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Trends Networks and Critical Thinking Module 6

Humanities and Social Sciences (University of Perpetual Help System DALTA)

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Trends, Networks, and Critical

Thinking in the 21st Century
Quarter 3 – Module 6 :
Global Networks (Part 2)

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Trends, Networks, and Critical Thinking in the 21st Century – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 6: Global Networks (Part 2)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author Mary Claire D. Peña

Printed in the Philippines by Department of: Education – Schools Division of Bataan
Co-Author
Office Address: – Language Editor : Rodrigo G. Manuel
Provincial Capitol Compound, Balanga City, Bataan
Telefax: Co-Author – Content Evaluator
(047) 237-2102 : Princess L. Gamban
Co-Author – Illustrator
E-mail Address: [email protected] : Alma F. Garcia
Co-Author – Layout Artist : Cherryl D. Cordova

Team Leaders:
School Head : Omar G. Magcalas
LRMDS Coordinator : Cherryl D. Cordova

SDO-BATAAN MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo S. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano

REGIONAL OFFICE 3 MANAGEMENT TEAM:

Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, Regional QA : Angelica M. Burayag, EdD
Education Program Supervisor, Regional QA : Arnold Montemayor
Printed in the Philippines by Department of Education – Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]

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Trends, Networks, and Critical

Thinking in the 21st Century
Quarter 3 – Module 6:
Global Networks (Part 2)

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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What I Need to Know

Welcome to Module 6! In this Learning Module in Trends, Networks and

Critical Thinking in the 21st century you will understand the components,
operations, effects, and networks of globalization in your daily life.

Specifically, after working on this module, you should be able to:

1. discuss the different contributions of the parts to a whole and the important
role of creative imagination in putting together the various parts of a whole
(HUMSS_MCT12-If-g-5);
a. stress the important role of the creative imagination in putting together
the various parts of a whole (HUMSS_MCT12If-g-6);
2. illustrate the origin of the different components of a gadget, business
enterprise, industrial/technological/agricultural product, etc. through a
mind map and reflection essay (HUMSS_MCT12-If-g-7); and
a. write a reflection essay on the insights generated from the map
(HUMSS_MCT12If-g-8).

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What I Know

WORD POOL

Directions: Read and analyze each statement below. Choose your answer from the
given words in the box. Write your answers on a separate sheet of paper.

Figure Parts Order

Similarity Primary Identity Whole

Closure Proximity Continuity

Values Status Roles

1. It is defined as the subdivisions into which something is or is regarded as

divided and which together constitute the whole.

2. It is simply defined as the completeness of the parts or components.

3. It refers to the people in a nation which may vary in terms of color, size, etc.

4. It states the things which share characteristics such as shape, size, color,
texture, and good composition.

5. It states that “objects or shapes that are close to one another appear to
form groups”.

6. It involves the provision of missing details to be a part of potential pattern

or once closure is achieved, the elimination of details unnecessary to
establish a pattern matches.

7. It states that things tend to continue shapes beyond their ending points.

8. It connotes stability, and peace and order, like sets of instruction or

reference.

9. It is defined as the concept of personal identity. These are the norms that
an individual learns through the society.

10. They refer to the things that we learned from our family.

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What’s In

COOP OR COLLAB

Directions: Identify if the statement refers to cooperation or collaboration. Write the

word COOP for cooperation and COLLAB for collaboration. Write your answer on a
separate sheet of paper.

___________1. Work together with others to achieve a common goal

___________2. Conditionally sharing information and resources while functioning

together within an independent “connective” in typical roles with
workloads accepted as unequal

___________3. Unconditionally sharing everything

___________4. Helping each other while mutually working together in cohesive

“collective” in unusual roles embracing talents of each person

___________5. Benefits all of the groups

___________6. Serves the whole team’s goal

___________7. May result in co-creative innovation

___________8. Benefits some individuals in a group

___________9. Meets their personal needs

___________10. May result in disrupted innovation

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What’s New

SONG ANALYSIS

A. Directions: For this part of the module, I want you to sing the song “It’s me, It’s
you, It’s us who build community”.

“It’s Me, It’s You, It’s Us Who Build Community”

It’s me, it’s me, it’s me who builds commu-ni-ty. (x4)

Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s you, it’s you, it’s you who builds commu-ni-ty. (x4)
Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s we, it’s we, it’s we who build commu-ni-ty. (x4)

Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)
It’s me, it’s you, it’s we who build commu-ni-ty. (x4)

Roll over the ocean, roll over the sea, come and do your part to build
community. (x2)

Processing questions.
1. What is the song all about?
___________________________________________________________________________
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2. What does the message of the song try to impart to the readers?
___________________________________________________________________________
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___________________________________________________________________________

3. What do you think is the connection of the song to our topic?

___________________________________________________________________________
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___________________________________________________________________________

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What is It

Parts of a Whole

In different subjects in senior high school, the word part or parts is often
used in different topics. For example in Mathematics, it is tackled in the lesson on
fraction, in English we always hear the topic Parts of a Sentence, Parts of Speech,
and many more. We also learned the different parts of the body in Science subjects.
Most simply, we define parts as subdivisions into which something is or is regarded
as divided and which together constitute the whole. The word whole is simply
defined as the completeness of the parts or components.

In the world we live in, we are the parts and the society is the whole. The
question is how can we become a productive part of the society we live in?

Some important factors that we have to consider as part of the whole society
are the following:

1. Primary Identity or Individuation- it is defined as the concept of personal

identity. These are the norms that an individual learns through the
society.

Examples:
a. Values- We often see the tagline “Honesty is the best policy” in
every classroom, honesty is an example of values we learned from
our family.
b. Attitudes- “Takbo! May aso!”, your action when you are scared of
something is an example of attitude. It can be good or bad action
or behavior.
c. Beliefs- “Wow ang taba ng bata, napakalusog siguro nya.” It is an
opinion that we believe to be real and true.

2. Secondary Identity- it is also known as social identity. As a child gets

socialized with the society he participates in the construction of his
secondary identity. This includes the roles and statuses that the
individual has to perform as part of his society.

Examples:
a. Occupation often corresponds with income and educational
attainment, which combined determine a person's social class.
However, occupations with high occupational prestige can increase

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one's social class without a corresponding increase in indicators,
such as income.
b. Educational background includes your high school and in college
c. Economic status can be considered by your occupation and
income.
d. Gender refers to the socially constructed roles, behaviors, activities
and attributes that a given society considers appropriate for men
and women. Unlike sex which refers to the biological
characteristics of humans such as male or female (World Health
Organization 2013).

Status refers to an individual’s position in society which carries with it a set

of defined rights and obligations. Roles refer to the sets of expectation which
occupy a particular status (Alejandria 2015). For example, your status is a senior
high school student therefore your role is to study hard in order to earn a high
school diploma.

Here are the six (6) principles of gestalt laws applied to global networks that
we have to consider as part of the society.

a. Figure refers to the people in a nation which may vary in terms of color, size
etc.

b. Similarity states the things which share characteristics such as shape, size,
color, texture, and good composition (geographical setting and
characteristics of different nation)

c. Proximity states that “objects or shapes that are close to one another
appear to form groups”. Even if the shapes, sizes, and objects are radically
different, they will appear as a group if they are close together. (Refers to
close neighboring countries which possess same cultural background etc.)

d. Closure involves the provision of missing details to be a part of potential

pattern or once closure is achieved, the elimination of details unnecessary to
establish a pattern match. Examples are governance, laws, and others.

e. Continuity states that things tend to continue shapes beyond their ending
points (interconnections to cross countries essence of globalization or
evolution of generation).

f. Symmetry or Order connotes stability and peace and order, like sets of
instruction or reference. It does not give the impression of things that
“something is out of balance, missing or wrong.”

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What’s More

A. Directions: Write a two-paragraph essay about the saying “Sakit ng

kalingkingan dama ng buong katawan”. Write your answers on a separate
sheet of paper.

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B. PAPER TOWER ACTIVITY!

Directions in doing the activity.

1. Collect old papers like magazines, newspapers, used bond papers or

notebooks in your house.
2. Ask members of the family to join you in this activity.
3. Using old papers, create a paper tower as high as you can.

After doing the activity answer the following questions.

1. Describe your paper tower.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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2. How does it feel doing the activity with your family members?
___________________________________________________________________________
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3. What are the advantages of doing the activity with your family members?
___________________________________________________________________________
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4. What do you think is the focus of the activity?

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What I Have Learned

Directions: Let us now assess your learning. Supply the missing word in the
paragraph. Write your answers on a separate sheet of paper.

In this learning module you have already understood the importance of parts
of a whole in globalization. We define 1)_______________ as subdivisions into which
something is regarded as divided and which together constitute the whole. The
word whole is simply defined as the completeness of the parts or components.
2)_______________ is defined as the concept of personal identity. These are the
norms that an individual learns through the society. These are values,
3)______________, and 4)_______________. The secondary identity is also known as
5)_______________ which includes occupation, educational background, economic
status, and gender.

What I Can Do

A. Directions: Complete the map below by giving one gadget, business

enterprise, industrial/technological/agricultural product that you have in
your house. Locate their origins. On a separate sheet of paper write a
reflection essay on the insights generated from the map.

INDUSTRIAL/
TECHNOLOGICAL/
GADGET BUSINESS ENTERPRISE AGRICULTURAL PRODUCT

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B. Fill in the information that is required in the boxes. Categorize the identities
by coloring the social identities green and personal identities blue. Draw the
table on a separate sheet of paper.

Age Gender Ethnicity Hobby Religion

_____________ _____________ _____________ _____________ _____________

Economic Illness Language Award Failure
status

____________ ____________ _____________ ______________ ______________

How do these parts of your identity affect the roles you play in the society?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________

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Assessment

Directions: Match the terms in column B with their meanings in column A. Write
your answers on separate sheets of paper.

Column A Column B
1. Attitudes a. These are the norms that an
individual learns through the
society.
2. Primary b. Identity It is an opinion that we
believe to be real and true.
3. Values c. It can be good or bad action or
behavior.
4. Beliefs d. It is learned from our family.

5. Figure e. Refers to the people in a nation

which may vary in terms of
color, size etc.
6. Similarity f. Geographical setting and
characteristics of different
nation
7. Proximity g. “objects or shapes that are close
to one another appear to form
groups”.
8. Closure h. the elimination of details
unnecessary to establish a
pattern match. Examples are
governance, laws, and others.
9. Continuity i. interconnections to cross
countries essence of
globalization or evolution of
generation
10. Symmetry or Order j. “something is out of balance, or
missing, or wrong”
k. Refers to the socially
constructed roles

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Additional Activities

LABOR AND MIGRATION IN TIMES OF PANDEMIC

In this activity, you can ask data from your Barangay officials and Barangay
Health Workers.
1. I want you to identify the number of Overseas Filipino Workers (OFWs) in
your barangay who came home because of pandemic.
2. Identify the number of Locally Stranded Individuals from your barangay.
3. Write a reflection paper on the effects of labor migration to your community
before and during this pandemic.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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_________________________________________________________________________

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_________________________________________________________________________

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What I Know: What’s In: What’s New: What’s More:
1. parts
2. whole Student’s answers Student’s answers Student’s answers
may vary. may vary. may vary.
3. figure
4. similarity
5. proximity
6. closure
7. continuity
8. order
9. primary identity
10. values
What’s I Can Do: Assessment: What’s I Can Do:
What I Have
Learned: 1. B Student’s answers
Student’s answers
may vary. 2. D may vary.
1. Parts
2. attitude 3. A
3. beliefs 4. C
4. secondary 5. E
identity 6. F
5. status 7. G
8. H
9. I
10. J
Answer Key
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RUBRICS FOR ESSAY
Adapted from Tuazon, Jenny
CONTENT STYLE/ CONVENTIONS
The presence of ideas developed The choice, use and arrangement of words
through facts, examples, and sentence structures that create tone
anecdotes, reasons and/or and voice
explanations
5 Substantial, specific, and/or Precise, illustrative use of a variety of
illustrative content demonstrating words and sentence structures to create
strong development and consistent writer’s voice and tone
sophisticated ideas appropriate to audience
4 Sufficiently developed content Generic use of a variety of words and
with adequate elaboration or sentence structures that may or may
explanation not create writer’s voice and tone
appropriate to audience
3 Limited content with Limited word choice and control of
inadequate elaboration or sentence structures that inhibit voice
explanation and tone
2 Superficial and/or minimal Minimal variety in word choice and
content minimal control of sentence structures

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References
DepEd (2020). K to 12 Most Essential Learning Competencies.

Mangiduyos, Gladys P. 2017. Trends, Networks, and Critical Thinking in the 21st
Century. 1st ed. Sampaloc, Manila: Rex Publishing.

Urgel, Elizabeth. 2020. Trends, Networks, and Critical Thinking in the 21st
Century Culture. 1st ed. Makati City, Philippines: DIWA Learning Systems
Inc.AW

Alejandria, Maria Carinnes P. 2015, Understanding Culture, Society and Politics.

DIWA Learning Systems Inc.AW

Tuazon, Jenny. 2013. "Rubrics For Essay".

http://https;//www.slideshare.net/jennytuazon01630/rubrics-in-essay.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]

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