in economic
development, imposes a heavy burden on all efforts to improve human welfare.
Moreover, since we live in an interconnected world, it is an international problem
from which no one can escape.
The increasing cross-border and cross-continental movements of people,
commodities, vectors, food, capital, and decision-making power that characterized
globalization, together with global demographic trends, have enormous potential to
affect the emergence and spread of infectious diseases. The unprecedented volume
and speed of human mobility are perhaps the most conspicuous manifestations of the
present era of globalization. From international tourists to war-displaced refugees,
more people are on the move than ever before. They are also travelling faster and are
regularly visiting what used to be very remote parts of the world. This movement has
the potential to change dramatically the factors involved in the transmission of
infectious disease. Of particular concern, over the next 15 years, as the global
population continuous to grow and economic and social disparities between rich and
poor countries intensify, the world will likely continue to witness rapidly growing
numbers of migrants in search of employment or a better-quality life. In fact, many
political scientists and demographers already refer to the 21st century as the “century
of migration” (Leaning, 2002). Migrant populations are among the most vulnerable to
emerging and reemerging infectious diseases and have been implicated as a key
causal factor in the global spread of such diseases, most notably multidrug-resistant
tuberculosis.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Identify the attributes of a global city.
2. Analyze how cities serve as engines of globalization.
Duration:
Chapter 9:
3 Hours
Definition of Global City
Characteristics of Global City
The Global Cities Negative to its Cosmopolitan Population
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Criticism of Global Cities
Categorization of Global Cities
Indicator for globality
The Global City and the poor
How Cities serve as engines of globalization
Lesson Proper
GLOBAL CITY
9.1 Defining the Global City
Sociologist Saskia Sassen
popularized the term “global
city” in the 1990’s. Her
criteria for what constitute a
global city were primarily
economic. In her work, she
initially
identified
three
global cities: New York,
London, and Tokyo, all of
which are hubs of global
finance and capitalism. They
are the homes, for instance, of
the world’s top
stock
exchanges where investors
buy
and
sell
major
corporations.
Limiting the discussion of global cities to these three metropolises, however, is
proving more and more restrictive. The global economy has changed significantly
since Sassen wrote her book, and any account of the economic power of cities today
must take note of the latest developments. Recent commentators have expanded the
criteria that Sassen used to determine what constitutes a global city. Though it is not
as wealthy as New York, movie-making mecca Los Angeles can now rival the Big
Apple’s cultural influence. San Francisco must now factor in as another global city
because it is the home of the most powerful companies - Facebook, Twitter, and
Google. Finally, the growth of the Chinese economy has turned cities like Shanghai,
Beijing, and Guangzhou into centers of trade and finance.
Others consider some cities “global” simply because they are great places to live in.
In Australia, Sydney commands the greatest proportion of capital. However,
Melbourne is described as Sydney’s rival city because many magazines and lists have
now referred to it as the “world’s most livable city” - a place with good public
transportation, a thriving cultural scene, and a relatively easy pace of life.
9.2 Characteristics of a Global City
1. a variety of international services, notably in finance, insurance, real estate,
banking, accountancy, and marketing.
2. headquarters of several multinational corporations
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3. the existence of financial headquarters, a stock exchange, and major financial
institutions
4. domination of the trade and economy of a large surrounding area
5. major manufacturing centers with port and container facilities
6. considerable decision-making power on a daily basis and at a global level
7. centers of new ideas and innovation in business, economics, culture, and politics
8. centers of media and communications for global networks
9. dominance of the national region with great international significance
10. high percentage of residents employed in the services sector and information
sector
11. high-quality educational institutions, including renowned universities,
international student attendance, and research facilities
12.multi-functional infrastructure offering some of the best legal, medical, and
entertainment facilities in the country
13. high diversity in language, culture, religion, and ideologies.
9.3 The Global Cities Negative to its Cosmopolitan Population
-surging prices of real state/falling houses affordability
-residential hypermobility
-long working hours
-competitive and precarious labor market
-traffic congestions/long commuting hours
-urban anonymity/relative social isolation
-crime incidence
9.4 Criticism of Global Cities
Despite playing significant roles in the global economy, global city thesis has been
known for being a threat to state-centric perspectives. These cities have been accused
of focusing their reach to other global citied and neglecting cities within the national
outreach. These cities are more connected to the outside world than to their domestic
economy.
9.5 Categorization of Global Cities
a. First tier “truly global cities” as the most powerful global financial articulations.
Example: London, New York and Tokyo
b. Second tier cities based on the level of their multinational articulations.
Example: Miami, Los Angeles, Frankfurt, Amsterdam and Singapore
c.Third tier cities based on their importance of their national articulation.
Example: Paris, Zunich, Madrid, Sydney, Seoul, Bangkok, Taipei, Sao Paulo and
Mexico City
d. Fourth tier cities based on subnational and regional articulations.
Example: Osaka-Kobe-Kansai in Japan and Hong Kong and the Pearl River in China
9.6 Indicators of Globality
Sassen remains correct in saying that economic power largely determines which cities
are global. New York may have the largest stock market in the world but Tokyo
houses the greatest number of corporate headquarters. Shanghai may have a smaller
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stock market compared to New York and Tokyo, but plays a critical role in the global
economic supply chain ever since China has become the manufacturing center of the
world.
Economic opportunities in a global city make it attractive to talents from across the
world. Since the 1970’s, many of the top IT programmers and engineers from Asia
moved to the San Francisco Bay Area to become some of the key figure in Silicon
Valley’s technology boom. London remains a preferred destination for many Filipinos
with nursing degrees.
To measure the economic competitiveness of a city, the Economist Intelligence Unit
has added other criteria like market size, purchasing power of citizens, size of middle
class, and potential for growth. Based on these criteria, Singapore is considered Asia’s
most competitive city because of its strong market, efficient and incorruptible
government, and livability. It also houses the regional offices of many major global
corporations.
Global cities are also centers of authority. Washington D.C. may not be as wealthy as
New York, but it is the seat of American state power. People around the world know
its major landmarks: the White House, the Capitol Building (Congress), the Supreme
Court, the Lincoln Memorial, and the Washington Monument.
The cities that house major international organizations may also be considered centers
of political influence. The headquarters of the United Nations is in New York, and that
of European Union is in Brussels. An influential political city near the Philippines is
Jakarta, which is not just the capital of Indonesia, but also the location of the main
headquarters of ASEAN.
Finally, global cities are centers of higher learning and culture. One of the reasons for
many tourists visiting Boston is because they want to see Harvard University - the
world’s top university. Many Asian teenagers are moving to cities in Australia
because of the leading English-language universities there. In 2015, the Australian
government reported that it made as much as 19.2 billion Australian dollars from
education alone. In Southeast Asia, Singapore is slowly becoming a cultural hub for
the region. It now houses some of the region’s top television stations and news
organizations.
9.7 The Global City and the poor
We have consistently noted that economic globalization has paved the way for
massive inequality. The phenomenon is thus very in cities. Some large cities,
particularly those in Scandinavia, have found ways to mitigate inequality through
state-led social redistribution programs. Yet many cities, particularly those in the
developing countries, are sites of contradiction. In places like Mumbai, Jakarta, and
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Manila, it is common to find gleaming buildings alongside
This duality may even be seen in rich, urban cities.
massive shantytowns.
In most of the world’s global cities, the middle class is also thinning out.
Globalization creates high income jobs that are concentrated in global cities. These
high earners turn, generate demand for an unskilled labor force (hotel, cleaners,
domestic helpers, etc.) that will attend to their increasing needs.
Meanwhile, many middle –income jobs in manufacturing and business process
outsourcing (call centers, for example) are moving to other countries. This hollowing
out of the middle class in global cities has heightened the inequality within them. In
places like New York, their high-rolling American investment bankers whose children
are raised by Filipina maids. A large global city may thus be a paradise for some, but a
purgatory for others.
9.8 How Cities serve as engines of globalization?
For almost all of human history, people have lived in small towns, villages or the
countryside. But the proportion of the world’s population living in cities has rapidly
grown over the last two centuries, from 5 per cent in 1800, to 13 per cent in 1900 and
34 per cent by 1960. In 2008, a significant threshold in global urbanization was
crossed when more than half the people living on the planet had become citydwellers.
‘Cities are productive engines of growth,’ Dr Clos says. ‘They bring economies of
scale, develop markets, create jobs and encourage new economic activities to flourish.
As economies move from primary activities such as farming, fishing and mining to
industrial production and then on to services, the role of cities in the global economy
increases with each transition.
‘People move to the cities because they are places where they can see opportunities
for a better and more prosperous life. In many parts of the world, city growth presents
huge challenges through its impact on the environment and on political, economic and
social conditions. However, such challenges can be addressed through investment and
urban policies to improve the quality of urban life.’
He describes UN-Habitat – its full name is the United Nations Human Settlements
Programmed – as an international urban observatory. Its role is to monitor trends in
urbanization, identify the main problems facing cities and analyze how these affect
city-dwellers on issues such as housing, sanitation and other basic services. It
investigates how urbanization can be managed in a positive manner and advises
governments and cities on how to improve living conditions.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Sassen, Saskia, 2005. “The Global City: Introducing a Concept. “Brown Journal of
World Affairs XI (2): 27-43
https://www.britannica.com/topic/global-city
https://www.forbes.com/sites/joelkotkin/2014/08/23/the-problem-with-beingglobal/amp/#referrer=https//www.google.com
https://www.newgeography.com/content/003292-what-is-a-global-city
https://www.visualcapitalist.com/megacity-economy-7-types-global-cities/
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Activity Sheet
ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1. What are the roles of global city in globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why is economic power the most crucial determinant of global city?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How cities serve as engines of globalization
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.Why is there a lot of inequality in global cities?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.How important is a global city in globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Lesson 10
Global Demography
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Chapter 10
Global Demography
Introduction
When couples are asked why they have children, their answer is almost always about
their feelings. For most, having a child is symbol of a successful union. It also ensures
that the family will have a successor generation that will continue its name. The
kinship is preserved and the family’s story continues. A few, however worry how
much strain a child can bring to the household as he/she “competes” for the parents’
attention, and, in reverse, how much energy the family needs to shower its love to an
additional member. Viewed from above, however having or not having children is
mainly driven by economics. Behind the laughter or the tears lies the questions: Will
the child be an economic asset or a burden to the family?
Rural communities often welcome an extra hand to help in crop cultivation,
particularly during the planting and harvesting seasons. The poorer districts of urban
centers also tend to have families with more children because the success of their
“small family business” depends on how many of their members can be hawking their
wares on the streets. Hence, the more children, the better it will be for the farm or the
small by-the-street corner enterprises.
Urbanized, educated, and professional families with two incomes, however, desire
just one or two progenies. With each other partner tied down, or committed to his/her
respective professions, neither has the time to devote to having a kid, much more to
parenting. These families also have their sights on long-term saving plans. They set
aside significant parts of their incomes for their retirement, health, care and the future
education of their child/children.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Explain the theory of demographic transition as it affects global population
2. Explain the role of women in the issue of globalization.
Duration:
Lesson 10:
3 Hours
The Demographic Transition
Demography as the Study of Population
The Perils’ of Overpopulation
The Theory of Demographic Transition
Women and Reproductive Rights
The Feminist Perspective
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Lesson Proper
Global Demography
10.1 Demographics – is the study of a population based on factors such as age, race
and sex. Government, corporations and non-government organizations use
demographics to learn more about a population’s characteristics for many purposes,
including policy development and economic market research.
10.2 Demography as the Study of Population
The word population refers to the number of persons occupying a certain geographic
area, drawing subsistence from their habitat, and interacting with one another. The
scientific study of population is called demography, and the person who specializes
in the study of population is a demographer. He gathers data about the size,
distribution, composition, and change in population in order to describe them. He also
analyzes the structure of population in terms of factors such as age, gender, race,
ethnicity, and some other demographic variables.
The size, distribution, and composition are three components of the population. Size
refers to the number of people while growth refers to the changes in number of people
over time. Composition, on the other hand, describe the characteristics of people
comprising the population, their age, sex, educational attainment, economic activities,
ethnicity, religion, etc.
The term distribution refers to how the population is distributed in a given
geographic area. This is best measured in terms of population density.
The change in the population size is determined by three demographic processes
namely: fertility, mortality, and migration. Fertility refers to the amount of
reproduction among women of reproductive ages. This is usually expressed in terms
of number of children born by women in ages 15-49. Mortality refers to the number
of deaths in a given population. According to demographers, declining mortality, not
the rising fertility, is the root cause of current world population growth. This is
because overtime, man is able to bring mortality under control that most of the people
are able to take and enjoy a long life. Finally, migration refers to the relatively
permanent movement of people with the purpose of changing their residence.
10.3 The ‘Perils” of Overpopulation
 The need to study population lies on the fact that a change in population size
constitutes some of the important features of social transition and change. Like
the introduction of new forms of technology, increase or decrease in
population can also be a catalyst for social change.
 Development planners see urbanization and industrialization as indicators of a
developing society, but disagree on the role of population growth or decline in
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

modernization. This lengthy discussion brings back ideas of British scholar
Thomas Malthus who warned in his 1798 “An Essay on the Principle of
Population” that population growth will inevitably exhaust world food supply
by the middle of the 19th century. Malthus prediction was off base, but it was
revived in the late 1960’s when American biologist Paul Ehrlich and his wife,
Anne, wrote “The Population Bomb”, which argued that overpopulation in the
1970’s and the 1980’s will bring about global environmental disasters that
would, in turn, lead to food shortage and mass starvation. They proposed that
countries like the United States take the lead in the promotion of global
population control in order to reduce the growth to zero.
By limiting the population, vital resources could be used for economic
progress and not be diverted and wasted to feeding more mouths. This
argument became the basis for government “population control programs”
worldwide.
Advocates of population control contend for universal access to reproductive
technologies (such as condoms, pills, abortion, and vasectomy) and, more
importantly, giving women the right to choose whether to have children or not.
They see these tools as crucial to their nation’s development
10.4 The Theory of Demographic Transition
The theory of demographic transition can be viewed as one way to explain how the
world today experienced the rapid population growth. It is a global demographic
phenomenon whereby the population growth has experienced a pattern of transition
from the high birth rate and high death rate, to a modern pattern of low birth rate and
low death rate. Using a historical approach, the demographers found out that the
world population is continuously undergoing a series of transition in death rates and
birth with the transition identified as follows:
Stage 1: Pre-Transition
Characterized by high birth and death rates with little population growth
Stage 2: Early Transition
Declining death rate, primarily the result of reduction in infant death, along
with medium fertility - resulting to significant population growth
Stage 3: Late Transition
Low birth and death rates with little population growth

In stage 1, the world is characterized by high birth rate. However, because of
the corresponding high death rates, there is only little population growth thus, a stable population. In this stage, health remained relatively poor, that is
why the way to maintain a relatively stable population is to desire for a large
number of children. In stage 2, the mortality rate drastically declined because
of the improvement of health, which resulted to a decline in infant death.
However, there remains high birth rate, thus resulting to rapid population
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growth. In stage 3, the low birth rate is almost comparable to that of the low
death rate. This is because of the effort to curtail fertility, thus resulting to low
population growth.
10.5



Women and Reproductive Right
Reproductive rights supporters argue that if population control and economic
development were to reach their goals, women must have control over whether
they will have children or not and when they will have their progenies, if any.
By giving women this power, they will be able to pursue their vocations-be
they economic, social, or political- and contribute to economic growth.
This serial correlation between fertility, family and fortune has motivated
countries with growing economies to introduce or strengthen their
reproductive health laws, including abortion. High-income First World nations
and fast-developing countries were able to sustain growth to reproductive
technologies.
Opponents regard reproductive right as nothing but a false front for abortion.
They contend that this method of preventing conception endangers the life of
the mother and must be banned. The religious wing of anti-reproductive rights
flank goes further and describe abortion as a debauchery that sullies the name
of God; it will send the mother to hell and prevents a new soul, the baby, to
become a human. This position was a politically powerful one partly because
various parts of developing world remain very conservative.
10.6 The Feminist Perspective
Feminist approach the issue of reproductive rights from another angle. They are,
foremost, against any form of population control because they are compulsory by
nature, resorting to a carrot-and-stick approach (punitive mechanism co- exist
alongside benefits) that actually does not empower women. They believe that the
government assumptions that poverty and environmental degradation are caused by
overpopulation are wrong. These factors ignore other equally important causes like
the unequal distribution of wealth, the lack of public safety nets like universal health
care, education, and gender equality programs. Feminist also point out that there is
very little evidence that point to overpopulation as the culprit behind poverty and
ecological devastation.
Governments have not directly responded to these criticisms, but one of the goals of
1994 United Nations International Conference on Population and Development
suggests recognition of this issue. Country representatives to that conference agreed
that women should receive family planning counseling on abortion, the dangers of
sexually transmitted disease, the nature of human sexuality, and the main elements of
responsible parenthood. However, the conference also left it to the individual
countries to determine how these recommendations can be turned into programs.
Hence, globally, women’s and feminist arguments on reproductive rights and
overpopulation are acknowledged, but the struggle to turn to them into policy is still
fought at the national level. It is the dilemma that women and feminist movements
face today.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lesthaeghe, Ron. (2010). “The Unfolding Story of the Second Demographic
Transition. “Population and Development Review 36(2): 211-251.
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
Livi-Bacci, Massiomo. 2005. “What We Can and Cannot Learn from the History of
World Population. Population Studies: A Journal of Demography 69(S1): S21-S28.
Castle, Stephen. 2000.” International Migration at the Beginning of the Twenty First
Century: Global trends and Issues”. International Social Science Journal 52 (165):
269-281.
https://www.investopedia.com/terms/d/demographics.asp
https://populationeducation.org/what-demographic-transition-model/
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Activity Sheet
ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1. How does demography affect globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Describe the theory of demographic transition.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What does feminist perspective focus on?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.How can women protect their reproductive rights?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What are the effects of overpopulation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 11
Global Migration
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Chapter 11
Global Migration
Introduction
Migration is a key feature of our increasingly interconnected world. It has also
become a flashpoint for debate in many countries, underscores the importance of
understanding the patterns of global migration and the economic impact that is created
when people move across the world’s borders.
This chapter discusses in great detail the concept of migration, with special focus on
international migration. It highlights the areas of migration for most of the migrants in
the world. Expectedly, it provides a pattern of migration and explains further the
causes of such pattern.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Analyze the political, economic, cultural, and social factors underlying the global
movements of people.
2. Display first-hand knowledge of the experiences of OFWs.
Duration:
Chapter 11:
3 hours
Migration
Push-Pull Theory of Migration
Trend in Migration
Lesson Proper
CHAPTER 11 – GLOBAL MIGRATION
11.1 MIGRATION
Migration pertains to the act or process of crossing the boundary of a political or
administrative unit for a certain minimum period (Boyle et. al., 1998 as quoted by
Dicolen, 2013). It comes from the Latin word “migratio” which means physical
movement by people from one area to another, sometimes over long distances or in
large groups.
An individual who moves from one area or region to another is called a migrant.
He/She is also known as emigrant from the point of view of the place of origin and
an immigrant from the point of view of the place of destination. Migrants may be
permanent, long-term or short term according to the length of stay in the place of
destination. It is permanent if the migrant does not return to his/her place of origin;
long-term if the usual stay extends to more than 12 months; and short-term if it falls
below 12 months.
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Migration is generally classified into internal and international migration. Internal
migration refers to move from one area to another within one country. International
migration, on the other hand, means people cross borders of one country to another.
Economic migration, whether permanent or seasonal, is a commonly cited reason for
migration. In general, it is believed that in economic migration, people move from
poorer developing areas into richer areas where wages are higher and more jobs are
available. But apart from economic factors, there are political factors that cause
people to from their home country to another country. War, persecution, and the
absence of political rights are the predominant political factors in migration.
Social factors motivating migration grow from the human needs and desires to
achieve a better quality of life. Migrants often move to ensure better opportunities for
themselves or their family, like sending their child to a better, safer school or finding a
job that would not have only a sufficient salary, but also important benefits and career
growth prospects.
Cultural factors usually involve slavery, political instability, ethnic cleansing, famine,
and war. People who choose to flee or are forced to flee as a result of these problems
are often refugees. Cultural factors could include people who want to live in
democratic societies, gender equality, or educational or religious opportunities.
11.2 PUSH-PULL THEORY
The most popular theory explaining the reasons of migration is one propounded by
Ravenstein (1889) known as the Push-Pull Theory. This theory states that some
people move because they are pushed out of their former location (push factors), or
because they have been pulled or attracted to some places elsewhere (pull factors).
Examples of push factors are the scarcity of job opportunities, poor medical care, poor
housing, natural disasters, famine, loss of wealth, discrimination and the like. Pull
factors on the other hand include better job opportunities, improved living conditions,
political or religious freedom, attractive climate, better education and the like.
Ravenstein further opined that pull factors were more important than push factors
because in most instances, people move in order to improve themselves in material
respects, but they would rather endure the conditions in their current residence unless
attracted by the above-mentioned pull factors.
11.3 TRENDS IN MIGRATION
Based on the statistics provided by the International Organization for Migration
(IOM), mobility of people is increasing over time, either internal or international
migration. In 2015, there are about 272 million people living in a country other than
their country of birth. In 2020, Europe and Asia each hosted around 87 million and 86
million international migrants, respectively - comprising 61%of the total global
international migrant stock combined. These regions were followed by North
America, with almost 59 million international migrants in 2020 or 21% of the global
migrant stock, Africa at 9%, Latin America and the Caribbean at 5%, and Oceania at
3%.
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The United States of America has been the main country of destination for
international migrants since 1970. Since then, the number of foreign-born people
residing in the country has more than quadrupled - from less than 12 million in 1970,
to close to 51 million in 2019. Germany, the second top destination for migrants, has
also observed an increase over the years, from 8.9 million in 2000 to 16 million in
2020. Some other top destination for migrants includes Saudi Arabia, Russia, United
Kingdom, United Arab Emirates, France, Canada, Australia, and Italy (IOM: World
Migration Report, 2020).
According to IOM’s World Migration Report 2020, more than 40% of all international
migrants worldwide in 2020 (115 million) were born in Asia, nearly 20 percent
primarily originating from six Asian countries including India, China, Bangladesh,
Pakistan, Philippines, and Afghanistan. Mexico was the second largest country of
origin, and the Russian Federation was third. Several other European countries have
sizable populations of emigrants including Ukraine, Poland, UK, Romania, and
Germany.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://justiceforimmigrants.or/what-we-are-working-on/immigration/root-causes-ofmigration/
https://publications.iom.int/system/files/pdf/wmr_2020.pdf
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Activity Sheet
ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Directions: Complete the table below by analyzing the political, social, economic,
and cultural factors underlying the global movements of people.
Factors Underlying the Global
Movement of People
Political
Social
Economic
Cultural
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Analysis
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ACTIVITY 2
Direction:
Interview a former or a current OFW (face-to-face or online) who experienced
becoming a migrant. Find out his/her reasons why he/she decided to work abroad.
Extract information as regards to his/her experience during his/her time of being a
migrant.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Written Interview
Source:
https://www.ainsworthschools.org/pages/Amanda_Ganser_Website/Amanda_Ganser/
Written_Interview_Rubric.html
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
The Contemporary World
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Lesson 12
Environmental Crises and
Sustainable Development
Chapter 12
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Environment Crises and Sustainable Development
Introduction
If you live in Metropolitan Manila and travel to school (or to work) every day, the
moment you step out of your home, you are already exposed to the most serious
problem humanity faces today: the deteriorating state of the environment. As you
walk out of the gate, the fetid smell of uncollected garbage hits you and you go near
the trash bin, curious about what is causing the smell. You see rotting vegetables, a
dead rat, and a bunch of whatnot packed in plastic. These three “wastes” are already
indicative of some environmental problems-the vegetables ought to be added to a
compost pile; the rat either buried or burned (to also get rid of the lice that might jump
into the hair of the children playing nearby); and the plastics washed and recycle
because, unlike the other two wastes, it cannot decompose.
It is at this point that you recognize the ecological crisis happening around you, and
how the deterioration of the environment has destabilized populations and species,
raising the specter of extinction for some and a lesser quality of life for the survivors
and their spring.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Differentiate stability from sustainability
2. Articulate models of global sustainable development
3. Explore the causes of environmental problems and other solutions to these.
4. Contextualize the achievement of the SDGs
Duration:
Chapter 12:
3 Hours
The difference of Stability from Sustainability
The World’s Leading Environmental Problems
Man-made Pollution
Climate Change
Combating Global Warming
Sustainable Development Goals(SDs)
Lesson Proper
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CHAPTER 14- ENVIRONMENTAL CRISES AND SUSTAINABLE
DEVELOPMENT
12.1 THE DIFFERENCE OF STABILITY FROM SUSTAINABILITY
The term “Sustainability” or sustainable development is used to attract attention to a
balance between today’s needs and needs of future generation, including their need
for safe and healthy environment. In order to explore the difference between local and
global stability.
12.2 THE WORLD’S LEADING ENVIRONMENTAL PROBLEMS
The Conserve Energy Future website lists the following environmental challenges that
the world faces today.
1. The depredation caused by industrial and transportation toxins and plastic in
the ground; the defiling of the sea, rivers, and water beds by oil spills and acid
rain; the dumping of urban waste.
2. Changes in global weather patterns (flash floods, extreme snowstorms, and the
spread of deserts) and the surge in ocean and land temperatures leading to a
rise in sea levels (as the polar ice caps melt because of the weather), plus the
flooding of many lowland areas across the world.
3. Overpopulation
4. The exhaustion of the world’s natural non-renewable resources from oil
reserves to minerals to potable water.
5. A waste disposal catastrophe due to the excessive amount of waste (from
plastic to food packages to electronic waste) unloaded by communities in
landfills as well as on the ocean; and the dumping of nuclear waste.
6. The destruction of million-year-old ecosystem and the loss of biodiversity
(destruction of the coral reefs and massive deforestation) that have led to the
extinction of particular species and the decline in the number of others.
7. The reduction of oxygen and the increase in carbon dioxide in the atmosphere
because of deforestation, resulting in the rise in ocean acidity by as much as
150 percent in the last 250 years.
8. The depletion of the ozone layer protecting the planet from the sun’s deadly
ultraviolet rays due to chlorofluorocarbons (CFCs) in the atmosphere.
9. Deadly acid rain as a result of fossil fuel combustion, toxic chemicals from
erupting volcanoes, and the massive rotting vegetables filling up garbage
dumps or left on the streets.
10. Water pollution arising from industrial community waste residues seeping into
underground water tables, rivers, and seas.
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11. Urban sprawls that continue to expand as a city turns into a megalopolis,
destroying farmlands, increasing traffic gridlock, and making smog cloud a
permanent urban fixture.
12. Pandemics and other threats to public health arising from wastes mixing with
drinking water, polluted environments that become breeding grounds for
mosquitos and disease-carrying rodents, and pollution.
13. A radical alteration of food systems because of genetic modifications in food
production.
12.3 MAN-MADE POLLUTION
 Man-made pollutants can threaten human health and compromise the natural
ecosystem and environment. Man-made pollution is generally a byproduct
of human actions such as consumption, waste disposal, industrial
production, transportation and energy generation. Pollutants can enter the
surrounding environment in various ways, either through the atmosphere,
water systems or soil, and can persist for generations if left untreated.
 I t has been the poor who are most severely affected by these environmental
problems. Their low income and poverty already put them at a disadvantage
by not having the resources to afford good health care, to live I unpolluted
areas, to eat healthy food, etc.
 In Metropolitan Manila,37 percent of the population live slum communities,
areas where the effects of urban environmental problems and threats of climate
change are also most pronounced due to their hazardous location, poor air
pollution and solid waste management, weak disaster risk management, and
limiting coping strategies of households.
 One of the major ironies of urban pollution is that the necessities that the poor
has access to are also the source of the problem. The main workhorse of the
public transport system is the bus because it runs mainly on diesel fuel, it is
now considered one of the largest contributors to environmental pollution
problem worldwide. This problem is expected to worsen as the middle classes
and the elites buy more cars and as the road systems are improved to give
people more chance to travel.
Example of Man-made pollution:
1. Air Pollution
2. Water Pollution
3. Soil Pollution
4. Radioactive Pollution
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12.4
Climate Change
Governments
have
their
own
environmental problems to deal with, but
these states’ ecological concerns become
worldwide due to global warming, which
transcends national boundaries. Global
warming is the result of billions of tons of
carbon dioxide (coming from coal-burning
power plants and transportation), various
air pollutants, and other gases accumulating in the atmosphere.
These pollutants trap the sun’s radiation causing the warming of the earth’s surface.
The Greenhouse effect is responsible for recurring heat waves and long droughts in
certain places, as well as for heavier rainfall and devastating hurricanes and typhoons
in others.
Effects of Climate Change
-weather
-ecosystem
-wild life
-forests
-sea level rise
-marine organisms
-agriculture
-glaciers and ice sheets
-economy
-extinction of species
-acidification of ocean
-health
-ocean temperature
-migration and conflict
-oxygen depletion
-water resources
-natural disasters
Finding solution
1. migration in the energy sector
2. shifting to renewable energy
3. at individual level
4. conserve hot water
5. conserve in the car
6. conserve electricity
7. reduce waste
12.5 Combating Global Warming
More countries are now recognizing the perils of global warming. In 1997,192
countries signed the Kyoto Protocol to reduce greenhouse gases, following the 1992
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United Nation Earth Summit where a Framework Convention for Climate Change
was finalized. The protocol set targets but left it to the individual countries to
determine how best they would achieve these goals. While some countries have made
the necessary move to reduce their contribution to global warming, the United Statesthe biggest polluter in the world-is not joining the effort.
Social movements, however, have had better success working together, with some
pressure on their governments to regulate global warming. In South Africa,
communities engage in environmental activism to pressure industries to reduce
emissions and to lobby parliament for the passage of pro -environment laws.
12.6 Sustainable Development Goals (SDGs)
Sustainable Development is the overarching paradigm of the United Nations. The
concept of sustainable development was described by the 1987 Butland Commission
Report as “development that meets the needs of the present without compromising the
ability of the future generations to meet their own needs.”
There are four dimensions to sustainable development - society, environment, culture
and economy - which are intertwined, not separate. Sustainability is a paradigm for
thinking about the future in which environmental, societal and economic
considerations are balanced in the pursuit of an improved quality life.
From the lens of economist Streeten (1991) and Goulet (2000) as cited by Simon
(2003), the concept of sustainable development is built on six different definitions.
1. The maintenance and replacement of capital assets.
2. Maintaining environmental conditions for the benefit of all.
3. Resiliency or the ability to adjust and cope with the changes and crises.
4. The avoidance of internal and external debts in the future.
5. Fiscal and political sustainability.
6. The ability to hand over programs and projects to the decision and control of the
citizens.
Sustainable Development Goals (SDG)
Sustainable Development Goals or Global Goals was established as part on the
success of the Millennium Development Goals of 2015. In the next fifteen years,
member-countries of UN, rich or poor, developed or developing are expected to
mobilize all efforts to end the global problem of poverty, solve inequality and address
impacts of climate change.
The General Assembly of UN adopted the 17 Sustainable Development Goals as part
of the agency’s flagship goal 2030 Agenda for Sustainable Development. These 17
goals is built on the mantra of “leaving no one behind”.
Goal 1: End poverty in all its forms everywhere.
Goal 2: End hunger, achieve food security and improved nutrition and promote
sustainable
agriculture.
Goal 3: Ensure healthy lives and promote well-being for all at all ages.
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Goal 4: Ensure inclusive and equitable quality education and promote lifelong
learning
opportunities for all.
Goal 5: Achieve gender equality and empower all women and girls.
Goal 6: Ensure availability and sustainable management of water and sanitation for
all.
Goal 7: Ensure access to affordable, reliable, sustainable and modern energy for all.
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all.
Goal 9: Build resilient infrastructure, promote inclusive and sustainable
industrialization and foster innovation.
Goal 10: Reduce inequality within and among countries.
Goal 11: Make cities and human settlements inclusive, safe, resilient, and sustainable.
Goal 12: Ensure sustainable consumption and production patterns.
Goal 13: Take urgent action to combat climate change and its impacts.
Goal 14: Conserve and sustainably use the oceans, seas and marine resources for
sustainable development.
Goal 15: Protect, restore and promote sustainable use of the terrestrial ecosystems,
sustainable manage of forests, combat desertification, and halt and reverse land
degradation and halt biodiversity.
Goal 16: Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all build effective, accountable and inclusive institutions
at all levels.
Goal 17: Strengthen the means of implementation and revitalize the Global
Partnership for Sustainable Development.
How will the Sustainable Development Goals be implemented?
1. The success of policies and programs of SDGs rely on the actions and willingness
of member-states in aligning their plans with the kind of global commitment.
2. Resource mobilization and financing strategies are fundamental requirements in
materializing nationally-framed and locally-led sustainable development goals.
3. The action calls for a concerted effort therefore the expected contribution of
governments, private sector, civil society groups, and other stakeholders of the SDGs
are a necessity.
4. The 2030 Agenda for Sustainable Development requires partnership between global
community and national government.
Criticisms on SDGs
Concerns have been found on SDGs as it was described as highly demanding and
transformational in several ways:
1. Far wider scope.
2. Going for “zero”. Reduction efforts should be replaced by total elimination on the
problem of poverty and unemployment.
3. Universality. Since this is a global goal, every nation, including the richest and
developing economies must make its own targets and agenda.
4. Leave no one behind. Aside from inequality, attentions should be given too to other
global concerns.
5. High focus on sustainable development on air, consumption and environmental
problems.
6. Invest efforts in peace and security and rule of law.
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7. A balance of responsibilities. Intensify domestic policies with the support of
international bodies.
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://www.cdp.net/en/policy-and-public-affairs/sustainable-development-goals/allsustainable-development-goals
https://en.unesco.org/themes/education-sustainable-development/what-is-esd/sd
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Activity Sheet
ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1. What is sustainable development?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the criticisms and challenges on Sustainable Development Goals?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What is the cause of environmental change in globalization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4.How do we know humans are causing global warming?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.As a student, what can you do about climate change?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Chapter 13
Global Food Security
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Chapter 13
Global Food Security
Introduction
One of the primary issues in the ever-debated population growth is the serious
concern on food security. It is an undeniable fact that substantial proportion of the
world population is still suffering from food shortage, while some, although able to
comply with the mandatory food intake, fail to attain the desired dietary level.
The global food security situation and outlook remains delicately imbalance amid
surplus food production and the prevalence of hunger, due to the complex interplay of
social, economic, and ecological factors that mediate food security outcomes at
various human and institutional scales.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Define Global Food security.
2. Critique existing models of global food security.
Duration:
Chapter 13:
3 hours
Global Food Security: Concepts, Facts, and Issues
Lesson Proper
CHAPTER 13 – GLOBAL FOOD SECURITY
13.1 FOOD SECURITY: CONCEPTS, FACTS, AND ISSUES
According to the World Summit on Food Security (2009), there exists food security
when “all people, at all times, have physical, social and economic access to sufficient,
safe and nutritious food to meet their dietary needs and food preferences for an active
and healthy life. From this definition, availability, access, utilization and stability are
considered pillars of food security, in which the absence of one entails the existence
of food insecurity.
Central to the issue of food security is the question of food availability. Following the
premise of Malthus, food production is lagging far below the demands of the everincreasing population. If the population growth is not properly addressed as a serious
concern, food scarcity will ultimately bring misery to huge number of people,
especially to the most vulnerable segment of the population. This means that food
availability, as it appears, will no longer be accessible to the increasing population.
Certainly, food security is merely about food availability, access, utilization, or
stability. There is a fifth element, and that is nutritional dimension. In simple terms, it
is not enough that there is food in the table. Rather, it is a must that every human
being must have access to nutritious food on the table - one that meets the daily
dietary needs.
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Based on the joint report issued by Food and Agriculture Organization of the UN, the
International Fund for Agricultural Development, UNICEF, the World Food
Programme, and the World Health Organization about the state of food security and
nutrition in the world 2020, almost 690 million people around the world went hungry
in 2019. High costs and low affordability also mean billions cannot eat healthily or
nutritiously. As progress in fighting hunger stalls, the COVID-19 pandemic is
intensifying the vulnerabilities and inadequacies of global food systems. While it is
too early to assess the full impact of the lockdowns and other containment measures,
at least another 83 million to 132 million people may go hungry in 2020. If recent
trends continue, the Zero Hunger target of the Sustainable Development Goals will
not be achieved in 2030.
The report urges the transformation of food systems to reduce the cost of
nutritious foods and increase the affordability of healthy diets. The study calls on
governments to:
 Mainstream nutrition in their approaches to agriculture.
 Work to cut cost-escalating factors in the production, storage, transport,
distribution, and marketing of food, including reducing inefficiencies and food
loss and waste.
 Support local small-scale producers to grow and sell more nutritious foods,
and secure their access to markets.
 Prioritize children’s nutrition as the category in greatest need.
 Embed nutrition in national social protection systems and investment
strategies.
Characteristic of being Food Secured:
a. Enough Food – if there is adequate food as per one’s need and requirements.
b. Good Food – it should be with desirable taste, texture, and other attributes.
c. Healthy Food – it should be nutritious and sustaining with proper vitamins,
minerals, fiber, energy, and all other things that our bodies need.
d. Culturally Appropriated Food – having access to culturally appropriate food means
that people have food that they are familiar and comfortable with including
availability of familiar foods and varieties.
Dimensions of Food Security:
Dimensions
Food Availability


Accessibility


Utilization

Description
Having sufficient quantity of
appropriate food available.
It includes: domestic production,
import capacity, food stocks, and
food aid.
Physical and economic access to
food.
Purchasing power, income of
population, transport, and market
infrastructure.
It includes adequate dietary intake
and ability to use nutrients in the
body.
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


Stability
Food
safety,
hygiene
and
manufacturing practices applied in
primary agricultural production,
harvesting and storage; food
processing; transportation, retail,
households, diet quality and
diversity; meeting needs in terms
of
energy,
macro
and
micronutrients.
Stability of supply and access
Weather
variability,
price
fluctuations, political factors,
economic factors.
Source: https://www.publichealthnotes.com/food-security-determinants-and-urbanization/
Factors Affecting Food Security:
The food security can be mainly influenced by:
 Low per capita income

Low and unequal distribution of income

Poor and highly unstable growth performance especially in agriculture

Unemployment and underemployment

Low and declining farm size

Inequalities in land distribution

Low land utilization
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
Social discrimination

Population growth

Access to market

Poverty

Climate induced insecurity: climate change, deforestation, landslide, declining
soil fertility

Political instability
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References
Deocampo, Felix Jr. R., Ramos, Bernardo F., and Llonora, R. L. (2019). Globalization
in Contemporary World. Plaridel, Bulacan: St. Andrew Publishing House
Lisandro E. Claudio and Patricio N. Abinales. (2018). The Contemporary World.
Quezon City: C & E Publishing, Inc.
https://www.publichealthnotes.com/food-security-determinants-and-urbanization/
https://www.unicef.org/reports/state-of-food-security-and-nutrition-2020
Activity Sheet
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ACTIVITY 1
Name: ___________________
Course, Year and Sec.: __________
Score: ________
Date: __________
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in 3-5 sentences only. Write your answer on the
space provided below.
1. Define global food security.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why food security is a global concern?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the recommendations of the United Nations in addressing the problem of
food insecurity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
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Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
ACTIVITY 2
Direction:
Critique the model of global food security shown below. How this model will help the
countries in solving food insecurity?
Source: https://www.publichealthnotes.com/food-security-determinants-and-urbanization/
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Learner’s Feedback Form
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Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________ Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to your instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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The Contemporary World
Lesson 14
Global Citizenship
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Chapter 14
Global Citizenship
Introduction
The idea of global citizenship is that human beings are "citizens of the world."
Whether or not we are global citizens is a topic of great dispute, however those who
take part in the debate agree that a global citizen is a member of the wider community
of humanity, the world, or a similar whole which is wider than that of a nation-state or
other political community of which we are normally thought to be citizens. Through
four main sections, the contributors to Global Citizenship discuss global challenges
and attempt to define the ways in which globalization is changing the world in which
we live. Offering a breadth of coverage to the core theme of the individual in a global
world, Global Citizenship combines two factors-the idea of global responsibility and
the development of institutional structures through which this responsibility can be
exercised.
Specific Objectives:
At the end of the lesson, the students should be able to:
1. Articulate a personal definition of citizenship.
2. Appreciate the ethical obligations of global citizenship.
Duration:
Chapter 10:
3 Hours
Global Citizenship
What is Global Citizen?
Lesson Proper
GLOBAL CITIZENSHIP
10.1 Global Citizenship
It is a way of living that recognizes our world is an increasingly complex web of
connections and interdependencies. One in which our choices and actions may have
repercussions for people and communities locally, nationally or internationally.
Global Citizenship nurtures personal respect and respect for others, wherever they
live. It encourages individuals to think deeply and critically about what is equitable
and just, and what will minimize harm to our planet. Exploring Global Citizenship
themes help learners grow more confident in standing up for their beliefs, and more
skilled in evaluating the ethics and impact of their decisions.
Global citizenship is comprised of several elements, starting with a way of thinking
across many communities, cultures, and ways of life. While our national identities are
assigned to us at birth, a global citizenship takes time to develop, and can only be
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attained through life experiences. Our interpretation of our experiences, as well as
increasing self-awareness, ultimately shapes our ability to become global citizens.
That said, it takes more than just a sense of self-awareness to achieve global
citizenship; perhaps more important than self-awareness is awareness of others. And
while global consciousness is a significant baseline for global citizenship, cultural
empathy is even more paramount. Ability to question one’s own perspective on the
world and to practice tolerance and understanding for other cultures is vital for critical
thinking. Arguably the highest rank in global citizenship though, is participation in the
improvement of one’s society. Global citizens feel connected to not only the
betterment of the world, but also to their community. Through activism and wise
decision-making, even the world’s most enduring issues such as hunger and poverty
can be solved.
10.2 What is a Global Citizen?
There is a great deal of debate and discussion around this question, as there is around
the whole concept of globalization. A useful working definition, however, is offered
by Oxfam:
A Global Citizen is someone who:

is aware of the wider world and has a sense of their own role as a world
citizen

respects and values diversity

has an understanding of how the world works

is outraged by social injustice

participates in the community at a range of levels, from the local to the
global

is willing to act to make the world a more equitable and sustainable
place

takes responsibility for their actions.
To be effective Global Citizens, young people need to be flexible, creative and
proactive. They need to be able to solve problems, make decisions, think critically,
communicate ideas effectively and work well within teams and groups. These skills
and attributes are increasingly recognized as being essential to succeed in other areas
of 21st century life too, including many workplaces. These skills and qualities cannot
be developed without the use of active learning methods through which pupils learn
by doing and by collaborating with others.
Historically, human beings have always formed communities based on shared identity.
Such identity gets forged in response to a variety of human needs— economic,
political, religious and social. As group identities grow stronger, those who hold them
organize into communities, articulate their shared values, and build governance
structures to support their beliefs.
Today, the forces of global engagement are helping some people identify as global
citizens who have a sense of belonging to a world community. This growing global
identity in large part is made possible by the forces of modern information,
communications and transportation technologies. In increasing ways these
technologies are strengthening our ability to connect to the rest of the world—through
the Internet; through participation in the global economy; through the ways in which
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world-wide environmental factors play havoc with our lives; through the empathy we
feel when we see pictures of humanitarian disasters in other countries; or through the
ease with which we can travel and visit other parts of the world.
Those of us who see ourselves as global citizens are not abandoning other identities,
such as allegiances to our countries, ethnicities and political beliefs. These traditional
identities give meaning to our lives and will continue to help shape who we are.
However, as a result of living in a globalized world, we understand that we have an
added layer of responsibility; we also are responsible for being members of a worldwide community of people who share the same global identity that we have.
We may not yet be fully awakened to this new layer of responsibility, but it is there
waiting to be grasped. The major challenge that we face in the new millennium is to
embrace our global way of being and build a sustainable values-based world
community.
What might our community’s values be? They are the values that world leaders have
been advocating for the past 70 years and include human rights, environmental
protection, religious pluralism, gender equity, sustainable worldwide economic
growth, poverty alleviation, and prevention of conflicts between countries,
elimination of weapons of mass destruction, humanitarian assistance and preservation
of cultural diversity.
Since World War II, efforts have been undertaken to develop global policies and
institutional structures that can support these enduring values. These efforts have been
made by international organizations, sovereign states, transnational corporations,
international professional associations and others. They have resulted in a growing
body of international agreements, treaties, legal statutes and technical standards
.
Yet despite these efforts we have a long way to go before there is a global policy and
institutional infrastructure that can support the emerging world community and the
values it stands for. There are significant gaps of policy in many domains, large
questions about how to get countries and organizations to comply with existing policy
frameworks, issues of accountability and transparency and, most important of all from
a global citizenship perspective, an absence of mechanisms that enable greater citizen
participation in the institutions of global governance.
Most of us on the path to global citizenship are still somewhere at the beginning of
our journey. Our eyes have been opened and our consciousness rose. Instinctively, we
feel a connection with others around the world yet we lack the adequate tools,
resources, and support to act on our vision. Our ways of thinking and being are still
colored by the trapping of old allegiances and ways of seeing things that no longer are
as valid as they used to be. There is a longing to pull back the veil that keeps us from
more clearly seeing the world as a whole and finding more sustainable ways of
connecting with those who share our common humanity.
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References
Carter, April. (2001). “Global Civil Society: Acting as Global Citizens” in The
Political Theory of Global Citizenship. London: Routeledge
https://blog.eftours.com/inspiration/education/what-is-global-citizenship
http://www.ideas-forum.org.uk/about-us/global-citizenship
https://www.theglobalcitizeninitiative.org/index.php/about-tcgi/
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Activity Sheet
ACTIVITY 1
Name: ___________________
________
Course, Year and Sec.: __________
__________
Score:
Date:
Essay:
Directions: According to what you have learned from the previous discussion, answer
the following questions/statements in your own words. Write your answer on the
space provided below.
1. Define global citizenship.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. As a student, why do you need to study global citizenship?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are your obligations as a global citizen?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Scoring Rubric for Essay:
LEVEL
Outstanding
DESCRIPTION
Well written and very organized.
Excellent grammar mechanics. Clear and
concise statements. Excellent effort and
presentation with detail. Demonstrates a
thorough understanding of the topic.
Value: 5 points
Good
Writes fairly clear. Good grammar
mechanics. Good presentation and
organization. Sufficient effort and detail.
Value: 4 points
Fair
Minimal effort. Minimal grammar
mechanics. Fair presentation. Few
supporting details.
Value: 3 points
Poor
Somewhat unclear. Shows little effort.
Poor grammar mechanics. Confusing and
choppy, incomplete sentences. No
organization of thoughts.
Value: 2 points
Very Poor
Lacking effort. Very poor grammar
mechanics. Very unclear. Does not
address topic. Limited attempt.
Value: 1 point
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Learner’s Feedback Form
Name of Student:
___________________________________________________
Program
:
___________________________________________________
Year Level
:
__________Section: __________
Faculty
:
___________________________________________________
Schedule
:
___________________________________________________
Learning Module
:
Number: _________ Title: ______________________
How do you feel about the topic or concept presented?
□I completely get it.
□
□I’ve almost got it.
□
I’m struggling.
I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or
lost?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Did you raise your concern to you instructor?
□
Yes
□
No
If Yes, what did he/she do to help you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
If No, state your reason?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do you want it to be enhanced?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the
subject teacher (within the 1st week of the class).
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