MODULE

LESSO
N

1 GLOBAL POPULATION AND MOBILITY

The Global City
4
HOURS

 Global cities are major nodes in the interconnected systems of information and
money, and the wealth that they capture is intimately related to specialized
business. This learning module will focus on defining what a global city is and
examining its influences to the world’s economy, politics and culture.

At the end of this module, you are expected to:

a. identify the attributes of a global city;
b. analyze how cities serve as engines of globalization; and
c. describe an idea of global city.

ACTIVITY #1: It’s a song about my city…

Direction: Analyze the lyrics below and answer the questions concisely in 3-5 sentences.
(5 points each)
Manila by: Hotdog
Maraming beses na kitang nilayasan
Iniwanan at iba ang pinuntahan
Parang bababeng mahirap talagang malimutan 1.What is/are the characteristic/s implied in the
Ikaw lamang ang aking laging binabalikan
lyrics about Manila?
Manila, Manila __________________________________
I keep coming back to Manila __________________________________
Simply no place like Manila
Manila, I'm coming home _______________________________
I walked the streets of San Francisco
I've tried the rides in Disneyland
2. Aside from the City of Manila, what other
Dated a million girls in Sydney cities are mentioned in the song? Are you
Somehow I feel like I don't belong familiar with these cities or places? Give a
Hinahanap-hanap kita, Manila description of these cities based on what
Ang ingay mong kay sarap sa tenga you know about them.
Mga jeepney mong nagliliparan __________________________________
Mga babae mong naggagandahan
__________________________________
Take me back in your arms, Manila __________________________________
And promise me you'll never let go
Promise me you'll never let go
__________________________________

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  Global Cities are central sites for advanced services and facilities of
telecommunication which are necessary execution and management of global
economic activities. In those sites, corporate headquarters tend to center,
particularly companies that are operative in more than one country (Sassen,
2005).

I. GLOBAL CITIES
 Globalization is spatial. It is a spatial phenomenon.
 Globalization happens in physical spaces --- foreign investment, economic
opportunities, and human capital --- move to cities.
 What makes it move is the fact that it is based in places. Globalization acts in cities
and vice versa (i.e. Paris --- home of the Eiffel Tower and Fashion; New York City ---
home of the stock market, a significant center in the international trade).
 In other words, global cities are integral to globalization as it is essential to these
cities.
 Cities act on globalization and globalization act on cities.
 Defining Global City
 A global city, also called world city or sometimes alpha city or world center, is a city
which is a primary node in the global economic network
 Command points in the organisation of the world economy
 Key locations and marketplaces for finance and specialised services.
 Major sites of production, including innovations.
 Globalisation actually enhances the role of cities.
 All cities operate in a global system.
 Sociologist Saskia Sassen popularized the term “global city” in the 1990s.
 Her criteria for what constitutes a global city were primarily economic.
 In her work, she initially identified three global cities: New York, London and
Tokyo.
 All of these countries are hubs of global finance and capitalism.
 New York has the New York Stock Exchange; London has the Financial Time
Stock Exchange; and Tokyo has the Nikkei.
 Recent commentators have expanded the criteria Sassen used to determine what a
global city is.
 Los Angeles – movie-making mecca
 San Francisco – home of the most powerful internet companies.
 Shanghai, Beijing, and Guangzhou – centers of trade and finance.
 Melbourne, Australia – world’s most livable city.
 Defining a global city can be difficult.
 In what ways are cities global and to what extent are they global?
 Indicators for Globality
1. Economic Power
 Economic power largely determines which cities are global.
 New York with the largest stock market and Tokyo houses the most number of
corporate headquarters.
 Shanghai plays a critical role in the global economic supply chain ever since
China has become the manufacturing center of the world.
 Economic opportunities in a global city make it attractive to talents
across the world.

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  To measure the economic competitiveness of a city, The Economist
Intelligence Unit has added other criteria like market size, purchasing
power of the citizens, size of the middle class and potential for growth.

2. Centers of Authority
 Washington DC may not be as wealthy as New York but it is the seat of
American state power.
3. Houses major International Organizations
 The Headquarters of the United Nations is in New York.
 Brussels is the home for European Union.
 Jakarta but also the location of the main headquarters of ASEAN.
4. Center for higher learning and culture
 A city’s intellectual influence is seen through the influence of its publishing
industry.
 Many of the books that people read are published in places like New York,
London and Paris.
 Boston is the home of the world’s top university --- Harvard University.
 Los Angeles is the center of American film industry.
 Today, global cities become culturally diverse.
 The Challenges of Global Cities
 Global Cities conjure up images of fast-paced, exciting, cosmopolitan lifestyles.
 Global Cities have their undersides: They can be sites of great inequality, poverty
and tremendous violence.
 Gentrification
 This is a phenomenon of driving out the poor in favor of newer, wealthier residents.
 In the outskirts of New York and San Francisco are poor urban enclaves occupied
by African-American.
 Slowly, they are being forced o move farther away from the economic centers of
their cities.
 As a city attracts more capital and richer residents, real estate prices go up and
poor residents are forced to relocate to far away but cheaper areas.
 Conclusion
 Global Cities are sites and mediums of globalization.
 They are the material representations of the phenomenon.
 Through them, we see the best of globalization.
 They are also places that generate tremendous wealth.
 They also remain as sites of great inequalities, where global servants serve
global entrepreneurs.

ACTIVITY #2: My Own Global City!

Guidelines:
1. Imagine your own global city.
2. Draft a letter to the Philippine President, proposing that your own global city shall be
considered as one. Answer the following in your letter:
a. What infrastructure and facilities must be placed?
b. What needs to be done for human capital and tourists to increase in number?
c. How can culture be utilized properly?
d. How can political conferences happen in your chosen city?
e. How can the issues and challenges be addressed?
3. Rubric:
Content of the letter (answers to the questions) – 15 points
Relevance – 12 points
Originaity/Creativity – 8 points
35 points

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 “My global City Learning”
Instruction: Identify one essential learning that you obtained from this lesson.
Then reflect on how this learning will enable you to help the following:
a. Your Country
b. Your Community
c. Your School
d. Your Family
Write your answers in either a yellow pad or bond paper (whatever is
available). Write legibly and neatly.
 RUBRIC:
Content 12 points
Persuasiveness of the Explanation (Correctness of the explanation)
8 points
Total 20 points

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LESSO
N

1 GLOBAL POPULATION AND MOBILITY

Global Demography and Global Migration
4
HOURS

Since 1800, the global population increased its size by multiple folds. By the beginning of the 21 st
century, world population reached 6 billion. This learning module will look into the determinants
and consequences of an overwhelmingly massive number of people living in the globe and
human population trends. Additionally, this module will also discuss the phenomenon of global
migration and its impacts on various sectors such as economic, social, security, cultural and
others to daily lives of people.

At the end of this module, you are expected to:

a. explain the theory of demographic transition as it affects global population;
b. display first – hand knowledge of the experiences of OFW’s; and
c. analyze the political, economic, cultural, and social factors underlying the global
movements of people.

Direction: Analyze the image and

answer the questions concisely in
sentences. (5 points each)
1. What idea does the picture
convey? Do you think this is
still happening now?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
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  Demography scientific study of the determinants and consequences of human
population trends.
 Demographic transition refers to the transition from high birth and death rates
to low birth and death rates as a country develops from a pre-industrial to an
industrialied economic system.
 Migration is the crossing of the boundary of a political or administrative unit for
a certain minimum period of time. It includes the movement of refugees,
displaced persons, uprooted people, as well as economic migrants.
 Migrant any person who is moving or has moved across an international border
or within a state away from his/her habitual place of residence., regardless of (1)
the person’s legal status; (2) whether the movement os voluntary or involuntary;
(3) what the causes for the movement are; or (4) what the length of the stay in
(UN IOM, 2017)

I. DEMOGRAPHY
 A massive increase of billions of people occurred no less than 200 years ago. This is
the global demographic transition, brought by momentous changes, reshaping the
economic and demographic life cycles of individuals and restructuring populations.
Clearly, before the transition, the growth of world population is close to stationary,
depicting that life is short, births were many, growth is slow, and the population is
young.
 Since 1800, global population size has already increased by a factor of six and by
2100 will have risen by a factor of 10. There will then be 50 times as many elderlies
but only five times as many children; thus, the ratio of elders to children will have
risen by a factor of 10. The length of life, which has already more than doubled, will
have tripled, while births per woman will have dropped from six to two.
 The Malthusian Theory
 Thomas Malthus (1766-1834) was the first person to draw widespread i*tention to
the two components of natural increase—births and deaths (fertility mortality).
Malthus formulated an essay titled "Essay on the Principle of population," initially
published in 1789, wherein he postulated that population tended to grow
geometrically, while the means of subsistence grew only arithmetically.
 Thomas Malthus also argued that the difference between geometric and arithmetic
growth created a tension between the team between the growth of population and
that of means of subsistence—this gap could not persist indefinitely.
 Also, in the said essay, it was mentioned that population was held in equilibrium
with the slowly growing economy. Faster population growth would depress wages,
causing mortality to rise due to famine, war, or disease --- in short misery.
 Depressed wages would also cause postponement of marriage, resulting in
prostitution and other vices, including contraception; this he called “preventive
check”.
 Since population could potentially grow more rapidly than the economy, it will
a;ways held in check by misery and vice, which were therefore the inevitable human

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 lot. Economic progress could help only temporarily because population could soon
grow to its new equilibrium level, where misery and vice would again hold it in
check. Only through moral restraint --- that is, the chaste postponement of marriage
--- did Malthus believe that humanity might avoid this fate, and he thought that this
an unlikely outcome.
 Population Explosion
 Contrary to what Malthus predicted, mortality has not risen to curb work population
growth. As mentioned, the world population boomed up to near a billion in 1800 and
reached 6 billion by the end of the 20th century. Apparently, Malthus did not
recognize the force of the Industrial Revolution, which produced exponential growth
in the means of subsistence.
 The Demographic Transition
 During the first half of the 29 th century, demographers conceived the notion of
demographic transition. The Demographic Transition Framework illustrates
population growth in terms of discrepancies and changes in two crude vital rates ---
mortality and fertility.
 Stripped off the essentials, demographic transition refers to the transition from high
birth and death rates to low birth and death rates as a country develops from pre-
industrial to an industrialized economic system.
 Stage 1: Pre – Industrial Society – high and unstable birth and death rates,
population growth rate slow, importance of children, low life expectancy.
Reasons for the changes in birth rate
1. Children are needed for farming.
2. They die at an early age due to illnesses.
3. No family planning and conception/giving birth is encouraged by religion and
society.
Reasons for the changes in death rate
1. Disease
2. Famine
3. Poor medical knowledge
 Stage 2: Early Industrial Society - high birth rates, falling death rate, high
population growth
Reasons for the changes in birth rate
1. Children are needed for farming.
2. They die at an early age due to illnesses.
3. No family planning and conception/giving birth is encouraged by religion and
society.
Reasons for the changes in death rate
1. Improvements in medical care
2. Water
3. Supply and sanitation
4. Fewer children die
 Stage 3 Late Industrial Society – low death rate, falling birth rate, high
population growth
Reasons for the changes in birth rate
1. Improved medical care and diet
2. Fewer children are needed for work
Reasons for the changes in the death rate
1. Improvements in medical care
2. Water
3. Supply and sanitation
4. Fewer children die
 Stage 4: Post Industrial Society – low birth and death rates, low population
growth
Reasons for the changes in birth rate
1. Family planning
2. Good health
3. Later marriages
Reasons for the changes in death rate
1. Good health care
2. Reliable food supply
3. People are living much longer
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 !
In summary, based on the demographic transition model, it can be argued
that because the industrialized countries underwent a dramatic change
that resulted to lower population growth rate, the developing countries can
emulate these for their rates of population growth become lower.
 Criticisms of the Demographic Transition Theory
 The demographic transition theory is only based on Western societies (Europe,
America, Japan). It is not inevitable that there will be a fall in fertility rates in less
developed countries. The length of time that the countries will traverse the
stages, if they do, is unpredictable. Times have changed since the developed
world went through demographic transition.
 Fertility Transition Theory
 This theory states that fertility is declining in the less developed countries at a
rate which exceeds the rate of decline that was experienced in developed
countries. It seems to be related directly to the extent to which modern
contraceptives are employed. In modern times, information about contraceptives
is widespread due to mass media.
 Stripped off the major points, the fertility transition theory asserts that while
economic development can create a climate conducive to reductions in fertility,
it is a change in cultural attitude about large families and a willingness to use
contraception that matters, aside from the presence and availability of
contraception itself.
 Still opposition to birth control and family planning are plenty. The manufacture,
distribution, and education about use of contraceptives remain expensive.
Religion can block birth control programs. Others are of societal concerns: low
status of women, lack of political and economic rights, and lack of access to
education.
II. Global Migration
 Global Migration is a complex phenomenon that tackles on a multiplicity of economic,
social, security, and several aspects affecting our daily lives in a rapidly
interconnecting world. On the other hand, migration encompasses a large variety of
movements and situations involving people. Migration is embroiled with geopolitics,
trade, and cultural exchange and provides opportunities for several countries,
business, communities; and cultures to benefit in a grand manner.
 Since the earliest times, humanity has been on the move. Some people move in
search of labor or economic opportunities, to join family or to study However, not all
migration happens in positive circumstances. Others move to escape conflict,
persecution, terrorism, or human rights violations. Similarly, others move in response
to the adverse effects of climate change, natural disasters, or other environmental
factors.
 Today, more people than ever before live in a country other than the one in which
they were born. In 2017, the number of migrants reached 258 million compared to
about 173 million in 2000. However, the proportion of international migrants in the
world population is only slightly higher than that recorded over the past decades,
equaling 3.4 percent in 2017, compared to 2.8 percent in 2000 and 2.3 percent in
1980. While many individuals migrate out of choice, many others migrate out of
necessity. There are approximately 68 million forcibly displaced persons, including
over 25 million refugees, 3 million asylum seekers and over 40 million internally
displaced persons (United Nations, 2017).
III. Migration and the Sustainable Development Goals
 Migration is one of the defining features of the 21st century. It contributes
significantly to all aspects of economic and social development everywhere, and, as
such, will be key to achieving the Sustainable Development Goals (SDGs).
 The 2030 Agenda is well placed to reflect and exploit the links between migration
and development for three reasons. First, the 2030 Agenda is the first international
development framework to include and recognize migration as a dimension of
development. The Agenda includes migration related targets and recognizes its
important contribution to sustainable development while acknowledging the specific
vulnerabilities migrants may face (UN, 2015).
 Second, migration interacts with all dimensions of development. The
multidisciplinary and cross-sectoral nature of the 2030 Agenda is a useful platform

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 to assess the impact of migration and human mobility on a range of Development
issues (Lönnback, 2014).
 The 17 sustainable development goals (SDGs) to transform our world:
GOAL 1: No Poverty
GOAL 2: Zero Hunger
GOAL 3: Good Health and Well-being
GOAL 4: Quality Education
GOAL 5: Gender Equality
GOAL 6: Clean Water and Sanitation
GOAL 7: Affordable and Clean Energy
GOAL 8: Decent Work and Economic Growth
GOAL 9: Industry, Innovation and Infrastructure
GOAL 10: Reduced Inequality
GOAL 11: Sustainable Cities and Communities
GOAL 12: Responsible Consumption and Production
GOAL 13: Climate Action
GOAL 14: Life Below Water
GOAL 15: Life on Land
GOAL 16: Peace and Justice Strong Institutions
GOAL 17: Partnerships to achieve the Goal
 Migrants
 According to the International Organization for Migration (IOM), a migrant is any
person who is moving or has moved across an international border or within a
State away from his/her habitual place of residence, regardless of; (l) the person's
legal status; (2) whether the movement is voluntary or involuntary; (3) what the
couses for the movement are; or (4) what the length of the stay is.
From this definition, two categories of migrants can be identified:
1. Labor (or economic) migrants (and family reunification)
2. Forced migrants (asylum seekers and refugees)
 Forced migrants are those who are compet!ed to mtgrate due to ad•verse
circumstances beyond their control (i.e. war. Persecution, etc.).
 An asylum seeker is a person who seeks safety from persecution or harm
in a country other than his or her own and awaits a decision on the for
refugee status under relevant international and national instruments. In
case negative decision. the person must leave the country and may be
permission to stay is provided on humanitrian grounds. A refugee person
who, owing to a well-founded fear of persecution for reasons of race,
religion, nationality, membership of a particular social group or political
opinions, is outside the country of his/her nationality and is unable or
owing to such fear, is unwilling to avial himself/herself of the protection of
that country.
 Drivers of Migration
 Drivers of migration are forces which lead to the inception of migration and to the
perpetuation of movement (Massey et al., 1998).
 Drivers of migration include economic, demographic factors and environmental
factors, and social and political dynamics. People may migrate to access better
economic employment and educational opportunities for themselves and their
families. Some migrate due to lack of access to fundamental human rights such as
health, food, or basic education, and due to discrimination, poverty, or separation
from family. They may move in response to crisis—both natural and human-made
—and; increasingly, in response to environmental change. How drivers interact in
different dimensions (scale, location, distance, and duration) affects how
governments and the international community can respond in order to effectively
protect migrants, govern migration, and harness its benefits (Geddes et al., 2012).
 Some of the drivers of migration are as follows:
1. Economic and demographic drivers
Economic opportunities, demographics, and poverty/food insecurity are prime
influencers in the migration decision-making process and interact to greater or
lesser degrees, depending on the specific context, to drive migration.
2. Environmental drivers
A great number of countries identified as 'climate vulnerable' tend to experience
high rates of emigration so it is critical to consider environment and climate-
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 related evidence when analyzing current migration patterns and estimating
future flows (Wilkinson et al., 2016). Environmental factors, including those
related to climate change and natural disasters, directly and indirectly impact
the resilience and vulnerability of individuals, households, and communities,
and may lead to migration, climate change drives migration depends heavily on
its interaction with other factors, including the perception of risk by affected
communities, and varies among and within communities (Atlas of
Environmental Migration 2016).
3. Human-made crises
Human-made crises are among the primary root causes of migration and have
an important impact on population movements more generally. The lack of
respect for international human rights and humanitarian law has compounded
growing displacement of many as a consequence of their deteriorating living
conditions. Countries where there is a high perception of corruption tend to be
'net – immigration' countries, while countries where there are lower perceptions
Of corruption tend to be 'net-immigration' countries. While corruption does not
necessarily cause migration; it is more accurately seen as a contributing factor
(Carling, 2015).
! Global migration is a global phenomenon that countries all over the world are
experiencing. In fact, global migration has been recognized as playing an important
role in achieving the Sustainable Development Goals (SDGs) in the 2030Agenda.
Reinforcing its significance are the classification and categorization of the migrants.
Lastly, the drivers of migration must be given attention as these are the main
foundation why global migration exists.

Assessing the Rates!

Guidelines:
1. Choose a country (except for the Philippines)
2. Study the stage where the country you chose is currently placed.
3. Assess its birth rates, death rates, and population growth.
4. Identify which stage is the country based on the Stages of Demographic
Transition.
5. Provide the possible reasons why it is located on the said stage and why their
scores in the three are in that manner.
6. Place your answers in the table below. (30 points)

Country:
Birth Rate:
Death Rate:
Population Growth
Possible reasons (for birth rate, death rate, and population growth)

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 “My Stand”
Guidelines:
1. Find news excerpts or research about the roles of the Catholic Church in the
Philippines, particularly in its role in population growth and control. Paste these
news excerpts in the space provided, bond paper or any available paper you
have. (10 points)

2. Make a statement of your position to this role of the Catholic Church to

reproductive health and population growth in the Philippines, based in the news
excerpts collected. (10 points)

“SDGs and Global Migration”

Guidelines:
1. Give five (5) SDGs mentioned and indicate other examples of their relationships
with global migration. Provide your answers below: (15 points)
Sustainable Development Goals Global Migration

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LESSON

2
TOWARDS A SUSTAINABLE
WORLD
6
HOURS

he discussion on globalization does not only depend much on technologies and movement
people around the globe. It also has great impact on environmental situations and sources of food
as a need for production and consumption of people in world. Globalization is a mechanism to
making sure that people will have more opportunities for sustainable environment and
development as well as securing sufficient supply of food. This module will tackle the concepts of
Sustainable Development and Food Security and how they interplay with globalization.

At the end of this module, you are expected to:

a. differentiate stability from sustainability; and
b. articulate models of global sustainable developments;

ACTIVITY #1: …
Direction: Draw a symbol of hunger inside the box. After which, answer the following questions in not
more 5 sentences. Rubric for drawing: Creativity/Originality 7 points; Content/Meaning 8 points.

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 1. Why did you draw/choose this symbol? (5 points)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe what hunger does to people. (5 points)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

 Sustainable Development is a “development that can meet the needs of the present
generation without compromising the ability of future generations to meet their own
needs,”
 Food security occurs when every person, every time, is able to physically and
economically access sufficient, safe, and nutritious food, depending on their dietary
needs and food preferences toward an active and healthy lifestyle.

IV.SUSTAINABLE DEVELOPMENT
 In 1987, the term sustainable development was first coined during the World Commission on
Environment and Development (WCED). It was defined as the “development that can meet
the needs of the present generation without compromising the ability of future generations to
meet their own needs,”
 It was borne out of recognition out of the recognition that the economic and social needs
should be balanced with the capacity of the environment to provide. To achieve this, global
actors and governments must make appropriate policies and actions that take into account
the entwined aspects of social, cultural, economic development and environmental
protection and enhancement.
 Being a multidimensional approach to development, different organizations have interpreted
the sustainable development concept in various ways. For instance:
a. World Bank (1192) wrote, “Sustainable Development means considering the costs and
benefits of developmental and environmental policies. It also signifies focusing on
meticulous economic analysis in order to reinforce environmental protection.”
b. On the other hand, IUCN, WWF, ENEP (1987) expressed that,” Sustainable
Development is about the conservation of ecological processes, the safeguarding of
genetic diversity, and the balanced utilization of species and ecosystems.
c. Finally, Edward Barbier (1987) said that, “Sustainable Economic Development is about
improving the poor people’s standard of living. In terms of enhanced food source,
increased real income, education, health, services, water supply, and sanitation. It is
only indirectly concerned with cumulative economic growth”.
 In 2000, the global leaders from UN member states reached a consensus and adopted the
Millennium Development Goals (MDGs) to pursue poverty reduction and human
development. It is composed of eight goals that are targeted to be achieved by the year
2015. The MDGs are:
a. To eradicate extreme poverty and hunger;
b. To achieve universal primary education;
c. To promote gender equality and empower women;
d. To reduce child mortality;
e. To improve maternal health;
f. To combat HIV/AIDS, malaria, and other diseases;
g. To ensure environmental sustainability; and
h. To develop global partnership for development.

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 !
Although significant improvements were attained in some goals such as decrease in
the proportion of people living less than $1.25 a day, extreme poverty is still
persistent. “Business as usual” or the continuation of existing global and national
development strategies present barriers to the full achievement of the MDGs. (UN
2013)
 In 2015, UN member states adopted the 17 Sustainable Development Goals to address
poverty, inequalities, and climate change by the year 2030. The 17 goals are the following:
GOAL 1: No Poverty
GOAL 2: Zero Hunger
GOAL 3: Good Health and Well-being
GOAL 4: Quality Education
GOAL 5: Gender Equality
GOAL 6: Clean Water and Sanitation
GOAL 7: Affordable and Clean Energy
GOAL 8: Decent Work and Economic Growth
GOAL 9: Industry, Innovation and Infrastructure
GOAL 10: Reduced Inequality
GOAL 11: Sustainable Cities and Communities
GOAL 12: Responsible Consumption and Production
GOAL 13: Climate Action
GOAL 14: Life Below Water
GOAL 15: Life on Land
GOAL 16: Peace and Justice Strong Institutions
GOAL 17: Partnerships to achieve the Goal
 Economic Globalization and Sustainable Development
 The current trend of economic globalization, adhering to neoliberal paradigm poses threat
to the attainment of sustainable development.
 Economic globalization means enhancement of trading among countries. One of the most
important goals is the pursuit of economic growth or enhancement of production of goods
and services. Increasing trading is also about encouraging competition.
 Furthermore, the structural adjustment policies imposed by the World Bank compels local
economies to prioritize repayment of foreign debts and open local resources and market to
foreign corporations. These neoliberal measures increase the wealth of the TNCs while
decreasing social service budgets intended to uplift conditions of laborers, women,
farmers, and consumers. Privatization of common resources also threatens the protection
of land, water, and other natural resources.
 In the midst of these hardships presented by economic globalization, global civil society
and mass movements create innovative campaigns and strategies to oppose neoliberal
globalization and pursue sustainable development. People organize themselves to
respond unsustainable global economic processes through protest, legal battles,
negotiations with governments, and alliance/network building.
V. GLOBAL FOOD SECURITY
 There is more than sufficient food produced globally to meet the food needs of all people on
the planet. Despite this, an estimated 124 million people experience acute hunger today,
approximately 40 million higher than the numbers from two years ago.
 Small – scale Farmers, fishers, and rural workers produced approximately 70% of food
globally but are among the most vulnerable sector to food insecurity. These data reflecting the
world status on hunger show the urgency of ensuring global food security.
 Food security is projected to remain a worldwide issue for the coming decades. Food
security occurs when every person, every time, is able to physically and economically access
sufficient, safe, and nutritious food, depending on their dietary needs and food preferences
toward an active and healthy lifestyle.
 The concept of food security emerged during the mid-70s. It recognizes the global issue of
chronic food insecurity. Food Insecurity is the phenomenon “when people don’t have
adequate physical, social, or economic access to food”.
 Food security brings into public policy the food-related problem of famine, hunger, and food
crises. Nations and global institutions make various commitments to achieve the eradication of
hunger and food insecurity. Despite actions to address these issues, global food security
remains to be a major concern.
 To understand the phenomenon of food security and food insecurity, various measures and
indices have been developed. These measures and indices become the bases for actions to
eradicate food insecurity and demand accountability from governments. Examples of the
indices used for food insecurity are:
4. Global Hunger Index
 This looks into indicators such as the share of the population relate to:
a. Undernourishment referring to insufficient caloric intake;
b. Child wasting referring children with low weight in relation to their height;
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 c. Child stunting referring to children under the age of five that have a low weight in
relation to their age; and
d. Child mortality or under-five mortality rates.
! These indicators are given standardized score to come up with the Global Hunger
Index (GHI) score of each country. The GHI can monitor the state of hunger in the
national and global levels to inform policy and actions where they are needed.
5. Hunger Reduction Commitment Index (HRCI)
 Hunger Reduction Commitment Index (HRCI) initiated by the Institute of
Development Studies looks into three themes that measure governments’ political
commitment in attaining food security: governments’ policies and programs; legal
frameworks; and public expenditures.
 Some of the indicators being measured in HRCI are:
a. Institutional coordination – whether there is a coordination body to address
hunger and malnutrition and the successes of this coordinating body;
b. Government intention and action – about priority actions of the government on
hunger and malnutrition;
c. Analytical rigor – about the generation of scientific evidence hunger and
malnutrition as the basis for public policy; and
d. Learning and adaptation – about the governments’ effort to innovate with the
policy approaches to eradicated hunger and malnutrition.
 Some factors affecting food security
 Food security is a multidimensional issue. Ensuring the availability, accessibility, utilization
and stability of food are linked to several social, political, economic, cultural, and
environmental processes and factors.
a. Food Supply
b. Food Prices
c. People’s Income
d. Changes and Shocks in Social and Natural Environments
 Globalization and Food Security
 Food Security that is linked to the complex process of food production, consumption, and
distribution intersects with issues of trading, reforms in agriculture, as well as rural
development.
 Economic globalization involves foreign trading of food. This encompasses the creation of
a global food supply chain or the process involving the production, manufacturing,
consumption, and disposal happening across different national borders.
 Cultural globalization also creates changes in people’s taste, preference, and
consumption of food. For instance, transnational fast food corporations have operated in
different countries. Some of the biggest fast food chains are McDonald’s, Burger King,
Starbucks, KFC, Pizza Hut, and Subway.
 Economic globalization can also tremendously impact food security. In the Philippines,
agricultural food production weakens because of the decrease in government spending
for agriculture, as a consequence of the structural adjustment program imposed by the
IMF and World Bank. In 1982, 7.5 percent of total government expenditures went to
agriculture then spending decreased to 3.3 percent in 1988.

ACTIVITY #2: Letter to the President!

Guidelines:
7. Draft a letter addressed to the President.
8. Propose changes and/or policies (at least 2) that you think are necessary to achieve
sustainable development and food security in the Philippines.
9. Think of the proposed changes/policies in the following sectors/themes:
a. Agriculture
b. Wage of workers
c. Disaster Risk Reduction and Management
d. Importation of rice and other food products
10. Write your answers in either a yellow pad or short size bond paper (whatever is available). Write
legibly and neatly.
 RUBRIC:
Content 12 points
Relevance to the sectors/theme (Correctness of the explanation) 10 points
Manner/Tone of Writing 8 points
Total 30 points

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 ACTIVITY #3: “What do you think?”

Guidelines:
Instruction: Give your own insights to this question: “What do you think are the reasons that
despite a surplus in global food production, almost 124 million people around the world face
acute hunger?” The discussion should be comprehensive. It means that you have to fully explain
your thoughts about the question through an essay.
 There are three (3) parts for your essay.
1. Introduction – this is an overview of what your work is all about and must not be less
than 3 sentences and not more than 5 sentences.
2. Body – this part includes reasons and explanation why you think hunger still occurs
in the world. This should be within 7-10 sentences.
3. Conclusion – may contain the summary of your work/thoughts in 3 to 5 sentences.
 Paper Size: Long
Margin: 1 inch all sides
Font Size and Style: Cambria, 11, 1.15 spacing
You can also write your answers in either a yellow pad or bond paper (whatever
is available). Write legibly and neatly.
 RUBRIC:
Content 10 points
Persuasiveness of the Explanation (Correctness of reasons) 6 points
Manner of Writing 4 points
Total 20 points

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LESSON

3 Global Citizenship
4
HOURS

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 in this module will allow students to see
themselves not only as a citizen of their country but an important member of the world as we
reside in it.

At the end of this module, you are expected to:

a. articulate a personal definition of global citizenship, rights and duties;
b. analyze the importance of rights and duties and global citizenship;
c. examine the ethical obligations of global citizenship; and
d. express personal thoughts on being a global citizen.

ACTIVITY #1: …
Socrates, a classical Greek Philosopher and one of the founder of Western philosophy, was once quoted
saying, “I am not an Athenian or a Greek, but a citizen of the world.”

What does Socrates mean when he said the statement above? (10 points)

_____________________________________________________________________________
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  Citizenship how residents live in a particular area with previously agreed upon rights
and responsibilities.
 Rights any lawful, social, or moral principle of autonomy or entitlement. It is a collection
of what is allowed and what should be provided to a group of people based on a
particular legal system, norms, or ethical standards.
 Duty comes from the French word “due” which means to “to owe”. Therefore, it is any
obligation or expectation to perform an action based on the law, social norms, or a
moral standard.
 Global Citizenship the belief that all people have the rights and civic responsibilities
based on the reason that they reside in the world.

I. RIGHTS AND DUTIES

 THREE TYPES OF RIGHTS
1. Civil Rights – are entitlements provided by a certain locality to its public constituents.
These include the right to free speech. Every citizen is allowed to communicate openly.
A citizen is permitted to voice opinions even if it is criticizing the government just as long
as it has basis and evidence. It also includes right to have and be treated with dignity.
2. Political Rights – are administrative entitlements provided by a specific government.
These include the right to run for office. Every citizen has the right to be elected as a
representative of his/her community as long as the person meets various criteria.
3. Social Rights – are entitlements related to public services and to social protection.
These include insurance, health care, welfare, housing and pensions.
 THREE TYPES OF DUTIES
1. Conscription – pertains to obligation to register as a reserve force in the army. This
means that every able-bodied citizen is asked to take up arms and fight for the country in
case of war.
2. Taxation – relates to the duty to pay a compulsory contribution to a state or the
government.
3. Participation – refers to the obligation to take part in the community. Every citizen is
encouraged to participate in the development of their community. They are also
encourage to vote for their leaders during the elections.
II. GLOBAL CITIZENSHIP
 Global Citizenship the belief that all people have the rights and civic responsibilities based on
the reason that they reside in the world. Therefore, a person’s global identity transcends
his/her geographical and political ones. Although, this does not mean that the individual must
denounce his/her nationality, but these are secondary to his/her global identity.
 THREE CATEGORIES OF GLOAL CITIZENSHIP
1. Open Global Citizenship – believes that nations still exist and differ from one another.
However, it recognizes the interdependence between different nations and the
opportunities for cultural diversification.
2. Moral Global Citizenship – focuses in the ethical aspect of global citizenship. What are
the moral facets of global rights and responsibilities? Moral global citizenship put emphasis
on human rights, equality, and global responsibility.
3. Sociopolitical Global Citizenship – emphasizes the social and governmental systems
and structures around the world. It advocates to shift the existing political power in order to
advance global equality.
III. WHY GLOBAL CITIZENSHIP?

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 In 2015, the United Nations summit declaration “Transforming our world: The 2030 Agenda for
Sustainable Development” named global citizenship education as one of the strategies in the
Sustainable Development Goals.
 In addition, the UN Secretary – General report in 2015 urged educators to utilize global
citizenship education to promote peace around the world. As one can see, global citizenship is
highly supported by international organizations and worldwide declarations.
 An important principle in education is for people to “learn to live together.” In fact, it is also
crucial in the rapidly changing world where population is becoming more and more diverse. It
is integral for educators to promote a culture of peace, non-violence, tolerance, and respect.
Learning to live together entails understanding different nation’s interconnectedness and
interdependence. It requires strategies for diplomatic coexistence and compromise. Global
citizenship education provides a new lens for the youth to think critically, cast aside hatred,
and have the capacity for dialogue and tolerance.
 The task of global citizenship education is not just to teach about current systems but also
concepts global justice and basic rights. Global citizenship education imparts knowledge about
rights of every individual in the international community. One of these basic rights is that every
human being has the right to live in dignity. Global citizenship education assists in restoring
positive identity, dignity, and self-esteem of individuals.

ACTIVITY #2: commitMEnt!

Guidelines:
1. Re-read the topic Rights and Duties.
2. Write down all your rights and responsibilities as a Filipino/Global Citizen in a
paragraph form below. (limit your answer in 5 rights and responsibilities, 20
points)

“I, ____________________________(name), promise to:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

ACTIVITY #3: “Me as a Global Citizen?”

Guidelines:
Instruction: Describe yourself as a global citizen. Identify/Specify characteristics that you
have that makes you a global citizen. Discuss these characteristics in an essay.
 There are three (3) parts for your essay.
4. Introduction – this is an overview of what your work is all about and must not be less
than 3 sentences and not more than 5 sentences.
5. Body – this part includes your characteristics as a global citizen. This should be
within 7-10 sentences.
6. Conclusion – may contain the summary of your work/thoughts in 3 to 5 sentences.
 Paper Size: Long
Margin: 1 inch all sides
Font Size and Style: Cambria, 11, 1.15 spacing
You can also write your answers in either a yellow pad or bond paper (whatever
is available). Write legibly and neatly.
 RUBRIC:
Content 10 points
Persuasiveness 6 points

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 Manner of Writing 4 points
Total 20 points

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