Con World LM (Final)

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
Learning Module
in
GE Contemporary World
Hannah T. Palmejar, LL.B., MPA

Assistant Professor II
Adapted by:
Esperanza P. Paglinawan, Ed. D., LL.B.
Raymon P. Espanola, MAEd.
Reynaldo R. Cervantes Jr.
GE Contemporary World 1
TABLE OF CONTENTS
Introduction 3
Unit 1 – Introduction to Globalization 4

Defining Globalization
Recent History of Globalization
Unit 2 – The Structures of Globalization 12

The Global Economy
Market Integration
The Global Interstate System
Contemporary Global Governance
The Covid-19 Pandemic and the World Health Organization
Unit 3 – A World of Regions 22

Global Divides: The North and the South
Asian Regionalism
Unit 4 – A World of Ideas 29

Global Media Cultures
The Globalization of Religion
Unit 5 – Global Population and Mobility 44

The Global City
Global Demography
Global Migration
Unit 6 – Towards a Sustainable World 51

Sustainable Development
Global Food Security
Unit 7 – Global Citizenship 60
This learning manual is intended for students in Contemporary World course. This
course introduces students to the contemporary world by examining the multifaceted
phenomenon of globalization. Using the various disciplines of the social sciences, it examines
the economic, social, political, technological, and other transformations that have created an
increasing awareness of the interconnectedness of peoples and places around the globe. To
this end, the course provides an overview of the various debates in global governance,
development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
UNIT 1
1. Title
INTRODUCTION TO GLOBALIZATION
2. Topic
2.1 Definition of Globalization
3. Time Frame
6 hours
4. Introduction
Unit 1 define and explain Globalization in the context of the interconnectedness of people
and business across the world. This unit will give students a view on how the world
became global and what need to be done to become participants of a more global world.
5. Objectives
5.1 Differentiate the competing conceptions of globalization

5.2 Identify the underlying philosophies of the varying definitions of globalization
5.3 Agree on a working definition of globalization for the course
6. Pre-test
Unit Pre-Test
Objective Pre-test Examination.
1. The interconnectedness of people and businesses across the world that eventually
leads to global cultural, political and economic integration.
2. The first force to flatten the world.
3. This company has been taking advantage of the flattened world by making animated
films through a global supply chain.
4. Proved to be an excellent product that was developed by a group of computer geeks
who gave it away for free.
5. Centered on a bug in computers and their internal clocks.
7. Learning Activities
7.1 Discussion on the definition of globalization, its recent history and how the world
eventually considered itself global.
7.2 Group Activity.
News report critique
Students will be group into 4 distinct group on the basis of the population of the class.
Each group will then find and read three newspaper op-eds (local or international)
discussing globalization. Before class, they will write 50-word summaries of each op-
ed, identifying what the underlying definitions of globalization the op-ed writers use.
 The news report critique will be written in a lined yellow paper and will be
submitted before the start of the discussion and lecture of unit 1.
 Groups will be rated through the following criteria:

• 10 points max (per group) - factual, complete, accurate, concise,
comprehensive, and efficient relay of ideas.
• 10 points max (each member) - level of participation to the group
discussion and knowledge construction... to be identified by the group
members themselves
 Activity Processing:
1. How did you find the activity? What or how did you feel upon
contributing to the success of your group and upon accomplishing the
task?
7.3 Lecture/Discussion. After the engaging activities, a discussion of the entirety of the
lesson will be made. Students will be able to check if the output of their activity are
parallel to the discussion of topics. The discussion of the topic will help enrich and
broaden the knowledge of the learners.
UNIT CONTENT
Definition of Globalization. Globalization is about the interconnectedness of people

and businesses across the world that eventually leads to global cultural, political and
economic integration. It is the ability to move and communicate easily with others all
over the world in order to conduct business internationally. The word, globalization,
is relatively new, coined in the late 1970’s. The airplane, the telephone, and the
Internet are just three inventions, which are attributable to the spread of
globalization. Due to the increased demand in the high tech industry around the
world, business and industry have potential for huge profits working globally. So in
today’s world, globalization is an important concept for students in higher education
to understand and appreciate because of the demand in business and industry to hire
people who can work with people of other nations and cultures and if need be can
travel independently internationally to promote their business or industry. In addition,
the world faces global challenges that will take interdisciplinary groups to solve these
challenges; providing access to clean water for everyone on this planet and making
clean renewable energy affordable just to name a few. These global challenges will
need to be solved through the gathering and sharing of knowledge across disciplines,
institutions, and other entities institutions on a global scale. Creating meaningful
relationships that work globally is in itself challenging. In this chapter, we will look at
global challenges, the makeup of model collaborative international teams; the

importance of teaching globalization in higher education, how to best teach
globalization, and discuss best practices in this area.
Recent History of Globalization. How did our world become so global? In a book titled,
The World is Flat, Thomas Friedman describes ten forces in the world that flattened
the world and made it global. Those ten flatteners of the world include:
1. 11/9/89 -The New Age of Creativity: When the Walls Came Down and the Windows
Went Up
2. 8/9/95 The New Age of Connectivity: When the Web Went Around and Netscape
Went Public
3. Work Flow Software
4. Uploading: Harnessing the Power of Communities
5. Outsourcing and Y2K
6. Offshoring: Running with Gazelles, Eating with Lions
7. Supply Chaining --Eating Sushi in Arkansas
8. Insourcing --What the Guys in the Funny Brown Shorts Are Really Doing
9. In-Forming --Google, Yahoo, MSN Web Search
10. The Steroids—Digital, Mobile, Personal and Virtual
11/9/89, the fall of the Berlin Wall. The first force to flatten the world was on 11/9/89,
the fall of the Berlin Wall. Freidman calls this, The New Age of Creativity: When the
Walls Came Down and the Windows Went Up. While the fall of the Wall liberated the
Soviet citizens, it changed the balance of power towards democratic, free market
government from authoritarian rule with central planned economies. In addition,
there were ripple effects felt all over the world from the fall of the Wall one of those
places was India. In 1991, India abolished trade controls after years of being almost
bankrupt and then it started to prosper and grow all because of the fall of the Wall.
Around the same time, May 22, 1990, IBM shipped Windows 3.0, a breakthrough
version that made PCs easier to use. This version allowed millions of people for the
first time to be authors of their own content in digital form, and share their content
with others. As the Berlin Wall went down, Window went up. Freidman say, “The fall
of the Berlin Wall didn’t just help flatten the alternatives to free-market capitalism and
unlock enormous pent-up energies for hundreds of millions of people in places like
India, Brazil, China, and former Soviet Empire. It allowed us to think about the world
differently—to see it as more of a seamless whole. Because the Berlin Wall was not
only blocking our way; it was blocking our sight—our ability to think about the world
differently—to see it more as a seamless whole” (Freidman, 2007, pg. 54).
8/9/95 The New Age of Connectivity: When the Web Went Around and Netscape
Went Public. The second flattener of the world according to Freidman was 8/9/95 The
New Age of Connectivity: When the Web Went Around and Netscape Went Public.
The Internet was developed by Tim Berners-Lee in 1991, a British Computer Scientist.
However, the Internet alone was not enough to manage the second flattening. The
Internet coupled with Netscape, which went public in 1995, was the second flattener.
Netscape made the Internet accessible to almost everyone. Fifteen days after
Netscape was released, Windows 95 was released as the first operating system with a
built-in Internet support system (Freidman, 2007).
Work Flow Software. The third world flattener was Work Flow Software as
demonstrated by a company named Wild Brain, which makes animated movies. This
company has been taking advantage of the flattened world by making animated films
through a global supply chain. To see how this works, look at an example of one show
called, Higglytown Heroes. The recording for the show is done in New York City or Los
Angeles, California. The design and direction for the show is done in San Francisco,
California. The writers network with each other from Florida, London, New York,
Chicago, Los Angeles, and San Francisco. While the animation characters are done in
Bangalore, India with edits in San Francisco, California. All of these groups work
together on a virtual private network (VPN) system. Freidman said, “When the walls
went down, and then the PC and Netscape browser enabled people to connect with
other people as never before, it did not take long before all these people who were
connecting wanted to do more than just browse and send email, instant messages,
pictures and music over this Internet platform. They wanted to shape things, design
things, create things, sell things, buy things, keep track of inventories, do somebody
else’s taxes, and read somebody else’s X-rays from half a world away (2007, pg 79.).
Everything to do with computers and the Internet has transformed our lives as they
are today. What is also important to note is we have evolved to where different types
of computers can talk to each other over the Internet using standardized protocols
that have been developed. What a drastic change from when the first personal
computer went public in 1981.
Uploading: Harnessing the Power of Communities. Uploading: Harnessing the Power

of Communities was Freidman’s fourth world flattener. Apache is an open-source web
tool that allows a single server machine to host thousands of different virtual
websites—music, data, text or anything. Apache proved to be an excellent product
that was developed by a group of computer geeks who gave it away for free. IBM
couldn’t design anything better so it decided to join the group. IBM made a deal to
help form a legal structure for Apache so there would be no copyright issues in using
other products developed to be used with Apache. IBM’s buy-in also indicated to the
computer community that this new way of building software that was trustworthy and
valuable. In another example, a 19 year old from Stanford and a 24 year old from New
Zealand developed Firefox 1.0 as an open-source community software for free in 2004
(Freidman, 2007). Freidman said, “…. the reason, I think community-developed
software is also here to stay is that while it may not be sustainable without an
economic incentive at some point, as a sheer tool for making breakthroughs and
spreading those breakthroughs virally, it has proved to be very powerful” (2007,
pg.111).
Outsourcing and Y2K. Freidman’s fifth world flatteners are Outsourcing and Y2K. By
the late 1990’s, good things started happening in India; first the fiber optic cable
linking India and the United States was exploding and the Y2K was on the horizon for
January 1, 2000. The Y2K centered on a bug in computers and their internal clocks.
When computers were first built to save memory space, internal clocks had two digits
for the month, two digits for the day, and two digits for the year. So the issue with Y2K
was that these internal clocks would mess up the entire computer because it could
not go forward to the year 2000. America and India started having a relationship in a
sense that started the huge flattener because with the fiber optic cable and the
Internet this created a collaborative value added sources, so that businesses could
source globally to the cheapest and smartest location, thus the relationship between
India and America strengthened. The Y2K computer problem was fixed by low cost
Indian labor and thus also a relationship between American business and Indian IT
companies had been established. Therefore, the cheaper very good Indian IT
companies prospered from these two events, the fiber optic networks and Y2K.
Freidman said, “ …I believe that Y2K should be a national holiday in India, a second
Indian Independence Day, in addition to August 15. …. because it was India’s ability to
collaborate with Western companies, thanks to the interdependence created by fiber-
optic networks, that really vaulted it forward and gave more Indians than ever some
real freedom of choice in how, for whom and where they worked’’ (2007, pg.136).
Offshoring: Running with Gazelles, Eating with Lions. Freidman’s sixth flattener of the
world was Offshoring: Running with Gazelles, Eating with Lions. China joined the
World Trade Organization (WTO) on December 11, 2001. They agreed to follow the
same global rules governing imports, exports and foreign investments that other WTO
countries in the world were following. This opened China up for a huge influx of
companies working inside of China. Offshoring is when a company takes a whole
factory and relocates it to another country (offshore). An example of offshoring is
when, a whole factory moves from Fargo, North Dakota to Canton, China where it
would produce the exact same product in the same way only much cheaper.
Outsourcing is unlike offshoring, which is taking just one part of a business; for
example, accounts receivable and having another company perform the exact same
functions for a much cheaper cost, which the original company was doing in-house
and reintegrating their work back into the original company’s operation. By China
joining the WTO, China ultimately became a challenge to the whole world with its
mass of low-wage unskilled and semi-skilled workers. Other poor countries like
Malaysia, Thailand, Ireland, Mexico, Brazil and Vietnam have to compete for better
tax breaks, subsidies, and other factors to encourage offshoring to their shores.
Another problem that exists is workplace standards, lax labor laws, and low wages just
to name a few. In talking about offshoring, Freidman tells a story about a friend of his
who is an American-trained Chinese manager of a fuel pump factory in Beijing. Shortly
after China joined the WTO, his friend posted the following proverb from Africa
translated into Mandarin on the factory floor:
Every morning in Africa, a gazelle wakes up. It knows it must run faster than the fastest
lion or it will be killed. Every morning a lion wakes up. It knows it must outrun the
slowest gazelle or it will starve to death. It doesn’t matter whether you are a lion or a
gazelle. When the sun comes up, you better start running (Freidman, 2007).
Friedman concludes by saying, “…. if Americans and Europeans want to benefit from
the flattening of the world and the interconnecting of all the markets and knowledge
centers, they will all have to run at least as fast as the fastest lion—and I suspect that
lion will be China, and I suspect that will be pretty darn fast” (2007, pgs.150-151).
Supply-Chaining – Eating Sushi in Arkansas. Freidman’s seventh flattener was Supply-

Chaining – Eating Sushi in Arkansas. Wal-Mart is undoubtedly the largest retail
company in the world and it does not manufacture a single product it sells. At Wal-
Mart’s headquarters in Bentonville, Arkansas they have a 1.2 million square foot
distribution center that has a sophisticated global supply chain. This supply chain
moves 2.3 million general merchandise cartons a year down its supply chain and into
its stores. As one box gets transported through the supply chain, the engineering
system keeps track of it coming in, where it is needed, if it needs to be supplied again,
and if it does it sends the order in all automatically. Supply chaining allows suppliers,
retailers, and customers to create value by collaborating horizontally. Supply chaining
also forces common standards between companies so that every process can interface
with the next. These types of global supply chains have become important all over the
world, the challenges are global optimization and coordination disruption prone
supply with hard to predict demand. Wal-Mart is very good at redirecting its products
when there is a change in demand. If demand is low in Texas then products can be
redirected midstream to Indiana. What does sushi in Arkansas have to do with supply
chaining? With its role as one of the ten forces that flattened the world, Wal-Mart in
Bentonville, Arkansas was one of those places Thomas Friedman needed to see for
himself. Freidman said, “I was thinking, Boy I would really like some sushi tonight. But
where am I going to find sushi in northwest Arkansas? And even if I found it, would I
want to eat it? Could you really trust eel in Arkansas? When I arrived at the Hilton near
Wal-Mart’s headquarters, I was stunned to see, like a mirage, a huge Japanese steak
house-sushi restaurant right next door (2007, pg156). As it turned out there were
three new Japanese restaurants opening soon in Bentonville. The demand for sushi in
Arkansas was not an accident, it had to do with the fact that all of the suppliers of Wal-
Mart had also opened up shop in Bentonville, which is now referred to as
“Vendorville” (Freidman, 2007).
Insourcing- What the Guys in Funny Brown Short Are Really Doing. Freidman’s eighth
flattener was Insourcing- What the Guys in Funny Brown Short Are Really Doing. It
seems that UPS and FedEx both are synchronizing global supply chains for small and
large companies. UPS headquarters is located in Atlanta but the UPS World port
distributions hub is located next to the Louisville International Airport, which at night
is taken over by the UPS fleet of cargo jets (270 aircraft) as packages are flown all over
the world, sorted, and flown back out again a few hours later. However, UPS is much
more than just a delivery company of packages. It does much more, for example, when
you send your Toshiba laptop to be fixed via UPS what actually happens is that UPS is
fixing the computers at its hub in Louisville in a special clean room where UPS
employees are wearing blue smocks and replacing broken motherboards in Toshiba
computers and shipping them out again. They are doing the same kinds of services for
other companies like Papa John’s Pizza. UPS employees are driving Papa John’s Pizza
trucks delivering supplies to various stores. UPS does work for Nike, Jockey and HP by
having warehouses of products where they can fill the orders and the orders can be
shipped via UPS. This type of business started around 1996, when UPS created a whole
new global business opportunity. The term “Insourcing” fits the best for this work
because UPS engineers go inside a business, analyze its manufacturing, packaging, and
delivery processes; and then designs, redesigns, and manages the whole global supply
chain. If a company needs it, UPS will finance part of the business. Freidman says, “UPS
is creating enabling platforms for anyone to take his or her business global or to vastly
improve the efficiency of his or her global supply chain” (2007, pg 175).
In-Forming- Google, Yahoo, MSN Web Search. The ninth flattener was In-Forming-
Google, Yahoo, MSN Web Search. According to Freidman, In-Forming is the individual
or personal analog to uploading, outsourcing, insourcing, supply-chaining, and
offshoring (2007). Whether it is Google, Yahoo, or MSN Web Search, when these
search engines were new, people would react with eureka moments when they found
the something in a search that was really good. Now people presume they will find
the data they are looking for when they are doing a search. It is staggering the amount
of information that is out to be mined. In-forming also involves searching for friends,
allies, and collaborators. Search engines are businesses too. Freidman said, “Everyone
can now be Googled—but everyone now can also Google. Google also equalizes access
to information – it has no class boundaries, few education boundaries, few linguistic
boundaries, and virtually no money boundaries” (2007, pgs.184-185).
The Steroids- Digital, Mobile, Personal, and Virtual. The tenth and final flattener of
the world was The Steroids- Digital, Mobile, Personal, and Virtual. In this flattener
there are six steroids. The first steroid has to do with computing and the
computational capacities, storage capacity, and input/output capacity of computers.
In 1971, the Intel 404 processor produced only 60,000 instructions per seconds.
Today’s processor does over 20 billion instructions per second. Not only are the chips
faster they are also smaller. The second steroid is the breakthroughs in instant
messaging and file sharing. The third steroid is the ability to make phone calls over the
Internet. The fourth steroid is videoconferencing. The fifth steroid is the advances in
computer graphics driven by computer games. The sixth steroid is the most
impressive; it’s the wireless technology and all the devices. Freidman said, “As a result
of these steroids, engines can now talk to computers, people can talk to computers,
and people can talk to computers farther, faster, more cheaply, and more easily than
ever before. And as that has happened, more people from more places have started
asking one another the same two questions: Can you hear me now? Can we work
together now?”(2007, pg. 198-199).
8. Self-Evaluation
8.1 Written unit pre and post-test.

8.2 Oral Recitation
9. Review of Concepts
9.1 Globalization is about the interconnectedness of people and businesses across the
world that eventually leads to global cultural, political and economic integration.
9.2 The ten flatteners of the world include:
9.2.1 11/9/89 -The New Age of Creativity: When the Walls Came Down and the
Windows Went Up
9.2.2 8/9/95 The New Age of Connectivity: When the Web Went Around and
Netscape Went Public
9.2.3 Work Flow Software
9.2.4 Uploading: Harnessing the Power of Communities
9.2.5 Outsourcing and Y2K
9.2.6 Offshoring: Running with Gazelles, Eating with Lions
9.2.7 Supply Chaining --Eating Sushi in Arkansas
9.2.8 Insourcing --What the Guys in the Funny Brown Shorts Are Really Doing
9.2.9 In-Forming --Google, Yahoo, MSN Web Search
9.2.10 The Steroids—Digital, Mobile, Personal and Virtual.
10. Post-test
Unit Test
Objective Examination. Answer the following questions.
1. The interconnectedness of people and businesses across the world that eventually
leads to global cultural, political and economic integration.
2-11. Ten Flatteners of the World as described by Thomas Friedman.
12. The New Age of Creativity: When the Walls Came Down and the Windows Went Up.
13. Individual or personal analog to uploading, outsourcing, insourcing, supply-chaining,
and offshoring.
14-15. Give 2 steroid of the 10th World Flatteners.
11. References
Fox, P. & Hundley, S. (2011, August 1). The Importance of Globalization in Higher
Education. https://www.intechopen.com/books/new-knowledge-in-a-new-era-of-
globalization/the importance-of-globalization-in-higher-education
UNIT 2
1. Title
THE STRUCTURES OF GLOBALIZATION
2. Topic
2.1 The Global Economy

2.2 Market Integration
2.3 The Global Interstate System
2.4 Contemporary Global Governance
3. Time Frame
5 hours
4. Introduction
Unit 2 explores the structures of globalization. It examines the content of such

structures in the context of the global economy, market integration, the global
interstate system and the contemporary global governance.
5. Objectives
5.1 Define economic globalization.

5.2 Identify the actors that facilitate economic globalization.
5.3 Define the modern world system.
5.4 Articulate a stance on global economic integration.
5.5 Explain the role of international financial institutions in the creation of a global
economy.
5.6 Explain the effects of globalization on governments.
5.7 Identify the institutions that govern international relations.
6. Pre-test
Unit Pre-Test
The Learning Activity No. 1 will serve as the unit pre-test of the students. Please see
number 7, Learning Activity number 7.1 for the detailed instructions.
7.1 Group Activity.

Assessing the Global Economy and the Pandemic.. Each group will be asked to examine
the global economy in the light of current pandemic from their perspective. The following
questions must be answered and written in a short bond paper for submission.
1. Are there factors that affect such the global economy from the pandemic?
2. What are these factors if indeed there are?
 Work and brainstorm with your group to come up with the insights on the factors
that affect the global economy from the pandemic. You may use print and online
scholarly resources to add up to your discussion outcomes. Choose another
member of the group to present the group’s output.
 Groups will be rated through the following criteria:

10 points max (per group) - factual, complete, accurate, concise, comprehensive,
and efficient relay of ideas.
10 points max (each member) - level of participation to the group discussion and
knowledge construction... to be identified by the group members themselves
1. How did you find the activity? What or how did you feel upon contributing to
the success of your group and upon accomplishing the task?
 After the engaging activities, a discussion of the entirety of the lesson will be made.
The discussion of the topic will help enrich and broaden the knowledge of the
learners.
7.2 Lecture/Discussion.
UNIT CONTENT
The Structures of Globalization
The Global Economy. Global economy is the exchange of goods and services
integrated into a huge single global market. It is virtually a world without borders,
inhabited by marketing individuals and/or companies who have joined the
geographical world with the intent of conducting research and development and
making sales.
International trade permits countries to specialize in the resources they have.

Countries benefit by producing goods and services they can provide most cheaply and
by buying the goods and services other countries can provide most cheaply.
International trade makes it possible for more goods to be produced and for more
human wants to be satisfied than if every country tries by itself to produce everything
it needs.
Foreign Trade in the Philippines. Foreign trade represented 76.1% of the country's GDP
in 2018 (WTO). Main exports include electronic and electrical equipment, electrical
machines and apparatus, automatic data processing machines, diodes, transistors,
electrical transformers, business services computer and travel. Imports are focused on
electronics and electrical equipment, petrochemicals, motors and other vehicles,

machinery, travel, business services and transportation.
Main export destinations include Japan, the U.S., Hong Kong, Japan, China and
Singapore while main imports arrive from China, South Korea, Japan, the US and
Thailand. The main risk factor to foreign trade in the Philippines and countries in the
region is the trade dispute between the U.S. and China, which slows exchanges in the
world. According to public spending forecasts in 2019 and 2020, imports of
construction-related raw materials and imports of energy are expected to increase.
Given the decline in world exports of raw materials for electronic products, exports
will have difficulty in reviving in the near future.
Traditionally, the country's trade balance has been in deficit due to high imports of
raw materials and intermediate goods. The 2018 trade balance (including services)
closed at USD -39.35 billion while the trade deficit without services was even higher
at USD almost -60 billion. Deficit increases are expected due to a slower rise of exports
and the need for imported infrastructure goods to fulfill the ambitious 2017-2022
Development Plan. Membership to ASEAN has also played a key role in the Philippines'
expanding commerce overseas (the Association of Southeast Asian Nations).
According to WTO data, in 2018, the Philippines exported 67.48 billion USD worth of
goods and imported goods for nearly the double value of 119.33 billion USD. As with
regards to services, the country's exports value exceeded the imports value by
reaching 37.45 billion USD and 26.45 billion USD, respectively.
Market Integration. Definition. According to the Cambridge Business English

Dictionary, Market Integration is a situation in which separate markets for the
same product become one single market for example when an import tax in one of
the market is removed. Integration is taken to denote a state of affairs or a process
involving attempts to combine separate national economies into larger economic
regions (Robson, 1998, p.1).
Brief History of Market Integration.

 The international economic integration achieved during the nineteenth
century was largely unraveled in the twentieth by two world war and the Great
Depression.
 World War 1 brought the liberal economic order of the late 19th century to an
abrupt end; 1914 clearly marked a dramatic and discontinuous break in the past.
Import shares fell only marginally in Britain during the war. In France, the import share
rose from 20% before the war to 36.7 % during it; again exports fell sharply.
 Export ratios rose in neutral economies such as in Sweden, Japan, and North
America where grain production expanded sharply during the war years to meet Allied
demand.
 The absence of European manufactured exports on world markets stimulated
the expansion of industrial capacity, above all in the United States and Japan, but also
in countries such as India, Australia, and Latin America.
 The end of war did not imply an end to protection. Different tariff acts and
restrictions are made.
 The Great Depression was of course a major reason for the adoption of severe
protection, and not just in the periphery.
 Beginning in 1932, there were several signs that at least some countries were
trying to moderate, if not reverse, the increase in protectionism of the previous year
or two.
 Post war economic reintegration was supported by several factors, both
technological and political.
International Financial Institutions. International financial institutions (IFIs) are

international financial organizations which multiple nations founded. They are subject
to international law instead of the laws of any one single country. The IFIs are usually
owned by national governments of the founding members.
Sometimes other international institutions or organizations are stakeholders as well.

Even though there are IFIs that two or three nations created, the best known ones
were developed by numerous national participants. The most famous international
financial institutions arose following the Second World War in order to help rebuild
Europe, as well as to offer the means of multinational cooperation in overseeing the
world’s financial system.
The largest international financial institution in the world today proves to be the
European Investment Bank. In 2013, this organization possessed a balance sheet that
amounted to 512 billion euros. This compares to the main component parts of the
World Bank, the IBRD with $358 billion in assets as of 2014 and the IDA with its $183
billion in assets as of 2014. By means of comparison, the world’s biggest international
commercial banks boast assets each totaling between $2 – $3 billion, as with Britain’s
HSBC and the United States’ JP Morgan Chase Bank.
Arguably the most important international financial institutions in the world today
remain the ones which the Bretton Woods agreement founded in 1944. These are the
World Bank and the International Monetary Fund. Both are participating members of
the United Nations system. Their goals are to improve the standards of living in their
respective member nations.
Each of these two organizations has its own approach to achieving this mandate, yet
they complement each other. The IMF concentrates its efforts on larger
macroeconomic issues. The World Bank instead focuses on developing the economies
and reducing the poverty of member states over the longer term.
The World Bank and IMF came into being in July of 1944 at the internationally
attended Bretton Woods Conference held in New Hampshire. The conference had a
goal to build up a new framework of development and economic cooperation which
would help to establish a more prosperous and stable global economy. Over 70 years
later, this goal is still critical to the operations of both international financial
institutions. Only the means they use to reach the goals has changed as different
economic challenges and developments arise.
The World Bank mandate is to encourage poverty reduction and economic

improvement longer term. They do this by offering financial and technical assistance
to aid countries which are trying to reform sections of their economies or to develop
particular projects. These projects could be delivering electricity and water,
constructing health centers and schools, safeguarding the environment, or fighting
disease. Such help as the World Bank provides is typically longer term in nature and
funded by contributions from member nations as well as by issuing bonds. The staff
of the World Bank is typically specialized in certain sectors, issues, or methods.
The IMF on the other hand operates under a mandate to foster monetary cooperation
on an international level while it offers technical assistance and policy advice to help
countries to develop and keep more prosperous and stronger economies. As part of
this, the IMF offers loans. They also help nations to create policies and programs that
will address their imbalance of payments if they are unable to obtain affordable term
financing to meet their international financial obligations. These loans are either
medium or short term. The funds come from the quota contributions’ pool provided
by member states. The staff of the IMF is mainly economists who possess vast
experience with financial and macroeconomic issues.
The Global Interstate System. The modern world system is now a global economy
with a global political system (also called the modern interstate system). The global
interstate system also refers to the relationship between different state union and
includes all the cultural aspects and interaction networks of the human population.
The global interstate system therefore, is a whole system of human interactions. It is
structures politically as an interstate system – a system of competing and allying states
which political scientists commonly refer to as the international system and its main
focus of the field of International Relations.
Contemporary Global Governance. Global governance brings together diverse actors

to coordinate collective action at the level of the planet. The goal of global
governance, roughly defined, is to provide global public goods, particularly peace and
security, justice and mediation systems for conflict, functioning markets and unified
standards for trade and industry. One crucial global public good is catastrophic risk
management – putting appropriate mechanisms in place to maximally reduce the
likelihood and impact of any event that could cause the death of 1 billion people across
the planet, or damage of equivalent magnitude. See here for a list of global
catastrophic risks.
The leading institution in charge of global governance today is the United Nations. It
was founded in 1945, in the wake of the Second World War, as a way to prevent future
conflicts on that scale. The United Nations does not directly bring together the people
of the world, but sovereign nation states, and currently counts 193 members who
make recommendations through the UN General Assembly. The UN’s main mandate
is to preserve global security, which it does particularly through the Security Council.
In addition the UN can settle international legal issues through the International Court
of Justice, and implements its key decisions through the Secretariat, led by the
Secretary General.
The United Nations has added a range of areas to its core mandate since 1945. It works
through a range of agencies and associated institutions particularly to ensure greater
shared prosperity, as a desirable goal in itself, and as an indirect way to increase global
stability. As a key initiative in that regard, in 2015, the UN articulated the Sustainable
Development Goals, creating common goals for the collective future of the planet.
Beyond the UN, other institutions with a global mandate play an important role in
global governance. Of primary importance are the so-called Bretton Woods
institutions: the World Bank and the IMF, whose function is to regulate the global
economy and credit markets. Those institutions are not without their critics for this
very reason, being often blamed for maintaining economic inequality.
Global governance is more generally effected through a range of organizations acting

as intermediary bodies. Those include bodies in charge of regional coordination, such
as the EU or ASEAN, which coordinate the policies of their members in a certain
geographical zone. Those also include strategic or economic initiatives under the
leadership of one country – NATO for the US or China’s Belt and Road Initiative for
instance – or more generally coordinating defense or economic integration, such as
APEC or ANZUS. Finally, global governance relies on looser norm-setting forums, such
as the G20, the G7, the World Economic Forum: those do not set up treaties, but offer
spaces for gathering, discussing ideas, aligning policy and setting norms. This last
category could be extended to multi-stakeholder institutions that aim to align global
standards, for instance the Internet Engineering Taskforce (IETF) and the World Wide
Web Consortium (W3C).
Global governance is essential but fragmented, complex and little understood.
The Covid-19 Pandemic and the World Health Organization
World Health Organization. World Health Organization (WHO), French Organisation

Mondiale de la Santé, specialized agency of the United Nations (UN) established in
1948 to further international cooperation for improved public health conditions.
Although it inherited specific tasks relating to epidemic control, quarantine measures,
and drug standardization from the Health Organization of the League of Nations (set
up in 1923) and the International Office of Public Health at Paris (established in 1907),
WHO was given a broad mandate under its constitution to promote the attainment of
“the highest possible level of health” by all peoples. WHO defines health positively as
“a state of complete physical, mental, and social well-being and not merely the
absence of disease or infirmity.” Each year WHO celebrates its date of establishment,
April 7, 1948, as World Health Day.
With administrative headquarters in Geneva, governance of WHO operates through

the World Health Assembly, which meets annually as the general policy-making body,
and through an Executive Board of health specialists elected for three-year terms by
the assembly. The WHO Secretariat, which carries out routine operations and helps
implement strategies, consists of experts, staff, and field workers who have
appointments at the central headquarters or at one of the six regional WHO offices or
other offices located in countries around the world. The organization is led by a
director general nominated by the Executive Board and appointed by the World
Health Assembly. The director general is supported by a deputy director general and
multiple assistant directors general, each of whom specializes in a specific area within
the WHO framework, such as family, women’s, and children’s health or health systems
and innovation. The organization is financed primarily from annual contributions
made by member governments on the basis of relative ability to pay. In addition, after
1951 WHO was allocated substantial resources from the expanded technical-
assistance program of the UN.
WHO officials periodically review and update the organization’s leadership priorities.
Over the period 2014–19, WHO’s leadership priorities are aimed at:
1. Assisting countries that seek progress toward universal health coverage.
2. Helping countries establish their capacity to adhere to International Health
Regulations.
3. Increasing access to essential and high-quality medical products.
4. Addressing the role of social, economic, and environmental factors in public
health.
5. Coordinating responses to non-communicable disease
6. Promoting public health and well-being in keeping with the Sustainable
Development Goals, set forth by the UN.
The work encompassed by those priorities is spread across a number of health-related

areas. For example, WHO has established a codified set of international sanitary
regulations designed to standardize quarantine measures without interfering
unnecessarily with trade and air travel across national boundaries. WHO also keeps
member countries informed of the latest developments in cancer research, drug
development, disease prevention, control of drug addiction, vaccine use, and health
hazards of chemicals and other substances.
WHO sponsors measures for the control of epidemic and endemic disease by
promoting mass campaigns involving nationwide vaccination programs, instruction in
the use of antibiotics and insecticides, the improvement of laboratory and clinical
facilities for early diagnosis and prevention, assistance in providing pure-water
supplies and sanitation systems, and health education for people living in rural
communities. These campaigns have had some success against AIDS, tuberculosis,
malaria, and a variety of other diseases. In May 1980 smallpox was globally eradicated,
a feat largely because of the efforts of WHO. In March 2020 WHO declared the global
outbreak of COVID-19, a severe respiratory illness caused by a novel coronavirus that
first appeared in Wuhan, China, in late 2019, to be a pandemic. The organization acted
as a worldwide information center on the illness, issuing regular situation reports and
media briefings on its spread and mortality rates; technical guidance and practical
advice for governments, public health authorities, health care workers, and the public;
and updates of ongoing scientific research.
Covid-19 Pandemic. A Global Health Problem? The coronavirus COVID-19 pandemic

is the defining global health crisis of our time and the greatest challenge we have faced
since World War Two. Since its emergence in Asia late last year, the virus has spread
to every continent except Antarctica. Cases are rising daily in Africa the Americas, and
Europe.
Countries are racing to slow the spread of the virus by testing and treating patients,
carrying out contact tracing, limiting travel, quarantining citizens, and cancelling large
gatherings such as sporting events, concerts, and schools.
The pandemic is moving like a wave—one that may yet crash on those least able to
cope.
But COVID-19 is much more than a health crisis. By stressing every one of the countries
it touches, it has the potential to create devastating social, economic and political
crises that will leave deep scars. As the UN’s lead agency on socio-economic impact
and recovery, UNDP will provide the technical lead in the UN’s socio-economic
recovery, supporting the role of the Resident Coordinators, with UN teams working as
one across all aspects of the response.
Every day, people are losing jobs and income, with no way of knowing when normality
will return. Small island nations, heavily dependent on tourism, have empty hotels and
deserted beaches. The International Labour Organization estimates that 195 million
jobs could be lost.
8 Self-Evaluation
8.2 Written pre and post test

8.3 Group analysis
8.4 Oral Recitation
9 Review of Concepts
9.2 Global economy is the exchange of goods and services integrated into a huge single
global market.
9.3 International trade permits countries to specialize in the resources they have.
Countries benefit by producing goods and services they can provide most cheaply
and by buying the goods and services other countries can provide most cheaply.
9.4 Market Integration is a situation in which separate markets for the same
product become one single market for example when an import tax in one of the
market is removed. Integration is taken to denote a state of affairs or a process
involving attempts to combine separate national economies into larger economic

regions (Robson, 1998, p.1).
9.5 International financial institutions (IFIs) are international financial organizations
which multiple nations founded. They are subject to international law instead of the
laws of any one single country. The IFIs are usually owned by national governments
of the founding members.
9.6 The modern world system is now a global economy with a global political system
(also called the modern interstate system).
9.7 The goal of global governance, roughly defined, is to provide global public goods,
particularly peace and security, justice and mediation systems for conflict,
functioning markets and unified standards for trade and industry.
9.8 World Health Organization (WHO), French Organisation Mondiale de la Santé,
specialized agency of the United Nations (UN) established in 1948 to further
international cooperation for improved public health conditions.
9.9 The coronavirus COVID-19 pandemic is the defining global health crisis of our time
and the greatest challenge we have faced since World War Two. Since its emergence
in Asia late last year, the virus has spread to every continent except Antarctica. Cases
are rising daily in Africa the Americas, and Europe.
10 Post-test
Unit Test
Essay Examination. Answer the following question. Each question has a corresponding 10
points.
1. Is the WHO part of contemporary global governance?
2. In today’s situation, what is the status of the global governance of health?
Essay Exam Rubric. This is a five-criteria, four-standard model with detailed descriptors
that assesses essay responses in an exam environment/context by the following criteria:
1. Content. "Addresses each question and all its parts thoroughly; incorporates relevant
course content into responses; uses specific information from case in response".
2. Understanding/Application. "Demonstrates deep understanding of course theories
and ideas applied to analysis of case situations".
3. Original Thinking. "Demonstrates original thinking that adds insight to analysis of
case; meaningful elaboration beyond text, notes, class discussion in strategy
development"
4. Structure. "Response to each question is well organized and clearly written; there is
evidence of planning before writing".
5. Grammar and mechanics. "Response is virtually free of mechanical, grammatical
writing errors".
11 References
Encyclopedia. (n.d.). Global Economy. In encyclopedia.com. Retrieved July 6, 2020 from

https://www.encyclopedia.com/social-sciences-and-law/economics-business-and-
labor/economics-terms-and-concepts/global-economy
Philippine Foreign Trade in Figures. (2020 June). Santandertrade. Retrieved July 6, 2020
from https://santandertrade.com/en/portal/analyse-markets/philippines/foreign-trade-in-
figures
Arnisto, G. (2019). Market Integration [Word Document]. StuDocu.

https://www.studocu.com/ph/document/polytechnic-university-of-the-philippines/the-
contemporary-world/lecture-notes/market-integration/3181223/view
What is Global Governance? (2020). Global Challenges Foundation. Retrieved July 6, 2020
from https://globalchallenges.org/global-governance/
Encyclopedia Britannica. (n.d.). World Health Organization. In Britannica.com. Retrieved July

6, 2020 from https://www.britannica.com/topic/World-Health-Organization
COVID-19 Pandemic. Humanity Needs Leadership and Solidarity to Defeat the Coronavirus.
(2020). United Nations Development Programme. Retrieved July 6, 2020 from
https://www.undp.org/content/undp/en/home/coronavirus.html
UNIT 3
1. Title
A WORLD OF REGIONS
2. Topic
2.1 Global Divides: The North and the South

2.2 Asian Regionalism
3. Time Frame
5 hours
4. Introduction
This unit will discuss and explore the world regions. It will differentiate the global divides
through the global north and the global south. This unit will also explore the complexities
of Asian Regionalism and what unites Asia from the rest of the world.
5. Objectives
5.1 Differentiate the Global North and the Global South

5.2 Differentiate between regionalization and globalization
5.3 Identify the factors leading to a greater integration of the Asian region
6. Pre-test
Unit Pre-Test
Answer the following questions to the best of your ability. This Pre-test is done
individually and must be submitted individually.
1. Define and differentiate the Global North and the Global South.
2. What is your understanding of regionalization and globalization?
3. What are the factors that lead to the greater integration of the Asian Region to
the global perspective?
Essay Exam Rubric. This is a five-criteria, four-standard model with detailed

descriptors that assesses essay responses in an exam environment/context by the
following criteria:
1. Content. "Addresses each question and all its parts thoroughly; incorporates
relevant course content into responses; uses specific information from case in
response".

development"
4. Structure. "Response to each question is well organized and clearly written; there
is evidence of planning before writing".
writing errors".
7.1 Group Activity

The ACROSTICs of Globalization and Regionalization. (30 minutes)
(Outcome 1: Define and explain regionalization by acrostic activity to express
personal understanding about the concept)
Intro-instruction: To determine the students understanding of the concept of

regionalization, students in their assigned groups are asked to define, explain, and
express their understanding about globalization and regionalization through Acrostic
Word Play.
Example:
 Criteria:
 10 points max (per group) - factual, complete, accurate, concise,
comprehensive, and efficient relay of ideas.
 5 points max - Proper technical use of the Acrostic strategy.
 5 points max (each member) - level of participation to the group discussion
and knowledge construction... to be identified by the group members
themselves
 Choose a member of your group to present the group’s output to the class.
1. How do you find the activity?
2. Why do you think the activity was done through acrostic formation? What
does the acrostic activity teach us?
7.2 Short Video Showing. After the activity students will watch a short video on
globalization and regionalization to help them determine whether or not their
understanding of globalization and regionalization fits the definition of the term.
https://www.youtube.com/watch?v=ZNejKHKSbl0
https://www.youtube.com/watch?v=-ZNCDaQDs4A
7.3 Discussion of the unit topic.
UNIT CONTENT
A World of Regions
The Global Divides. The North and South. The global divide is what is referred to as
the socio-economic and political divide that divides the world into north and south.
Below is the summary of the composition of the global divides on the basis of the
global north and the global south.
GLOBAL NORTH GLOBAL SOUTH

Countries/States
United States of America, Canada, Africa, Latin America
Western Europe, Outermost Regions of
the European Union
Develop parts of Asia, Australia, New Developing Asia including Middle East
Zealand
Home to all members of UN Security
Council
Characteristics
First World Third World
Richer and developed region Poor and less developed
95% has enough food and shelter 5% has enough food and shelter
Economy: industries and major Source for raw materials of the north
businesses, commerce and finance
Textiles, lumber, and wooden goods Cotton production + slave labor
Railroad construction Depended entirely on cotton =
profitable king cotton
Major Differences
Less population Large population
High wealth Low wealth
High standard of living Low standard of living
High industrial development Low industrial development
Industry based Agriculture
Asian Regionalism. 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. The challenge now facing Asia’s policy
makers is simply put yet incredibly complex: Where markets have led, how should
governments follow?
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.
The Japanese economist Akamatsu (1962) famously compared this pattern of
development to flying geese. In this model, 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.
Now, though, Asian economies are becoming closely intertwined. This is not because
the region’s development strategy has changed; it remains predominant non-
discriminatory 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
Asia is at the center of the development of such production networks because it has
efficient transport and communication links, as well as policies geared to supporting
trade. As these new production patterns tie Asian economies closer together, they
also boost the international competitiveness of the region’s firms. Against this
background, the financial crisis that swept through Asia in 1997/98—in this chapter,
referred to simply as “the crisis”—put the region’s interdependence into harsh new
focus. Emerging Asian economies that had opened up their financial markets—
Indonesia, the Republic of Korea, Malaysia, the Philippines, and Thailand—were worst
hit, but nearly all Asian economies were eventually affected. Most then used the crisis
as an opportunity to pursue wide-ranging reforms in finance as well as in other areas
of weakness that the crisis exposed. Asia emerged with a greater appreciation of its
shared interests and the value of regional cooperation. Since the crisis, Asia has
become not only more integrated, but also more willing to pull together.
REGIONALIZATION GLOBALIZATION
Process Process of dividing the area International integration process arising
into smaller segments called from interchange of world views, products,
region. ideas and other aspects such as technology.
Nature Opposite of the nature of Promotes integration of economies across
globalization since it divides state borders
an area into smaller segment
Market Monopolies are likely to Allow companies to trade in an international

develop level; free trade
Cultural and Does not support multi- Multi-culuturalism by free and inexpensive
Societal culturalism movement of people
Relation
Technological Rarely available in one Great advancement in technology
Advancement country or region.
ASEAN. The Association of Southeast Asian Nations, or ASEAN, was established on 8

August 1967 in Bangkok, Thailand, with the signing of the ASEAN Declaration (Bangkok
Declaration) by the Founding Fathers of ASEAN, namely Indonesia, Malaysia,
Philippines, Singapore and Thailand.
Brunei Darussalam then joined on 7 January 1984, Viet Nam on 28 July 1995, Lao PDR
and Myanmar on 23 July 1997, and Cambodia on 30 April 1999, making up what is
today the ten Member States of ASEAN.
AIMS AND PURPOSES OF ASEAN. As set out in the ASEAN Declaration, the aims and
purposes of ASEAN are:
1. To accelerate the economic growth, social progress and cultural development
in the region through joint endeavours in the spirit of equality and partnership in order
to strengthen the foundation for a prosperous and peaceful community of Southeast
Asian Nations;
2. To promote regional peace and stability through abiding respect for justice and
the rule of law in the relationship among countries of the region and adherence to the
principles of the United Nations Charter;
3. To promote active collaboration and mutual assistance on matters of common
interest in the economic, social, cultural, technical, scientific and administrative fields;
4. To provide assistance to each other in the form of training and research
facilities in the educational, professional, technical and administrative spheres;
5. To collaborate more effectively for the greater utilisation of their agriculture
and industries, the expansion of their trade, including the study of the problems of
international commodity trade, the improvement of their transportation and
communications facilities and the raising of the living standards of their peoples;
6. To promote Southeast Asian studies; and
7. To maintain close and beneficial cooperation with existing international and
regional organisations with similar aims and purposes, and explore all avenues for
even closer cooperation among themselves.
8 Self-Evaluation
8.3 Written pre and post unit quiz

8.4 Oral Recitation
9 Review of Concepts
9.3 The global divide is what is referred to as the socio-economic and political divide that
divides the world into north and south.
9.4 Asian regionalism is the product of economic interaction, not political planning.
9.5 Asia is at the center of the development of such production networks because it has
efficient transport and communication links, as well as policies geared to supporting
trade.
10 Post-test
Unit Test
Directions. Choose the correct answer from the given options and encircle the letter of your
choice.
1. It is the process of dividing an area into smaller segments called regions.
a. Regionalism
b. Globalization
c. Regionalization
d. Rejoining
2. It is defined as a political ideology that favors a specific region over a greater area.
a. Globalism
b. Regionalization
c. Political Converge
d. Regionalism
3. These are the disadvantages of regionalism, except:

a. Demonstration Effect
b. Hurt the interest of others
c. Geopolitical Impact
d. Undermine the Multilateral System
4. Emergence of institutions and administrative machinery

a. Institutional dimension
b. Symbolic dimension
c. Territorial dimension
d. Establishment
5. Globalization acceleration to multiculturalism by free and inexpensive movement of people

but, regionalization does not support this.
a. Aid
b. Nature
c. Technological Advance
d. Cultural & Societal Relation
6. The production and reproduction of the dimension of Regionalism

a. Establishment
b. Symbolic Dimension
c. Territorial Dimension
d. Institutional Dimension
7-9. Geopolitical Impact is

a. Under some circumstances regional trading system could hurt trade interest of
other countries. Normally, setting up a customs union or free trade area would
violate the WTO‟s principle of equal treatment for all trading partners that is
“must-favored nation agreement
b. Countries may lose interest in the multilateral system when they engage actively
in regional initiatives. The slow pace of multilateral negotiates has given a
greater importance to bilateral and regional trade negotiation.
10. Establish to in 1967 to promote economic, social and cultural growth in the southeast
region.
a. NATO
b. ASEAN
c. G7
d. United Nations
11 References
Ramos, R. (2018, August 18). Global Divides: The North and the South. [PowerPoint slides].
Prezi. https://prezi.com/-jnfbggt48jo/global-divides-the-north-and-the-south/?fallback=1
Prabhu, A. (2015, Nov. 24) Regionlization and Globalization. [PowerPoint slides].

https://www.slideshare.net/ananthaprabhu31/regionalization-vs-globalisation
Central East Region. (2015, Sept. 25). Regionalization in a Nutshell. [Video]. Youtube.
https://www.youtube.com/watch?v=-ZNCDaQDs4A
Asean.Org. Asean Overview. https://asean.org/asean/about-asean/overview/
UNIT 4
1. Title
A WORLD OF IDEAS
2. Topic
2.1 Global Media Cultures

2.2 The Globalization of Religion
3. Time Frame
5 hours
4. Introduction
The topic A World of Ideas delves on how various media drives various forms of global
integration. It explains the dynamic between local and global cultural production; and how
globalization affects religion.
5. Objectives
5.1 Analyze how various media drive various forms of global integration.
5.2 Explain the dynamic between local and global cultural production.
5.3 Explain how globalization affects religious practices and beliefs.
5.4 Analyze the relationship between religion and global conflict and, conversely, global
peace.
6. Pre-test
The Learning Activity No. 7.2 will serve as the pre-test of the students for this particular
unit. Please see Learning Activity 7.2. The Rise of the ISIS for detailed instruction.
7.1 Discussion and lecture on the topic.

7.2 Short Video Showing and Reaction Paper Writing.
The Rise of the ISIS.
https://www.youtube.com/watch?v=pzmO6RWy1v8
 Students will be asked to watch the short film, “The Rise of ISIS”. Each group will
then be asked to go back to their assigned groupings and discuss the short film.
After discussion they will be asked to write a group reaction paper on the film.
The group reaction paper will be written in a short bond paper with a minimum
of 250 words.
 The short film viewing and reaction paper writing on the short film is a
preparation for the students on the discussion of the topic “The Globalization of
Religion” and how the group’s rise may be attributed to the globalization of
media.
Rubrics for Grading Reaction Paper.
Trait Exceeds Meets Below

100-90 points 89-75 points 74 below points
Introduction Introduces theme of Introduces theme of Fails to present
paper, and articles paper and articles the
using rich and effectively theme, or fails to
descriptive language. provide
introduction to
articles
Information Provides accurate and Summarizes main Fails to
Summary descriptive, concise points of the articles summarize
summary of article competently and articles
information, effectively accurately. effectively due
summarizing main to omission of
points of articles. key
points or
inaccurate
characterization
of
information.
Critique Thoughtfully critiques Critiques author(s)’ Missing or
author(s)’ main points, main points, using ineffective
using evidence to back evidence to back up elements.
up arguments. Critique arguments.
is insightful and
thorough.
Sentence Sentences effectively Sentences effectively Repeated errors
Structure constructed with no constructed with 1‐2 in
grammatical errors minor grammatical sentence
errors structure or
grammar
Mechanics Spelling, capitalization 1‐2 minor errors in More than 2
and punctuation spelling, punctuation errors
errorfree or
capitalization
7.3 Lecture/Discussion.
UNIT CONTENT
A WORLD OF IDEAS
Global Media Cultures. The received view about the globalization of culture is one
where the entire world has been molded in the image of Western, mainly American,
culture. In popular and professional discourses alike, the popularity of Big Macs,
Baywatch, and MTV are touted as unmistakable signs of the fulfillment of Marshall
McLuhan's prophecy of the Global Village. The globalization of culture is often chiefly
imputed to international mass media. After all, contemporary media technologies
such as satellite television and the Internet have created a steady flow of transnational
images that connect audiences worldwide. Without global media, according to the
conventional wisdom, how would teenagers in India, Turkey, and Argentina embrace
a Western lifestyle of Nike shoes, Coca-Cola, and rock music? Hence, the putatively
strong influence of the mass media on the globalization of culture.
The role of the mass media in the globalization of culture is a contested issue in
international communication theory and research. Early theories of media influence,
commonly referred to as "magic bullet" or "hypodermic needle" theories, believed
that the mass media had powerful effects over audiences. Since then, the debate
about media influence has undergone an ebb and flow that has prevented any
resolution or agreement among researchers as to the level, scope, and implications of
media influence. Nevertheless, key theoretical formulations in international
communication clung to a belief in powerful media effects on cultures and
communities. At the same time, a body of literature questioning the scope and level
of influence of transnational media has emerged. Whereas some scholars within that
tradition questioned cultural imperialism without providing conceptual alternatives,
others have drawn on an interdisciplinary literature from across the social sciences
and humanities to develop theoretical alternatives to cultural imperialism.
Cultural Imperialism and the Global Media Debate. In international communication

theory and research, cultural imperialism theory argued that audiences across the
globe are heavily affected by media messages emanating from the Western
industrialized countries. Although there are minor differences between "media
imperialism" and "cultural imperialism," most of the literature in international
communication treats the former as a category of the latter. Grounded in an
understanding of media as cultural industries, cultural imperialism is firmly rooted in
a political-economy perspective on international communication. As a school of
thought, political economy focuses on material issues such as capital, infrastructure,
and political control as key determinants of international communication processes
and effects.
In the early stage of cultural imperialism, researchers focused their efforts mostly on
nation-states as primary actors in international relations. They imputed rich,
industrialized, and Western nation-states with intentions and actions by which they
export their cultural products and impose their sociocultural values on poorer and
weaker nations in the developing world. This argument was supported by a number
of studies demonstrating that the flow of news and entertainment was biased in favor
of industrialized countries. This bias was clear both in terms of quantity, because most
media flows were exported by Western countries and imported by developing nations,
and in terms of quality, because developing nations received scant and prejudicial
coverage in Western media.
These concerns led to the rise of the New World Information Order (NWIO) debate,
later known as the New World Information and Communication Order (NWICO)
debate. Although the debate at first was concerned with news flows between the
north and the south, it soon evolved to include all international media flows. This was
due to the fact that inequality existed in news and entertainment programs alike, and
to the advent of then-new media technologies such as communication satellites,
which made the international media landscape more complex and therefore widened
the scope of the debate about international flows.
The global media debate was launched during the 1973 General Conference of the
United Nations Educational, Scientific, and Cultural Organization (UNESCO) in Nairobi,
Kenya. As a specialized agency of the United Nations, the mission of UNESCO includes
issues of communication and culture. During the conference, strong differences arose
between Western industrialized nations and developing countries. Led by the United
States, the first group insisted on the "free flow of information" doctrine, advocating
"free trade" in information and media programs without any restrictions. The second
group, concerned by the lack of balance in international media flows, accused Western
countries of invoking the free flow of information ideology to justify their economic
and cultural domination. They argued instead for a "free and balanced flow" of
information. The chasm between the two groups was too wide to be reconciled. This
eventually was one of the major reasons given for withdrawal from UNESCO by the
United States and the United Kingdom—which resulted in the de facto fall of the
global media debate.
A second stage of research identified with cultural imperialism has been associated
with calls to revive the New World Information and Communication Order debate.
What differentiates this line of research from earlier cultural imperialism formulations
is its emphasis on the commercialization of the sphere of culture. Research into this
area had been a hallmark of cultural imperialism research, but now there is a
deliberate focus on transnational corporations as actors, as opposed to nation-states,
and on transnational capital flows, as opposed to image flows. Obviously, it is hard to
separate the power of transnational corporations from that of nation-states, and it is
difficult to distinguish clearly between capital flows and media flows. Therefore, the
evolution of the debate is mainly a redirection of emphasis rather than a paradigm
shift.
It has become fashionable in some international communication circles to dismiss

cultural imperialism as a monolithic theory that is lacking subtlety and increasingly
questioned by empirical research. Cultural imperialism does have some weaknesses,
but it also continues to be useful. Perhaps the most important contribution of cultural
imperialism is the argument that international communication flows, processes, and

effects are permeated by power. Nevertheless, it seems that the concept of
globalization has in some ways replaced cultural imperialism as the main conceptual
umbrella under which much research and theorizing in international communication
have been conducted.
Media, Globalization, and Hybridization. Several reasons explain the analytical shift
from cultural imperialism to globalization. First, the end of the Cold War as a global
framework for ideological, geopolitical, and economic competition calls for a
rethinking of the analytical categories and paradigms of thought. By giving rise to the
United States as sole superpower and at the same time making the world more
fragmented, the end of the Cold War ushered in an era of complexity between global
forces of cohesion and local reactions of dispersal. In this complex era, the nation-
state is no longer the sole or dominant player, since transnational transactions occur
on subnational, national, and supranational levels. Conceptually, globalization
appears to capture this complexity better than cultural imperialism. Second, according
to John Tomlinson (1991), globalization replaced cultural imperialism because it
conveys a process with less coherence and direction, which will weaken the cultural
unity of all nation-states, not only those in the developing world. Finally, globalization
has emerged as a key perspective across the humanities and social sciences, a current
undoubtedly affecting the discipline of communication.
In fact, the globalization of culture has become a conceptual magnet attracting

research and theorizing efforts from a variety of disciplines and interdisciplinary
formations such as anthropology, comparative literature, cultural studies,
communication and media studies, geography, and sociology. International
communication has been an active interlocutor in this debate because media and
information technologies play an important role in the process of globalization.
Although the media are undeniably one of the engines of cultural globalization, the
size and intensity of the effect of the media on the globalization of culture is a
contested issue revolving around the following question: Did the mass media trigger
and create the globalization of culture? Or is the globalization of culture an old
phenomenon that has only been intensified and made more obvious with the advent
of transnational media technologies? Like the age-old question about whether the egg
came before the chicken or vice versa, the question about the relationship between
media and the globalization of culture is difficult to answer.
One perspective on the globalization of culture, somewhat reminiscent of cultural

imperialism in terms of the nature of the effect of media on culture, but somewhat
different in its conceptualization of the issue, is the view that the media contribute to
the homogenization of cultural differences across the planet. This view dominates
conventional wisdom perspectives on cultural globalization conjuring up images of
Planet Hollywood and the MTV generation. One of the most visible proponents of this
perspective is political scientist Benjamin Barber, who formulated his theory about the
globalization of culture in the book Jihad vs. McWorld (1996). The subtitle, "How
Globalism and Tribalism Are Reshaping the World," betrays Barber's reliance on a
binary opposition between the forces of modernity and liberal democracy with
tradition and autocracy.
Although Barber rightly points to transnational capitalism as the driving engine that
brings Jihad and McWorld in contact and motivates their action, his model has two
limitations. First, it is based on a binary opposition between Jihad, what he refers to
as ethnic and religious tribalism, and McWorld, the capital-driven West. Barber (1996,
p. 157) seemingly attempts to go beyond this binary opposition in a chapter titled
"Jihad Via McWorld," in which he argues that Jihad stands in "less of a stark opposition
than a subtle counterpoint." However, the evidence offered in most of the book
supports an oppositional rather than a contrapuntal perspective on the globalization
of culture. The second limitation of Barber's book is that he privileges the global over
the local, because, according to him, globalization rules via transnational capitalism.
"[T]o think that globalization and indigenization are entirely coequal forces that put
Jihad and McWorld on an equal footing is to vastly underestimate the force of the new
planetary markets.… It's no contest" (p. 12). Although it would be naíve to argue that
the local defeats the global, Barber's argument does not take into account the
dynamic and resilient nature of cultures and their ability to negotiate foreign imports.
Another perspective on globalization is cultural hybridity or hybridization. This view

privileges an understanding of the interface of globalization and localization as a
dynamic process and hybrid product of mixed traditions and cultural forms. As such,
this perspective does not give prominence to globalization as a homogenizing force,
nor does it believe in localization as a resistive process opposed to globalization.
Rather, hybridization advocates an emphasis on processes of mediation that it views
as central to cultural globalization. The concept of hybridization is the product of
interdisciplinary work mostly based in intellectual projects such as post-colonialism,
cultural studies, and performance studies. Hybridization has been used in
communication and media studies and appears to be a productive theoretical
orientation as researchers in international media studies attempt to grasp the
complex subtleties of the globalization of culture.
One of the most influential voices in the debate about cultural hybridity is
Argentinean-Mexican cultural critic Nestor García-Canclini. In his book Hybrid Cultures
(1995), García-Canclini advocates a theoretical understanding of Latin American
nations as hybrid cultures. His analysis is both broad and incisive, covering a variety of
cultural processes and institutions such as museums, television, film, universities,
political cartoons, graffiti, and visual arts. According to García-Canclini, there are three
main features of cultural hybridity. The first feature consists of mixing previously
separate cultural systems, such as mixing the elite art of opera with popular music.
The second feature of hybridity is the deterritorialization of cultural processes from
their original physical environment to new and foreign contexts. Third, cultural
hybridity entails impure cultural genres that are formed out of the mixture of several
cultural domains. An example of these impure genres is when artisans in rural Mexico
weave tapestries of masterpieces of European painters such as Joan Miró and Henri
Matisse, mixing high art and folk artisanship into an impure genre.
In media and communication research, the main question is "Have transnational

media made cultures across the globe hybrid by bringing into their midst foreign
cultural elements, or have cultures always been to some extent hybrid, meaning that
transnational mass media only strengthened an already-existing condition?" There is
no obvious or final answer to that question, because there is not enough empirical
research about media and hybridity and because of the theoretical complexity of the
issue. What does exist in terms of theoretical understanding and research results
points to a middle ground. This position acknowledges that cultures have been in
contact for a long time through warfare, trade, migration, and slavery. Therefore, a
degree of hybridization in all cultures can be assumed. At the same time, this middle
ground also recognizes that global media and information technologies have
substantially increased contacts between cultures, both in terms of intensity and of
the speed with which these contacts occur. Therefore, it is reasonable to assume that
transnational mass media intensify the hybridity that is already in existence in cultures
across the globe. Consequently, the globalization of culture through the media is not
a process of complete homogenization, but rather one where cohesion and
fragmentation coexist.
The Globalization of Religion. The dialogical approaches to globalization, in

conjunction with those that stress globalization from below, are of special significance
when it comes to the topic of religion. By far the greatest portion of the by now vast
literature on globalization completely or almost completely ignores religion, the
partial exception being the attention that Islamicist political extremism receives. This
absence can perhaps be attributed to the dominance of economic and political
understandings of globalization, including among those observers who look at the
phenomenon from within religious traditions. Yet even though a great many of the
works that focus on globalization from below—for instance, much of the literature on
global migration and ethnicity—also gives religion scant attention, it is among these
approaches that one finds almost all the exceptions to this general pattern, probably
because these are the only ones that, in principle, allow non-economic or nonpolitical
structures like religion a significant role in globalization.
Consideration of the relation between religion and globalization involves two basic
possibilities. There are, on the one hand, religious responses to globalization and
religious interpretations of globalization. These are, as it were, part of doing religion
in a globalizing context. On the other hand, there are those analyses of globalization
that seek to understand the role of religion in globalization and the effects of
globalization on religion. They focus on observing religion in a global society. By far
the largest portion of the literature that relates religion and globalization is of the
former sort, and therefore it is well to begin there.
Religious Perspectives on Globalization. A great many religious commentators

understand globalization as at once a largely economic, imperialistic, and
homogenizing process. They share the economic/mass cultural/political perspective,
evaluating globalization as anywhere from a threatening challenge to the
manifestation of evil in our world. In many respects globalization in this segment of

the literature is a successor term for what used to be censured as the capitalist system
or cognate terms. Accordingly, globalization results in violence and the unjust
oppression of the majority of people around the world. It threatens local and
indigenous cultures, imposing a particularly heavy burden on women. It is the chief
cause of global and local environmental degradation, again to the principal detriment
of the mass of marginalized humanity. Such theologically inspired positions are not
restricted to the representatives of a particular religious tradition. Thus, for example,
Christians, Buddhists, Muslims, Jews, and those speaking from indigenous traditions
all arrive at similar critical assessments of globalization. And far from being a
characteristically religious perspective, such arguments are quite common in the
overall literature, whether recognizably religious or not. What they imply, among
other consequences, is that religion and religious sensibilities are at root outside of
and contrary to globalization, that globalization and religion are fundamentally
incommensurate. Another segment of both the religiously inspired and the secular
literature, while often sharing many of the negative judgments, nonetheless sees a
much closer relation between the two. As noted, these observers almost invariably
share the broader meanings of globalization, especially the dialogical and from below
perspectives.
Religious insider perspectives do not necessarily limit themselves to opposition,

however. Some theologically oriented observers argue that religion has an essential
role in shaping globalization; that the negative outcomes of globalization point to the
need for a positive global ethic, which religions can provide. The efforts led by Hans
Küng in this direction are perhaps the most well known. For Küng, not only does the
globalized world require a guiding global ethic, but key to the development of that
ethic is harmonious relations and dialogue among the world's religions. The
combination signals a dialogical understanding of globalization that Küng shares with
many other observers. Here it applies to religion: the globalized whole depends for its
viability on the contribution of religion, yet this contribution presupposes a plurality
of particular religions that come to understand themselves in positive relation to one
another. Unity and diversity are both constitutive of the global. This core assumption
of Küng's Global Ethic Project points to general features of how those contributions to
the globalization debate that do not ignore religion have sought to understand its role
in the process: as an important dimension of globalization that exhibits the
characteristic dynamic tension between global and local, between homogeneity and
heterogeneity, between the universal and the particular.
Religion and Religions in Globalization. Globalization perspectives seeking to include

religion have taken several directions of which the following are likely the most
significant. Certain approaches analyze religion as a global or transnational institution,
whose diverse manifestations operate to a large extent independently of economic
and political structures and that bind diverse regions of the world together in ways
comparable to global trade, international relations, mass media, sport,
communications media, or tourism. A second but related focus of observation is the
role that religious systems play as powerful cultural resources for asserting identity
and seeking inclusion in global society, especially among less powerful and
marginalized populations. It is in this context that religio-political movements,
including so-called fundamentalisms, receive the most focused attention. A third
strategy goes even further, attempting to show how the formation, reformation, and
spread of religions have been an integral dimension of globalization as such. From this
angle, what we today conceive as the most typical forms of religion and even the
typical understandings that we have of religion are themselves outcomes and
reflections of the historical process of globalization. Although these three directions
are by no means mutually exclusive, for the sake of presentation they can be treated
separately. Each implies a somewhat different theoretical emphasis, and each also
tends to focus on different empirical manifestations of religion in our world.
Religion as Transnational Institution. The relative absence of religion from many

globalization perspectives and theories is in some respects quite surprising, especially
when one looks at the issue historically. Of the forces that have in the past been
instrumental in binding different regions of the world together, in creating a larger if
not exactly a geographically global system, economic trade and political empire have
certainly been the most obvious; but in conjunction with these, it is equally clear that
what we today call religions have also at times played a significant role. Hindu
civilization at one time spread throughout South and Southeast Asia. Buddhist
teaching and monastic traditions linked together the vast territories from Sri Lanka
and the Indian subcontinent, through Afghanistan and China to Korea, Japan, and
most of Southeast Asia. In the early Middle Ages the Christian church was the only
institution that overarched and even defined as a single social unit that northwestern
portion of the Eurasian landmass known as Europe. And this largely over against its
neighbor, Islam, which by the twelfth century ce had succeeded in weaving a socio-
religious tapestry that extended from Europe and sub-Saharan Africa through all of
Asia into the far reaches of Southeast Asia. It informed without doubt the largest world
system before the arrival of the modern era.
Yet perhaps most important in this regard is that, as the European powers expanded
their influence around the globe between the sixteenth and twentieth centuries, thus
setting the conditions for contemporary truly worldwide globalization, Christian
religion and Christian institutions were throughout that entire period key contributors
to the process. The churches accompanied European colonizers in Africa, the
Americas, and Australasia; Christian missions, whether independently or in
conjunction with secular authorities, sought conversions in all corners of the globe. In
consequence, today the vast majority of globally extended religious institutions are in
fact Christian organizations and movements. A wide variety of these include, for
instance, the Roman Catholic Church (along with many of its religious orders), several
Protestant and Eastern Orthodox churches, the World Council of Churches, Seventh-
day Adventists, the worldwide Pentecostal movement, and Jehovah's Witnesses.
Christian missions still crisscross the world: American missionaries are to be found in
Latin America, Africa, and Asia; African and Latin American Christians conduct missions
in Europe and the United States; Australians serve in India; South Koreans are a major
presence in southern Africa; and everyone is trying to spread the word in the countries
of the former Communist bloc.
Although Christian establishments thus dominate numerically, they are far from being
alone among transnational religious institutions. Muslim movements and
organizations such as the Ṣūfī and neo-Ṣūfī ṭarīqah, or brotherhoods (for example,
Naqshbandīyah, Murīdīya, Qādirīyah), reform movements like the Pakistani Tablighi
Jamaat and the Turkish Milli Görüş, and unity foundations like the World Muslim
Congress or the World Muslim League are broadly established in different regions.
They are far from negligible in importance. Buddhist organizations such as the
Foguangshan or the Sōka Gakkai have a worldwide presence as do Hindu movements
like the Ramakrishna Math and Mission, the Vishwa Hindu Parishad, and the Sai Baba
movement. Parallel examples could be mentioned for other both major and minor
religions ranging from Judaism, Sikhism, and Bahā'ī to Mormonism, Scientology, and
the Brahmā Kumaris.
The specific literature on any of these is fairly substantial. Yet with some exceptions,
notably Christian manifestations like the Roman Catholic Church and Pentecostalism,
globalization perspectives have not concentrated on these perhaps most obvious of
global religious forms as a characteristic dimension of the globalization process.
Instead, a growing literature has been focusing on religion in the context of global
migration. The more or less permanent displacement of large numbers of people from
diverse regions and cultural backgrounds to many other parts of the world, but
notably from non-Western to Western countries, has like few other phenomena
brought home to an increasing range of observers just how much humanity is now
living in a single world where identity and difference have to be renegotiated and
reconstructed. Dialogical theories of globalization and those that stress globalization
from below have been particularly apt to analyze the consequences of global
migration, but the issue is not missing from many that understand globalization
primarily in economic or political terms. Like global capitalism or international
relations, this question is not susceptible to easy understanding on the basis of
theories that take a more limited territory, above all a nation-state or a region like
Europe, as their primary unit of analysis. In the context of the various other structures
that make the world a smaller place, global migrants in recent times maintain far
stronger and more lasting and consequential links with their countries of origin.
Globalization approaches allow a better understanding of why they have migrated,
what they do once they migrate, and the dynamics of their integration or lack thereof
into their new regions.
Given that religious institutions, religiously informed worldviews, and religious

practice are so often instrumental in these processes, the growing number of efforts
to understand religion's role among global migrants is not surprising. Such
contributions have focused on the concrete religious institutions of the migrants in
their new homes, the immigration and integration policies and attitudes of the host
countries, the transnational links and flows that the migrants maintain, and the
influence of these diasporic communities on the global religions that are usually
involved. Not infrequently in such analyses, the sorts of transnational religious

organizations and movements just mentioned are salient topics, since the migrant
communities are often instrumental in bringing about, developing, and maintaining
their global character. Thus, for instance, we have consideration of Senegalese murīd
presence in the United States, Taiwanese Foguangshan establishments in Canada,
Turkish Süleymanli communities in Germany, Tablighi Jamaat mosques in Great
Britain, Japanese Buddhist temples in Brazil, as well as African or Latin American
Pentecostal churches in North America and Europe. As this illustrative list
demonstrates, the bulk of this literature reflects the fact that it is people in Western
countries that carry out most of such globalization analyses. This imbalance needs yet
to be corrected. Nonetheless, the examples do demonstrate one of the important
ways that globalization perspectives are being applied to religion, and conversely how
the analysis of religion is coming to inform theories of globalization themselves.
Moreover, the consideration of the role of transnational religious institutions in the
context of global migration already implicates the second way that religion has been
understood as a significant contributor to globalization processes, and that is as a
cultural, but especially political resource.
Religion as Cultural and Political Resource. People who migrate from one part of the
world to another in search of a better life often depend on their religions and their
religious institutions to address an array of attendant problems. Religion can furnish
them with a strong sense of identity and integrity in a situation where they may be
strangers. Churches, temples, mosques, gurdwara s, and synagogues can serve as a
home away from home where one can speak one's language, eat one's food,
congregate with people who share one's situation, and even attain a measure of status
that one is denied in the new host society. For many poorer migrants, religious
institutions offer vital social services that make survival and establishment in the new
land even possible. They may also provide a principal conduit for maintaining ties with
the places of origin. In these circumstances religion both is the means for global
connectivity and makes up important content of global flows. Globalization affords
conditions for the elaboration of new and expanded transnational establishments
whose primary reason for existence is religious but that also serve an array of other
purposes. They are at the same time, however, important local institutions, places
where people go in their everyday lives for everyday reasons. Thus, to take but one
example, a Christian church founded by Mexican migrants in Atlanta is an important
community resource for its participants, but it may also have ties with the church back
in the Mexican village from which most of them originate, providing financial and
other resources for that village church as well. The religious institution properly
speaking includes both localities and is not properly understood unless one takes both
into consideration. Globalization perspectives afford that inclusive view.
The role of religion in providing, broadly speaking, cultural resources in a global

context is not limited to the situation of migrants, however. Globalization, irrespective
of which meaning one favors, implies a kind of compression of space in which the
upheaval and uprooting characteristic of the migratory experience are the lot of a
great many of the world's people, whether they leave their homes or not. Parallel
circumstances in Africa and Latin America can serve to make this similarity clear. Both
these continents have large regions and large populations that are effectively
excluded from the main globalized power structures, yet their lives are nonetheless
profoundly affected by them. Religion and religious institutions are important
resources for responding to the situation. In Latin America, for instance, one reason
for the rapid rise of Pentecostal Christian churches along with significant growth
among Afro-Brazilian religions like Candomblé and certain Roman Catholic
movements is that these institutional religious forms provide people with ways of
understanding themselves and coping in a world where their situation is changing and
often precarious. They afford people narratives with attendant life practices by which
they can give themselves a meaningful and dignified place in this world. Religion lends
them a measure of power. Even more clearly, in sub-Saharan Africa above all Christian
and Islamic organizations, centers, networks, and movements offer large numbers of
people at least some access to an institution that actually functions reasonably to their
benefit. Although they are localized institutions and largely in the control of local
people, a far from insignificant part of the appeal of these religious establishments is
that they have links to and represent access to the wider globalized world. This has
always been one of the attractions of both Christianity and Islam; they have in effect
been global religions for many centuries. In today's world they continue to fill that
role. The degree to which religions contribute to the globalized circumstance as well
as their character as globalized institutions becomes evident in these cases.
As noted earlier, the one phenomenon that has attracted the most attention to the
global significance of religions is the proliferation of effective religio-political
movements in almost all regions of the world. From the rise of Hindu nationalism in
India and the heavy political involvement of certain Buddhist organizations in Japan to
the many highly politicized Islamicist movements in countries as diverse as Iran,
Indonesia, and Nigeria, politicized religion has been a constant feature of the global
world since at least the 1960s and in many respects well back into the nineteenth
century. Although the literature often analyzes them under the somewhat
tendentious label of fundamentalisms, two of their most basic features illustrate quite
clearly how relevant they are for theories of globalization and how they manifest the
global nature of so much contemporary religion.
The first is simply that they have arisen in so many different countries, and almost
always on the basis of the traditions and institutions of one of the globally recognized
religions such as Islam, Christianity, Judaism, Hinduism, Sikhism, or Buddhism.
Religions that are very different from one another provide the resources for
remarkably similar political movements. The fact that one of the broadly homologous
modern states is invariably implicated by such movements is one reason for this
similarity, but so is the explicitly global view that they typically represent. Whether
one takes the Islamic revolution in Iran, the religious Zionists of Israel, the Christian
Right in the United States, liberation theological movements in Latin America, Sōka
Gakkai in Japan, the Hindu nationalism of the Rashtriya Svayamsevak Sangh in India,
or a host of other examples, most of these movements have justified themselves
explicitly in global terms, in addition to local or national ones. Even the Islamicist
Taliban in Afghanistan, a movement with hardly any global consciousness when it

formed in the early 1990s, very much saw itself in global terms by the time the
American-led invasion ousted its government in 2001. What these religio-political
movements therefore also demonstrate once again is how localized religion does not
have to be globally extended, let alone positive toward the process of globalization,
for it to be globally relevant and therefore for globalization theories to be useful in
understanding them.
Religion and Religions as Globalizing System. A further theoretical approach to the

role of religion and religions in globalization goes beyond the idea that religious
worldviews and institutions have participated in the process. It focuses on the degree
to which both modern institutional forms and modern understandings of religion are
themselves manifestations of globalization. With the centuries-long development of
what is today a globally extended society, religion came to inform what is today a
globally extended religious system consisting primarily of a series of mutually
identified and broadly recognized religions. These religions, in virtually every region of
the globe, include Christianity, Islam, Hinduism, and Buddhism, but a variable list of
other religions receives almost as broad legitimacy. Among these are Judaism,
Sikhism, Daoism, and Jainism, followed again by another set of less consistently or
more regionally accepted ones such as Bahāʾī, Shintō, Candomblé, African Traditional
Religions (ATR), Scientology, and so forth. The idea that religion manifests itself
through a series of distinct religions may seem self-evident to many people, including
a great many of their adherents. Yet that notion is historically of quite recent
provenance. In Europe, where this understanding first gained purchase, it dates back
at the earliest to the seventeenth century. Elsewhere, such as in most regions of Asia,
one must wait until at least the nineteenth century. Its development and spread is
entirely coterminous with the period most theories identify as the prime centuries of
globalization.
For this approach to religion and globalization, the construction of the religious system
is not only recent. It is also quite selective; not every possible religion, not everything
possibly religious counts. Symptomatic of both aspects are ongoing and recent
debates among scholars of religion concerning the meaning of the concept and its
supposed Eurocentrism. One perspective in these controversies has it that religion is
at best an abstract term, useful for certain kinds of analysis but not something real
that is actually out there in the world. A prime argument in support of this position is
how the ideas of religion as a separate domain of life and of the distinct religions are
so demonstrably products of relatively recent history and so clearly attendant upon
and implicated in the concomitant spread of Christian and European influence around
the world. Another is that religions is empirically too narrow, as what is meant by them
does not cover nearly everything in our world that is manifestly religious using slightly
different notions of religion. Cogent as such arguments are, however, they point
exactly to what the theory under review states: a peculiar way of understanding
religion and institutionally embodying religion has developed in conjunction with and
as an expression of the process of globalization. It is accepted and contested right
around the world. Similar to global capitalism and the global system of sovereign
states, the idea and its putting into practice exclude as well as include. It also involves
power and imposition, as do all human institutions. And just as anti-globalization
movements are themselves important manifestations of that which they seemingly
oppose, so too is contestation—whether academic, theological, or broadly political—
with reference to religion and the religions symptomatic of the social and cultural
reality that it contests.
A strict corollary of this theory, a consequence of the selective nature of this religious
system, is that new religions will constantly try to form and that much religiosity will
escape the system. The existence of this global religious system, simultaneously at the
global and local levels, therefore spawns its constant development and the constant
challenging of the way it operates. That idea leads logically to consideration of the
religiousness of the global system itself.
Religion, Globalization, and the Human Condition. More than a few theories of
globalization explicitly address what one might call its ideal dimension, the way it
shapes how people understand the nature and purpose of the world and their place
in it. Given that such questions of ultimate concern or purpose often appear as
defining features of religion, this ideal dimension can also be conceived as its religious
dimension, although thereby not necessarily referring to the role of religious traditions
and institutions in it. One can divide the analyses of this dimension of globalization
according to whether it is seen as a positive or negative feature, and whether unity or
diversity of vision dominates.
Positive and unitary interpretations come in a number of variants. There are still a few
that see globalization as inevitably moving the world toward a future of ever greater
material prosperity, political democracy, and technological progress shared equitably
among all peoples. Far more numerous are those that share ideals such as equality
and inclusion of all people in the benefits of global society, perhaps under the rubric
of universal human rights; but they consider that at the very least human society has
a long way to go before these are realizable, and that certain features of globalization
actually stand in the way of their realization. Several perspectives grounded in
institutionalized religion fall under this heading, for instance, the already discussed
Global Ethic Project led by Hans Küng, or the Justice, Peace and Integrity of Creation
program of the World Council of Churches. Typically, these and other examples
consider such values as equality among peoples, religions, classes, and genders to be
completely unquestionable. With equal self-evidence they exhibit strong ecological
sensibility and valorize the natural environment. Into this category also belong those
social-scientific approaches that stress the global preponderance of idealized models,
especially models of progressive economy, the nation-state, education, legal
structures, mass media, art, and culture.
Unitary but negative visions share most of these characteristics but reject the idea
that any of these developments can have a positive outcome. Sometimes these take
world-rejecting communitarian directions, advocating retreat from the globalized
world. Ironically perhaps, it is not uncommon for these visions to espouse precisely
the sort of egalitarian values typical of the positive versions but insist that this is only
possible in a separated—and usually quite small-scale—society. Some subdivisions of
environmental and back-to-nature movements exemplify this possibility. In many
respects they are mirror images of globalized society, and in that respect reflections
of it. By contrast, there are those rejections of a unitary globalization that insist on the
unique validity of a particular culture or society. Some so-called fundamentalist visions
fall in this category, but it must be stressed how comparatively rare they are. The
Afghan Pashtun Taliban, in contrast to most Islamicist perspectives, may have been
one of the few.
Pluralist visions of the world are variations on the unitary ones, putting greater stress
on, respectively, the difference or the irreconcilability of diverse worldviews. The clash
of civilizations model made famous by Samuel Huntington is representative of a
negative version, dependent as it is on the idea—not to say ideal—that quasi-essential
civilizations with particular characteristics actually exist logically prior to the globalized
context in which mutually identifying them might make sense. Pluralist positive
perspectives, by contrast, are even more mere variations on the unitary variety: the
value of pluralist and egalitarian inclusion here is simply more strongly emphasized.
What is therefore especially noteworthy of all these representations of globalization's

ideal dimension is just how close they are to one another. Without in the least
underplaying the degree to which globalization entails vast differences in power and
influence among different regions and different people; without denying the
significant contestation, even conflict, between different visions of what the global
world is or should be; this seeming narrowing of alternative world visions may in the
end be one of the most powerful symptoms of the social reality which the idea of
globalization seeks to name.
8. Self-evaluation
8.1 Written post-test

8.2 Oral Recitation
8.3 Short Video Viewing
8.4 Group discussion and Reaction Paper writing
9.1 The role of the mass media in the globalization of culture is a contested issue in
international communication theory and research. Early theories of media influence,
commonly referred to as "magic bullet" or "hypodermic needle" theories, believed
that the mass media had powerful effects over audiences. Since then, the debate
about media influence has undergone an ebb and flow that has prevented any
resolution or agreement among researchers as to the level, scope, and implications
of media influence. Nevertheless, key theoretical formulations in international
communication clung to a belief in powerful media effects on cultures and
communities.
9.2 . In international communication theory and research, cultural imperialism theory

argued that audiences across the globe are heavily affected by media messages
emanating from the Western industrialized countries.
9.3 In media and communication research, the main question is "Have transnational
media made cultures across the globe hybrid by bringing into their midst foreign
cultural elements, or have cultures always been to some extent hybrid, meaning that
transnational mass media only strengthened an already-existing condition?" There is
no obvious or final answer to that question, because there is not enough empirical
research about media and hybridity and because of the theoretical complexity of the
issue.
9.4 Consideration of the relation between religion and globalization involves two basic
possibilities. There are, on the one hand, religious responses to globalization and
religious interpretations of globalization. These are, as it were, part of doing religion
in a globalizing context. On the other hand, there are those analyses of globalization
that seek to understand the role of religion in globalization and the effects of
globalization on religion. They focus on observing religion in a global society.
10. Post-test
Unit Test
Group Essay Examination. Students will be asked to go back to their groupings and will
be asked to answer the following questions as a group. Group answers will be
collected at the end of the session.
1. How do you link cultural imperialism with global media? What is/are the
association between the two?
2. Discuss the analytical shift from cultural imperialism to globalization of media.
3. What is the relation between religion and globalization? Is religion indeed a global
institution?
Essay Exam Rubric. This is a five-criteria, four-standard model with detailed

descriptors that assesses essay responses in an exam environment/context by the
following criteria:
response".
2. Understanding/Application. "Demonstrates deep understanding of course
theories and ideas applied to analysis of case situations".
development"
writing errors".
11. References
Encyclopedia. (n.d.). Globalization and Religion. In encyclopedia.com. Retrieved July 6,

2020 from https://www.encyclopedia.com/environment/encyclopedias-almanacs-
transcripts-and-maps/globalization-and-religion
Encyclopedia. (n.d.). Globalization Culture through Media. In encyclopedia.com. Retrieved

July 6, 2020 from https://www.encyclopedia.com/media/encyclopedias-almanacs-
transcripts-and-maps/globalization-culture-through-media
Kraidy, M. M. 2002. Globalization of Culture Through the Media. University of

Pennsylvania, Scholarly Commons.
UNIT 5
1. Title
GLOBAL POPULATION AND MOBILITY
2. Topic
2.1 The Global City

2.2 Global Demography
2.3 Global Migration
3. Time Frame
5 hours
4. Introduction
This unit will discuss the attributes of global cities and how cities serve as engines of
globalization. It will also explain the theory of demographic transition as it affects global
population; and analyze the political, economic, cultural, and social factors underlying the
global movements of people.
5. Objectives
5.1 Identify the attributes of a global city.

5.2 Analyze how cities serve as engines of globalization.
5.3 Explain the theory of demographic transition as it affects global population.
5.4 Explain the theory of demographic transition as it affects global population.
5.5 Analyze the political, economic, cultural, and social factors underlying the global
movements of people
5.6 Display first-hand knowledge of the experiences of OFWs.
6. Pre-test
Group Essay Examination. Students will be asked to find their assigned group and
answer the following essay questions.
1. How would you describe your city?
2. What is your city known for?
3. What makes your city a global city?
Essay Exam Rubric. This is a five-criteria, four-standard model with detailed descriptors
that assesses essay responses in an exam environment/context by the following criteria:
response".

development"
writing errors".
7.1 Class discussion and lecture.

7.2 Research Paper Proposal Writing.
Students will be asked to find their respective group. Work and brainstorm with your
group to come up with a research proposal on the Contemporary World with the
topics for this subject as the basis. You may use print and online scholarly resources
to add up to your discussion outcomes and research proposal. Choose a member of
the group to present the group’s output.
RUBRIC FOR A RESEARCH PROPOSAL

MATTHEW PEARSON, WRITING ACROSS THE CURRICULUM
Essentials Comments
Clear introduction or abstract (your
choice), introducing the purpose, scope
or method of your project.
Literature Review. 6 quality scholarly
sources, clearly summarized, connection
to your proposed research is clear.
Significance of the Topic, Statement of
the Problem. Gap in knowledge about the
topic, hypothesis if appropriate
Proposal of how your study will help fill in
the gap. What new knowledge it might
provide.
Clear methods section. Description of
measurements, reason for choosing
tools, sample, reasons for sample choice.
Organization and logical progression of
ideas at the paragraph and whole paper
levels.
Correct use of APA citation style.
Style or Language. Clear actors as subject
of your sentences; active voice when
appropriate.
Style/Language. Concision, cohesion

between sentences and paragraphs.
Style/Language. Elegant use of tropes and
schemes, when appropriate.
Careful editing and proofing.
https://dept.writing.wisc.edu/wac/rubric-for-a-research-proposal/
7.3 Critiquing of Research Proposal

7.4 Lecture/Discussion
UNIT CONTENT
GLOBAL POPULATION AND MOBILITY
Global City. The global city an urban center that enjoys significant competitive
advantages and that serves as a hub within a globalized economic system. The term
has its origins in research on cities carried out during the 1980s, which examined the
common characteristics of the world’s most important cities. However, with
increased attention being paid to processes of globalization during subsequent
years, these world cities came to be known as global cities. Linked with globalization
was the idea of spatial reorganization and the hypothesis that cities were becoming
key loci within global networks of production, finance, and telecommunications. In
some formulations of the global city thesis, then, such cities are seen as the building
blocks of globalization. Simultaneously, these cities were becoming newly privileged
sites of local politics within the context of a broader project to reconfigure state
institutions.
Early research on global cities concentrated on key urban centers such as London,
New York City, and Tokyo. With time, however, research has been completed on
emerging global cities outside of this triad, such as Amsterdam, Frankfurt, Houston,
Los Angeles, Mexico City, Paris, São Paulo, Sydney, and Zürich. Such cities are said to
knit together to form a global city network serving the requirements of transnational
capital across broad swathes of territory.
The rise of global cities has been linked with two globalization-related trends: first,
the expansion of the role of transnational corporations (TNCs) in global production
patterns and, second, the decline of mass production along Fordist lines and the
concomitant rise of flexible production centered within urban areas. These two
trends explain the emergence of networks of certain cities serving the financial and
service requirements of TNCs while other cities suffer the consequences of
deindustrialization and fail to become “global.” Global cities are those that therefore
become effective command-and-coordination posts for TNCs within a globalizing
world economy. Such cities have also assumed a governance role at the local scale
and within wider configurations of what some commentators have termed the
“glocalization” of state institutions. This refers to processes in which certain national
state functions of organization and administration have been devolved to the local
scale. An example of this would be London. Since the 1980s London has consolidated
its position as a global banking and financial center, de-linked from the national
economy.
Characteristics of Global City. The following are the characteristics of a global city:
1. A variety of international financial services such as in finance, insurance, real
estate, banking accountancy and marketing.
2. Headquarters of several multinational corporations.
3. Existence of financial headquarters, a stock exchange, and major financial
institutions.
4. Domination of trade and economy of a large surrounding area.
5. Major manufacturing centers with port and container facilities.
6. Considerable decision-making power on a daily basis and at a global level.
7. Centers of new ideas and innovation in business, economics, culture and
politics.
8. Centers of media and communications for global networks.
9. Dominance of the national region with great international significance.
10. High percentage of residence employed in the services sector and information
sector.
11. High quality educational institutions (universities, international students’
attendance, research facilities).
12. Multi-functional infrastructure offering some of the best legal, medical, and
entertainment facilities in the country.
13. High diversity in language, culture, religion and ideology.
The Global Demographic. Demographics is the study of a population based on

factors such as age, race and sex. Governments, corporations and non-government
organizations use demographics to learn more about a population’s characteristics for
many purposes, including policy development and economic research.
Global Demographic Trends and Patterns. The global population, which stood at just
over 2 billion in 1950, is 7.7 billion by mid 2019. The world is currently gaining new
inhabitants at a rate of 76 million people a year (representing the difference, in 2005,
between 134 million births and 58 million deaths). Although this growth is slowing,
middle-ground projections suggest the world will have 9.1 billion inhabitants by 2050,
when growth will be approximately 34 million a year.
These past and projected additions to world population have been, and will
increasingly be, distributed unevenly across the world. Today, 95 per cent of
population growth occurs in developing countries (see Figure 1). The population of the
world’s 50 least-developed countries is expected to more than double by the middle
of this century, with several poor countries tripling their population over the period.
By contrast, the population of the developed world is expected to remain steady at
around 1.2 billion, with population declines in some wealthy countries.
The disparity in population growth between developed and developing countries

reflects the existence of considerable heterogeneity in birth, death and migration
processes, both over time and across national populations, races and ethnic groups.
The disparity has coincided with changes in the age-group composition of populations.
An overview of these factors illuminates the mechanisms of global population growth
and change.
Global Migration. Mobility is an intrinsic attribute of human beings. Based on their

mobility status, people can be classified into five categories:
1. Permanent migrants who do not have a ‘usual’ domicile, such as nomads,
wanderers, etc.;
2. Long-term migrants who leave their ‘usual’ domicile for prolonged periods of
time, such as working-life migrants, etc.;
3. Temporary migrants, or sojourners, who leave their ‘usual’ domicile for a
short-to-medium period of time, such as seasonal migrants, commuters, etc.;
4. Transfers who maintain the same job but are transferred by their employers
to areas other than their ‘usual’ domicile for a specific period of time; and
5. Non-migrants who have not changed their ‘usual’ domicile yet, although they
might do so in the future (Standing, 1984b336).
Reasons Why People Moved.

1. Economic Reasons. Lack of opportunities or differentials in employment
opportunities and wages; lure of a well-paid job in a wealthy country; lack
of educational institutions across developing countries.
2. Political Reasons. The unattractiveness of agricultural activities, disasters,
lack of basic infrastructures and industrial ventures.
3. Social Factors. Includes wealth, religion, buying habits, educational level,
family size and structure and population density.
4. Cultural Factors. Range from syntax, ideologies, religion, language and
dialect, art and literacy.
5. Push-Pull Factor. These are factors that drive people away from a place and
draw people to a new location. Push Factor are reasons to leave. Pull Factor
are reasons to migrate.
The Overseas Filipino Worker (OFW). An OFW is a person of Filipino origin who lives
outside of the Philippines. This term applies to Filipinos who are abroad indefinitely as
citizens or as permanent residents of a different country and to those Filipino citizens
who are abroad for a limited definite period such as on a work contract or as an
international student.
8. Self-evaluation
8.1 Written pre-test.

8.2 Discussion and group reporting
8.3 Research Paper Proposal Writing and Critiquing
9.1 The global city an urban center that enjoys significant competitive advantages and
that serves as a hub within a globalized economic system.
9.2 The rise of global cities has been linked with two globalization-related trends: first,
the expansion of the role of transnational corporations (TNCs) in global production
patterns and, second, the decline of mass production along Fordist lines and the
concomitant rise of flexible production centered within urban areas.
9.3 A city to be considered global must contain several characteristics.
9.4 Demographics is the study of a population based on factors such as age, race and
sex.
9.5 Mobility is an intrinsic attribute of human beings.
9.6 An OFW is a person of Filipino origin who lives outside of the Philippines.
10. Post-test
Students, through their groups, will be asked to submit their proposal of a short research
paper. Please see 7.2 for a detailed instruction/s of the research proposal writing.
11. References
Henson, J. (2018, September 12). Global Population and Mobility. [Powerpoint slides].
Slideshare. https://www.slideshare.net/JessHenson1/global-population-and-mobility-
114930831
Encyclopedia Britannica. (n.d.). Global City. In Britannica.com. Retrieved July 6, 2020 from
https://www.britannica.com/topic/global-city
Bloom D. E., Canning D. Global Demography: Fact, Force, Future. [Abstract]
UNIT 6
1. Title
TOWARDS A SUSTAINABLE WORLD
2. Topic
2.1 Sustainable Development

2.2 Global Food Security
3. Time Frame
7 hours
4. Introduction
This unit will present the models of global sustainable development. It will also discuss
the global food security and its impact on world population.
5. Objectives
5.1 Differentiate stability from sustainability.

5.2 Articulate models of global sustainable development.
5.3 Define and critique global food security and its models.
6. Pre-test
Research Writing. Students will be asked to continue work on their research paper as
well as critique their works.
7.1 Discussion and Lecture
UNIT CONTENT
Sustainable Development. Sustainability as a concept is argued to be too vague to

have a universally accepted definition; leading to exploitation and “greenwashing”,
sounding so good, it can have too many shallow definitions and due to the absence
of a standard theoretical framework can be interpreted to mean anything.
(Caradonna, 2014, p.7). Sustainable development as a concept being notorious and
elusive to define with at least 80 definitions which both compete and contradict.
(Williams and Millington, 2004).
The concept was given a name in the early 18th century as “Nachhaltigkeit”
describing the practice of harvesting timber. The world was not in a state of
“perfection” back in that era as an ecological problem existed. As the world
developed into the era of industrialization, plastic, high pollution rate from fossil
fuels, nuclear waste, synthetic chemicals all increased the impact of man on the
environment and resulted in environmental degradation. There was awareness
about forest exploitation with surviving documents showing the roots of
sustainability stretching back to the pre-industrialized world. Present-day
“sustainists” would argue that we are 250 years into an unsustainable living but the
argument of what is determined as unstainable or sustainable still stands. A great
part of the world’s socio-economic sector still embraces industrialization and
capitalism, a society that thrives on mechanization and the use of fossil fuels.
(Caradona, 2014, p 34)
From the era of pre-industrialized societies, era of colonial trade (consumer

revolution) and consumption of coffee, tobacco, sugar rooted in slavery to the era
where humans were thought to hold exalted place in the natural order to this present
era, it is clear that the sustainability movement of the present day is rooted in early
pioneers of ecological thinking who were able to connect the three pillars of modern
sustainability human society, (albeit in an unrefined way) creating a foundation of
what is today called “sustainable development”.
Definition of Sustainability. The wildly accepted definition given in the book by

Brundtland commission “Our Common Future” also known as The Brundtland report
published in 1987 state sustainable development as:
“The development that meets the needs of the present without

comprising the ability of future generation to meet their own needs”.
Wackernagel and Rees in 1996 argued that looseness of the concept has
enabled the phrase “sustainable development” to become a “fashionable”
word for politicians and business leaders to justify policies and large-scale
capitalism. However, recent definitions of sustainable developments lay
emphasis on the interconnectivity of the society, the economy and the need
for humans to live in harmony with the environment.
Haughton (1999) outlined five equity principles on which sustainable development

needs to be based, regardless of the classification as social, economic, environmental
or a mix of the three. Basing sustainable development on principles gives it clarity,
giving room for similar questions to be asked about policies. It is also crucial in linking
human equity to the environment, challenge meaningless interpretations and provide
a basis for evaluations.
1. Futurity — Inter-generational equity
2. Social Justice — intra-generational equity
3. Trans-frontier responsibility — Geographical equity
4. Procedural equity — people treated fairly and openly
5. Inter-species equity — Importance of biodiversity.
The Venn Diagram model (The Three E’s). The recent commonly used sustainability
model is known as the “tripartite Venn diagram” illustrates the interconnectedness
of the “there Es”; environment, economy and equity (social equality) (see Figure 1).
The 2005 United Nations endorsed model which is widely used in discussions
centered on sustainable development has a fourth “E” education added sometimes
to demonstrate the need to educate in establishing a sustainable society.
This model illustrated by equal-sized rings in a symmetrical interconnection viewing

the society (equity), the environment and the economy as separate spheres which are
interconnected. It approaches and tackles the issues of sustainable development in a
compartmentalized manner, distracting from the connections between the three
sectors, leading to assumptions can trade-offs can easily be made. (Giddings et al,
2002). Weak sustainability favors this model giving priority to human-centered
discourse (anthropocentric), justifying the approach that natural and manufactured
capital can be interchanged with technology (Hopewood el al, 2005).
The Nested model. A more recent model which further develops the concept of the
tripartite Venn diagram as a series of circles, in which the environment is seen as the
foundation for sustainability, with the economy and the society is dependent on the
environment. Sustainability economists Peter Victor and Herman Daly argue that the
environment should take priority in the sustainability model as society and the
economy could not exist without the environment. “Nearly all human actions have an
impact on the environment and human life itself depends on the environment. Art,
spiritual beliefs and technology draw on the environment. Waste which can also be
described as goods and services end up in the environment” (Giddings et al, 2002).
The ‘nested’ model rather than the three E model encourages a more conceptual
outlook focused on integration. The economy being placed at the center does not
mean it should be a hub around other sectors revolve but it is seen as a subset of the
others and dependent on them. While human and society depend on the
environment, the environment can exist without society. (Lovelock, 1988).
The nested model has its limitations as the boundaries between each sector is not
neat rather it is fuzzy, there is a constant flow between human activities, materials,
and energy that breaks down boundaries. (Giddings et al, 2002). The Three sectors
being considered as if there is only one type of environment or one economy and one
society strengthens the controversy around this model. There are multitudes of
environments (Antarctica, European forest, the Sahara and Mediterranean), societies
and economies at different spatial scales. This model undermines the constant change
in the world giving credence to priorities that are believed to have existed and will
continue to exist.
Achieving Sustainable Development. Hopewood et al (2005) suggested a mapping

methodology based on combining environmental and economic issues to help
understand sustainable development. Overlaid on the mapping methodology are
three broad views on the nature of changes, which they believe was required in
political and economic structures as well as human-environment relationships to
achieve sustainable development.
1. Achieving sustainable development within the present structures (maintaining the

status quo). The argument that business drives sustainability as increased
information and changing values, improved management skills and new
technology are the best means of achieving sustainable development is reflected
in many government policies and monopolized business decisions(discourages
competition) majorly in developing countries like Nigeria where the political
systems are driven by supporters of the status quo, keeping power, resources
recycled among the elite and keeps the global index score low with a huge
percentage of the population battling multidimensional poverty and making
achieving the sustainable development an impossible task by the 2030 target.
Those within the corridors of power decide if economic growth should receive
more attention than the environment, climate change or equity.
2. Achieving sustainable development through reforms as the mounting problems

faced by the world today are rooted in the current economic and power structures
of the society but do not consider social system collapse. They recognize the
government as playing a key role, accepting dialogue and shift in policies as goals
can be achieved over a period within the existing socioeconomic structures. In this
group are academics and NGO. The challenge with this methodology is the issues
of many NGOs and academia shifting the “goal post” when faced with the politics
of funding as regards research and execution of local projects. This is no longer a
question of ethics in convincing the government to redesign policies focused on
the needs of the society, but the dialogue is always in favor of those with power
and influence.
3. Achieving sustainability through a radical transformation. Reform is never enough

as radical change is key to altering the human relationship with the environment
which is at the core of the issues in the present society. Environmentalist and
climate activists use this approach. The challenge with this methodology would be
the case of morality. The fact that the morality of any proposed radical
transformation should be based on what is right or wrong. Who defines what is
right and what is wrong? Who determines if a habit or a lifestyle is sustainable or
unsustainable? For a country like Nigeria, how do you convince someone that
eating meat is unsustainable when your argument on eating meat is partly based
on animal cruelty, industrialized meat packaging as common with the western
countries as against the way meat is sourced for food in Nigeria? Or how do you
make a solid case for the spotted owl to be protected according to the Endangered
Species Act (ESA) if it will cost human jobs in the timber industry, considering that
the argument for human basic needs will receive more support? (DesJardin, 2013.
A more structured view on achieving sustainable development is introduced by Sachs

et al (2018). Stating that complementary actions are required by stakeholders with a
shared understanding on how the 17 SDGs can be operated, introducing the 6 SDG
transformations, drawing on an earlier work by “The World in 2050 initiative”. The
transformations organize the 17 SDGs as modular building blocks, simplifying
interlinkages between the SDGs and interventions.
Transformation 1; Education, gender and inequality

Transformation 2; Health, well-being, and demography
Transformation 3; Energy decarbonization and sustainable industry
Transformation 4; Sustainable food land, land, water and oceans
Transformation 5; Sustainable cities and communities
Transformation 6; Digital revolution for sustainable development
These six transformations consider work on global, regional and national scales with
adaptability in the context of different countries at levels such as development,
natural resource base, ecosystem challenges and structures of governance requiring
deliberate long-term structural changes in different sectors of social, environmental
and economic spheres to achieve development.
Leaving no one behind. All definition of the concept of sustainable development

agrees on the need for balance and a deeper understanding of the interconnectedness
of the environment, the economy, and society. The controversies surrounding the
concept of sustainable development is what makes it interesting, open to more
discourse regardless of your stand on sustainability.
The undeniable effects of global warming (oceanic current shifts, worldwide drought,
flooding), combustion from fossil fuel being the largest source of health damaging
pollutants and a major source of greenhouse gas emissions requires we understand
our limits and plan wisely for the future. (Kaygusuz, 2007). Every country must take
full responsibility for sustainable development to be achieved, there is very little
foreign aid can achieve if the underlining problem of poverty, hunger, corruption,
infrastructure is not addressed. The idea of leaving no one behind may just be another
case of the Millennium Development Goals (MDGs).
Global Food Security. 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. The World Food Summit of 1996 defined food security
as existing "when all people at all times have access to sufficient, safe, nutritious food
to maintain a healthy and active life".
The World Food Summit of 1996 defined food security as existing "when all people at
all times have access to sufficient, safe, nutritious food to maintain a healthy and
active life". Commonly, the concept of food security is defined as including both
physical and economic access to food that meets people's dietary needs as well as
their food preferences. Household food security exists when all members, at all times,
have access to enough food for an active, healthy life. Food security incorporates a
measure of resilience to future disruption or unavailability of critical food supply due
to various risk factors including droughts, shipping disruptions, fuel shortages,
economic instability, and wars.
Definition of Terms.
1. Food stability: Refers to the ability to obtain food over time.
2. Food access: Refers to the affordability and allocation of food, as well as the
preferences of individuals and households.
3. Food availability: Relates to the supply of food through production, distribution,
and exchange.
Things affecting food security today include:

1. Global Water Crisis - Water table reserves are falling in many countries (including
Northern China, the US, and India) due to widespread over-pumping and
irrigation).
2. Climate Change - Rising global temperatures are beginning to have a ripple effect
on crop yields, forest resources, water supplies and altering the balance of
nature.
3. Land Degradation - Intensive farming leads to a vicious cycle of exhaustion of soil
fertility and decline of agricultural yields.
4. Greedy Land Deals - Corporations and Governments buying rights to millions of
acres of agricultural land in developing countries to secure their own long-term
food supplies.
Genetically Modified (GM) Food and Food Security. Will genetically modified foods
be the answer to a crisis in food security? At present little is known on the
consequences and future safety aspects of GM foods. The movement of genes from
GM plants into conventional crops in the wild (out-crossing), as well as the mixing of
crops derived from conventional seeds with those grown using GM crops, may have
an indirect effect on food safety and food security. This risk is real, as was shown
when traces of a maize type which was only approved for feed use appeared in
maize products for human consumption in the United States of America.
Far from focusing on the needs of the poor in developing countries, GM crop
development is driven by the commercial interests of US and European companies.
The major GM crops currently grown - soya, oilseed rape, cotton and maize - are
designed to support the food and textile industries of the developed world. There is
currently little GM research and development by private companies on staple food
crops vital to developing countries.
"Terminator" seeds are modified to produce sterile seeds. This prevents farmers
from saving seeds to plant the following season. 1.4 billion people, mainly poor
farmers in developing countries, depend on saved seed. Farmers are then forced to
buy new seeds every year from the biotech companies. Despite universal
condemnation from farmers' movements all over the world, the technology is still
being developed today.
Food security is not just a poverty issue; it is a much larger issue that involves the
whole food system and affects every one of us in some way. Issues such as whether
households get enough food, how it is distributed within the household and whether
that food fulfills the nutrition needs of all members of the household show that food
security is clearly linked to health.
Global Food Security must exist to meet the challenge of providing the world's
growing population with a sustainable, secure supply of good quality food.
 Diseases affecting livestock or crops can have devastating effects on food

availability especially if there are no contingency plans in place.
 The approach known as food sovereignty views the business practices of
multinational corporations as a form of neocolonialism.
 FAO reported that almost 870 million people were chronically undernourished in
the years 2010-2012.
 The United States Department of Agriculture defines food insecurity as "limited
or uncertain availability of nutritionally adequate and safe foods or limited or
uncertain ability to acquire acceptable foods in socially acceptable ways."
 The 1996 World Summit on Food Security declared that "food should not be used
as an instrument for political and economic pressure".
 842 million people in the world do not have enough to eat. This number has
fallen by 17 percent since 1990. Source: State of Food Insecurity in the World,FAO, 2013
(www.fao.org/publications/sofi/en/)
 One out of six children - roughly 100 million - in developing countries is
underweight. Source: Global health Observatory, WHO, 2012
(www.who.int/gho/mdg/poverty_hunger/underweight/en/)
 Poor nutrition causes nearly half (45%) of deaths in children under five - 3.1
million children each year. Source: Series on Maternal and Child Nutrition, The Lancet, 2013
(www.thelancet.com/series/maternal-and-child-nutrition)
 The vast majority of hungry people (827 million) live in developing countries,
where 14.3 percent of the population is undernourished. Source: State of Food
Insecurity in the World, FAO, 2013 (www.fao.org/publications/sofi/en/)
 If women farmers had the same access to resources as men, the number of
hungry in the world could be reduced by up to 150 million. Source: Women in
Agriculture: Closing the Gender Gap for Development, FAO, 2011
(www.fao.org/docrep/013/i2050e/i2050e00.htm)
 Asia has the largest number of hungry people (over 500 million) but Sub-Saharan
Africa has the highest prevalence (24.8 percent of population). Source: State of Food
Insecurity in the World, FAO, 2013 (www.fao.org/publications/sofi/en/)
 66 million primary school-age children attend classes hungry across the
developing world, with 23 million in Africa alone. Source: Two Minutes to Learn About
School Meals, WFP, 2012
(documents.wfp.org/stellent/groups/public/documents/communications/wfp220221.pdf)
 One in four of the world's children are stunted. In developing countries the
proportion can rise to one in three. Source: Prevalence and Trends of Stunting among
Children, Public Health Nutrition, 2012
(www.who.int/nutgrowthdb/publications/stunting1990_2020/en/)
 80 percent of the world's stunted children live in just 20 countries.
7.2 Short Video Showing on Sustainable Development and Food Security

https://www.youtube.com/watch?v=wBmUHcuBWjo
7.3 Research Paper Writing
8. Self-evaluation
8.1 Oral Recitation
9.1 Sustainability as a concept is argued to be too vague to have a universally accepted

definition; leading to exploitation and “greenwashing”, sounding so good, it can have
too many shallow definitions and due to the absence of a standard theoretical
framework can be interpreted to mean anything. (Caradonna, 2014, p.7).
9.2 The recent commonly used sustainability model is known as the “tripartite Venn
diagram” illustrates the interconnectedness of the “there Es”; environment,
economy and equity (social equality).
9.3 . A more recent model which further develops the concept of the tripartite Venn
diagram as a series of circles, in which the environment is seen as the foundation for
sustainability, with the economy and the society is dependent on the environment.
9.4 . 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.
9.5 The things that affect food security today are the following: global water crisis,
climate change, land degradation, and greedy land deals.
10. Post-test
Students will continue to work on their research paper.
11. References
https://www.un.org/sustainabledevelopment/blog/2015/09/what-is-sustainable-
development/
https://medium.com/@margaretojochidealigbe/models-and-complexities-of-achieving-
sustainable-development-
b6ac45dbd39#:~:text=The%20recent%20commonly%20used%20sustainability,)%20(see
%20Figure%201).
https://www.disabled-world.com/fitness/nutrition/foodsecurity/
UNIT 7
1. Title
GLOBAL CITIZENSHIP
2. Topic
2.1 Global Citizenship
3. Time Frame
6 hours
4. Introduction
The Unit explores the definition of global citizenship. It will also discuss the ethical
obligation of a global citizen.
5. Objectives
5.1 Articulate a personal definition of global citizenship.

5.2 Appreciate the ethical obligations of global citizenship.
6. Pre-test
Students are asked to continue working on their Research Paper which will be due a
week before the end of the semester.
7.1 Discussion of the topic.
UNIT CONTENT
GLOBAL CITIZENSHIP
Global Citizenship Definition. A global citizen is someone who is aware of and

understands the wider world - and their place in it. They take an active role in their
community, and work with others to make our planet more equal, fair and sustainable.
Global citizenship is all about encouraging young people to develop the knowledge,
skills and values they need to engage with the world. And it's about the belief that we
can all make a difference.
Education for global citizenship is not an additional subject - it's a framework for
learning, reaching beyond school to the wider community. It can be promoted in class
through the existing curriculum or through new initiatives and activities.
The benefits are felt across the school and beyond. Global citizenship helps young
people to:
1. Build their own understanding of world events.
2. Think about their values and what's important to them.
3. Take learning into the real world.
4. Challenge ignorance and intolerance.
5. Get involved in their local, national and global communities.
6. Develop an argument and voice their opinions.
7. See that they have power to act and influence the world around them.
8. What's more, 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.
7.2 Concept Mapping

How to become a global citizen.
What is a concept map? A concept map presents the relationships among a set of connected
concepts and ideas. It is a tangible way to display how your mind "sees" a particular topic. By
constructing a concept map, you reflect on what you know and what you don't know. In a
Concept Map, the concepts, usually represented by single words enclosed in a rectangle (box),
are connected to other concept boxes by arrows. A word or brief phrase, written by the arrow,
defines the relationship between the connected concepts. Major concept boxes will have
lines to and from several other concept boxes generating a network. There are many sites on
the Internet that provide additional background on Concept Maps of which the following are
a few.
Constructing a Concept Map
Brainstorming Phase: From your memory, (which you can jog by going through your notes
and related course material) identify facts, terms, and ideas that you think are in anyway
associated with the topic. Make a list of these items and print them neatly on small Post-
It® notes, one per note, in very brief form, i. e. a single word or short phrase. This is a brain-
storming process, so write down everything that anybody in your group thinks is important
and avoid discussing how important the item is. Don't worry about redundancy, relative
importance, or relationships at this point. Your objective here is to generate the largest
possible list you can. Before your group completes this step, you may have more than 50
items.
Organizing Phase: Spread out your concepts (Post-It® notes) on a flat surface so that all can
be read easily and, together, create groups and sub-groups of related items. Try to group
items to emphasize hierarchies. Identify terms that represent those higher categories and add
them. Feel free to rearrange items and introduce new items that you omitted initially. Note
that some concepts will fall into multiple groupings. This will become important later.
Layout Phase: On a large sheet of paper, try to come up with an arrangement (layout) that
best represents your collective understanding of the interrelationships and connections
among groupings. Feel free to rearrange things at any time during this phase. Use a consistent
hierarchy in which the most important concepts are in the center or at the top. Within sub-
grouping, place closely related items near to each other. Think in terms of connecting the
items in a simple sentence that shows the relationship between them. Do not expect your
layout to be like that of other groups. It may be advisable to meet outside of class to work on
this assignment and plan for its completion.
Linking Phase: Use lines with arrows to connect and show the relationship between
connected items. Write a word or short phrase by each arrow to specify the relationship.
Many arrows can originate or terminate on particularly important concepts.
Finalizing the Concept Map: After your group has agreed on an arrangement of items that
coveys your understanding, you need to convert the concept map into a permanent form that
others can view and discuss. Be creative in a constructive way through the use of colors, fonts,
shapes, border thickness, etc. to communicate your group's understanding. Give your concept
map a title. If you want to construct your final concept map on a computer, try using
PowerPoint. In reviewing your concept map, consider the following attributes:
 Accuracy and Thoroughness. Are the concepts and relationships correct? Are
important concepts missing? Are any misconceptions apparent?
 Organization. Was the concept map laid out in a way that higher order relationships
are apparent and easy to follow? Does it have a title?
 Appearance. Was the assignment done with care showing attention to details such
as spelling and penmanship? Is it neat and orderly or is it chaotic and messy?
 Creativity. Are there unusual elements that aid communication or stimulate interest
without being distracting?
Retrieve from: https://www1.udel.edu/chem/white/teaching/ConceptMap.html
Rubrics for Concept Mapping
Exemplary Exceeds Standard Adequately Below

Meet Standard Standard
100-95 94-90 89-75
74 below
Organiza  Well  Thoughtfull  Somewh  Choppy
tion organized y Organized at and
 Logical format  Easy to organize confusin
 Contains main follow most d g
concepts of the time  Somewh  Contains
 All key words  Contains at a limited
and concepts most of the number
necessary to main incohere of

promote an concepts nt concepts
overview of  Most key  Contains  Many
the unit are words and only a key
used and well concepts few of words
organized to from the the main and
give added units are concepts concepts
meaning. covered in  Many from the
a key unit are
meaningful words missing.
way and and
are concepts
thoughtfull from the
y unit are
covered
and are
somewh
at
organize
d.
Content,  Shows an  Makes  Makes  Shows
Concept understanding some many no
and of the topic’s mistakes in mistakes understa
Terminol concepts and terminolog in nding of
ogy principles and y or shows terminol the
uses a few ogy and topic’s
appropriate misunderst shows a concepts
terminology andings of lack of and
and notations concepts understa principle
 No  Few nding of s
misconception misconcept many  Many
s/errors ions are concepts misconce
evident. evident.  Some ptions
misconce are
ptions evident.
are
evident.
Connecti  All words  All words  Most  Some
on and accurately accurately words words
knowled connected. connected. accuratel accuratel
ge on the  Connections  Connection y y
Relations indicate s are clear connecte connecte
superior and logical. d. d.
hip of
organization/ They  Connecti  Connecti
Concept/
understanding connect ons are ons
s and enhance concepts to somewh aren't
meaning. promote at clear clear,
Arrows easily clarity and and they
connect convey convey convey
concepts in an meaning. little
informative  Identifies some meaning

manner. important meaning. and do
 Identifies all concepts  Makes not
the important but makes some promote
concepts and some incorrect clarity.
shows an incorrect connecti  Fails to
understanding connection ons use any
of the s appropri
relationships  Some ate
among them meaningful concepts
 Meaningful connection or
and original s made appropri
insights ate
demonstrated connecti
on
teach.its.uiowa.edu
8. Self-evaluation
8.1 Oral Recitation
9.1 A global citizen is someone who is aware of and understands the wider world - and
their place in it. They take an active role in their community, and work with others to
make our planet more equal, fair and sustainable.
9.2 Education for global citizenship is not an additional subject - it's a framework for
learning, reaching beyond school to the wider community.
10. Post-test
Make a personal concept map of global citizenship: Students will engage in a free
association exercise of ideas they associate with “global citizenship.” Based on this,
they will synthesize a personal definition of the concept. Afterwards, they will list the
obligations of a global citizen.
11. References
Oxfam Education. (n.d.). What is Global Education? Oxfam.org.

https://www.oxfam.org.uk/education/who-we-are/what-is-global-citizenship

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Hannah T. Palmejar, LL.B., MPA

Unit 1 – Introduction to Globalization 4

Unit 2 – The Structures of Globalization 12

Unit 3 – A World of Regions 22

Unit 4 – A World of Ideas 29

Unit 5 – Global Population and Mobility 44

Unit 6 – Towards a Sustainable World 51

Unit 7 – Global Citizenship 60

2.1 Definition of Globalization

5.1 Differentiate the competing conceptions of globalization

 Groups will be rated through the following criteria:

Definition of Globalization. Globalization is about the interconnectedness of people

global challenges, the makeup of model collaborative international teams; the

Uploading: Harnessing the Power of Communities. Uploading: Harnessing the Power

Supply-Chaining – Eating Sushi in Arkansas. Freidman’s seventh flattener was Supply-

8.1 Written unit pre and post-test.

THE STRUCTURES OF GLOBALIZATION

2.1 The Global Economy

Unit 2 explores the structures of globalization. It examines the content of such

5.1 Define economic globalization.

7.1 Group Activity.

 Groups will be rated through the following criteria:

The Structures of Globalization

International trade permits countries to specialize in the resources they have.

electronics and electrical equipment, petrochemicals, motors and other vehicles,

Market Integration. Definition. According to the Cambridge Business English

Brief History of Market Integration.

International Financial Institutions. International financial institutions (IFIs) are

Sometimes other international institutions or organizations are stakeholders as well.

The World Bank mandate is to encourage poverty reduction and economic

Contemporary Global Governance. Global governance brings together diverse actors

Global governance is more generally effected through a range of organizations acting

Global governance is essential but fragmented, complex and little understood.

The Covid-19 Pandemic and the World Health Organization

World Health Organization. World Health Organization (WHO), French Organisation

With administrative headquarters in Geneva, governance of WHO operates through

The work encompassed by those priorities is spread across a number of health-related

Covid-19 Pandemic. A Global Health Problem? The coronavirus COVID-19 pandemic

8.2 Written pre and post test

involving attempts to combine separate national economies into larger economic

Encyclopedia. (n.d.). Global Economy. In encyclopedia.com. Retrieved July 6, 2020 from

Arnisto, G. (2019). Market Integration [Word Document]. StuDocu.

Encyclopedia Britannica. (n.d.). World Health Organization. In Britannica.com. Retrieved July

2.1 Global Divides: The North and the South

5.1 Differentiate the Global North and the Global South

Essay Exam Rubric. This is a five-criteria, four-standard model with detailed

3. Original Thinking. "Demonstrates original thinking that adds insight to analysis of

7.1 Group Activity

Intro-instruction: To determine the students understanding of the concept of

7.3 Discussion of the unit topic.

GLOBAL NORTH GLOBAL SOUTH

Asian Regionalism. Asian regionalism is the product of economic interaction, not

Market Monopolies are likely to Allow companies to trade in an international

ASEAN. The Association of Southeast Asian Nations, or ASEAN, was established on 8

8.3 Written pre and post unit quiz

3. These are the disadvantages of regionalism, except:

4. Emergence of institutions and administrative machinery

5. Globalization acceleration to multiculturalism by free and inexpensive movement of people

6. The production and reproduction of the dimension of Regionalism

7-9. Geopolitical Impact is

Prabhu, A. (2015, Nov. 24) Regionlization and Globalization. [PowerPoint slides].

Asean.Org. Asean Overview. https://asean.org/asean/about-asean/overview/