WORKBOOK-IN-LIT-1-THE-CONTEMPORARY-WORLD

HOLY CROSS COLLEGE OF CALINAN, INC.
Davao-Bukidnon Road, Calinan, Davao City

Tel. No. 295-0797 Fax: 295-0145
Email Ad: [email protected]
Website: hccc.edu.ph Facebook Page: Holy Cross Calinan
SECOND TERM, FIRST SEMESTER

SY 2021-2022
A WORKBOOK IN LIT 1:
THE CONTEMPORARY WORLD
MA. CORAZON C. SUÑGA, PhD

Instructor
09298934723
[email protected]
Silid Access Code:
Page 2 of 76 (Lit 1-Suñga)
SCHEDULE OF SUBMISSION OF ACTIVITIES
Unit/Lesson No. Topic Page/s Date of Submission
Unit 1 1. Introduction to
Globalization
Lesson 1 Concepts of Poverty and
Globalization
Lesson 2 Understanding
Globalization
Unit 2 The Structures of
Globalization
Lesson 1 The Global Economy
Lesson 2 Market Integration
Lesson 3 The Global Interstate

System
Lesson 4 Contemporary Global
Governance
Unit 3 A World of Regions
Lesson 1 Global Divides:The North
and The South
Lesson 2 Asian Regionalism
(Midterm)
Unit 4 A World of Ideas
Lesson 1 Global Media Cultures
Lesson 2 The Globalization of

Religion
Unit 5 Global Population and
Mobility
Lesson 1 The Global City
Lesson 2 Global Demography
Lesson 3 Global Migration
Unit 6 Towards a Sustainable
World
Lesson 1 Sustainable Development
Lesson 2 Global Food Security
Lesson 3 Global Citizenship
Conclusion
Finals
Research Paper Writing
HOLY CROSS COLLEGE OF CALINAN, INC.

VISION
We, a family of evangelizers, inspired by Marie Rivier and her virtues, envision
ourselves as dynamic catalysts who are Christ-centered, Marian in spirituality,
professionally proficient in the context of global standards of excellence, socially
responsive and dedicated to selflessly serve God, the Church and the broader society.
MISSION
We are a pioneering Catholic educational institution administered by the Presentation of

Mary Sisters:
 We provide excellent quality formation, education, training and development to

the youth and other sectors to develop competence and character and lifelong
learning skills.
 We develop mature Christians imbued with Marie Rivier’s virtues of faith, prayer,
compassion, love and zeal to bear witness to Christ in their daily living.
 We adhere to state-of-the-art pedagogy and relevant technology to enable our
stakeholders meet global standards of excellence.
Individually and collaboratively, we commit to achieve these.
COURSE DESCRIPTION
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 Philippines, it seeks to inculcate a sense of
global citizenship and global ethical responsibility.
COURSE OUTLINE
No. of Hours Content
2. Unit 1 - Introduction to Globalization

5 3. Lesson 1 Concepts of Poverty and Globalization
Lesson 2 Understanding Globalization
4. Unit 2 - The Structures of Globalization
8 Lesson 2 Market Integration
Lesson 3 The Global Interstate System
Lesson 4 Global Governance
5. Unit 3 - A World of Regions
10 Lesson 1 Global Divides: The North and The South
Introduction to Research Paper Writing
4 Midterm Examination
6. Unit 4 - A World of Ideas

5 Lesson 1 Global Media Cultures
Lesson 2 The Globalization of Religion
7. Unit 5 - Global Population and Mobility
7
8. Unit 6 - Towards a Sustainable World
15 Lesson 3 Global Citizenship
Conclusion
Final Exam / Research Paper Writing

Total number of
hours
54
Table of Contents
SCHEDULE OF SUBMISSION OF ACTIVITIES.................................................................................2

SCHEDULE OF EXAMINATIONS.........................................................................................................3
COURSE DESCRIPTION........................................................................................................................5
COURSE OUTLINE.................................................................................................................................6
UNIT 1 - INTRODUCTION TO GLOBALIZATION...........................................................................8
Lesson 1 Concepts of Poverty and Globalization.................................................................8
Lesson 2 Understanding Globalization..................................................................................10
UNIT 2 - THE STRUCTURES OF GLOBALIZATION...................................................................20
Lesson 1 The Global Economy................................................................................................20
Lesson 2 Market Integration.....................................................................................................25
Lesson 3 The Global Interstate System.................................................................................28
Lesson 4 Global Governance...................................................................................................30
UNIT 3 - A WORLD OF REGIONS..................................................................................................35
Lesson 1 Global Divides: The North and The South...........................................................35
Lesson 2 Asian Regionalism....................................................................................................38
UNIT 4 - A WORLD OF IDEAS........................................................................................................41
Lesson 1 Global Media Cultures..............................................................................................41
Matrix for Global Culture....................................................................................................................43
Lesson 2 The Globalization of Religion.................................................................................46
UNIT 5 - GLOBAL POPULATION AND MOBILITY......................................................................50
Lesson 1 The Global City...........................................................................................................50
Lesson 2 Global Demography..................................................................................................53
UNIT 6 - TOWARDS A SUSTAINABLE WORLD.........................................................................58
Lesson 1 Sustainable Development........................................................................................58
Lesson 2 Global Food Security................................................................................................61
Lesson 3 Global Citizenship.....................................................................................................64
What Is 'Global Citizenship Education'?.........................................................................................64
FINAL EXAM - Research Paper Writing...........................................................................................67
APPENDICES.........................................................................................................................................68
REFERENCES........................................................................................................................................75
Suggested time allotment: 5 hours
UNIT 1 - INTRODUCTION TO GLOBALIZATION
Lesson 1 Concepts of Poverty and Globalization
I. Learning Outcomes
 Create a collective diagnosis of poverty and globalization. (An)

 Take into consideration the lives and voices of the marginalized when
discussing issues on poverty. (Un)
 Analyze contemporary news events in the context of globalization .(An)
VALUES DESIRED: Fairness and Justice- treating people justly and equitably
Respect -treating individuals with dignity
II. Input
Concepts of poverty and globalization
The purpose of the introduction is to get students to create a collective
diagnosis of poverty and globalization. If the diagnosis is that people are
poor because they are lazy, then the solutions tend to be individualistic (e.g.
programs to help people find jobs, etc.). If the diagnosis is that there is an
unjust economic system that oppresses and exploits some people while
others acquire levels of extreme wealth, then the solutions become very
different.
Practice Exercises / Activities
a. Classroom Sharing and Orientation about the course and the platform
Must Watch Video: The Price of Sugar (Story of Haitian Sugar Cutters)
The video can be accessed in your Schoology Lit 1 Videos Folder or at
https://www.youtube.com/watch?v=tp_EkCesIp8
b. Virtual Classroom Discussion. For those who have internet

connectivity, you may use the Schoology – Conference App to join the
virtual class discussion. For those who have no connectivity, you will
have to write your answers to the questions that were posted for
discussion. Submit your written answers to the questions after each
lesson. Your virtual classroom discussion or written answers to the
discussion questions will serve as your class participation grade.
c. Use the following questions to discuss how we decide what to use as

evidence for our study:
 How do you know if something is true?

 Is personal experience enough to say that something is true?
(for example, if I say that all poor people are natives because all
poor people I’ve seen are natives, does it mean the statement is
true?)
 Why are people poor?
 What do other people say about why people are poor? (Or What
do you overhear people saying about poor people?)
 Begin to transition from thinking about people being “in poverty”
(a passive state) to being “impoverished” (the results of
intentional acts of exploitation).
 How do you verify if something is true?
 Discuss the issues of Haitian Sugar Cutters in Los Llanos as an
example of “truth.”
 The issue at hand tells us two very different perspectives. How
do we determine which perspectives are true?
 Who has the power (in that society) to define what is true?
Key Points
We are proposing that students take the perspective that when
discussing issues of poverty they must take into consideration the lives
and voices of the marginalized. While large banks, corporations,
governments, etc. may say they deal with poverty and are working to
make the world more fair and equitable, we must examine the material
conditions of the exploited and base our conclusions on their reality.
Assessments will be given after the unit lesson.
Lesson 2 Understanding Globalization
 Critique on an interpretation and understanding of globalization by an

economist. (Ev)
 Relate the previous lesson on poverty with the concept of globalization.
( U)
 Produce a working definition of globalization for the course (Un)
II. Input
Read this paper presented at the Congress of the Sri Lankan Association for the
Advancement of Science in Colombo, Sri Lanka.
What Is Globalization?
Globalization has become a familiar enough word, the meaning of which
has been discussed by others before me during this conference. Let me
nonetheless outline briefly what I understand by the term. I shall then go on to
consider what has caused it. The bulk of my paper is devoted to discussing what
we know, and what we do not know, about its consequences. I will conclude by
considering what policy reactions seem to be called for.
The Concept
It is the world economy which we think of as being globalized. We mean
that the whole of the world is increasingly behaving as though it were a part of a
single market, with interdependent production, consuming similar goods, and
responding to the same impulses. Globalization is manifested in the growth of
world trade as a proportion of output (the ratio of world imports to gross world
product, GWP, has grown from some 7% in 1938 to about 10% in 1970 to over
18% in 1996). It is reflected in the explosion of foreign direct investment (FDI):
FDI in developing countries has increased from $2.2 billion in 1970 to $154 billion
in 1997. It has resulted also in national capital markets becoming increasingly
integrated, to the point where some $1.3 trillion per day crosses the foreign
exchange markets of the world, of which less than 2% is directly attributable to
trade transactions.
While they cannot be measured with the same ease, some other features
of globalization are perhaps even more interesting. An increasing share of
consumption consists of goods that are available from the same companies
almost anywhere in the world. The technology that is used to produce these
goods is increasingly standardized and invariant to the location of production.
Above all, ideas have increasingly become the common property of the whole of
humanity.
This was brought home to me vividly by a conference that I attended four

years ago, where we discussed the evolution of economic thought around the
world during the half-century since World War Two (Coats, 1997). We debated
whether the increasing degree of convergence in economic thinking and
technique, and the disappearance of national schools of economic thought, could
more aptly be described as the internationalization, the homogenization, or the
Americanization of economics. My own bottom line was that economics had
indeed been largely internationalized, that it had been substantially
homogenized, but only to a limited extent Americanized, for non-American
economists continue to make central contributions to economic thought, as the
Nobel Committee recognized by its award to Amartya Sen a few weeks before
this conference took place. Incidentally, the nicest summary of the change in
economic thinking over the period was offered by the Indian participant in that
conference, who remarked that his graduate students used to return from
Cambridge, England focusing on the inadequacies of the Invisible Hand, while
now they return from Cambridge Mass. focusing on the inadequacies of the
Visible Hand! In the same vein, one of the more telling criticisms of my phrase
"the Washington Consensus" was that the (substantial though certainly
incomplete) consensus on economic policy extends far beyond Washington.
However, there are areas where globalization is incomplete, even in the
economic sphere. In particular, migration is very far from being free. Highly
skilled professionals have a relatively high degree of mobility, but those without
skills often face obstacles in migrating to higher-wage countries. Despite the
difficulties, substantial proportions of the labour forces of some countries are in
fact working abroad: for example, around 10% of the Sri Lankan labour force is
now abroad.
Moreover, globalization is much less of a reality in other fields than it is in
the economic one. Culture still displays strong national, and even regional and
local, variations. While English is clearly in the process of emerging to be a
common world language, at least as a second language, minority languages are
making something of a comeback, at least in developed countries. Sport is still
very different around the world: the Americans have still not learnt to play cricket,
and most of the rest of us have still not learned to understand what they see in
baseball. Although the nation state is far less dominant than it used to be, with
significant powers being devolved both downwards to regional and local
authorities and upwards to international and in Europe to supranational
institutions (and although "interfering in the internal affairs of another state" is
less frowned on than formerly), politics is still organized primarily on the basis of
nation-states.
Causes
What explains this globalization? It is certainly not attributable to conquest,

the source of most previous historical episodes where a single economic system
has held sway over a vast geographical terrain. The source lies instead in the
development of technology. The costs of transport, of travel, and above all the
costs of communicating information have fallen dramatically in the postwar
period, almost entirely because of the progress of technology. A 3-minute
telephone call from the USA to Britain cost $12 in 1946, whereas today it can
cost as little as 48 cents, despite the fact that consumer prices have multiplied by
over eight times in the intervening period. The first computers were lumbering
away with piles of punched cards in the early postwar years, and telegrams
provided the only rapid means of written communication. There was no fax or
internet or e-mail or world-wide web, no PCs or satellites or cell-phones. Today
we witness phenomena that no futurist dreamed of half a century ago, such as
Indians with medical degrees residing in Bangalore who earn a living by acting as
secretaries to American doctors by transcribing their tapes overnight.
It is clearly the availability of cheap, rapid and reliable communications
that permits such phenomena, just as this is the key to the integration of the
international capital market. I presume the same factor is important in nurturing
the growth of multinational corporations, since it is this which enables them to
exploit their intellectual property efficiently in a variety of locations without losing
the ability to maintain control from head office. But in this context I would surmise
that other factors are also at work, such as the spread of consumer knowledge
about what is available that comes from travel and from advertising, itself
encouraged by the communications revolution and its children like CNN. The
reduction in transport costs is also a key factor underlying the growth in trade.
Of course, it needed a reasonably peaceful world to induce economic
agents to exploit the opportunities for globalization presented by technological
progress. But the technological basis for the phenomenon of globalization implies
that, barring an end to the "Pax Americana" or else extremely vigorous conscious
actions to reverse the process, globalization is here to stay.
Consequences
Globalization certainly permits an increase in the level of global output.
Whether as a result of the old Heckscher-Ohlin theory of the basis of
comparative advantage as lying in different factor abundance in different
countries, or as a result of the new trade theories that explain trade by increasing
returns to scale, trade will increase world output. Likewise FDI brings the best
technology, and other forms of intellectual capital, to countries that would
otherwise have to make do without it, or else invest substantial resources in
reinventing the wheel for themselves. It may also bring products that would
otherwise be unavailable to the countries where the investment occurs, which
presumably increases the quality, and therefore the value, of world output. And
international capital flows can transfer savings from countries where the marginal
product of capital is low to those where it is high, which again increases world
output.
Globalization must be expected to influence the distribution of income as
well as its level. So far as the distribution of income between countries is
concerned, standard theory would lead one to expect that all countries will
benefit. Economists have long preached that trade is mutually beneficial, and
most of us believe that the experience of widespread growth alongside rapidly
growing trade in the postwar period serves to substantiate that. Similarly most
FDI goes where a multinational has intellectual capital that can contribute
something to the local economy, and is therefore likely to be mutually beneficial
to investor and recipient. And a flow of capital that finances a real investment is
again likely to benefit both parties, since the yield on the investment is expected
to be higher than the rate of interest the borrower has to pay, while that rate of
interest is also likely to be higher than the lender could expect at home since
otherwise there would have been no incentive to send it abroad. Loose talk about
free trade making the rich countries richer and poor countries poorer finds no
support in economic analysis. Nor is there any reason for supposing that the
North benefits itself at the expense of the South by imposing import restrictions
like non-tariff barriers or agricultural subsidies: standard theory says that, while
this does indeed impoverish the South, the public in the North also suffers, and it
loses more than the producers gain. This suggests that a promising strategy for
eliminating such barriers is to seek a coalition with Northern consumers, rather
than to engage in North-bashing which will simply alienate potential Northern
allies.
The effects on domestic income distribution are less clear. Standard
theory says that trade will tend to hurt unskilled labour in rich countries and to
help it in poor ones, since the poor countries will be able to export-labour-
intensive goods like garments to rich countries, thus increasing the demand for
unskilled labour in the poor countries and decreasing it in the rich ones. That is,
within rich countries, there is a good analytical reason for arguing that trade will
tend to make the rich richer and the poor poorer. There has in recent years been
a lively debate among economists in the developed countries as to whether the
increase in imports of labour-intensive goods has been a major factor in causing
the fall in the relative (and sometimes absolute) wages of the unskilled in these
countries: the majority of economists seem to have concluded that it is a
contributory factor, but that the major part of the explanation lies instead in the
skill-intensive form of technological progress (Cline, 1997).
It seems more difficult to doubt that exports of labour-intensive goods
have been a factor that has done something to increase the demand for unskilled
labour, and therefore to equalize the income distribution, in the exporting
countries like Sri Lanka. Hence I find it betrays a sad lack of concern with the
prospects of the poor to hear, as I have during this conference, garment exports
being denigrated as likely in some unexplained way to bring negative impacts.
On the other hand, some of the effects of the communications revolution must
surely have had a disequalizing effect on income distribution in these countries:
think of the Indian doctors who are acting as secretaries to American doctors
rather than treating Indian patients, thereby earning more for themselves and
also tending to pull up the pay of other doctors in India, who are relatively affluent
by Indian standards. Similarly, differential mobility of skilled versus unskilled
labour tends to pull up the salaries of the skilled in developing countries toward
world levels, thereby leaving less for the immobile poor. The same result will
occur if the owners of highly-mobile capital are able to evade taxes by investing
abroad, and also if governments are induced to avoid imposing high tax rates on
internationally mobile capital, or on those who might be prompted to emigrate, in
the hope of keeping these factors at home. Thus the net effect of globalization on
income distribution within developing countries seems to me distinctly
ambiguous.
What impact is globalization likely to have on the long-term possibilities of
economic growth in developing countries? My vision of the growth process is that
it takes off when the elite in a developing country comes to understand the
opportunities of applying world-class technologies within their country, and
introduces institutional arrangements that permit individual pursuit of self-interest
to serve, in general, the social good. Once that happens the country is able to
grow at a rapid rate, unless some political accident obstructs the process, until it
catches up with best-practice technology, and therefore attains the living
standards of the developed countries. Globalization is tending to make the
technologies and the knowledge for this process to occur more readily available,
and therefore to enable the process to be telescoped in time. (Singapore may be
a small country, but there is no previous case in history of any country that did
not enjoy massive resource discoveries going from stark poverty to affluence in
under 30 years.)
But it is surely also true that globalization is bringing new dangers. The
virulence of the East Asian crisis was primarily a result of countries exposing
themselves to the full force of the international capital market before they had
built up an unquestioned reputation for being able as well as willing to service
their debts come what may, which meant that when investors became concerned
about their potential vulnerability as a result of the Thai crisis there were no other
investors willing to step in and provide stabilizing speculation even after
exchange rates and interest rates had clearly overshot. Of course, one can argue
that this increased vulnerability to external shocks has to be weighed against a
decreased vulnerability to internal shocks: think how much more Bangladesh
would have suffered this year (1998) if the international community had not
provided aid to partially offset the cost of the floods, let alone how much more
hunger, or even starvation, there would have been had Bangladesh been unable
to import additional rice. But this does not justify dismissing the increased
dangers from external shocks. Moreover, I might note that Professor Indraratna
offered you a much longer and more imaginative list of dangers than I have here
identified, which looks beyond narrow economic questions and considers the role
of globalization in spreading such unsavoury phenomena as drugs, the sex trade,
crime, and terrorism.
Policy Issues
If I am right in arguing that globalization stems from technological
developments rather than policy choices, trying to reverse it would be rather like
playing at King Canute. It would be more productive to seek to maximize the
benefits it offers and minimize the risks it creates. Let me discuss what I see that
involving, while restricting myself to the narrow economic questions.
It will be clear from what was said above that I see little reason to doubt
that the citizens of a developing country can expect to benefit from being open to
trade and FDI. This gives them the advantages of being able to make relatively
good use of their abundant unskilled labour and being able to access world-level
technology. However, if they rely simply on exploiting unskilled labour, they will
never be able to advance far beyond the living standards of their poorest
competitors, who will be exporting similar goods. In order to raise living standards
progressively over time, it is at least as important to raise educational standards
as it is in a relatively closed economy. To a first approximation, one may
summarize the policy advice of how to prosper in a global economy as: give
one's citizens a relevant set of skills through education, and then let them get on
with the job of producing whatever is useful to the world economy.
However, a second approximation requires one to recognize also the
increased risks of full exposure to the world economy. Are there ways of reducing
those risks? I am convinced that there is at least one important dimension in
which prudence suggests that developing countries are well-advised to limit their
integration in the world economy, and that concerns the liberalization of short-
term capital flows. If one asks what distinguishes those countries that suffered
contagion from the East Asian crisis from those that escaped it, the answer
seems to me very clear: that the victims were those that had built up a
substantial stock of short-term dollar-denominated debt as a result of having
established capital account convertibility, while those who escaped catastrophe
were those that had been cautious in liberalizing their capital accounts at the
short end. Since there is no persuasive analytical reason or empirical evidence
(Rodrik 1998) for believing that freedom of short-term capital flows is a significant
factor in contributing to economic growth, let alone distributional equity, I
conclude that prudence suggests seeking to postpone rather than accelerate this
particular bit of liberalization.
Furthermore, one needs to ask whether there are mechanisms that can
protect individuals when risks to the economy actually materialize. The recent
experience in East Asia is again instructive: the World Bank has put a lot of effort
into a crash course in developing social safety nets in the countries that fell victim
to the crisis in the past year. I am sure that many of you will recall that in the past
the Bank has been critical of Sri Lanka for having put too many resources into
too wide a safety net, but I do not see any contradiction: the Bank was concerned
that Sri Lanka was trying to provide a safety net more expensive than the
economy could afford, and so indiscriminate that it eroded incentives. Those
considerations need to be taken into account, but at the same time, as Dani
Rodrik's (1997) work has emphasized, an open economy has a particularly
compelling need for an adequate social safety net. I hope that you will find some
reassurance that the Bank is not unmindful of the concerns that motivated your
generous welfare policies by the fact that we have recently been so active in
promoting the cause of social safety nets in East Asia.
Is there any way of ameliorating the potential negative effect on income
distribution through increased possibilities of tax evasion and a consequential
incentive to limit taxes on mobile factors that I discussed above? One can
certainly envisage such measures, although they will require extensive
international agreements, in the form of tax-information sharing and potential
withholding of taxes on income earned by foreigners. It is my hope that such
issues will become a part of the future agenda for international negotiation. A
globalized world is going to have to deal with a broader policy agenda than
simply liberalization if the outcome is to be reasonably equitable.
Concluding Remarks
I have argued that globalization has a technological base and is therefore
here to stay. Sensible policy involves asking how one can get the most out of it
while limiting the risks that it brings. The answers on the economic level, I have
suggested, involve educating citizens with relevant skills and opening up to trade
and FDI while maintaining controls on short-term capital flows, constructing an
appropriate social safety net, and seeking international actions to reverse erosion
of the tax base (Williamson, 1998).
Practice Exercises / Activities:
a. Students will engage in a free association exercise of ideas they

associate with “globalization” using Mentimeter.
 It is an app that can create interactive presentations and
meetings, wherever the person is.
 The teacher can get real-time input from remote students with
live polls, quizzes, word clouds, Q&A and more.
 Students can use their smartphones to connect to the
presentation where they can answer questions.
 They will be provided with a code to be able to join the
mentimeter activity.
 From the aggregated responses of every student in mentimeter,
the class can proceed for further analysis with the discussion
questions and later compare data and agree on their working
definition of globalization.
b. If Mentimeter will not work with their devices, we will use this activity:
 Look into things at home, at the tags on your clothing, at your
cell phone, etc. Each one will identify where at least one object
you have with you was made. Research about this object.
Chart your discoveries on a piece of paper.
 Present your discoveries during our online session.
 What do you know about each of the countries/regions where
these objects were made?
 For those not made in the Philippines, why do you think these
objects were made overseas?
 Who profits from these objects being made in another country
but sold here?
 Who suffers and is exploited?
 Why do you think our economy is set up in this way?
 How is this conversation related to our previous conversation
about a poor community? (these poor communities are not only
exploited by local/national systems but by global ones as well)
 How is this conversation related to the discussion about the
concept, causes, and consequences of globalization in the
conference paper?
Key Points
Over the course of the next few weeks we are going to be exploring
how we are connected to each other all over the world. The ways that we
are connected to the people who make our products (in China, Taiwan,
USA, etc.) is NOT NEW. The reality is that the world has been connected
for a long time and that globalization has been there as more people
across large distances are becoming connected in more and different
ways.
Special Lesson: Research Paper Writing

(Source: https://ecu.au.libguides.com/historical-research-method)
What is historical research?
Historical research or historiography, "attempts to systematically recapture the

complex nuances, the people, meanings, events, and even ideas of the past that have
influenced and shaped the present" (Berg & Lure, 2012, p. 305). Historical research
relies on a wide variety of sources, both primary & secondary including unpublished
material.
Primary Sources:
Eyewitness accounts of events
Can be oral or written testimony
Found in public records & legal documents, minutes of meetings, corporate
records, recordings, letters, diaries, journals, drawings.
Located in university archives, libraries or privately run collections such as local
historical society.
Secondary Sources
Can be oral or written
Second-hand accounts of events
Found in textbooks, encyclopaedias, journal articles, newspapers, biographies
and other media such as films or tape recordings.
Steps in Historical Research
Historical research involves the following steps:

Identify an idea, topic or research question
Conduct a background literature review
Refine the research idea and questions
Determine that historical methods will be the method used
Identify and locate primary and secondary data sources
Evaluate the authenticity and accuracy of source materials
Analyze the data and develop a narrative exposition of the findings.
(Berg & Lune, 2012, p.311)
Locating Information:
Libraries Museums Stories/Personal

experiences
Archives Historical Sites Records from the
members of…
Websites Primary Sources : Documents and letters,
studies of these events
ASSESSMENT # 1
Unit 1 Assessment
Name: ___________________________ Program/Year: ____________________
Subject: ________________________ Student’s Contact Number: ___________
Name of Instructor: Ma. Corazon C. Suñga, PhD
Directions: In each item, limit your answer to 100 words only. Refer to Rubric #1 for
the rating.
1. Based on our class discussions, write your insights on the concepts of Poverty and
Globalization. How are these two concepts interrelated? 20 pts.
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2. Analysis of a current issue (abs-cbn case). Please use the questions below as guide
in organizing your thoughts. 20 pts.
 Given the example of “truth” as in the case of ABS-CBN, the issue at hand
tells us two very different perspectives.
 How do we determine which of the perspectives is true?
 Who has the power in each society to define what is true?
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UNIT 2 - THE STRUCTURES OF GLOBALIZATION
I. Learning Outcomes:
 Explain the activities and roles played by the actors and other financial
institutions that facilitate economic globalization. (U)
 Explain the effects of globalization on governments. (U)
 Critique on the roles played by these institutions that govern international
relations. (Ev)
 Articulate a stance on global economic integration. (Ev)
VALUES DESIRED: Articulate personal positions on various global issues, Discuss

the reasons for their value choices and positions
II. Input
Before you proceed to the next unit, please do this formative assessment.
 Read about, familiarize yourself with and understand the following
concepts/terms.
 Submit your answers through any of the following: Schoology, messenger, or
to the school drop box.
 This will not be graded but your notes will help you answer in the graded recitation
during our virtual classroom discussions on the following weeks.
Economic Globalization Colonization
Economic Integration IMF, WTO, WB, UN, WHO
Global Market Developing (South) Countries
American or European Domination Developed (North) Countries
Cultural Imperialism Corporations
Privatization Hegemony
Consumer Society Internationalism
Neoliberalism Regionalism
Capitalism
Please see the List of References for further suggested readings: (as
arranged according to topic)
1. (Steger, Battersby, & Siracuss, 2014)
What Is Globalization in the Economy?

According to the Committee for Development Policy (a subsidiary body
of the United Nations), from an economic point of view, globalization can be
defined as: “(…) the increasing interdependence of world economies as a result
of the growing scale of cross-border trade of commodities and services, the flow
of international capital and the wide and rapid spread of technologies. It reflects
the continuing expansion and mutual integration of market frontiers (…) and the
rapid growing significance of information in all types of productive activities and
marketization are the two major driving forces for economic globalization.”
What Is Globalization in Geography?
In geography, globalization is defined as the set of processes (economic,
social, cultural, technological, and institutional) that contribute to the relationship
between societies and individuals around the world. It is a progressive process
by which exchanges and flows between different parts of the world are
intensified.
Globalization and the G20: What is the G20?
The G20 is a global bloc composed by the governments and central bank
governors from 19 countries and the European Union (EU). Established in 1999,
the G20 gathers the most important industrialized and developing economies to
discuss international economic and financial stability. Together, the nations of the
G20 account for around 80% of global economic output, early 75 percent of all
global trade, and about two-thirds of the world’s population. G20 leaders get
together in an annual summit to discuss and coordinate pressing global issues of
mutual interest. Though economics and trade are usually the centerpieces of
each summit’s agenda, issues like climate change, migration policies, terrorism,
the future of work, or global wealth are recurring focuses too. Since the G20
leaders represent the “political backbone of the global financial architecture that
secures open markets, orderly capital flows, and a safety net for countries in
difficulty”, it is often thanks to bilateral meetings during summits that major
international agreements are achieved and that globalization is able to move
forward.
The joint action of G20 leaders has unquestionably been useful to save
the global financial system in the 2008/2009 crisis, thanks to trade barriers
removal and the implementation of huge financial reforms. Nonetheless, the G20
was been struggling to be successful at coordinating monetary and fiscal policies
and unable to root out tax evasion and corruption, among other downsides of
globalization. As a result of this and other failures from the G20 in coordinating
globalization, popular, nationalist movements across the world have been
defending countries should pursue their interests alone or form fruitful coalitions.
How Do We Make Globalization More Just?

The ability of countries to rise above narrow self-interest has brought
unprecedented economic wealth and plenty of applicable scientific progress.
However, for different reasons, not everyone has been benefiting the same from
globalization and technological change: wealth is unfairly distributed and
economic growth came at huge environmental costs. How can countries rise
above narrow self-interest and act together or designing fairer societies and a
healthier planet?
How do we make globalization more just?
According to Christine Lagarde, former President of the International
Monetary Fund, “debates about trade and access to foreign goods are as old as
society itself ” and history tells us that closing borders or protectionism policies
are not the way to go, as many countries doing it have failed.
Lagarde defends we should pursue globalization policies that extend the
benefits of openness and integration while alleviating their side effects. How to
make globalization more just is a very complex question that involves
redesigning economic systems. But how? That’s the question.
Globalization is deeply connected with economic systems and markets,
which, on their turn, impact and are impacted by social issues, cultural factors
that are hard to overcome, regional specificities, timings of action and
collaborative networks. All of this requires, on one hand, global consensus and
cooperation, and on the other, country-specific solutions, apart from a good
definition of the adjective “just”.
The Benefits of Globalization
Globalization has benefits that cover many different areas. It reciprocally
developed economies all over the world and increased cultural exchanges. It also
allowed financial exchanges between companies, changing the paradigm of
work. Many people are nowadays citizens of the world. The origin of goods
TO READ MORE ABOUT THIS TOPIC, PLS REFER TO:
Firat, A. F. (2016). The Dynamics of the Local and the Global: Implications
Page 21forofMarketing and
76 (Lit 1-Suñga)
Development. International Society of Markets and Developments (ISMD), 1(1, Article
4). doi: 10.23860/MGDR-2016-01-01-04
became secondary and geographic distance is no longer a barrier for many
services to happen. Let’s dig deeper.
The Engine of Globalization – An Economic Example
The most visible impacts of globalization are definitely the ones affecting
the economic world. Globalization has led to a sharp increase in trade and
economic exchanges, but also to a multiplication of financial exchanges.
In the 1970s world economies opened up and the development of free
trade policies accelerated the globalization phenomenon. Between 1950 and
2010, world exports increased 33-fold. This significantly contributed to increasing
the interactions between different regions of the world.
This acceleration of economic exchanges has led to strong global
economic growth. It fostered as well a rapid global industrial development that
allowed the rapid development of many of the technologies and commodities we
have available nowadays.
Knowledge became easily shared and international cooperation among
the brightest minds speeded things up. According to some analysts, globalization
has also contributed to improving global economic conditions, creating much
economic wealth (this was, nevertheless, unequally distributed – more
information ahead).
Globalization Benefits – A Financial Example
At the same time, finance also became globalized. From the 1980s, driven
by neo-liberal policies, the world of finance gradually opened. Many states,
particularly the US under Ronald Reagan and the UK under Margaret Thatcher
introduced the famous “3D Policy”:Disintermediation, Decommissioning,
Deregulation.
The idea was to simplify finance regulations, eliminate mediators and
break down the barriers between the world’s financial centers. And the goal was
to make it easier to exchange capital between the world’s financial players. This
financial globalization has contributed to the rise of a global financial market in
which contracts and capital exchanges have multiplied ("Globalization: Definition,
benefits, effects, examples – What is globalization?").

a. Home-Based Activity – Reading and note taking on the assigned
concepts to be learned. Write down your findings in your concept
notes.
b. Virtual Class Discussions – Based on the readings given to you, be

ready to answer the following questions. Those who cannot join the
online session must submit the answers to these questions in writing in
not less than 100 words per item.
 Who are the actors that facilitate economic globalization? What

roles do they play?
 What is your understanding of economic globalization?
 What economic processes can be gleaned in our study of

economic globalization?
 What does economic globalization comprise of?
 Describe the relationship of governments of the developed

countries with the underdeveloped ones.
 Explain the role of international financial institutions in the

creation of a global economy.
 Do you agree that globalization brings better opportunities than

harm? Why?
Lesson 2 Market Integration
 Summarize the history of global market integration using a timeline and / or a

concept map. (U)
 Show the relationship of various contemporary drivers of globalization. (An)
II. Input
When Did Globalization Begin? The History of Globalization
For some people, this global phenomenon is inherent to human nature.

Because of this, some say globalization began about 60,000 years ago, at the
beginning of human history. Throughout time, human societies’ exchanging
trade has been growing. Since the old times, different civilizations have
developed commercial trade routes and experienced cultural exchanges. And as
well, the migratory phenomenon has also been contributing to these
populational exchanges. Especially nowadays, since traveling became quicker,
more comfortable, and more affordable.
This phenomenon has continued throughout history, notably through
military conquests and exploration expeditions. But it wasn’t until technological
advances in transportation and communication that globalization speeded up. It
was particularly after the second half of the 20th century that world trades
accelerated in such a dimension and speed that the term “globalization” started
to be commonly used.
Examples of Globalization (Concept Map)

Because of trade developments and financial exchanges, we often think of
globalization as an economic and financial phenomenon. Nonetheless, it
includes a much wider field than just flowing of goods, services or capital. Often
referred to as the globalization concept map, some examples of globalization
are:
 Economic globalization: is the development of trade systems within

transnational actors such as corporations or NGOs;
 Financial globalization: can be linked with the rise of a global financial
system with international financial exchanges and monetary exchanges.
Stock markets, for instance, are a great example of the financially connected
global world since when one stock market has a decline, it affects other
markets negatively as well as the economy as a whole.
 Cultural globalization: refers to the interpenetration of cultures which, as a
consequence, means nations adopt principles, beliefs, and costumes of
other nations, losing their unique culture to a unique, globalized supra-
culture;
 Political globalization: the development and growing influence of
international organizations such as the UN or WHO means governmental
action takes place at an international level. There are other bodies operating
a global level such as NGOs like Doctors without borders or Oxfam;
 Sociological globalization: information moves almost in real-time, together
with the interconnection and interdependence of events and their
consequences. People move all the time too, mixing and integrating different
societies;
 Technological globalization: the phenomenon by which millions of people
are interconnected thanks to the power of the digital world via platforms such
as Facebook, Instagram, Skype or Youtube.
 Geographic globalization: is the new organization and hierarchy of
different regions of the world that is constantly changing. Moreover, with
transportation and flying made so easy and affordable, apart from a few
countries with demanding visas, it is possible to travel the world without
barely any restrictions;
 Ecological globalization: accounts for the idea of considering planet Earth
as a single global entity – a common good all societies should protect since
the weather affects everyone and we are all protected by the same
atmosphere. To this regard, it is often said that the poorest countries that
have been polluting the least will suffer the most from climate change.
("Globalization: Definition, benefits, effects, examples – What is
globalization?,")
Practice Exercises / Activity :
a. While reading on the history of globalization, make a timeline on its

development since the beginning of human history. Write it in your
concept notes. Be ready to share your timeline with your classmates.
b. Virtual Class Sharing of timelines. Use Conference App in Schoology.

This will be a graded recitation.
c. Virtual Class Discussion. The teacher will show a powerpoint

presentation on globalization topic. Those who cannot join the online
session must submit the answers to these questions in writing in not
less than 100 words per item.
Points to ponder:
 Is globalization a new phenomenon?
 What factors contributed to the growth of globalization

internationally?
 What made the global market more feasible?
 Identify the origins of globalization.
 What concepts can you think of that can be related to

globalization?

https://en.wikipedia.org/wiki/Globalization
It can also be accessed in Schoology – Readings for Lit 1 – The

Contemporary World Materials Folder
 Interrelate these concepts. Show it through using a graphic

representation.
Lesson 3 The Global Interstate System
 Discuss the effects of globalization on governments. (Un)

 Analyze global issues in relation to the effects of globalization on the
political and economic system of Philippines.(An)
II. Input
Global Interstate System
It is the whole system of human interactions. The modern world-system is
structured politically as an interstate system- a system of competing and allying
states. Political scientists commonly call this the international system, and it is
the main focus of the field of international relations.
Strengths – It will make travel less cheaper, faster, and better.
Weaknesses
 Imposed long-term costs on the country
 Cut down on competition between shippers and passenger
carriers
 Rising consumption of gasoline led to air pollution and a
dependence on oil that affected consumers and foreign
policy for generations to come (Camba, 2017)
a. Read the article “Inter-state relations and state capacity: the rise and fall of
Chinese foreign direct investment in the Philippines”. See Schoology folder.
b. Virtual Class Discussion: Those who cannot join the online session must
submit the answers to these questions in writing in not less than 100 words
per item.
Answer the following questions to help you understand the article:
 What do you mean by Foreign Direct Investment (FDI)?
 What drives Chinese FDI?
 How does the inter-state relations of the Philippines with China impact
Chinese FDI?
 Examine Chinese FDI during the Arroyo, Aquino, and Duterte

Administrations. Where does the rise and fall of Chinese FDI depend
on?
 Download other news articles related to the issues discussed in the

article that particularly happened in the Philippines.
a. Bello, W. F. (2006). In Deglobalization: Ideas for a New

World economy. Quezon City: Ateneo De Manila
University Press.
Foreword: The Crisis of the Globalist Project and the New

Economics of George W. Bush (Bello, 2006). May be
accessed also in Schoology Lit 1 – Reading Materials.
Pages xi-xx
b. Camba, A. (2017). Inter-state relations and state capacity:

the rise and fall of Chinese foreign direct investment in the
Philippines. Palgrave Communications, 3(41). doi: DOI:
10.1057/s41599-017-0033-0
 Chat with your classmate/s and discuss the article. Ask each other
questions and exchange ideas.
 Be ready for the virtual class discussion.
 What are the attributes of global corporations?
 What effect does globalization bring on governments?
 Explain some modern world systems or economic activities that are

responsible for the expansion of or fragmentation of such economic
activities (e.g. Foreign direct investment, international standards,
multinational corporations, free-trade area, etc.)
Lesson 4 Global Governance
 Make a report on the issues confronting international relations (Cr)

 Analyze global issues in relation to the Filipinos and the Philippines (An)
 Articulate a stance on global economic integration (Ev)
II. Input
Global governance brings together diverse actors to coordinate collective action
at the level of the planet. The goal of global governance, roughly defined, is to
provide global public goods, particularly peace and security, justice and mediation
systems for conflict, functioning markets and unified standards for trade and
industry. One crucial global public good is catastrophic risk management – putting
appropriate mechanisms in place to maximally reduce the likelihood and impact of
any event that could cause the death of 1 billion people across the planet, or
damage of equivalent magnitude.
The leading institution in charge of global governance today is the United

Nations. It was founded in 1945, in the wake of the Second World War, as a way to
prevent future conflicts on that scale. The United Nations does not directly bring
together the people of the world, but sovereign nation states, and currently counts
193 members who make recommendations through the UN General Assembly. The
UN’s main mandate is to preserve global security, which it does particularly through
the Security Council. In addition the UN can settle international legal issues through
the International Court of Justice, and implements its key decisions through the
Secretariat, led by the Secretary General.
The United Nations has added a range of areas to its core mandate since 1945.
It works through a range of agencies and associated institutions particularly to
ensure greater shared prosperity, as a desirable goal in itself, and as an indirect way
to increase global stability. As a key initiative in that regard, in 2015, the UN
articulated the Sustainable Development Goals, creating common goals for the
collective future of the planet.
Beyond the UN, other institutions with a global mandate play an important role in
global governance. Of primary importance are the so-called Bretton Woods
institutions: the World Bank and the IMF, whose function is to regulate the global
economy and credit markets. Those institutions are not without their critics for this
very reason, being often blamed for maintaining economic inequality.
Global governance is more generally effected through a range of organisations

acting as intermediary bodies. Those include bodies in charge of regional
coordination, such as the EU or ASEAN, which coordinate the policies of their
members in a certain geographical zone. Those also include strategic or economic
initiatives under the leadership of one country – NATO for the US or China’s Belt
and Road Initiative for instance – or more generally coordinating defense or
economic integration, such as APEC or ANZUS. Finally, global governance relies on
looser norm-setting forums, such as the G20, the G7, the World Economic Forum:
those do not set up treaties, but offer spaces for gathering, discussing ideas,
aligning policy and setting norms. This last category could be extended to multi-
stakeholder institutions that aim to align global standards, for instance the Internet
Engineering Taskforce (IETF) and the World Wide Web Consortium (W3C).
In summary, global governance is essential but fragmented, complex and little

understood. In this context, the key questions raised by the Global Challenges
Foundation are, how to reform institutions, how to develop alternative institutions,
and how to use the new possibilities of technology to improve governance ("What is
Global Governance,").

a. Read more on the suggested additional readings, then answer the following
questions that follow: ( a discussant is assigned to report on one of the
following questions)
a. What is Global Governance. Retrieved from

https://globalchallenges.org/global-governance/
b. Bello, W. F. (2006). In Deglobalization: Ideas for a New World

economy. Quezon City: Ateneo De Manila University Press.
Chapter 2 – Marginalizing the South in the International System

(Bello, 2006). May be accessed also in Schoology Lit 1 – Reading
Materials. Pages 32-56.
MUST WATCH VIDEO:

TITLE: “The Corporation” directed by Mark Achbar and Jennifer Abbott (9)
This video presentation may be accessed through schoology, Lit 1
Resources/ Materials Video folder
 Name some institutions that govern international relations.
 Differentiate internationalism from globalism.

 Identify the roles and functions of the United Nations, WTO, UNCTAD,
IMF-WB.
 Identify the challenges of global governance in the 21st century.
 Explain the relevance of the state and globalization.
 Who owns and controls the production of goods?
 Is economic globalization a positive or negative phenomenon?
 What is your stance on economic global integration?
b. Prepare for the Debate Activity (Performance Task)
ASSESSMENT # 2
Unit 2 Assessment

Name of the Instructor: Ma. Corazon C. Suñga, PhD
A. Essay (20 pts)
Directions:
1. Based on our class discussions, write your insights about the global economy
including the activities of the modern world system using the following questions
as your guide:
a. Do you favour global economic integration? Why or why not?
b. What are the seemingly favourable and unfavourable effects of globalization
on governments?
c. Do the actors that facilitate economic globalization contribute to these effects?
2. Defend your arguments for or against economic integration.
3. Limit your answer to 150 words only and use a separate paper for your answer.
4. See rubric #1 for the rating.
B. Concept Mapping (20 pts)

1. As a way of summarizing your understanding of globalization and its structures,
create a concept map showing the interrelatedness of the concepts learned in
this lesson.
2. Use any graphic representation that you can think of to show their
interrelatedness. You may use another paper for your answer.
3. See rubric #1 for the rating.
C. Reflection (20 pts)

1. Based on our class discussions and the article that you have read, write your
reflection on the effects of Foreign Direct Investment (FDI) to our economy. What
are the seemingly favourable and unfavourable effects of foreign investments in
our country? Limit your answer to 150 words only. See rubric # 1 for the rating.
D. Debate (Performance Task by pair)

1. The students will prepare for a debate on the motion “That global free trade
has done more harm than good.”
2. The students will be grouped (depending on the class size) and will be paired
with another group. One group will take the positive side and the other will take
the negative side.
3. Before the debate proper, everyone will prepare for their opening statements,
key arguments, possible questions for the interrogation, and closing
statements. The written statements will be equivalent for 50 pts. This is to
make sure that everyone will do his own research.
4. During the debate proper, each debater will be given 1 minute to deliver his or
her opening statement, 3 minutes for his or her arguments, and another 2
minutes to answer the questions for interrogation. Another 1 minute will be
given for the closing statement. Debate proper is equivalent to 50 pts.
5. In the virtual classroom, when a pair is debating, the other students will
observe and wait for their turn. The debate will be graded using the rubric for
debate at the appendices section (Rubric # 2) of this module.
SIDE: __________________
Points for the written output for debate:
I. OPENING STATEMENT – 10 pts

II. ARGUMENTS IN SUPPORT OF PERSPECTIVES – 15 pts
III. POSSIBLE QUESTIONS FOR INTERROGATION – 15 pts
IV. CLOSING STATEMENT – 10 pts

UNIT 3 - A WORLD OF REGIONS
Lesson 1 Global Divides: The North and The South
 Discuss the north-south divide vis-à-vis economic, political and social

developments (U)
 Analyze how a new conception of global relations emerged from the
experiences of Latin American Countries (U)
VALUES DESIRED: Critical thinking -developing more complex reasoning patterns,
articulating personal concerns and positions on various
regional issues
II. Input
The Global North and South Divide is the concept of a gap between the Global
North and the Global South in terms of development and wealth. In the 1980’s the
Further
Brandt Readings
Line was can be
developed asaccessed
a way of in Schoology
showing how –the
Readings for geographically
world was Lit 1 – The split
Contemporary World Materials Folder.
into relatively richer and poorer nations. According to this model, richer countries are
almost all
1. located in the Northern Hemisphere, with the exception of Australia and New
60sGlobalNorthSouthDivide
Zealand.2. Poorer countries are mostly located in tropical regions and in the Southern
North-SouthGap-140322084722-phpapp02
Hemisphere.
However, over time it was realised that this view was too simplistic. Countries such
as Argentina, Malaysia, and Botswana all have above global average GDP (PPP) per
capita, yet still appear in the ‘Global South’. Conversely, countries such as Ukraine
appear to be now amongst a poorer set of countries by the same measure. ("60s Global
North South Divide and North-South Gap,")

a. Reflect on the big questions: Why global divides: The north and the
south? Why is it that generally, as you go more South in the world, it
becomes poorer and less developed?
b. After reading the given input and selected references for further
readings, fill in the chart below with facts:
Characteristics North South

Differences
Angles
1. Political
2. Economy
3. Social
4. List some member
countries or
Continents
5. World Category
c. Virtual Class Discussions
Follow the link below for the prezi (presentation)

https://prezi.com/-jnfbggt48jo/global-divides-the-north-and-the-south/?
fallback=1
d. From a text that comes close to an opinion article, students will have
an educational exposure of ideas about Mexican (Latin American)
economy. Read the article below and answer the questions that
follow.
 Name some countries that belong to Latin America. Read about

the history of these countries.
 In their histories, point out the involvement of the United States
of America in regime change in Latin America.
 What were commonly the alleged reasons of the US
involvement in these countries?
 How are these countries affected by US hegemony?
 Some supporters for American Statehood (including Philippines)
believed that the quality of life would be higher and that there
would be less poverty if the country was an American State or
territory. Do you agree with this statement? Why or why not?
Latin America: The North-South Divide

Uncertainty about the US means the recovery in South America will not
extend to Mexico
JUAN M. RUIZ
27 FEB 2017 - 14:44 CET

After a three-year slowdown, South America will recover in 2017.MAURICIO LIMA / AFP
América Latina: divergencias norte-sur

 Differentiate regionalization from globalization (U)
 Assess the factors leading to a greater integration of the Asian region (Ev)
 Analyze how different Asian states confront the challenges of globalization

and regionalization (U)
 Articulate personal positions on various global/ regional issues (Ev)
II. Input
In international relations, regionalism is the expression of a common sense of
identity and purpose combined with the creation and implementation of institutions
that express a particular identity and shape collective action within a geographical
region. The European Union can be classified as a result of regionalism.
The more important characteristic of this relationship is
that Regionalism represents a stepping-stone on the way to Globalisation; that it
offers what one might call a 'safer' version of Globalisation – providing the benefits
ofFurther
inter-state trade and
Readings canexchange.
be accessed in Schoology – Readings for Lit 1 – The
Contemporary World Materials Folder.
1. (Exercises
Practice Acharya, 2010 ) – Why Asian Regionalism Matters – World Politics
/ Activities
Review
A. Recalling your previous lessons in globalization, point out the differences and
commonalities between regionalization and globalization using the graphic below.
GLOBALIZATION
REGIONALIZATION
B. Follow the link below for the prezi presentation on Asian regionalism.
https://prezi.com/p/z0qyog8ehlal/asian-regionalism/
C. Current Events:
 The Philippines remains to be an important founding member of the

ASEAN having hosted several summits recently
 The issue of the standing claims of the Peoples Republic of China (PRC)
as well as several ASEAN States to the West Philippine Sea
 Pres. Rodrigo Duterte aims for peaceful and cooperative resolution of the
Spratly’s debacle by forging more cooperative and open ties with the PRC.
 The Phil. has always been active in regional blocs that have been
established since the time of the South East Asia Treaty Organization
(SEATO) up until current regional groupings. The country believes in
establishing close ties with its neighbors and pursue friendship, amoinity,
and cooperation as embodied in its Constitution.
 The Philippines remains to be steadfast to the ideals and vision of ONE
ASEAN and give utmost importance to the tenets of economic integration,
the pursuit of peace in the region and socio cultural cooperation.
 Asia’s Region is home to over half of the world’s population, produces
three tenths of global output, and consistently records the world’s highest
economic growth rates.
 Asia’s economies are increasingly connected through trade, finacial
transactions, direct investment, technology, labor and other tourist flows,
and other economic relationships.
 The regional order that is present in the Asian region is spurred by the fact
that there exists patterns of similarities too great to escape scrutiny.
 Asia’s strength derives from the openness, diversity, and dynamism of its
interconnected economies.
 Research and read more about ASEAN’s aims, purposes, fundamental
principles and its ASEAN community
D. Discussion questions to enable students to articulate their own position regarding

regionalization:
 What is ASEAN? APEC? APT? EAS? Are these institutions mere talk-
shops, or are they genuine forces for stability and security?
 Why are nations participating in Regionalism?
 What are your thoughts on the future of Asian regionalism?
ASSESSMENT # 3
Unit 3 Assessment


Essay (20 pts)
Directions:
1. Based on our class discussions and the article that you have read, assess the
performance of Asian Regionalism. Answer the following questions to guide you in
your discussion.
a. Have these institutions made positive contributions to regional stability and
prosperity?
b. Should Asia continue to go on with its established regional patterns?
c. Should there be more integration?
2. Limit your answer to 150 words only. See rubric #1 for the rating.
Note: The PERFORMANCE TASK will be done after assessment #3: ONLINE
DEBATE. This is a Graded Oral Activity.

UNIT 4 - A WORLD OF IDEAS
Lesson 1 Global Media Cultures
 Explain the relationship between media, culture and globalization. (Un)

 Analyze how various media drive various forms of global integration. (An)
 Explain the dynamics between local and global cultural production. (An)
VALUES DESIRED: Openness, respect and positive acceptance for cultural
diversity
II. Input
Global Media Culture
res explores the relationship between the media, culture, and
globalization. This topic explores the past and current challenges concerning
international communication and explores and problematizes the power of media
representation. By definition, Global media is the mass communication on a
global level, allowing people across the world to share and access the same
information. It is indeed that technologies made people’s lives easier all over the
globe. 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. Mass media is
communication—whether written, broadcast, or spoken—that reaches a large
audience. Mass media is a significant force in modern culture. Sociologists refer
to this as a mediated culture where media reflects and creates the culture.
Globalization has a great influence on the media and further its impact on us.
The most visible effect of globalization is wide spread communication. The
introduction of newspapers, magazine, internet and TV has immensely helped to
spread information and has helped people to come together from all over the
world.
The Nature of Contemporary Globalization (Firat, 2016).
While this process of identity formation applies under the contemporary
modern conditions of globalization, it has taken a special form. Global media and
global communications systems have enabled, and made desirable, access to a
multiplicity of cultures from many locals. Thus, today, the global emerges as a
mosaic of multiple locals in many localities – a phenomenon that has been called
the globalization of fragmentation (Fırat 1997). In all major metropolises across
the world one can find representations from many locals. Whether one is in San
Francisco, USA, Bangkok, Thailand, İstanbul, Turkey, or Paris, France, along

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around the world (Featherstone 1991; Ger and Belk 1996).
Clearly, these representations of different cultures cannot be said to be
“total” representations of the local cultures. Rather, they appear mostly as
façades. This is, indeed, a specific character of contemporary globalization.
Contemporary globalization exhibits itself primarily as an expansion of markets
and of products that find interest in expanding markets. Thus, in contemporary
globalization, representations of the locals take marketable, commoditized,
commercialized forms. In effect, only the marketized artifacts of local cultures find
global representation. The marketization of cultural artifacts is a function and a
reflection of the (corporate) market system, which increasingly dominates world
politics and conceptions of development. This dominance results in a special
emphasis on material economic values in gauging growth, development, and
success of human society in modernity, and local identities increasingly come to
be defined by the commercially viable elements or artifacts of cultures. In a
global world that is based on the expansion of markets, only the marketable
(commercial) dimensions of local identities are afforded global visibility. While,
therefore, all cultures that afford marketable qualities find expression in global
markets, this expression is only a commercial one. In this sense, no one culture
is universal or hegemonic across the world, except the culture of the market. The
only universal in contemporary globalization is the hegemony of this market
system.
Collapse of cultures to their marketable artifacts, their representation
through only this commercial dimension, degrades the multi-dimensional cultural
space to a two-dimensional façade. The texture and textuality that enables
immersion into cultures is, thus, lost, at a time when global consumers
increasingly seem to seek greater immersion into and navigation of a multiplicity
of cultures (Featherstone 1991; Fırat 1997).
Matrix for Global Culture
Fill in the matrix below with cultural practices, products, or services which are
suggestive of the emergence of a “global culture” or “world culture”. Be ready
to share your matrix to the class during our big group discussion.
Food Entertainment Music Brand Products /

Program Services
a. Virtual Class Discussion Questions

 How familiar are you with the comparable developments shown in the
matrix of your classmates?
 Can you identify similarities? differences?
 What do these developments suggest? Do you find it unifying or
destructive? Why?
 What inferences could you make about global media? global integration?
 Are international exchanges and flows of goods, services, capitals,
technology transfer and human movements creating a more standardized
and unique world culture?
 What is the role of media in culture?
 Would acculturation, which yields from long and rich contacts between
societies of different cultures, result in a universal culture?
 What are the effects of global media culture?
 Is there a globalization without media?
b. Conclusion
Interactions between globalization and culture, particularly the influence of
the former on the latter, constitute a contention point in the literature as
various theoretical scenarios have been developed to examine these
interactions.
The heterogenization view, which is also labeled differentiation, relates
fundamentally to barriers that prevent flows that would contribute to the
sameness of cultures. In the homogenization perspective, which is also
known as convergence, barriers that prevent flows that would contribute to

making cultures look alike are weaker and the global flows are stronger. In
its extreme form, there is a possibility that local cultures can be shaped and
overwhelmed by other more powerful cultures or even a global culture.
According to the hybridization view, external flows interact with internal flows
to create a unique cultural hybrid that encompasses components of the two
(Ritzer, 2010).
There is no doubt that cultures get influenced and shift through contact
with other cultures. However, this influence and shift does not mean cultural
standardization or convergence towards a world cultural model based on the
American or the European one. Some authors have rejected the simplistic
idea of homogenization and convergence (see Garrett, 1998) as there is
empirical evidence that supports the fact that globalization preserves
national particularities (Guillén, 2001; Zelizer, 1999). In fact, nations will
maintain their variety and complexity, and cultural diversity is not
endangered as cultural differences between countries are maintained.
Nations get involved in cultural integration processes on a regular basis
without loosing their cultural peculiarities. They interpret cultural elements in
light of theirs in a way that they become compatible with their culture. The
adoption of a Western way of life does not mean standardization. Human
societies resort to their symbolic fences in order to express their particularity
and difference as a set of customs, habits, practices and productions.
To benefit from opportunities, cultures do not shut themselves off from the
rest of the world, but rather they open up to other cultures in efforts to
improve their social and economic capabilities. Culture openness is a
phenomenon that recognizes differences between cultures, does not
necessarily standardize or blend cultures and allows cultures to benefit from
richness of other cultures. In the old days, individuals were subject to cultural
consequences as they had to live with what their environment transmitted to
them in addition to their contribution. Culture was part of individuals’ destiny
as it shaped their identity and future. Nowadays, individuals have access to
an immense ocean of data and information which influence their socialization
through acquired behaviors and attitudes. However, these acquired elements
do not constitute a source of destruction to the core components of their own
native culture.
It is our contention that homogenization and hybridization are concerned
with cultural artifacts rather than with cultural values and underlying
philosophical assumptions of a given culture. It is noteworthy to mention that
the former do not impact the latter. It seems that the superficial elements of
cultures such as clothing, fashion, foods, arts, music, movies and crafts are
what gets transferred whereas the deeply embedded components of cultures
remain contextually bound and culturally specific. Every culture maintains its
cultural particularities while absorbing and interpreting cultural characteristics
of other societies with which they are in contact. In fact, cultural exchanges
among nations are positive as seen with the influences that global trade
transactions have exerted on cultural identities. These transactions are not
purely and solely destructive and negative for local cultures, they also bring
about more possibilities and opportunities. In this regard, cultures are
dynamic rather than static and can incorporate foreign contributions into their
components without being necessarily subject to cultural domination.
Interactions between globalization and culture hold considerable
implications for both societies and organizations. In this respect, economic
globalization may exert an influence in reinforcing the ideology of
individualism worldwide (Herriot and Scott-Jackson, 2002). As globalization
promotes the flow of cultural practices and norms along with cross-border
exchanges of products and goods, both societies and organizations need to
understand cultural implications of these flows in hopes for better interaction
with other cultures and more efficient management of international
organizations. In addition, while resorting to standardized practices across
cultures, organizations need to adapt these practices in light of local cultural
specificities. Hassi (2012).
Lesson 2 The Globalization of Religion
 Explain how globalization affects religious practices and beliefs. (Un)

 Analyze the relationship between religion and global conflict and, conversely,
global peace. (An)
 Analyze the dynamics of Catholicism as an example of globalization of
religion .(An)
VALUES DESIRED: Respect and concern for personal beliefs
II. Input
Globalisation of Religion (Khaled, 2007)
As all major religions of the world derive from the same root source, it is
important to realize the significance of mutual respect that has been advocated in
all religions. Furthermore, with globalization of free flow of information via high
technology and the movement of peoples cross borders can only positively help
religious tolerance to increase. This religious unity is mentioned in all religious
doctrines but unfortunately, the events of history up until the present day has
unfolded with the emphasis on differences than that of similarities. But if we are
to revert to that which has been stated in all the following Holy verses, perhaps
we can shift from religious harmony as a conception and materialize it into a
reality.
The Holy Quran states: ‘O Mankind, we have created you male and
female, and have made you races and tribes, that you may know each other’ (Al
Quran 49:13). In Judaism, it is states: “Seek peace and pursue it…. Seek it
where you are and pursue it in other places as well.” (Psalm 34: 15) In the Old
Testament, it states: “Love your enemies, bless them that curse you, do good to
them that hate you, and pray for them which despitefully use you and persecute
you” (Matt. 5:44) “May God…grant you to be of the same mind with one
another” (Romans 15: 5-6). In Hinduism, Swami Vivekananda states: “Help and
not fight, assimilation and not destruction, harmony and peace and not
dissension are the substance of my faith”
History of Globalization and Religion
In discussing the issue of Globalization and its relations to religion, very
little remains outside these two very significant realms of society. Religion is an
institution that has existed since the emergence of the first man and humanity.
On the other hand, globalization, as we perceive it today, has been an
undergoing process for centuries. Although the term ‘globalization’ emerged as a
buzzword in the 1990’s after the collapse of the Soviet Union, the process of
globalization had been taking place long before. In the article Globalization since
the Fourteenth Century, globalization has been defined as “The physical
expansion of the geographical domain of the global—that is, the increase in the
scale and volume of global flows—and the increasing impact of global forces of
all kinds on local life. Moments and forces of expansion mark the major turning
points and landmarks in the history of globalization”.
This article then states all the factual events of history, whereby,
globalization evolved when since Alexander the Great in 325 B.C., when
Chandragupta Maurya becomes a Buddhist and combines the expansive powers
of a world religion, trade economy, and imperial armies for the first time.
Alexander the Great sues for peace with Chandragupta in 325 B.C. at Gerosia,
marking the eastward link among overland routes between the Mediterranean,
Persia, India ad central Asia. Following this, in the first century, the expansion of
Buddhism in Asia makes its first appearance in China and consolidates cultural
links across the Eurasian Steppe into India, thus, establishing the foundations of
the Silk Route.
From the period of 650-850 A.D, there was a vast expansion of Islam from
the Western Mediterranean to India; thus, this not only saw to the adoption of the
religion of Islam, but all the cultural, social, and educational aspects brought
about by the Islamic Civilization. An example of this would be the Ottoman
Empire in 1300 AD, which spanned from Europe, North Africa, and the Middle
East; this created the great imperial arch of integration that spawned a huge
expansion of trade with Europe.
Finally, we come to what many scholars see as the birth of Globalization;
the discovery of the Americas and the travels of East and West by Columbus and
De Gama. This not only founded the age of European seaborne empires, but it
also pioneered the exponential expansion of Christianity in these conquered
regions. With the development of the slave trade in 1650, marked as a dramatic
factor which sustained the expansion of Atlantic Economy, giving birth to
integrated economic/industrial systems across the Ocean—with profits
accumulating in Europe during the days of mercantilism and the Enlightment.
The ‘integration’ of religions and its cultures took about a natural discourse
with the merging of civilizations and their evolving trade routes, which ultimately
led to the colonization of the Asia, Africa, Central and South America. Thus, here
marks the pivotal point where religion becomes an integral part of globalization
and vice-versa.
Summarize the history of these two major religions using the matrix below:
Religion When did it start How was the faith Current status in
in the Phil? propagated? the Philippines?
Islam
Catholic

Khaled, M. (2007). Globalization and Religion. Paper presented at the Conference on
Globalization, Conflict & the Experience of Localities, Rome, Italy.
ASSESSMENT # 4
Unit 4 Assessment

Essay
Directions:
1. Write 200-word essay using the global fast-food restaurant chain of McDonald as
an example of homogenization of culture. (20 pts)
a. In your essay, explain well how McDonald restaurants used media forms to
greatly affect global integration in the market.
2. As we approach the celebration of the 500 th Year of Christianity in the

Philippines, write a 200-word essay reflecting on these questions: (20 pts)
a. Was Christianity used as a tool for colonial rule or a tool to defend the
basic human dignity to end tyranny?
b. How did it affect our religious practices and beliefs?
c. Today, violence, civil conflict and war related to religion threaten the lives
of thousands of people across the globe. In the face of such conflict, what
steps can we take to address this global crisis?
d. What role can religion and individuals play?
UNIT 5 - GLOBAL POPULATION AND MOBILITY
 Identify the attributes of a global city. ( U)

 Analyze how cities serve as engines of globalization. ( U)
 Acquire understanding of research proposal writing . ( AP)
VALUES DESIRED: Sustainability -planning, acting, and responding with an eye to

the future
II. Input
 What is the concept of global city?
According to Charnock (2013), Global city is an urban centre that enjoys

significant competitive advantages and that serves as a hub within a
globalized economic system. The term has its origins in research
on cities carried out during the 1980s, which examined the common
characteristics of the world’s most important cities. However, with increased
attention being paid to processes of globalization during subsequent years,
these world cities came to be known as global cities.
 What are examples of global city?
In this world then, a global city is a significant production point of

specialized financial and producer services that make the globalized economy
run. Early research on global cities concentrated on key urban centres such
as London, New York City, and Tokyo. With time, however, research has
been completed on emerging global cities outside of this triad, such
as Amsterdam, Frankfurt, Houston, Los Angeles, Mexico City, Paris, São
Paulo, Sydney, and Zürich. Such cities are said to knit together to form a
global city network serving the requirements of transnational capital across
broad swathes of territory.
The question then becomes how to identify these cities, and perhaps to
determine to what extent they function as global cities specifically, beyond all
of the other things that they do simply as cities. (Renn, 2012)
 What criteria can be used to determine what constitute global cities?
The rise of global cities has been linked with two globalization-related
trends: first, the expansion of the role of transnational corporations (TNCs) in
global production patterns and, second, the decline of mass
production along Fordist lines and the concomitant rise of flexible production
centred within urban areas. These two trends explain the emergence of
networks of certain cities serving the financial and service requirements of
TNCs while other cities suffer the consequences of deindustrialization and fail
to become “global.” Global cities are those that therefore become effective
command-and-coordination posts for TNCs within a globalizing world
economy. Such cities have also assumed a governance role at the local scale
and within wider configurations of what some commentators have termed the
“glocalization” of state institutions. This refers to processes in which certain
national state functions of organization and administration have been
devolved to the local scale. An example of this would be London. Since the
1980s London has consolidated its position as a global banking and financial
centre, de-linked from the national economy.
The rise of global cities has been linked with two globalization-related
trends: first, the expansion of the role of transnational corporations (TNCs) in
global production patterns and, second, the decline of mass
production along Fordist lines and the concomitant rise of flexible production
centred within urban areas. These two trends explain the emergence of
networks of certain cities serving the financial and service requirements of
TNCs while other cities suffer the consequences of deindustrialization and fail
to become “global.” Global cities are those that therefore become effective
command-and-coordination posts for TNCs within a globalizing world
economy. Such cities have also assumed a governance role at the local scale
and within wider configurations of what some commentators have termed the
“glocalization” of state institutions. This refers to processes in which certain
national state functions of organization and administration have been
devolved to the local scale. An example of this would be London. Since the
1980s London has consolidated its position as a global banking and financial
centre, de-linked from the national economy.
Although global cities are interconnected, embedded as they are in global

production and financial networks, they are also locked into competition with
one another to command increasing resources and to attract capital. To
successfully compete, local governments have been keen to promote their

cities as global. Such cities have been marketed as “entrepreneurial” centres,
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character and to disassociate the city from its actual territorial, ethnic, or
cultural setting. Such cities also regularly compete to host world events of
considerable prestige that present further economic opportunities, such as
the Olympic Games (Charnock, 2013).

a. To understand fully the concept of global city, let us look at our own
global cities in the Philippines. For instance, is Manila, or Makati, a
global city? Or why is a certain district in Taguig called Bonifacio
Global City (BCG)? How does one city become global? What
characteristics of a global city can you point out that are present in
these cities? What role does a global city play in the contemporary
world?
b. Review the steps in Historical Research

Identify an idea, topic or research question
Conduct a background literature review
Refine the research idea and questions
Determine that historical methods will be the method used
Identify and locate primary and secondary data sources
Evaluate the authenticity and accuracy of source materials
Analyze the date and develop a narrative exposition of the findings.
(Berg & Lune, 2012, p.311)
c. At this time, the students must have identified an idea, topic, or

research question and have written a draft of their literature review.
The teacher will allot time for consultation in refining their research
ideas and questions.
(Note: assessments for lessons 1, 2, and 3 of unit 5 will be placed in one

unit test at the end of lesson 3 marked as assessment #5)
 Delineate terms used in the study of demography. ( U)

 Explain the theory of demographic transition as it affects global population.
( U)
 Write their initial research proposal’s review of related literatures with proper
citation. ( AP)
II. Input
In the past 50 years, the world accelerated its transition out of long-term
demographic stability. As infant and child mortality rates fell, populations began
to soar. In most countries, this growth led to falling fertility rates. Although fertility
has fallen, the population continues to increase because of population
momentum; it will eventually level off. In the meantime, demographic change has
created a ‘bulge’ generation, which today appears in many countries as a large
working-age population. This cohort will eventually become a large elderly
population, in both developed and developing countries (Steger et al., 2014).
Population growth has been the subject of great debate among
economists and demographers. Until recently, most have agreed on a middle
ground, in which population growth per se has no effect on economic growth.
New evidence suggests that changes in the age structure of populations – in
particular, a rising ratio of working-age to non-working-age individuals – leads to
the possibility of more rapid economic growth, via both accounting and
behavioural effects. The experiences of east Asia, Ireland and sub-Saharan
Africa all serve as evidence of the effect of demographic change on economic
growth (or lack thereof). Both internal migration (from rural to urban areas) and
international migration complicate this picture (Castelli, 2018).
The overall implications of population growth for policy lie in the imperative
for investments in health and education, and for sound policies related to labour,
trade and retirement. Understanding future trends is essential for the
development of good policy. Demographic projections can be quite reliable, but
huge uncertainties – in the realms of health, changes in human life span,
scientific advances, migration, global warming and wars – make overall
predictions extremely uncertain (Canning, 2006)
READ A JOURNAL ARTICLE TO FURTHER STUDY, DISCUSS, AND

 What are global demographic trends?
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Bongaarts, of very
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1800. The doi:
modern expansion of human numbers
10.1098/rstb.2009.0137
started then, rising at a slow but more steady pace over the next 150
years to 2.5 billion in 1950. During the second half of the twentieth
century, however, growth rates accelerated to historically unprecedented
levels. As a result, world population more than doubled to 6.5 billion in
2005 (United Nations 1962, 1973, 2007). This population expansion is
expected to continue for several more decades before peaking near 10

billion later in the twenty-first century. Around 2070, the world's population
will be 10 times larger than in 1800(Bongaarts, 2009).

 Before we can go on studying global demography, we need to go over a
few demographic terms to be used:
o Concept of demography
o Global demography
o Fertility rate
o Mortality rate
o Age composition and life expectancy
o Population pyramids
 What is the relationship of demography to globalization?
 What does the theory of demographic transition predict?
 After the lesson, the students will be guided in citing related literatures
using APA style. Samples will be presented for them to follow. They will
then be asked to do individual consultations regarding their topics.
 Analyze the political, economic, cultural, and social factors underlying the
global movements of people. (An)
 Display first-hand knowledge of the experiences of OFWs. (Un)
 Critique research proposals of classmates. (Ev)
VALUES DESIRED: Caring and listening carefully to others, working together to

achieve shared goals
II. Input
More than 244 million international migrants were estimated to live in a

foreign country in 2015, leaving apart the massive number of people that have
been relocated in their own country. Furthermore, a substantial proportion of
international migrants from southern countries do not reach western nations but
resettle in neighbouring low-income countries in the same geographical area.
Migration is a complex phenomenon, where ‘macro’-, ‘meso’- and ‘micro’-factors
act together to inform the final individual decision to migrate, integrating the
simpler previous push–pull theory.
Among the ‘macro-factors’, the political, demographic, socio-economic

and environmental situations are major contributors to migration. These are the
main drivers of forced migration, either international or internal, and largely out of
individuals’ control.
Among the ‘meso-factors’, communication technology, land grabbing and

diasporic links play an important role. In particular, social media attract people
out of their origin countries by raising awareness of living conditions in the
affluent world, albeit often grossly exaggerated, with the diaspora link also acting
as an attractor. However, ‘micro-factors’ such as education, religion, marital
status and personal attitude to migration also have a key role in making the final
decision to migrate an individual choice. The stereotype of the illiterate, poor and
rural migrant reaching the borders of affluent countries has to be abandoned.
The poorest people simply do not have the means to escape war and poverty
and remain trapped in their country or in the neighbouring one.
Once in the destination country, migrants have to undergo a difficult and

often conflictive integration process in the hosting community. From the health
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World Migration-
but they How much
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Cultural barriers may sometimes hamper
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and the health care provider. The acquisition of western lifestyles is leading to an
increase of non-communicable chronic diseases that require attention.
Destination countries have to reconsider the positive medium/long-term potential

of migration and need to be prepared to receive migrants for the benefit of the
migrants themselves and their native population (Castelli, 2018)
a. OFW Interview: Each student will be asked to interview a former or a

current OFW online. In class, they will share what they learned from
these interviews about transnationalism and the factors that affect
global migrations.
b. Mini lecture on citation methods for research papers.
c. Proposal for final research paper: Students will begin writing a 500
word proposal for their final research paper.
d. Pair discussion: Students will pair off and critique each other’s
research proposals.
ASSESSMENT # 5
Unit 5 Assessment

A. Essay
a. Research for a global city and answer the following questions: (20 pts)
i. How would you describe your city?
ii. What is your city known for?
iii. What makes your city a global city?
b. On Philippine Population Issues. (20 pts)
i. Answer this question: Has the Philippines undergone demographic

transition? Why or why not?
B. On Migration Interview Report (20 pts)

a. Share your first-hand knowledge of the OFW you have interviewed.
b. What factor/s motivated him/her to migrate?
c. What important lesson can we learn from the story of your OFW?
UNIT 6 - TOWARDS A SUSTAINABLE WORLD
 Differentiate stability from sustainability. (U)

 Articulate models of global sustainable development. (U)
 Evaluate some Filipino practices that are not supportive of sustainable
development.(E)
VALUES DESIRED: Sustainability, planning, acting, and responding with an eye

to the future,
Respect, valuing self, others and environment with appropriate
action
II. Input
What is the official definition of Sustainable Development?
The “official” definition of sustainable development was developed for the

first time in the Brundtland Report in 1987. It says, “Sustainable development is
the idea that human societies must live and meet their needs without
compromising the ability of future generations to meet their own needs”.
Specifically, sustainable development is a way of organizing society so that

it can exist in the long term. This means taking into account both the imperatives
present and those of the future, such as the preservation of the environment and
natural resources or social and economic equity ("Brundtland Report," 1987).
Sustainability can be perceived as a factor of stability. Stability is more

difficult to define considering that there is no strict definition that is universally
agreed upon. There are several concepts and mechanisms that are included in
the topic of stability such as the interactions between the species of organisms
within the environment and the way in which the species experience disturbances
to the environment, whether natural or man-made. During the process of
ecological succession, there is stability when the diversity of that particular region
gets stabilize after the competition between species of various aspects (Kazemi,
2013).
The entire issue of sustainable development centres around inter- and

intragenerational equity anchored essentially on three-dimensional distinct but
interconnected pillars, namely the environment, economy, and society. Decision-
makers need to be constantly mindful of the relationships, complementarities, and
trade-offs among these pillars and ensure responsible human behaviour and
actions at the international, national, community and individual levels in order to
uphold and promote the tenets of this paradigm in the interest of human
development. More needs to be done by the key players—particularly the United
Nations (UN), governments, private sector, and civil society organisations—in
terms of policies, education and regulation on social, economic and environmental
resource management to ensure that everyone is sustainable development
aware, conscious, cultured and compliant (Mensah & Casadevall, 2019)
United Nations’ Sustainable Development Goals were put in place to

transform the world by 2030.
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a. Virtual Classroom Discussion ( with assigned discussants on the
following topics: Sustainable Development, Models of GSD, and local
practices on sustainable development)
READ MORE ABOUT THIS TOPIC: Page 59 of 76 (Lit 1-Suñga)
Mensah, J., & Casadevall, S. R. (2019). Sustainable development:

b. Using H diagram,
Meaning, differentiate
history, stability
principles, pillars,from
andsustainability
implications for human
c. Discuss
action: Literature review. Cogent Social development.
at least 1 model of global sustainable Sciences, 5(1). doi:
d. Point out one Filipino practice that is not supportive of GSD. Share to
10.1080/23311886.2019.1653531
the class discussion.
e. Mini-lecture on citation methods for research papers
f. Students will begin writing a 500-word proposal for their final research
paper (possible topics for exploration)
i. Coherent and inspiring projects
ii. Resolving conflicts and decisions
iii. Individual empowerment and collective endeavour
iv. Celebrating diversity in a just and inclusive manner while
challenged by our differences
v. Creative , artistic craftsmanship in everything we do
vi. How will our group, organization, project, or community reach
out to other local and regional communities, to build bridges and
facilitate learning from each other and more effective learning
from each other and more effective collaboration towards
shared goals?
g. Pair discussion: students will pair off and critique each other’s research
proposals. They will submit a short comment or assessment of their
classmate’s proposal.
Assignment
a. OFW Interview – each student will be asked to interview a former or a

current OFW (online). They can use what they learned from these
interviews about transnationalism and the factors that affect global
migrations and use this topic for their research proposal.
 Define global food security. (U)

 Critique existing models of global food security. (Ev)
 Critique the film, “The Price of Sugar”. (Ev)
VALUES DESIRED: Responsibility, fairness and justice, and articulating reasons

for their value choices and positions
II. Input
For this unit, we will read an article to know more about global issues on food
security.
Nearly a billion people across the world experience the effects of food insecurity.
Source:
https://www.peacecorps.gov/educators/resources/global-issues-food-security/
Nearly a billion people across the world experience the effects of food
insecurity (1). According to the United States Agency for International
Development (USAID), food security means having, at all times, both physical
and economic access to sufficient food to meet dietary needs for a productive
and healthy life (2). Put more simply, families are able
to afford and obtain enough nutritious food. A family is food secure when its
members do not live in hunger or fear of hunger (2). Both in the United States
and in developing nations, food insecurity is often linked to poverty. Shifts in the
global economy, including rises in global food and oil prices, can affect food
security throughout the world, with especially severe effects in low-income
countries (13).
The World Health Organization (WHO) defines three main aspects of food
security. The first is food availability, having a sufficient supply of
food available on a consistent basis (3). This food can be either locally produced
or imported from other places. In some cases, communities may be unable to
produce their own food locally because of inappropriate agricultural technologies
or practices; lack of natural resources or productive land; climate constraints;
emergency situations like natural disasters; or health constraints, such as
HIV/AIDS, that prevent people from engaging in labor (4). Communities may be
unable to import food from other places because of issues like lack of foreign
exchange, political unrest, or lack of transportation (4).
The second aspect of food security is food access, having sufficient

resources to obtain appropriate foods for a nutritious diet (3). Even when a
sufficient supply of food exists to feed everyone, food may not always
be accessible to everyone. People need to have sufficient incomes and
resources in order to obtain food. There are a number of factors that can affect a
person's economic access to food, including lack of job opportunities that can
provide sufficient income, or lack of training or business knowledge for success
with income generating activities (4).
The final aspect of food security is known as food utilization, or consuming

a nutritious diet. This means that people make appropriate use of food, based on
knowledge of basic nutrition and care, and have access to water and sanitation
for preparing food and maintaining proper hygiene (3). Nutrition education can be
an important part of improving food utilization-making sure people are aware of
the variety of foods their bodies need to maintain good health. In many parts of
the world experiencing food insecurity, people may consume sufficient quantities
of starchy staple foods like potatoes, rice, maize, and cassava, but insufficient
quantities of protein, oils, dairy, fruits and vegetables that make up a balanced
diet (5). Changing this may not only require nutrition education, but also
increasing food availability through improved agricultural practices and
resources.
Disease prevention and management, including proper sanitation and

hygiene practices, are also important for proper food utilization. Undernourished
human bodies are more susceptible to illnesses like diarrheal disease and
pneumonia. But with proper nutrition, sanitation, and hygiene, many diseases-
especially those caused by food and waterborne contaminants-are less likely to
occur.
Food security is an issue both globally and at home in the United States.
According to recent data from the United States Department of Agriculture
(USDA), approximately 14.7% of U.S. households experience low or very low
food security (7). This equates to nearly 50 million people in the United States,
including about 17 million children (7). In response to food insecurity, the U.S.
government offers food assistance to low income families through
the Supplemental Nutrition Assistance Program (SNAP). This allows provides
families with electronic benefits they can use like a debit card to purchase
breads, cereals, fruits, vegetables, meat, and dairy products from approved
stores (8). The federal government also funds school breakfast and lunch
programs. Some community-based organizations, such as food banks, help
address families' immediate food needs, while others work to address the root
causes of food insecurity, improve local access to nutritious food, and provide
community-based nutrition education.
Looking at food security globally, the number of people experiencing food

insecurity in the United States and other developed nations makes up only about
two percent of the global total (9). The United Nations Food and Agriculture
Organization (FAO) states that 925 million (10) people in the world are
undernourished. The largest percentage of undernourished people live in Asia
and the Pacific Islands, followed by Sub-Saharan Africa (9). Fortunately,
there is enough food in the world today for everyone to have the nourishment
they need for a healthy and productive life (11). A key factor in addressing the
world's food security challenges is improving the availability, access, and
utilization of food across global communities.
Practice Exercises /Activities
a. Students will engage in a free association exercise of ideas they associate with
“global food security” using Mentimeter. It is an app that can create interactive
presentations and meetings, wherever the person is. The teacher can get real-
time input from remote students with live polls, quizzes, word clouds, Q&A and
more. Students can use their smartphones to connect to the presentation where
they can answer questions. They will be provided with a code to be able to join
the mentimeter activity. From the aggregated responses of every student in
mentimeter, the class can proceed for further analysis with the discussion
questions and later compare data and agree on their working definition of global
food security.
b. Students will then write their personal concept map of global food security.
Based on this, they will synthesize a personal definition of the concept.
c. Assign discussants to research on the models of global food security. Ask them
to share their researches to the big group. Let the big group critique the models
presented by their class discussants.
d. Group sharing/critiquing of the film, “The price of sugar”.

Lesson 3 Global Citizenship
 Articulate a personal definition of global citizenship. (U)

 Articulate the ethical obligations of global citizenship by an educational
institution. ( An)
 Identify the ethical implications of global citizenship. ( U)
 Write a research paper on a topic related to globalization with proper citation.
( Cr)
VALUES DESIRED: Citizenship, identify the ethical implications of global citizenship
II. Input
What Is 'Global Citizenship Education'?

September 25th, 2015 (Menten, 2015).
A classroom in India (Yorick_R/Flickr)
On Tuesday, September 29, Asia Society will host a roundtable dialogue bringing world leaders together to discuss
how to close the opportunity gap, increase social mobility, and educate all students for a global era. LearnMore
Alongside the United Nations General Assembly this week, every nation will agree to a
new agenda that will drive their development and policies for the next 15 years called
the Sustainable Development Goals (SDGs). In addition to covering a wide range of
subjects, the SDGs set forth a broad and ambitious agenda for global education that
goes well beyond getting all students in school. Simply put, achieving universal access
to education is no longer sufficient — it’s also necessary to provide all students with a
quality education, one that successfully prepares them for life in the 21st century.
But first — what is global education and what are its implications? In order to introduce
this important topic, we’ve prepared a brief explainer:
What is global citizenship education?
The UN’s Global Education First Initiative notes “It is not enough for education to
produce individuals who can read, write and count. Education must fully assume its
central role in helping people to forge more just, peaceful, tolerant and inclusive
societies.” According to the UN, global citizenship education provides the
understanding, skills, and values students need to cooperate in resolving the
interconnected challenges of the 21st century, including climate change, conflict,
poverty, hunger, and issues of equity and sustainability. These same educational
outcomes prepare students to be successful in the workplace of the 21st century as

well.
How is it related to terms already in use, such as educating for global

competence or 21st century skills?
Global citizenship education was included in the SDGs because it already has a broad
base of support. Over the past decade, Asia Society has built a national movement in
the U.S. around a similar concept called global competence – the knowledge, skills, and
dispositions to understand and act on issues of global significance. Global competence
includes skills in communication, collaboration, critical thinking, and creativity, which
collectively are known as 21st century skills. Globally, efforts to advance peace
education, human rights education, and education for sustainable development have
grown substantially over the years and also contribute to global citizenship education.
Why are we talking about global citizenship education now?
Global citizenship education is an idea whose time has come. As the world faces ever
more complex and critical challenges, it has become a core part of what a quality
education looks like in the 21st century. With the adoption of the SDGs, there is
recognition that access to this type of education is an equity issue. All young people,
regardless of their background, deserve to be prepared for meaningful work in the
global economy and to take part in solving the global challenges that impact their lives
and communities.
Who is working on global citizenship education?
Global citizenship education is at the forefront of efforts to transform education to

provide students with a holistic and well-rounded education that gives them the
knowledge, skills, and dispositions they need to succeed in a global 21st century. The
UN’s Global Education First Initiative has signed on 16 Champion Countries to catalyze
political and financial support for education, including global citizenship education. This
group includes China, South Korea, Australia, Bangladesh, and the U.S. International
organizations such as UNESCO, OECD, Brookings Institution, and Asia Society, among
others, are providing research and resources to support education policymakers and
teachers around the world.
What needs to happen next to advance global citizenship education?
The UN has identified several barriers to global citizenship education, including

outmoded learning materials and lack of teacher capacity in this area. However, the
biggest challenge may be the legacy of the current education system, which was
designed for the agricultural era rather than for an interconnected world. With the
adoption of the Sustainable Development Goals and the inclusion of global citizenship
education as a target for global education, now is the time to connect and leverage the
expertise and best practices of practitioners and programs to advance global citizenship
education for all students around the world (Menten, 2015).

a. Personal concept map of global citizenship – students will engage in a
free association exercise of ideas they associate with “global
citizenship.” Based on this, they will synthesize a personal definition of
the concept. Afterwards, they will list the obligations of a global citizen.
b. Independent research and writing. Students will spend the final week
completing their research papers.
ASSESSMENT # 6
TOWARDS A SUSTAINABLE WORLD

Essay:
After learning the last three lessons of the last unit, write a 200 word- essay discussing
why the world needs sustainability designers.
FINAL EXAM - Research Paper Writing
Independent Research and Writing – Students will spend the final week
completing their research papers. Deadline Jan. 14, 2020
APPENDICES
Appendix A
Rubric # 1: Essays
4 3 2 1
INTRODUCTION Well-developed Introduction Introduction Background
Background/ introduction creates adequately details are a
History engages the reader interest. explains the random
Thesis and creates Sufficient background, collection of
Statement interest. Contains background but may lack information,
detailed information is detail. unclear, or
background provided. not related to
information. Conclusion is the topic.
Conclusion recognizable
CONCLUSION Conclusion effectively and ties up Conclusion
effectively wraps up summarizes almost all does not
and goes beyond topics. loose ends. summarize

restating the thesis. main points.
MAIN POINTS The main idea or a The main The main idea More than
Body thesis statement is idea can be can be one of the
Paragraphs clearly defined. identified. identified. following
There may be more Supporting Stronger problems may
than one key point. details are support and be evident:
Supporting details relevant and greater The main idea
are accurate, explain the attention to is not
relevant, and main idea. details would identifiable.
helpful in clarifying strengthen Details are
the main idea(s). this paper. missing or
repetitious.
ORGANIZATION Logical progression Logical Organization No
Structure of ideas with a clear progression is clear. discernable
Transitions structure that of ideas. Transitions organization.
enhances the Transitions are present. Transitions
thesis. Transitions are present are not
are mature and equally present.
graceful. throughout
essay.
STYLE Writing is smooth, The reader is The reader is Writing is
Writer’s Voice, skilful, and informed and informed, but confusing,
Audience coherent. remains must work at hard to follow.
Awareness, Sentences are engaged. remaining Language is
strong and Sentences engaged. vague. No
expressive with have varied Sentence variety in
varied structure structure. structure sentence
shows some structure.
variety.
MECHANICS Punctuation, Punctuation, A few errors Distracting

Spelling, spelling, spelling, in errors in
punctuation, capitalization are capitalization punctuation, punctuation,
capitalization correct. No errors. are generally spelling, spelling,
correct, with capitalization. capitalization.
few errors. (3-4)
(1-2)
Introduction/Conclusion _______
Main Points _______
Organization _______
Style _______
Mechanics _______
Total Points ______
Appendix B
Rubric # 2 : Debate
Opening Statement:
Possibl Specific Criteria for Grading Score
e Points
9-10 Clear, persuasive opening argument that lays roundwork
for debate points that follow. Well-organized
7- 8 Clear statement that highlight several of the most
persuasive arguments for your position
5- 6 Statement introduces several main arguments, but does
not create a framework for subsequent debate –
haphazard organization
3-4 Statement based on one argument and/or poor projection
reduces persuasiveness.
1 -2 Unorganized short or rambling statement that does little to
persuade audience of argument’s merits
Key arguments in support of perspective:

Possible Specific Criteria for Grading Score
Points
13- 15 All major arguments presented and defended in a
persuasive manner. Have anticipated weaknesses in
your argument and have built your case taking into
account potential weaknesses. Appropriate
studies/statistics used to support position
10- 12 Most major arguments presented cogently.
Weaknesses anticipated. Some statistics/studies cited
in defense of position
7 -9 Several key arguments used to defend position.
Heavy reliance on notes to find supporting arguments
or address weaknesses
4 -6 Relies almost exclusively on one argument to build
case. Appear surprised at areas of weakness for your
position
1-3 Little attempt to build persuasive case in support of
your position. Appear unprepared.
Countering Opponents Arguments:

Points
13-15 Strong counters to all of opponent’s arguments,
presented persuasively and cogently. Have
data/studies on hand to undermine those presented by
opposing side.
10-12 Strong counters to almost all of opponent’s
arguments. Most counters are presented
persuasively and supported by appropriate data
8-9 Strong counters to some arguments, but appear

unprepared to deflect or undermine several major
arguments presented by opposing side
6- 7 Leave unaddressed most major arguments presented
by opposing side. Points countered are not supported.
4-5 Few attempts to undermine opposing sides points
1 -3 Unprepared for opposing side’s arguments
Closing Statement:
Points
9-10 Clear, persuasive closing statement that summarizes
key arguments, Includes memorable “closing punch”
7-8 Clear statement that reiterates several of the most

persuasive arguments for your position
5-6 Statement repeats one or more main arguments, but
does not effectively persuade audience
3-4 Statement based on one argument, not well-
presented.
1-2 Unorganized short or rambling statement that does
little to persuade.
Rubric # 3: Research Paper (Finals)
CATEGORY COMPONENT EXEMPLARY (4-5) SATISFACTORY UNACCEPTABLE

(2-3) (0-1)
Topic Researcha- Involves an issue Involves an issue Involves an issue
(15) ble topic important to the important to you important only to
profession; leads and the you; only a
to new knowledge; profession; leads personal lack of
both engages your to new knowledge knowledge;
attention and begs and compilation competes for
for a solution of existing your attention
knowledge;
engages your
attention
Application of Incorporates and Incorporates and Incorporates
concepts explains many explains enough and explains
research ideas, research ideas, few or none of
methods, and methods, and the research

readings we readings we ideas,
studied this studied this methods, and
semester semester readings we
studied this
semester
Limitations Includes enough Includes enough Includes few
limitations to limitations to significant
permit exhaustive permit in-depth limitations;
investigation investigation leads to
shallow or
superficial
investigation
Content Problem or Stated clearly; Stated clearly Vague; general;
(50) need explains causes ambiguous
or events
leading to
problem or
need
Hypotheses, Stated clearly; Stated clearly Vague; general;
questions, appropriate in ambiguous; or
issues, or number not included
propositions
Literature Discusses prior Discusses Discusses
review research relevant enough prior irrelevant
to topic and research to literature; or not
methods support methods included
and procedures
Citations Cites relevant Cites relevant Cites
literature; includes literature; uses irrelevant
citation for every consistent, literature;
fact not part of standard includes too
general format few citations;
knowledge; uses uses
consistent, inconsistent or
Content standard format nonstandard
(continua- format
tion) Bibliography Includes all Includes all Does not include
literature cited; literature cited; all literature
uses uses consistent, cited; uses
consistent, standard format inconsistent or
standard non-standard
format; lists format
additional
references with
annotations
Methods and Discusses Identifies Identifies

strategies appropriate appropriate inappropriate
research research research
methods; methods; methods;
fully describes their vaguely
describes use and describes their
their use application to use and
and your topic application to
application your topic
to your topic
Data Fully describes Clearly describes Vaguely
data/evidence data/evidence describes
needed; seeks needed; leads to data/evidence
ways to validate valuable needed
findings; leads to conclusions
valuable
conclusions
Data Completely Clearly Vaguely
procedures describes describes describes
procedures for procedures for procedures
obtaining obtaining for obtaining
data/evidence; data/evidence data/evidenc
completely ; describes e; omits
describes appropriate appropriate
appropriate analysis analysis
analysis procedures procedures
procedures
Headings Logical Hierarchy that Illogical hierarchy
hierarchy that shows some of that shows little
clearly shows your organization; of your
your consistent in organization;
organization; capitalization, inconsistent in
consistent in font, indentation, capitalization,
capitalization, numbering font, indentation,
font, indentation, numbering
numbering
Thesis format Follows thesis Follows some Does not follow
manual thesis manual thesis manual
guidelines for title guidelines for guidelines
page, size, page size,
margins, page margins, page
numbers, numbers,
headings, figure headings, figure
and table and table
captions captions
Writing Continuity / Includes Includes Lacks continuity
(20) transitions continuity continuity between topics

between between topics
topics;
includes
transitions
from topic to
topic
Sentences Includes Includes Includes
complete complete incomplete
sentences; uses sentences; sentences;
parallel uses subject- lacks subject-
construction; verb verb
uses subject-verb agreement agreement
agreement
Clarity Uses active voice Uses a mixture of Uses passive
and active voice and voice; awkward,
conversational passive voice to convoluted, run-
tone to make it make it readable, on sentences
an easy read; but with some that make it
engaging effort difficult to read
Writing Less than 5 5 to 10 errors in More than 10
mechanics errors in spelling, spelling, errors in spelling,
grammar, and grammar, and grammar, and
punctuation punctuation punctuation
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HOLY CROSS COLLEGE OF CALINAN, INC.

Davao-Bukidnon Road, Calinan, Davao City

SECOND TERM, FIRST SEMESTER

MA. CORAZON C. SUÑGA, PhD

SCHEDULE OF SUBMISSION OF ACTIVITIES

Unit/Lesson No. Topic Page/s Date of Submission

Lesson 2 Market Integration

Lesson 3 The Global Interstate

Lesson 2 The Globalization of

HOLY CROSS COLLEGE OF CALINAN, INC.

We are a pioneering Catholic educational institution administered by the Presentation of

 We provide excellent quality formation, education, training and development to

This course introduces students to the contemporary world by examining the

No. of Hours Content

2. Unit 1 - Introduction to Globalization

6. Unit 4 - A World of Ideas

Final Exam / Research Paper Writing

SCHEDULE OF SUBMISSION OF ACTIVITIES.................................................................................2

Suggested time allotment: 5 hours

UNIT 1 - INTRODUCTION TO GLOBALIZATION

Lesson 1 Concepts of Poverty and Globalization

 Create a collective diagnosis of poverty and globalization. (An)

b. Virtual Classroom Discussion. For those who have internet

c. Use the following questions to discuss how we decide what to use as

 How do you know if something is true?

Lesson 2 Understanding Globalization

 Critique on an interpretation and understanding of globalization by an

This was brought home to me vividly by a conference that I attended four

What explains this globalization? It is certainly not attributable to conquest,

a. Students will engage in a free association exercise of ideas they

Special Lesson: Research Paper Writing

What is historical research?

Historical research or historiography, "attempts to systematically recapture the

Steps in Historical Research

Historical research involves the following steps:

Libraries Museums Stories/Personal

Lesson 1 The Global Economy

VALUES DESIRED: Articulate personal positions on various global issues, Discuss

What Is Globalization in the Economy?

How Do We Make Globalization More Just?

Practice Exercises / Activities

b. Virtual Class Discussions – Based on the readings given to you, be

 Who are the actors that facilitate economic globalization? What

 What is your understanding of economic globalization?

 What economic processes can be gleaned in our study of

 What does economic globalization comprise of?

 Describe the relationship of governments of the developed

 Explain the role of international financial institutions in the

 Do you agree that globalization brings better opportunities than

Lesson 2 Market Integration

 Summarize the history of global market integration using a timeline and / or a

For some people, this global phenomenon is inherent to human nature.

Examples of Globalization (Concept Map)

 Economic globalization: is the development of trade systems within

Practice Exercises / Activity :

a. While reading on the history of globalization, make a timeline on its

b. Virtual Class Sharing of timelines. Use Conference App in Schoology.

c. Virtual Class Discussion. The teacher will show a powerpoint

 Is globalization a new phenomenon?

 What factors contributed to the growth of globalization

Name: _______ Program/Year:

Name: _______ Program/Year: