GOVERNMENT PROPERTY

NOT FOR SALE DEPARTMENT OF EDUCATION

10
DIVISION OF SAN JOSE DEL MONTE CITY
San Ignacio St., Poblacion, City of San Jose del Monte 3023

English
Quarter 1 – Module 4:
Compare and Contrast the Contents of the
Material Viewed with Outside Sources of
Information In Terms Of Accessibility and
Effectiveness
(EN710VC-IV-15)
 10

English
Quarter 1 – Module 4:
Compare and Contrast the Contents of
the Material Viewed with Outside Sources
of Information In Terms Of Accessibility
and Effectiveness
(EN710VC-IV-15)

Department of Education • Republic of the Philippines

 FOREWORD

Learning can be both fun and interactive. So we present to you this Learning Material
that will provide a valuable understanding of the topic being presented. As a 21st century learner,
this material can be your stepping stone in achieving proficiency in the subject matter.
The elements serve as guides in your learning journey. The contents of this learning
material, carefully prepared and developed by dedicated teachers from various schools in
the City of San Jose del Monte, provide a deeper understanding of the lesson.
Treat this module like a friend and it will connect you with the wonderful world of
learning. If you are excited to have fun while learning, this module is for you.

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 What I Need to Know

This module is built upon a specific most essential learning competency (MELC),
which is comparing and contrasting the contents of the materials that you encounter in terms
of accessibility and effectiveness, using outside sources of information. This skill is
particularly important for Gen Zs like you, who are exposed to several types of media,
particularly new media such as social networking sites and various search engines, where
unlimited and often unfiltered information is available. It will also help you obtain the
following sub-skills to effectively perform the said MELC:

Objectives:

As a learner of this module, you are expected to:

a. define comparing and contrasting
b. identify sources of information
c. use graphic organizers to compare and contrast details in the materials viewed
d. use transition words to compare and contrast

Comparing and contrasting is necessary for establishing a connection between old and
new information, which, in turn, allows you to expand what you know about a particular subject or
topic and even provide you a holistic perspective, and enables you to think critically.

Find out more about it in the following activities.

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 What I Know

Before you completely immerse yourself in these topics, let’s try to check what you
already know about it. Make sure to answer this pretest before you move on to the next part;
this will prepare you for the discussions that follow.

PRETEST

Directions: Write the word AYE if you think that the statement is correct and the word NAY if you
think the statement is incorrect. Write your answer in a separate sheet of paper.

1. Connectors or transition words are used to describe a relationship between

similar and even different ideas.
2. Primary sources provide first-hand information or account but are not
considered authoritative.
3. Secondary sources involve commentaries, analyses, interpretation, and
evaluation.
4. Comparing and contrasting allows you to “make connections between texts or
ideas, engage in critical thinking, and go beyond mere description or summary to
1
generate interesting analysis.”
5. A Venn diagram is a diagram that shows only possible similar relations between
ideas.

Did you know that the members of the British Parliament say ‘aye’ to signify an
affirmative vote to proposed legislation, while they say ‘nay’ to oppose?

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 What’s In

How do you feel when your friends send a message or call you asking how you are
doing in this pandemic? I bet you have mixed emotions and reactions. For example, when
you heard that the government reported 7,000 new confirmed Covid-19 cases, you probably
were worried. However, perhaps you felt a little relieved when you heard that some
pharmaceutical companies are almost finished with the clinical trials of their vaccines for
Covid-19? Hang in there! Things can only get better.

In the meantime, make sure you strictly follow health and safety protocols issued by
the authorities such as regular handwashing or use of alcohol-based sanitizers (70%
alcohol content), social distancing, wearing a face mask and shield, disinfecting everything
that you bring inside the house, taking off clothes that you used before entering the house,
reheating food from outside, and improving your immune system by eating nutritious food,
drinking plenty of water and having enough sleep. Stay safe!

Did you notice that some words in the essay are boldfaced? Do you recognize those
words? You’re right! Those are conjunctions and transition words. You learned about them in
Grade 7 when you tackled logical connectors. You will remember that conjunction is a word
that connects two or more words, clauses, or sentences/phrases to indicate a relationship
between them. They help make your essays cohesive and smooth, unlike ideas that are
presented in bullet forms. On the other hand, transition words/phrases show the relationship
between paragraphs.

We will know more about them in this lesson, but we will focus on those that show
comparison and contrast. Are you ready? I bet you are. Let’s go!

