Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]

NAME :_______________________________________________________________________________________________________________
COURSE & SECTION :_______________________________________________________________________________________________________________
CONTACT NO. :_______________________________________________________________________________________________________________
INSTRUCTOR :_______________________________________________________________________________________________________________

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]

Course Guide in GEC 107

I. COURSE TITLE: THE CONTEMPORARY WORLD
II. COURSE OVERVIEW
A. INTRODUCTION
This Contemporary World course is designed to provide students with an understanding of world events. Student
are exposed to multiple global issues in their exploration and comprehension of the Contemporary World. The focus
on these issues is a multi-dimensional approach that integrates Political, Economic, Historical, Geographical, and
Sociological Perspective.
B. COURSE LEARNING OUTCOME
This course is intended for Bachelor of Art in History students who are expected to:
1. Identify the primary and secondary sources necessary for the study of a specific research
problem.
2. Relate role of history in asserting national identity,
3. Acquire a reading knowledge of a language necessary for research.
4. Recognize the relevance of the study of the past to contemporary issues and concerns.
5. Demonstrate a general knowledge of Asian and world history.
C. MODULES AND UNIT TOPICS
To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, this
module is divided into the following:
MODULE 1: THE STRUCTURES OF GLOBALIZATION
This unit will introduce you the various drivers of the globalization process, with specific focus on economics
and politics. Although it emphasizes that you experience globalization on an “everyday” level, you must also realize
that there are big institutions that create large-scale changes. This unit will first trace the emergence of these
institutions historically. It will then move on to explain they affect the countries and people today.
MODULE 2: A WORLD OF IDEAS: CULTURES OF GLOBALIZATION
This second unit focuses on how the globalization structures discussed in Unit 1 affect various forms of
cultural life. “Culture” is used here in the broadest possible sense, referring to the daily practices of people. Thus, if
the first unit focused on a “large” form of globalizations in the realms of religion culture, and city life.
The major learning outcome of this unit is to explain the role of global processes in everyday life.
MODULE 3: MOVEMENT AND SUSTAINABILITY
This final unit will discuss the various impacts of globalization on human populations and the environment.
At is core, it will go back to one of the basic questions of the social sciences: how do people interact with their
surroundings? These interactions, as you will see, are increasingly being molded by the globalization processes
discussed in the previous lessons.

III. COURSE STUDY GUIDE

This module is designed for you learners of the 21st century who are now experiencing the great shift of learning
modalities. This period of NEW NORMAL is a bigger challenge in the field of education. We do away from the traditional
approach of face-to-face learning since it is highly prohibited, thus the success of this module depends on your utmost
cooperation and your industriousness to take it seriously. Take note, this is not a spoon-feeding module if you expect it to be,
this is entirely a student-centered approach where you will be the one to hands-on and discover to learn. At the end of this, you
will surely be equipped not only of the content but more so of the skills of a responsible student. To further lead you to this,
below is a list of “House Rules” for you to follow.
1. Schedule and manage your time to read and understand every part of the module.
2. Study how you can manage to do the activities of this module in consideration of your other modules from other
courses. Be very conscious with the study schedule.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible
resources.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on time. It
will be you.
5. Before you start doing your task read and understand the assessment tools provided.
6. If needed, do not hesitate to keep in touch with to any available means.
7. In answering all the assessment and evaluation activities, write legibly.
A. Your answers should be composed of complete and grammatically correct sentences. Do not use abbreviation and
ACRONYMs unless these are introduced in the readings, and do not write in text-speak. Avoid writing in all caps.
B. In the self-process discussions, write appropriate and well-thought arguments and judgement.
C. Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely a
possible.
D. Quote your sources, if there are, in answering all the activities.
8. Lastly, you are the learner; hence, you do the module on your own. Your family members and friends at home will
support you but the activities must be done by you.

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IV. STUDY SCHEDULE
WEEK TOPIC LEARNING OUTCOMES ACTIVITIES
MODULE 1 The Structure of globalization
LESSON 1 What is Globalization? ACTIVITY:
(WEEK 1) 1. Identified the application of Globalization I. How Globalized is your home?
through video call analysis. ANALYSIS: Guide Questions to be answered for
2. Recognized the significant effects of the activity.
Globalization through T-chart.
3. Classified impact, influence and theories of ABSTRACTION:
globalization through statement analysis. I. Processes Questions
4. Documented a scenario of globalization
observed/ found in the community through APPLICATION:
video presentation. I. Video Presentation

ASSESSMENT:
I. The world made closer
LESSON 2 THE GLOBALIZATION OF WORLD ECONOMICS ACTIVITY:
(WEEK 2-3) 1. Traced the background of international trading I. Making a Timeline
system through making a timeline. II. T-char
2. Distinguished the assumptions of the Bretton ANALYSIS:
Woods System from the Washington Consensus I. Guide questions for activity A and B
through a T-chart. II. Completing a table
3. Discussed the actors that facilitate economic ABSTRACTION:
globalization through a graphic organizer. I. Summary of the topic
4. Presented the background and APPLICATION:
interconnections of a certain global economic I. Short video documentary
institution and how it influenced the ASSESSMENT:
economics in the Philippines through a short I. Writing an essay
video documentary.
5. Written an essay on their stance on global
economic integration.

V. EVALUATION
To pass this course, you must:
1. Read all readings in the modules and answer the pre-assessment and self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each module.
4. Submit the final project required.
5. Accomplish the mid-term and final evaluation
A. Formative Assessment
You must answer all pre-assessment and self-assessment activities. Your score here will not be part of your
mid-term or final grade: but they will be part of the completion requirement of the course. Thus, you are expected to
complete the pre-assessment and self-assessment activities. These activities will help you determine if you need to
study more or to advance to the next module.
● You can answer the pre-assessment and self-assessment within the scheduled time for each unit. Scheduling
your work time is important.
● In accomplishing the pre-assessment and self-assessment activities you can ask the help of your parents,
siblings, and friends.
B. Summative Assessment
1. Quizzes and Examination.
There will be two quizzes and one examination to be given for this course.
2. Evaluation Activities.
Answer all activities in the evaluation part of each unit. These will be part of your midterm and final
grades. These will help you to be prepared for the quiz after each module.
C. Final Projects.
The final projects you will be submitting are the following: (Module 1 & 2)
● Prepared Business Letters
● Prepared Memoranda
● Prepared Minutes of the Meeting
VI. TECHNOLOGICAL TOOLS
For you to be able to accomplish the activities, you will need the following software Application, MS Word, MS
PowerPoint. These applications are found in your desktop or laptop and you do not need internet connection to use them. You
may also access the google classroom prepared for your class and try to participate in the discussion if the condition will allow
it. At some point you will be needing an internet connection to access the links provided in the various drills and exercises and
in submission of assessments.

VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add ([email protected]) or Facebook account Jessil Moralidad
Mata or mobile # 09501821188. Only matters regarding the lesson will be entertained.

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]

MODULE 1 IN THE CONTEMPORARY WORLD

LESSON 1

TOPIC: What is Globalization?

Intended Learning Outcome: At the end of this module, the student must have:
1. Identified the application of Globalization through video call analysis.
2. Recognized the significant effects of Globalization through T-chart.
3. Classified impact, influence and theories of globalization through statement analysis.
4. Documented a scenario of globalization observed/ found in the community.
I. INTRODUCTION
Frist, globalization is a complex phenomenon that occurs at multiple levels. Second, it is an uneven process
that affects people differently.
The best scholarly description of globalization is provided by Manfred Steger who described the process as
“the expansion and intensification of social relations and consciousness across world-time and across world-space.”
Expansion refers to “both the creation of new social networks and the multiplication of existing connections that
cut across traditional political, economic, cultural, and geographical boundaries.“ These various connections occur
at different levels. Social media, for example, establish new global connections between people, while international
groups of non-governmental organization (NGOs) are networks that connect a more specific group—social workers
and activists—from different corners of the globe.
Intensification refer to the expansion, stretching, and acceleration of these networks. Not only are global
connections multiplying, but they are also becoming more closely-knit and expanding their reach.

II. ACTIVITY
A. HOW GLOBALIZED IS YOUR HOME?

Go to your room and do an inventory of everything you have in your possession. You will find out that the
most essential among the “things” in your room are footwear, clothes, computers (if any), cell phones, television (if
possible), and maybe a radio. If you are a student, you may also notice books, newspapers, news magazines, not to
mention school supplies and equipment.

Organize your inventory into two types: first, “things” that are made in the Philippines and second, those
that are of foreign brands. List the countries of origin of your foreign-brand items.

Do the same thing for the kitchen and living room. These should include appliances.

Make a similar list for Philippine-made stuff. In the process, discuss why certain products are made in the
Philippines while others are produced abroad.

THINGS FOUND AT HOME AND THINGS FOUND AT HOME

(MADE IN THE PHILIPPINES) (MADE IN OTHER COUNTRIES)
1. SANDAL
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1. SHOES CHINA
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 2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

III. ANALYSIS
Go to www.youtube.com and watch the video in the provided link.
Make sure to get the gist of the story by using the guide questions below:
https://youtu.becom/0AS65clOJA watch the video clip of
A Story: Gio, Latif and the Laksa
What situation illustrates Globalization in terms of the following:
1. Popular Culture
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

2. Politics
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

3. Communication
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

4. Business/economic aspect
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

IV. ABSTRACTION
Complete the table given by citing Positive and Negative effects of globalization. (T-chart)

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 NEGATIVE POSITIVE
__________________________________________________________________________________________________________________

V. APPLICATION

Video Presentation
Direction: Present a scenario of GLOBALIZATION observed/found in the community supported with documentation. Video
should be three to five minutes only. Post this in our Facebook Group intended only for this subject. Lastly, this is just a
reminder that we should be effective in communicating both in speaking and writing.

Your video will be rated using this rubric below:

Indicator 10 7 5 3
Content/Organization
Story Board and Effectiveness
Creativity (Video Quality and Originality)
Audio editing
Total Score 25

VI. ASSESSMENT

The world made closer!

Direction: choose an international product then illustrate the flow of globalization that the product undergoes.
Ex. Starbucks, Nike, Adiddas, and etc.

Indicator 9 7 4

Effort and Perseverance

Student Understanding and
Demonstration of Concept
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 Neatness/Final Presentation
Total Score 20

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]

MODULE 1 IN THE CONTEMPORARY WORLD

LESSON 2

TOPIC: THE GLOBALIZATION OF WORLD ECONOMICS

Intended Learning Outcome: At the end of this module, the students must have:
1. Traced the background of international trading system through making a timeline.
2. Distinguished the assumptions of the Bretton Woods System from the Washington Consensus through a T-chart.
3. Discussed the actors that facilitate economic globalization through a graphic organizer.
4. Presented the background and interconnections of a certain global economic institution and how it influenced the
economics in the Philippines through a short video documentary.
5. Written an essay on their stance on global economic integration.

INTRODUCTION
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 The International Monetary Fund (IMF) regards “economic globalization” as a historical process representing the
result of human innovation and technological progress. It is characterized by the increasing integration of economies around
the world through the movement of goods, services, and capital across borders. These changes are products of people,
organizations, and technologies.

ACTIVITY
A. INTERNATIONAL TRADING SYSTEMS – BACKGROUND OF ECONOMIC GLOBALIZATION
Direction: Fill in the table given to complete the timeline about the background of economic globalization. You may refer to the
reading materials prepared for this lesson or you can use other online sources.
Period Trading System Description
Ancient World Silk Road A network of pathways in the ancient world that spanned from
(130 BCE – 1453 BCE) China to what is now the Middle East and to Europe. The most
profitable products traded through this network was silk. However,
while Silk Road was international, it was not truly global because it
had no ocean routes that could reach the American continent.
The Galleon Trade

The Gold Standard

Fiat Currencies

B. THE BRETTON WOODS SYSTEM AND THE WASHINGTON CONSENSUS

Direction: Indicate the salient ideas/assumptions in the BRETTON WOODS SYSTEM and the WASHINGTON CONSENSUS. You
may refer to the reading materials intended for this lesson.

ANALYSIS
A. GUIDE QUESTIONS FOR ACTIVITY A & B
1. In Activity A, when did the full economic globalization begin? How did Philippines become central to the history of
economic globalization?
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

2. How are the ideas/assumptions of the original Bretton Woods system different from those of the Washington
Consensus?
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

B. ACTORS OF ECONOMIC GLOBALIZATION

Direction: Complete the table by indicating the influence or impact of some actors of economic globalization. You may refer to
the reading materials prepared for this lesson or you can use other online sources. The first one is done for you.

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 ACTORS OF ECONOMIC ITS INFLUENCE/IMPACT
GLOBALIZATION
As the world becomes ever more complex and interconnected, access to information must
play an increasingly central role in life. At the individual level, access to information allows
people to make informed choices—to decide how to vote, to educate themselves on critical
MEDIA health issues, to get the market data they need to sell their products, and ultimately to
participate in the global community. (https://libguides.lub.lu.se/c.php?g=489859&p=3938559)
As important providers of information, the media is more likely to promote better
commercial and industrial performances — especially when producing good-quality reportage
and having a broader reach. The effect that the media has on society and potential economic
partners depend to a large extent on whom they reach (Ambrosio, 2017).

WORLD TRADE
ORGANIZATION – WTO

(International
Governmental
Organizations - IGO’s)

INTERNATIONAL
MONETARY FUND – IMF

(International Economic
and Financial
Organizations)

NON-GOVERNMENTAL
ORGANIZATIONS –
NGO’s

TRANSNATIONAL
CORPORATION – TNC’s

In general, how do these forces or actors facilitate the deepening of globalization?

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________

ABSTRACTION
The Bretton Wood System was inaugurated in 1944 during the United Nations Monetary and Financial Conference to
prevent the catastrophes of the early decades of the century from reoccurring and affecting international ties. It was largely
influenced by the ideas of British economist John Maynard Keynes who believed that economic crises occur when a country
does not have enough money, but when money is not being spent and, thereby, not moving. When economies slow down,
governments have to reinvigorate markets with infusions of capital. This active role of governments in managing and spending
served as the anchor for that would be called a system of global Keynesianism.
The Washington Consensus dominated global economic policies from the 1980’s until early 2000’s. Its advocates
pushed for minimal government spending to reduce government debt. They also called for the privatization of
government-controlled services like water, power, communications, and transport, believing that the free market can produce
the best results. Finally, they pressured governments, particularly in the developing world, to reduce tariffs and open up their
economies, arguing that it is the quickest way to progress.

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 The actors or forces of economic globalization that are mentioned in this lesson are, but not limited to: a.)
International economic and financial organizations, ex. IMF and World Bank, b.) International Governmental Organizations
(IGOs), ex. World Trade Organization, c.) Non-governmental organization (NGO’s), d.) Transnational Corporations (TNC’s), and
e.) media.
General Agreement on Tariffs and Trade (GATT) was made in the year 1947, that aimed at initiating an international
trade, by liberalizing policies and removing tariffs. It was succeeded by World Trade Organization (WTO), which is a global
organization, that encourages and facilitates inter-country trade and also helps in resolving trade disputes.

APPLICATION – VIDEO DOCUMETARY (GLOBAL ECONOMIC INSTITUTIONS)

Direction: Create a short video documentary/presentation on global economic institutions. Choose an international company
(Honda, McDonald’s, etc.). Gather as much information as you can through researching online and accomplish these tasks: a.)
research the origin and history of the institution you have chosen, b.) map the international connections it has created, c.)
identify the major country-leaders of this institution, and d.) locate the Philippines in this map of interconnections. Lastly,
explain: How does this institution influence global economic activity? How does it affect economics in the Philippines? Post
your output in our FB Group intended for this subject.

Be guided by the rubric.

Indicator 5 4 3 2 1
Video indicates all tasks given are complete
Explains how the chosen global economic institution affects global
economic activity and economics in the Philippines
Effectiveness
Creativity (Video Quality and Originality)
Total Score

ASSESSMENT
Various countries also committed themselves to further global economic integration through the General Agreement on Tariffs
and Trade (GATT). Its main purpose was to reduce tariffs and other hindrances to free trade.

Direction: Read the short article: Localizing the Material included in your reading materials and express your stance on the
global economic integration through an argumentative essay. Write your essay at the back portion of this page.

Be guided by the rubric below.

Indicator 5 4 3 2 1
Stance on the global economic integration is clearly expressed in the essay
Essay presents arguments supported by relevant details
Organization of Ideas and Grammar
Total Score

Reference:
Claudio, L., & Abinales, P. (2018). The Contemporary World. Quezon City: C & E Publishing, Inc., (pp. 12-25)

Online Source:
Global Research Gateway: Global Actors. Retrieved: December 8, 2020.
https://libguides.lub.lu.se/c.php?g=489859&p=3368635

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