THE CONTEMPORARY WORLD

First Semester
2020 - 2021
MODULE 2
Prepared by:
Aspillaga , Harry Danny
Bea, Jennifer
Caperida, Lorly
Daling, Rudy
Martin, Lolita
Quezada, Lowelyn
Course Instructors

Instructor: MR. MARK JADE G. BURLAT

Contact no.: ________________
e-mail account: _______________

The United Nations and The

Lesson 5 Contemporary Global Governance
THE CONTEMPORARY WORLD 1
Objectives:

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

1. define global governance;
2. explain the identified roles and functions of the United Nations; and
3. determine the challenges of global governance in the twenty-first century.

Activity 1. “A picture speaks a thousand words”

Instruction: Each picture has a correspond box. You write in the box of what the picture speaks about.
You will be given points base from the rubrics below.
Criteria 5 points 4 points 2 points 1 point

Focus & There is one clear, well- There is one clear, well-
Details focused focused
There is one topic.
topic. Main ideas are clear topic. Main
(5 points) Main ideas are The topic and main
and ideas are clear but are
somewhat clear. ideas are not clear.
are well supported by not well supported by
detailed and accurate detailed information.
information.
Identify and analyze the Identify and analyze the Identify and analyze The discussion of the importance
problems that the document problems that the document the problems that of the document is too general
Contextual
wants to address wants to address the document wants and lacks specific details.
Analysis
to address There is no discussion of the
(5 points)
context of the document.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

THE CONTEMPORARY WORLD 2

 ______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Analysis. Answer the following statements/questions by writing it in the space provided.

1. How do you find the activity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

2. From the three (3) pictures, write and define a one (1) word/phrase that you can associate to
them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__

3. Amidst of this pandemic, what is your observation in the governance of your community? How
about the governance in the national level?

_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_

4. How this pandemic crisis goes on the perspective of the public management and public policy?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

Abstraction
WHAT IS GLOBAL GOVERNANCE?
Global governance or world governance is a movement towards political cooperation
among transnational actors, aimed at negotiating responses to problems that affect more than one state or
region. Institutions of global governance—the United Nations, the International Criminal Court,
the World Bank, etc.—tend to have limited or demarcated power to enforce compliance. Global
governance involves multiple states including international organizations with one state having more of a
lead role than the rest. The modern question of world governance exists in the context of globalization
and globalizing regimes of power: politically, economically, and culturally. In response to the

THE CONTEMPORARY WORLD 3

 acceleration of worldwide interdependence, both between human societies and
between humankind and the biosphere, the term "global governance" may name
the process of designating laws, rules, or regulations intended for a global scale.
What is the role of global governance?
●Global governance or world governance is a movement towards political cooperation
among transnational actors, aimed at negotiating responses to problems that affect
more than one state or region.
Global Governance in the Twenty-First Century
There is a series of specific factors behind the emergence of global governance. The first on the list must
be the declining power of nation-states. If states themselves were "highly contingence and in flux"
( Cerny,2007), it would open the possibility of the emergence of some of the global governance to fill the
void.
A second factor is the vast flows of all sorts of things that run into and often right through the borders of
nation-states. This could involve the flow of digital information of all sorts through the internet. It is
difficult, if not impossible, for a nation-state involved in such flow, and in any case, it is likely that such
action would be politically unpopular and bring much negative reaction to the nation-state involved in
such an effort. For example, China's periodic efforts to interfere with the internet have brought great
condemnation both internally and externally.
Then, there is a mass migration of the people and their entry, often illegally, into various nation-states. If
states are unable to control this flow, then there is a need for some sort of global governance to help deal
with the problem. The flow of criminal elements, as well as their products (drugs, laundered money, those
bought and sold in sex trafficking, etc.), is strong in the call for global governance( Levy and
Sznaider,2006). In these cases and others, there is a need for some degree of order, some sort of effective
authority, and a least some potential for the improvement of human life. These are but a few of things that
can be delivered by some form of global governance.
There are global problems that single nation-state cannot hope to tackle on their own. One is the global
financial crises and panic that sweep the world periodically, which nations are often unable to deal with
on their own ( Strange,1996), some nations(e.g., the nations of Southeast Asia) have often been, and are
being, victimized by such crises. Unable to help themselves such nations require assistance from some
type of global governance.
Traditional Challenges
External intervention can generally be described as an invasion by other countries. For example, when
Saddam Hussein was the ruler of Iraq in 1990, he decided he was going to take over the oil field of
Kuwait. He invaded Kuwait and took it over. As a result, he was dislodged by an international coalition
led by the United States.
Challenges form National/Identity movements
The next challenges are part of a national identity or movement. It is important to know that a nation has a
cultural identity that people attached to while a state is a definite entity due to its specific boundaries.
However, different people with different identities can live in different states.
Global Economics
The third major source of challenge from global economics. The global economy demands that states
conform to the rules of free-market capitalism. Government austerity comes from developments of
organizations that cooperate across countries, such as WTO and regional agreements, such as NAFTA,
the European Union(EU), and the Association of Southeast Asian Nations(ASEAN).
Global social movements
We have global social movements. Most of the time they are not seen as a threat but they challenge state
sovereignty. Social movements are movements of the people that are spontaneous or that emerge through
enormous grassroots organization. These social movements are transnational movements which means
they occur across countries' borders. Therefore, states have less control over them.

Application. “I AM THE HOPE OF THE FATHER LAND”

Instruction: You think an issue or challenge or problem that you recently observed today in your
community, in national level, in Asia, and in Global concern, then write it in the table below. After
writing the issues/challenges, have a reaction in each issue and write/propose a possible recommendation
or solution.
Propose
Categories Issues/Challenges Reaction
Recommendations

1.Community

THE CONTEMPORARY WORLD 4

2.National

3.Asia

4.Global

Activity 2. “You Connect!”

Direction: Fill in the diagram the words that you can connect to the term UN (United Nations). You may
add more diagram if you would like.

THE CONTEMPORARY WORLD 5

Analysis. Below are questions that have a connection to this lesson. You answer the following
statements/questions by writing it in the space provided.
1. Does individuals, as well as the States have obligations?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

2. Does human rights depend on culture? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__

3. What does “no one left behind behind” mean in the context of the Sustainable Development
Goals?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

4. What should the international community needs to make sure that no one is left behind?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

Abstraction
The United Nations
The United Nations (U.N.) is a global diplomatic and political organization dedicated to international
peace and stability. The U.N. was officially established in 1945 following the horrific events of World
War II when international leaders proposed creating a new global organization to maintain peace and
avoid the abuses of war. The U.N. initially had just 51 member states; today, the organization, which is
headquartered in New York City, has 193 members. Major U.N. initiatives include preventing conflict by
exploring options to ensure peace, providing food and medical assistance in emergencies, and offering
humanitarian support to millions of people around the world. While the United Nations is sometimes
criticized for its policies, bureaucracy, and spending, the organization has accomplished hundreds of
successful peacekeeping missions.

Divisions of the U.N.

1. THE GENERAL ASSEMBLY
The General Assembly (GA) is the UN's ―main deliberative policymaking and representative
organ. According to the UN charter: ―Decisions on important questions, such as those on peace and
security, admission of new members, and budgetary matters, require a two-thirds majority of the
General Assembly. Decisions are made by a simple majority of votes by the member-nations which
currently has 193 members. The General Assembly elects the president which will serve for one
year. All the member-nations have their seats in the assembly.

THE SECURITY COUNCIL

The Security Council is considered as the most powerful organization in the UN. This body
consists of (15) member states. The General Assembly elects the (10) members while the remaining (5)
are permanent members namely; China, France, Russia, the United Kingdom, and the United States.

THE CONTEMPORARY WORLD 6

They have been permanent members of this organization since the creation of the U.N. and cannot be
replaced through an election. U.N. charter provides for the pacific settlement of disputes through the
Security Council's intervention using negotiation, mediation, arbitration, and judicial decision. The
Security Council is tasked to investigate any dispute or situation where it is likely to put international
peace and security at risk and to call upon parties in dispute to settle peacefully and thus recommends
methods of adjustment. In worst scenarios, the Council may resort to imposing sanctions and even to
authorize the use of force. Member nations who attempt to use military interventions will seek the
approval of the Security Council and thus make it legal. Hence, the Security Council has immense
power.
2. THE ECONOMIC AND SOCIAL COUNCIL
The Economic and Social Council is U.N.'s principal body for coordination, policy review, policy
dialogue, and recommendation on social and environmental issues, as well as the implementation of
internationally-agreed development goals. It has 54 members elected for three-year terms. Currently, it is
the UN's central platform for discussions on sustainable development. The ECOSOC is at the heart of the
United Nations system to advance the three dimensions of sustainable development – economic, social,
and environmental.  
3. THE INTERNATIONAL COURT OF JUSTICE
The International Court of Justice is tasked to settle, in accordance with international law, legal
disputes submitted to it by states and to give advisory opinions referred to it by authorized United
Nations organs and specialized agencies.‖ The major court cases consist of disputes between states that
voluntarily submit themselves to the court for arbitration. The court, as such, cannot try individuals
(international criminal cases are heard by the International Criminal Court, which is independent of the
UN), and its decisions are only binding when states have explicitly agreed to place themselves before
the court's authority. The SC may enforce the rulings of the ICJ, but this remains subject to the P5's veto
power.

4. THE SECRETARIAT
The secretariat consists of the ―Secretary-General and tens of thousands of international UN staff
members who carry out the day-to-day work of the UN as mandated by the General Assembly and the
organization's other principal organs. As such, it is the bureaucracy of the UN, serving as a kind of
international civil service. Members of the secretariat serve in their capacity as UN employees and not
as state representatives.

For a more visual presentation of the functions of the United Nations, kindly view the following video
clips collected from www.Youtube.com
1. The General Assembly - https://www.youtube.com/watch?v=XvKpnRPosek
2. The Security Council - https://www.youtube.com/watch?v=JTEuWmABRD0
3. The Economic and Social Council - https://www.youtube.com/watch?v=cK_kn3MDb6I
4. The International Court of Justice - https://www.youtube.com/watch?v=DME-wfbt08c
5. The Secretariat - https://www.youtube.com/watch?v=eL8ofCebbEQ

Application. “Burn your Mind”

Instruction: Choose a topic in a box and write an essay on it. You may create a theme as long as it is
anchored from the topic. You will be scored/graded base from the rubric below. Do it in a sheet of paper.

COVID-19 Pandemic Global Economic Regression

World War Threats Overpopulation and Employment
Crisis

ASSESSMENT RUBRIC FOR ESSAY WRITING

Advanced Proficient Approaching Far Below
Criteria
(16-20 points) (11-15 points) (6-10 points) (5-below point/s)
Thoroughly develops a Develops a sequence Includes a limited Fails to develop a sequence of
sequence of events to tell of events to tell about development of a events that tell about experiences,
Focus and details about experiences, experiences, sequence of events that tell observations, or
(20 points)) observations, or imagined observations, or about experiences, imagined ideas.
ideas. imagined ideas. observations, or imagined
ideas.

THE CONTEMPORARY WORLD 7

 Descriptive language and Descriptive language A limited amount of Does not use descriptive
sensory details are used and descriptive language language or sensory details.
Language effectively to help the reader sensory details are and/or sensory details are
Description visualize what is happening. used effectively to help used.
(20 points) the reader
visualize what is
happening.
Uses transitions for a smooth Paragraph breaks are Paragraph breaks and/or Organizational structure is
Organizational
flow. Appropriate paragraph included organizational structure are missing or extremely limited.
structure
breaks and organization appropriately. inconsistent.
(20 points)
are used.
Has few or no errors in Has some errors in Has several errors in Has serious errors in grammar,
grammar, spelling, grammar, grammar, spelling, spelling, capitalization, or
capitalization or punctuation. spelling, capitalization capitalization, or punctuation. Errors interfere
Grammar Any errors do or punctuation. Errors may with understanding.
(20 points) not interfere with punctuation. Errors do Interfere with
understanding. not understanding.
interfere with
understanding.

Recorded information for all All answered. Mostly 3 or 4 questions answered.

questions. Used references written in students own OR most information was 2 or less questions answered. OR
Plagiarism where needed. Indepth words. Some not in their own words. a large portion of information was
(20 points) thoughts to answers. referencing occured. Little referencing occured. copied. No referencing occured.
Recorded information for all All answered. Mostly 3 or 4 questions answered. 2 or less questions answered. OR
questions. Used references written in students own OR most information was a large portion of information was
where needed. Indepth words. Some not in their own words. copied. No referencing occured.
thoughts to answers. referencing occured. Little referencing occured.
Adapted from K12reader.com

The KWL Chart

Direction: Supply the KWL chart to organize your understanding in this lesson.

What you KNOW in this lesson?

________________________________

What you WANT to know in this lesson?

________________________________

What you LEARNED in this lesson?

________________________________

References
Aldama, P. (2018). The contemporary world. 856 Nicanor Reyes, Sr. Street Recto Avenue Manila
Philippines: Rex Bookstore.
Claudio, L. &Abinales P. (2018). The contemporary world 839 EDSA, South Triangle, Quezon City:
C&E Publishing.
Globalization. (2019). In Wikipedia, the free encyclopedia.
Retrieved from https://en.wikipedia.org/wiki/Globalization
San Juan, D. (2018). Journeys through our contemporary world. 1253 G. Araneta Avenue cor. Ma.
Clara Street, Talayan, Quezon City: Vibal Group.

Web Sources:

United Nations Economic and Social Council (ECOSOC), retrieved from http://www.un.org/en/ecosoc/
on July 22, 2020.

THE CONTEMPORARY WORLD 8

 The United Nations Security Council, retrieved from https://www.un.org/securitycouncil/ on July 22,
2020

Web Links:
https://www.youtube.com/watch?v=XvKpnRPosek
https://www.youtube.com/watch?v=JTEuWmABRD0
https://www.youtube.com/watch?v=cK_kn3MDb6I
https://www.youtube.com/watch?v=DME-wfbt08c
https://www.youtube.com/watch?v=eL8ofCebbEQ
https://www.slideshare.net/ebbf/global-governance-in-the-21st-century-the-future-at-risk-augusto-lopez-
claros

DAY #
LESSON NO. 6
LESSON TITLE THE GLOBAL DIVIDES: The North and The South
DURATION/ 3 and ½ hours
HOURS
Specific During the students' learning engagements, they will be able to:
Learning ● Define and explain “Global North and Global South”;
Outcomes: ● Differentiate the North and the South global regions
● Analyze how a new conception of global relations emerged from the experiences of Latin
America countries and also the Philippines, the related Developing nations.

ACTIVITY
Words to Know
Define the following terms according to your understanding.

1. GlobalSouth - _________________________________________________________
2. GlobalNorth - _________________________________________________________
3. Third World - _________________________________________________________

Activity 1
Word sort
Direction: Fill in the right words/phrases in the box below.
Global North Global South

First World Richer developed country

Third World Poor and less developed country
Africa Developed
Latin America Capitalist
USA Japan
Canada Australia
Home to all the Agriculture
members of the THE CONTEMPORARY
Cotton Production WORLD 9
G8 and of the Slave labor
five permanent members
of the United Nations Security Council
ANALYSIS
In a separate sheet of paper, answer the following questions. Answer briefly.

Activity 1

1. How did you find the activity?

2. From your answers in activity 1, what are the differences between Global North to Global
South?
3. For you, where do Philippines belong to? in Global North or Global South? Why?

Activity 2
1. What does the audio-visual material tell us?
2. Why and how did the terms first world and third world, and global north and global south
existed?
3. How about the Second and the Fourth worlds?
4. How do you feel that you belong to the Global South or the Third World Country region
being Philippines is one of the countries under this region?
Criteria:
● 5 points max - factual, complete, accurate, concise, comprehensive, and efficient relay of ideas.
● 2 points max - effective manner or structure of explanation of knowledge or ideas (grammar and
convincing or persuasiveness factor involved)

ABSTRACTION

Global North and Global South

The North-South divide is broadly considered a socio economic and political divide. The terms
"Global North" and "Global South" divide the world in half both geographically. The Global North
contains all countries north of the Equator in the Northern Hemisphere and the Global South holds all of
the countries south of the Equator in the Southern Hemisphere. This classification groups the Global
North into the rich northern countries, and the Global South into the poor southern countries. This
differentiation is based on the fact that most of developed countries are in the north and most of the
developing or underdeveloped countries are in the south.The issue with this classification is that not all
countries in the Global North can be called "developed," while some of the countries in the Global
South can be called developed.

The Global North

Global North represents the economically developed societies of Europe, North America,
Australia, Israel, USA, Canada and New Zealand. Global North countries are wealthy, technologically
advanced, politically stable and aging as their societies tend towards zero population growth. It is a
disparities of wealth, housing, education, digital media access and numerous other factors underscore the

THE CONTEMPORARY WORLD 10

power and privilege enjoyed by the Global North. Global north is first world. The North is home to all G8
members, and four of the five UN Security Council permanent members. Global north refers to developed
societies of Europe and North America, which are characterized by established democracy, wealth,
technological advancement, political stability, aging population, zero population growth and dominance
of world trade and politics.

The Global South

Global South represents the economically backward countries of Africa, India, China, Brazil,
Mexico amongst others. Global South countries are agrarian based, dependent economically and
politically on the Global North. The phrase “Global South” refers broadly to the regions of Latin
America, Asia, Africa, and Oceania. It is one of a family of terms, including “Third World” and
“Periphery,” that denote regions outside Europe and North America, mostly (though not all) low-income
and often politically or culturally marginalized. The use of the phrase Global South marks a shift from a
central focus on development or cultural difference toward an emphasis on geopolitical relations of
power.
The Global South as a critical concept has three primary definitions. First, it has traditionally
been used within intergovernmental development organizations –– primarily those that originated in the
Non-Aligned Movement –– to refer to economically disadvantaged nation-states and as a post-cold war
alternative to “Third World.” However, in recent years and within a variety of fields, the Global South is
employed in a post-national sense to address spaces and peoples negatively impacted by contemporary
capitalist globalization.
In this second definition, the Global South captures a deterritorialized geography of capitalism’s
externalities and means to account for subjugated peoples within the borders of wealthier countries, such
that there are economic Souths in the geographic North and Norths in the geographic South. While this
usage relies on a longer tradition of analysis of the North’s geographic Souths –– wherein the South
represents an internal periphery and subaltern relational position –– the epithet “global” is used to
unhinge the South from a one-to-one relation to geography.
It is through this deterritorial conceptualization that a third meaning is attributed to the Global
South in which it refers to the resistant imaginary of a transnational political subject that results from a
shared experience of subjugation under contemporary global capitalism. This subject is forged when the
world’s "Souths" recognize one another and view their conditions as shared (López 2007; Prashad 2012). 
The use of the Global South to refer to a political subjectivity draws from the rhetoric of the so-
called Third World Project, or the non-aligned and radical internationalist discourses of the cold war. In
this sense, the Global South may productively be considered a direct response to the category of
postcoloniality in that it captures both a political collectivity and ideological formulation that arises from
lateral solidarities among the world’s multiple Souths and moves beyond the analysis of the operation of
power through colonial difference towards networked theories of power within contemporary global
capitalism.
Critical scholarship that falls under the rubric of Global South Studies is invested in the analysis
of the formation of a Global South subjectivity, the study of power and racialization within global
capitalism in ways that transcend the nation-state as the unit of comparative analysis, and in tracing both
contemporary South-South relations –– or relations among subaltern groups across national, linguistic,
racial, and ethnic lines –– as well as the histories of those relations in prior forms of South-South
exchange. 
The world is divided into those countries that are industrialized, have political and economic
stability, and have high levels of human health, and those countries that do not. The way we identify these
countries has changed and evolved over the years as we have moved through the Cold War-era and into
the modern age; however, it remains that there is no consensus as to how we should classify countries by
their development status.

First, Second, Third, and Fourth World Countries

The designation of "Third World" countries was created by Alfred Sauvy, a French demographer,
in an article that he wrote for the French magazine, L'Observateur in 1952, after World War II and during
the Cold War-era.The terms "First World," "Second World," and "Third World" countries were used to

THE CONTEMPORARY WORLD 11

differentiate between democratic countries, communist countries, and those countries that did not align
with democratic or communist countries. The terms have since evolved to refer to levels of development,
but they have become outdated and are no longer used to distinguish between countries that are
considered developed versus those that are considered developing.
First World described the NATO (North Atlantic Treaty Organization) countries and their allies,
which were democratic, capitalist, and industrialized. The First World included most of North America
and Western Europe, Japan, and Australia.
Second World described the communist-socialist states. These countries were, like First World
countries, industrialized. The Second world included the Soviet Union, Eastern Europe, and China.

Third World described those countries that did not align with either the First World or Second
World countries after World War II and are generally described as less-developed countries. The Third
World included the developing nations of Africa, Asia, and Latin America.
Fourth World was coined in the 1970s, referring to the nations of indigenous people that live
within a country. These groups often face discrimination and forced assimilation. They are among the
poorest in the world.

Major Differences: Global North vs Global South

Global North Global South

● First World ● Third World
● Less Population ● Source raw material of the north
● High Wealth ● Large population
● High standard of living ● Low Wealth
● High Industrial development ● Low standard of living
● Industry ● Low industrial development
● Economy: industries and major business, commerce and finance ● Agriculture

APPLICATION AND ASSESSMENT

Let us Make a Collage!

Direction:
● In a 1/4th illustration board make a collage with the use of recycled
materials or out of this world design or any design.
● With the Theme: “Global North to Global South”
● At the back of your illustration board or in aheet of paper, kindly
describe your output.
For Rubric scoring you can search here at this link
https://www.cpsb.org/site/handlers/filedownload.ashx?

moduleinstanceid=12850&dataid=18635&FileName=Handout%20Level%201%20Task%20Card.pdf .

Or you can see the rubric on the next page.

COLLAGE RUBRIC

CATEGORY 4 3 2 1

THE CONTEMPORARY WORLD 12

 Creativity All of the graphics or objects Most of the graphics or objects Only a few graphics or None of the graphics or
used in the collage reflect used in the collage reflect objects reflect student objects reflects student
creativity in their display. student creativity in their creativity, but the ideas creativity.
Student utilizes numerous display. Student only uses were typical rather than
materials for texture. pictures to depict the themes, creative.
symbols, &/or characters.

Design Graphics are cut to an 1-2 graphics are lacking in 3-4 graphics are lacking in Graphics are not an
appropriate size, shape and design or placement. There design or placement. Too appropriate size shape.
are arranged neatly. Care has may be a few smudges or glue much background is Glue marks evident. Most
been taken to balance the marks. No tape marks are showing. There are of the background is
pictures across the area. obvious from the front. noticeable smudges or showing. It appears little
Items are glued neatly and glue marks. attention was given to
securely. NO FRAYED designing the collage.
EDGES! No tape is showing
from the front! Looks
professional and could be
displayed with confidence.

Number of The collage covers the entire There are a few white spaces The collage has a few The collage has more
Items page, leaving no white space showing. No repetition of large pictures, but does white space than pictures.
showing. pictures. not cover the whole paper.

Time and Much time and effort went Time was used wisely, but It appears the student Class time was not used
Effort into the planning and design student could have put in more didn’t put in a lot of effort wisely and the student put
of the collage. It is clear the time and effort at home. before the presentation. in no additional effort.
student worked at home as Project was complete but only The project is unfinished
well as at school. The showed the basics. or completed without
project shows great detail color.
and followed the proposal
exactly. Student worked on
this project at home and
during study hall.

Titles and Titles and text were written Titles and text were written Titles and text were Titles and/or text are hard
Text clearly and were easy to read clearly and were easy to read mostly clear and to read, even when the
from a distance. NO close-up. Possible minor somewhat easy to read reader is close.
SPELLING OR spelling errors. close-up. Spelling/Grammar errors
GRAMMAR ERRORS! are distracting from the
project.
Attention to The student gives a The student gives a reasonable The student gives a fairly The student's explanations
Theme reasonable explanation of explanation of how most items reasonable explanation of are weak and illustrate
how every item in the in the collage are related to the how most items in the difficulty understanding
collage is related to the book. For many of the items, collage are related to the how to relate items to the
book. “No leaf is left the relationship is clear without book. book.
unturned” explanation.

https://www.cpsb.org/site/handlers/filedownload.ashx?moduleinstanceid=12850&dataid=18635&FileName=Handout%20Level%201%20Task
%20Card.pdf

Discussion
Answer the following questions. Answer Briefly. Write your answer in a piece of paper.

1. How will the global South rise above the global North?

THE CONTEMPORARY WORLD 13

 2. What contemporary evidence of economic dependence in the Philippines and Latin
America can be found in relation to this? How do these proofs pose a challenge to
globalization’s mainstream conceptualization?

3. What do you think is the most pressing issue that developing countries should tackle,
particularly in relation to globalization? How will this be tackled?

4. Would you think the Philippines a nation of "third world"? If yes, then why? If no,
then why not?
5. Was there really a first world, second world, and third world? Justify your answer.
Rubric for Discussion
Score Knowledge Understanding Writing skills Application/ Analysis

5 Comprehensive, Outstanding ability to grasp Excellent mechanics, sentence Grasps inner relationship of concept
in-depth and concepts and Relate theory structure, and organization Excellent use of a wide range of supportin
wide ranging to practice material

4 Up to date and High level of ability to Significant mechanics, Demonstrates the ability to analyze an
relevant conceptualize essential ideas structure and organization synthesize, independent analysis, good us
and relate theory to practice of a range of supportive material

3 Relevant but not Some ability to conceptualize Some grammatical lapses, Informed commentary with some evidenc
comprehensive essential ideas and relate uses emotional response in lieu of genuine analysis; some supportiv
theory to practice of relevant points materials used
2 Limited Limited ability to draw out Poor grammar, weak Some observations, some supportiv
superficial concepts and relate theory to communication evidence used
knowledge/respo practice
nse
1 Little Minimal awareness that Lack of clarity, poor Lacks evidence of critical analysis, poor us
relevance/some external concepts exist presentation of thinking of supportive evidence
accuracy
Source: https://www.utica.edu/academic/Assessment/new/rubrics%20for%20discussion.pdf
REFERENCES:

Ariola, Mariano. 2018. The Contemporary World. pp.40-42. Unlimited Books. Library Services and Publishing INC.
Odeh, Lemuel Ekedegwa, January 2010. “A Comparative Analysis of Global North and Global South Economies.” Retrieved
from:
https://www.researchgate.net/publication/265425871_A_comparative_analysis_of_global_north_and_global_south_economies#:
~:text=...-,According%20to%20the%20author%2C%20the%20global%20North%20refers%20to%20developed,of%20world
%20trade%20and%20politics. Retrieved on August 24, 2020.
Karpilo, Jessica. January 29, 2020.”What Does It Mean When a Country Is Developed or Developing? First World or Third
World? LDC or MDC?” Global North or South?. Retrieved from:https://www.thoughtco.com/developed-or-developing-dividing-
the-world-1434457. Retrieved on August 24, 2020
Connel et al, 2012. “The Global South.” Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/1536504212436479.
Retrieved on Augusat 24, 2020
Mahler, Anne Garland. 2017. "Global South." Oxford Bibliographies in Literary and Critical Theory, ed. Eugene O'Brien.
Retrieved from: https://globalsouthstudies.as.virginia.edu/what-is-global-south. Retrieved on August 24, 2020.

Ramos, Rica. 2018. The Global Divides: The North and The South. Retrieved from:https://prezi.com/-jnfbggt48jo/global-divides-
the-north-and-the-south/?fallback=1. Retrieved on August 24, 2020

THE CONTEMPORARY WORLD 14

 Lesson 7 Global Media Culture

Objectives
At the end of the lesson, you should be able to:
1. discuss how media affect culture;
2. evaluate a particular show which reshape cultures of Filipinos;
3. explain how media affected the culture globally.

Introduction
The need of a constantly expanding market for its products chases the bourgeoisie over the whole
surface of the globe. It must nestle everywhere, settle everywhere, establish connections everywhere.

The bourgeoisie has through its exploitation of the world market given a cosmopolitan character to
production and consumption in every country. . . . In place of the old wants, satisfied by the production
of the country, we find new wants, requiring for their satisfaction the products of distant lands and
climes. . . . And as in material, so also in intellectual production. The intellectual creations of individual
nations become common property.

—Karl Marx1 From: https://muse.jhu.edu/article/259600/pdf Sept. 8, 2020

Activity
Guess me through the Pictures
ACTIVATING 1. M_ _i_ 2. _ _ _b_l_ _ _ _ _ _ _
PRIOR
LEARNING

Determine the
word being
described through
the pictures given.

3. _ u _ _ _r_ 4. h_ _ _id_ _a t _ _ _

Analysis:
Direction: Please write your answer in a piece of paper and insert the paper to your module.
1. What are the words you have guessed?
2. What is your idea about globalization ?
3. Does media affect culture?
4. What do you mean by imperialism? and how is it related to culture?
5. Could culture become hybrid?

THE CONTEMPORARY WORLD 15

Abstraction
MEDIA AND ITS FUNCTIONS
Lule defines media as a way of transmitting something, like a
communication channel. Technically speaking, a person's
voice is a medium. But when critics refer to "media" (the
medium plural), they mean the mass communication
technologies. Print media include books, newspapers and
magazines. Broadcast media involve radio, film, and
television; finally, digital media cover the internet and
mobile mass communication.
There are e-mail, networking forums , social media, and internet-based video and audio
under the category of digital media. Although defining the word "media" is relatively
straightforward, it is harder to decide what the media do and how they influence societies.
Television is not a mere messaging carrier; it also influences users ' social behaviour, and
reorients family behaviour. Since it was launched in the 1960s, television has moved people from
the dinner table where they eat and tell each other stories, to the living room where, when
watching primetime shows, they quietly mumble about their meals. Even television has drawn
people away from more enjoyable things like playing games or reading books. Today the smart
phone helps users to stay in contact with several people simultaneously instantly. Consider how
the internet impacts relationships. Before the telephone, there was no way for couples to stay in
contact regularly, or check on what the other is doing all the time. The technology (medium), not
the message, allows for this social change.
McLuhan added that at the same time various media are stretching and amputating human
senses. New media can extend communication scope, but they also dull communicative
capabilities of the users. Think about writing tool. Before people wrote things down on a journal,
tales were often shared orally.
One may claim something similar about cellphones. They broaden the senses of people, so they
have the opportunity to communicate immediately and simultaneously to more people. They also
restrict the senses, on the other hand, because they make users easily distractable and more
susceptible to multitasking.
This is not inherently a negative thing; with a trade-off, it is merely a transition.
According to McLuhan New Media, the issue of what new media improves and what they
amputate was neither a moral nor an ethical one and neither necessarily good nor evil. The
popular writer was merely drawing attention to the unique historical and technical qualities of the
different media.

Media and Culture Globalization

The view received concerning the globalization of culture is one in which the entire
world was molded in the image of Western culture, primarily American. The popularity of Big
Macs, Baywatch, and MTV is described as unmistakable signs of the fulfillment of Marshall
McLuhan's Global Village prophecy in both popular as well as technological discourses.
American hegemony is therefore mainly imputed to the world's mass media. After all, new media
technologies such as satellite television and the Internet have generated a steady flow of
transnational images which connect audiences around the world. How will teenagers in India ,
Turkey, and Argentina follow according to popular wisdom a Western lifestyle of Nike shoes,
coca-cola, and rock music without the global media? Hence the putatively strong effect of the
mass media on the globalization of culture.

The role of the mass media in the globalization of culture is a controversial problem in
the theory and study of international communication. Early media impact theories, usually
referred to as theories of "magic bullet" or "hypodermic needle," claimed the mass media had
strong effects on the viewers The discussion about media impact has since undergone an ebb and
flow that has prevented any researchers resolving or agreeing on the extent, nature and
implications of media influence. In international communication, however, core theoretical
concepts clung to a belief in influential media impacts on cultures and societies At the same time

THE CONTEMPORARY WORLD 16

a body of literature has arisen that challenges the nature and extent of power of transnational
media. Whereas some scholars in this tradition challenged cultural imperialism without
proposing concrete alternatives, others used interdisciplinary literature from all over the social
sciences and humanities to establish theoretical alternatives to cultural imperialism. (Adapted from :
Marwen M. Kraidy https://tinyurl.com/y3f7aroq Sept. 8, 2020)

The Global Village and Cultural Imperialism

McLuhan used his technology research to look at the effects of electronic media. Since
writing around the 1960s, he has studied primarily the societal changes brought on by television.
McLuhan claimed that TV transformed the world into a "global village." By this he meant that as
more and more people sat in front of their TV sets listening to the same stories, their view of the
world would contract. (Nikko)
Cultural hegemony theory proposed in international communication theory and study that media signals
coming from Western developed countries negatively influence audiences across the globe. Though the
differences between "media imperialism" and "cultural imperialism" are slight, Most foreign
communication literature considers the former to be a subset of the latter. Digital imperialism is deeply
rooted in a political-economy viewpoint of foreign communication, based on an interpretation of the
media as cultural industries. As a school of thinking, the political economy focuses on main determinants
of foreign exchange systems and impact on material concerns such as finance, infrastructure and
political power. (Adapted from : Marwen M. Kraidy https://tinyurl.com/y3f7aroq Sept. 8, 2020)

Media, Globalization, and Hybridization

The theoretical transition from cultural hegemony to globalization, describes many
factors. Second, the end of the Cold War as a global context for cultural, strategic and economic
rivalry needs a rethink of the definitions and thinking paradigms of the analytics. By giving rise
to the United States as supreme superpower and at the same time fragmenting the globe, the end
of the Cold War marked the beginning of a period of instability between global integration
powers and local dispersal reactions. The nation-state is no longer the selling or dominant player
in this complex period, because transnational transactions take place at the subnational, national,
and supranational levels. Globalization, conceptually, seems to reflect the ambiguity better than
cultural hegemony. Second, according to John Tomlinson (1991), globalization has replaced
cultural McDonald's 2000 Beijing Chaoyang International Business Festival commercial shows
how global the specific element of western culture has become. The food chain grew during its
first ten years in China (1990 to 2000) to include 270 stores in 50 Chinese towns. (Reuters
NewMedia Inc./Corbis) Lastly, globalization emerged as a crucial paradigm through the
humanities and social sciences, a trend that inevitably affects the communication discipline.
Indeed, cultural globalization has become a conceptual magnet that attracts research and
theorizes 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 was an influential interlocutor in this
discussion, as media and information technology play an significant role in the globalization
phase.
One viewpoint on the globalization of culture, somewhat reminiscent of cultural
imperialism in terms of the nature of media impact on culture but somewhat different in its
conceptualization of the issue, is the perception that the media leads to the homogenization of
cultural differences across the world. Cultural hybridity or hybridization is another prospect of
globalization. This view supports an interpretation of the interface between globalization and
localization as a complex process and hybrid result of mixed customs and forms of culture. As
such, this viewpoint does not grant globalization 's importance as a homogenizing power, nor
does it believe in localization as a resistive mechanism that is opposed to globalization. Rather,
This view supports the interface between globalization and localization as a complex process and
hybrid product of mixed customs and cultural forms. As such, this perspective does not attribute
the importance of globalization as a homogenizing force, nor does it believe in localization as a
resistive mechanism against globalization. Hybridization has been used in communication and
media studies and seems to be a fruitful theoretical orientation as researchers attempt to
understand the dynamic subtleties of the globalization of culture in international media studies.

THE CONTEMPORARY WORLD 17

 Argentinean Mexican cultural critic Nestor Garcia-Candini is one of the most prominent
voices in the debate about cultural hybridity. There are three principal characteristics of cultural
hybridity, according to Garcia-Candini. The first characteristic is the combining of historically
separate cultural structures, such as the combination of opera elite art with popular music. The
second feature of hybridity is the deterritorialization of cultural processes from their original ph
The second characteristic of hybridity is the deterritorialization of cultural structures to new and
alien environments, from their original physical environment. Thirdly, cultural hybridity includes
impure cultural forms created from the combination of multiple cultural domains. An example of
this is when artisans in rural Mexico knit tapestries of European painters' masterpieces such as
Joan Mira and Henri Matisse, combining high art and folk art into an impure genre. (Adapted
from :Marwen Kraidy https://tinyurl.com/y3f7aroq Sept. 8, 2020).

Application: Read Think and Conclude

Task 1 Direction: Read the passage again and answer the questions in the box. Your answer must
start with “ I think” and provide a conclusion about the topic.

What are the What are the

positive effects of Media and negative effects of
media to our Its Function media to the
culture? Filipino culture?

Conclusion:
_________________________
________________________________
Do you think one Do you believe that
culture can the entire world has
influence the
Media and been molded in the
other through Culture image of the
media? Cite Western culture?
sample situation. Why?

Conclusion:
_________________________

What is the What is the relation

concept of
Media and of media to cultural
hybridization? hybridization hybridity?

Conclusion:
_________________________
________________________________
Task 2 Direction: Try to watch the television and choose a particular show that have become
internationally famous. Then answer the following questions;

1. Where did that show originate?

2. Why was that film/ show become famous?
3. What particular culture demonstrated in the show that are adapted by Filipinos?

Assessment

A. Choose the letter of the correct answer.

THE CONTEMPORARY WORLD 18

 1. This refers to the technologies of mass communication.
a. Medium b. media c. communication
2. He is the person behind the concept of the “ global village”
a. Garcia Candini b. Henri Matisse c. Marshall McLuhan
3. It refers to the increasing sameness in the world as cultural inputs, economic factors and
political orientation.
a. Homogeneity b. homoliberal c. Homoness
4. It is the integration of local and global cultures.
a. Hybridization b. convergence c. homogeneity
5. The globalization of culture is directly attributed to…
a. Global village b. mass media c. imperialism

B. Write True if the statement is correct and write false if the statement is wrong.

1. Cultural imperialism is deeply rooted in the political – economy of international communication.

2. Contemporary media have created a steady flow of transnational images worldwide.
3. Media is neither good or bad.
4. Media do not contribute to the homogenization of cultural differences.
5. Globalization is a static process of global and local culture.

Assignment

1. What are the dominant religions of the world?

2. Does economy affect the religious values? Why?

References:

Boyd-Barrett, Oliver ―Media Imperialism Reformulated‖ in Thussu, Daya (ed) Electronic Empires –
Global
Media and Local Resistance, London: Arnold, 157-177

Castells, Manuel (2000) The information age: economy, society and culture, vol 1: The Rise of the
network
society, 2nd edition, Oxford: Blackwell
Curran, James and Park, Myung-Jin (eds.) (2000) ―Beyond Globalization theory‖ in De-Westernizing
Media Studies, London: Routledge, 3-19
Featherstone, Mike (eds) (1990) Global Culture – Nationalism, Globalization and Modernity
Held, David, Goldblatt, David, McGrew, Anthony and Perraton, Jonathan (eds) (1999) Global
Transformations: politics, economics and culture, Cambridge: Polity Press
Herman, Edward S. And McChesney, Robert W. (2004) The Global Media – the New Missionaries of
Corporate Capitalism, London: Continuum
Karidy, M.M.(2002). Globalization of Culture through Media from: https://tinyurl.com/y3f7aroq
Retrieved : Sept. 7, 2020.
Mattelart, Armand (1979) Multinational corporations and the control of culture: the ideological
approaches of imperialism, Hassocks: Harvester Press
Pieterse, Jan Nederveen (2004) ―Globalization as Hybridization‖ in Globalization and Culture – Global
Melange, Lanham: Rowman and Littlefield, 59-85
Rantanen, Terhi (2005) The Media and Globalization, London: Sage
Schiller, Herbert (1969) Mass Communication and American Empire, New York: M. Kelley Publishers
Schramm, Wilbur (1964) Mass Media and national development – the role of information in the
developing countries, California: Stanford University press
Sparks, Colin (2007) Globalization, Development and the Mass Media, London: Sage Publications
Straubhaar, Joseph (2007) World television: from global to local, Los Angeles: Sage Publications
Thompson, John (1995) The Media and Modernity: a social theory of the media, Cambridge: Polity Press
Thussu, Daya (2006) (ed) International Communications – continuity and change, London: Hodder
Education Tomlinson, John (1999) Globalization and Culture, Cambridge: Polity Press

THE CONTEMPORARY WORLD 19

WEEK ___
LESSON NO 2
LESSON no. 8
LESSON TITLE GLOBALIZATION OF RELIGION
DURATION/ 3 and ½ hours
HOURS
INTRODUCTION Religions have crossed many boundaries, having been spread by immigrants, refugees,
aggressors, or by the founders of this country. Ultimately, cultural differences have changed religious
beliefs and traditions within religious practices. Our group simulation will attempt to examine the
globalization of religion by considering whether and how it might be possible to improve the
understanding and acceptance of diverse religious beliefs and cultural differences. We will attempt to
leverage such opportunities by engaging the advancement of technology, communications,
organizational strategies, economics, and sustainability in an interdisciplinary approach. Four world
religions have been selected for this simulation, and although names have been changed, the religious
profiles are from real world religions. The issues intend to explore through this simulation are the
cultural, political, economic, and technological influences on the globalization of religion.

Specific During the students' learning engagements, they will be able to:
Learning ● Explain how globalization affects religious practices and beliefs;
Outcomes:
● Identify the various religious responses to globalization;
● Explain and defend personal understanding about the meaning of RELIGION; and
● Compare and contrast the past and present generations’ religious practices considering the
advent of Globalization and Technology
TEACHING LEARNING ACTIVITIES
OPENING GUIDE QUESTIONS

1. How has Globalization transformed the role of religion within societies?

2. How can religion be a force of peace in a globalized world increasingly ridden with religious friction? (ironic)

Opening Activity: OREO OPINION WRITING

(Outcome 1: Explain how globalization affects religious practices and beliefs)
Give your opinion about your religious experiences considering the following questions: Are globalization and
religion interconnected? How does globalization affect religion? Place your answers in the graphic organizer below.

THE CONTEMPORARY WORLD 20

https://www.google.com/url?sa=i&url=https%3A%2F%2Foakdome.com%2Fk5%2Flesson-plans%2Fgoogle-classroom%2Fgoogle-classroom-oreo-opinion-graphic-
organizer.php&psig=AOvVaw1RZ7oDiY58F3rUCzYXJIS&ust=1599551968248000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIDG0crJ1usCFQAAAAAdAAAAABAT
ABSTRACTION

Religion

https://hubblecontent.osi.office.net/contentsvc/latest/ui/index.html?
Religion, much more than culture, has the most difficult relationship with globalism. First, the two are
entirely contrasting belief systems. Religion is concerned with scared, while globalism places value on material
wealth. Religion assumes that there is “the possibility of communication between humans and the transcendent.”
This link between the human and the divine confers some social power on the latter. Furthermore, “God”, “Allah,”
or “Yahweh” defines and judges’ human action in moral terms (good vs. bad). Globalism’s yardstick, however, is
how much of human action can lead to the highest material satisfaction and subsequent wisdom that this new
status produces.

Religious people are less concerned with wealth and all that comes along with it (higher social status, a
standard of living similar with that of the rest of the community, exposure to “culture,” top-of-the-line education for
the children). They are ascetics precisely because they shun anything material for complete simplicity―from their
domain to the clothes they wear, to the food they eat, and even to the manner in which they talk (lots of parables
and allegories that are supposedly the language of the divine. A religious person’s main duty is to live virtuous,
sin-less life such that when he/she is assured of a place in the other world (i.e., heaven).

On the other hand, globalists are less worried about whether they will end up in heaven or hell. Their
skills are more pedestrian as they aim to seal trade deals, raise the profits of private enterprises, improve
government revenue collections, protect the elites from being excessively taxed by the state, and, naturally,
enrich themselves. If he/she has a strong social conscience, the globalist sees his/her work as contributing to the
general progress of the community, the nation, and the global economic system. Put another way, the religious
aspires to become a saint; the globalist trains to be a shrewd business person. The religious detest politics and
the quest for power for they are evidence of humanity’s weakness; the globalist values them as both means and
ends to open up further the economics of the world.

Finally, religion and globalization clash over the fact that religious evangelization is in itself a form of
globalization. The globalist ideal, on the other hand, is largely focused on the realm of markets. The religious is

THE CONTEMPORARY WORLD 21

concerned with spreading holy ideas globally, while the globalist wishes to spread goods and services.

The “mission” being sent by American Born-Again Christian churches, Sufi and Shiite Muslim orders, as
well as institutions like Buddhist monasteries and Catholic, Protestant, and Mormon churches are efforts at
“spreading the word of God” and gaining adherents abroad. Religions regard identities associated with globalism
(citizenship, language, and race) as inferior and narrow because they are earthly categories. In contrast,
membership to a religious group, organization, or cult represents a superior affiliation that connects humans
directly to the divine and the supernatural. Being a Christian, a Muslim, or a Buddhist places one in a higher
plane than just being a Filipino, a Spanish speaker, or an Anglo-Saxon.
Culture
Culture and religion are inextricably interwoven. Indeed, on the surface, one could argue that they are the same.
What is the difference between culture and religion? In the purest sense of definitions, religion is a subset of culture.
Culture, itself embodies the language, traditions, kinship systems, shared values, and beliefs that define a society.
Pretend you can now zoom up to 50,000 feet above the earth ‘s surface, so we can have a broader view of the
cultural and religious landscape. Now, from our vantage point, we might see American culture and American religions as a
subset below us. What is American culture? How is it different from Canadian and Mexican culture? Go back to the basic
definition: language, traditions, shared values, kinship systems, and beliefs. Can you give more supporting ideas about
these dimensions of Globalization?

Realities
In actually, the relationship between religion and globalism is much more complicated. Peter Berger argues that far
from being secularized, the ―contemporary world is…furiously religious. In most of the world, there are veritable
explosions of religious fervor, occurring in one form of another in all the major religious traditions―Christianity, Judaism,
Islam, Hinduism, Buddhism, and even Confucianism (if one wants to call it a religion)--and in many places in imaginative
syntheses of one or more world religions with indigenous faiths.

Politics
From an interdisciplinary point of view the link between politics and religion raises many issues. Politicians are
mostly concerned with the issues that they or their constituents want to promote. In some cases, these issues may not
provide a benefit for the majority of the public. Globalization has the same effect. Globalization may benefit some but not
others.

Economic
In today ‘s world, where information and its instant quality are readily available to even the most remote of sectors
in the world, religion, if it is to survive, has adapted and utilized technology and its light-speed ability to maintain a grip on its
members. Religion and its ceremonies are still practiced within a temple or church, yet we see the influence of technology
upon religion as we now have a DVD version of the bible for all Christian followers to appreciate, not only in the digital
versatile disc version, but there are possibly half a dozen channels on basic or digital cable dedicated to religious practice
and teachings. Religions have also made the leap onto the information superhighway, which brings religious teachings into
every home and monitor in a global setting.

Religion for and against Globalization

There is hardly a religious movement today that does not use religion to oppose ―profane globalization. Yet, two
of the so-called ―old world religious Christianity and Islam see globalization less as an obstacle and more as an
opportunity to expand their reach all over the world. Globalization has freed communities from the constraints of the nation-
state, but in the process, also threatened to destroy the cultural system that bind them together. Religion seeks to take the
place of these broken ―traditional ties to either help communities cope with their new situation or organize them to oppose
this major transformation of their lives. It can provide the groups moral 26 codes that answer problem ranging from people
‘s health to social conflict to even personal happiness. Religion is thus not the regressive force that stops or shows down
globalization; it is a pro-active force that gives communities a new and powerful basis of identity. It is an instrument with
which religious people can put their mark in the reshaping of this globalizing world, although

Task 1. Role Playing Activity: Globa-Religion, Then and Now

(Outcomes 1-2 & 4: explain how globalization affects religious practices and beliefs; identify the various religious
responses to globalization; Compare and contrast the past and present generations’ religious practices
considering the advent of Globalization and Technology)
With your 4 group mates in the group chat, discuss among you your real-life experiences pertaining to your
families or localities' religious practices and beliefs. Select your secretary to write the group output:
1. What were your most common religious practiced or religious concepts? Are these religious practices still

THE CONTEMPORARY WORLD 22

evident today?
2. Which religioous generation do you prefer? the older-traditional ones? or the latest- modernized one?
3. How did your religion: its practices and beliefs cope with the changing society affected by the existence of
globalization? How do religious people respond to this?
After discussing, the groups will shortly present in the class the results of their discussions through a simple
"then-vs-now role play", creatively and effectively using google meet or via zoom.
Criteria:
● 20 points max (per group) - factual, complete, accurate, concise, comprehensive, and efficient relay of ideas.
● 5 points max (per group/individual) - Efficient strategies or techniques used by the students in relaying ideas to the
class
● 5 points max (each member) - level of participation to the group discussion and knowledge construction and as
well as in the presentations...

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?

Task 2: Formative Activity 1: LET US WRITE WHAT’S RIGHT

(Outcome 3: Explain their idea on what they think is the future of religion in a global world.)
Instruction: Given the chance to write a letter to the pope and the countries president, what are the concerns you wanted to
say for the future of both Religion and Globalization? Include in your letter your ideal future of a Global World

Criteria:
● 20 points max - factual, complete, accurate, concise, comprehensive, and efficient relay of ideas.
● 10 points max - Efficient strategies or techniques used by the students in relaying ideas (includes structure,
grammar, style, creative words and phrases, etc.)

Assessment: True or False. Direction: Write TRUE if the statement is correct. If it‘s false, change the underlined
word or group of words to make the whole statement true.

1. Religions are the foundation of modern republics.

2. Technology, within the scope of religious globalization, plays a major role in how and to whom the religion and
its doctrine extend.

3. The late Iranian religious leader, King Henry VIII, bragged about the superiority of Islamic rule over its secular
counterparts and pointed out that there is no fundamental distinction among constitutional, despotic, dictatorial,
democratic, and communistic regimes.

4. Christianity and Islam are so-called new world religious.

5. State in the concept of separation of church and state‖ comes into direct conflict with conservative politicians
who like to declare that America is a great Christian nation.

6. Religions and technology have helped shape the country‘s culture, laws, and economic development.

7. In United States, religion and law were fused together to help build a modern secular society.

8. Culture is a major player in the world and allows for a greater rate of transformation or resistance to spiritual
definition.

9. The mission being sent by American Born-Again Christian churches, Sufi and Shiite Muslim orders, as well as
institutions like Buddhist monasteries and Catholic, Protestant, and Mormon churches are efforts at spreading the
word of God and gaining adherents abroad.

10. Samuel Huntington, one of the strongest defenders of economy, admits in his book, The Clash of Civilization,
that civilization can be held together by religious worldviews.

THE CONTEMPORARY WORLD 23

ASSIGNMENT
SURVEY:
Make your observation about Globalization of Religion of the current generation. After writing, go around your
town ask someone ages 20, 30,40,50,60 and 70 years old about their religious experience and ask if whether or
not there are changes. Compare and Contrast your gathered information.

RESOURCES: Aldama, P. (2018). The Contemporary World. Rex Book Store. 856 Nicanor Reyes, Sr.
Street Recto Avenue Manila Philippines.
Claudio, L. & Abinales P. (2018). The Contemporary World. C&E Publishing, Inc: 839
EDSA, South Triangle, Quezon City.
San Juan, D. (2018). Journeys Through our Contemporary World. Vibal Group Inc.: 1253
G. Araneta Avenue cor. Ma. Clara Street, Talayan, Quezon City

Electronic references links:

https://www.e-ir.info/2014/07/16/religion-and-globalization-new-possibilities-furthering-
challenges/
https://sites.psu.edu/pasha/2016/10/14/economics-of-globalization/
https://oakland.edu/Assets/upload/docs/AIS/Syllabi/McCormack_Sample-Simulation-1.pdf

THE CONTEMPORARY WORLD 24