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 What’s New

Our lives are constantly subject to choices, options, and alternatives – whether we
like it or not (and those two are, yet again, choices, aren’t they?). From the moment we wake
up, to the minute we close our eyes for slumber, there is always a choice to make: have
breakfast or brush your teeth first? Watch TV or go on Facebook? Read a book or listen to
your favorite album? The list of these easy choices goes on. But what if you have more
important decisions to make, and you have to choose from two major choices like staying in
your country or emigrate to another country?

The last century of migration has seen growth in numbers, diversity, and activity
diasporas in the social, cultural, and political lives of their countries of origin and host
countries (International Organization for Migration, 2013). Because of advancements in
technology, particularly in aviation and other modes of transportation, and improving
diplomatic relations between countries, moving from one place to another – whether local,
regional, or international, has become relatively easier. Now that is all the more possible, it
begs the question: what are the common reasons why people emigrate to another country?

Read the essay below to find out.

Why Do People Migrate?

People decide to migrate because of push factors and pull factors. A push factor
induces people to move out of their present location, whereas a pull factor induces people
to move into a new location. As migration for most people is a major step not taken lightly,
both push and pull factors typically play a role. To migrate, people view their current place
of residence so negatively that they feel pushed away, and they view another place so
attractively that they feel pulled toward it.

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 We can identify three major kinds of push and pull factors: economic, cultural, and
environmental. Usually, one of the three factors emerges as most important, although as
will be discussed later in this chapter, ranking the relative importance of the three factors
can be difficult and even controversial.

Economic Push and Pull Factors

Most people migrate for economic reasons. People think about emigrating from
places that have few job opportunities, and they immigrate to places where jobs seem to
be available. Because of economic restructuring, job prospects often vary from one
country to another and within regions of the same country.

The United States and Canada have been especially prominent destinations for
economic migrants. Many European immigrants to North America in the nineteenth
century truly expected to find streets paved with gold. While not so gilded, the United
States and Canada did offer European prospects for economic advancement. This same
perception of economic plenty now lures people to the United States and Canada from
Latin America and Asia

Cultural Push and Pull Factors

Cultural factors can be especially compelling push factors, forcing people to

emigrate from a country. Forced international migration has historically occurred for two
main cultural reasons: slavery and political instability.

Millions of people were shipped to other countries as slaves or as prisoners,

especially from Africa to the Western Hemisphere, during the eighteenth and early
nineteenth centuries (see Chapter 7). Large groups of people are no longer forced to
migrate as slaves, but forced international migration persists because of political instability
resulting from cultural diversity.

According to the United Nations, refugees are people who have been forced to
migrate from their homes and cannot return for fear of persecution because of their race,
religion, nationality, membership in a social group, or political opinion. The U.S.
Committee for Refugees, a nonprofit organization independent of the U.S. government
(www.refugees.org), counted 14 million refugees in 2007. Refugees have no home until
another country agrees to allow them in, or improving conditions make possible a return to
their former home. In the interim, they must camp out in tents, board in shelters, or lie
down by the side of a road.

Political conditions can also operate as pull factors. People may be attracted to
democratic countries that encourage individual choice in education, career, and place of
residence. After Communists gained control of Eastern Europe in the late 1940s, many
people in that region were pulled toward the democracies in Western Europe and North
America. Communist governments in Eastern Europe clamped down on emigration for
fear of losing their most able workers. The most dramatic symbol of restricted emigration
was the Berlin Wall, which the Communists built to prevent emigration from Communist-
controlled East Berlin into democratic West Berlin.

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 With the election of democratic governments in Eastern Europe during the 1990s,
Western Europe’s political pull disappeared as a migration factor. Eastern Europeans now
can visit where they wish, although few have the money to pay for travel-related expenses
beyond a round-trip bus ticket. However, Western Europe pulls an increasing number of
migrants from Eastern Europe for economic reasons, as discussed later in this chapter.

Environmental Push and Pull Factors

People also migrate for environmental reasons, pulled toward physically attractive
regions, and pushed from hazardous ones. In an age of improved communications and
transportation systems, people can live in environmentally attractive areas that are
relatively remote and still not feel too isolated from employment, shopping, and
entertainment opportunities.

Attractive environments for migrants include mountains, seasides, and warm

climates. Proximity to the Rocky Mountains lures Americans to the state of Colorado, and
the Alps pull French people to eastern France. Some migrants
are shocked to find polluted air and congestion in these areas. The southern coast of
England, the Mediterranean coast of France, and the coasts of Florida attract migrants,
especially retirees, who enjoy swimming and lying on the beach. Of all elderly people who
migrate from one U.S. state to another, one-third select Florida as their destination.
Regions with warm winters, such as southern Spain and the southwestern United States,
attract migrants from harsher climates.

Migrants are also pushed from their homes by adverse physical conditions. Water
— either too much or too little—poses the most common environmental threat (Figure 3-
3). Many people are forced to move by water-related disasters because they live in a
vulnerable area, such as a floodplain. The floodplain of a river is the area subject to
flooding during a specific number of years, based on historical trends. People living in the
“100-year floodplain,” for example, can expect flooding on average once every century.
Many people are unaware that they live in a floodplain and even people who do know
often choose to live there anyway.

A lack of water pushes others from their land. Hundreds of thousands have been
forced to move from the Sahel region of northern Africa because of drought conditions.
The people of the Sahel have traditionally been pastoral nomads, a form of agriculture
adapted to drylands but effective only at low population densities. The capacity of the
Sahel to sustain human life—never very high—has declined recently because of
population growth and several years of unusually low rainfall. Consequently, many of
these nomads have been forced to move into cities and rural camps, where they survive
on food donated by the government and international relief organizations.

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Activity 1. Unlocking Difficult Vocabulary

Aside from gaining new useful information, another good thing about reading new
books, articles, and other helpful materials is that you get to improve your vocabulary. In the
essay that you have read – Why do people migrate? – you encountered some words that
you might find unfamiliar.

Directions: Try to find out what their dictionary meaning is by rearranging the words below.
You may refer to the essay one more time for clues. Write your answer on a
sheet of paper.

Dictionary Meaning Unfamiliar Word

the movement, migration, or scattering of a APRSODIA
people away from an established or
ancestral homeland
the operation of aircraft ONTIIAVA
an instance of being composed of differing VYITIRSED
elements or qualities
employing tact and conciliation especially in COMPALTIDI
situations of stress
the act moving from one country, place, or TARNGIMIO
locality to another

Activity 2. Reasons for Goodbye/Hello

Let’s see what you’ve learned after reading this informative essay on the reasons
why people migrate.

Directions: Using a separate sheet of paper, try and answer the following questions.

1. What are the three push and pull factors in migration?

2. What is the most common reason for migrating?
3. Aside from slavery, what is the other cultural push factor that drives people to migrate?
4. According to the article, what was the most dramatic symbol of restricted emigration?
5. What is the primary reason why people from the Sahel region of northern Africa were
forced to move?

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Activity 3. Comparing and Contrasting Push and Pull Factors

The article discusses three push and pulls factors that drive migration all over the world. Can
you outline and describe these three factors?

Directions: Copy the following table in a sheet of paper and supply the needed information.

Economic Push and Pull Cultural Push and Pull Environmental Push and
Factor Factors Pull Factors

Rubric for Checking

Excellent (8-10) Good (5-7) Needs Work (0-4)
Content and All the content of the 2-4 details in the More than 4 details
Accuracy essay is captured in essay are missing in in the essay are
the table. the table. missing in the table.

Conventions There are no There are 2-4 errors There more than 4
grammar errors or and misspellings in errors and
misspellings in the the table. misspellings in the
table. table.

Look! You just used a graphic organizer to compare and contrast the three push and
pull factors in migration. Well done!

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 What is It

Graphic Organizers for Comparison and Contrast

Graphic organizers provide visual representations of our thoughts, which can be

very helpful when organizing our ideas, especially when writing essays and other materials.
You can also use these graphic organizers to compare and contrast ideas in the texts that
you read, such as the one above. Aside from this, below are the other benefits of using
graphic organizers:

Benefits of Using Graphic Organizers (Pfeiffer, 2020)

As useful and easy tools that can visualize and organize information, graphic
organizers are often used as prompts for students to construct ideas, organize and/or
sequence information, plan what to write, increase reading comprehension, brainstorm,
organize problems and solutions, compare and contrast ideas, show cause and effect, and
more. What the students need to do in most cases is to fill in the blanks. The ability to color-
code thoughts in a picture can help significantly in understanding and remembering the
information. Graphic organizers benefit students who use them in the following aspects:

 Help students structure writing project.

 Encourage students to judge the pros and cons to make decisions.
 Generate, classify ideas easily and communicate in a brainstorm.
 Examine relationships.
 Guide students to demonstrate their thinking process.
 Increase reading comprehension
 Organize and compare essential concepts and ideas.
 Sequence and break a story into the main elements (intro, rising action, climax, etc.)

There may be a lot of graphic organizers to choose from, but in this module, you will
only focus on graphic organizers that compare and contrast.

Compare and Contrast Organizers

If you need to compare and contrast two or more objects, processes, or events,
consider using compare and contrast organizers such as a Venn diagram. This graphic
organizer consists of overlapping circles. There are sections of the organizer in which only
two circles are overlapping, and there is one section in which all three circles overlap. This
last section would include any information that is true for all two headings.

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 Similarities

Aside from this type of Venn Diagram, you can also use three- or more-set Venn
Diagrams depending on the number of ideas you are trying to compare and contrast. Also,
you can also use other types of graphic organizers to help you differentiate and match ideas.
Look at these other examples:

You can use a top hat graphic organizer to differentiate ideas by writing their unique
characteristics in the two columns while indicating their similarities in the row below them.

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 These particular graphic organizers allow you to compare and contrast ideas, data,
and information from different source texts. By the way, did you know that there are two
different types of sources? Why don’t we talk about them? Come on!

Sources of Information

Primary vs. Secondary

Sources
Primary Secondary
Letter, diaries General Works Scholarly books
monographs
Newsreels, transcripts History Scholarly books biographies
Novels, short stories, poetry Literature Scholarly articles about
novels, stories, or poems
Paintings and sculptures Art Articles, books, or lectures
about the artwork
Raw census, data, Social Sciences Analyses of data, interviews,
interview, transcripts etc.
Analyzed field data, original Sciences Review articles that
research, and experiments evaluate other’s research,
environmental impact
statements

According to Willamette University, to classify whether a source is primary or

secondary, you have to consider its “originality and their proximity to when the information
was created.”

Primary Sources:
 Are first-hand accounts or individual representations and creative works.
 Are created by those who have directly witnessed what they are describing

 Bring us as close to the original event or thought as possible without being filtered,
influenced, or analyzed through interpretation.
 Tend to be original documents that do not usually describe or analyze work by others.
 May be published or unpublished works.

Use Primary Sources:

 When you want to make claims or criticisms.
 As evidence for theories.
 To gain timely perspectives on a topic.

Examples:
General Examples: Letters, diaries, speeches, interviews, correspondence, court
cases, newspaper articles about current events.
History: Transcript of speech given by Queen Elizabeth I; newsreel footage of WWII.
Literature: Fiction such as Miguel de Cervantes' novel, Don Quixote; Shirley
Jackson's short story, The Lottery, or poetry by Robert Frost.
Art: Works by artists such as Pablo Picasso's painting, Three Musicians; or Michelangelo's

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 sculpture, David.
Social Sciences: Interview transcripts of mentally ill patients; raw, unanalyzed
population data; newspaper articles about events.
Natural Sciences: Analyzed results from the biological study; analyzed field data
collected by
environmental org; original experiments or research.

Secondary Sources:
 Offer extensive and in-depth analyses of primary sources.

personalSummarize,
perspective.
evaluate, and analytically interpret primary material, often by offering a

sources.Are not evidence but are useful sources of different experts' views of the primary
 Are one step removed from the original or primary source.

 Are published works, that list their sources of information which can be then used to
locate additional information for your research.

EXAMPLES:
General Examples: Textbooks, monographs (scholarly books on a single
topic), encyclopedias, analyses, review articles, dissertations, theses,
History: Article analyzing Queen Elizabeth I's speech; book recounting the battle history
of World War II; biographies.
Literature: Literary critiques such as an article that examines Cervantes' writing
style; a paper discussing motifs in The Lottery.
Art: Lecture given about Michelangelo's techniques; criticism or a review of
Picasso's painting.
Social Sciences: News commentaries; an article analyzing results of mental illness
study; a book that discusses population trends over time; evaluations of social
and government policy, law, and legislation.
Natural Sciences: Review articles that evaluate the theories and works of
others; article on the environmental impact of pollution.

Comparison and Contrast using Transition Words

Comparing and contrasting ideas is a very important skill, especially when you are
presented with options. It is a way for you to validate the information and quality of ideas
presented. You can practice this skill such as when purchasing products, or choosing
activities to ensure whether they are beneficial for you. This skill is particularly important
when searching online where you can find overwhelming information that may or may not be
credible. Moreover, this skill is especially useful now that there is a pandemic as you have to
verify certain facts and figures to ensure your safety.

When you compare, you illuminate even the slightest similarities between two
sources of texts, while when you contrast, you surface their differences. Remember, it is not
the goal of comparison and contrast to state the obvious. You can maximize them if you look
closely at the things you would like to apply them on.

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 Comparing and contrasting ideas is a useful and important skill in writing essays. If
offers you an opportunity to expand the ideas you gather from sources, whether it is a
primary or a secondary source. But for you to write them smoothly, you are going to need a
little help from transition words.

Transition Words/Phrases for Comparing and Contrasting

As the name implies, transition words establish the common and differing points
between one and another. These words/phrases ensure that your essays are coherent and
cohesive. There are different types of transition words/phrases according to use (The Writing
Center, n.d.):

Similarity – connecting two things by suggesting that they are in some way alike.

by the same token

in like manner
in similar fashion
here
in the same way

Contrast – connecting two things by focusing on their differences.

after all however on the contrary

although in contrast on the other hand
and yet nevertheless otherwise
at the same time nonetheless
though
but notwithstanding
yet
despite

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 What’s More

Activity 1. What’s Your Source?

While secondary sources help you improve what you already know about a certain
topic or issue, consulting primary sources often guarantees the validity of information at
hand. Why don’t we check what you know so far?

Directions: Try and identify whether the following sources of information are primary or
secondary by writing P for primary and S for secondary in the spaces before
each item.

1. Company policy on dress code

2. Michael Pacquaio’s song ‘Hate’
3. Respected news anchor’s commentary on a proposed senate bill
4. Netflix’s Last Dance that talks about the journey of the Chicago Bulls towards
th
winning their 6 NBA finals championship
5. Youtube vlog on a new movie
6. Published journal article on discoveries about the New Corona Virus
7. Government guidelines on Social Amelioration Program (SAP)
8. Exhibition catalogs explaining the background of the painting
9. Michael Jackson’s biography
10. M.A. Buendia’s blogs and tweets

Good thinking!

Activity 2. Connected by Words

Now that you understand more about transition words that are used in comparing
and contrasting ideas, let’s have an activity.

Direction: Using the following transition words, supply the word that best fits each space to
form a coherent sentence and paragraph.

Also In contrast While On the other hand

Whereas Like Same as Both Likewise

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 Fascism vs. Democracy

Democracy and fascism are both political ideologies, which are equally relevant in
today’s world. While they both fall under the same category, however, there are glaring
differences between these two political theories/praxis. According to Brittanica, fascism is
“characterized by contempt for electoral democracy and political and cultural liberalism.”
1.__________, according to Merriam Webster, democracy is “a government in which the
supreme power is vested in the people and exercised by them directly or indirectly through a
system of representation usually involving periodically held free elections.” 2.__________,
Merriam Webster defines democracy as “the absence of hereditary or arbitrary class
distinctions or privileges,” which is 3.__________ to what fascism stands for. In a fascist
government, there is utter disrespect to the freedoms of the people and citizens are subjected to
limited rights; 4.__________ in a democratic form of government, all citizens are accorded
with equal rights and freedom such as freedom of speech and assembly, right to privacy,
and so on.

Some of the famous icons of democracy in the world are Martin Luther King, Jr., and
Abraham Lincoln of the United States of America, Nelson Mandela of Africa, and Benigno
Aquino Jr. of the Philippines, among others, 5.__________ Benito Mussolini of Italy, Adolf
Hitler of Germany, Francisco Franco of Spain, among many others, are some eminent

fascist figures.

Activity 3. Liberty or Constraint?

Congratulations on making it this far!

Directions: As an activity, let’s see how much you know now about comparing and contrasting
information using graphic organizers. Referring to the same text above, use the
following table to compare and contrast the characteristics of a fascist government
and a democratic government. Copy the table and supply the needed information.

Fascism Democracy
1. 1.
2. 2.
3. 3.

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 What I Have Learned

Why it Matters

Let’s see if you’re capturing the essential parts of the discussions so far.

Directions: Try to complete the sentences below. Use a separate sheet of paper for your
answers. Let’s get going!

1. I learned that there are two types of sources, which are __________________________, and
their main differences are_____________________________________________.
2. Comparing and contrasting ideas can be very helpful when ________________________.
3. Using transition words can make my paragraphs and essays ________________________.

What I Can Do

Taking it Further

How about we take the challenge to the next level?

Directions: Read the following informative text about these three very important 21 st-century
concepts. Using the information drawn from reading the texts and using the three-
set Venn Diagram below, compare and contrast these important concepts.

Localization

Internationaliz Globalization
ation

17
 Localization, Globalization, Internationalization: What's the Difference?
The subtleties that distinguish "going global" terminology

Localization, globalization, internationalization: These all sound like similar concepts,

and indeed many people often use them interchangeably. However, subtle distinctions set
them apart and understanding the differences is key for anyone tasked with helping a
company "go global" —and ensuring their brand message resonates globally.

Researchers have created the acronym GILT (globalization, internationalization,

localization, and translation) to refer to the activities that businesses engage in when they
expand beyond national borders. Of these terms, "translation," which refers to the process
of converting text from one language to another, is the most readily understood. But what
distinguishes the other three?

In this article, we'll explore the similarities and differences among globalization,
internationalization and localization, and how to address the main points associated with

each.
Globalization refers to any activity that brings the people, cultures, and economies
of different countries closer together. In business, "globalization" (also called "going
global") refers to practices by which organizations become more tightly connected with
their customers and partners around the world. This includes any aspect of operating in
different national markets, from product design to marketing.

Globalization: A Few Examples

Still a bit too vague for you? A few examples of globalization in the world of business:

Online marketplaces like eBay and Amazon make it easy to buy products from
businesses or individuals on the other side of the planet. Even products sold in traditional
brick-and-mortar stores like Target often make stops in several different countries before
reaching their final destinations. Consumer electronics, for example, are commonly
sourced from raw materials in India, made in China, then sold in America.

Many large restaurant chains, like McDonald's, operate in dozens of countries.

McDonald's specifically has franchises in upwards of one hundred countries, and diners
around the world recognize its brand and logo.
Netflix operates in more than 190 countries and customizes content offerings for individual
markets with subtitles and programming in local languages.

The instantly recognizable "swoosh" logo of Nike transcends different cultures and
languages. Nike has formed partnerships with athletes who play a variety of sports in many
different countries and uses these endorsements to support its worldwide expansion.

There are many benefits of globalization for both companies and consumers. The
impact of global inter-connectivity has been a boon for the world economy in recent decades

18
 and has increased the world's GDP from $50 trillion in 2000 to $75 trillion in 2016.
Globalization has come hand-in-hand with the most transformational advances of the 20th
century, such as international air travel and the Internet.

The terms localization and internationalization both fall under the banner of
globalization. In the next two sections, we'll discuss the differences between globalization,
localization, and internationalization.

Internationalization is a corporate strategy that involves making products and

services as adaptable as possible, so they can easily enter different national markets.
Internationalization often requires the assistance of subject-matter experts, technical
experts, and people with international experience. Industry experts sometimes shorten the
term "internationalization" to "i18n" (18 represents the number of characters in the word).

Products intended for use by speakers of multiple languages typically undergo an

internationalization process. For example, IKEA internationalizes the assembly instructions for
its furniture by using only diagrams and illustrations, without including any text that would need
to be translated. Products with instructions that do require translation are still often written to
be as culturally-neutral as possible. This, of course, is easier said than done.

In the case of software products and electronics, internationalization involves

several different concerns:

 Data encoding: The ASCII character encoding is sufficient for texts in most Western
European languages. However, languages that use non-Latin alphabets (such as Russian,
Chinese, Hindi, and Korean) require larger character encodings such as Unicode.
may not beHardware support: Software designers must consider that certain hardware devices
available in all countries.

 User interface: If a software application will be translated into multiple languages,

the user interface needs to include enough space for the text in all of these languages.

According to most definitions, companies must first internationalize before they can
localize a product. In the next section, we'll discuss the difference between
internationalization and localization.

To define localization, first, keep in mind that internationalization helps a product

become adaptable to and user-friendly for audiences in many different countries.
Localization, conversely, is the process of actually adopting that product to a specific
target market once internationalization has taken place.

As mentioned, McDonald's operates over 30,000 restaurants in 100 countries. Its

worldwide expansion is an example of globalization. By design, the corporation creates a
menu adaptable to various local tastes and customs. This policy is an example of
internationalization.

19
 Many of the McDonald's restaurants in Israel serve kosher food and drink and
close during the Sabbath and Jewish holidays. McDonald's has also opened a meat-free
restaurant in India, a country in which much of the population does not eat beef or pork. In
both cases, McDonald's has maintained its global brand identity but tailored its products
and services for local markets. These cases exemplify localization.

Rubric for Checking

Excellent (8-10) Good (5-7) Needs Work (0-4)
Content and All the content of the 2-4 details in the More than 4 details
Accuracy essay is captured in essay are captured in the essay are
the Venn. in the Venn. missing in the Venn.

Conventions There are no There are 2-4 errors There more than 4
grammar errors or and misspellings in errors and
misspellings in the the Venn. misspellings in the
Venn. Venn.

20
 Assessment

Throughout history, as humans spread across the world, infectious diseases have been a
constant companion (Visual Capitalist, 2020). Even in the last decade, we have been afflicted by
at least five diseases that caused pandemics, including the most recent one, Covid-
19. Below is a list of pandemics including their timelines, death tolls, and their perceived pre-
human host, which means where they originated before they infected their first human victim.
Let’s see if you can put together the things that you learned from this lesson by
accomplishing this task.

Directions: Using appropriate transition words, compare and contrast the data in the
following table to come up with a single, grammar error-free paragraph. Use a
separate sheet for your answer.

Pandemic Death Toll Period Pre-Human host

Black Death/Bubonic 200M 1347-1351 Yersinia pestis bacteria /
Plague Rats, fleas
Cholera Pandemics 1M+ 1817-1923 V. cholerae bacteria
1-6
Spanish Flu 40-50M 1918-1919 H1N1 virus / Pigs
HIV-AIDS 23-35M 1981-present Virus / Chimpanzees
Swine Flu 200,000 2009-2010 H1N1 virus / Pigs
Ebola 11,000 2014-2016 Ebolavirus / Wild animals
Covid-19 732,000+2 2019-present Coronavirus – Unknown
(possibly pangolins)

Rubric for Checking

Excellent (8-10) Good (5-7) Needs Work (0-4)
Content and All the content of the 2-4 details in the More than 4 details
Accuracy table is captured in the table are missing in in the table are
paragraph. the paragraph. missing in the
paragraph.
Transitions The paragraph moves Some transitions The transition
smoothly from one idea work well, but between ideas is
to the next using the connections sentences unclear.
correct transition words. between sentences
and ideas
Conventions There are no grammar There are 2-4 errors There more than 4
errors or misspellings in and misspellings in errors and
the paragraph. the paragraph. misspellings in the
paragraph.

21
 Did you know that there are a handful of vaccines provided by the Department of Health
through our barangay health centers for free? These vaccines make sure that we don’t get
infected by certain diseases that used to plague the world such as polio, hepatitis A and B,
rubella, and mumps. Make sure you get vaccinated!

Additional Activity

It is interesting to note that even though you spend a lot of time with important people
in your life, share a lot of personal information memories, and have common interests and
traits, you will still be surprised by how different you can be.

Directions: In this next activity, choose an important person in your life, and using the table
below, list down your unique interests and traits, and identify in the overlapping
part of the diagram, your common interests, and traits. Use a separate sheet of
paper for your answer/s.

Attributes/Interests to You Your Sibling/Cousin/

Compare and Contrast Friend
Favorite Musical Genre
Go-to Comfort Food

Sport
Preferred Social Media
Platform
Outdoors/Indoors

Ideal Profession/
Career

Rubric for Checking

Excellent (8-10) Good (5-7) Needs Work (0-4)
Purpose The learner aptly The learner aptly The learner aptly
compares and compares and compares and
contrasts themself with contrasts themself contrasts themself
their with their with their
sibling/cousin/friend by sibling/cousin/friend sibling/cousin/friend
completing the table. by completing the by completing the
table, but misses 1-2 table, but misses
items. more than 4 items.
Conventions The learner commits The learner commits The learner commits
no-no grammar errors 2-4 errors and more than 4 errors
or misspellings. misspellings. and misspellings in
the paragraph.

22
Points to Ponder upon:

1. Not all travels are leisure. Some migration activities are driven by political,
cultural, and environmental factors. Diaspora is easier due to innovations in
transportation, but in some cases, it is triggered by unpleasant factors. Political factors
include civil wars and undemocratic vagaries in the government.

2. In the last decades, there have been fewer travel restrictions due to
improvement in diplomatic relations among countries, but this advantage may also
give way for easier transmission of diseases as what happened with Covid-19.

3. Comparing and contrasting information, particularly on the internet, allows you

to critically assess its validity and broadens your perspective about the topic.

4. Transition words make your comparison and contrast essays coherent and
cohesive.

You did great today! Let’s learn again soon! For now, stay safe and enjoy your time with

your family.

23

Answer Key
Activity 3:

Fascism
1.Contempt for electoral democracy
2. Limited rights
3. Promoted and practiced by Benito
Mussolini of Italy, Adolf Hitler of
Germany, And Francisco Franco of Spain
Democracy
1. There is periodically held free
elections
2. Equal rights and freedom
3. Promoted and practiced by Martin
Luther King Jr., and Abraham Lincoln of
The United States of America, Nelson What’s New
Mandela of Africa, and Benigno Aquino
Jr. of the Philippines. Activity 1

1. Diaspora
2. Aviation
3. Diversity
4. Diplomatic
5. Migration

Additional Activity What’s More Activity 2

Answers may vary. Activity 1
1.Economic, Cultural and
1. P Environmental Push
Assessment 2. P and Pull
Answers may 3. S 2.Economic Reasons
vary. 4. S 3.Political Instability
5. S 4.The Berlin Wall
6. P 5. Drought conditions
What I Can Do 7. P
Answers may 8. S
vary. Activity 3
9. S
10. S Answers may vary.
What I Have
Learned Activity Activity 2
1. 1.Primary and Secondary 1.on the other hand What I Know
Source
2. Primary are first-hand
2. in addition
accounts or original work, while 3. in contrast Pre-test
secondary sources are in-depth 4. whereas 1. Aye
analysis of the primary sources 5. while 2. Nay
that offers different perspective 3. Aye
on the matter. 4. Aye
3. expand the ideas you
gather from sources, whether it 5. Nay
is primary or secondary source.
4. coherent

24
References

“Democracy.” Merriam-Webster. Merriam-Webster, August 13, 2020.

https://www.merriam-webster.com/dictionary/democracy.

Soucy, Robert. “Fascism.” Encyclopædia Britannica. Encyclopædia Britannica, inc., January

2, 2020. https://www.britannica.com/topic/fascism.

“Information Literacy: Goals & Objectives.” Research Guides, 2020.

https://libguides.willamette.edu/c.php?g=56952.

“Diasporas and Development.” International Organization for Migration, 2013.

https://www.iom.int/files/live/sites/iom/files/What-We-Do/idm/workshops/IDM-2013-
Diaspora-Ministerial-Conference/DMC_Final_Conference_Report.pdf.

“‘Localization, Globalization, Internationalization: What's the Difference?".” lionbridge.

Lionbridge, September 24, 2020. https://www.lionbridge.com/blog/translation-
localization/localization-globalization-internationalization-whats-the-difference/.

DeepGreen. Migration PhotoDe. January 22, 2016. Depositphotos.com.

https://depositphotos.com/96604382/stock-photo-migration-watercolors-painted.html.

Pfeiffer, Pemala. “What Is a Graphic Organizer?” All-In-One Cross-Platform

Diagram Software for Flowchart, Org Chart, and Mind Map, 2020.
https://www.edrawsoft.com/what-is-graphic-organizer.html.

LePan, Nicholas. “Visualizing the History of Pandemics.” Visual Capitalist, September

28, 2020. https://www.visualcapitalist.com/history-of-pandemics-deadliest/.

“Why Do People Migrate?” (n.d)

http://www.phschool.com/atschool/ap_misc/rubenstein_cultland/pdfs/Ch3_Issue1.pdf.

25
 This material was contextualized and localized by the
Learning Resource Management Section (LRMS)
SCHOOLS DIVISION OF SAN JOSE DEL MONTE

MERLINA P. CRUZ PhD, CESO VI

Officer-in-Charge
Office of the Schools Division Superintendent

ERICSON S. SABACAN EdD, CESO VI

Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MARLON P. DACLIS
Education Program Supervisor, English

JAIME T. TUGADE PhD

Public Schools District Supervisor, District IV

ALEXANDER D. ANGELES
San Jose Del Monte National Trade School
Vocational School Administrator I

IRA GRACE V. DUMBRIQUE

San Jose Del Monte National Trade School
Writer/ Illustrator/ Layout Artist

L-JHAY B. BARTOLOME
Graceville Elementary school
Cover Art Designer

ANNIE C. REYNOSO
San Jose Del Monte National Trade School
Content Editor

MARVIN L. SENOBIO
San Jose Del Monte National Trade School
Language Reviewer

26
 For inquiries or feedback, please write or call:

Department of Education – Division of San Jose Del Monte City –

Learning Resource Management Section (LRMS)

San Ignacio Street, Poblacion, City of San Jose Del Monte, Bulacan

Email Address: lrmssdosjdmc@gmail.com