Course Packet in G WORLD

The Contemporary World
College of Arts & Sciences

Course Study Guide Contents
Week No. Module Topic Page
Introduction To Globalization 2
1
The Global Economy

2 8
The United Nations and Contemporary Global 36

3 Governance
Media and Globalization (Culture Politics and 64

4 Economy)
Editorial Office
Course Developer Jovit C. Mendez, JD
Content Experts Dr. Ramie L. Bulaybulay, Jr.

Dr. Sarah M. Nemenzo
Language Editor Dr. Aileen C. Costas
Design/Media Specialist Ms. Jedidiah K. Singco
2
Flexible Learning Course Syllabus
Flexible Learning Course Syllabus

College of Arts and Sciences
General Education
First Semester, Academic Year 2020-2021
I. Course Information
Course Code G World Course This course introduces the students to the contemporary world
Description by examining the multifaceted phenomenon of globalization.
Course Title The Contemporary World Using the various disciplines of the social sciences, it examines
the economic, social, political, technological, and other
transformations that have created an increasing awareness of
the interconnectedness of peoples and places around the
globe. To this end, the course provides an overview of the
various debates in global governance, development, and
sustainability. Beyond exposing the student to the world
outside the Philippines, it seeks to inculcate a sense of global
citizenship and global ethical responsibility. This course
includes mandatory topics on population education in the
context of population and demography.
Prerequisite(s) None Course 1. demonstrate proficient and effective communication
Learning (writing, speaking and use of new technologies);
Outcomes 2. demonstrate critical, analytical, and creative thinking;
Credit Unit 3 Units 3. apply different analytical modes in problem;
4. examine the contemporary world from both Philippines and
global perspectives;
5. contribute personally and meaningfully to the country‘s
development; and
6. use current technology to assist and facilitate learning and
research.
II. Instructor's Information
Instructor Name Jovit C. Mendez, JD Corporate jmendez@uv.edu.ph
Email
Title: Faculty Phone +63 945-460-7019
III. Course Syllabus

Week No. of Module Topic Intended Learning Learning Materials and Mode of Assessment
No. Hours Outcomes Resources Instructio Task/
n/ Graded
Required Suggested Delivery Output
Tools
Introduction to 1. identify political, Lesson 1. ● Lisandro Claudio and  Course 1. Making checklist
13.5 total cultural and economic Course Module Patricio Abinales.The – ―Home Things
Globalization Packet
hours dimensions of on The Contemporary World. Inventory and
globalization; and ● SAGE Publication The  Printed Reporting‖.
Contemporary
12 hours
- Global World Contemporary World.  Digital 2. Classifying the
self- Experience 2. discuss the meaning of
College of Arts
● Educational YouTube  Microsoft things into
Globalization. Videos Teams Philippine made
directed and Sciences.
https://www.youtube.co and foreign made.
learning University of m/watch?v=UwHxlTN9x 3. Class sharing
1 & the Visayas Kc 4. Reflective essay
1.5 hours https://www.youtube.co 5. Quiz
of m/watch?v=JJ0nFD19e
assess- T8
ment https://www.youtube.co
tasks m/watch?v=4NK2IEq_q
zA
3
The Global 1. define Economic Lesson 2. ● Lisandro Claudio and  Course 1. Task and
13.5 total Globalization; Course Module Patricio Abinales.The accomplishment
Economy Packet
hours on The Contemporary World. from module.
2. identify the factors that ● SAGE Publication The  Printed
Contemporary
- The Bretton facilitate economic Contemporary World.  Digital 2. Reflective essay
2 12 hours World
self- Woods System globalization; and
College of Arts
● Crain, Marion G.,  Microsoft on the given
Invisible Labor: Hidden Teams questions.
Work in the
learning - Neoliberalism 3. present the evolution of University of Contemporary World,
& international monetary the Visayas University of California
1.5 hours - The Global system. Press, 2016
of
Financial Crisis ● Educational YouTube
assess-
ment Videos
tasks https://www.youtube.co
m/watch?v=7PVCyYjjwn
w
https://www.youtube.co
m/watch?v=aemiFHJXr
HI
m/watch?v=Eyft2AAjXN
E
m/watch?v=-uXc-
TSaDss&pbjreload=101
13.5 total The United 1. define Global Lesson 3. ● Lisandro Claudio and  Course 1. Short answer –
hours Governance; Course Module Patricio Abinales.The ―United Nations
Nations and Packet
on The Contemporary World. Peacekeepers‖.
Contemporary 2. identify the roles and ● SAGE Publication The  Printed
12 hours Contemporary
self-
Global functions of the United World Contemporary World.  Digital 2. Case Study –
directed Governance Nations;
College of Arts
● Das, Veeria, Living  Microsoft ―War and Conflict‖
and Dying in the Teams (page 48 of the
learning and Sciences.
3 & - International
3. determine the
University of
Contemporary World: A reference book).
challenges of global compendium, University Procedure provided
1.5 hours Organizations governance in the twenty- the Visayas of California Press, in the book.
of first century; 2015.
assess- ● Educational YouTube
- The United
ment 4. explain the relevance of Videos
tasks
Nations the state amid https://www.youtube.co
globalization; and m/watch?v=tNOweWgv
- Challenges of 5kQ
the United 4. appreciate how https://www.youtube.co
governance affects m/watch?v=bGxmMeDQ
Nations
globalization. jHk&pbjreload=101
13.5 Media and 1. understand the Lesson 4. ● Lisandro Claudio and  Course 1. Students Journal.
total evolution of media from Course Module Patricio Abinales.The 2. Group Dynamics
Globalization Packet
hours the past few decades up on The Contemporary World. – Asian Music and
(cultures, to the present age; ● SAGE Publication The  Printed Globalization.
Contemporary
12 hours
politics and 2. identify current trends World Contemporary World.  Digital a. Form groups of
self- economy) in the fourth industrial
College of Arts
 Audio and/or video  Microsoft three to five
revolution; clips of various media Teams members.
3. distinguish the ● Educational YouTube b. Each group must
learning - Media and Its application of media into University of Videos. pick for an Asian
4 & Functions different discipline; the Visayas 1. Globalization and musical artist or
1.5 hours 4. analyze the various Media: group that became
of aspect of media culture; https://www.youtube.co internationally
- The Global
assess- and m/watch?v=uIc0KcVEX famous (BTS, Psy,
ment
Village and 5. become a responsible 7g or F4).
tasks Cultural media (social media) user. 2. Globalization and
Imperialism Culture: 3. Group Report
m/watch?v=2ydX2FY0d
- Social Media and
vY
the Creation of 3. Political
Cyber Ghettoes Globalization:
m/watch?v=5xj-
qhoJeZs
IV-A. Points for Graded Output IV-B. Grade Equivalent Based on the percentage
below
Course Week Module Topic Points Percentage Grade Percentage Grade
Output
1 Minor Task 80 100% 1.0 86% 2.1
99% 1.1 85% 2.2
98% 1.2 84% 2.3
2 Minor Task 105 97% 1.2 83% 2.4
4
96% 1.3 82% 2.4
95% 1.4 81% 2.5
3 Minor Task 105 94% 1.5 80% 2.6
93% 1.6 79% 2.7
92% 1.6 78% 2.7
4 Major Task 235 91% 1.7 77% 2.8
90% 1.8 76% 2.9
89% 1.9 75% 3.0
Total 525 88% 2.0 74% and below INC
87% 2.0
INC is given if the final grade is 2.5 or lower but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.
V. Approval
Prepared by Reviewed by Approved by
DR. AILEEN C. COSTAS DR. AILEEN B. CATACUTAN DR. RAMIE L. BULAYBULAY
JOVIT C. MENDEZ, JD
Instructor Program Chair Librarian Dean
Lesson 1
Introduction to
Globalization
Google Image
At the end of the lesson, the student should be;

1. identify political, cultural and economic dimensions of globalization; and
2. discuss the meaning of Globalization.
5
College COLLEGE OF ARTS & SCIENCES (CAS)
Program GENERAL EDUCATION
Course Code THE CONTEMPORARY WORLD
Course Title GWORLD
Credit Unit 3
Lesson 1 Week 1
Module Topic Introduction to Globalization

At the end of the lesson, the student should be able to:
Intended Learning 1. identify political, cultural and economic dimensions of globalization; and
Outcomes 2. discuss the meaning of Globalization.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. How have you experienced globalization?
2. Why is it crucial to emphasize that globalization is uneven?
Study Questions
3. What is the difference between globalization and globalism?
Required Suggested
Lesson 1. Course Module on The ● Lisandro Claudio and Patricio Abinales.The Contemporary
Contemporary World. College of Arts World.
● SAGE Publication The Contemporary World.
and Sciences. University of the Visayas
Learning Resources ● Educational YouTube Videos
https://www.youtube.com/watch?v=UwHxlTN9xKc
https://www.youtube.com/watch?v=JJ0nFD19eT8
https://www.youtube.com/watch?v=4NK2IEq_qzA
Learning Activity
1. Activity # 1: Making checklist using Evernote – ―Home Things Inventory and Reporting‖.
2. Activity # 2: Classifying the things into Philippine made and foreign made.
3. Share your list with your classmates in Class Notebook.
4. Activity # 3: Reflection – How influenced are you by globalization?
5. Answer Quiz 1
Required Output Reflection on globalization experience

Assessment Tasks Quiz
Assessment Tool http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2835066&
Target Competency Collaboration, Critical Thinking, Classifying, Organizing, Communication Skills
Prepared by: Reviewed by: Approved for use:
JOVIT C. MENDEZ, JD PROF. ALEX S. COMPAS DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean
6
Introduction
Is it necessary, beneficial and practical to study the world?
The answer is yes. We need to study the world so that we will be able to internalize all of
the current trends and issues that the world is facing right now. Most of us were not even
aware and cared that much about what is really happening today. Example for this are
filipinos. Most number of our citizen do not really care what is the importance of the study.
They will simply just say that it is not anymore necessary nor practical to study the world
because instead, we should focus in our country‘s political, cultural and economic issues.
Most likely, in terms of dealing in our day to day basis like reading news papers, we only
read news papers of general circulation that the country circulated (Philippine Daily Inquirer,
Cebu Daily News, The Freeman, Sunstar & etc.,). Undergoing governmental transactions
like paying our taxes, we are dealing with the government of the Philippines (BIR). These
common denominators influenced our disinterest in this field. However, we just need to step
a little backward for us to understand why do we need to study the world. We are not aware
that the world out there is already here in our country. Base on the clothes we wear, the
food we eat and specially consuming products imported from other countries are evidences
that we are citizens of the world and not just within our country.
7
This picture shows how globalize a person is;
Take an inventory like this in your home after answering this assessment.
Summative Assessment
1. The following items are found at the given picture above posted. Kindly give the
corresponding country of origin or country where each item was first manufactured.
1. 2. 3. 4.
Globalization or globalization is the process of interaction and integration among people,

companies, and governments worldwide. As a complex and multifaceted
phenomenon, globalization is considered by some as a form of capitalist expansion which
entails the integration of local and national economies into a global, unregulated market
economy.
8
CATEGORY 41-50 31-40 21-30 11-20
Quality of Provides work of Provides high Provides work Provides work

Work the highest quality work. that occasionally that usually
quality. needs to be needs to be
checked/redone checked/redone
by other group by others to
members to ensure quality.
ensure quality.
Preparedness Brings needed Almost always Almost always Often forgets

materials to class brings needed brings needed needed materials
and is always materials to class materials but or is rarely ready
ready to work. and is ready to sometimes needs to get to work.
work. to settle down
and get to work
Monitors Group Routinely Routinely Occasionally Rarely monitors

Effectiveness monitors the monitors the monitors the the effectiveness
effectiveness of effectiveness of effectiveness of of the group and
the group, and the group and the group and does not work to
makes works to make works to make make it more
suggestions to the group more the group more effective.
make it more effective. effective.
effective.
Attitude Never is publicly Rarely is publicly Occasionally is Often is publicly

critical of the critical of the publicly critical of critical of the
project or the project or the the project or the project or the
work of others. work of others. work of other work of other
Always has a Often has a members of the members of the
positive attitude positive attitude group. Usually group. Often has
about the about the has a positive a negative
task(s). task(s). attitude about attitude about
the task(s). the task(s).
Focus on the Consistently Focuses on the Focuses on the Rarely focuses on

task stays focused on task and what task and what the task and
the task and needs to be done needs to be done what needs to be
what needs to be most of the time. some of the done. Lets others
done. Very self- Other group time. Other do the work.
directed. members can group members
count on this must sometimes
person. nag, prod, and
remind to keep
this person on-
task.
9
Time- Routinely uses Usually uses Tends to Rarely gets
management time well time well procrastinate, things done by
throughout the throughout the but always gets the deadlines
project to ensure project, but may things done by AND group has
things get done have the deadlines. to adjust
on time. Group procrastinated Group does not deadlines or
does not have to on one thing. have to adjust work
adjust deadlines Group does not deadlines or responsibilities
or work have to adjust work because of this
responsibilities deadlines or responsibilities person's
because of this work because of this inadequate time
person's responsibilities person's management.
procrastination. because of this procrastination.
person's
procrastination.
Contributions Routinely Usually provides Sometimes Rarely provides

provides useful useful ideas provides useful useful ideas
ideas when when ideas when when
participating in participating in participating in participating in
the group and in the group and in the group and in the group and in
classroom classroom classroom classroom
discussion. A discussion. A discussion. A discussion. May
definite leader strong group satisfactory refuse to
who contributes member who group member participate.
a lot of effort. tries hard! who does what is
required.
10
Manfred Steger
Dickens (geographer): Globalization is the umbrella term for the complex set of
transformative. Process and outcomes that dialectically and rationally interact with places
and people (Gopinath 2008).
Freidman (Columnist): globalization is the inexorable integration of markets, nation-states

and technologies to a degree never witnessed before. It is an International system (2008).
Giddens (sociologist): Globalization is the intensification of worldwide social relations that

link distant . Localities in such a way that local happenings are shaped by events occurring
miles away and vice versa (2008).
MCNamee(capitalist): It is an environment in which we live. We got one world. Get used to

it. Make the most of It. Debating globalization? It is like asking a fish to debate the merits of
living in the sea( 2008).
Robertson (sociologist): Globalization is a process by which we come to experience, or

become aware of, The world as a single place (2008).
Stiglitz (economist): Globalization is the removal of barriers to free trade and the closer
integration of. National economies (2008).
The Best Scholarly Definition of Globalization
The best scholarly description of globalization is provided by Manfred Steger who

described the process as the expansion and intensification of social relations and
consciousness across world-time and world-space. Expansion refers to both the creation of
new social networks and the multiplication of existing connections that cut across traditional
political, economic, cultural, and geographic boundaries.
11
Political Dimension of Globalization (Steger 2013)
The political dimension of globalization‘ looks at political arrangements beyond the nation-
state. The modern nation-state came into being after the Protestant Reformation (treaty of
Westphalia), characterized by centralized government and self-determination. The rise of
organizations such as the United Nations has threatened the nation-state, according to
globalization sceptics. However, national governments still hold significant powers. There
has been a rise in the number of supra-territorial institutions, operating from the local level
all the way to the global level. Globalization further spreads democracy.
Economic dimension of Globalization (Steger 2013)
The global economic order emerged after World War II, when the Bretton Woods
Conference laid the foundations for the IMF, World Bank, GATT and WTO (free trade). In the
1980s neoliberalism liberalized financial transactions. Transnational corporations rival
nation-states in economic power, and have had a profound effect on the structure and
function of the global economy (LEDS and MEDS). The Washington Consensus was drafted
to reform indebted developing countries, but it has thus far rarely helped countries
develop(global loans). Liberalization and global market integration that is irreversible and
inevitable. And Nobody is in-charge regarding the benefits of everyone in the long run.
The Cultural Dimension of Globalization (Steger 2013)
It explores the intensification and expansion of cultural flows across the globe and critics
the cultural globalization claim that the world is being homogenized or ‗Americanized‘.
According to advocates, they say that globalization reinvigorates niche cultures instead of
eliminating them. The existence of the global imaginary is linked to the rise of global media
networks.These networks are owned by a small group of transnational corporations, which
can affect journalistic integrity. Several different hypotheses exist about the effects of
language globalization. Some say that it leads to protection of native tongues. On the other
hand, some foresee the rise of a ‗Globish‘ language.
Ecological Dimension of Globalization (Steger 2013)
This deals with he effects of global alliances on ecological issues.There is an inexorable

link between all humanity and the planet Earth. The Industrial Revolution has caused many
ecological problems, including, resource and food shortages, overpopulation, reduced
biodiversity, pollution, and climate change. All these problems are global — the result of
aggregated human action — and require a coordinated response. However, there are still
debates about the seriousness of ecological issues, and, whilst progress has been made, few
multilateral measures have been implemented. This phase of globalization has been
severely damaging to the environment, and action is needed now.
12
Assessment Task No. 1
NAME: ____________________________COURSE & YEAR ____________ TIME:

_______
Instruction: Answer the following questions properly. 10 points
1. Who coined the best scholarly definition of globalization and kindly reiterate his
definition?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________
2. Enumerate the different dimensions of globalization and explain each dimension.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________
3. In your own point of understanding, why do you need to study the world?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________
13
5-6 3-4
9-10 7-8 Approaching Stand Below Standard
CATEGORY Above Standards Meets Standards ards s
Accuracy All supportive facts and Almost all supportive facts Most supportive facts Most supportive facts
statistics are reported and statistics are reported and statistics are and statistics were
accurately. accurately. reported accurately. inaccurately reported.
Evidence All of the evidence and Most of the evidence and At least one of the pieces Evidence and
and examples are specific, examples are specific, of evidence and examples are NOT
relevant and explanations relevant and explanations examples is relevant and relevant AND/OR are
Examples are given that show how are given that show how has an explanation that not explained.
each piece of evidence each piece of evidence shows how that piece of
supports the author's supports the author's evidence supports the
position. position. author's position.
Sentence All sentences are well- Most sentences are well- Most sentences are well Most sentences are
Structure constructed with varied constructed and there is constructed, but there is not well-constructed
structure. some varied sentence no variation is structure. or varied.
structure in the essay.
Grammar & Author makes no errors in Author makes 1-2 errors in Author makes 3-4 errors Author makes more
Spelling grammar or spelling that grammar or spelling that in grammar or spelling than 4 errors in
distract the reader from distract the reader from the that distract the reader grammar or spelling
the content. content. from the content. that distract the
reader from the
content.
Sources All sources used for All sources used for Most sources used for Many sources are
quotes, statistics and facts quotes, statistics and facts quotes, statistics and suspect (not credible)
are credible and cited are credible and most are facts are credible and AND/OR are not cited
correctly. cited correctly. cited correctly. correctly.
14
Lesson 2
The Global Economy
n2

Depositphotos.com
1. define Economic Globalization;

2. identify the factors that facilitate economic globalization; and
3. present the evolution of international monetary system.
15
Course Title GWORLD
Credit Unit 3
Lesson 2 Week 2
Module Topic The Global Economy

1. define Economic Globalization;
Intended Learning
2. identify the factors that facilitate economic globalization; and
Outcomes
3. present the evolution of international monetary system.
1. How do economic forces facilitate the deepening of globalization?
2. How is the Philippines central to the history of economic globalization?
Study Questions 3. Compare and contrast the assumptions of the original Bretton Woods System with
those of the Washington Consensus.
Required Suggested
Contemporary World. College of Arts World. Page 12-26
● Crain, Marion G., Invisible Labor: Hidden Work in the
Learning Resources Contemporary World, University of California Press, 2016
● Educational YouTube Videos
https://www.youtube.com/watch?v=7PVCyYjjwnw
https://www.youtube.com/watch?v=aemiFHJXrHI
https://www.youtube.com/watch?v=Eyft2AAjXNE
https://www.youtube.com/watch?v=-uXc-TSaDss&pbjreload=101
1. Activity # 1: Task accomplishment from module (short answer).

a. search the origins and history of the institution you have chosen (international economic
organization or international company);
b. map the international connections it has created;
c. identify the major country-leaders of this institution; and
Learning Activity
d. locate the Philippines in this map of interconnections.
2. Activity # 2: Answer the following questions: (reflective essay)

a. How does this institution influence global economic activity?
b. How does it affect economic in the Philippines?
Required Output Task accomplishment result and quiz

Quiz on the researched output following the guide questions.
Quiz on the reading materials.
Assessment Tasks
1. Research Rubric :
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2835072&
Assessment Tool 2. Essay Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2835073&
Creativity & Innovation, Critical & Analytical Thinking, Effective Communication,
Target Competency Collaboration, Confidence & Self-directed Lifelong Learning

16
What is economic globalization?
Economic globalization is one of the three main dimensions of globalization commonly

found in academic literature, with the two others being political globalization and cultural
globalization, as well as the general term of globalization. Economic globalization refers to
the widespread international movement of goods, capital, services, technology and
information. It is the increasing economic integration and interdependence of national,
regional, and local economies across the world through an intensification of cross-
bordermovement of goods, services, technologies and capital. Economic globalization
primarily comprises the globalization of production, finance, markets, technology,
organizational regimes, institutions, corporations, and labour.
While economic globalization has been expanding since the emergence of trans-national
trade, it has grown at an increased rate due to improvements in the efficiency of long
distance transportation, advances in telecommunication, the importance of information
rather than physical capital in the modern economy, and by developments in science and
technology. The rate of globalization has also increased under the framework of the General
Agreement on Tariffs and Trade and the World Trade Organization, in which countries
gradually cut down trade barriers and opened up their current accounts and capital
accounts. This recent boom has been largely supported by developed economies integrating
with developing countries through foreign direct investment, lowering costs of doing
business, the reduction of trade barriers, and in many cases cross-border migration.
While globalization has radically increased incomes and economic growth in developing
countries and lowered consumer prices in developed countries, it also
changes the power balance between developing and developed countries and affects the
culture of each affected country. And the shifting location of goods production has caused
many jobs to cross borders, causing some workers to change careers.
Challenges of the Global Economy

Globalization has brought enormous challenges to global economy. The global market is
more competitive than it was before the advent of globalization. This has also brought in a
number of problems to international business communities that need to be addressed.
World leaders have engaged in economic forums to find solutions to problems facing world
economy.
World Economic Forum (WEF) and World Trade Organization (WTO) are tasked with the
responsibility of managing the world economy. WEF engage businesses and governments as
well as civil society in working together to improve the state of the world business. They
strategically help stakeholders in meeting and building a sustainable economic growth,
improve social welfare and mitigate global risks, (World economic forum, 2012). In efforts
to promote global economy, the forum and WTO are currently spearheading efforts to
promote trade between nations, restructure capitalism and infrastructure development. This
is aimed at tapping the talents of women for global economic development and increase a
nation‘s competitive in the global market. WEF and WTO enhance cooperation between
different sectors, industries and disciplines across the globe. They have partnered with
companies and governments to fight corruption which is hampering equality in social and
17
economic progress. They promote fair trade among nations by assessing and improving the
nation‘s ability to compete in international trade. The WEF is engaged in developing sound
financial system in a number of countries. Financial system plays an important role in global
economic growth and the forum is working with stakeholders to develop a sound global
financial system.
Most multinationals have engaged in different cross-border cost effective strategies. This
includes product development strategy which entails innovation of products to suit new
markets. For example, Starbucks coffee company had to adapt its business to local tastes
in the Asian market. This increased their sales in those markets and led improved growth of
their business. The entry strategy of joint ventures and use of company subsidiary, for
instance by Starbucks to enter the new markets.
Most MNEs are using internet and social network like facebook and twitter to market their
products to the public. This is cost-effective marketing promotion with a global coverage
and popular amongst young groups of the population. Records from internet advertising
bureau indicate that over 4 billion British pounds are spent every year in online
advertisement. Most firms have changed to using online marketing because of its wide
coverage and they also target relevant customers.
18
The Bretton Woods system of monetary management established the rules for
commercial and financial relations among the United States, Canada, Western
European countries, Australia, and Japan after the 1944 Bretton Woods Agreement. The
Bretton Woods system was the first example of a fully negotiated monetary order intended
to govern monetary relations among independent states. The chief features of the Bretton
Woods system were an obligation for each country to adopt a monetary policy that
maintained its external exchange rates within 1 percent by tying its currency to gold and
the ability of the IMF to bridge temporary imbalances of payments. Also, there was a need
to address the lack of cooperation among other countries and to prevent competitive
devaluation of the currencies as well.
Preparing to rebuild the international economic system while World War II was still raging,
730 delegates from all 44 Allied nations gathered at the Mount Washington Hotel in Bretton
Woods, New Hampshire, United States, for the United Nations Monetary and Financial
Conference, also known as the Bretton Woods Conference. The delegates deliberated during
1–22 July 1944, and signed the Bretton Woods agreement on its final day. Setting up a
system of rules, institutions, and procedures to regulate the international monetary system,
these accords established the International Monetary Fund (IMF) and the International Bank
for Reconstruction and Development (IBRD), which today is part of the World Bank Group.
The United States, which controlled two thirds of the world's gold, insisted that the Bretton
Woods system rest on both gold and the US dollar. Soviet representatives attended the
conference but later declined to ratify the final agreements, charging that the institutions
they had created were "branches of Wall Street". These organizations became operational in
1945 after a sufficient number of countries had ratified the agreement.
On 15 August 1971, the United States unilaterally terminated convertibility of the US
dollar to gold, effectively bringing the Bretton Woods system to an end and rendering the
dollar a fiat currency. This action, referred to as the Nixon shock, created the situation in
which the U.S. dollar became a reserve currency used by many states. At the same time,
many fixed currencies (such as the pound sterling) also became free-floating.
The political basis for the Bretton Woods system was in the confluence of two key
conditions: the shared experiences of two World Wars, with the sense that failure to deal
with economic problems after the first war had led to the second; and the concentration of
power in a small number of states.
Interwar period
There was a high level of agreement among the powerful nations that failure to coordinate
exchange rates during the interwar period had exacerbated political tensions. This facilitated
the decisions reached by the Bretton Woods Conference. Furthermore, all the participating
governments at Bretton Woods agreed that the monetary chaos of the interwar period had
yielded several valuable lessons.
The experience of World War II was fresh in the minds of public officials. The planners at
Bretton Woods hoped to avoid a repeat of the Treaty of Versailles after World War I, which
had created enough economic and political tension to lead to WWII. After World War I,
Britain owed the U.S. substantial sums, which Britain could not repay because it had used
the funds to support allies such as France during the War; the Allies could not pay back
Britain, so Britain could not pay back the U.S. The solution at Versailles for the French,
19
British, and Americans seemed to entail ultimately charging Germany for the debts. If the
demands on Germany were unrealistic, then it was unrealistic for France to pay back Britain,
and for Britain to pay back the US. Thus, many "assets" on bank balance sheets
internationally were actually unrecoverable loans, which culminated in the 1931 banking
crisis. Intransigent insistence by creditor nations for the repayment of Allied war debts and
reparations, combined with an inclination
to isolationism, led to a breakdown of the international financial system and a worldwide
economic depression. The so-called "beggar thy neighbor" policies that
emerged as the crisis continued saw some trading nations using currency devaluations in an
attempt to increase their competitiveness (i.e. raise exports and lower imports), though
recent research suggests this de facto inflationary policy probably offset some of the
contractionary forces in world price levels (see Eichengreen "How to Prevent a Currency
War").
In the 1920s, international flows of speculative financial capital increased, leading
to extremes in balance of payments situations in various European countries and the US. In
the 1930s, world markets never broke through the barriers and restrictions on international
trade and investment volume – barriers haphazardly constructed, nationally motivated and
imposed. The various anarchic and often autarkic protectionist and neo-mercantilist national
policies – often mutually inconsistent – that emerged over the first half of the decade
worked inconsistently and self-defeatingly to promote national import substitution, increase
national exports, divert foreign investment and trade flows, and even prevent certain
categories of cross-border trade and investment outright. Global central bankers attempted
to manage the situation by meeting with each other, but their understanding of the situation
as well as difficulties in communicating internationally, hindered their abilities. The lesson
was that simply having responsible, hard-working central bankers was not enough.
Britain in the 1930s had an exclusionary trading bloc with nations of the British Empire
known as the "Sterling Area". If Britain imported more than it exported to nations such as
South Africa, South African recipients of pounds sterling tended to put them into London
banks. This meant that though Britain was running a trade deficit, it had a financial account
surplus, and payments balanced. Increasingly, Britain's positive balance of payments
required keeping the wealth of Empire nations in British banks. One incentive for, say,
South African holders of rand to park their wealth in London and to keep the money in
Sterling, was a strongly valued pound sterling. Unfortunately, as Britain deindustrialized in
the 1920s, the way out of the trade deficit was to devalue the currency. But Britain couldn't
devalue, or the Empire surplus would leave its banking system.
Nazi Germany also worked with a bloc of controlled nations by 1940. Germany forced
trading partners with a surplus to spend that surplus importing products from
Germany. Thus, Britain survived by keeping Sterling nation surpluses in its banking system,
and Germany survived by forcing trading partners to purchase its own products. The U.S.
was concerned that a sudden drop-off in war spending might return the nation to
unemployment levels of the 1930s, and so wanted Sterling nations and everyone in Europe
to be able to import from the US, hence the U.S. supported free trade and international
convertibility of currencies into gold or dollars.
20
Post war negotiations
When many of the same experts who observed the 1930s became the architects of a new,
unified, post-war system at Bretton Woods, their guiding principles became "no more
beggar thy neighbor" and "control flows of speculative financial capital". Preventing a
repetition of this process of competitive devaluations was desired, but in a way that would
not force debtor nations to contract their industrial bases by keeping interest rates at a level
high enough to attract foreign bank deposits. John Maynard Keynes, wary of repeating
the Great Depression, was behind Britain's proposal that surplus nations be forced by a
"use-it-or-lose-it" mechanism, to either import from debtor nations, build factories in debtor
nations or donate to debtor nations. The U.S. opposed Keynes' plan, and a senior official at
the U.S. Treasury, Harry Dexter White, rejected Keynes' proposals, in favor of an
International Monetary Fund with enough resources to counteract destabilizing flows of
speculative finance. However, unlike the modern IMF, White's proposed fund would have
counteracted dangerous speculative flows automatically, with no political strings attached—
i.e., no IMF conditionality. According to economic historian Brad Delong, on almost every
point where he was overruled by the Americans, Keynes was later proved correct by events.
Today these key 1930s events look different to scholars of the era (see the work of Barry
Eichengreen Golden Fetters: The Gold Standard and the Great Depression, 1919–
1939 and How to Prevent a Currency War); in particular, devaluations today are viewed
with more nuance. Ben Bernanke's opinion on the subject follows:
The proximate cause of the world depression was a structurally flawed and
poorly managed international gold standard. ... For a variety of reasons,
including a desire of the Federal Reserve to curb the U.S. stock market boom,
monetary policy in several major countries turned contractionary in the late
1920s—a contraction that was transmitted worldwide by the gold standard.
What was initially a mild deflationary process began to snowball when the
banking and currency crises of 1931 instigated an international "scramble for
gold". Sterilization of gold inflows by surplus countries [the U.S. and France],
substitution of gold for foreign exchange reserves, and runs on commercial
banks all led to increases in the gold backing of money, and consequently to
sharp unintended declines in national money supplies. Monetary contractions
in turn were strongly associated with falling prices, output and employment.
Effective international cooperation could in principle have permitted a
worldwide monetary expansion despite gold standard constraints, but
disputes over World War I reparations and war debts, and the insularity and
inexperience of the Federal Reserve, among other factors, prevented this
outcome. As a result, individual countries were able to escape the deflationary
vortex only by unilaterally abandoning the gold standard and re-establishing
domestic monetary stability, a process that dragged on in a halting and
uncoordinated manner until France and the other Gold Bloc countries finally
left gold in 1936. —Great Depression, B. Bernanke
21
In 1944 at Bretton Woods, as a result of the collective conventional wisdom of the
time, representatives from all the leading allied nations collectively favored a regulated
system of fixed exchange rates, indirectly disciplined by a US dollar tied to gold—a system
that relied on a regulated market economy with tight controls on the values of currencies.
Flows of speculative international finance were curtailed by shunting them through and
limiting them via central banks. This meant that international flows of investment went into
foreign direct investment (FDI)—i.e., construction of factories overseas, rather than
international currency manipulation or bond markets. Although the national experts
disagreed to some degree on the specific implementation of this system, all agreed on the
need for tight controls.
Economic security
Cordell Hull, U.S. Secretary of State 1993-44

Also based on experience of the inter-war years, U.S. planners developed a concept of
economic security—that a liberal international economic system would enhance the
possibilities of postwar peace. One of those who saw such a security link was Cordell Hull,
the United States Secretary of State from 1933 to 1944. Hull believed that the fundamental
causes of the two world wars lay in economic discrimination and trade warfare. Specifically,
he had in mind the trade and exchange controls (bilateral arrangements) of Nazi
Germanyand the imperial preference system practiced by Britain, by which members or
former members of the British Empire were accorded special trade status, itself provoked by
German, French, and American protectionist policies. Hull argued.
Unhampered trade dovetailed with peace; high tariffs, trade barriers, and
unfair economic competition, with war … if we could get a freer flow of
trade…freer in the sense of fewer discriminations and obstructions…so that
one country would not be deadly jealous of another and the living standards
of all countries might rise, thereby eliminating the economic dissatisfaction
that breeds war, we might have a reasonable chance of lasting peace.
Rise of governmental intervention

The developed countries also agreed that the liberal international economic system
required governmental intervention. In the aftermath of the Great Depression, public
management of the economy had emerged as a primary activity of governments in the
22
developed states. Employment, stability, and growth were now important subjects of public
policy.
In turn, the role of government in the national economy had become associated with the
assumption by the state of the responsibility for assuring its citizens of a degree of
economic well-being. The system of economic protection for at-risk citizens sometimes
called the welfare state grew out of the Great Depression, which created a popular demand
for governmental intervention in the economy, and out of the theoretical contributions of
the Keynesian school of economics, which asserted the need for governmental intervention
to counter market imperfections.
However, increased government intervention in domestic economy brought with it
isolationist sentiment that had a profoundly negative effect on international economics. The
priority of national goals, independent national action in the interwar period, and the failure
to perceive that those national goals could not be realized without some form of
international collaboration—all resulted in "beggar-thy-neighbor" policies such as high tariffs,
competitive devaluations that contributed to the breakdown of the gold-based international
monetary system, domestic political instability, and international war. The lesson learned
was, as the principal architect of the Bretton Woods system New Dealer Harry Dexter
White put it:
the absence of a high degree of economic collaboration among the leading
nations will … inevitably result in economic warfare that will be but the
prelude and instigator of military warfare on an even vaster scale.
―Economic Security and the Origins of the Cold War, 1945–1950‖
To ensure economic stability and political peace, states agreed to cooperate to closely
regulate the production of their currencies to maintain fixed exchange rates between
countries with the aim of more easily facilitating international trade. This was the foundation
of the U.S. vision of postwar world free trade, which also involved lowering tariffs and,
among other things, maintaining a balance of trade via fixed exchange rates that would be
favorable to the capitalist system.
Thus, the more developed market economies agreed with the U.S. vision of post-war
international economic management, which intended to create and maintain an
effective international monetary system and foster the reduction of barriers to trade and
capital flows. In a sense, the new international monetary system was a return to a
system similar to the pre-war gold standard, only using U.S. dollars as the world's new
reserve currency until international trade reallocated the world's gold supply.
Thus, the new system would be devoid (initially) of governments meddling with their
currency supply as they had during the years of economic turmoil preceding WWII. Instead,
governments would closely police the production of their currencies and ensure that they
would not artificially manipulate their price levels. If anything, Bretton Woods was a return
to a time devoid of increased governmental intervention in economies and currency systems.
23
Neoliberalism or neo-liberalism is the 20th-century resurgence of 19th-century ideas
associated with laissez-faire economic liberalism and free market capitalism. While it is most
often associated with such ideas, the defining features of neoliberalism in both thought and
practice have been the subject of substantial scholarly discourse. These ideas
include economic liberalizationpolicies such as privatization, austerity, deregulation, free
trade and reductions in government spending in order to increase the role of the private
sector in the economy and society. These market-based ideas and the policies they inspired
constitute a paradigm shiftaway from the post-war Keynesian consensus which lasted from
1945 to 1980.
English-speakers have used the term "neoliberalism" since the start of the 20th century
with different meanings, but it became more prevalent in its current meaning in the 1970s
and 1980s, used by scholars in a wide variety of social sciences as well as by critics. Modern
advocates of free market policies avoid the term "neoliberal" and some scholars have
described the term as meaning different things to different people as neoliberalism
"mutated" into geopolitically distinct hybrids as it travelled around the world. As such,
neoliberalism shares many attributes with other concepts that have contested meanings,
including democracy.
The definition and usage of the term have changed over time. As an economic philosophy,
neoliberalism emerged among European liberal scholars in the 1930s as they attempted to
trace a so-called "third" or "middle" way between the conflicting philosophies of classical
liberalism and socialist planning. The impetus for this development arose from a desire to
avoid repeating the economic failures of the early 1930s, which neoliberals mostly blamed
on the economic policy of classical liberalism. In the decades that followed, the use of the
term "neoliberal" tended to refer to theories that diverged from the more laissez-
faire doctrine of classical liberalism and which promoted instead a market economy under
the guidance and rules of a strong state, a model which came to be known as the social
market economy.
In the 1960s, usage of the term "neoliberal" heavily declined. When the term re-appeared
in the 1980s in connection with Augusto Pinochet's economic reforms in Chile, the usage of
the term had shifted. It had not only become a term with negative connotations employed
principally by critics of market reform, but it also had shifted in meaning from a moderate
form of liberalism to a more radical and laissez-faire capitalist set of ideas. Scholars now
tended to associate it with the theories of Mont Pelerin Society economists Friedrich
Hayek, Milton Friedman, and James M. Buchanan, along with politicians and policy-makers
such as Margaret Thatcher, Ronald Reagan and Alan Greenspan. Once the new meaning of
neoliberalism became established as a common usage among Spanish-speaking scholars, it
diffused into the English-language study of political economy. By 1994, with the passage
of NAFTA and with the Zapatistas' reaction to this development in Chiapas, the term entered
global circulation. Scholarship on the phenomenon of neoliberalism has been growing over
the last few decades.
24
Presentation of accomplished task.

Task accomplishment from module
a. research the origins and history of the institution you have chosen (international
economic organization or international company);
b. map the international connections it has created;
c. identify the major country-leaders of this institution; and
d. locate the Philippines in this map of interconnections.
CATEGORY 41-50 31-40 21-30 11-20
Ideas/Research Researchers Researchers Researchers Researchers

Questions independently independently identify, with identify, with
identify at least identify at least some adult help, considerable
4 reasonable, 4 reasonable at least 4 adult help, 4
insightful, ideas/questions reasonable reasonable
creative to pursue when ideas/questions ideas/questions
ideas/questions doing the to pursue when to pursue when
to pursue when research. doing the doing the
doing the research. research.
research.
Plan for Students have Students have Students have Students have
Organizing developed a developed a developed a no clear plan for
Information clear plan for clear plan for clear plan for organizing the
organizing the organizing the organizing the information
information as it information in information as it AND/OR
is gathered and the final is gathered. All students in the
in the final research students can group cannot
research product. All independently explain their
product. All students can explain most of organizational
students can independently this plan. plan.
independently explain this plan.
explain the
planned
organization of
the research
findings.
Quality of Researchers Researchers Researchers, Researchers,

Sources independently independently with some adult with extensive
locate at least 2 locate at least 2 help, locate at adult help, locate
reliable, reliable least 2 reliable at least 2
interesting information information reliable
information sources for EACH sources for EACH information
sources for EACH of their ideas or of their ideas or sources for EACH
of their ideas or questions. questions. of their ideas or
25
questions. questions.
Group Timeline Group Group Group Group needs

independently independently independently adult help to
develops a develops a develops a develop a
reasonable, timeline timeline timeline AND/OR
complete describing when describing when several students
timeline most parts of the most parts of the in the group
describing when work will be work will be cannot
different parts of done. All done. Most independently
the work students in students can describe the high
(e.g.,planning, group can independently points of the
research, first independently describe the high timeline.
draft, final draft) describe the high points of the
will be done. All points of the timeline.
students in timeline.
group can
independently
describe the high
points of the
timeline.
Delegation of Each student in Each student in Each student in One or more

Responsibility the group can the group can the group can, students in the
clearly explain clearly explain with minimal group cannot
what information what information prompting from clearly explain
is needed by the s/he is peers, clearly what information
group, what responsible for explain what they are
information s/he locating. information s/he responsible for
is responsible for is responsible for locating.
locating, and locating.
when the
information is
needed.

Direction: Answer the following questions briefly and concisely.
1. How does this institution influence global economic activity?
2. How does it affect economic in the Philippines?
26
17-20 - 13-16 - 9-12 - 6-9 -
CATEGORY Above Standards Meets Standards Approaching Standards Below Standards Score
Position The position The position A position statement is There is no position

Statement statement provides statement provides present, but does not statement.
a clear, strong a clear statement make the author's position
statement of the of the author's clear.
author's position position on the
on the topic. topic.
Evidence All of the evidence Most of the At least one of the pieces Evidence and
and and examples are evidence and of evidence and examples examples are NOT
Examples specific, relevant examples are is relevant and has an relevant AND/OR are
and explanations specific, relevant explanation that shows not explained.
are given that and explanations how that piece of
show how each are given that evidence supports the
piece of evidence show how each author's position.
supports the piece of evidence
author's position. supports the
author's position.
Accuracy All supportive facts Almost all Most supportive facts and Most supportive facts
and statistics are supportive facts statistics are reported and statistics were
reported and statistics are accurately. inaccurately reported.
accurately. reported
accurately.
Grammar Author makes no Author makes 1-2 Author makes 3-4 errors Author makes more
& Spelling errors in grammar errors in grammar in grammar or spelling than 4 errors in
or spelling that or spelling that that distract the reader grammar or spelling
distract the reader distract the reader from the content. that distract the reader
from the content. from the content. from the content.
27
NAME: ____________________________COURSE & YEAR ____________
TIME:_______
Instructions: Answer the following questions responsively. 10 points
1. What specific function does World Economic Forum (WEF) and World Trade Organization
(WTO) in managing the world economy?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________
2. Make an essay regarding the impact of the so called 4th industrial revolution to our
present economy.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________
28
9-10 7-8 5-6 3-4
CATEGORY Above Standards Meets Standards Approaching Standards Below Standards
Accuracy All supportive facts Almost all Most supportive facts and Most supportive
and statistics are supportive facts and statistics are reported facts and statistics
reported accurately. statistics are accurately. were inaccurately
reported accurately. reported.
Evidence All of the evidence Most of the At least one of the pieces Evidence and
and and examples are evidence and of evidence and examples examples are NOT
Examples specific, relevant and examples are is relevant and has an relevant AND/OR
explanations are specific, relevant explanation that shows are not explained.
given that show how and explanations how that piece of
each piece of are given that show evidence supports the
evidence supports how each piece of author's position.
the author's position. evidence supports
the author's
position.
Sentence All sentences are Most sentences are Most sentences are well Most sentences are
Structure well-constructed with well-constructed constructed, but there is not well-
varied structure. and there is some no variation is structure. constructed or
varied sentence varied.
structure in the
essay.
Grammar Author makes no Author makes 1-2 Author makes 3-4 errors Author makes
& errors in grammar or errors in grammar in grammar or spelling more than 4 errors
Spelling spelling that distract or spelling that that distract the reader in grammar or
the reader from the distract the reader from the content. spelling that
content. from the content. distract the reader
from the content.
quotes, statistics and quotes, statistics quotes, statistics and suspect (not
facts are credible and and facts are facts are credible and credible) AND/OR
cited correctly. credible and most cited correctly. are not cited
are cited correctly. correctly.
Market Integration
Abstract
This chapter introduces the concept of stock market integration. Overall, markets are
integrated if investments with similar characteristics provide similar returns. It also
presents the expected benefits and costs of market integration. In theory, market
integration should increase financial and economic efficiency, and lead to a higher
economic growth. However, market integration may increase asset return volatility, and
cause financial instability and contagion effects. We then discuss the different methods
used to assess the market integration degree. Finally, we empirically examine the issue of
market integration in Latin American emerging stock markets.
29
Market Integration
The nineteenth century saw substantial advances in international market integration, and
the creation of a truly world economy. Technological advance was critical in this. The
railroad locomotive and the marine steam engine revolutionized world transport from the
1830s onwards. Steamships connected the world's ports to each other, and from the ports
the railroads ran inland, creating a new and faster world transport network. Freight rates fell,
and goods could be carried across the world to ever more distant markets and still be
cheaper in those faraway places than the same item produced locally. Linked closely to
these changes was the electric telegraph, whose lines often ran along the new railroad
networks. Telegraph systems were established in most countries, including the major
market of British India, until 1854. Beginning with the first transatlantic cable, which was
laid by steamship in 1866, these existing domestic telegraph systems were linked together
by marine cables. The resulting
international information network was crucial in communicating details of prices and price
movements, reducing the cost of making deals and transactions. An infrastructural change
of major significance came in 1869 with the opening of the Suez Canal, which linked
the Mediterranean Sea by way of Egypt to the Red Sea: now ships sailing from Europe to
Asia could take the new shortcut rather than sail all the way around Africa. Immediately
Asia was some 4,000 miles closer to Europe in transport terms, and freight costs fell. Yet
the low efficiency of early steamships meant that many bulk cargoes such as rice still were
carried to Europe from Asia by sail around the Cape of Good Hope. Technological change in
the shape of steel hulls and steel masts made sailing ships larger and more efficient, and
they continued to be active until the more efficient triple-expansion engine finally drove the
sailing ships from the oceans during the last quarter of the nineteenth century.
RISE OF FREE TRADE
Physical changes in lowering freight and transaction costs were not the only forces
stimulating market integration. It was normal for countries to impose import duties on
foreign goods, seeking to gain an inflow of gold in their foreign trade accounts by selling
more to each of their trading partners than they bought from them. But in 1846 the
merchants of Manchester, England, the center of the world's cotton textile industry, struck
their famous victory for free trade by forcing the British government to abandon tariffs on
all imported goods apart from a few luxury items. The tariffs on wheat were the first to go,
opening up the Great Plains of the United States for wheat production to supply Britain.
With free trade, no longer did trade relations with a foreign country have to balance or be in
surplus; rather, a deficit in trade with one country could be offset by a surplus in trade with
30
another country, liberalizing world trade in a way never previously seen. Britain moved
heavily into deficit on trade account, but this was sustained by considerable invisible inflows
generated by her substantial overseas investments, particularly in the railroad systems of
the United States.
This policy of open markets became a dominating principle extended through much of
the British Empire, including the key market of India, although Canada and the State of
Victoria in Australia chose to be notable exceptions. The United States retained import
duties, and after short periods of trade liberalization most European countries also returned
to protectionism so that their new manufacturing industries could establish themselves safe
from the competition of cheaper goods from Britain. Britain itself ran
heavy trade deficits with the United States due largely to grain purchases, and it also had
deficits with the newly industrialized countries of continental Europe, due to
purchases of manufactured goods. Britain was able to sustain these deficits because of its
own sales of manufactures, especially cotton yarn and textiles, to India and the rest of Asia,
including China. So the open-market polices of the British Empire played a crucial role in
sustaining a complicated interrelated mesh of world payments, and newly industrializing
countries took advantage of these open markets whilst maintaining their own protective
walls. Each country could specialize in producing those goods they were best endowed by
nature to produce, and could exchange them for the other products they needed. The vast
market of British India was crucial, and though Britain, the colonial power, was the leading
supplier of manufactured goods there, Germany and other industrial nations were free to
trade, and did so very effectively. India itself had big surpluses with the rest of Asia,
particularly China, because of its sales of opium and of cotton yarn and textiles from
Bombay.
The Roles of International Financial Institutions
The creation of the international financial institutions (IFIs) has played an important role
in the transformation of the global economy. It has helped globalization progress a great
deal and this implies that foreign trade and private capital plays greater role in economic
development than before. Another one is the poor performance of statistics models of
development which were popular in the past has led to a re-examination of the state and
this caused a motivated strong shift towards private, market-based approaches.
International Monetary Fund (IMF)
31
The IMF was originally laid out as a part of the Bretton Woods system exchange
agreement in 1944. During the Great Depression, countries sharply raised barriers to trade
in an attempt to improve their failing economies. This led to the devaluation of national
currencies and a decline in world trade.
This breakdown in international monetary co-operation created a need for oversight. The
representatives of 45 governments met at the Bretton Woods Conference in the Mount
Washington Hotel in Bretton Woods, New Hampshire, in the United States, to discuss a
framework for postwar international economic co-operation and how to rebuild Europe.
There were two views on the role the IMF should assume as a global economic institution.
American delegate Harry Dexter White foresaw an IMF that functioned more like a bank,
making sure that borrowing states could repay their debts on time. Most of White's plan was
incorporated into the final acts adopted at Bretton Woods. British economist John Maynard
Keynes imagined that the IMF would be a cooperative fund upon which member states could
draw to maintain economic activity and employment through periodic crises. This view
suggested an IMF that helped governments and to act as the United States government had
during the New Deal in response to World War II.
The IMF formally came into existence on 27 December 1945, when the first 29
countries ratified its Articles of Agreement. By the end of 1946 the IMF had grown to 39
members. On 1 March 1947, the IMF began its financial operations, and on 8 May France
became the first country to borrow from it.
The IMF was one of the key organizations of the international economic system; its design
allowed the system to balance the rebuilding of international capitalism with the
maximization of national economic sovereignty and human welfare, also known
as embedded liberalism. The IMF's influence in the global economy steadily increased as it
accumulated more members. The increase reflected in particular the attainment of political
independence by many African countries and more recently the 1991 dissolution of the
Soviet Union because most countries in the Soviet sphere of influence did not join the IMF.
The Bretton Woods system prevailed until 1971, when the United States government
suspended the convertibility of the US$ (and dollar reserves held by other governments)
into gold. This is known as the Nixon Shock. The changes to the IMF articles of agreement
reflecting these changes were ratified by the 1976 Jamaica Accords.
32
NAME: ____________________________COURSE & YEAR ____________
TIME:_______
Multiple Choice Question: Encircle the letter of your choice. 1 point each.
1. What are the major functions of the ‗IMF‘?
A. Overseas‘ arrangements of fixed exchange rate

B. Providing short term capital
C. Providing leadership on health matters
D. Both a and b
E. Among A, B, and C
2. What is the classification of International Monetary Fund?
A. Intergovernmental organization
B. International organization
C. Interregional organization
D. One state organization
3. When was the establishment of the International Monetary Fund (IMF)?
A. 12 May, 1945
B. 27 July, 1945
C. 27 December, 1945
D. 27 September, 1945
4. International body 'IMF' is an acronym of what?
A. Intra country Momentary Funds

B. Inter-regions Money Funds
C. Intergovernmental Manager of Funds
D. International Monetary Fund
5. Where is the head-quarter of the International Monetary Fund?
A. Washington, United States

B. New York City, United States
C. Geneva, Switzerland
D. Avenue Du Mont Blanc, Switzerland
33
6. Where is the center of the world's cotton textile industry?
A. Manchester, England
B. New York City, United States
C. Geneva, Switzerland
D. France, Paris
7. When did the merchants of Manchester, England, the center of the world's cotton textile
industry, struck their famous victory for free trade by forcing the British government to
abandon tariffs on all imported goods apart from a few luxury items?
A. 1856
B. 1866
C. 1846
D. 1836
8. What infrastructural change of major significance that occurred in 1869 in which this
particular event was linked the Mediterranean Sea by way of Egypt to the Red Sea?
A. Launching of the Bretton Woods System

B. Opening of the Sues Canal
C. The Rise of Free Trade
D. Opening of the ‗IMF‘
9. Which of the following is considered as one of the key organizations of the international
economic system?
A. Bretton Woods System

B. International Financial Institutions
C. World Bank
D. International Monetary Fund
10. The Bretton Woods system prevailed until 1971, when the United States government
suspended the convertibility of the US$ (and dollar reserves held by other governments)
into gold. This is also known as __________?
A. Free Trade
B. Nixon Shock
C. Market Integration
D. Global Financial Crisis
34
Lesson 3
The United Nations and
Contemporary Global
Governance
frontiersin.org
1. define Global Governance;

2. identify the roles and functions of the United Nations;
3. determine the challenges of global governance in the twenty- first century;
4. explain the relevance of the state amid globalization; and
5. appreciate how governance affects globalization.
35
Course Title GWORLD
Credit Unit 3
Lesson 3 Week 3
Module Topic The United Nations and Contemporary Global Governance

1. define Global Governance;
2. identify the roles and functions of the United Nations;
Intended Learning
3. determine the challenges of global governance in the twenty-first century;
Outcomes
4. to explain the relevance of the state amid globalization; and
5. to appreciate how governance affects globalization.
1. Why is global governance multi-faceted?
Study Questions 2. How do international organizations take on ―lives of their own?‖
3. What are the challenges faced by the United Nations in maintaining global security?
Required Suggested
Contemporary World. College of Arts and World. Page 39-49
Sciences. University of the Visayas
● Das, Veeria, Living and Dying in the Contemporary World: A
Learning Resources compendium, University of California Press, 2015.
● Educational YouTube Videos
https://www.youtube.com/watch?v=tNOweWgv5kQ
https://www.youtube.com/watch?v=bGxmMeDQjHk&pbjreload
=101
1. Activity # 1: Google search – ―United Nations Peacekeepers‖.

Guide questions:
a. What are these peacekeepers?
b. What are their responsibilities?
c. What countries sends peacekeepers?
d. What are the places they have been involved in the last 50 years?
2. Activity # 2: Case Study – ―War and Conflict‖ (page 48 of the reference book).
Learning Activity
Procedure:
a. Your class is that peacekeeping force. List down the things you need to do to prepare for this
mission.
b. Once you have established your presence, think of measures you have to take to keep the peace,
knowing that you will not be there permanently.
1. Short answers
Required Output 2. Case study results
Assessment Tasks Group dynamics (case study report).
1. Research rubric:
2. Case study rubric:

36
Introduction
The problématique of global governance is simply stated: the evolution of

intergovernmental institutions to facilitate international cooperation and mute international
conflict lags well behind the emergence of collective problems with trans-border and global
dimensions.
Intended to help policymakers and members of the academic community map the
intellectual history of the United Nations, The United Nations and Global Governance:
An Unfinished Journey (Ramesh Thakur and Thomas G. Weiss, forthcoming 2009) is
structured around five identified ‗gaps' that are said to exist between the nature of many
current global problems and existing so-called solutions. These are described as knowledge
gaps, normative gaps, policy gaps, institutional gaps and compliance gaps. As such, the
work provides an in-depth examination of these gaps and the historical efforts to fill them.
The book will begin with an investigation of the evolution of global governance with a
special emphasis on the last two decades when the term itself has become a central part of
the public policy lexicon. It will then move on to provide substantive illustrations and
analysis of what are believed to be the most pressing contemporary problems for
international public policy across the three major areas of interests of the United Nations
system (International Security, Development and Human Security). Within each chapter,
the UN's special intellectual role will be emphasized.
Global governance
Or world governance is a movement towards political cooperation

among transnational actors, aimed at negotiating responses to problems that affect more
than one state or region. Institutions of global governance—the United Nations,
the International Criminal Court, the World Bank, etc.—tend to have limited or
demarcated power to enforce compliance. The modern question of world governance exists
in the context of globalization and globalizing regimes of power: politically, economically
and culturally. In response to the acceleration of worldwide interdependence, both between
human societies and between humankind and the biosphere, the term "global governance"
may name the process of designating laws, rules, or regulations intended for a global scale.
Global governance is not a singular system. There is no "world government" but the many
different regimes of global governance do have commonalities:
While the contemporary system of global political relations is not integrated,
the relation between the various regimes of global governance is not
insignificant, and the system does have a common dominant organizational
form. The dominant mode of organization today is bureaucratic rational—
regularized, codified and rational. It is common to all modern regimes of
political power and frames the transition from classical sovereignty to what
David Held describes as the second regime of sovereignty—liberal
international sovereignty.
37
The UN’s Role in Global Governance
There is no government for the world. Yet, on any given day, mail is delivered across
borders; people travel from one country to another; goods and services are freighted across
land, air, sea, and cyberspace; and a whole range of other cross-border activities take place
in reasonable expectation of safety and security for the people, groups, firms, and
governments involved. Disruptions and threats are rare—indeed, in many instances less
frequent in the international domain than in many sovereign countries that should have
effective and functioning governments. That is to say, international transactions are
typically characterized by order, stability, and predictability. This immediately raises a
puzzle: How is the world governed even in the absence of a world government? What
accounts for the formal and informal norms, codes of conduct, and regulatory, surveillance,
and compliance instruments? The answer, Thomas G. Weiss and Ramesh Thakur argue in
Global Governance and the UN: An Unfinished Journey (2010), lies in a concept that has
gained greater acceptance over the last decade and a half— global governance. While in
many ways the UN‘s work has always been devoted to improving the way that international
society operates, the birth of the term can be traced to the 1992 publication of James
Rosenau and Ernst-Otto Czempiel‘s theoretical collection of essays Governance without
Government.
In 1995 the policy-oriented Commission on Global Governance‘s report Our Global

Neighbourhood was published, the same year as the first issue of the journal Global
Governance appeared. This volume in the UNIHP series examines not only the theory of
global governance but the practice and more especially the UN‘s intellectual and operational
contributions. In accordance with one of the project‘s main conclusions— namely, that a
host of different actors come together in predictable and unpredictable ways in international
attempts to address transboundary problems—our analysis not only highlights the role of
UN member states (the ―First UN‖) and the world body‘s professional secretariats (the
―Second UN‖) but also of what UNIHP has identified as the ―Third UN.‖ The Third UN is
comprised of such nonstate actors as nongovernmental organizations (NGOs), academics,
consultants, experts, independent commissions, and other groups of individuals who
routinely engage with the First and the Second UNs and thereby influence the world body‘s
thinking, policies, priorities, and actions (see Briefing Note #3). Weiss and Thakur explore
the contribution by all three UNs in addressing collective challenges through the analytical
lens of five ―gaps‖ in global governance. Before identifying these gaps, however, it is
necessary to first define the concept of global governance. Global Governance Traditionally
governance has been associated with ―governing,‖ or with political authority, institutions,
and, ultimately, control. Governance in this sense denotes formal political institutions that
both aim to coordinate and control interdependent social relations and that also possess the
capacity to enforce decisions. In recent years, however, scholars have used ―governance‖ to
denote the regulation of interdependent relations in the absence of overarching political
authority, such as in the international system. These may be visible but quite informal (e.g.,
practices or guidelines) or temporary units (e.g., coalitions). But they may also be far more
formal, taking the shape of rules (laws, norms, codes of behavior) as well as constituted
institutions and practices (formal and informal) to manage collective affairs by a variety of
actors (state authorities, intergovernmental organizations, civil society organizations, and
38
private sector entities). Through such mechanisms and arrangements, collective interests
are articulated, rights and obligations are established, and differences are mediated. Global
governance can thus be defined as the sum of laws, norms, policies, and institutions
Dr. Joseph Deiss of Switzerland,
President of the sixty-fifth session of the United Nations General Assembly, delivered a
lecture entitled ―Reaffirming the Central Role of the United Nations in Global Governance‖ at
UNU Headquarters in Tokyo on Friday, 29 October 2010. Dr. Deiss opened his presentation
by stressing that the world is at a critical juncture with regard to global governance for
three reasons.
First, we are witnessing an increasing degree of global interconnectedness as well as a

rise in both new and old borderless challenges, such as climate change, cybercrime and
financial crises. Following the principle of subsidiarity, the global nature of these issues
requires appropriate global responses. Second, the recent financial crisis illustrates a wider
shift in political power towards emerging markets. Third, systems of global governance are
becoming increasingly complex, encompassing civil society, multilateral institutions and
informal intergovernmental frameworks (such as the G8 and G20).
In this context, the United Nations emerges as an actor with distinct advantages,
including the equal representation of its 192 Member States under the UN Charter. Even so,
the global landscape requires further improvement in the General Assembly in four key
areas.
Dr. Deiss noted that, first, confidence in the UN as a facilitator of global governance must
be reinvigorated. Second, UN economic bodies, specifically the UN Economic and Social
Council, the International Monetary Fund and the World Bank, must be reformed to the
point where they can serve their original mandates.
Third, the UN must find a means to communicate with other actors of global governance,
such as through informal debates pre- and post-G20 involving the General Assembly and
G20 members. Lastly, Dr. Deiss stressed the importance of establishing close connections
between national governments, regional institutions, civil society and the private sector.
39
He concluded by reiterating his vision of a United Nations with the means to serve as a
central forum within which such issues can be addressed.
Challenges on Global Governance
From the Iran nuclear crisis to global economic woes, the upcoming year will pose steady
challenges to international bodies seized with maintaining peace and prosperity. Experts
from four leading think tanks weigh the issues.
Michael Fullilove, of Australia‘s Lowy Institute for International Policy, says China must
assume "the responsibilities incumbent on a global power" but China‘s vision of "stepping
up" will not be the same as that of the United States.
In addition to the crisis in Syria and Iran‘s progression toward nuclear capabilities, CFR
President Richard N. Haass identifies trade, cybersecurity, and climate change as major
governance tests.
For Chatham House‘s Robin Niblett, the ongoing crisis in the eurozone, troubled
transitions in the Middle East and North Africa, and multilateral security concerns in East
Asia present three formidable challenges for global governance in the upcoming year.
The Shanghai Institutes for International Studies‘ Jiemian Yang says governance priorities
are strengthening existing institutions, forging consensus between state and non-state
actors, and harnessing regional efforts in areas like trade into common global action.
Similarly, INSOR‘s Igor Yurgens identifies three issues—the continuing turmoil in the
Middle East, environmental concerns, and the growing wealth gap—that will have serious
implications for global governance.
Michael Fullilove
The world‘s greatest global governance challenge is to establish shared responsibility for
the most intractable problems of our post-unipolar world. Much of the world chafed against
the United States‘ enormous relative power in the first decade after the end of the Cold
War. Many enjoyed its grievous overreach in the following decade. But now, more capitals
need to assume the role of "responsible stakeholders" that was urged on Beijing by Robert
Zoellick in 2005.
40
China serves as the most pressing example of a country that must embrace its growing
power in the international arena. Beijing has been more active in its dealings with the
international community in many positive ways. Yet, it has so far demurred from assuming
the responsibilities incumbent on a global power, and nurturing the international system it
hopes to help to lead.
In the UN Security Council chamber and other forums, China is increasingly willing to take
the lead and behave more like a great power. On the other hand, it remains disengaged
from issues that do not trespass directly on its core interests. It is largely preoccupied with
protecting its interests and those of its allies rather than projecting its influence, or doing
much to strengthen the international system.
The Iran nuclear issue is only one example. Beijing‘s interests on Iran are not, of course,
identical to Western interests. Yet as a key player in the international political and economic
system, it is giving insufficient weight to the great risk posed by an Iranian nuclear bomb.
China has changed the way it does business, but it continues to define its national
interests narrowly and pursue them with an uncompromising resolve. China wants respect,
but not responsibility. It is reluctant to bind its own freedom of movement and subsume it
within international institutions in the way the United States did after the Second World
War, even though Washington‘s relative power was far greater than Beijing‘s is now.
As China‘s wealth and power grow, so will its interests expand. A middle-power foreign
policy is inadequate for a great power. If China is to help run the international system, then
it has a stake in strengthening it. I suggest respectfully that China and other rising powers
need to strike a new balance between their traditional economic and security concerns and
the broader imperatives they must now satisfy, including stable great-power relations, non-
proliferation, and developing their international prestige. The old principle applies: with
great power comes great responsibility.
On the other hand, the West needs to be careful what it wishes for. Western countries
want rising powers to be more responsible and active, but they don‘t necessarily like it
when such powers are more assertive. U.S. officials often say that China should "step up,"
for instance. But China‘s vision of "stepping up" will not be the same as the United States‘.
How would the West feel about rising powers wading into the Middle East peace process, for
example, or participating in "coalitions of the willing" that intervened in other countries?
In other words, the responsibilities--and the prerogatives--of stakeholders are open to

interpretation.
41
Richard N. Haass, President
There are a number of issues where the gap between existing global challenges and the
arrangements meant to manage them remains considerable to say the least. On this score,
2012 was revealing: Syria suggested that international support for the principle of R2P was
mostly rhetorical, while Iran‘s steady progress toward a viable nuclear weapons program
underscored the many inadequacies of the nuclear non-proliferation regime. These issues
will continue to pose major challenges in the new year. Here, though, are three additional
tests for 2013:
Trade
The Doha Round is all but dead. This is troubling news both economically (trade being a
major engine of growth and job creation) and strategically (trade being a major deterrent to
reckless political-military behavior that would threaten the benefits that accrue from
economic ties). Plus, certain issues like government subsidies should be tackled at the
global as opposed to regional or bilateral level. What is needed then are consultations
among select developed and developing states alike that could set the stage for global
negotiations regarding services, agriculture, and subsidies, in addition to the more
traditional trade agenda.
Cyber
This is, in some ways, the newest international frontier. Given the speed of technological
change, it comes as little surprise that there is little in the way of governance. Indeed, this
realm is reminiscent of the early years of the nuclear era before arms control policies
introduced some rules of the road and limits. But there is
also the danger that some forms of regulation could be worse than none. So the
international challenge will be how best to maintain a free flow of information while
limiting various forms of "cyber-aggression" without giving national governments license to

curb the flow of information for political purposes.
Climate
It is becoming increasingly clear that efforts at mitigation are not just falling short but
that the gap between what is needed and what is likely to happen is widening. Prospects for
a grand bargain here look as remote as they do in the trade and cyber realms. This argues
42
for developing a multi-pronged approach to deal with the problem (i.e., slowing
deforestation, increasing reliance on nuclear power, sharing technology to promote cleaner
coal, introducing a carbon tax, etc.), as well as increased international efforts to help
vulnerable countries deal with the effects of climate change--that is, adaptation.
Robin Niblett
Decision-makers around the world will face a complex international environment in 2013.
The following will be among the top global governance challenges:
Avoiding a Lost Decade in Europe
Europe‘s leaders took important decisions in 2012 to create a banking union and financial
back stops for deficit counties. While a euro collapse is even less likely in 2013 than it was
in 2012, European leaders now confront the deeper challenge of closing the competitiveness
gap between creditor and debtor countries. Although structural reforms are under way,
reintegrating EU financial markets to provide the necessary pools of credit for future growth
remains a major concern.
Responding to this challenge is vital to global governance for the simple reason that
international stability today depends upon the proper functioning of a multipolar global
economy. Europe, China, and the United States have emerged as the three critical hubs of
economic growth. If European leaders fail to implement structural reform and drift into a
lost economic decade, then the pressure on Chinese and U.S. leaders to succeed in their
own economic and fiscal reforms will increase commensurately.
Troubled Transitions in the Middle East and North Africa (MENA)
The sequencing between political and economic reform will do much to determine whether
the uprisings across the MENA region will develop along positive or negative trajectories in
2013. Egypt‘s President Morsi has gambled that by forcing through rapid constitutional
reform so that his Islamist government can now concentrate on delivering economic growth.
In contrast, the secular-Islamist coalition government in Tunisia has decided to focus its
efforts on building consensus on broad political reform as the prerequisite for stable
economic growth.
Both approaches carry significant risks, and Europe, the United States, the IMF, and World
Bank will need to support these precarious transitions more actively during 2013 with
financial assistance, market opening incentives, and support for foreign direct investment.
43
Multilateral Security in East Asia
Last year ended with Japan and China in a diplomatic standoff over the Senkaku/Diaoyu
islands that is likely to persist into 2013. The Chinese leadership appears unwilling to
countenance a return to the "status quo ante" of Japanese sovereign control of the islands.
At the same time, the new Japanese Prime Minister Shinzo Abe has campaigned on taking a
hard line toward China‘s new demands.
China‘s approach to the islands reflects a deeper strategic decision to strengthen the lines
of communication in and out of the Chinese coastline for its ever-growing energy needs and
robust maritime trade. These developments underscore the need for an inclusive,
multilateral security architecture in East Asia. How to create such an architecture in a region
that is in the midst of a fundamental rebalancing of economic and political power deserves
to be at the heart of thinking about global governance in 2013.

Task Presentation/Output (if online, choose among the group which fall under either
category 2 or 3 of learners‘ category, if none, the offline mode is best, ―reflective essay‖).
Module study/task ―United Nations Peacekeepers‖. Reflective essay.

Guide questions:
a. What are these peacekeepers?
b. What are their responsibilities?
c. What countries sends peacekeepers?
d. What are the places they have been involved in the last 50 years?
CATEGORY 41-50 31-40 21-30 11-20
Ideas/Research Researchers Researchers Researchers Researchers

Questions independently independently identify, with some identify, with
identify at least 4 identify at least 4 adult help, at least considerable
reasonable, reasonable 4 reasonable adult help, 4
insightful, creative ideas/questions to ideas/questions to reasonable
ideas/questions to pursue when doing pursue when doing ideas/question
pursue when doing the research. the research. s to pursue
the research. when doing
the research.
Plan for Students have Students have Students have Students have
Organizing developed a clear developed a clear developed a clear no clear plan
Information plan for organizing plan for organizing plan for organizing for organizing
the information as it the information in the information as the
is gathered and in the final research it is gathered. All information
the final research product. All students students can AND/OR
product. All students can independently independently students in
44
can independently explain this plan. explain most of the group
explain the planned this plan. cannot explain
organization of the their
research findings. organizational
plan.
Quality of Researchers Researchers Researchers, with Researchers,

Sources independently locate independently locate some adult help, with extensive
at least 2 reliable, at least 2 reliable locate at least 2 adult help,
interesting information sources reliable locate at least
information sources for EACH of their information 2 reliable
for EACH of their ideas or questions. sources for EACH information
ideas or questions. of their ideas or sources for
questions. EACH of their
ideas or
questions.
Group Timeline Group independently Group independently Group Group needs

develops a develops a timeline independently adult help to
reasonable, describing when develops a develop a
complete timeline most parts of the timeline describing timeline
describing when work will be done. when most parts AND/OR
different parts of the All students in group of the work will be several
work (e.g.,planning, can independently done. Most students in
research, first draft, describe the high students can the group
final draft) will be points of the independently cannot
done. All students in timeline. describe the high independently
group can points of the describe the
independently timeline. high points of
describe the high the timeline.
points of the
timeline.
Delegation of Each student in the Each student in the Each student in One or more
Responsibility group can clearly group can clearly the group can, students in
explain what explain what with minimal the group
information is information s/he is prompting from cannot clearly
needed by the responsible for peers, clearly explain what
group, what locating. explain what information
information s/he is information s/he is they are
responsible for responsible for responsible
locating, and when locating. for locating.
the information is
needed.
45
Case Study – ―War and Conflict‖ (page 48 of the reference book).
Countries A and B have been at war against each other fir 50 years over a big area of land
that is located in their borders. The land consist if rainforest, suitable farmlands, and rich
mineral resources. It is also suspected to have oil reserves underground.
The community that lives in this area is composed of people who have never been clear
about their national loyalties, for the simple reason that they do not recognize these
borders. They have been living in the area long before countries A and B had national
territories. They, therefore, would like to be left alone, to go back and forth between the
two borders.
Countries A and B, however, want to exploit the resources of this borderland. They started
supporting leaders in this community, secretly at first, but later on with open economic
assistance. This association created tensions within the community that soon worsened into
open factional rivalries between its leaders.
The factional rivalry started over how assistance was to be shared, and then moved to
competition over elected positions. The rivalry took a turn fir the worse when countries A
and B began supplying their allies with arms and military training, especially after they both
realized the security problems this borderland can cause.
It did nit take long before conflict between the two factions came out in the open. This mini
war spread and seriously affected the community, dividing families and pitting friends and
relatives against each other.
And then suddenly, the two countries were sending their armies into the border supposedly
to help keep the peace, but in reality, to fight alongside their local allies. The war was
intense. Thousands perished and were injured. But what was clear was that no side was
winning.
Eventually exhausted by the war (Countries A and B began to realize how much resources
they wasted in this war), the protagonist agreed to a temporary truce. They also asked the
help of the United Nations in terms of bringing in a peacekeeping force to stand between the
two sides, and negotiate how to turn the truce into a lasting peace.
Procedure:
a. Your class is that peacekeeping force. List down the things you need to do to prepare for
this mission.
b. Once you have established your presence, think of measures you have to take to keep
the peace, knowing that you will not be there permanently.
46
CATEGORY 41-50 31-40 21-30 11-20
Identifies Student lists all the The student lists The student lists all The student
important main points of the all the main but one of the cannot
information article without having points, but uses main points, using important
the article in front of the article for the article for information
him/her. reference. reference. S/he with accuracy.
does not highlight
any unimportant
points.
Identifies Student recalls several Student recalls Student is able to Student cannot
details details for each main several details for locate most of the locate details
point without referring each main point, details when with accuracy.
to the article. but needs to refer looking at the
to the article, article.
occasionally.
Identifies Student accurately Student accurately Student accurately Student has

facts locates at least 5 facts locates 4 facts in locates 4 facts in difficulty
in the article and gives the article and the article. locating facts
a clear explanation of gives a reasonable Explanation is in an article.
why these are facts, explanation of why weak.
rather than opinions. they are facts,
rather than
opinions.
Relates Student accurately Student accurately Student accurately Student has

Graphics to explains how each explains how each explains how some difficulty
Text graphic/diagram is graphic/diagram is of the diagrams are relating
related to the text, related to the text. related to the text. graphics and
and accurately diagrams to
determines whether the text.
each graphic/diagram
agrees with the
information in the
text.
47
Group Dynamics (Group report)
Instructions: Divide the class into four groups. Each group should present all the following
guidelines below.
1. Formulate as many questions as you can about the topic: Global Governance;
2. Identify 3 Major Global Problems; and
3. Identify 3 Major Solutions of the stated Global Problems.
– Choose a reporter who falls under either category 2 or 3 in learners‘ category, and if none,
go to category 1 (answer the case study found in module), ―reflective essay‖.
CATEGORY 41-50 31-40 21-30 11-20
Preparedness Student is Student seems The student is Student does not

completely pretty prepared somewhat prepared, seem at all
prepared and has but might have but it is clear that prepared to
obviously needed a couple rehearsal was present.
rehearsed. more rehearsals. lacking.
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all (100- distinctly all (100- distinctly most ( 94- can not be
95%) the time, 95%) the time, but 85%) of the time. understood OR
and mispronounces Mispronounces no mispronounces
mispronounces no one word. more than one word. more than one
words. word.
Collaboration Almost always Usually listens to, Often listens to, Rarely listens to,
with Peers listens to, shares shares with, and shares with, and shares with, and
with, and supports supports the supports the efforts supports the
the efforts of efforts of others in of others in the efforts of others in
others in the the group. Does group but sometimes the group. Often
group. Tries to not cause "waves" is not a good team is not a good
keep people in the group. member. team member.
working well
together.
Stays on Topic Stays on topic all Stays on topic Stays on topic some It was hard to tell
(100%) of the most (99-90%) of (89%-75%) of the what the topic
time. the time. time. was.
48
Lesson 4
Media and Globalization
At the end of the lesson, the student should be able to: incorp.asia
1. understand the evolution of media from the past few decades up to the present age;
2. identify current trends in the fourth industrial revolution;
3. distinguish the application of media into different discipline; and
4. analyze the various aspect of media culture.
49
Course Title GWORLD
Credit Unit 3
Lesson 4 Week 4
Module Topic Media and Globalization (culture, politics, and economics)

1. understand the evolution of media from the past few decades up to the present age;
Intended Learning 2. identify current trends in the fourth industrial revolution;
Outcomes 3. distinguish the application of media into different discipline;
4. analyze the various aspect of media culture; and
1. Compare and contrast the social impacts of television and social media.
2. Do you think globalization leads to cultural imperialism?
Study Questions
3. What strategies can you use to distinguish between fake and factual information
on the internet?
Required Suggested
Contemporary World. College of Arts World. 72-82
Audio and/or video clips of various media
Learning Resources
● Educational YouTube Videos.
1. Globalization and Media:
https://www.youtube.com/watch?v=uIc0KcVEX7g
2. Globalization and Culture:
https://www.youtube.com/watch?v=2ydX2FY0dvY
3. Political Globalization:
https://www.youtube.com/watch?v=5xj-qhoJeZs
1. Activity # 1: Group Activity – Asian Music and Globalization.
a. Form groups of three to five members.
b. Each group must pick for an Asian musical artist or group that became internationally famous
Learning Activity (BTS, Psy, or F4).
2. Activity # 2: Group Report – In your group report, answer the following questions:
a. Where did the musical artist originate?
b. In which countries did the artist become famous?
c. How did the artist become famous?
d. Why do you think the artist become famous?
Required Output 1. Group presentation with report output (soft copy).
1. Student Journal
2. Quiz
Assessment Tasks 3. Group recitations for online or answer module activity for offline mode.
1. Student Journal Rubric
2. Group report rubric

50
This chapter will unfold the development of media from humanity‘s first days and show how
globalization and media have proceeded together through time in the constuction of the
modern world. Globalization and media have created the conditions through which many
people cna now imagine themselves as part of one world. It is this global imaginary that
brings to fruition what Marshal McLuhan called the ―global village‖ (McLuhan, 1962;1964).
Evolution of Media and Globalization
Scholars have found it logical and helpful to organize the historical study of media by
time periods or stages. Each period is characterized by its dominant medium. For example,
the Canadian theorist Harold Innis (1950), Marshall McLuhan‘s teachers, writing in the
1940s and 1950s, divided media into three periods: oral, print, and electronic. James Lull
(2000), writing at the close of the twentieth century, added digital to those three. Terhi
Rantanen (2005) places script before the printing press and breaks down the electronic
period into wired and wireless, for six periods.
There were five time periods usefully capture the study of globalization and media:
oral, scipt, print, eletronic, and digital. This isolates and highlights the essential role of
media in globalization over time and firmly establishes the centrality of media for studies of
globalization. However, it is important to stress that globalization and media do not proceed
along an inevitable, inexorable path of progress. Media – and globalization as well – have
developed sporadically, erratically, in fits and starts, driven by human needs, desires, and
actions, resulting in great benefits and sometimes greater harm. Charting history is not
necessarily charting progress. The history of media and globalization is the history of
humanity itself.
Oral Communcation
■Language allowed humans to cooperate. During a hunt, the ability to coordinate

was a considerable advantage.
■Sharing information about land, water, climate, and weather aided humans‘ ability
to travel and adapt to different environments.
■Sharing information about tools and weapons led to the spread of technology.
■Humans eventually moved to every corner of the world, encountering new

environments and experiences at each turn. Language was their most important tool
(Ostler, 2005).
■Language helped humans move, but it also helped them settle down.
■Language stored and transmitted important agricultural information across time as

one generation passed on its knowledge to the next, leading to the creation of villages
and towns.
■Language also led to markets, the trade of goods and services, and eventually into
cross- continental trade routes.
51
Script
Language was essential but imperfect. Distance causes trouble for oral
communication. It takes elaborate systems to communicate with language over great
expanses. Time also causes difficulties. Language relies on human memory, which is limited
in capacity and not always perfect.
Script – the very first writing – allowed humans to communicate and share
knowledge and ideas over much larger spaces and across much longer times. Early writing
systems began to appear after 3000 BCE, with symbols carved into clay tablets to keep
account of trade. These ―cuneiform‖ marks later developed into symbols that represented
the syllables of languages and eventually led to the creation of alphabets, the scripted
letters that represent the smallest sounds of a language. These alphabets, learned now in
pre-schools around the world, were central to the evolution of humankind and its
civilizations.
■However script needed to be written on something. Writing surfaces even have their
own evolution. Writing was done at first as carvings into wood, clay, bronze, bones,
stone, and even tortoise shells.
■Ancient Egypt created one of the most popular writing surfaces from a plant found
along the Nile River-papyrus (from which the English word paper eventually derived).
With script on sheets of papyrus and parchment, humans had a medium that
catapulted globalization.
■Script allowed for the written and permanent codification of economic, cultural,
religious, and political practice. These codes could then be spread out over large
distances and handed down through time.
If globalization is considered the economic, cultural, and political integration of the

world, then surely script - the written word – must be considered an essential medium.
The Printing Press
All histories of media and globalization acknowledge the consequential role of the
printing press. The advent of the printing press, first made with movable wooden blocks in
China and then with movable metal type by Johannes Gutenberg in Germany, reading
material suddenly was cheaply made and easily circulated.
In a masterful, 750 – page treatise, a historian Elizabeth Eisenstein (1979) surveyed

many profound influences of the printing press. First, the printing press changed the very
nature of knowledge. It preserved knoweldge, which had been more malleable in oral
cultures. Second consequence, print encouraged the challenge of political and religious
authority because of its ablity to circulate competing views.
The printing press, however, encountered the literacy of the public and the growth of
schools. The rise of inexpensive, easily obtained magazines and daily newspapers brought
news from around the world to people. People increasingly learned of lands and cultures far
52
from where they could travel. They learned about the world. Truly the printing press helped
foster globalization – and knowledge of globalization.
Electronic Media
Scholars have come to call these ‗electronic media‘ because they require
electromagnetic energy – electricity – to use. The telegraph, telephone, radio, film, and
television are the usual media collected under electronic media. In our modern world, the
telegraph is not thought of as a revolutionary medium. But in its time, the telegraph was
sensation with significant consequences. The vast reach of these electronic media continues
to open up new vistas in the economic, political, and cultural processes of globalization.
Samuel F.B. Morse began work on a machine in the 1830s that eventually could send
coded messages – dots and dashes – over electrical lines. The effects were enermous.
Almost immediately, rail travel was more efficient and safe since information about arrivals
or delays could be passed down the line ahead of the trains.
The ability to transmit speech over distance was the next communication
breakthrough. Though not always considered a mass medium, the telephone surely
contributed to connecting the world.
Alexander Graham Bell is credited with inventing the telephone in 1876. It quickly
became a globally adopted medium. By 1927, the first transatlantic call was made via radio.
The creation of the cell phone in 1973 was especially crucial in the context of globalization
and media.
Relatively cheap to produce and buy, and easy to learn and transport, cell phones
have quickly become the world‘s dominant communication device and penetrated even the
world‘s most remote regions and villages.
Radio developed alongside the telegraph and telephone in the 1890s. The technology
was frist conceived as a ‗wireless telegraph‘. By the early 1900s, speech indeed was being
transmitted without wires. By the 1920s, broadcast stations were ‗on the air‘, transmitting
music and news. Radio quickly became a global medium, reaching distant regions without
the construction of wires or roads.
Film soon developed into an artistic medium of great cultural expression. By the
1920s, directors such as D. W. Griffith, Sergi Eisenstein, F. W. Murnau, and Fritz Lang were
using film to capture powerful narratives that resonated within and across cultures.
The worldwide success of films such as Avatar, and Titanic offers resounding
examples of the confluence of globalization and media. Though Hollywood and Bollywood
get much attention, the cultivation of film industries in nations around the globe continues
to this day.
53
Though television programming existed back in the 1920s, the years after World War
II saw the explosion in the production and penetration of television into homes around the
world. Television brought together the visual and aural power of film with the accessibility of
radio: people sat in their living rooms and kitchens and viewed pictures and stories from
across the globe. The world was brought into the home.
Digital Media
Many of our earlier media, such as phones and televisions, can now be considered
digital. Indeed, digital may even be blurring the lines among media. If you can watch
television, take photographs, show movies, and send movies, and send e-mail on your
smart phone or tablet, what does that mean for our neat categorization of media into
television, film, or phone? The computer, though, is the usual representation of digital
media. The computer comes as the latest and, some would argue, most significant medium
to influence globalization.
In the realm of economics, computers allow instantaneous, global trading 24 hours a

day. Anyone with a computer has access to economic information that just a few years ago
was in the hands of a wealthy few. Computers have revolutionized work in every industry
and trade. They streamline tasks, open up new areas and methods of research, and allow
any company or industry access to a global marketplace. Some of the largest companies in
the world, such as Microsoft, Apple, Google, Facebook, and more arose in the digital era and
have been instrumental to globalization.
In the realm of politics, computers allow citizens access to information from around
the world, even information that governments would like to conceal. Blogs, social media,
Twitter, text messages, and more allow citizens to communicate among themselves.
Computers have transformed cultural life. Access to information around the globe allows
people to adopt and adapt new practices in music, sports, education, religion, fashion,
cuisine, the arts, and other areas of culture.
54
NAME: ____________________________COURSE & YEAR ____________
TIME: _______
Instructions: Write a position paper with the following questions below. The teacher will be
the one to give a format on how you present your position paper.
1. Discuss some of the important trends in media globalization, such as international co-
productions and the flow of news and information from the developed to the developing
world. Are these trends beneficial or detrimental to good journalism and representation of a
diversity of cultural perspectives? Explain your answer.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
2. Compare and contrast coverage of a global issue, such as climate change, in online,
print, and broadcast media. What are some key differences in how the story is told?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
3. Discuss how you have used or would use social media to participate in a discussion on an
international issue. Did you or would you tweet, comment on Facebook, or otherwise add
your own voice to this online public sphere? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
55
5-6 3-4
9-10 7-8 Approaching Stan Below Standar
CATEGORY Above Standards Meets Standards dards ds
Accuracy All supportive facts and Almost all supportive Most supportive Most supportive
statistics are reported facts and statistics facts and statistics facts and
accurately. are reported are reported statistics were
accurately. accurately. inaccurately
reported.
Evidence All of the evidence and Most of the evidence At least one of the Evidence and
and examples are specific, and examples are pieces of evidence examples are
Examples relevant and specific, relevant and and examples is NOT relevant
explanations are given explanations are relevant and has an AND/OR are not
that show how each given that show how explanation that explained.
piece of evidence each piece of shows how that
supports the author's evidence supports the piece of evidence
position. author's position. supports the
author's position.
Sentence All sentences are well- Most sentences are Most sentences are Most sentences
Structure constructed with varied well-constructed and well constructed, are not well-
structure. there is some varied but there is no constructed or
sentence structure in variation is varied.
the essay. structure.
Grammar & Author makes no errors Author makes 1-2 Author makes 3-4 Author makes
Spelling in grammar or spelling errors in grammar or errors in grammar more than 4
that distract the reader spelling that distract or spelling that errors in
from the content. the reader from the distract the reader grammar or
content. from the content. spelling that
distract the
reader from the
content.
Sources All sources used for All sources used for Most sources used Many sources are
quotes, statistics and quotes, statistics and for quotes, statistics suspect (not
facts are credible and facts are credible and and facts are credible) AND/OR
cited correctly. most are cited credible and cited are not cited
correctly. correctly. correctly.
56
Media and Economic Globalization
Media have made economic globalization possible by creating the conditions for
global capitalism and by promoting the conceptual foundation of the world‘s market
economy. Economic globalization, from this perspective is not just dollars and cents, but
story and myth – narratives that make natural the buying and selling of products across
borders and boundaries and mythic celebrations of products and consumption.
The media foster the conditions for global capitalism. They fill our days with
invitations and exhortations for consumption, from ceaseless commercials on radio and
television, to product placement in films, to digital billboards, to pop-up ads and etc.
Advertisements, cover magazine stories that fawn over CEOs, minute-by-minute reporting
of the stock market, films that reveal over spectacular consumption and high-end products,
endless newspaper ratings of top products and services – all these and more make
capitalism seem not only natural but necessary to modern life.
The role of media in this process cannot be overstated. As media scholar Robert
McChesney reminds us, ―Economic and cultural globalization arguably would be impossible
without a global commercial media system to promote global markets and to encourage
consumer values‖ (McChesney, 2001).
Modern Media are the epitome of economic globalization. Around the world, once
small, local, and regional media companies – not only newspapers, magazines, and radio
stations, but television and cable channels, book publishers, music producers, movie
studios, Internet sites, and more – are being bought up by a handful of huge global
conglomerates and corporations, who themselves were once small and local.
The global oligopoly of media thus helps create a passive apolitical populace that
rises from the couch primarily for consumption. The oligopoly‘s single-minded interest in
profits results in mass content rather than local content. This includes numerous reruns of
US shows; global sporting events, such as the Olympics or the World Cup; and celebrity
entertainment programs, such as Oprah. Another important aspect of media and economic
globalization then is the disastrous influence on news and what used to be called ―public
affairs reporting‖. Rather than producing home grown programming on public affairs and
issues, local media outlets carry the mass-produced content of their conglomerate owners.
News and political content can upset and divide the populace, drive away viewers, and
displease authorities. The impact is that, around the world, news has become softer, lighter,
57
and less challenging, with space and time given over to weather, sports, celebrities,
sensation, recipes, and other less weighty fare.

NAME: ____________________________COURSE & YEAR ____________
TIME:_______
Instructions: Write a position paper with the following questions below. The teacher will be
the one to give a format on how you present your position paper.
1. What does economic globalization mean?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________
2. In today‘s age, how does globalization affect the Philippine economy?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________
3. How can the less developed countries of the world survive with the fast growing wave of
globalization?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________
4. Considering that most media organizations rely increasingly on digital paywalls for
revenue, is it fair to expect the economically disadvantaged to pay for news and
entertainment content? What might be done to address the problem of the global digital
divide?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
58
_________________________________________________________________________
__________________________________________________________
5-6 3-4
9-10 7-8 Approaching Standar Below Standa
CATEGORY Above Standards Meets Standards ds rds
Accuracy All supportive facts Almost all supportive Most supportive facts Most supportive
and statistics are facts and statistics are and statistics are facts and
reported accurately. reported accurately. reported accurately. statistics were
inaccurately
reported.
Evidence All of the evidence Most of the evidence At least one of the Evidence and
and and examples are and examples are pieces of evidence and examples are
Examples specific, relevant specific, relevant and examples is relevant NOT relevant
and explanations explanations are given and has an explanation AND/OR are not
are given that show that show how each that shows how that explained.
how each piece of piece of evidence piece of evidence
evidence supports supports the author's supports the author's
the author's position. position.
position.
Sentence All sentences are Most sentences are Most sentences are well Most sentences
Structure well-constructed well-constructed and constructed, but there are not well-
with varied there is some varied is no variation is constructed or
structure. sentence structure in structure. varied.
the essay.
Grammar Author makes no Author makes 1-2 Author makes 3-4 Author makes
& Spelling errors in grammar errors in grammar or errors in grammar or more than 4
or spelling that spelling that distract spelling that distract errors in
distract the reader the reader from the the reader from the grammar or
from the content. content. content. spelling that
distract the
reader from the
content.
Sources All sources used for All sources used for Most sources used for Many sources
quotes, statistics quotes, statistics and quotes, statistics and are suspect
and facts are facts are credible and facts are credible and (not credible)
credible and cited most are cited cited correctly. AND/OR are not
correctly. correctly. cited correctly.
59
Media and Political Globalization
Globalization has transformed world politics in profound ways. It led to the formation
and then the overthrow of kingdoms and empires. It led to the creation of the nation-state.
Of utmost importance, though media corporations are themselves powerful political actors,
individual journalists are subject to brutal and intense intimidation as more actors contend
for power. There has never been a more dangerous time to work in media.
The International Federation of Journalists (IFJ) estimates that on average close to

100 journalists and media workers are killed in the line of duty each year. They die in war
zones. They die from car bombs. They die covering earthquakes, floods and hurricanes.
They die in drug raids. Many though are specifically targeted, hunted down, and murdered
because of their work.
More troubling, the journalists die without justice. The Committee to Protect
Journalists (CPJ) estimates that fewer than 15 per cent of the murders of journalists are
solved or prosecuted. It is the ultimate form of censorship. The voice of the journalist is for
ever silenced. The intimidating message chills newsrooms far and wide. And no one plays a
price. Mexico, Russia, and the Philippines top the list of places where journalists are
slaughtered with impunity. Each nation displays the new array of forces now threatening
journalists in the global village. In Mexico, drug cartels brazenly target journalists who dare
to report on their trafficking and their murderous wars against the police and rival cartels.
In Russia, journalists who report on the separatist movement in Chechnya have been
tracked down and killed by loyalists of the Russian military as well as the Chechens.
Journalists who seek to uncover extensive fraud in Russian government and business are
also targeted. In the Philippines, journalists who report on political corruption also face
death.
Now, in our globalization, the entire world can be a war zone. Numerous forces
compete for wealth and power, within and across borders, including governments, state
militias, paramilitary groups, political parties drug cartels, religious organizations,
insurgents, corporations, terrorists, and others. All these groups can be threatened by the
work of a crusading reporter. All have targeted reporters. Globalization has made the world
a harrowing place for journalists.
Media are subject to other pressures in this age of high-tech persuasion,

manipulation, and propaganda. Economic, political, and personal pressures shape the news
60
around the globe. Officials around the world are extremely successful at influencing and
molding the news so that it builds support for their domestic and foreign policies. All of
human-kind‘s considerable persuasive techniques from cajoling to coddling to conniving to
coercing-are put into play so that news media report favorably on government actions and
initiatives.
In report, ―Cash for Coverage: Bribery of Journalists around the World‖, the Center
for Media Assistance calls bribes ―the dark part of journalism‖. According to the report, ―Not
only do journalists accept bribes and media houses accept paid materials disguised as news
stories, but all too often, reporters and editors are the perpetrators, extorting money either
for publishing favorable stories-or for not publishing damaging one‘s (Ristow, 2010).
In Africa, the practice has a name: ―brown envelope journalism‖. Stories are
produced or not produced so that journalists might maintain good relations with
government and corporate officials or so that they might attain or maintain status, perks,
and prestige. In a now classic treatise, Edward Herman and Noam Chomsky (1998) charge
the news media with being complicit in ―manufacturing consent‖. The authors challenge the
standard as ―watchdogs‖ on the powerful. Outright bribes seldom influence Western
coverage, Herman and Chomsky say. Instead, structural factors shape reporting: the
media‘s ownership by, or close relationship with, corporations; the drive for profits from
circulations, ratings, and advertising revenue; and journalists‘ close relationships with
biased or involved sources in government and business. These forces according to the
authors can lead to the routine publishing and promoting of news shaped by government
corporations. The routines by which money and power are able to filter out the news fit to
print, marginalize dissent, and allow the government and dominant private interests to get
their messages across to the public.
Some scholars have suggested that new media – digital media, such as computers,
tablets, and cell phones – have the potentials to invigorate and transform political life in the
modern world. They feel that new media can allow alternative voices within and across
borders. They hope that new media will enlarge the public sphere. They feel that new media
can offer the opportunity for more people to be involved with political action and civil
society.
New media do indeed complicate politics. These new media have characteristics –
mobile, interactive, discursive, and participatory – with dramatic political implications.
Because of the low cost and ease of posting text, photos, videos, music, and other material
online, digital media allow for the possibility of multiple, varied voices, and views that can
challenge and question those in power (Shirky, 2008). Citizens worldwide can post photos
and dispatches from breaking news events via cell phones, computers, and webcams.
Activists around the globe can exchange information online and coordinate plans. Bloggers
and online newspapers can find new outlets and audiences to challenge government and
authority.
61
NAME: ___________________________COURSE & YEAR ____________
TIME: _______
Instructions: Based on the article you read, kindly answer the questions below. You may
use other sheet of paper to write your answer.
1. Cite a certain news article published in local or national digital newspaper wherein you
are one of the citizens of netizens who actively share reactions or comments about the
news. What are your reasons of posting your comments online?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________
2. Which do you prefer digital media or the mainstream media? Give its advantages and
disadvantages.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________
3. How do you describe ―the dark part of journalism‖? Does it change your perspective
towards journalists or any media outlet? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________
62
5-6 3-4
9-10 7-8 Approaching Stand Below Standard
CATEGORY Above Standards Meets Standards ards s
Accuracy All supportive facts Almost all supportive Most supportive facts Most supportive
and statistics are facts and statistics are and statistics are facts and statistics
reported accurately. reported accurately. reported accurately. were inaccurately
reported.
Evidence All of the evidence Most of the evidence At least one of the Evidence and
and and examples are and examples are pieces of evidence examples are NOT
Examples specific, relevant and specific, relevant and and examples is relevant AND/OR
explanations are explanations are given relevant and has an are not explained.
given that show how that show how each explanation that
each piece of piece of evidence shows how that piece
evidence supports the supports the author's of evidence supports
author's position. position. the author's position.
Sentence All sentences are Most sentences are Most sentences are Most sentences are
Structure well-constructed with well-constructed and well constructed, but not well-
varied structure. there is some varied there is no variation is constructed or
sentence structure in structure. varied.
the essay.
Grammar & Author makes no Author makes 1-2 Author makes 3-4 Author makes
Spelling errors in grammar or errors in grammar or errors in grammar or more than 4 errors
spelling that distract spelling that distract spelling that distract in grammar or
the reader from the the reader from the the reader from the spelling that
content. content. content. distract the reader
from the content.
quotes, statistics and quotes, statistics and quotes, statistics and suspect (not
facts are credible and facts are credible and facts are credible and credible) AND/OR
cited correctly. most are cited cited correctly. are not cited
correctly. correctly.
63
Student Journal
Directions: Write a minimum of 250-word reflective essay on your personal experience on

the implementation of Modular Learning Mode of the University of the Visayas particularly in
your subject The Contemporary World for the First Semester, Academic Year 2020-2021.
Write your journal entry on the space provided below. You may also write your own title.
Kindly refer to the Student Journal Rubric in the succeeding page for you to know and
understand what the instructor‘s expectation for the journal entry is and how you will be
graded.
____________________________
(Title)
CATEGORY 41-50 31-40 21-30 11-20
Conclusion The conclusion is The conclusion is The conclusion There is no clear

(Organization) strong and leaves recognizable and is recognizable, conclusion, the
the reader with a ties up almost all but does not tie paper just ends.
feeling that they the loose ends. up several
understand what the loose ends.
writer is "getting at."
Sources All sources used for All sources used Most sources Many sources
(Content) quotes and facts are for quotes and used for quotes used for quotes
credible and cited facts are and facts are and facts are
correctly. credible and credible and less than
most are cited cited correctly. credible
correctly. (suspect) and/or
are not cited
correctly.
Grammar & Writer makes no Writer makes 1- Writer makes Writer makes
Spelling errors in grammar 2 errors in 3-4 errors in more than 4
(Conventions) or spelling that grammar or grammar or errors in
distract the reader spelling that spelling that grammar or
from the content. distract the distract the spelling that
reader from the reader from the distract the
content. content. reader from the
content.
Flow & Rhythm All sentences sound Almost all Most sentences The sentences
(Sentence natural and are sentences sound sound natural are difficult to
Fluency) easy-on-the-ear natural and are and are easy- read aloud
when read aloud. easy-on-the-ear on-the-ear because they
Each sentence is when read when read sound awkward,
clear and has an aloud, but 1 or 2 aloud, but are distractingly
are stiff and several are stiff repetitive, or
64
obvious emphasis. awkward or and awkward difficult to
difficult to or are difficult understand.
understand. to understand.
Accuracy of All supportive facts Almost all Most NO facts are

Facts (Content) are reported supportive facts supportive reported OR
accurately. are reported facts are most are
accurately. reported inaccurately
accurately. reported.
Support for Relevant, telling, Supporting Supporting Supporting

Topic (Content) quality details give details and details and details and
the reader important information are information are information are
information that relevant, but relevant, but typically unclear
goes beyond the one key issue or several key or not related to
obvious or portion of the issues or the topic.
predictable. storyline is portions of the
unsupported. storyline are
unsupported.
Focus on Topic There is one clear, Main idea is Main idea is The main idea is
(Content) well-focused topic. clear but the somewhat clear not clear. There
Main idea stands out supporting but there is a is a seemingly
and is supported by information is need for more random
detailed information. general. supporting collection of
information. information.
65
REFERENCES
Peter D. Phillips is Lecturer in the Department of Government at the University of the West
Indies, Mona, Kingston 7, Jamaica. Immanuel Wallerstein is the Director of the Fernand
Braudel Centre for the Study of Economies, Historical Systems and Civilizations at the State
University of New York at Binghampton, NY, 13901, USA.
This paper was prepared within the framework and as part of the Project on Socio-Cultural
Alternatives in a Changing World of the United Nations University’s Human and Social
Development Programme, March 1980.
1. V. I. Lenin, ’Critical Remarks on the National Question’, in National Liberation, Socialism

and Imperialism (New York: International Publications, 1968), p. 19.
2. V. I. Lenin, ’The Socialist Revolution and the Right of Nations to Self Determination:
Theses’, in National Liberation, Socialism and Imperialism, op. cit., p. 114.
3. See the overview in Charles Tilly (ed.),The Formation of National States in Western
Europe (Princeton: Princeton University Press, 1975), chapter 1.
4. Ernest Cassirer, The Philosophy of the Enlightenment (Boston: Beacon Press, 1955), p. 6.
5. See the discussion in E. H. Carr, Nationalism and After (London: Macmillan, 1945).
6. See Elie Kedourie, Nationalism (London: Hutchinson University Library, 1962).
7. See George Lichtheim, AShort History of Socialism (London: Praeger, 1970), p. 171.
8. Giovanni Arrighi, The Geometry of Imperialism (London: New Left Books, 1978), p. 37.
9. E.H.Carr, What is History? (NewYork: Alfred A. Knopf, 1961), p. 150.
10. See Louis Snyder, The Idea of Racialism (New York: Van Nostrand, 1962).
11. The contemporary World, Lisandro Claudio and Patricio Abinales
Ebooks:
1. Hon, Tze-Ki, Confucianism for the Contemporary World: Global Order, Political Plurality,
and Social Action. Suny Press, 2017.
2. Polyudova, Elena, Once Upon a Time in the Contemporary World: Modern Vision of Old
Stories, Cambridge Scholar Publishing, 2016.
3. Crain, Marion G., Invisible Labor: Hidden Work in the Contemporary World, Crain,
University of California Press, 2016
4. Das, Veeria, Living and Dying in the Contemporary World: A compendium, Das,
University of California Press, 2015.
66

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The Contemporary World

College of Arts & Sciences

The Global Economy

The United Nations and Contemporary Global 36

Media and Globalization (Culture Politics and 64

Course Developer Jovit C. Mendez, JD

Content Experts Dr. Ramie L. Bulaybulay, Jr.

Language Editor Dr. Aileen C. Costas

Design/Media Specialist Ms. Jedidiah K. Singco

Flexible Learning Course Syllabus

III. Course Syllabus

DR. AILEEN C. COSTAS DR. AILEEN B. CATACUTAN DR. RAMIE L. BULAYBULAY

At the end of the lesson, the student should be;

Module Topic Introduction to Globalization

Required Output Reflection on globalization experience

Target Competency Collaboration, Critical Thinking, Classifying, Organizing, Communication Skills

Prepared by: Reviewed by: Approved for use:

JOVIT C. MENDEZ, JD PROF. ALEX S. COMPAS DR. RAMIE L. BULAYBULAY

Globalization or globalization is the process of interaction and integration among people,

Quality of Provides work of Provides high Provides work Provides work

Preparedness Brings needed Almost always Almost always Often forgets

Monitors Group Routinely Routinely Occasionally Rarely monitors

Attitude Never is publicly Rarely is publicly Occasionally is Often is publicly

Focus on the Consistently Focuses on the Focuses on the Rarely focuses on

Contributions Routinely Usually provides Sometimes Rarely provides

Freidman (Columnist): globalization is the inexorable integration of markets, nation-states

Giddens (sociologist): Globalization is the intensification of worldwide social relations that

MCNamee(capitalist): It is an environment in which we live. We got one world. Get used to

Robertson (sociologist): Globalization is a process by which we come to experience, or

The Best Scholarly Definition of Globalization

The best scholarly description of globalization is provided by Manfred Steger who

Economic dimension of Globalization (Steger 2013)

The Cultural Dimension of Globalization (Steger 2013)

Ecological Dimension of Globalization (Steger 2013)

This deals with he effects of global alliances on ecological issues.There is an inexorable

NAME: ____________________________COURSE & YEAR ____________ TIME:

Instruction: Answer the following questions properly. 10 points

2. Enumerate the different dimensions of globalization and explain each dimension.

At the end of the lesson, the student should be able to:

1. define Economic Globalization;

Module Topic The Global Economy

1. Activity # 1: Task accomplishment from module (short answer).

2. Activity # 2: Answer the following questions: (reflective essay)

Required Output Task accomplishment result and quiz

Prepared by: Reviewed by: Approved for use:

Economic globalization is one of the three main dimensions of globalization commonly

Challenges of the Global Economy

Cordell Hull, U.S. Secretary of State 1993-44

Rise of governmental intervention

―Economic Security and the Origins of the Cold War, 1945–1950‖

Presentation of accomplished task.

Ideas/Research Researchers Researchers Researchers Researchers

Quality of Researchers Researchers Researchers, Researchers,

Group Timeline Group Group Group Group needs

Delegation of Each student in Each student in Each student in One or more

Assessment Task No. 3

Position The position The position A position statement is There is no position

Instructions: Answer the following questions responsively. 10 points

RISE OF FREE TRADE

The Roles of International Financial Institutions

International Monetary Fund (IMF)

1. What are the major functions of the ‗IMF‘?

A. Overseas‘ arrangements of fixed exchange rate

2. What is the classification of International Monetary Fund?

NAME: ________________COURSE & YEAR TIME: