The Contemporary World

Instructional Module

Esteban Sabar Jr
Instructor I

College of Management
Bachelor of Science in Business Administration – Marketing Management
 The Contemporary World

2024-2025
 The Contemporary World

VISION
The premier technological university in the region providing transformative
education where graduates are globally competitive, innovative, and responsive to
the demands of changing world.

MISSION
NwSSU shall lead in providing highly technical and
professional education and lifelong learning in the
trade, fishery, agriculture, science, education,
commerce, engineering, forestry, nautical, and other
emerging programs in the digital age. It shall generate
cutting-edge technology and undertake sustainable
community development in accordance with the
university mandates, thrusts, and directions.

QUALITY POLICY
Northwest Samar State University commits to provide
excellent, relevant and quality instruction, research,
extension, and production by adhering to regulatory
and statutory requirements and pledging to
continually improve its Quality Management System,
thereby satisfying client needs and producing world-
class professionals.

CORE VALUES
Resilience. Integrity. Service. Excellence.

INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
 The Contemporary World

I. Table of Contents

Chapter 1: Introduction to the Study of Globalization 1

Lesson 1: Introduction to the Study of Globalization 3
Chapter 2: The Structures of Globalization
Lesson 1: The Global Economy
Lesson 2: Market Integration
Lesson 3: Global Interstate System
Lesson 4: Contemporary Global Governance
Chapter 3: A World of Regions
Lesson 1: Global Divides: The North and the South
Lesson 2: Asian Regionalism
Chapter 4: A World of Ideas
Lesson 1: Global Media Cultures
Lesson 2: The Globalization to Religion
Chapter 5: Global Population and Mobility
Lesson 1: Global City
Lesson 2: Global Demography
Lesson 3: Global Migration
Chapter 6: Towards a Sustainable World
Lesson 1: Sustainable Development
Lesson 2: Global Food Security
Chapter 7: Global Citizenship
Ethical Obligations of Global Citizenship
Global Collective Action
 The Contemporary World

Rationale
The modules for Bachelor of Science in Business Administration (BSBA) students taking
The Contemporary World (GE 3) course is designed to help students cope up with flexible
learning implemented by the university. This will help BSBA students to continue their studies at
home even without internet connectivity. A student provided with the set modules under this
course is expected to submit the necessary requirements on or before the specified date of
submission. All the course requirements must be submitted to be able to pass this course. The
course policies provided by the instructor are expected to be followed by the students.

The “Let’s Hit These” shows the course outcomes intended for every module. “Let’s Get
Started” activates or enables the prior knowledge of the students regarding the topic. “Let’s Find
Out” shows the instructor’s analysis on enabling activity or activating the prior knowledge of the
student. “Let’s Read” is the part where the specific examples and topics of the modules are
discussed. “Let’s Remember” provides the summary lessons. “Let’s Do This” is the formative
assessment provided by the instructor. “Let’s Check” is the feedback of the instructor to the
students based on the results of formative assessment.

Course Code: GE 4

Course Title: The Contemporary World

Course Description: 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.

This course includes mandatory topics on population education in the context of population and
demography.

Course Outcomes:

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

Competencies
1. Distinguish different interpretations of and approaches to globalization.
2. Describe the emergence of global economic, political, social, and cultural
systems.
3. Analyze the various contemporary drivers of globalization.
4. Understand the issues confronting the nation-state.
5. Assess the effects of globalization on different social units.
 The Contemporary World

Skills
6. Analyze contemporary news events in the context of globalization.
7. Analyze global issues in relation to Filipinos and the Philippines.
8. Write a research paper with proper citations on a topic related to globalization.

Values
9. Articulate personal positions on various global issues.
10. Identify the ethical implications of global citizenship.
 The Contemporary World

Course Content:

As explained above, the course “The Contemporary World” 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.
The table below shows the outline of the topics to be discussed in the lecture per week
vis-à-vis the course outcomes. It is designed based on the course syllabus approved by the
college Dean in the College of Management.

Date of
Week Course Learning Outcomes Topics Assessment
Submission
1  Distinguish different Module 1 – Introduction to the
2nd
interpretations of and Study of Globalization Quiz Week of
approaches to globalization. A. Introduction to the Study of February
 Analyze the various Globalization Assignment
contemporary drivers of
globalization. Activity
 Analyze contemporary news
events in the context of Summative
globalization. Test 1
2  Describe the emergence of Module 2 – The Structures of
4th
global economic, political, Globalization Quiz Week of
social, and cultural systems. A. The Global Economy February
 Understanding the issues B. Market Integration Assignment
confronting the nation-state. C. Global Interstate System
 Articulate personal positions D. Contemporary Global Activity
on global issues. Governance
Summative
Test 2
3  Describe the emergence of Module 3 – A World of Regions
global economic, political, A. Global Divides: The North Quiz 2nd week of
social, and cultural systems. and the South (focus on Latin March
 Analyze the various America) Assignment
contemporary drivers of B. Asian Regionalism
globalization. Activity
 Understanding the issues
confronting the nation-state. Summative
Test 3

Major
Course
Output 1
4  Describe the emergence of Module 4 – A World of Ideas
global economic, political, A. Global Media Cultures Quiz 4th week of
social, and cultural systems. B. The Globalization of Religion March
 The Contemporary World

 Analyze the various Assignment

contemporary drivers of
globalization. Activity
 Understanding the issues
confronting the nation-state. Summative
 Assess the effects of Test 4
globalization on different
social units and their
responses.
5  Describe the emergence of Module 5 – Global Population and
global economic, political, Mobility Quiz 2nd week of
social, and cultural systems. A. Global City April
 Analyze the various B. Global Demography Assignment
contemporary drivers of C. Global Migration
globalization. Activity
 Understanding the issues
confronting the nation-state. Summative
 Assess the effects of Test 5
globalization on different
social units and their
responses.
 Analyze contemporary new
events in the context of
globalization.
 Analyze global issues in
relation to Filipinos and the
Philippines.
6  Distinguish different Module 6 – Towards a Sustainable
interpretations of and World Quiz 4th week of
approaches to globalization. A. Sustainable Development April
 Describe the emergence of B. Global Food Security Assignment
global economic, political,
social, and cultural systems. Activity
 Understanding the issues
confronting the nation-state. Summative
 Assess the effects of Test 6
globalization on different
social units and their
responses.
 Analyze global issues in
relation to Filipinos and the
Philippines.
 Articulate personal positions
on global issues.
7  Identify the ethical issues on Module 7 – Global Citizenship
global citizenship. A. Define Global Citizenship Quiz 2nd Week of
B. Ethical Obligations of Global May
Citizenship Assignment

Activity
The Contemporary World

Final Exam

Major
Course
Output 2
 The Contemporary World

Course Requirements:
In general, the requirements of course The Contemporary World are as follows:
 Major Course Output
o Analysis Paper
o Research Paper (Journal)
 Summative Test
 Class Standing

Grading Criteria:
Requirement/Assessment Task Percentage
Major Course Output 50%
Summative Tests 30%
Class Standing 20%
TOTAL 100%

Course Materials:
 Moodle Application
 Module
 Rubrics for
o Analysis Paper
Requirement/Assessment Task Percentage
Depth of Reflections 50%
Uses primary sources as a 30%
point of reflection.
Language Use 20%
TOTAL 100%

o Research Paper (Journal)

Requirement/Assessment Task Percentage
Uses primary sources 30%
Effective and appropriate use 30%
of resources.
Effective synthesis and 30%
application.
Effective organization 10%
TOTAL 100%

 Course policies
o Students should apply all learned theories to the completion of the
required major course outputs, and convert to practical use in life as global
citizens.
o Students must complete and submit the major course outputs: analysis
paper and the journal research paper.
o Students must submit all other requirements of the course.
 The Contemporary World

o Students must accumulate a grade of at least 75 to pass this course.

References:

Ariola, M. (2018). The Contemporary World. Manila: Unlimited Books Library Services &
Publishing Inc.

Aldama, P. K. (2018). The Contemporary World. Manila: Rex Book Store.

Gallinero, W., et. al. (2019). The Contemporary World. Malabon City: Mutya Publishing House,
Inc.
 The Contemporary World

Module 1
Module Title: Introduction to the Study of Globalization

Module Description:
This module focuses on the idea of understanding globalization as a phenomenon,
having different conceptions and definitions based on various underlying philosophies.

Purpose of the Module:

This module let the students learn the importance of understanding globalization, and
be able to create their own definition of the term (globalization) through personal observation
and interpretation of the contemporary world.

Module Guide:
 This module must be used by those students who have partial or no internet
connection.
 Read all the contents thoroughly and carefully, and follow instructions at all times
including specified deadlines.
 Contact the instructor for concerns regarding this module.

Module Outcomes:
At the end of this module, the students should be able to:
 differentiate the competing conceptions of globalization;
 identify the underlying philosophies of the varying definitions of
globalization;
 agree on a working definition of globalization for the course.

Module Requirements:
At the end of this module, the students must be able to finish all that is required.

Module Pretest:

Instruction: Multiple choice. Encircle the letter of your choice. Select the best answer.

1. Which of the following statements do not describe globalization

A] It is a process by which countries of the world are socially, economically, and
politically integrated with one another.
B] It means independence of nation states.
C] It is a process of increasing international interconnectedness.
D] It means economic and social barriers are becoming irrelevant.

2. Which of the following statements is true?

A] First World countries are mainly in charge of globalization.
B] Developing countries hardly benefit from globalization.
C] Globalization is indispensable.
D] Globalization hinders democracy.

GE 3: The Contemporary World Page 1 of 59

 The Contemporary World

3. Which of the following can be considered as one of the bad effects of

globalization?
A] loss of local culture
B] loss of privacy
C] loss of income
D] loss of sovereignty

4. Which of the following is not an example of globalization?

A] selling local cosmetic products online
B] consulting with experts through the Internet
C] protecting one's culture from outside influences
D] all of the above

5. It signifies a future social condition characterized by thick economic, political, and

cultural interconnections and global flaws that make currently existing political
borders and economic barriers irrelevant.
A] global culture
B] glocalization
C] globality
D] globalism

Key Terms:

globalization, glocalization, globality

GE 3: The Contemporary World Page 2 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: Introduction to the Study of Globalization

Let’s Hit These:

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

 Differentiate the competing conceptions of globalization;
 Identify the underlying philosophies of the varying definitions of
globalization;
 Formulate a personal working definition of globalization for the course.

Let’s Get Started:

Provide at least one example of Globalization in various aspects. Write your answer inside
each box.
Globalization in Economics Globalization in Blending of Cultures

Globalization in Technology Other Globalization Examples

Let’s Read:

Today's generation has a smaller world, of course not geographically but through our social
interaction which include communication, trade, lifestyle and a whole lot of other aspects.
Globalization is a broad aspect and up until now, it has no definite definition where
everybody will subscribe to. That is why part of the idea behind it (of globalization) is "being

GE 3: The Contemporary World Page 3 of 59

 The Contemporary World

a phenomenon". There so much to experience, comprehend, decide and learn about. This
lesson will give us general ideas and hints regarding "globalization."

Conceptions of Globalization
The term "conception" here means "beginning", "birth", "start", "origin"

Read pages 1-2 from our reference: (Gallinero, W. et. al. (2019). The Contemporary World.
Malabon: Mutya Publishing House. Inc. The title of the subtopic is Conceptions of
Globalization.

(Aldama, 2018) discussed the conceptions of "globalization" by presenting it metaphorically,

in Tagalog language it is known as "patalinghaga." Below is his discussion.

Metaphors of Globalization
In order for us to better understand the concept of globalization, we will utilize metaphors.
Metaphors make use of one term to help us better understand another term. In our case, the
states of matter—solid and liquid—will be used. In addition, other related concepts that are
included in the definition such as structures and flows will be elaborated.

Solid and Liquid

The social relationships and objects remained where they were created. Solidity also refers to
barriers that prevent or make difficult the movement of things. Furthermore, solids can either
be natural or manmade. Examples of natural solids are landforms and bodies of water.

 Great Wall of China

 Berlin Wall
 Nine-dash line used by People's Republic of Chine in their claim to the South China
Sea

Obviously, these examples still exist. However, they have the tendency to melt. This should
not be taken literally, like an iceberg melting. Instead, this process involves how er can
describe what is happening in today's global world. It is becoming increasingly liquid.

Liquid, as a state of matter, takes the shape of its container. Moreover, liquids are not fixed.
Liquidity, therefore, refers to the increasing ease of movement of people, things, information,
and places in the contemporary world.

Liquidity and solidity are in constant interaction. However, liquidity is the one increasing and
proliferating today. Therefore, the metaphor that could best describe globalization is liquidity.

Flows
Flows are the movement of people, things, places and information brought by the growing
"porosity" of global limitations (Ritzer, 2015). Think of the different foreign cuisines being
patronized and consumes by the Filipinos. Aside from local dishes, many of use are fond of
eating sushi, ramen, hamburger, and French fries—foods introduced to us by foreign cultures.
Clearly, food are being globalized. Another example of flows is global financial crises. As
Landler (2008, p. C1) put it: "In global financial system, national borders are porous (syn.
absorbent, leaky, spongy)." This means that a financial crisis in a given country can bring
ramification to other regions of the world.

GE 3: The Contemporary World Page 4 of 59

 The Contemporary World

Based on the discussion of (Ariola, 2018), he discussed it through a chronological way. See
discussion below.

Historical Foundation of the term "Globalization"

 1897, Charles Taze Russell (of the Watch Tower Bible and Tract Society) coined a
related term, corporate giants. This term refers to the largely national trusts and other
large enterprises of the time.
 In 1930, the word "globalize" as a noun appeared in a publication entitled Towards
New Education where it denoted a holistic view of human experience in education.
 In the late 1970s, the word "globalization" was coined. In 2013, this term was used to
mean "borderless society" referring to international migration.
 In the early part 1981, the term "globalization" has been used in its economic sense.
However, in the late half of the 1980s, Theodore Levitt popularized the term
"globalization" by bringing it into the mainstream business audience.
 Lately in 2000, The International Monetary Fund (IMF) identified four (4) basic
aspects of globalization: (1) trade and transactions; (2) capital and investment
movements; (3) migration of knowledge; and (4) dissemination
 It is only in 2017 when the word "globalization" was often used in teaching, in
discussion, in meetings and conferences, in lectures and so on.
 [Recently] This time, 2018 the phenomenon of globalization is now on full swing in
all academic disciplines.

Going back to my preliminary discussion, "globalization" is vague as of now that is why one
of the best way to think of its "conception" is through the use of metaphors—which somehow
makes it easy for us to describe and learn and understand its origin.

Philosophies of Varying Definitions

We are now on the second subtopic in our introduction. Our discussion will be more specific
wherein discussions will revolve around the "reasons, ideas and justifications" of intellects in
their own fields as to how they defined and understand the phenomenon "globalization."

Read pages 2-3 from our reference: (Gallinero, W. et. al. (2019). The Contemporary World.
Malabon: Mutya Publishing House. Inc. The subtopic title is Underlying Philosophies of the
Varying Definitions of Globalization.
Below is the discussion of (Ariola, 2018).

Philosophy Underlying Globalization

Globalization is one of the most widely spread recent cultural, social, economic, and political
phenomenon which has strongly marked the discourse of the humanities and social sciences.
This new, not-yet constituted era poses multiple challenges in which there is room for novel
theoretical paradigm in this new emerging world.
1. The concept of globalization has only recently been widely accepted and adapted -
words like global, globality, globalization, globalism as well as the concepts of global
market, global ecology, global citizen, its more truly unknown up to the very end of
the 20th century.
2. Discussion of world related issues used the derivatives of "international" rather than
"global" relations because of the recent popularized new concept of "globalization"
has resulted in innumerable contradicting definitions of the same.
3. While, normatively speaking, some people associate globalization with progress,
prosperity, and peace, some others consider it to be retrogression, disaster and decay.

GE 3: The Contemporary World Page 5 of 59

 The Contemporary World

4. The common and indisputable characteristics of all its definitions is the view that
globalization is "a process of economic, social, culture, and political activity, which
transcends nation-state borders and that it pertains to the world as a whole." It is
within this context that the multidimensionality of the globalization process comes to
the foce.
5. Globalization is a complex and controversial process of the building of the world as a
whole due to the creation of global institutional structures and global cultural forms
like a free market (economic unification of the world with uniform patterns of
production and consumption; democratic integration of the world based on common
interest of humankind, such as equality, human rights protection, rule of law, peace
and security, and moral integration of the world based on humanistic values - instead
of national state particularism.
6. Various ideological movements of resistance to globalization have been emerging in
response to globalization such as the violent and destructive mass demonstrations
staged in various countries are a manifestation of resistance.

Finally, based on the above philosophical dimensions underlying globalization is the free
movement of goods, services and people across the world in a seamless and integrated
manner. Globalization can be thought of to be the result of the opening up of the global
economy and the concomitant increase in trade between nations in this contemporary world.

The point here is that, globalization has had positive and negative effects and therefore, a
deep approach is needed when discussing the concept. What is undeniable is that
GLOBALIZATION is here to stay hence it is better for the countries in the global economy
to embrace the concept and live with it in this contemporary world.

There are a lot of terms coined (created) after or with globalization. Don't worry if this terms
are not defined nor described in this lesson. We shall go through all of them when we get to
the succeeding modules/lessons. What is important as of this point is that philosophies
of/from different sources also have or came from different orientation resulting to varying
interpretations.

Whatever your idea regarding "globalization" is the product of the whole of you -
holistically.

Working Definitions of Globalization

Read pages 3-5 on our reference from Gallinero, W. et al. (2019). The Contemporary World.
Malabon: Mutya Publishing House, Inc.

After reading the discussion from our reference, you have learned much about globalization
(more ideas), much more that there was a comprehensive definition mentioned. After this
subtopic (this first module also), your assignment will be "to formulate" your own definition
of "globalization." To further activate and widen your grasp about our phenomenon,
discussions from other authors will be discussed here.

On Chapter 1, page 1-2 of (Ariola, 2018). He mentioned the following:

Definition of Globalization
There are many varying definitions of the term globalization. These are as follows:

GE 3: The Contemporary World Page 6 of 59

 The Contemporary World

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

growth of the international flow of money, ideas, and culture. Thus, globalization is
primarily focused on economic process of integration that has social and cultural
aspects.
2. It is the interconnectedness of people and business across the world that eventually
lead to global, cultural, political, and economic integration.
3. It is the ability to move and communicate easily with others all over the world in
order to conduct business internationally.
4. It is the free movement of goods, services, and people across the world in a seamless
and integrated manner.
5. It is the liberalization of countries of their impact protocols and welcome foreign
investment into sectors that are the mainstays of its economy.
6. It refers to countries acting like magnets attracting global capital by opening up their
economies to multinational corporations.

Globalization as Defined by Other Authors

1. Martin Albrow and Elizabeth King defined globalization as those processes by which
the people of the world are incorporated into a single world society.
2. Anthony Giddens (The Consequence of Modernity) defines globalization as the
intensification of worldwide social relations which link distant localities in such as
way that local happenings are shaped by events occurring many miles away and vice
versa.
3. Roland Robertson, Professor of Sociology at the University of Aberdeen described
globalization in 1992 as the compression of the world and the intensification of the
consciousness of the world as a whole.

(Aldama, 2018) presented his discussion in a different way, he entitled it as The Task of
Defining Globalization. Below is his discussion.

The Task of Defining Globalization

Since its first appearance in the Webster's Dictionary in 1961, many opinions about
globalization have flourished. The literature on the definitions of globalization revealed that
definitions could be classified as either (1) broad and inclusive or (2) narrow and exclusive.

The one offered by Ohmae in 1992 stated "...globalization means the onset of the borderless
world..." (p. 14). This is an example of a broad and inclusive type of definition. If one uses
such, it can include a variety of issues that deal with overcoming traditional boundaries.
However, it does not shed light on the implications of globalization due to its vagueness.

The two classifications of what-would-be definitions that anyone can provide—broad and
inclusive and/or narrow and exclusive is sign that "globalization" (again as a phenomenon)
is incomprehensible as of the moment. Anyone can contribute, anyone can suggest but it is
yet too early to say and conclude that it will cover all aspects, all dimensions.

Watch the video included in the folder you have saved from the Kiosk. This one will let you
travel to the dimension of "globalization." This video is suggested on the "Let's Watch" part
from our reference, on page 6.

Video
Title: Globalization explained (explainity® explainer video)

GE 3: The Contemporary World Page 7 of 59

 The Contemporary World

URL: https://www/youtube.com/watch?v=JJ)nFD19eT8

Additional video which is more comprehensive. See below.

Video
Title: Globalization - Rise of Networks
URL: https://www.youtube.com/watch?v=x1wLbJoSmR0

Let’s Remember:
 Globalization – is a process of interaction and integration among the people,
companies, and governments of different nations, a process driven by international
trade and investment and aided by information technology. This process has effects
on the environment, on culture, on political systems, on economic development and
prosperity and on human physical well-being in societies around the world
(“Globalization 101,” n.d.).
 Glocalization – “The simultaneity-the co-presence-of both universalizing and
particularizing tendencies” (Glocalization, n.d).
 Global Culture – increasing interconnectedness of many local cultures.
 Globality – to signify a future social condition characterized by thick economic,
political, and cultural interconnections and global flows that make currently existing
political borders and economic barriers irrelevant. It is also viewed in terms of the
interpenetration of geographically distinct ‘civilizations’ (Robertson, 1995).

Let’s Do This:

Design Thinking. Come up with a design using materials on hand like IDs, ballpen,
and coin that can represent your working definition of globalization. Draw an image and
discuss and present your definition based from it.

Let’s Check:

1. The instructor will give the analysis of activity once the student submits the enabling
activity.

GE 3: The Contemporary World Page 8 of 59

 The Contemporary World

Module Post Test:

Instruction: Multiple choice. Encircle the letter of your choice. Select the best answer.

1. Which of the following statements do not describe globalization

A] It is a process by which countries of the world are socially, economically, and
politically integrated with one another.
B] It means independence of nation states.
C] It is a process of increasing international interconnectedness.
D] It means economic and social barriers are becoming irrelevant.

2. Which of the following statements is true?

A] First World countries are mainly in charge of globalization.
B] Developing countries hardly benefit from globalization.
C] Globalization is indispensable.
D] Globalization hinders democracy.

3. Which of the following can be considered as one of the bad effects of

globalization?
A] loss of local culture
B] loss of privacy
C] loss of income
D] loss of sovereignty

4. Which of the following is not an example of globalization?

A] selling local cosmetic products online
B] consulting with experts through the Internet
C] protecting one's culture from outside influences
D] all of the above

5. It signifies a future social condition characterized by thick economic, political, and

cultural interconnections and global flaws that make currently existing political
borders and economic barriers irrelevant.
A] global culture
B] glocalization
C] globality
D] globalism

References/Sources:

Ariola, M. (2018). The Contemporary World. Manila: Unlimited Books Library Services &
Publishing Inc.

Aldama, P. K. (2018). The Contemporary World. Manila: Rex Book Store.

Gallinero, W., et. al. (2019). The Contemporary World. Malabon City: Mutya Publishing
House, Inc.

GE 3: The Contemporary World Page 9 of 59

 The Contemporary World

Module 2
Module Title: The Structures of Globalization

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes:

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

 define economic globalization;
 identify the actors that facilitate economic globalization;
 define the modern world-system;
 articulate a stance on global economic integration;
 explain the role of international financial institutions in the creation of a global
economy;
 narrate a short history of global market integration in the twentieth century;
 identify the attributes of global corporations;
 explain the effects of globalization on governments;
 identify the institutions that govern international relations;
 differentiate internationalism from globalism;
 identify the roles and functions of the United Nations;
 identify the challenges of global governance in the twenty-first century;
 explain the relevance of the state amid globalization.

Module Requirements:
At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 10 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: The Global Economy

Let’s Hit These:

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

 define economic globalization;
 identify the actors that facilitate economic globalization;
 define the modern world-system;
 articulate a stance on global economic integration.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 11 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 12 of 59

 The Contemporary World

Learning Plan
Lesson No: 2

Lesson Title: Market Integration

Let’s Hit These:

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

 explain the role of international financial institutions in the creation of a global
economy;
 narrate a short history of global market integration in the twentieth century;
 identify the attributes of global corporations.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 13 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 14 of 59

 The Contemporary World

Learning Plan
Lesson No: 3

Lesson Title: Global Interstate System

Let’s Hit These:

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

 explain the effects of globalization on governments;
 identify the institutions that govern international relations;
 differentiate internationalism from globalism.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 15 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 16 of 59

 The Contemporary World

Learning Plan
Lesson No: 4

Lesson Title: Contemporary Global Governance

Let’s Hit These:

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

 identify the roles and functions of the United Nations;
 identify the challenges of global governance in the twenty-first century;
 explain the relevance of the state amid globalization.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 17 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 18 of 59

 The Contemporary World

Module 3
Module Title: A World of Regions

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes: {extracted/cascaded from one of the course learning outcomes}

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

 define the term “Global South”;
 differentiate the Global South from the Third World;
 analyze how a new conception of global relations emerged from the
experiences of Latin American countries;
 differentiate between regionalization and globalization;
 identify the factors leading to a greater integration of the Asian region;
 analyze how different Asian states confront the challenges of globalization and
regionalization.

Module Requirements:

At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 19 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: Global Divides: The North and the South

Let’s Hit These:

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

 define the term “Global South”;
 differentiate the Global South from the Third World;
 analyze how a new conception of global relations emerged from the
experiences of Latin American countries.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 20 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 21 of 59

 The Contemporary World

Learning Plan
Lesson No: 2

Lesson Title: Asian Regionalism

Let’s Hit These:

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

 differentiate between regionalization and globalization;
 identify the factors leading to a greater integration of the Asian region;
 analyze how different Asian states confront the challenges of globalization and
regionalization.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 22 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 23 of 59

 The Contemporary World

Module 4
Module Title: A World of Ideas

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes: {extracted/cascaded from one of the course learning outcomes}

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

 Analyze how various media drive various forms of global integration;
 Explain the dynamics between local and global cultural production;
 Explain how globalization affects religious practices and beliefs;
 Analyze the relationship between religion and global conflict and, conversely,
global peace.

Module Requirements:

At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 24 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: Global Media Cultures

Let’s Hit These:

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

 analyze how various media drive various forms of global integration;
 explain the dynamics between local and global cultural production.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 25 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 26 of 59

 The Contemporary World

Learning Plan
Lesson No: 2

Lesson Title: The Globalization of Religion

Let’s Hit These:

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

 explain how globalization affects religious practices and beliefs;
 analyze the relationship between religion and global conflict and, conversely,
global peace.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 27 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 28 of 59

 The Contemporary World

Module 5
Module Title: Global Population and Mobility

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes:

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

 identify the attributes of a global city;
 analyze how cities serve as engines of globalization;
 explain the theory of demographic transition as it affects global population;
 analyze the political, economic, cultural, and social factors underlying the
global movements of people;
 display first-hand knowledge of the experience of OFWs.

Module Requirements:

At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 29 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: Global City

Let’s Hit These:

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

 identify the attributes of a global city;
 analyze how cities serve as engines of globalization.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 30 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 31 of 59

 The Contemporary World

Learning Plan
Lesson No: 2

Lesson Title: Global Demography

Let’s Hit These:

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

 explain the theory of demographic transition as it affects global population.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 32 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 33 of 59

 The Contemporary World

Learning Plan
Lesson No: 3

Lesson Title:

Let’s Hit These:

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

 analyze the political, economic, cultural, and social factors underlying the
global movements of people;
 display first-hand knowledge of the experience of OFWs.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 34 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 35 of 59

 The Contemporary World

Module 6
Module Title: Towards a Sustainable World

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes:

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

 differentiate stability from sustainability;
 articulate models of global sustainable development;
 define global food security;
 critique existing models of global food security.

Module Requirements:

At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 36 of 59

 The Contemporary World

Learning Plan
Lesson No: 1

Lesson Title: Sustainable Development

Let’s Hit These:

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

 differentiate stability from sustainability;
 articulate models of global sustainable development.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 37 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 38 of 59

 The Contemporary World

Learning Plan
Lesson No: 2

Lesson Title: Global Food Security

Let’s Hit These:

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

 define global food security;
 critique existing models of global food security.

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 39 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 40 of 59

 The Contemporary World

Module 7
Module Title: Global Citizenship

Module Description:

Purpose of the Module:

This module let the students learn the importance of

Module Guide: {this must contain instruction how to use the module}

Module Outcomes:

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

 articulate a personal definition of global citizenship;
 appreciate the ethical obligations of global citizenship.

Module Requirements:

At the end of this module, the students will come up a case study analysis

Module Pretest:
{Pre-Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

Key Terms:
{Place here important terms being used from this module}

GE 3: The Contemporary World Page 41 of 59

 The Contemporary World

Learning Plan
Lesson No: 7-1

Lesson Title:

Let’s Hit These:

At the end of this lesson, students should be able to:
 define
 compare
 create

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 42 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 43 of 59

 The Contemporary World

Learning Plan
Lesson No: 7-2

Lesson Title:

Let’s Hit These:

At the end of this lesson, students should be able to:
 define
 compare
 create

Let’s Get Started:

{Enabling activity}

Let’s Find Out:

{Analysis of the activity}

Let’s Read:
{Place here text or readings as an input)

GE 3: The Contemporary World Page 44 of 59

 The Contemporary World

Let’s Remember:
{Place here summary of the lessons}

Let’s Do This:
{Place here any formative assessment}

Let’s Check:
{Answer Key}

Suggested Readings:
{Place here title of books/articles/links for the readings of the students}

Module Post Test:

{Post Quiz to diagnose the knowledge level of the students with regards to the topic of the module}

References/Sources:
APA format

GE 3: The Contemporary World Page 45 of 59

(Cover back page)

PROGRAM OBJECTVES

COLLEGE OBJECTIVES