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PRIME PROJECT XI – Local Colleges of Region XI
THE CONTEMPORARY WORLD COURSE PACK
Team Leader: MISS LINAGYN A. GEMENTIZA

Members : JONELSON C. ESCANDALLO, MAED
MR. REY L. SABAS, JR.
MISS ELEALEH G. SUAN
Course Title THE CONTEMPORARY WORLD
Course This course introduces students to the contemporary world by examining the
Description multifaceted phenomenon of globalization through the use of 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 people and places around the globe.
Moreover, topics on population education in the context of population and
demography are included. Such that exposing the student to the world outside
the Philippines seeks to inculcate a sense of global citizenship and global
ethical responsibility.
Thus, this course primarily deals with globalization and its impact on
individuals, communities, and nations and its corresponding challenges and
responses.
Units / Credit 3 units

Equivalent
Course At the end of this course, the students must be able to:
Outcomes
A.) Competencies
1. Distinguish different interpretations of and approaches to globalization;
2. Describe the emergence of global economic, political, social, and cultural
systems;
3. Analyze the various contemporary drivers of globalization;
4. Understand the issues confronting the nation-state; and
5. Assess the effects of globalization on different social units and their
responses.
B.) Skills
1. Analyze contemporary news events in the context of globalization; and
2. Analyze global issues in relation to Filipinos and the Philippines.
C.) Values
1. Articulate personal positions on various global issues.
THE CONTEMPORARY WORLD 1

THE CONTEMPORARY WORLD
(General Education Course Pack Structure)
Module Intended Learning Lessons Writer

Outcomes
1 ➢ Recognize different Lesson 1: Globalization

THE definition of globalization; Definition MISS
INTRODUCTION ➢ Differentiate the different ELEALEH G.
TO perspectives to Lesson 2: Perspectives SUAN
GLOBALIZATION globalization; to Globalization
(Week 1 – 2) ➢ Analyze contemporary
news events in the context
of globalization; and
➢ State personal positions on
global issues
➢ Gain understanding about Lesson 1: The Global

2 contemporary events in Economy
GLOBALIZATION the context of MISS
IN globalization; Lesson 2: Market ELEALEH G.
CONTEMPORARY ➢ Generate a stance on Integration &The SUAN
GLOBAL global economic Global Interstate
ECONOMY integration; System
(Week 3 – 4) ➢ Apply the structure of
globalization into context;
and
➢ Discuss how economic
globalization works based
on world current issue
➢ Establish the relationship Lesson 1: MR. REY L.

3 of international relation Internationalization, SABAS, JR.
GLOBALIZATION and globalization; International Relation,
AND THE ➢ Exhibit understanding on & Politics
CONTEMPORARY the definition and
GLOBAL elaboration of the concepts MISS
GOVERNANCE of international relation Lesson 2: Globalization LINAGYN A.
(Week 5 – 6) and politics; and International GEMENTIZA
➢ Differentiate globalization Relations
and internationalization;
➢ Recognize the stages of
development in
international relations; and
➢ Draw conclusion on the
stages of development in
international relations

4 ➢ Differentiate Global North Lesson 1: Global
GLOBALIZATION and Global South Divides
IN GLOBAL ➢ Explain how the concept
SOCIAL First World, Second World Lesson 2: Asian
DIMENSION and Third World countries Regionalism
change to Global North
(Week 7 – 9) and South; Lesson 3: Citizenship,
➢ Analyze how different Culture, and Religion MR.
Asian states exceed the JONELSON C.
challenges of globalization ESCANDALLO
and regionalization;
➢ Explain the relationship of
culture and global media;
➢ Elucidate the connection
between religion and
globalization; and
➢ Discuss global citizenship
5 ➢ Assess details/information Lesson 1: Global

GLOBALIZATION being presented about Population and Global MISS
ON MOBILITY, global population; City LINAGYN A.
DEVELOPMENT ➢ Recognize the GEMENTIZA
AND characteristics of global Lesson 2: Demographic
SUSTAINABILITY cities and the reasons why Transition and Global
(Week 10 – 12) global cities are engines of Movements of People
globalization;
➢ Get acquainted on the Lesson 3: Global
underlying factors of the Sustainable
movement of people; Development
➢ Explain the theory of and Food Security
demographic transition;
➢ Exhibit understanding on
the existence of the
Sustainable Development
Goals (SDGs);
➢ Critique existing models of
global sustainable
development; and
➢ Discern on the central
concepts of food security
and insecurity

TABLE OF CONTENTS
MODULE 1: THE INTRODUCTION

TO GLOBALIZATION ...................................................................... 7
LESSON 1: GLOBALIZATION DEFINITION .................................................... 8
LESSON 2: PERSPECTIVES TO GLOBALIZATION ...................................... 16
MODULE 2: GLOBALIZATION IN CONTEMPORARY

GLOBAL ECONOMY ...................................................................... 22
LESSON 1: THE GLOBAL ECONOMY ............................................................ 23
LESSON 2: MARKET INTEGRATION AND
THE GLOBAL INTERSTATE SYSTEM........................................... 28
MODULE 3: GLOBALIZATION AND THE CONTEMPORARY

GLOBAL GOVERNANCE............................................................... 34
LESSON 1: INTERNATIONALIZATION,
INTERNATIONAL RELATIONS & POLITICS ............................... 35
LESSON 2: GLOBALIZATION & INTERNATIONAL
RELATIONS ....................................................................................... 41
MODULE 4: GLOBALIZATION IN GLOBAL

SOCIAL DIMENSION ...................................................................... 47
LESSON 1: GLOBAL DIVIDES......................................................................... 48
LESSON 2: ASIAN REGIONALISM ................................................................. 57
LESSON 3: CITIZENSHIP, CULTURE & RELIGION ..................................... 63
MODULE 5: GLOBALIZATION ON MOBILITY,

DEVELOPMENT & SUSTAINABILITY ....................................... 76
LESSON 1: GLOBAL POPULATION & GLOBAL CITY ................................ 77
LESSON 2: DEMOGRAPHIC TRANSITION & GLOBAL
MOVEMENTS OF PEOPLE .............................................................. 83
LESSON 3: GLOBAL SUSTAINABLE DEVELOPMENT
AND FOOD SECURITY .................................................................... 89
APPENDIX A (Cold War & Soviet Union) ....................................................................... 97

APPENDIX B (Criticisms on Asian Regionalism) .............................................................. 99
APPENDIX C (Global Citizenship) ............................................................................... 101
APPENDIX D (Global Population & City) ..................................................................... 104
APPENDIX E (Mobility Facts) .................................................................................... 106
APPENDIX F (Sustainability Development) ................................................................... 107

COURSE PACK
ON
THE CONTEMPORARY WORLD
Jonelson C. Escandallo, MAEd

Linagyn A. Gementiza, LPT
Rey L. Sabas, Jr.
Elealeh G. Suan, LPT

Module 1. The Introduction to Globalization
Module
Overview
The study of globalization aims to give the students the

understanding to distinguish the differences and similarities of
different cultures, and provide understanding how they are
connected, at the same time separated from the world. Understanding
globalization is a very important part of the students’ learning,
especially about human involvement with the environment and
society. Our daily experiences at school, work, and home are an
integral part of the globalization process.
The concept of understanding globalization provides the
students with the tools necessary to be productive members of our
local and global communities. 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.
In this module, the students will learn about:
1. definition of Globalization;
2. nature of Globalization
3. reasons for Globalization; and
4. different perspectives to Globalization.
Learning Outcomes
At the end of this module, the students should be able to:

1. recognize different definition of globalization;
2. differentiate the different perspectives to globalization;
3. analyze contemporary news events in the context of
globalization; and
4. state personal positions on global issues.
MODULE 1 LESSONS
Particularly, this module will discuss the following:

Lesson 1: Globalization Definition
Lesson 2: Perspectives to Globalization

Module 1: The Introduction to Globalization
LESSON 1: GLOBALIZATION DEFINITION
Learning Outcomes
At the end of the lesson, the students should be able to:
• define globalization;
• identify the different areas related to globalization;
• discuss the nature of globalization; and
• narrate personal experience relating to globalization.
Time Frame: One week
Introduction
The Philippines, as situated in the pacific of Asia, is no longer far from the
world trends. In fact, the Country is growing interdependence of the world's
economies, and cultures, which are brought about by international trading both
importation and exportation in goods and services, and also the flows of people,
investment and information. Further, varying customs and tradition are introduced
in the country. These progressing changes are result of globalization.
To this end, Lesson 1 provides an overview of the various definition from
different perspective and approaches to Globalization. Beyond exposing the student
to the world outside the Philippines, it also seeks to inculcate a sense of global
citizenship and global ethical responsibility.
In this module, the students will learn about:
1. definition of Globalization;
2. nature of globalization; and
3. reasons for Globalization.

Activity
Globalization is the word used to describe the growing

interdependence of the world’s economies, cultures, and populations,
brought about by cross-border trade in goods and services, technology,
and flows of investment, people, and information. Countries have built
economic partnerships to facilitate these movements over many
centuries (https://www.piie.com/microsites/globalization/what-is-
globalization).
Task 1. Direction: Arrange the letters of the following JUMBLED

LETTERS to form words that will best describe the picture shown above.
(Individual Activity)
1. LBOAGZLIANTOI _______________________
2. UULCTALR _______________________
3. NIRGEOF _______________________
4. TSERINUCO _______________________
5. SOMCNICOE _______________________
6. EIDRWDLWO _______________________
7. NITOAICMUCMON _______________________
8. BELOG _______________________
9. TONIBERALIZALI _______________________
10. SINUESBS ________________________

Task 2: Given the Work Bank below, select FIVE WORDS that are interrelated
to Globalization according to your understanding. (Individual Activity)
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
Task 3. Define the following concepts that you have selected and
indicate its connection to the definition of Globalization. Make your
answer is brief but concise. Write your answers in the space provided
below.
1. ______________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. _ ___________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. ____________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. ____________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. ____________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Note: The following answers will be graded

based on the set criteria:
Content (5 pts), Relevance and Accuracy

(3pts.), Organization of thoughts (2 pts.)
Total of 10pts.

Analysis
Task 3. Answer the following question and write your answer on your
notebook. (Individual Activity)
1. Upon knowing the definition of globalization in reference to your
activity, what definition of globalization did you come up with?
Answer:
___________________________________________________
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2. What is the effect of globalization in the economy of your country,

Philippines?
Answer:
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3. Why is the word “globalization” given emphasis or importance in
today’s contemporary world? Explain your answer.
Answer:
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4. In the pandemic (CoVid19) that world is facing now, what do you think is
the role of globalization?
Answer:
__________________________________________________________
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Note: The following answers will be graded based on the set criteria:
Content (5 pts), Relevance and Accuracy (3pts.), Organization of thoughts (2 pts.) Total of 10pts.

Abstraction
What is GLOBALIZATION?
1. Is the increasing interaction of people, states, or
countries through the growth of the international
flow of money, ideas, and culture.
2. It is the interconnectedness of people and business
across the world that eventually lead to global,
cultural, political, and economic growth.
3. It is the ability to move? and communicate easily
with others all over the world in order to conduct
business internationally.
4. It is the liberation of countries of their impact
protocols and welcome foreign investment into
sectors that are the mainstays of its economy.
5. It refers to countries acting like magnets attracting
global capital by opening up their economies to
multinational corporations.
Do you want to know why there is globalization?
HERE ARE REASONS TO GLOBALIZE ESPECIALLY

IN THIS CONTEMPORARY WORLD.
1. Rapid shrinking of time and distance across the globe. One can
easily cross the bridge going to the other side of the market
place due to advance tools of technology than before.
2. Domestic markets are no longer rich as a consequence of many
interlocking factors.
3. Companies and institutions go global to find political and
economic stability which is relatively good in other countries
than the country of origin.
4. To get technological and managerial know-how of other
countries due to their advancement in science, technology,
education, health, and other fields of discipline.
5. To reduce high transportation costs if one goes globally using
the advance tools of communication and information.
6. To be close to raw materials and to markets for their finished
products which are not available in the country of origin.
7. The creation of the World Trade Organization (WTO) had
made it possible in stimulating increased cross border trade
8. There are other world bodies like the UN and several arbitration
bodies where countries agree.

Application
A. Direction: Supply the graphic organizer on how

globalization affects “You” to your School, Family, and Social
Media
School
__________________
__________________
__________________
__________________
_
Family
______________________
ME ______________________
______________________
______________________
______________________
______________________
______________________
______________________
__________.
Social Media
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
_________
Congratulations, you’ve successfully finished Module 1, Lesson 1. I hope that you’ve

learned a lot and appreciate the importance of globalization. See you in next lesson.
God bless!

Module 1: The Introduction to Globalization
LESSON 2: PERSPECTIVES OF GLOBALIZATION
Learning Outcomes

a. identify the different perspectives to globalization;
b. formulate own view about globalization; and
c. display the result of international relation to the Philippines based
on the approaches to globalization.
Time Frame: One Week
Introduction
Globalization is multi-dimensional and a broad concept which gives rise to the

different interpretations with complex definition. This also depends on how one views
it from various areas of cultural, economic, political, or even social point of view. In
this lesson, you will gain more understanding about the different approaches of
globalization, and you will also make your own view about its effect to the different
areas which the nation is concerned about. Welcome to Module 1, Lesson 2! Keep
abreast of learning and make it more meaningful.
Learning Tasks
Direction: Study and analyze the image and give your own view by
supplying words that best describe it.

Analysis Let’s break it all!
Direction: Answer the following question and write your
answer on the space provided below.
1. The image above implies the different approaches
or views to globalization which are globalists,
transformationalist, and traditionalist. In your
interpretation what is the implication of the figure
“hand” present in the image?
Answer:
___________________________________________________
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2. Are there any negative effects of globalization? Discuss your

answer.
Answer:
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3. What do you think is the best perspective/view to globalization?
Answer:
__________________________________________________________
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__________________________________________________________
__________________________________________________________
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________________________________________________________.
Note: The following answers will be graded based on the set criteria:
Content (5 pts), Relevance and Accuracy (3pts.), Organization of thoughts (2 pts.) Total of 10pts.
Abstraction Read Me!

Application
Direction: If you are the President of the Philippines and you are about to choose which
from the three approaches to Globalization best describe the status of your country
towards international relation. What it would be, and why? Describe your answer
through a Poster-slogan.
Closure:
Congratulations! You’ve
successfully done Lesson 2.
Great job! Hope you enjoyed
and learned something.

MODULE SUMMARY
You have completed the lessons in this module of the definition of

Globalization. Highlighted in this module are the following:
• Globalization is the increasing interaction of people, states, or countries through

the growth of the international flow of money, ideas, and culture.
• Globalization is the interconnectedness of people and business across the world

that eventually lead to global, cultural, political, and economic growth.
• There are three approaches to globalization, these are the globalist,

traditionalist, and transformationalist.
• Globalist believes that globalization represents a real and significant historical

process without a precedent, which generates new forms of global economy,
global politics and global culture.
• Transformationalists argue that the flow of culture is not one way, from the west
to the developing world; it is a two-way exchange in which Western culture is
also influenced, changed and enriched by cultures in the developing world.
• Traditionalists believe that globalization is exaggerated. Trade is not truly

global, it is regional.

Ariola, M. (2018). The contemporary world. New General Education Curriculum
Compliant. Unlimited Books Library Services & Publishing Inc.
Aguilar, F. (2012). Differentiating sedimented from modular transnationalism: the
view from East Asia. Asian and Pacific Migration Journal 21(2): 149–171.
Connell, R. (2007). Dependency, autonomy and culture. in southern theory: the global
dynamics of knowledge in social science. Cambridge, UK: Polity Press, pp.
139163.
Lesthaeghe, R. (2010). The unfolding story of the second demographic transition.
Population and Development Review 36(2): 211–251.
Mazower, M. (2006). An international civilization? empire, internationalism and the
crisis of the mid-twentieth century. International Affairs 82(3): 553–566.
Shiraishi, T. (2006). The third wave: Southeast Asia and middle-class formation in the
making of a region. In Beyond Japan: The Dynamics of East Asian Regionalism,
ed. Peter Katzenstein and Takashi Shiraishi. Ithaca, NY: Cornell University
Press, pp. 237–71.
Steger, M., Battersby, P., and Siracusa, J. (2014). The SAGE handbook of globalization.
Two volumes. Thousand Oaks: SAGE Publications.

Module 2. Globalization in Contemporary
Global Economy
Module
Overview
Boarder hampers trade. However, today it is already easy to move

and communicate easily with others all over the world, some may the
purpose to conduct business internationally, or just visit the most
wonderful places in the world. This answers the call of globalization.
Welcome to Module 2. This module introduces you to the work of
economic globalization wherein you will be interested about the flow
of world market, and its involvement to Philippines economy. This is
much about interesting, so be excited and enjoy reading and
answering.
Learning Outcomes
At the end of this module, the students will be able to:
a. gain understanding about contemporary events in the context of

globalization;
b. generate a stance on global economic integration;
c. apply the structure of globalization into context; and
d. discuss how economic globalization works based on world current
issue.
MODULE 2 LESSONS

Lesson 1: The Global Economy
Lesson 2: Market Integration & Global Interstate System

Module 2: Globalization in Contemporary Global Economy
LESSON 1: THE GLOBAL ECONOMY
Learning Outcomes
a. define global economy;

b. gain understanding about the concept of global economy;
c. explain the role of international financial institutions in the
creation of a global economy; and
d. discuss how economic globalization works based on world
current issue.
Introduction
Welcome to Module 2, Lesson 1 where learning is in reach! As part of

this generation, surely, you have heard about how nations are interconnected to
each other. Do you care to know what is the work of economic globalization?
What are the reasons why we received donations and other forms of help, when
the country is in need? This lesson will help you understand the concept of global
economy in relation to global issue.
ACTIVITY Read and Be Aware!
Since 31 December 2019 and as of 08 August 2020, 19 357 085 cases

of COVID-19 (in accordance with the applied case definitions and
testing strategies in the affected countries) have been reported,
including 721 174 deaths.
Cases have been reported from:
Africa: 1 022 401 cases; the five countries reporting most cases are South
Africa (545 476), Egypt (95 147), Nigeria (45 687), Ghana (40 097) and Algeria
(34 155).
Asia: 4 797 650 cases; the five countries reporting most cases are India
(2 088 611), Iran (322 567), Saudi Arabia (285 793), Pakistan (283 487) and
Bangladesh (252 502).
America: 10 468 123 cases; the five countries reporting most cases are United
States (4 941 796), Brazil (2 962 442), Mexico (469 407), Peru (463 875) and
Chile (368 825).
Europe: 3 045 965 cases; the five countries reporting most cases are Russia
(877 135), Spain (314 362), United Kingdom (309 005), Italy (249 756) and
Germany (215 336).
Oceania: 22 250 cases; the five countries reporting most cases are Australia
(20 272), New Zealand (1 219), Guam (412), Papua New Guinea (188) and
French Polynesia (62).
Other: 696 cases have been reported from an international conveyance in Japan

The text above shows the World statistics of affected cases of CoVid-19 since 31st of
December 2019 and as of the 8th of August 2020, and even the Philippines has greatly affected
by this Pandemic, especially in its economics. Have you already felt the new normal? Show
below the things that you have already experienced due to CoVid-19 pandemic.
Family’s Daily Needs
Schooling Transportation
Employment
ANALYSIS
Squeeze your Mind!
Direction: Answer the following questions below.
1. What is the effect of the world Pandemic to the Philippine economic?

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2. Does it mean that one country’s problem like USA, India, China, Brazil, etc, will affect the
whole world’s economy? Discuss your answer.
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3. Due to Pandemic, many OFW lost their jobs and were advised to go back to the Philippines
because many business entities around the world, where they worked, are greatly affected by
the crisis, and their economies are at stake. However, though many countries are also
experiencing the negative impact of CoVid 19, they still send help among nations. Based on
the explained phenomena, what does global economy means?
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4. In this behalf, there are social structures or international organizations which help the
economies of affected developing countries to go back on its feet and help more develop.
Discuss at least two actors which facilitate economic globalization.
A._____________________________________________________________________
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B._____________________________________________________________________
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ABSTRACTION
The Actors that Facilitate Economic Globalization

1. International Economic and Financial Organisations
2. International Governmental Organisations (IGOs)
3. Media
4. Multilateral Development Banks
5. Nation-States
6. Non-Governmental Organisations (NGOs)
7. Trans-National Corporations (TNCs)
8. United Nations (UN) System

APPLICATION
Situation: Suppose that you are an online seller, and your top products are alcohol,
face mask and face shield. Here comes the Covid-19 pandemic, there is a high demand
of your products, what will you do since items are going out of stocks.
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This will also happen when there is less supply and a greater demand, like a there is
insufficient fuel production of Saudi Arabia and United States, there is also a fuel price
hike in different parts of the world. When the supply is low, the demand is high and the
price is high.
Congratulations, well done! You have successfully answered all the activities
in Module 2, Lesson 1. It is expected that you have deeply gained understanding about
the concept of global economy. Certainly, you are ready for the next lesson. Enjoy!

Module 2: Globalization in Contemporary Global Economy
LESSON 2: MARKET INTEGRATION & GLOBAL

INTERSTATE SYSTEM
Learning Outcomes

a. discuss the process of market integration;
b. inculcate the importance of market integration;
c. explain the relationship of periphery, semi-periphery & Core
periphery; and
c. cite the role of global corporations in the world market .
Introduction
Welcome to Module 2, Lesson 2 where you will participate in

world concern! This lesson introduces you to international
relation wherein you will become involve in the world market
trends. As a student, it is also essential that you will gain deep
understanding about how the Philippines participated in the
global market, at the same time, how the global market greatly
influences the Philippines economy. Engage and enjoy!
ACTIVITIES
A. Direction: If three of your favorite brands that you wished based on the
following category given below will be granted, what are those? Supply the
following data needed in the table.
Items Brand Country where it is made
1.
Cellphone 2.
3.
1.
Car 2.
3.
1.
Perfumes 2.
3.
1.
Wristwatch 2.
3.
1.
Laptop 2.
3.

B. Upon looking at the image presented below, what idea will come up in your mind?
You may cite example for more understanding.
United States, Canada, South Africa, Mexico, Philippines, China,

Western Europe, Japan,
Nigeria, India Indonesia, Sri Lanka
Australia and New Zealand
Brazil, South Korea,

Taiwan
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ANALYSIS
1. What are your bases in choosing the brands of the things that you want to buy?
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___________________.
2. Would you love to compare prices of the item you buy to dollars?
Why?________________________________________________________________
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3. Have you observed that products made from China is cheaper compared to brands
from US, and even the products locally made in the Philippines?
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4. What do you think is the reason why prices of items are not far from in its
difference from one country to the other?
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Do you agree on the international relationship among periphery, semi-periphery
and core periphery? Explain your answer.
.____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ABSTRACTION
Market integration is a term used to identify a

phenomenon in which markets of goods and services that
are related to one another being to experience similar
patterns of increase or decrease in terms of the prices of
those products. Market integration occurs when prices
among different locations or related goods follow similar
patterns over a long period of time.

Did you know that the division of labor consists of three zones according to
the prevalence of profitable industries or activities: core, semi-periphery, and
periphery?
Core countries are Semi-periphery Periphery countries

dominant capitalist countries play a major export raw materials to
countries that exploit role in mediating the core countries, and
peripheral countries for economic, political, they are dependent on
labor and raw materials. core countries for
and social activities
between core and capital and have
that link core and underdeveloped
peripheral countries.
APPLICATION peripheral areas. industry.
APPLICATION
Reflective Journal
From the things you gain on this lesson, fill in the table below.
Before, I believe that the Philippine Now, I’ve learned that the Philippines
Market is _____________________ is_____________________
Congratulations, well done! You have

successfully answered all the activities in Module
2, Lesson 2. Again, it is expected that you have
deeply gained understanding about market
integration. Certainly, you are ready for the next
lesson. Enjoy!

MODULE SUMMARY
From the learnings you gained upon taking into the pace of the lessons in this
module, highlighted below are the important points from the said lessons.
• The world economy or global economy is the economy of all humans of the
world, considered as the international exchange of goods and services that is
expressed in monetary units of account.
• There are actors that Facilitate Economic Globalization which are International
Economic and Financial Organisations, International Governmental
Organisations (IGOs), Media, Multilateral Development Banks, Nation-States,
Non-Governmental Organisations (NGOs), Trans-National Corporations
(TNCs), and United Nations (UN) System.
• Market integration occurs when prices among different locations or related

goods follow similar patterns over a long period of time.
• The division of labor consists of three zones according to the prevalence of

profitable industries or activities: core, semi-periphery, and periphery.
Countries tend to fall into one or another of these interdependent zones core
countries, semi-periphery countries and the periphery countries.
• Core countries are dominant capitalist countries that exploit peripheral

countries for labor and raw materials, while Semi-periphery countries
(sometimes referred to as just the semi-periphery. It plays a major role in
mediating economic, political, and social activities that link core and peripheral
areas, and Periphery countries fall on the other end of the economic scale.
These countries lack a strong central government and may be controlled by
other states. These countries export raw materials to the core countries, and they
are dependent on core countries for capital and have underdeveloped industry.

Aguilar, F. (2012). Differentiating sedimented from modular transnationalism: the
view from East Asia. Asian and Pacific Migration Journal 21(2): 149–171.
Ariola, M. (2018). The contemporary world. New General Education Curriculum

Compliant. Unlimited Books Library Services & Publishing Inc.
Connell, R. (2007). Dependency, autonomy and culture. In southern theory: the global
139163.

Population and Development Review 36(2): 211–251.
Mazower, M. (2006). An international civilization? Empire, internationalism and the

Press, pp. 237–71.
Steger, M., Battersby, P., and Siracusa, J. (2014). The SAGE handbook of
globalization. Two volumes. Thousand Oaks: SAGE Publications.

MODULE 3: GLOBALIZATION AND THE
CONTEMPORARY GLOBAL GOVERNANCE
MODULE
OVERVIEW
On the previous chapter, globalization - as both concept and application

so with how such plays its roles on the different aspects of today’s generation -
had been introduced. And as of this part, globalization and how it dances with
the flow of politics are to be established.
To highlight, as cited by Amirkhanyan (2011), in this ever-changing
international community, more nations, people, and culture – diplomats,
politicians, and others - have learned to adapt to meet and deal with the needs
and wants of one another mostly in the form of diplomacy. Yet, at some point,
globalization and international relations have constantly altered some world
flow aspects both positively and negatively. It is for these circumstances that
understanding globalization and international relations is critical for the future
of not only governments, people, and businesses, but for the survival of the
human race as well as for establishing a rapport on existing ideas which all relate
to globalization. As such, let us learn altogether.
MODULE OBJECTIVES/OUTCOMES
At the end of the module, students should be able to:

1.) establish the relationship of international relation and
globalization;
2.) exhibit understanding on the definition and elaboration of the
concepts of international relation and politics;
3.) differentiate globalization and internationalization;
4.) recognize the stages of development in international relations; and
5.) draw conclusion on the stages of development in international
relations.
MODULE 3 LESSONS

Lesson 1: Internationalization, International Relation & Politics
Lesson 2: Globalization and International Relations

Module 3: Globalization and the Contemporary Global Governance
LESSON 1: INTERNATIONALIZATION, INTERNATIONAL

RELATIONS & POLITICS
At the end of this lesson, students should be able to:

• differentiate internationalization and globalization;
• justify the importance of internationalization;
• gain understanding on international relations and politics; and
• conduct basic analysis of an international relations problem.
LESSON INTRODUCTION
Hey there! Welcome to Lesson 1 of Module 3. In this lesson we will

talk about basic concepts which relate to internationalization, international
relations, international politics as well the significance of such concepts on
globalization perse.
Further, this lesson will include some activities that will give you a
broader understanding about internationalization and other necessary terms.
We will be going international in this lesson. So, what are you waiting for?
Let’s start!
ACTIVITY
A. Picture That. Direction: Explain your thoughts about the caricature below. You
may write word/words in giving your answers.
1. _______________________________
2. _______________________________
3. _______________________________
1.
_____________________________________
2.
_____________________________________
3.
_____________________________________

B. Mixed Thoughts. Arrange the mix letters to form a word or words that is
related to this lesson. After, write your thoughts about the word you have formed. Your
thoughts have to be written in two (2) to three (3) sentences only.
1. T N I N R E A T I O L A N I Z N T I O A
Answer:
2. I C L P T I S O & N C O E O S I C M
&
Answer:
ANALYSIS
Believe me I’m In!
Read each question carefully. Answers should not exceed to five sentences.
1. What do you think are the effects of globalization to national

governments? You can cite both positive and negative effects.
Positive Effects Negative Effects

2. Assuming there are two classes of income-earners, low-income workers and
high-income capitalists, how does trade affect income inequality within
countries that trade with each other?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What is the importance of international relation to one’s economy, like the
Philippines, especially that we are experiencing the outbreak of CoVid19?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Is your country Philippines an independent country in political, social, and
economic aspects? Does it mean it needs not to be sponsored by other nations?
If no, give example of incident where to evident that Philippines is part of the
World organization?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. It was shown in the world news that the Philippine President participated
the United Nation Convention. What do you think is his connection to UN?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. As a Filipino citizen, did you feel the functions of international relation

brought about globalization in your experience in today’s pandemic? Based on
the world news, which country and organizations give donation to the
Philippines. Discuss your answer and you may search the data in the web.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Note: Your answers will be graded based on the set criteria:

Content (5 pts), Relevance and Accuracy (3pts.), Organization of thoughts
(2 pts.) - Total of 10 pts.

ABSTRACTION
INTERNATIONALIZATION, INTERNATIONAL RELATIONS, & POLITICS
Internationalization
Globalization is frequently confused with internationalization, but is in fact
something totally different. Internationalization refers to the increasing importance of
international trade, international relations, treaties, alliances, etc. Inter-national, of
course, means between or among nations. The basic unit remains the nation, even as
relations among nations become increasingly necessary and important. Globalization
refers to global economic integration of many formerly national economies into one
global economy, mainly by free trade and free capital mobility, but also by easy or
uncontrolled migration. It is the effective erasure of national boundaries for economic
purposes. International trade (governed by comparative advantage) becomes
interregional trade (governed by absolute advantage) - what were many become one.
For firms and businesses, internationalization is the process of increasing
involvement of enterprises in international markets. Internationalization is a crucial
strategy not only for companies that seek horizontal integration globally but also for
countries that addresses the sustainability of its development in different manufacturing
as well as service sectors to bridge the gap between different cultures and countries.
International Relations & Politics

International relations (IR) is a very vague study; it has involved
multinational companies, smugglers, refugees, international migration, environmental
concerns that goes beyond international borders, war, and so on. It is interdisciplinary
in nature, blending the fields of economics, history, and political science to examine
topics such as human rights, global poverty, environment, globalization, security,
global ethics, and political environment. It does not talk about solely domestic context
within a particular territory, sovereignty, or nation but much more on how that
territory, sovereignty, or nation links with others or with the international
community. To put it simply international relations focuses on everything that is above
a nation.
Global interstate/international system is a system of competing and allying
states/country, like United Nations (UN), Association of Southeast Asian Nations
(ASEAN), and other international governing institutions. As mentioned, IR is a very
vague study, global interstate/international system narrows down IR since the systems
formed by allying and competing countries are formed specifically for a purpose may
it be finance, trade, security, global ethics, political environment, human rights, global
poverty, global ethics etc.
International Politics (IP), is the governance and power over between or
among nations. This is where global interstate/international systems kick in. Because
these systems are dominated by core nations that work together while trying to extend
capitalism (open markets, free trade, democracy) while competing for dominance.
Further, political and economic systems play a major role in IR, IP, and the
global interstate/ international system. Since, international economics tends to focus on
the market forces and neglect the political factors and issues that shape international
economic relations while international politics tends to focus on relations between and
among countries and/or power relationships and neglect international economics. If a
country focuses on either political or economic relations, it would be missing essential
factors that makes nation’s prosper for a nation’s willingness to be involve in global
interstate/international systems will depend with what type of economic and political
system they are in.

APPLICATION
A. Reflective Journal. Supply the table below. You may cite many reasons why you are
in favor with or not.
I am in favor with Globalization I don’t believe in the function of
because…. globalization because…..
B. Read each question carefully and answer such accordingly as being asked.
1.) If you were an international relations adviser and putting all in consideration the
importance of human rights, global poverty, environment, globalization, security,
global ethics, and political environment, what would you do or what advice would you
give to the Philippine President given the following situations:
(Note: You may read or search for additional readings regarding the statements below.)
a.) The dispute between China and the Philippines over the West Philippine Sea
Answer:
______
____________________________________________________________
b.) Increasing cases of abused Overseas Filipino Workers
Answer:
______
____________________________________________________________
c.) Canada and Philippine waste dispute on 2014 (Canadian company Chronic Plastics
Inc. shipped 103 shipping containers that contained garbage to the Philippines)
Answer:
______
____________________________________________________________
Note: Each answer will be graded based on Content (3 pts), Relevance and Accuracy (2pts.) - Total of 5 pts.
Well done! You’ve just completed Lesson 1 of Module 3. You are now
equipped with new knowledge. Keep working hard!

Module 3: Globalization and the Contemporary Global Governance
LESSON 2: GLOBALIZATION AND INTERNATIONAL RELATIONS

1. recognize the connection of international relations to globalization;
2. differentiate international relations from international politics;
3. familiarize the stages of development in international relations; and
4. demonstrate understanding on the importance of the development in
international relations.
LESSON INTRODUCTION
On the previous modules, basic concepts about globalization have been

introduced and on how globalization itself has something to do with the different
aspects to which countries around the globe have been into to go with the flow of
its existence whether economically, financially, socially, politically, or
environmentally.
As such, for this lesson, the content and activities are being designed to go
deeper on the creation of international relations and how these relations come to
existence in this contemporary and advanced globalization of the century. With
this, be amazed and gain additional understanding on this matter.
ACTIVITIES
REVIEW. Based on your understanding on the previous lesson, accomplish the
following activities below.
A. Using your own words, provide a brief description of each term below. Write
your answer on the space being provided.
GLOBALIZATION INTERNATIONAL INTERNATIONAL

RELATIONS POLITICS
Description:
_________________ Description: Description:
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________

ANALYSIS
Answer the following questions that follow. Put your answers on the space
being provided. Answers must be in 2 to 5 sentences only.
1.) In your own idea, how do international relations and politics have something
to do with the globalization itself?
Answer:
2.) What makes international relations and international politics interrelated to

each other?
Answer:
3.) How could it be possible for international relations help in establishing ties
with other countries as they strive for globalization?
Answer:
ABSTRACTION
GLOBALIZATION AND INTERNATIONAL RELATIONS
As cited by Amirkhanyan (2011), in today’s increasingly interdependent

and turbulent world, many of the leading issues in the news concern international
affairs - whether it is the continuing impact of globalization - as more nations,
people, and cultures adapt to the ever changing international community,
diplomats, politicians, and representatives must meet and deal with accordingly to
the needs and wants of nations.
As such, globalization increases worldwide technology, and the readability
of fast, effective communication and consumption of popular products.
Globalization links cultures and international relations on a variety of levels;
economics, politically, socially, etc. On the other hand, international relations have
used globalization to reach its goal of understanding cultures. International
relations focus on how countries, people and organizations interact and
globalization is making a profound effect on international relations.

Further, for the difference of the terms ‘international relations’ and international
politics’, Upen (2019) summarized the points as presented on the table below.
Table 1. Difference of International Relations and International Politics
THEME INTERNATIONAL RELATIONS INTERNATIONAL POLITICS

It is an academic discipline that studies It is an academic discipline that
the relationships (both political as well studies the operation of political
Definition as non-political) between states as well power in the state level as well as
as non-state actors in the international among other states in the
stage. international stage.
It provides an in-depth analysis of the
International politics only provide
outcome of politics and interactions
an in-depth analysis of the power
among varied actors in the
Analysis operation and the political
international stage and their effect on
endeavors of the local as well as
the social, economic sectors in the
global states in the world.
countries.
The focus in international relations is It mainly focuses on studying the
Focus broader and wider in comparison to manner in which political power
that in international politics. operates within and beyond.
Commonly, international relations falls International politics falls under

Department under the department of international the department of political
studies. science.
Also, below presents the development of international relations.
STAGES OF DEVELOPMENT OF INTERNATIONAL RELATIONS

(1) The Diplomatic History Stage. It was stretched up to the end of the First
World War and was dominated by the historians and the attention was focused on
the study of past history of political and diplomatic relations among nations.
(2) The Current Events Stage. This stage was concerned with the present without
attempting to trace the historical roots of the problems and events. The review of
newspapers, periodicals and journals was considered to be the right and necessary
step for understanding the day-to-day relations among nations.
(3) The Law and Organization Stage. The third stage involved an attempt to
reform the nature and content of international relations in future through the
development and improvement of international law and institutions. This stage was
influenced by a strong faith in goodness of human relations.
(4) The Contemporary Stage. The focus on international relations becomes more
systematic. The 21st century has come with the need to end international terrorism,
with a systematic and bold movement for the protection of human rights,
protections of environment, and with attempts at securing sustainable development
through increasing cooperation in international relations spheres.
For additional information, you can visit this link

https://www.yourarticlelibrary.com/international-politics

APPLICATION
1.) Fill-in the Venn diagram below having the terms ‘international relations’
and ‘international politics’ on each circle.
International International
Relations Politics
2.) Based on what you have learned, critique briefly the stages of development
of international relations relative to their strengths and weaknesses respectively.
Stage 1 Stage 2
Strength:_____________________________ Strength:_____________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
Stage 1 Stage 2
Weakness:____________________________ Weakness:____________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
_______ _______
Stage 3 Stage 4
Strength:_____________________________ Strength:_____________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
Stage 3 Stage 4
Weakness:____________________________ Weakness:____________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
_______ _______
3.) What is the importance of having such stages of development to the
international relations we have right now?
Answer:
CONGRATULATIONS! You got it. This is the end lesson for Module 3.

MODULE SUMMARY
This part summarizes the highlights of the Module 3: Globalization and the
Contemporary Global Governance. These key points are as follow:
• Inter-national means between or among nations.
• Internationalization refers to increasing importance of international trade,

international relations, treaties, etc.
• International relations is a vague study which is interdisciplinary in nature.
• International relations does not talk about solely on domestic context within a
particular sovereignty, or nation. Hence, it focuses on everything that is above
a nation.
• International politics is the governance or the power to govern countries or

group of countries.
• By having different economic and political systems, a country’s willingness to

participate in an international union to improve international relations or
internationalization in general will vary.
• International relations and international politics do differ in various ways.

Though at some point, these terms are used interchangeably, they truly differ in
definition, analysis, focus, and department to which they belong to.
• The international relations of today as countries embrace globalization has

undergone different stages before it kicks off and flourishes in the 21st century.
• There are four (4) stages of international relations. These stages are the
Diplomatic History Stage, the Current Events Stage, the Law and Organization
Stage, and the Contemporary Stage.

Administrator. (n.d.). Globalization versus internationalization. Retrieved on August
4, 2020 from www.globalpolicy.org/component/content/article/162/27995
Amirkhanyan, A. (2011). Globalization and international relations. Translator and

Specialist of Cross-Cultural Communication. Representative form Yerevan,
Armenia.
Ariola, M. (2019). The contemporary world. Unlimited Books Library Services &
Publishing Inc.
Comparing Economic Systems. (n.d.). Retrieved on August 04, 2020 from

https://www.ushistory.org/gov/13b.asp
Economic system. (2020). Retrieved on August 05, 2020 from

https://en.wikipedia.org/wiki/Economic_system
International Politics. (n.d.). Retrieved on August 02, 2020 from

https://polisci.la.psu.edu/undergraduate/majors-minors/international-politics
International relations. (2020). Retrieved on August 01, 2020 from

https://en.wikipedia.org/wiki/International_relations
London School of Economics and Political Science. (n.d.). LSE Home. Retrieved on
August 04, 2020 from https://www.lse.ac.uk/
McClelland, C., & Pfaltzgraff, R. (2019). Scholarship and policy. Retrieved on August
04, 2020 from https://www.britannica.com/topic/international-
relations/Scholarship-and-policy
Stages of Development of International Relations (n.d.). Retrieved on August 07, 2020

fromhttps://www.yourarticlelibrary.com/internationalpolitics/stagesofdevelopm
entin-international-politics-4-stages/48467
The Five Most Common Political Systems Around the World. (n.d.). Retrieved on
August 04, 2020 from
https://www.checkli.com/checklists/viewro/5b3f1af43a837
Upen, S. (2019). What is the difference between international relations and

international politics. Retrieved on August 07, 2020 from
https://pediaa.com/what-is-the-difference-between-international-relations-and-
international-politics
What is International Relations? (n.d.). Retrieved on August 08, 2020 from

https://www.internationalrelationsedu.org/what-is-international-relations
World Archives. (n.d.). Retrieved on August 04, 2020 from

https://mb.com.ph/category/news/world

Module 4: GLOBALIZATION IN
GLOBAL SOCIAL DIMENSION
MODULE OVERVIEW
Globalization is often seen as a political and economic phenomenon of

which it actually encompasses a broader area knowing the fact that the world
was occupied with different group of people who came and embodied with
different culture, beliefs, traditions and even social norms. Additionally, this
individual and group of people occupied a specific segment and continents of
the world which contribute to the success of the country. Further, as
globalization continue to divulge in the 21st century, also, different experiences
and challenges have been faced by different countries. But, with the advent of
global media and regionalism, different countries continue to survive with these
challenges and experiences.
In addition, different countries respond economically and politically to
globalization in various ways. Some are large enough and have a lot of resources
to dictate how they participate in processes of global integration. On the other
hand, other countries make up for their small size by taking advantage of their
strategic location to make up to the global integration of countries. Thus, let us
take a tour and learn.
At the end of the module, you should be able to:

1) differentiate Global North and Global South;
2) explain how the concept First World, Second World and Third
World countries change to Global North and South;
3) analyze how different Asian states exceed the challenges of
globalization and regionalization;
4) explain the relationship of culture and global media;
5) elucidate the connection between religion and globalization;
and
6) discuss global citizenship.
MODULE 4 LESSONS

Lesson 1: Global Divides
Lesson 2: Asian Regionalism
Lesson 3: Globalization on Citizenship, Culture and Religion

Module 4: Globalization in Global Social Dimension
LESSON 1: GLOBAL DIVIDES
Learning Outcomes:
At the end of this lesson, the student is expected to:
✓ discuss the term “global south” from the third world;
✓ differentiate the term global south and global north; and
✓ explain how the concept First World, Second World and Third World
countries change to Global North and South.
Timeframe: One Week
Introduction:
The world seems to be a vast array of places and continents occupied with
different inhabitants and different group of people having different cultures, beliefs and
traditions. Similarly, this people, whether or not contributes to the growth of economy,
development of the country and even the rise of civilization.
On the other hand, to easily identify places around the globe, it was then
subdivided into different seven continents which form the group of places occupying
specific land area to wit: Europe, North America, Africa, South America, Asia,
Antarctica, Oceania, Australia of which, among these continents, Asia forms to be the
largest and most populated continent. Further, with the advent and emergence of the
contemporary world, these continents were soon developed and changed its term to
regions of which, it was changed to Global South and Global North. Thus, in this
module, the student is expected to learn about:
✓ Asia and Europe in the American Imperium;
✓ The North and Global South; and
✓ How the Third World became the Global South.

Direction: Below is the table which contains the three major continents central
Activity to world politics. Then, supply five correct countries which belong to each
identified continent.
Task 1
ASIA AMERICA EUROPE
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Task 2 Direction: Below is the table which contains the three major continents
central to world politics. Then, complete the K-W-L Table by answering
the question indicated in the uppermost part of the table.
What You Know? What You Want To What I Learned?

Know?
ASIA
AMERICA
EUROPE

Analysis
Direction: Answer the following questions below with a minimum composition of

50 words and a maximum of 100 words. Further readings and research are advised
for a scholarly answer.
1. What do you think is the reason why historians and anthropologist change the terms
First World, Second World and Third World into Global South and Global North?
Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. In your own perception and understanding, how does Global North and Global
South differ in economy and population? Explain each category.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Task 3
Picture Analysis!
Direction: Below is the picture showing how the terms First World, Second World
and Third World change into Global North and Global South. In your own
words, explain your thoughts as to what have you understood in the picture
given. You may write words, phrases or sentences in giving your answer. Use
the provided graphic organizer in the next page for you to be guided in putting
the important events about this significant change.

Write your answer here (Follow the arrow for a vivid illustration of the significant
events).
Begin Here

Note: The picture analysis will be graded based on this criteria: relevance (10),
content (10), coherence of ideas (10) and structure (5). Total number of point is 30.
Abstraction
What You Need to Know?
A World of Regions: Asia and Europe in the American Imperium

Since this module will discuss the regions of the world, it is necessary to
define its meaning for you to be equipped with it. As define by Katzenstein, regions
are interacting closely with an American imperium that combines territorial and non-
territorial powers. Also, he argues that globalization and internationalization create
open or penetrable regions. Further, regions may provide solution to the
contradictions between states and markets, security, nationalism and
cosmopolitanism or the integration of technology to the economy. Lastly, it is also
pointed out that it is as well embedded in the American imperium, regions - America,
Asia and Europe – as central to world politics.
(Source: Peter J. Katzenstein, Cornell University Press, “Studies in Political Economy.)
Global Divides: The North and the South

The North-South divide is broadly considered a socio-
economic and political division. Generally, definitions of the
Global North include the US, Canada, Western, Europe, as well
as Australia and New Zealand. The Global South is made up of
African, Latin America, and developing Asia including the Middle
East.
Global North Global South

- covers the West and the First - covers the Third World Country.
World along with much of the
Second World Countries.
- richer, more developed region. - poorer, less developed region.
- 95% has enough food and shelter. - lacks appropriate technology, has
no political stability, the economies
are disarticulated and foreign
exchange earnings depends on
primary products exchange.
- controls four-fifths of the income - with three quarters of the world
earned everywhere in the world populations which has access to one-
especially since 90% of the fifth of the world income.
manufacturing industries are
owned by and located here.
Remember!

As nations become economically developed, they may become part of the
“North”, regardless of geographical location; similarly, any nations that do not
qualify for “developed” status are in effect deemed to be part of the “South”.
How the “THIRD WORLD” became the Global South:

The Origins of the Third World
In 19th century, each empire has

possessed a “civilized central”
that was more or less primitive.
It is unlikely the citizen of what is
now called, Global North which
have given much thought to the
inhabitants of what was become
known as the Third World and In 1952, Alfred Sauvy coined the
now Global South. When they term Third World as a comparison
did, most have considered these to the third estate of the French
peoples as inferior by the virtue Revolution which is the estate of
of non-white, less educated and poor countries which is in contrast
primitive – pertaining to Global with the First World Country
South people. (developed and high-income
countries) and Second World
Country (not as wealthy as those of
the First World, were then
characterized by greater order,
Recently, most Third World higher incomes and longer life
Countries were illiterate which expectancies.)
formed a majority of the world
population. But, most of the
leaders in this country had been
educated partly in Europe or
America. This exposure to
Western Culture raised
expectations and hopes and
inspired many Third World
leaders to try to improve colonial Opposition to domination by the
living conditions and win First World also grew through
political independence. increasing migration and travel,
including that stimulated by the two
World Wars. Many troops who had
participated in these wars,
particularly on the allied side, were
from what soon to be called the
Third World. This instances make
way for the Third World Country to
be called as the Global South to
avoid division.

Concepts you need to know!
Cold War
After World War II, the United States and its allies (1 st World),
and the Soviet Union and China (2nd World) and its satellite states
began a decades-long struggle for supremacy known as the Cold
War. Soldiers of the Soviet Union and the United States did not do
battle directly during the Cold War. But the two superpowers
continually antagonized each other through political maneuvering,
military coalitions, espionage, propaganda, arms buildups,
economic aid, and proxy wars between other nations.
Soviet Union
Soviet Union or Union of Soviet Socialist Republics

(U.S.S.R.), former northern Eurasian empire (1917/22–1991)
stretching from the Baltic and Black seas to the Pacific Ocean and,
in its final years, consisting of 15 Soviet Socialist Republics
(S.S.R.’s): Armenia, Azerbaijan, Belorussia (now Belarus),
Estonia, Georgia, Kazakhstan, Kirgiziya (now Kyrgyzstan), Latvia,
Lithuania, Moldavia (now Moldova), Russia, Tajikistan,
Turkmenistan, Ukraine, and Uzbekistan. The capital was Moscow,
then and now the capital of Russia. During the period of its
existence, the Union of Soviet Socialist Republics was by area the
world’s largest country.
Russian East American West

✓ Amur Oblast - Washington
✓ Chukotka - Oregon
✓ Jewish Autonomous Oblast - California
✓ Kamchatka - Alaska
✓ Khabarovsk Krai - Hawaii
✓ Kuril Islands - Wyoming
✓ Magadan Oblast - Colorado
✓ Primorsky Krai - New Mexico
✓ Sakhalin - Arizona
✓ Yakutia - Nevada
Note: For further discussions and explanations about Cold War, refer to this link:
https://bit.ly/39RKDDk and for further readings and discussions for Soviet Union, refer
to this link: https://bit.ly/30qdUSw. Also, refer to APPENDIX A for further discussions
and readings offline.

Task 4
Direction: Using Venn Diagram, compare and contrast the term Global North
and Global South. You may use bullet form answers or in sentence form as
well. Further readings from different reading resources are advised for a
comprehensive answer.
VENN DIAGRAM
Global North Global South
Note: Do not merely focus with its definition. Try to research more about these
divisions for a more vivid and scholarly answer.

Application
Direction: Draw and create one poster and slogan which will show the two
divisions: The Global North and the Global South based on what you have
understood. Be reminded that the output will be graded based on these
criteria: content (20), relevance to the topic (10), creativity (10) and neatness
(10).
Closure
Congratulations for completing this lesson. Good job! Hope you are able to
distinguish the two divisions as well as how it is being changed from the concept of
first, second and third world country to Global North and Global South. See you in our
next lesson.

LESSON 2: ASIAN REGIONALISM
Learning Outcomes:
✓ discuss Asian regionalism;
✓ differentiate regionalism and globalization; and
✓ elucidate insights in solving the challenges about globalization and
regionalization.
Timeframe: One Week

Introduction:
In international relations, regionalism is the expression of a common sense of
identity and purpose combined with the creation and implementation of institutions that
express a particular identity and shape collective action within a geographical region.
Further, regionalism is one of the three constituents of the international commercial
system along with multilateralism and unilateralism. On the other hand, in
politics, regionalism is an ideology that highlights the local identity, the need for
independent regional planning and administrative freedom. It promotes the
manifestation of cultural singularities and prioritizes the interest of the region over the
interest of the nation as a whole.
Meanwhile, it this lesson, let us define regionalism as the process of dividing a
larger scope of area into smaller segments. One good example of this the division of
the United States which is composed of fifty states. On the other hand, in context of
Asia, one example of regionalism is the creation of the ASEAN or the Association of
Southeast Asian Nations. Forming sub-regions has its own advantages and
disadvantages. Thus, in this lesson, the student will be taught of the following key
concepts:
✓ Asian Regionalism;
✓ Regionalism versus Globalization; and
✓ Difference between regionalism and globalization.
Activity
Task 1
Direction: Below are important concepts you need to know and review as we
go along with our discussion. In each concept, give your own ideas and
perception based on what have you understood or known about it. Complete
your answer by giving phrases or sentences.

ASEAN
REGIONALISM
GLOBALIZATION

Analysis
Direction: Answer the following questions below based on the lecture notes provided
in the previous pages. Each question must be composed of 100 words and a
maximum of 150 words. Further readings and research are advised for a scholarly
answer.
1. Based in your own words and understanding, what do you think is the difference
between globalization and regionalism? Elucidate your answer by giving salient points
with its differences.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
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2. In your own perception, what do you think is the major advantage and benefit among
Asian countries upon forming the ASEAN or the Association of Southeast Asian
Nations? Justify your answer.
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________________________________________________________________
________________________________________________________________
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Abstraction
What is Asian Regionalism?
In the division of the countries, it is really undeniable that Third

World Countries or the Global South was known to be the less
productive, poorer and at par when it comes to its global advancement.
However, this region gradually came to develop its economy as well as
with its productivity especially in the Asian Region.
On the other hand, Asian regionalism is the product of economic
interaction, not political planning. As a result of successful, outward
oriented growth strategies, Asian economies have grown not only richer,
but also closer together. In recent years, new technological trends have
further strengthened ties among them, as have the rise of the PRC and
India and the region’s growing weight in the global economy. But
adversity also played a role. The 1997/98 financial crisis dealt a severe
setback to much of the region, highlighting Asia’s shared interests and
common vulnerabilities and providing an impetus for regional
cooperation.
In the early stages of Asia’s economic takeoff, regional integration

proceeded slowly. East Asian economies, in particular, focused on
exporting to developed country markets rather than selling to each other.
Initially, they specialized in simple, labor-intensive manufactures. As
the more advanced among them graduated to more sophisticated
products, less developed economies filled the gap that they left behind.
As a result, economies moved in formation not because they were
directly linked to each other, but because they followed similar paths.
Since these development paths hinged on sequential—and sometimes
competing—ties to markets outside the region, they did not initially
yield strong economic links within Asia itself but with other neighboring
countries.
Now, though, Asian economies are becoming closely intertwined.
This is not because the region’s development strategy has changed; it
remains predominantly nondiscriminatory and outward-oriented.
Rather, interdependence is deepening because Asia’s economies have
grown large and prosperous enough to become important to each other,
and because their patterns of production increasingly depend on
networks that span several Asian economies and involve wide ranging
exchanges of parts and components among them.

Regionalism versus Globalization
Regionalism – the process of dividing an area into smaller segments called regions
like the division of nation into states or provinces.
Globalization – the process of international integration arising from the

interchange of world views, products, ideas and other aspects like technology, etc.
Difference of the two in some aspects:
Aspect of: Globalization Regionalization

1. Nature promotes the integration of dividing the area into
economics across state borders smaller segments.
all around the world.
2. Market allows many companies to monopolies are likely to
trade internationally. Allows develop.
free market.
3. Cultural and accelerate multiculturalism by does not support the idea
Societal free and inexpensive like globalization did.
Relations movement of people.
4. Aid international community is does not get involved in
also more willing to come to the affairs of other areas.
the aid of a country stricken by
a natural disaster.
5. Technological driven great advances in advanced technology is
Advances technology. rarely available in one
country.
Guide Question:
In your own words, in what way does Asian countries exceed the challenges of
globalization and regionalization?
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____________________________________________________________________
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____________________________________________________________________
Note: For readings and discussions about different criticisms Asian regionalism, please refer
to the readings in APPENDIX B as your reference.

Application
Direction: If you are the President of the Philippines, what will be your initial plan to address
the problems with regards to the emergence of regionalization and globalization of which
Philippines will not be at par from other countries that is progressive compared with your
country. Complete your answer using the mind map given below with a minimum of three
sentences and minimum of 50 words every reason for each plan.
Reason to Plan A
Plan A
Reason to Plan B
Plan B
Reason to Plan C
Plan C
Closure
Congratulations for completing the Lesson 2. Great work! Hope you are now
enlightened about the difference of globalization and regionalization. Also, may you
have fully understood the importance of these two main concepts. See you in the Lesson
3 of your Module 4.

LESSON 3: GLOBALIZATION ON CITIZENSHIP, CULTURE & RELIGION
Learning Outcomes:
✓ explain the relationship of culture and global media;
✓ analyze how various media drive various forms of global integration and
globalization;
✓ elucidate the connection between religion and globalization; and
✓ explicate the role of religion in promoting world peace.
Timeframe: One Week
Introduction:
The world was occupied with different group of people who was filled and
embodied with different cultures, beliefs and tradition. Can you imagine yourself being
with these people without even knowing single information about their culture, norms,
beliefs and tradition? Meanwhile, today, people all over the world have easy access to
communicate with each other and to be aware of the news all over the world. Of course,
this was made possible because of the emergence of the global media.
On the other hand, in today’s generation, people have easier access of television,
radio, internet and in fact, they have access of others countries’ satellite TV channels.
With those all easy access, many regions western television shows became more
popular. It is because, global media made it easier for people to learn about other culture
via TV shows and other medium with the used of media. In this module, the student
will be learning as to what global media is and how it affects one’s culture. The students
will be learning as well as to what are the advantages and disadvantages of Global
Media in connection to culture. To be specific, in this module, the student is expected
to study and learn the:
✓ Global Media Culture;
✓ Global Integration;
✓ Globalization and Religion; and
✓ Global Citizenship.
Activity
Task 1
Direction: Below is a circle bond which contains a single concept. Inside the
circle, write the relationship and connection between concepts as exemplified
by the arrow. Complete your answer by giving phrases or sentences about its
relationship. Just follow the tags as your guide in completing the task.

Media to Religion
Religion to Culture
Culture to Media

Analysis
Direction: Answer the following questions below based in your own understanding.
Each question must be composed of 50 words and a maximum of 150 words. Further
readings and research are advised for a scholarly answer.
1.) What do you think is the reason why globalization affects religious practices and
beliefs? Explain your answer and provide specific examples and situations happening
recently.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.) How does global media and culture open a way for globalization? In your
explanation, cite examples of global media which of great help in globalization and
progress to a specific country.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.) How does global integration and global media culture help to develop the progress
and development of a country? Elucidate your answer. Provide factual citation.
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Abstraction
What You Need to Know?
Global Media Cultures

The media have a very important impact on cultural globalization in two mutually
interdependent ways: Firstly, the media provide an extensive transnational
transmission of cultural products and secondly, they contribute to the formation of
communicative networks and social structures. By definition, Global media is “the
mass communication on a global level, allowing people across the world to share and
access the same information.” It is indeed that technologies made people’s lives easier
all over the globe.
Additionally, global media cultures create a continuous cultural exchange, in which
crucial aspects such as identity, nationality, religion, behavioral norms and way of life
are continuously questioned and challenged. Also, global media supports the creation
of new communities. For example, the internet, it does not only facilitate
communication across the globe but also supports the formation of new social
communities in which members can interact with one another. Further, the satellite TV
and radio allow immigrants to be in close contact with their homeland’s language and
culture while they gradually accommodate to a new cultural environment.
In other words, media cultures take part in the process of globalization, including
how they challenge existing cultures and create new and alternative symbolic and
cultural communities.
Various Forms of Global Integration
Global integration is the degree to which the company is able to use

the same products and methods in other countries. Also, it is not a new
phenomenon in today’s contemporary world. Trade took place
between distant civilizations even in ancient times. This globalization
process in the economic domain has not always proceeded smoothly
as it only benefited to whom it was offered. But, despite occasional
interruptions, the degree of economics integration among different
societies around the world has generally been rising in the past half
century. This scenario made possible some distant places and countries
to progress because of the economic integration with the other
countries they have applied.

Factors affecting Economic Globalization:
✓ Improvements in transportation and communication technology have
reduced the cost of transporting goods, services and factors of
production;
✓ Taste of individual and society have generally favored taking
advantage of the opportunities provided by declining costs of
transportation and communication through economic integration; and
✓ The pace of economic integration has been significantly influenced by
public policies.
Thus, technology, tastes and public policy have important influence on
the pattern and pace of economies in its various dimensions.
Globalization and Religion

One may ask: what is the relation of religion to globalization? First,
it is the way on which globalization flattens out cultural differences
and second, it erodes local customs and beliefs. At the same time,
there is the way in which religion serves as the source of
globalization’s greatest resistance and as haven for those standing in
opposition to its global yet often subtle power.
On the other hand, from religious or theological perspectives,
globalization calls forth religious response and interpretation. Yet
religion and religions have also played important roles in bringing
about and characterizing globalization. Further, among the
consequences of this implication, religion have seen that globalization
encourages religious pluralism.
Also, religions identify themselves in relation to one another and
they become less rooted in particular places because of migrations and
transnational ties. Globalization further provides fertile ground for a
variety of noninstitutionalized religious manifestations and for the
development of religion as a political and cultural resource.
Remember!
Religious faith persists in a complex interaction with the structures and
processes of the modern world and that complexity has only intensified
under the conditions of contemporary globalization.

Globalization Affects Religious
Practices and Beliefs
Evolving trade routes led to the colonization of the Asia, Africa, Central
and South America. Religion became an integral part of colonization and later
on globalization. Further, it has been a major feature in some historical
conflicts and the most recent wave of modern terrorism.
THE IMPACT OF GLOBALIZATION
✓ Flattens cultural differences;
✓ Erodes local customs and beliefs; and
✓ Spreads secular, capitalist way of life.
WHAT IS RELIGION NOWADAYS?
✓ No longer a set of beliefs that people arrive by reflection;
✓ A symbolic system which carries our identity and marks out
social/ethical and other boundaries;
✓ Marks crucial moments in the life cycle with rituals; and
✓ Provides powerful mechanisms for psychological and social tension.
Role of Religion Today
Looking around the world today, it is clear that religion plays a role in many
of the major conflicts going on at various levels. Furthermore, religion plays
an important role in people’s lives worldwide and has become one of the major
ways people connect with each other across the globe. However, the role of
religion in contemporary societies is still not sufficiently understood in
academic research and in the work of policy-makers, NGO’s and journalists.
Meanwhile, while religion, when properly used, can certainly do a world of
good and religion can harm the world as well. Most recently, this has been
exemplified by the spread of extremist versions of Islam. Followers of this
version of the world's fastest-growing major religion believe that anyone who
doesn't think like them, including fellow Muslims, can and should be hunted
down and exterminated.
This has led to the rise of groups such as ISIS, which goes out and tries to
conquer as much of the world as possible, using their religious beliefs as
inspiration. In Africa, lots of clashes and wars have been fought and continue
to be fought between people of Christian, Muslim, and indigenous faiths. All
sides have accused one another of atrocities, suppression of the others' religion,
and so on.

Role of Religion in
Promoting World Peace
Religion has a definite role to play in people's search for world peace. The moral
principles and values contained in the teachings of great religious teachers are essential
factors for the reduction and ultimate eradication of greed, hatred, and delusion—which
form the root cause of various conflicts and wars, both within and without. Within
oneself, these three evil or unwholesome roots bring about great unrest in the mind,
resulting in physical outbursts of violence culminating in global warfare.
The world cannot have peace until nations and people begin to reduce their selfish
desires for more and more material possessions, give up their racial arrogance, and
eliminate their madness for worldly power. Material wealth alone cannot bring peace
and happiness to the minds of people. The key to real and lasting peace lies in "mental
disarmaments"--disarming the mind from all kinds of "poisonous" defilements such as
greed, hatred, jealousy, egotism, etc.
Religion not only inspires and guides people but also provides them with the
necessary tools to reduce greed with the practice of charity; to overcome hate and
aversion with loving-kindness; and to remove ignorance with the development of
wisdom and insight in order to understand the true nature of beings and "see things as
they really are."
The negative aspects of religion lie in the madness of some so-called religionists
who try to convert and win followers by hook or by crook, rather than adhering to
proper instruction and guidance. The purposeful misinterpretation of scriptural texts
for various ulterior motives has led to religious persecutions, inquisitions, and "holy
wars." These terribly awful experiences have really marred the very name "religion."
In the context of today's spiritual need, religionists should work together in
earnestness and not in jealous competition with one another. They must work in
harmony and cooperate in the true spirit of service—for the welfare and happiness of
the many. It is only then that they can effectively influence the opinions of the masses
and truly educate the people with some higher values of life, which are very necessary
for peaceful co-existence and integrated human development.
Differences in religious beliefs and practices should not hinder the progress of
various religionists working for a common cause, for world peace. Let all religions
teach people to be good and proclaim the brotherhood of humankind. Let religions
teach people to be kind, to be tolerant, to be understanding.
For the cause of humanity and for the cause of peace, let us hope that all our
religious leaders will stretch out their hands in friendship to one another and to all
people irrespective of race or creed—with a genuine feeling of love and brotherhood--
to work for a peaceful world and to work for humanity.
This is taken from an essay written by Ven K. Dhammananda of Malaysia.

Task 2
Direction: Below is a concept map, then, based in your own understanding from
the essay written by Ven K. Dhammananda of Malaysia, complete the concept
map by giving your own answers as to what are the roles of the different religion
in the world in promoting world peace.
CONCEPT MAP
Role of
Religion in
Promoting
World Peace

What you need to know more?
What is Global Citizenship?
Global Citizenship nurtures personal respect and respect for others, wherever
they live. It encourages individuals to think deeply and critically about what is
equitable and just, and what will minimize harm to our planet. Exploring Global
Citizenship themes help learners grow more confident in standing up for their
beliefs, and more skilled in evaluating the ethics and impact of their decisions. Also,
global citizenship is about the shared human experience. It acknowledges and
celebrates that, wherever we come from and wherever we live, we are here together.
Our well-being and success are ultimately interdependent. We have more to learn
from one another than to fear about our future (Rinne, 2017).
Who are the Global Citizens?
A Global Citizen is someone who:

➢ is aware of the wider world and has a sense of their own role as a world
citizen;
➢ respects and values diversity;
➢ has an understanding of how the world works;
➢ is outraged by social injustice;
➢ participates in the community at a range of levels, from the local to the
global;
➢ is willing to act to make the world a more equitable and sustainable place;
and
➢ takes responsibility for their actions.
To be effective Global Citizens, young people need to be flexible, creative and

proactive. They need to be able to solve problems, make decisions, think critically,
communicate ideas effectively and work well within teams and groups. These skills
and attributes are increasingly recognized as being essential to succeed in other
areas of 21st century life too, including many workplaces.
Benefits of Global Citizenship?
Global citizenship helps young people to:

➢ build their own understanding of world events;
➢ think about their values and what's important to them;
➢ take learning into the real world;
➢ challenge ignorance and intolerance;
➢ get involved in their local, national and global communities;
➢ develop an argument and voice their opinions; and
➢ see that they have power to act and influence the world around them.
Global citizenship inspires and informs teachers and parents, too. But above all,
it shows young people that they have a voice. The world may be changing fast, but
they can make a positive difference - and help build a fairer, safer and more secure
world for everyone. THE CONTEMPORARY WORLD 71
Application
Direction: Provided below are the four boxes to which you are going to draw or paste a
picture that reflects or explain the topic being stipulated in each box. After completing the
task of putting a picture in it, you need to explain based in your own understanding what
is the connection between the four topics and write down your answer in the space
provided below. Explain you answer with a minimum of 100 words with at least 5
sentences.
Global Media Culture
Global Citizenship Religion

_________________________________________________________________________________
What is the relationship between global media, culture, religion and global
_________________________________________________________________________________
citizenship? Write your answer below.
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NOTE
For further readings and discussions about global
citizenship. Please see readings in the APPENDIX C of
this course pack as your reference.
Closure
Congratulations for completing the last lesson of this module. Great job! I hope
that you are able to understand the influence of media, culture and religion to
globalization as well as how to become a good and effective global citizen. See you in
the next module.

MODULE SUMMARY
Points to ponder from this module are as follow:
There are two divisions made after the World War II and Cold War which are
named as the: Global North and Global South. Global North composed of the
First World Countries and part of the Second World Countries. Global South
composed of Third World Countries and part of the Second World Countries.
The term Global North and Global South emerged after the Cold War between
most of the American West countries of the United States and the Russian East
and its Soviet Union along with China.
It is important to know and remember that Asian regionalism is the product of

economic interaction between countries to form union and association like of
the ASEAN or the Association of Southeast Asian Nations. It is not a part of a
political planning.
Culture, religion, media and citizenship are the aspects that influence the
emergence of globalization.
Media has two important advantages to globalization: first, it provides an

extensive transnational transmission of cultural products, and second, it
contributes to the formation of communicative networks and social structures.
Global integration is the degree or situation to which a country may use the
same product, services and methods to other countries.
Religion is one of the solutions and answers in promoting world peace as

elucidated and explained by Ven K. Dhammananda of Malaysia.
Global Media Culture opens a way for globalization in all countries especially
the first world countries which are having advanced technologies.
Globalization and regionalization are two different terms. Globalization

concerns the inter-nation affairs while regionalization focuses in one specific
area or segment which formed specific group of people and countries.

Aguilar, F. (2012). Differentiating sedimented from modular transnationalism: the view
from East Asia. Asian and Pacific Migration Journal 21(2): 149–171.
Ariola, M. (2018). The Contemporary World. Unlimited Books Library Services and
Publishing Inc. ISBN: 978-621-427-022-4.
Connell, R. (2007). Dependency, autonomy and culture. In southern theory: the global
139163.

Population and Development Review 36 (2): 211–251.
Mazower, M. (2006). An international civilization? Empire, internationalism and the

Rinne, A. (2017). What is global citizenship. The World Economic Forum. Retrieved
on August 10, 2020 from https://www.weforum.org/agenda/2017/11/what-is-
global-citizenship
Press, pp. 237–71.
Steger, M., Battersby, P., and Siracusa, J. eds. (2014). The SAGE handbook of

MODULE 5: GLOBALIZATION ON MOBILITY, DEVELOPMENT
AND SUSTAINABILITY
MODULE OVERVIEW
As a citizen, have you ever asked yourself what is the present estimation
of the total population of the country you are in or the global population itself?
Does it radically increase or decrease across time? Does it have something to
do with the development and sustainability of one’s nation? Well, those
questions are to be answered in this module since this will be focusing on global
population, mobility, development, and sustainability.
Correspondingly, based on the World Migration Report of 2018, the
world has witnessed an intensification of population movements; thus, this part
of the course pack will be an avenue for you to look into some of the concepts
and ideas which are all relevant to the drastic changes being observed globally
for individuals to be aware and oriented enough on how the world of today is
going with the flow of this cosmopolitan drift. And that because of the various
unexpected shifts on the movement of the global pendulum, the sight of the
future, particularly on the dimensions of a sustainable world of tomorrow has
been put into the pedestal of debates, discussions, and studies.
Thus, let us discover and learn.
At the end of the module, student should be able to:

1. assess details/information being presented about global population;
2. recognize the characteristics of global cities and the reasons why
global cities are engines of globalization;
3. get acquainted on the underlying factors of the movement of
people;
4. explain the theory of demographic transition;
5. exhibit understanding on the creation of the Sustainable
Development Goals (SDGs);
6. critique existing models of global sustainable development; and
7. discern on the central concepts of food security and insecurity.
MODULE 5 LESSONS

➢ Lesson 1: Global Population and Global City
➢ Lesson 2: Demographic Transition and Global Movements
of People
➢ Lesson 3: Global Sustainable Development and Food Security

Module 5: Globalization on Mobility, Development and Sustainability
LESSON 1: GLOBAL POPULATION AND GLOBAL CITY

1. assess details/information being presented about global population and city;
2. relate current issues to the change in global population; and
3. recognize the characteristics of global cities.
LESSON INTRODUCTION
As of May 2020, the global population has been estimated to be at around 7.8
billion already. This statistical data has been taken from the records all over the world
and has been affected by the movements of people across borders; however, before
you run through the underlying factors of such movement, let us first look into the
movement of the global population itself way back to its history, the different
milestones which affected global population, and on the emergence of global cities
so with its corresponding attributes and other related matters. And that as we learn
different concepts and ideas related to the lesson, you are expected to answer each
activity being given below for the development of your learning. Each activity is
being designed to be self-paced. So, enjoy learning and answering!
ACTIVITIES
A) Concept Weaving. Describe the picture in three – five sentences only. Your
description/elaboration of the picture must be based on your initial understanding on
the term ‘global city’.
Note: Your answer will

be graded based on the
set criteria:
Content (5 pts),
Relevance and Accuracy
(3pts.), Organization of
thoughts (2 pts.) - Total
of 10 pts.
Photo Credit: www.google.com
Answer:

B. Look and Familiarize. Presented below is a figure related to the updates and
movement of the global population. Kindly look and try to deduce initial understanding
from the figures.
Figure 1. Top 20 Largest Countries by Population (as of May 2020)

Source: Worldometer (www.Worldometers.info)
• The Philippines has ranked 13th from the given record. Why do you think
Philippines has been into the Top 20 Largest Countries Around the Globe?
Answer:
ANALYSIS Answer the following questions that follow. Put your answers on the
space being provided.
1.) What can you say about the details presented in Figure 1? Write at least three
ideas you can get from the said figure.
Idea 1:
Idea 2:
Idea 3:

ABSTRACTION
Let us discover more about global population and global city on the next part of
this module.
Global population refers to the total number of humans currently living, and
was estimated to have reached 7.8 billion people as of May 2020. This number seems
to be great enough but what is more intriguing and interesting is that it took over
200,000 years of human history for the world's population to reach 1 billion, and only
200 years more to reach 7 billion. It took hundreds of thousands of years for the world
population to grow to 1 billion – then in just another 200 years or so, it grew sevenfold.
In 2011, the global population reached the 7 billion mark, and today, it stands at about
7.6 billion. This dramatic growth has been driven largely by increasing numbers of
people surviving to reproductive age, and has been accompanied by major changes in
fertility rates, increasing urbanization and accelerating migration or the mobility itself
(“World Population Trends”, 2020).
As such, presented below are figures related to the updates and movement of
the global population. (Details are presented in Appendix D).
Figure 1. Top 20 Largest Countries by Population (as of May 2020)

Table 1. Population Forecast

Characteristics of Global City
With the movement of today’s globalization, this has led to the emergence of
what we call global cities. A global city, also called a power city, world city, alpha city
or world center, is a city which is a primary node in the global economic network. The
concept comes from geography and urban studies, and the idea that globalization is
created and furthered in strategic geographic locales according to a hierarchy of
importance to the operation of the global system of finance and trade.
Correspondingly, there are certain standards which have been recognized to
distinguish a global city from other cities. These are:
• Possess a variety of international financial services notably in finance,
insurance, real estate, banking, accountancy, and marketing;
• Have domination of the trade and economy of a large surrounding area;
• Get dominance on the national region with great international significance;
• Have high-quality educational institutions, including renowned universities,
international students and research facilities;
• Become the centers of new ideas and innovation in business, economics, culture
and politics;
• Have extensive and popular mass transit systems, a major international airport;
• Promotes active influence on and participation in international events and world
affairs;
• Establish renowned cultural institutions;
• Strong sporting communities including major sports facilities; and
• Has an advanced transportation system
As the global city concept grew in popularity, various other organizations

entered this field to study with and had used various criteria to look into the differences
and performances of the cities to affirm their standing or status on the pedestal. One
example is the study called “The Global Power City Index (GCPI) 2019”.
This study looked into the six (6) functional areas which were (1) Economy, (2)
Research and Development, (3) Cultural Interaction, (4) Livability, (5) Environment,
and (6) Accessibility (see functional areas details in Appendix D).Below shows the
ranking of the top 10 global cities with their corresponding GCPIs for the year 2019.
Figure 2. GCPI 2019 of the Top 10 Global Cities

Source: mori-m-foundation.or.jp/img/ius_gpci2019_ranking_en.jpg

APPLICATION
A.) Using the Frayer Model Diagram below, fill in the necessary details having
‘GLOBAL CITIES’ as the central concept.
GLOBAL
CITIES
B.) Answer the following questions in three – five sentences only.
1.) What are the indicators to be considered for a particular city of a certain
country be classified as one of the global cities?
Answer:

2.) Considering all the indicators for Global City Power Index (GCPI), how can
a certain city (example Tagum or Davao City) from the Philippines be possibly added
to those being listed already knowing that only Manila has been recognized so far?
Answer:
Note: Your answers will be graded based on the set criteria:

Content (5 pts), Relevance and Accuracy (3pts.), Organization of thoughts (2 pts.) - Total of 10 pts.
C.) Ask, Write !
Ask one of your family members to give his/her perspective about population
and how the Corona Virus Disease 2019 (CoViD 19) may possibly affect the global
population. Write his/her answer on the space provided.
Answer:
You did it. Good job!

Thank you for accomplishing all the given tasks.
Now, gear up for the next lesson which is Lesson 2: Demographic Transition
and Global Movements of People.

LESSON 2: DEMOGRAPHIC TRANSITION AND GLOBAL

MOVEMENTS OF PEOPLE

1. explain the theory of demographic transition;
2. recognize the stages of demographic transition;
3. relate the demographic transition to global population and mobility; and
4. identify factors underlying the global movements of people.
LESSON INTRODUCTION
There might have been a time in your life wherein in your community, you had
able to recognize that a face of one of your neighbors was new to you and this was
because that person had moved to your place just recently. With this scenario in mind,
you may had asked yourself or thought of the possible reasons for that person’s transfer.
If this had happened to you or that you had picture out the scenario itself, this lesson
will give you the details for such inquiry.
Furthermore, this lesson will talk about demographic transition and the theory
that supports this transition which will justify the relationship of such on the global
population and mobility. Moreover, this lesson has been wrapped up with activities to
help the students in the development of the understanding and inculcating within
themselves the beauty of learning something in this contemporary world we are in.
GETTING INTO THE CONTENT STARTER PACK!

ACTIVITIES
Before you go into the in-depth discussion regarding the contents of this lesson,
kindly accomplish the activities presented below.
A.) VOCABULARY. With the help of any available reading materials or prior
knowledge/comprehension, provide definition of each of the following terms. (Note:
The definitions must not be copied from the contents of this module.)
1.) MIGRATION -
2.) DEMOGRAPHIC -
3.) TRANSITION -
4.) MOBILITY -

B.) SUPPLYING INFORMATION. Using any related reading material or resources
you have, describe both the birth rate and death rate of each of the four stages of
demographic transition by filling in the columns below. (A figure showing the said
stages has been provided for additional reference.)
Figure 3. Stages of Demographic Transition

Source: shorturl.at/egqB0
COLUMN A (STAGES) COLUMN B (DESCRIPTION)
ANALYSIS Answer the following questions that follow. Put your answers on the
space being provided.
1.) Out of the four stages involved in the demographic transition, what makes
Stage 2 as the population explosion stage?
Answer:
2.) In your own words, explain what demographic transition is all about.
Answer:

ABSTRACTION
Mobility: Factors and Demographic Transition Theory
Mobility pertains to the movement of individuals and/or animals from

one place or another. This has been attributed to the statistics being used to
describe the movement between populations. These moves can be as large scale
as international migrations or as small as regional commuting arrangements. It
varies between different regions depending on both formal policies and
established social norms, and has different effects and responses in different
societies. Population mobility has implications ranging from administrative
changes in government and impacts on local economic growth to housing
markets and demand for regional services. Also, mobility has been called as
geographic mobility or population mobility (“Geographic Mobility”, 2013).
Additionally, there have been factors being recognized which had happened to
influence migration and population movements. These factors are:
• Socio-political, economic, and ecological factors are the main forces driving
migration;
• Rising communal violence world-wide has led to migration of people;
• Economic disparity between developing and developed economies encourages
the movement of people usually skilled labor; and
• Changes in the ecological environment which worsens the food and water
insecurity.
Since this part discusses about the movements of people which had influenced
the society’s population, it is on this matter that the demographic transition theory
makes it role.
Demographic Transition Theory is the concept being created as a result of the

discovery of the pattern in the existence of population which speaks of that there was a
connection between population growth and the economic development of a country.
The demographic transition concept involves four stages that are based on changes to
population size and social behaviors.
Figure 3. Stages of Demographic Transition

Source: shorturl.at/egqB0

Demographic Transition Stages Explained
First Stage:
This stage has been called Second Stage:
high population growth potential It is the Population
stage. It is characterized by high and Explosion stage. In this stage, the
fluctuating birth and death rates death rate is decreasing while the
which will almost neutralize each birth rate remains constant at a
other. In this period, commerce and high level. Agricultural and
banking are usually underdeveloped. industrial productivity increases,
Death rate is also high because of means of transport and
primitive sanitation and absence of communication develops. There is
medical facilities; as a result, the great mobility of labor. Education
absence of proper medical care results expands. Income also increases.
in large deaths. The mortality rate is People get more and better quality
highest among the poor. Thus, high of food products. Medical and
birth rates and death rates remain health facilities are given
approximately equal over time so that consideration and are expanded.
a static equilibrium with zero
population growth prevails.
Third Stage:
It is also characterized as a
population stage because the
population continues to grow at a fast
rate. In this stage, birth rate as Fourth Stage:
compared to the death rate declines It is called the stage of
more rapidly. As a result, population stationary population. Birth rate
grows at a diminishing rate. This stage and death rate are both at a low
witnesses a fall in the birth rate while level and they are again near
the death rate stays constant because it balance. Birth rate is
has already declined to the lowest approximately equal to death rate
minimum. Birth rate declines due to the and there is little growth in
impact of economic development, population. It becomes more or
changed social attitudes and increased less stationary at a low level.
facilities for family planning.
Population continues to grow fast
because death rate stops falling
whereas birth rate though declining but
remains higher than death rate.

APPLICATION
1.) How can be the theory of demographic transition be related to global population and
mobility? Supply your answers on the given concept web below.
GGLOBAL
POPULATION
AND MOBILITY
2.) Think of various situations that you may have experienced, heard, or watched which
involved mobility of people. In the table, list down situations and identify to what
factors influencing the global movements of people they may belong. Give at least five
situations. (An example is being done for you.)
Situation/Scenario Factor
(Example) Displaced people in Marawi Communal Violence
1.
2.
3.
4.
5.

3.) Identify to which of the demographic transition stages do the characteristics below
belong.
CHARACTERISTICS STAGES
1.) low birth rate and low death rate
2.) high birth rate and death rate
3.) rapidly declining death rate
4.) falling birth rate
5.) very rapid increase in population
6.) low and stationary death rate
7.) high and stationary birth rate
8.) rapidly rising population
9.) stationary population at a low level
10.) low rate of population growth
CONGRATULATIONS! You got it.
This is the end for Module 4, Lesson 2. May the activities and learnings you had
from this lesson give you the enthusiasm to crave for additional inputs and to look
forward for more self-paced activities.

LESSON 3: GLOBAL SUSTAINABLE DEVELOPMENT

AND FOOD SECURITY

1. differentiate stability from sustainability;
2. exhibit understanding sustainable development and the Sustainable
Development Goals (SDGs);
3. align the existence of sustainable development goals in various real-life
situations;
4. critique sustainable development models; and
5. discern on the central concepts of food security and insecurity.
LESSON INTRODUCTION
There might have been a time in your life wherein in your community, you had
able to recognize that a face of one of your neighbors was new to you and this was
because that person had moved to your place just recently. With this scenario in mind,
you may had asked yourself or thought of the possible reasons for that person’s transfer.
If this had happened to you or that you had picture out the scenario itself, this lesson
will give you the details for such inquiry.
Furthermore, this lesson will talk about demographic transition and the theory
that supports this transition which will justify the relationship of such on the global
population and mobility. Moreover, this lesson has been wrapped up with activities to
help the students in the development of the understanding and inculcating within
themselves the beauty of learning something in this contemporary world we are in.
ACTIVITY
SAY SOMETHING
Say something about the image being depicted below and how you relate such
to your life in various aspects. Elaboration must be in three – five sentences only.
Source: Bob Doppelt (2010). The Power of Sustainable Thinking.

Answer:________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Criteria: Content (5 pts) and Organization of thoughts (3 pts.) - Total of 8 pts.
ANALYSIS
Answer the following questions that follow. Put your answers on the space
being provided.
1.) What can you say about sustainable development based on its components presented
on the image above? Write at least three ideas in mind.
Idea 1:
Idea 2:
Idea 3:
2.) There have been models for sustainable development. What do you think is the
purpose of creating such models?
Answer:
3.) Write at least three ideas in mind on what can you understand about reading the
words ‘food security’ and how can this be related to the concept of sustainable
development as presented on the image above.
Idea 1:
Idea 2:
Idea 3:

ABSTRACTION
GLOBAL SUSTAINABLE DEVELOPMENT GOALS and FOOD SECURITY
STABILITY VERSUS SUSTAINABILITY

At some point, stability and sustainability are two words which are not new to
us and that we cannot deny that some had used these interchangeably as they may seem
synonymous to each other. However, for a short while, let us try to look into the
definitions of these below.
STABILITY SUSTAINABILITY
➢ The ability to sustain something.
➢ The condition of ➢ In ecology, it is a means of configuring
being stable or in civilization and human activity so that society,
equilibrium, and thus its members, and its economies are able to
resistant to change. meet their needs and express their greatest
potential in the present.
WHAT IS SUSTAINABLE It is a concept that appeared in 1987

DEVELOPMENT? on the publication of Bruntland
Report to which the United Nations
It is a development that anchored the emergence of the 17
satisfies the needs of the Sustainable Development Goals
present without compromising (SDGs) as a component of the 2030
the future generations that UN Development Agenda which
guarantees the balance of are being set to set to call for actions
economic growth, care for the on protecting the planet and
environment, and value of guaranteeing the global well-being
social well-being. of people.
Below are the Sustainable Development Goals being specified based on the
2030 UN Development Agenda.
Source: www.google.com
SUSTAINABLE DEVELOPMENT MODELS
As people look into achieving sustainable development, models for such are
being created to supplement the definition of such and to help in explaining what a
sustainable society looks like according to Bob Doppelt (2010).
Source: Bob Doppelt, The Power of Sustainable Thinking: Peter Senge et al., The Necessary Revolution.
(Note: These models are explained in Appendix for Module 5, Lesson 3)
WHAT IS GLOBAL FOOD SECURITY?
Global food security is defined as the availability of food and one’s access
to it. A household is considered food secure when its occupants do not live in
hunger or fear of starvation. Stages of food insecurity range from food secure
situations to full-scale famine.
Components of food security are:
1) FOOD AVAILABILITY- It is when enough nutritious food of sufficient quality
needs to be available to people for their consumptions.
2) FOOD ACCESS- Refers to when individuals and households must be able to
acquire sufficient food to be able to eat a healthy, nutritious diet, or have access to
sufficient resource needed to grow their own food e.g. land.
3) FOOD UTILIZATION - People must have access to a sufficient quantity and
diversity of foods to meet their nutritional needs but must also be able to eat and
properly metabolize such food.
4) FOOD STABILITY- Food may be available and accessible to people who are
able to utilize it effectively, but to avoid increases in malnutrition and in order for
people not to feel insecure, this state of affairs needs to be enduring rather than
temporary or subject to fluctuations.
Consequently, if there is the concept of food security, there is the existence

of food insecurity too, once the components are not achieved and considered.

APPLICATION
1.) In a Venn diagram, present your understanding on the concepts about the terms
‘stability and sustainability’.
Stability Sustainability
2.) Based on what you have learned, critique the three given sustainable development
models as to their strengths and weaknesses respectively. Provide your answers on the
given boxes.
Model: Model: Model:

________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
Strengths: Strengths: Strengths:

________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
Weaknesses: Weaknesses: Weaknesses:

________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
________________________ ________________________ ________________________
__ __ __

3.) From the given issues/concerns below, select one and then explain to how could it
possibly affect the global food security situation. Explain in three to five (3-5) sentences
only.
Issues/Concerns: Pandemic, Terrorism, Climate Change, Global Warming, War
Answer:________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Criteria: Content (5 pts), Relevance (3pts), and Organization of thoughts (3 pts.) - Total of 10 pts.
4.) Complete the table below. In the 1st column, write down at least five (5) SDGs of
your choice and in the 2nd column, write down localized or international-based activities
(as many as you can think of) that had/have been and will be established/implemented
in response to such goal.
Sustainable Development Goals Activities

(SDGs)
(Example) SDG 16-Peace, Justice, & Crafting of the Anti-Terrorism Bill
Strong Institutions
1.
2.
3.
4.
5.
CONGRATULATIONS! You are done with Lesson 3 and that you have
completed and accomplished the entire course pack for The Contemporary World.
May you find the course pack challenging and meaningful.

MODULE SUMMARY
This part summarizes the highlights of the module. These key points are as follow:
• Global population refers to the total population of the human race (living) in the
entire world of which based on the record (as of May 2020), the Philippines has
ranked the 13th for the Top 20 largest countries by population in the whole
world.
• In this contemporary flow we have, the appreciation of the existence of global
cities has been given consideration on the spotlight. Global city is a city which
is a primary node in the global economic network. Global cities have significant
global advantage over other cities as a hub within the world economic system.
Manila City, Philippines has been recognized as a ‘global city’.
• There have been identified characteristics/attribute of global cities. Such
characteristics involve global cities to various international financial services
and domination on the trade and economy for international significance so with
other manifestations (as presented on the lesson content).
• In categorizing cities to be global ones, some use the Global Power City Index
(GPCI). This evaluates and ranks the major cities of the world according to their
“magnetism,” or their comprehensive power to attract people, capital, and
enterprises from around the world.
• There are certain factors which affect the global mobility or the movement of
people from one place to another. These factors are socio-political, economic,
ecological, communal violence, economical, and ecological.
• Demographic transition theory is the theory that looks into the changes in birth
rate and death rate and consequently on the growth-rate of population. Birth rate
refers to the ratio of live births in an area to the population of that area. On the
other hand, death rate is the ratio of deaths to the population of a particular area
or during a particular period of time.
• Demographic transition has four (4) main stages which present both the death
and birth rates relative to the movement of the whole population. To highlight,
the 2nd stage is also called the population explosion stage.
• There are 17 Sustainable Development Goals which have been created based on
the United Nations 2030 Development Agenda.
• Sustainable Development Goals (SDGs) are a collection of global goals
designed to be a "blueprint to achieve a better and more sustainable future for
all".
• The state of food security varies over a range of scales, ranging from the
individual to global Even where food security is present at a particular
individual or household level, it may not be so on a regional level. Conversely,
while a nation or region may be generally considered to be food secure, certain
(groups of) individuals may still suffer from food insecurity.
• Food security can be assessed by looking into the four major components – food
availability, food access, food utilization, and food stability.

Abbott, P., Hurt, C., and Tyner, W. (2008). What's driving food prices? Farm
Foundation Issue.
Ariola, M. (2019). The contemporary world. Unlimited Books Library Services &
Publishing Inc.
Datta, M. & Philip, M. (2009). Global food security: the challenge of feeding the world.
A Food Regime Analysis of the World Food Crisis. Agriculture and Human
Values 26(4): 281-95.
Envisions 2030 (2019). Depart of Economic and Social Affairs. Retrieved on August
12, 2020 from https://www.un.org/development/desa/disabilities/envision2030
Global Cities Report. (2019). Retrieved on August 12, 2020 from

https://www.kearney.com/global-cities/2019
Population Mobility: Migration in a Global Economy (2013). Harvard College.
Steger, M., Battersby, P., and Siracusa, J. eds. (2014). The SAGE handbook of
Sustainable Development Goals (2020). Retrieved on August 13, 2020 from

https://www.undp.org/content/undp/en/home/sustainable-development goals
What is GCPI? (2019). Retrieved on August 13, 2020 from http://mori-m-

foundation.or.jp/english/ius2/gpci2/index.shtml
Willard, B. (2010). Three sustainability models. Retrieved on August 13, 2020 from
https://sustainabilityadvantage.com/2010/07/20/3-sustainability-models.
World Population Trends. (2020). Retrieved on August 12, 2020 from

https://www.unfpa.org/world-population-trends.
World Migration Report (2018). International Organization for Migration (IOM).

Geneva.
Worldometer. (2020). Retrieved on August 13, 2020 from

https://www.worldometers.info/world-population
Zurayk, R. (2020). Pandemic and food security: a view from the global south. Retrieved
on August 14, 2020 from
https://www.foodsystemsjournal.org/index.php/fsj/article/view/803

APPENDIX A MODULE 4, LESSON 1: GLOBAL DIVIDES
THE COLD WAR

After World War II, the United States and its allies, and the Soviet Union and
its satellite states began a decades-long struggle for supremacy known as the Cold War.
In this time, soldiers of the Soviet Union and the United States did not do battle directly
during the Cold War. But the two superpowers continually antagonized each other
through political maneuvering, military coalitions, espionage, propaganda, arms
buildups, economic aid, and proxy wars between other nations.
From Allies to Adversaries

The Soviet Union and the United States had fought as allies against Nazi
Germany during World War II. But the alliance began to crumble as soon as the war in
Europe ended in May 1945. Tensions were apparent in July during the Potsdam
Conference, where the victorious Allies negotiated the joint occupation of Germany.
The Soviet Union was determined to have a buffer zone between its borders and
Western Europe. It set up pro-communist regimes in Poland, Hungary, Bulgaria,
Czechoslovakia, Romania, Albania, and eventually in East Germany. As the Soviets
tightened their grip on Eastern Europe, the United States embarked on a policy of
containment to prevent the spread of Soviet and communist influence in Western
European nations such as France, Italy, and Greece.
Moreover, during the 1940s, the United States reversed its traditional reluctance
to become involved in European affairs. The Truman Doctrine (1947) pledged aid to
governments threatened by communist subversion. The Marshall Plan (1947) provided
billions of dollars in economic assistance to eliminate the political instability that could
open the way for communist takeovers of democratically elected governments.
Lastly, France, England, and the United States administered sectors of the city
of Berlin, deep inside communist East Germany. When the Soviets cut off all road and
rail traffic to the city in 1948, the United States and Great Britain responded with a
massive airlift that supplied the besieged city for 231 days until the blockade was lifted.
In 1949, the United States joined the North Atlantic Treaty Organization (NATO), the
first mutual security and military alliance in American history. The establishment of
NATO also spurred the Soviet Union to create an alliance with the communist
governments of Eastern Europe that was formalized in 1955 by the Warsaw Pact.
The Worldwide Cold War
In Europe, the dividing line between East and West remained essentially frozen
during the next decades. But conflict spread to Asia, Africa, and Latin America. The
struggle to overthrow colonial regimes frequently became entangled in Cold War
tensions, and the superpowers competed to influence anti-colonial movements.

In 1949, the communists triumphed in the
Chinese civil war and the world's most populous
nation joined the Soviet Union as a Cold War
adversary. In 1950, North Korea invaded South
Korea, and the United Nations and the United
States sent troops and military aid. Communist
China intervened to support North Korea, and
bloody campaigns stretched on for three years until
a truce was signed in 1953.
In 1954, the colonial French regime fell in

Vietnam. Further, he United States supported a
military government in South Vietnam and worked
to prevent free elections that might have unified the
country under the control of communist North
Vietnam. In response to the threat, the Southeast
Asia Treaty Organization (SEATO) was formed in
1955 to prevent communist expansion, and
President Eisenhower sent some 700 military
personnel as well as military and economic aid to
the government of South Vietnam. The effort was
foundering when John F. Kennedy took office.
Closer to home, the Cuban resistance movement led by Fidel Castro deposed
the pro-American military dictatorship of Fulgencio Batista in 1959. Castro's Cuba
quickly became militarily and economically dependent on the Soviet Union. The United
States' main rival in the Cold War had established a foothold just ninety miles off the
coast of Florida.
What is SOVIET Union?

Between 1917 and 1991, a country in Europe and Asia, whose full name was
the Union of Soviet Socialist Republics (the USSR); the Soviet Union was the largest
country in the world and was made up of 15 republics, the most important of which was
Russia. It was formed after the Russian Revolution in 1917 as a Communist state, led
by Lenin. For a long time it was one of the most powerful countries in the world, with
a large army and many modern weapons, and it was regarded as the enemy of the US
and western Europe during the cold war. Its political system was controlled by the
Communist Party. Ordinary people had little power and were not allowed to leave the
Soviet Union, although a small number of people defected to the west (escaped to live
in other countries). Mikhail Gorbachev, who was leader of the Soviet Union from 1985
to 1991, introduced many political and economic changes and, partly as a result of this,
the Soviet Union began to break up as many of the republics got rid of their Communist
governments and made themselves independent.
Refer to this link for further readings and discussions about the origin and timeline of
the creation of the SOVIET UNION: https://www.britannica.com/place/Soviet-Union

APPENDIX B MODULE 4, LESSON 2: ASIAN REGIONALISM
CRITICISMS WITH THE ASIAN REGIONALISM
To begin, it might help to quickly summarize some of the most familiar

criticisms of Asian regional institutions (while noting that I find some to be more
accurate than others). The first is that they have not played a role in the major and
longstanding regional conflicts, especially those that are holdovers from the Cold War
period, such as the PRC-Taiwan conflict, or those between North and South Korea, and
India and Pakistan. Neither have they mattered in the management of maritime
territorial disputes, such as the Spratly Islands dispute involving China, Taiwan,
Vietnam, Malaysia, Philippines, and Brunei. Similarly, territorial disputes between
China and Japan over the Senkaku/Daoyutai islands, or between Korea and Japan over
Takeshima/Tokdo islands, have not been addressed by any of the regional groupings.
A second criticism relates to their failure to make use of available instruments

of conflict-prevention and resolution. For example, the ASEAN Regional Forum has
not moved beyond its confidence-building mode to a preventive diplomacy mode, as
was clearly envisaged when it was set up in 1994. ASEAN itself has yet to use its
dispute-settlement mechanism to resolve bilateral territorial disputes, such as that
between Cambodia and Thailand over the Preah Vihear temple, or the Singapore-
Malaysia dispute over Pedra Branca/Palau Batuh Putih in the South China Sea. In the
last two cases, the parties have relied instead on the International Court of Justice.
Third, the failure of regional trust-building, which is supposed to have been

brought about by regional groups like the ASEAN or ARF, is reflected in the emergence
of what seems to be a significant arms race across the region. China is investing
massively in its military, increasing its defense budget by double-digit percentages year
after year, while also building a blue-water navy. Japan has effectively crossed the
1,000-nautical-mile limit for its naval operational radius. A naval competition for
dominance in the Indian Ocean may be emerging between India and China. In Southeast
Asia, countries like Singapore and Malaysia are engaged in competitive arms
acquisitions.
Fourth, on the economic front, there has been no regional free-trade area under
the auspices of APEC, which was created partly with that objective in mind. Instead,
bilateral trade arrangements have flourished, thereby undercutting the rationale for
wider regional arrangements. Regional financial cooperation has emerged, but the
multilateral currency reserve that is intended to deter and fight currency speculation is
limited, especially compared to the nearly €1 trillion reserve put up by the EU in
response to the Greek crisis.
Fifth, while the region is regularly visited by natural calamities, there is no

standing regional humanitarian and disaster assistance mechanism in place, despite
periodic attempts to create one. Transnational threats such as illegal migration,
terrorism, and pandemics continue to be dealt with on an ad hoc or bilateral basis,
without significant multilateral action. While there have been statements and
declarations addressing such challenges -- such as the ASEAN Counterterrorism
Convention, the East Asian disease surveillance framework and a tsunami early

warning system -- joint action is neither automatic nor assured. There is also no regional
peacekeeping force or even a more-limited stand-by arrangement.
Finally, on human rights and social issues, Asia continues to lag behind other
regions, including Africa and Latin America, not to mention Europe, in developing
regional human rights promotion and protection mechanisms. The recently created
ASEAN Inter-Governmental Commission of Human Rights is merely a body for the
"promotion" rather than "protection" of human rights, lacking any enforcement
authority. Asian regional institutions have not undertaken any significant social agenda,
like the development of social safety nets to protect people impoverished by economic
downturns. Neither have they addressed the vital issues of environmental degradation,
climate change and energy security. Multilateral agreements and action have also not
succeeded in preventing forest fires in Indonesia, or competition for energy resources
between India and China. Climate change efforts, limited at best at any level, are
pursued mainly at the global, rather than regional level.
To sum up, criticisms of Asian regionalism and regional institutions are not
without merit. Yet, they do not warrant the view that investing in Asian regionalism is
a waste of resources and time, or that the Asian institutions have not made positive
contributions to regional stability and prosperity. Much depends on what sort of
yardstick we use to judge their performance. In general, the benefits of regionalism and
continued institution-building far outweigh its costs, and the region would be a more
dangerous and uncertain place without them.
Source: Acharya, A (2010). Why Asian Regionalism Matters. World politics Review.
shorturl.at/hqyE9

APPENDIX C MODULE 4, LESSON 3: CITIZENSHIP, CULTURE AND
RELIGION
What is Global citizenship?
There are two kinds of global citizens: individuals, who share a set of values
and responsibilities; and corporations, who have focused on globalization and seem to
have left global citizenship behind. Now, let’s focused on being a role model for
individuals, helping corporations become better global citizens, and highlighting the
importance and voices of global citizens everywhere.
The shared Human Experience
Global citizenship is about the shared human experience. It acknowledges and

celebrates that, wherever we come from and wherever we live, we are here together.
Our well-being and success are ultimately interdependent. We have more to learn from
one another than to fear about our future.
Global citizenship is also about shared values and shared responsibility. Global
citizens understand that local events are significantly shaped and affected by global and
remote events, and vice-versa. They champion fundamental human rights above any
national law or identity, and social contracts that preserve elements of equality among
all people.
Diversity, interdependence, empathy and perspective are essential values of

global citizenship. Global citizens harness these values and are uniquely positioned to
contribute in multiple contexts — locally, nationally and internationally — without
harming one community to benefit another. They foster and promote international
understanding.
Global citizenship is not the same as globalization. Globalization is the process

by which organizations develop international influence or operate on an international
scale — is driven by economics, business and money. It’s about the flow of products,
capital, people and information. Global citizenship, on the other hand, is driven by
identity and values. Global citizens build bridges, mitigate risk and safeguard humanity.
While globalization is under hot debate today, we have never needed global citizens
more than now.
Why does Global Citizenship matters?
Global citizens are not born; they are created. Children do not have an innate
understanding of their shared humanity; they learn this over time. The importance of
education and enabling global perspectives cannot be understated. Historically, global
citizenship was rooted in a common desire to prevent war. Common reasoning was that
the more we knew about each other, the more likely we would ensure peace, progress
and prosperity.
Yet, many people don’t feel this way or have not had such experiences. Around
the world, we see people who lack a sense of belonging: they do not feel a deeper

connection to other places, people or cultures. Often, they do not feel as though they
even belong at home. Moreover, especially in developing countries, people who have
been unable to participate in the “digital revolution” have also been left out of these
conversations. Connectedness is not universal.
In the corporate realm, all too often in recent decades we have seen companies
that have put corporate interests above those of individuals, communities and the
environment. We read about unethical behavior, corruption, rent-seeking, egregious
labor practices, environmental degradation, and worse. These activities represent the
antithesis of what the world needs.
Thus, global citizenship helps bridge these gaps and rectify these realities, and
global citizens are its ambassadors. Doing this is not only about mindset; it is about
actions, lifestyles and building greater connections over time.
Why now? What is the different about today?
Despite the fact that we’ve been living in an increasingly global world for
centuries, debates about globalization today are raging unlike almost ever before.
Global citizenship has always been important. But it is now urgent to highlight its
importance to society, business, and the world at large.
We are in the early stages of an historic shift of identity. Increasingly, we are

less tied to any particular location, social structure, or nation-state. This is a massive
shift, which we are broadly not aware of or prepared for. It requires a re-grinding of our
frames of reference and lenses on change. It also has a wide range of implications. Here
are some of the most important:
Technology: The internet is borderless and globalization has gone digital.

Smartphones and other mobile devices give us an unprecedented level of global
interconnectedness. New technologies have an incredible democratizing power, for
those who can access them. If we couple this interconnectedness with global citizenship
values, then the world opens up and gives voice and opportunity to far more people.
Leadership: Globalization and global citizenship are not the same. Globalization
has brought unprecedented benefits to many, but not all. Successful leaders are global
citizens, whether they are CEOs, prime ministers, community leaders or children.
Whether and how we build a truly inclusive, sustainable future will depend on our
ability to help new generations of leaders to become global.
Business: Global businesses, in particular multi-national corporations (MNCs) are

bearing the brunt of today’s globalization debates. And they should. For decades, and
even centuries, MNCs have extracted more than they have contributed. Nonetheless,
globalization has added immense value to the global economy (to the tune of 10% of
global GDP). More interconnected countries and emerging markets have benefited
most from this trend, in terms of economic growth. So it is not that globalization itself
is bad, nor that it is going away anytime soon.
This is where global citizens are crucial, because they understand both global
and local contexts. For example, while globalization has narrowed inequality among

countries, it has exacerbated it within them. Hence the solutions are more about targeted
domestic policy changes than closing borders or deregulation. In terms of business, it’s
time to revise MNCs’ strategies to ensure they generate global prosperity, engage
society and contribute to a greater good.
Politics: Many politicians see globalism as a disease, and nationalism as the cure.
But this is a false dichotomy. “Deglobalizing” will not achieve the goals of peace,
progress and prosperity. Rather, we must look to global citizenship’s shared values for
lasting answers.
Environment and Climate Change: There is probably no other issue that more
clearly underscores our interconnectedness than climate change. The earth depends on
collective stewardship that transcends any geopolitical border or economy. One of the
many essential roles that global citizens play is to protect and enforce global compacts.
The health of the planet, and society, hinges on global citizens leading this charge.
Cities and urbanization: We are living in the urban millennium. By 2100, more
people will live in cities than exist in the world today. Cities are the engines of global
growth. They are full of opportunities as well as challenges. They present a classic case
of “glocalism”: the most successful cities are both connected globally and able to
address local needs. In other words, in perfect alignment with the values of global
citizenship.
Source: http://www.ideas-forum.org.uk/about-us/global-citizenship

APPENDIX D MODULE 5, LESSON 1: GLOBAL POPULATION AND
GLOBAL CITY
GLOBAL POPULATION
Population as defined generally pertains to the group of organisms of the same

species that live in the same area. And that as of May 2020, the world population is
7,787,677,900 which is almost the same to what has been expected that by 2020, the
population is estimated to be at about 7.8 billion or more.
Historically speaking, at the dawn of agriculture, about 8000 B.C., the
population of the world was approximately 5 million. Over the 8,000-year period up to
1 A.D. it grew to 200 million (some estimate 300 million or even 600, suggesting how
imprecise population estimates of early historical periods can be), with a growth rate of
under 0.05% per year.
Correspondingly, a tremendous change occurred with the industrial revolution:
whereas it had taken all of human history until around 1800 for world population to
reach one billion, the second billion was achieved in only 130 years (1930), the third
billion in 30 years (1960), the fourth billion in 15 years (1974), and the fifth billion in
only 13 years (1987).
To add up, there are different milestones that have been attributed to the world
population. These milestones are as follows:
• The United Nations projects world population to reach 10 billion in the year
2057.
• World population is expected to reach 9 billion in the year 2037.
• World population is expected to reach 8 billion people in 2023 according to the
United Nations (in 2026 according to the U.S. Census Bureau).
• The current world population is 7.8 billion as of May 2020.
• According to the United Nations, world population reached 7 Billion on October
31, 2011.
• According to the United Nations, the 6 billion figure was reached on October
12, 1999 (celebrated as the Day of 6 Billion).
GLOBAL CITY
A city that plays a significant role in the global economic systems is called a
global city. To be considered a global city, an urban center must prove it enjoys a
significant global advantage over other cities as a hub within the world economic
system. As for the Philippines, it has Manila City.
Also, global cities have become the centers of innovation and businesses. They
portray the economic, social, and political state of the country and its people. They are
linked to the globalization of economies and the centralization of mass production
within urban centers – the two factors which have led to the emergence of networks of
activities that seek to fulfill the service and financial requirements of multinationals.
The cities grow to became global while other suffer deindustrialization or stagnation or
their economies increase in global. Such that, global cities become the engines of
globalization. They are like social magnet, growing faster and faster.

As the global city concept grew in popularity, various other organizations
entered this field to study with and had used various criteria to look into the differences
and performances of the cities to affirm their standing or status on the pedestal. One
example is the study called “The Global Power City Index (GCPI) 2019” conducted
and published by the Institute for Urban Strategies at The Mori Memorial Foundation
in Tokyo.
This report examined cities in terms of functions demanded by several “actor”

types: Manager, Researcher, Artist, Visitor, and Resident.
The functional areas were: (1) Economy (Market Attractiveness, Economic

Vitality, Business Environment, Regulations and Risk); (2) Research and Development
(Research Background, Readiness for Accepting and Supporting Researchers, Research
Achievement); (3) Cultural Interaction (Trendsetting Potential, Accommodation
Environment, Resources of Attracting Visitors, Dining and Shopping, Volume of
Interaction); (4) Livability (Working Environment, Cost of Living, Security and Safety,
Life Support Functions); (5) Environment (Ecology, Pollution, Natural Environment);
and (6) Accessibility (International Transportation Infrastructure, Inner City
Transportation Infrastructure).
Further, the GPCI is able to grasp the strengths, weaknesses, and challenges of
global cities in a continuously changing world not only through a ranking, but also
through analyzing that ranking’s specific components.

APPENDIX E MODULE 5, LESSON 2: DEMOGRAPHIC TRANSITION
AND GLOBAL MOVEMENTS OF PEOPLE
MOBILITY FACTS
Mobility or geographic mobility, as others term this concept, pertains to

measure of how populations and goods move over time, the migration within a
population, and sometimes used to describe the movement of animals between
populations.
Correspondingly, as mentioned global migration is the flow or movement of

people from one place to another around the world which later on adds to the decreasing
and increasing number of the total population in different places. Commonly, the main
purpose of migration is to find work or employment – just like how Overseas Filipino
Workers attest on their reasons of going to other countries for greener pasture.
With the state of migration globally, there are some facts which stand out as
outlined below.
• In 2015, the number of people residing in a country other than their

country of birth was the highest ever recorded having reached 244
million.
• South-South migration flows continue to grow compared to South-North
movements.
• The top three popular destinations for international migrants globally are
United States, Germany, and Russian Federation.
• Based on World Migration Report 2015, close to one in five migrants in
the world live in the top 20 largest cities.
• There had been a dramatic increase in the number of refugees, asylum-
seekers, and internally displaced people across world regions in 2015
making it the highest forced displacement record.
Source: Ariola, M. (2019). The Contemporary World

APPENDIX F MODULE 5, LESSON 3: GLOBAL SUSTAINABLE
DEVELOPMENT AND FOOD SECURITY
SUSTAINABLE DEVELOPMENT GOALS BRIEFLY EXPLAINED
Sustainable Development Goals (SDGs) are common goals of the whole

world which require the active involvement and participation of individuals, businesses,
administrations, and countries around the globe. Further, the creation of these is a call
from the United Nations itself being addressed to every country in the world to act on
the various challenges the humanity is facing and to ensure that all people are living
equal and better lives without compromising the planet.
The 17 sustainable development goals (SDGs) to transform our world are:
GOAL 1: No Poverty: About 1 billion people still live in poverty — defined as

an income of less than US $1.25 per day. The targets under Goal 1 include aiming for
a world where the poor are not vulnerable to climate change, and have “equal rights to
economic resources.”
GOAL 2: Zero Hunger: Ending hunger also includes ending malnutrition,
protecting small farmers, and changing farming itself so that agriculture and ecosystems
can co-exist. It also means protecting the genetic diversity of the crops we grow, while
investing in research to make farming more and more productive, especially in
developing countries. By 2030, we need to ensure that no one ever goes hungry.
GOAL 3: Good Health and Well-being: This Goal includes a comprehensive
agenda for tackling a wide range of global health challenges, from tuberculosis and
AIDS to traffic accidents and alcoholism. Goal 2 also calls for achieving “universal
health coverage”; reducing illness and death caused by pollution; and increasing the
global health workforce, especially in the world’s poorer countries.
GOAL 4: Quality Education: The Targets for Goal 4 cover the need for access
to university-level education, vocational training, and entrepreneurship skills, and they
pay special attention to issues of equity. This Goal also includes the promotion of
education for sustainable development.
GOAL 5: Gender Equality: Equality and empowerment includes freedom from
discrimination and violence. It also includes making sure woman have their equal share
of leadership opportunities and responsibilities, as well as property ownership and other
concrete reflections of power in society. Note that the Targets for this Goal make
several references to the need to be nationally “appropriate” in interpreting what they
mean.
GOAL 6: Clean Water and Sanitation: Basic water scarcity affects 40% of the
global population, and nearly a billion people do not have access to that most basic of
technologies: a toilet or latrine. The targets for this goal provide details for what we
must do to rectify this situation, including protecting the ecosystems that provide the
water in the first place.
GOAL 7: Affordable and Clean Energy: Globally, about 1.3 billion people live
without access to electricity. Modern energy is also connected to access to water (Goal
6): you need energy to get water. In the wealthier countries, who have energy, this Goal
pushes for a conversion to renewable sources, and it calls for dramatic improvements
in efficiently everywhere.

GOAL 8: Decent Work and Economic Growth: At least 75 million young people around
the world, aged 15-24, are unemployed, out of school, and looking at a bleak future.
This Goal, while calling for economic growth to help close that gap, also calls for
innovation and for “decoupling” growth from ecosystem degradation.
GOAL 9: Industry, Innovation and Infrastructure: At least 75 million young
people around the world, aged 15-24, are unemployed, out of school, and looking at a
bleak future. This Goal, while calling for economic growth to help close that gap, also
calls for innovation and for “decoupling” growth from ecosystem degradation.
GOAL 10: Reduced Inequality: The world is astonishingly unequal: the richest
80 people have the same wealth as the bottom 3.5 billion. The Goal includes a range of
measures, including regulation of the financial markets, to make the playing field more
level. Importantly, it also covers the issue of migration, which should be “orderly, safe,
regular and responsible.”
GOAL 11: Sustainable Cities and Communities: More than half the world lives
in cities, and by 2050, at least 66% will — and most of the growth in cities is happening
in Africa and Asia. If those cities are not sustainable, the world will not be, either. This
Goal also covers issues like transportation, disaster preparedness, and even the
preservation of “the world’s cultural and natural heritage.”
GOAL 12: Responsible Consumption and Production: The world’s nations
(through the UN) have already agreed to a “10-year framework” to make the way we
produce and consume goods more sustainable. This Goal references that, but also
covers topics like reducing food waste, corporate sustainability practice, public
procurement, and making people aware of how their lifestyle choices make a difference.
GOAL 13: Climate Action: In December 2015, another global negotiating
process (UNFCCC) determined the details of the global agreement on climate action.
That summit produced the “Paris Agreement,” which guides nations on their joint
action to limit global warming to not more than 2 degrees C. (and preferably 1.5).
GOAL 14: Life Below Water: Global oceans and the life within them are over-
fished, under-protected, and stressed from climate change and pollution. This Goal
describes what we must do to save them — which includes research and learning,
because we understand so little about what lies under the water’s surface. The SDGs
have given the state of our ocean’s new visibility.
GOAL 15: Life on Land: Life on land, on our beautiful planet Earth, is under
terrible stress. This comprehensive Goal covers nearly every aspect of the threat to
living ecosystems and biodiversity. We cannot afford to lose any more of nature —
hence the repeated use of the word “halt” in the Targets section.
GOAL 16: Peace and Justice Strong Institutions: Reduce violence. End torture.
Decrease the production and flow of arms. Reduce corruption. Create governments and
institutions that work … for everyone. This important Goal also includes a Target that
specifically calls for policies to promote sustainable development — which would
certainly include the implementation of the SDGs themselves.
GOAL 17: Partnerships to achieve the Goal: Goal 17 is about making sure all
countries have what they need — funds, capacities, technologies, etc. — to achieve the
rest of the SDGs. The Targets are a comprehensive list of such needs, including the
need for partnerships and collaboration. Every country, every sector has a role to play.
Source: https://www.undp.org/content/undp/en/home/sustainable-development goals

SUSTAINABLE DEVELOPMENT MODELS
A) The 3-legged stool metaphor reinforces the three dimensions that are
required to enjoy a high quality of life and shows that society is unstable if
one of them is weak. The downside of this metaphor is that the economic,
environmental, and social legs look separate and equal.
Yet, some people add a fourth leg / dimension: culture. However, there some
who divide the social aspect into people and culture. They define the people
dimension as, “actions and issues that affect all aspects of society, including
poverty, violence, injustice, education, healthcare, safe housing, labor and
human rights,” and the culture dimension as “actions and issues that affect
how communities manifest identity, preserve and cultivate traditions, and
develop belief systems and commonly accepted values.”
B) The overlapping-circles model of sustainability acknowledges the

intersection of economic, environmental, and social factors. Depending
on one’s mindset, resizing of the circles is possible to show that one
factor is more dominant than the other two. For example, some business
leaders prefer to show the economy as the largest circle because it is the
most important to their success and it makes their world go round.
C) The 3-nested-dependencies model reflects this co-dependent reality

of the three aspects. It shows that human society is a wholly-owned
subsidiary of the environment—that without food, clean water, fresh air,
fertile soil, and other natural resources, we’re cooked.
Also, it is the people in societies who decide how they will exchange
goods and services. That is, they decide what economic model they will
use. Because they create their economies, they can change them if they
find their current economic models are not working to improve their
quality of life. To add another metaphor: the economy is the tail and
society is the dog—not vice versa.
Source: https://sustainabilityadvantage.com/2010/07/20/3-sustainability-models


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PRIME PROJECT XI – Local Colleges of Region XI

THE CONTEMPORARY WORLD COURSE PACK

Team Leader: MISS LINAGYN A. GEMENTIZA

Course Title THE CONTEMPORARY WORLD

Units / Credit 3 units

THE CONTEMPORARY WORLD 1

Module Intended Learning Lessons Writer

1 ➢ Recognize different Lesson 1: Globalization

➢ Gain understanding about Lesson 1: The Global

➢ Establish the relationship Lesson 1: MR. REY L.

THE CONTEMPORARY WORLD 2

5 ➢ Assess details/information Lesson 1: Global

THE CONTEMPORARY WORLD 3

MODULE 1: THE INTRODUCTION

MODULE 2: GLOBALIZATION IN CONTEMPORARY

MODULE 3: GLOBALIZATION AND THE CONTEMPORARY

MODULE 4: GLOBALIZATION IN GLOBAL

MODULE 5: GLOBALIZATION ON MOBILITY,

APPENDIX A (Cold War & Soviet Union) ....................................................................... 97

THE CONTEMPORARY WORLD 5

THE CONTEMPORARY WORLD

Jonelson C. Escandallo, MAEd

THE CONTEMPORARY WORLD 6

The study of globalization aims to give the students the

At the end of this module, the students should be able to:

Particularly, this module will discuss the following:

THE CONTEMPORARY WORLD 7

LESSON 1: GLOBALIZATION DEFINITION

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

Time Frame: One week

THE CONTEMPORARY WORLD 8

Globalization is the word used to describe the growing

Task 1. Direction: Arrange the letters of the following JUMBLED

10. SINUESBS ________________________

THE CONTEMPORARY WORLD 9

THE CONTEMPORARY WORLD 10

Note: The following answers will be graded

Content (5 pts), Relevance and Accuracy

THE CONTEMPORARY WORLD 11

2. What is the effect of globalization in the economy of your country,

THE CONTEMPORARY WORLD 12

THE CONTEMPORARY WORLD 13

Do you want to know why there is globalization?

HERE ARE REASONS TO GLOBALIZE ESPECIALLY

THE CONTEMPORARY WORLD 14

A. Direction: Supply the graphic organizer on how

Congratulations, you’ve successfully finished Module 1, Lesson 1. I hope that you’ve

THE CONTEMPORARY WORLD 15

LESSON 2: PERSPECTIVES OF GLOBALIZATION

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

Time Frame: One Week

Globalization is multi-dimensional and a broad concept which gives rise to the

THE CONTEMPORARY WORLD 16

2. Are there any negative effects of globalization? Discuss your

THE CONTEMPORARY WORLD 17

Abstraction Read Me!

THE CONTEMPORARY WORLD 18

THE CONTEMPORARY WORLD 19

You have completed the lessons in this module of the definition of

• Globalization is the increasing interaction of people, states, or countries through

• Globalization is the interconnectedness of people and business across the world

• There are three approaches to globalization, these are the globalist,

• Globalist believes that globalization represents a real and significant historical