Trends, Networks, and Critical
Thinking in the 21st Century
Quarter 3 – Module 6 :
Global Networks (Part 2)
Trends, Networks, and Critical Thinking in the 21st Century – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 6: Global Networks (Part 2)
First Edition, 2020
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i
Trends, Networks, and Critical
Thinking in the 21st Century
Quarter 3 – Module 6:
Global Networks (Part 2)
ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to selfcheck your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
iii
What I Need to Know
Welcome to Module 6! In this Learning Module in Trends, Networks and
Critical Thinking in the 21st century you will understand the components,
operations, effects, and networks of globalization in your daily life.
Specifically, after working on this module, you should be able to:
1. discuss the different contributions of the parts to a whole and the important
role of creative imagination in putting together the various parts of a whole
(HUMSS_MCT12-If-g-5);
a. stress the important role of the creative imagination in putting together
the various parts of a whole (HUMSS_MCT12If-g-6);
2. illustrate the origin of the different components of a gadget, business
enterprise, industrial/technological/agricultural product, etc. through a
mind map and reflection essay (HUMSS_MCT12-If-g-7); and
a. write a reflection essay on the insights generated from the map
(HUMSS_MCT12If-g-8).
1
What I Know
WORD POOL
Directions: Read and analyze each statement below. Choose your answer from the
given words in the box. Write your answers on a separate sheet of paper.
Figure
Parts
Order
Similarity
Primary Identity
Whole
Closure
Proximity
Continuity
Values
Status
Roles
1.
It is defined as the subdivisions into which something is or is regarded as
divided and which together constitute the whole.
2.
It is simply defined as the completeness of the parts or components.
3.
It refers to the people in a nation which may vary in terms of color, size, etc.
4.
It states the things which share characteristics such as shape, size, color,
texture, and good composition.
5.
It states that “objects or shapes that are close to one another appear to
form groups”.
6.
It involves the provision of missing details to be a part of potential pattern
or once closure is achieved, the elimination of details unnecessary to
establish a pattern matches.
7.
It states that things tend to continue shapes beyond their ending points.
8.
It connotes stability, and peace and order, like sets of instruction or
reference.
9.
It is defined as the concept of personal identity. These are the norms that
an individual learns through the society.
10. They refer to the things that we learned from our family.
2
What’s In
COOP OR COLLAB
Directions: Identify if the statement refers to cooperation or collaboration. Write the
word COOP for cooperation and COLLAB for collaboration. Write your answer on a
separate sheet of paper.
___________1.
Work together with others to achieve a common goal
___________2.
Conditionally sharing information and resources while functioning
together within an independent “connective” in typical roles with
workloads accepted as unequal
___________3.
Unconditionally sharing everything
___________4.
Helping each other while mutually working together in cohesive
“collective” in unusual roles embracing talents of each person
___________5.
Benefits all of the groups
___________6.
Serves the whole team’s goal
___________7.
May result in co-creative innovation
___________8.
Benefits some individuals in a group
___________9.
Meets their personal needs
___________10. May result in disrupted innovation
3
What’s New
SONG ANALYSIS
A. Directions: For this part of the module, I want you to sing the song “It’s me, It’s
you, It’s us who build community”.
“It’s Me, It’s You, It’s Us Who Build Community”
It’s me, it’s me, it’s me who builds commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s you, it’s you, it’s you who builds commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s we, it’s we, it’s we who build commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s me, it’s you, it’s we who build commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
Processing questions.
1. What is the song all about?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What does the message of the song try to impart to the readers?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What do you think is the connection of the song to our topic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4
What is It
Parts of a Whole
In different subjects in senior high school, the word part or parts is often
used in different topics. For example in Mathematics, it is tackled in the lesson on
fraction, in English we always hear the topic Parts of a Sentence, Parts of Speech,
and many more. We also learned the different parts of the body in Science subjects.
Most simply, we define parts as subdivisions into which something is or is regarded
as divided and which together constitute the whole. The word whole is simply
defined as the completeness of the parts or components.
In the world we live in, we are the parts and the society is the whole. The
question is how can we become a productive part of the society we live in?
Some important factors that we have to consider as part of the whole society
are the following:
1. Primary Identity or Individuation- it is defined as the concept of personal
identity. These are the norms that an individual learns through the
society.
Examples:
a. Values- We often see the tagline “Honesty is the best policy” in
every classroom, honesty is an example of values we learned from
our family.
b. Attitudes- “Takbo! May aso!”, your action when you are scared of
something is an example of attitude. It can be good or bad action
or behavior.
c. Beliefs- “Wow ang taba ng bata, napakalusog siguro nya.” It is an
opinion that we believe to be real and true.
2. Secondary Identity- it is also known as social identity. As a child gets
socialized with the society he participates in the construction of his
secondary identity. This includes the roles and statuses that the
individual has to perform as part of his society.
Examples:
a. Occupation often corresponds with income and educational
attainment, which combined determine a person's social class.
However, occupations with high occupational prestige can increase
5
one's social class without a corresponding increase in indicators,
such as income.
b. Educational background includes your high school and in college
c. Economic status can be considered by your occupation and
income.
d. Gender refers to the socially constructed roles, behaviors, activities
and attributes that a given society considers appropriate for men
and women. Unlike sex which refers to the biological
characteristics of humans such as male or female (World Health
Organization 2013).
Status refers to an individual’s position in society which carries with it a set
of defined rights and obligations. Roles refer to the sets of expectation which
occupy a particular status (Alejandria 2015). For example, your status is a senior
high school student therefore your role is to study hard in order to earn a high
school diploma.
Here are the six (6) principles of gestalt laws applied to global networks that
we have to consider as part of the society.
a. Figure refers to the people in a nation which may vary in terms of color, size
etc.
b. Similarity states the things which share characteristics such as shape, size,
color, texture, and good composition (geographical setting and
characteristics of different nation)
c. Proximity states that “objects or shapes that are close to one another
appear to form groups”. Even if the shapes, sizes, and objects are radically
different, they will appear as a group if they are close together. (Refers to
close neighboring countries which possess same cultural background etc.)
d. Closure involves the provision of missing details to be a part of potential
pattern or once closure is achieved, the elimination of details unnecessary to
establish a pattern match. Examples are governance, laws, and others.
e. Continuity states that things tend to continue shapes beyond their ending
points (interconnections to cross countries essence of globalization or
evolution of generation).
f. Symmetry or Order connotes stability and peace and order, like sets of
instruction or reference. It does not give the impression of things that
“something is out of balance, missing or wrong.”
6
What’s More
A. Directions: Write a two-paragraph essay about the saying “Sakit ng
kalingkingan dama ng buong katawan”. Write your answers on a separate
sheet of paper.
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7
B. PAPER TOWER ACTIVITY!
Directions in doing the activity.
1. Collect old papers like magazines, newspapers, used bond papers or
notebooks in your house.
2. Ask members of the family to join you in this activity.
3. Using old papers, create a paper tower as high as you can.
After doing the activity answer the following questions.
1. Describe your paper tower.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How does it feel doing the activity with your family members?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are the advantages of doing the activity with your family members?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What do you think is the focus of the activity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8
What I Have Learned
Directions: Let us now assess your learning. Supply the missing word in the
paragraph. Write your answers on a separate sheet of paper.
In this learning module you have already understood the importance of parts
of a whole in globalization. We define 1)_______________ as subdivisions into which
something is regarded as divided and which together constitute the whole. The
word whole is simply defined as the completeness of the parts or components.
2)_______________ is defined as the concept of personal identity. These are the
norms that an individual learns through the society. These are values,
3)______________, and 4)_______________. The secondary identity is also known as
5)_______________ which includes occupation, educational background, economic
status, and gender.
What I Can Do
A. Directions: Complete the map below by giving one gadget, business
enterprise, industrial/technological/agricultural product that you have in
your house. Locate their origins. On a separate sheet of paper write a
reflection essay on the insights generated from the map.
GADGET
BUSINESS ENTERPRISE
9
INDUSTRIAL/
TECHNOLOGICAL/
AGRICULTURAL PRODUCT
B. Fill in the information that is required in the boxes. Categorize the identities
by coloring the social identities green and personal identities blue. Draw the
table on a separate sheet of paper.
Age
Gender
Ethnicity
Hobby
Religion
_____________
_____________
_____________
_____________
_____________
Economic
status
Illness
Language
Award
Failure
____________
____________
_____________
______________ ______________
How do these parts of your identity affect the roles you play in the society?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10
Assessment
Directions: Match the terms in column B with their meanings in column A. Write
your answers on separate sheets of paper.
Column A
Column B
1. Attitudes
a. These are the norms that an
individual learns through the
society.
b. Identity It is an opinion that we
believe to be real and true.
c. It can be good or bad action or
behavior.
d. It is learned from our family.
2. Primary
3. Values
4. Beliefs
5. Figure
e. Refers to the people in a nation
which may vary in terms of
color, size etc.
f. Geographical
setting
and
characteristics
of
different
nation
g. “objects or shapes that are close
to one another appear to form
groups”.
h. the
elimination
of
details
unnecessary to establish a
pattern match. Examples are
governance, laws, and others.
i. interconnections
to
cross
countries
essence
of
globalization or evolution of
generation
j. “something is out of balance, or
missing, or wrong”
6. Similarity
7. Proximity
8. Closure
9.
Continuity
10. Symmetry or Order
k. Refers
to
the
constructed roles
11
socially
Additional Activities
LABOR AND MIGRATION IN TIMES OF PANDEMIC
In this activity, you can ask data from your Barangay officials and Barangay
Health Workers.
1. I want you to identify the number of Overseas Filipino Workers (OFWs) in
your barangay who came home because of pandemic.
2. Identify the number of Locally Stranded Individuals from your barangay.
3. Write a reflection paper on the effects of labor migration to your community
before and during this pandemic.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
12
What I Know:
1. parts
2. whole
3. figure
4. similarity
5. proximity
6. closure
7. continuity
8. order
9. primary identity
10. values
What I Have
Learned:
1. Parts
2. attitude
3. beliefs
4. secondary
identity
5. status
13
What’s In:
Student’s answers
may vary.
What’s I Can Do:
Student’s answers
may vary.
Student’s answers
may vary.
1. B
2. D
3. A
4. C
5. E
6. F
7. G
8. H
9. I
10. J
What’s I Can Do:
Assessment:
Student’s answers
may vary.
Student’s answers
may vary.
What’s More:
What’s New:
Answer Key
RUBRICS FOR ESSAY
Adapted from Tuazon, Jenny
CONTENT
STYLE/ CONVENTIONS
The presence of ideas developed
through facts, examples,
anecdotes, reasons and/or
explanations
Substantial, specific, and/or
illustrative content demonstrating
strong development and
sophisticated ideas
The choice, use and arrangement of words
and sentence structures that create tone
and voice
4
Sufficiently developed content
with adequate elaboration or
explanation
Generic use of a variety of words and
sentence structures that may or may
not create writer’s voice and tone
3
Limited content with
inadequate elaboration or
explanation
Superficial and/or minimal
content
Limited word choice and control of
sentence structures that inhibit voice
and tone
Minimal variety in word choice and
minimal control of sentence structures
5
2
Precise, illustrative use of a variety of
words and sentence structures to create
consistent writer’s voice and tone
appropriate to audience
appropriate to audience
14
References
DepEd (2020). K to 12 Most Essential Learning Competencies.
Mangiduyos, Gladys P. 2017. Trends, Networks, and Critical Thinking in the 21st
Century. 1st ed. Sampaloc, Manila: Rex Publishing.
Urgel, Elizabeth. 2020. Trends, Networks, and Critical Thinking in the 21st
Century Culture. 1st ed. Makati City, Philippines: DIWA Learning Systems
Inc.AW
Alejandria, Maria Carinnes P. 2015, Understanding Culture, Society and Politics.
DIWA Learning Systems Inc.AW
Tuazon, Jenny. 2013. "Rubrics For Essay".
http://https;//www.slideshare.net/jennytuazon01630/rubrics-in-essay.
15
For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph