Professional Documents
Culture Documents
“The World is
Study of
Globalization
Introduction
shrinking”
When someone utters the idiom: “The world is shrinking”, does it mean the world
is literally getting smaller every single day?
Learning Outcomes: The concept of “a shrinking world” actually describes our global conditions. As
argued by Coronacion & Calilung (2018), the “shrinking of the world” has taken place
At the end of this module,
because of the combination of human feats including modern transportation,
you should be able to:
information and communication technology, medical advancement, and
technological innovations.
1. apply the competing
conceptions and paradigms People of today’s world scoff at stories of the previous generations that moving
of globalization; from one place to another usually required walking several miles thus, requires
unusual effort to get to one’s place of destination. Such discomforts related to
2. examine the core claims of
globalization through travelling have disappeared in the modern era. Nowadays, you can arrive at any
cases; destination in a less amount of time through various means of transport. Such
advancement is further accompanied by the availability of computers, gadgets, and
3. elucidate the
mobile phones together with the internet, which has placed the world on our
repercussions brought
fingertips. In effect, the world appears smaller today than it actually is for we have
about by various
misconceptions on everything we need within a touch button.
globalization; This module is largely devoted in establishing firmly the concept of
globalization. It encompasses the phenomenon and practice associated with the
4. analyze how globalization
concept of globalization which are crucial in grasping the related concepts, topics and
becomes a boon and a bane
principles which will be discussed in the succeeding modules.
Processing Questions:
After accomplishing the
DIRECTIONS: Provided herein are various goods and services you commonly start-up activity, respond briefly
consume (or you might have consumed). In a yellow sheet of paper, make an to the following questions:
inventory by dropping the brand of the goods and/ services you consume vis-à-vis
the provided items. Subsequently, delve where each item has been originally 1. Which of the provided items
made. is/are originally made in the
Philippines? ; Which item/s
originated from another
1. Mobile phone 5. Clothes (e.g. pants, shirt) 7. Television
2. Bag 6. Shoes 8. Toothpaste
3. Soap 9. Shampoo
4. Pen 10. Social Media Site (e.g. Facebook
Twitter, Instagram) country? consume are made in the
2.Why do you think certain Philippines while others are
goods and/ services you produced abroad?
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What is
Globalization?
Content
Definition is not everything, but everything involves definition .
Knowledge of globalization is substantially a function of how the world is
defined. The dissection of globalization must include a careful and critical
examination of the term itself. As claimed by Scholte (2007):
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For Anthropologist Arjun Appadurai, different kinds of globalization occur on multiple and intersecting dimensions of integration
APPADURAI’S MAIN ARGUMENT: “There are MULTIPLE GLOBALIZATIONS”. Hence, even If one does not agree
that globalization can be divided into five scapes, it is hard to deny Appadurai’s central thrust of viewing globalization
through various lenses. Depending on what is being globalized, a different dynamic (or dynamics) may emerge. So while
it is important
what to ask “what
is being globalized, theisvista
globalization?” it is likewise
and conclusions change.important
(Ibid.p.10)to ask “what is/are being globalized?” Depending on
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Silk Road, also called Silk Route, was an ancient trade route, linking China with the West, that carried goods
and ideas between the two great civilizations of Rome and China. Silk went westward, and wools, gold, and silver went
east. Originating at Xi’an (Sian), the 4,000-mile (6,400-km) road, actually a caravan tract, followed the Great Wall of China
to the northwest, bypassed the Takla Makan Desert, climbed the Pamirs (mountains), crossed Afghanistan, and went
on to the Levant; from there the merchandise was shipped across the Mediterranean Sea. Few persons traveled the entire
route, and goods were handled in a staggered progression by middlemen. (Britannica Encyclopedia, Inc., 2020)
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In other words, globalization as a social condition is characterized by thick economic, political, and
cultural interconnections and global flows that render political borders and economic barriers irrelevant
(Steger, 2008). Provided below is a concrete example exhibiting globalization as a condition.
The experience of Dr. Vihn Ching, a US-based medical doctor and was once a Vietnamese refugee, illustrates how this pre
“That could have been me,” he said in an interview at CNN about the photograph of a lifeless body of Syrian boy found lying with
Months after the photo became viral, the United States and Russia negotiated with the hostile Syrian groups for temporary cess
Globalization as an Ideology. Steger (2005) explains that globalization exists in people’s consciousness
because it consists of a set of coherent and complementary ideas and beliefs system that benefits a certain class. He
argues that globalization as an ideology is defined by six (6) core claims.
GLOBALIZATION AS AN IDEOLOGY IS DEFINED BY SIX (6) CORE CLAIMS:
ea behind globalization is free-market capitalism—the more you let market forces rule and the more you open your economy to free trad
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The first core claim also argues that globalization is about the “triumph of markets over governments”. This
means that “liberation” of markets from state control is a good thing. As Joan Spiro, US Undersecretary of State
for Economic, Business, and Agricultural Affairs under Clinton administration, put it, “One role [of government] is
to get out of the way—to remove barriers to the free flow of goods, services, and capital”. (Steger, 2005, p. 18)
2. Globalization is inevitable and irreversible. The second core claim explains that “globalization” turns on the
adjacent concept “historical inevitability”. In the last decade, the public discourse on globalization describing its
projected path was saturated with adjectives like “irresistible”, “inevitable”, “inexorable”’, and “irreversible”.
Meaning, globalization is happening and cannot be stopped, as it has always been a global wave sweeping the
world.
For example, in a major speech on U.S. foreign policy, President Bill Clinton told his audience: “Today we
must embrace the inexorable logic of globalization . . . Globalization is irreversible”.
Frederick W. Smith, chairman and CEO of FedEx Corporation, proclaimed that “Globalization is inevitable and
inexorable and it is accelerating . . . Globalization is happening, it’s going to happen. It does not matter whether
you like it or not, it’s happening, it’s going to happen”.
Social elites in the global South often faithfully echoed the determinist language of globalization. For
example, Manuel Villar, a former Speaker of the House of Representatives of the Philippines, insisted that, “We
cannot simply wish away the process of globalization. It is a reality of a modern world. The process is irreversible.”
3. Nobody is in charge of globalization. The third core claim explains that globalists are not “in charge” in the
sense of imposing their own political agenda on people. Rather, they merely carry out the unalterable imperatives
of a transcendental force much larger than narrow partisan interests. For example, Robert Hormats, Vice chairman
of Goldman Sachs International, emphasized that, “The great beauty of globalization is that no one is in control.
The great beauty of globalization is that it is not controlled by any individual, any government, any institution”.
Likewise, Thomas Friedman alleged that “the most basic truth about globalization is this: No one is in charge . . .
We all want to believe that someone is in charge and responsible but the global marketplace today is an Electronic
Herd of often anonymous stock, bond and currency traders and multinational investors, connected by screens and
networks”.
4. Globalization benefits everyone in the long run. The fourth core claim lies at the heart of globalism because
it provides an affirmative answer to the crucial normative question of whether globalization represents a “good”
phenomenon. The adjacent idea of “benefits for everyone”’ is usually unpacked in material terms such as
“economic growth” and “prosperity”. However, when linked to globalism’s peripheral concept, ‘progress’, the idea
of ‘benefits for everyone’ taps not only into liberalism’s progressive worldview, but also draws on the powerful
socialist vision of establishing an “economic paradise on earth”—albeit in the capitalist form of a worldwide
consumerist utopia.
At the 1996 G-7 Summit, the heads of state and government of the world’s seven most powerful
industrialized nations issued a joint communique´ that exemplifies the principal meanings of globalization
conveyed in Charge Four:
Economic growth and progress in today’s interdependent world is bound up with the process of globalization. Globalization
provides great opportunities for the future, not only for our countries, but for all others too. Its many positive aspects include an
unprecedented expansion of investment and trade; the opening up to international trade of the world’s most populous regions and
opportunities for more developing countries to improve their standards of living; the increasingly rapid dissemination of information,
technological innovation, and the proliferation of skilled jobs. These characteristics of globalization have led to a considerable expansion
of wealth and prosperity in the world. Hence, we are convinced that the process of globalization is a source of hope for the future.”
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5. Globalization furthers the spread of democracy. The fifth core claim links “globalization” and “market” to
the adjacent concept of “democracy”.
Francis Fukuyama, for example, asserts that there exists a “clear correlation” between a country’s level of
economic development and successful democracy. While globalization and capital development do not
automatically produce democracies, “the level of economic development resulting from globalization is
conducive to the creation of complex civil societies with a powerful middle class”. It is this class and societal
structure that facilitates democracy. Praising Eastern Europe’s economic transition towards capitalism, then First
Lady Hillary Rodham Clinton told her Polish audience that the emergence of new businesses and shopping centers
in former communist countries should be seen as the “backbone of democracy”.
6. Globalization requires a global war on terror. This belief, which resulted from the 9-11 attack, combines
the idea of economic globalization with American brand of right-wing foreign policy (openly militaristic
and nationalistic). Prior to 9-11 attack, the economic globalization dominated by the core states in
Western Europe, United States and Japan defined the world order, which was openly challenged during
the 9-11 attack by the global network of terror led by Osama Bin Laden’s Al-Qaeda.
Globalization scholars think then that the ensuing aggressive, militaristic US foreign policy is a
response to protect the gains of globalization.
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2. Global Capitalism Paradigm- The theories under this school of thought treat globalization as a novel
stage in the evolving system of world capitalism (hence theorists of this paradigm tend to speak of capitalist
globalization). As such, globalization has its own unique features that distinguish it from earlier epochs. This
paradigm is focused on new global production and financial system; both are seen to have superseded earlier
national forms of capitalism. They also emphasize the rise of phenomena, which espoused the transnational
practices as operational categories for the analysis of transnational phenomena. This theory emphasized that
Transnational Capitalist Class (TCC) has emerged as a new class that brings together several social groups that
see their own interests in an expanding global capitalist system: the executives of transnational corporations;
globalizing bureaucrats, politicians, and professionals’, and consumerist elites in the media and the commercial
sector. (Sklair, 2000)
3. The Network Society School of Thought- In its simplest explanation, this paradigm of
globalization does not subscribe to the contention that capitalism fuels globalization. Instead, it puts forth the
premise that technology and technological change are the underlying causes of the several processes that
comprise globalization. In fact, this idea is articulated in the important collection of works of Manuel Castells
called The Rise of the Network Society (1996, 1997, 1998), which features his technologistic approach to
globalization. He advanced the notion of the new economy. This new economy is: (1) informational,
knowledge-based; (2) global, in that production is organized on a global scale; and (3) networked, in that
productivity is generated through global networks of interaction. In Castell’s view, the networked enterprise
makes material culture of the informational, global economy: it transforms signals into commodities by
processing knowledge (1996:88)
4. Space, Time and Globalization- For Anthony Giddens, the conceptual essence of globalization is “time-
space distanciation”. Giddens defines time-space distanciation as the intensification of worldwide social
relations which link distant localities in such a way that local happenings are shaped by events occurring many
miles away and vice versa- social relations are lifted out from local contexts of interaction and restructured
across time and space (1990;64). In a distinct variant of this spatio-temporal theme, David Harvey, in his now
classic 1990 study: “The Condition of Post-modernity”, argues that globalization represents a new burst of
time-space compression produced by the very dynamics of capitalism development.
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6. Global Culture Paradigm- The theorists of this paradigm emphasize the rapid growth of the mass
media and resultant global cultural flows and images in recent decades, evoking the image famously put forth
by Marshall McLuhan of the global collage. Cultural theories of globalization have focused on such phenomena
as globalization and religion, nations and ethnicity, global consumerism, global communications and the
globalization of tourism. For instance, Ritzer (1993, 2002) coned the now popularized term “McDonaldization”
to describe the sociocultural processes by which the principles of the fast-food restaurant came to dominate
more and more sectors of US and later world society. Ritzer, in this particular homogenizations approach,
suggest that Weber’s process of rationalization became epitomized in the late 20 th century in the organization
of McDonald’s restaurants along seemingly efficient, predictable and standard lines- an instrumental rationality
(the most efficient means to a given end) - yet results in an
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Globalization as Internationalization
Although internationalization and globalization are used interchangeably, there is a big difference in their
meanings.
GLOBALIZATION- includes a gamut of human activities that do not require reference to a state’s national borders.
For instance, exchanges of romantic words in a social media platform such as Facebook between a Filipina located
in the Philippines and a German residing in his country fall within globalization as they do not need their respective
government’s permission to do so. Globalization is broader in scope than internationalization as the former is not
limited with the activities that are subject to government’s consent.
Globalization as Liberalization
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Task
Prepared by: KATHLEEN MAE T. GALESTRE
STEPHEN JAE G.
FONTANILLA
Bana Alabed was just three- years old when the war started in
Syria. She was living in Aleppo with her family when bombs started to
drop around her. She says the worst moment for her is remembering
when her bestfriend Yasmin died after an air attack in their
neighborhood.
“They were digging and they held a body and it was Yasmin. She was
like
sleeping, but she wasn’t. She’s dead.”
It was during the siege that Bana, with the help of her mom
Fatemah, started sending messages out, on social media.
My name is Bana, I’m 7 years old. I am talking to the world now live from East #Aleppo. This is my last
moment to either live or die- Bana 5:06 PM- Dec 13, 2016
“It is the first time I ate chicken and I have a stomach ache and I vomit because I ate fruit and chicken and bread. And I feel
happy very much” says Alabed.I am very afraid I will die tonight. These bombs will kill me now- Bana #Aleppo 1:00 AM-Oct 3, 2016)
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Task 1 DIRECTIONS: Applying the knowledge you have obtained from various topics in
this module, accompanied with a background of Alabed’s case on the context of
the environment she was situated in, address the succeeding questions
coherently and substantially. Write your answers in a yellow sheet of paper.
1. Due to various definitions of globalization, there is the absence of a generally accepted definition to elucidate its
concept. In response, Steger (2005) posited that globalization has been commonly understood either as a
process; a condition; or an ideology. Linking this to Bana Alabed’s case, what concept of globalization do you think
was exhibited? Provide justifications.
2. In your perception, what globalization paradigm can best explain the power of social media in awaking and
moving people from around the world to the harsh conditions in Syria? Explicate your answer.
3. If the same technology brought by Globalization was available during the height of WW1 and WW2, what are
your assertions as to the situations that could have happened or could have transpired during that time? Give at
least three (3) assertions.
4. From the three assertions you have provided in number three, choose at least one (1) and classify it according to
the intersecting dimensions of integration in globalization which termed by Anthropologist Arjun Appadurai as
“scapes” (ethnoscape; mediascape; technoscape; financescape; and ideoscape).
Task 2
with corresponding justifications. Write your answers in a yellow sheet of paper.
1. Country “X”, a third world country started to attract foreign investors by reducing
high tariff rates that discourage potential investors outside the country.
2. Country “M”, a third world country, took a necessary step to transform its economy by
adopting a certain policy which demands financial austerity (i.e. spending cuts,
increased tax rate). The implementation of the said policy in the first few months did
not gain support from the citizens as the promised “development” was not felt.
However, after five years, the said country was able to dramatically change its
economy and the citizens began to reap from the economic policy they initially
perceived to be ineffective.
3. Country “XX” has been an economic tiger for decades. While many underdeveloped countries continue to
seek alliance with said country, various left-wing groups within such underdeveloped countries remain
dissatisfied with their economy. This consequently led the latter to instigate a massive attack against Country
“XX” branding it as an abusive state which must be checked.
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Synthesis
In this module, you have learned that Globalization is a multifaceted
phenomenon as it involves varied definitions, concepts and paradigms
positing about its nature. Out of your major takeaways from this module,
create your own definition of “GLOBALIZATION” and identify the paradigm
that could best explain your concept. Write your answer in a yellow sheet of
paper.
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The Contemporary World
Prepared by: KATHLEEN MAE T. GALESTRE STEPHEN JAE G. FONTANILLA
Rubrics
Provided herein is a rubric for Application of Knowledge which will be used
in evaluating your Task no.1 and Task no. 2 (B). Review the rubric below for you to be gu
Self-made Rubric
Below is a Critical Thinking Rubric which will used in evaluating your Task no. 2 (A) and your Synthesis. Study the
rubric below for you to be guided in accomplishing the said task/activity.
COMPONENT Component Fully Met Component Met Component Slightly Component Not Met
4pts 3pts Met 1pt
2pts
Consistency of the All the provided Most of the provided Only few of the All the provided
provided answers answers consistently answers consistently provided answers answers were
to the concepts portray the concepts portray the concepts; portray the concepts; inconsistent in
tackled [40%] with minimal entailing many portraying the
inconsistencies inconsistencies concepts
Logically justify Justifications are logical Justifications are logically Justifications are Justifications are
answers and and reflect student’s tied to a range of logically tied to minimal inconsistently tied to
thoroughly informed evaluation and information, including information and some some of the
discuss the ability to place evidence opposing viewpoints; related implications are information discussed;
implications [40%] and perspectives related implications are not identified clearly. related implications
discussed in priority identified clearly. are oversimplified.
order.
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The Contemporary World
Prepared by: KATHLEEN MAE T. GALESTRE STEPHEN JAE G. FONTANILLA
Below is the rubric to be used in evaluating your reflection activity. Study the provided rubric for you to be guided
in accomplishing the said activity.
COMPONENT Above Expectations Meets Expectations Approaching Expectations Below Expectations
4pts 3pts 2pts 1pt
Reflective The reflection explains the The reflection explains The reflection does not
Thinking student’s own thinking and the student’s thinking The reflection attempts to address the student’s
(40%) learning processes, as well about his/her own demonstrate thinking thinking and/or
as implications for future learning processes about learning but is vague learning.
learning. and/or unclear about the
personal learning process.
Analysis The reflection is an in-depth The reflection is an The reflection attempts to The reflection does not
(30%) analysis of the learning analysis of the learning analyze the learning move beyond a
experience, the value of the experience and the value experience but the value of description of the
derived learning to self or of the derived learning to the learning to the student learning experience.
others, and the self or others. or others is vague and/or
enhancement of the unclear.
student’s appreciation for
the discipline.
Making The reflection articulates The reflection attempts to The reflection does not
Connections The reflection articulates connections between this articulate connections articulate any
(30%) multiple connections learning experience and between this learning connection to other
between this learning content from other experience and content learning or experiences.
experience and content courses, past learning from other courses, past
from other courses, past experiences, and/or learning experiences, or
learning, life experiences future goals. personal goals, but the
and/or future goals. connection is vague and/or
unclear.
Rubric for Student Reflections. (2014). Retrieved from:
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The Contemporary World
Prepared by: KATHLEEN MAE T. GALESTRE STEPHEN JAE G. FONTANILLA
References:
Textbook:
Claudio, L. & Abinales, P. (2018). The Contemporary World. C&E Publishing Inc.
Journal:
Website:
Critical Review Grading Rubric. (2019). Retrieved June 28, 2020, from
https://www.cs.toronto.edu/~lczhang/csc290_20191/files/cr_rubric.pdf
Rubric for Student Reflections. (2014). Retrieved July 1, 2020, from http://earlycollegeconference.org/wp-
content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf)
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