Ge3 Module 4

GE 3
THE CONTEMPORARY WORLD

Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: pacunlage3.philhist@gmail.com
MODULE 4
INTRODUCTION
This module introduces students the context of citizenship in the global level. This will examine
the student’s participation on being a global citizen. Also, this module enables us to understand the culture
of peace and current issues surrounding in our society in the Philippine context.
COURSE LEARNING OUTCOMES

Attitude
 Value the roles of a citizen in a global context.
Skills
 Assess the importance of global citizenship.
 Asses the importance of peace process.
 Create a campaign slogan that fosters culture of peace.
Knowledge
 Identify the roles of citizen in attaining the culture of peace.
CONTENTS OF THE MODULE

Lesson 7: Global Citizenship
Lesson 8: Culture of Peace
LESSON 7: GLOBAL CITIZENSHIP
SPECIFIC LEARNING OUTCOMES

i. Internalize the importance of being a global citizen.
ii. Identify the attributes of a global citizen.
iii. Elicit a self-directed idea for the participation of being a global citizen.
MOTIVATION/PROMPTING QUESTIONS
An individual has its own perspective on how to be a good citizen. Citizenship does not limit only
to the state where a nation belongs. A good citizen is someone who took responsibilities and duties for the
community where she/he fall of. How can the idea of citizenship be transferred to the global level? Is there
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such thing as a global citizen? How can we determine that an individual is a global citizen? This lesson
opens a window on how to be a global citizen.
DISCUSSIONS
Global Citizenship
Citizenship is associated with rights and obligations, for example, the rights and obligations link
the individual to the state; right to vote and the obligation to pay taxes. It is willingness to engage, spend
time and effort to for our community. Global citizenship "as a moral and ethical disposition that can guide
the understanding of individuals or groups of local and global contexts and remind them of their relative
responsibilities within various communities." Global citizens are the glue which binds local communities
together in an increasingly globalized world. In van Peski's words, "global citizens might be a new type of
people that can travel within these various boundaries and somehow still make sense of the world. It is a
way of living that recognizes our world is an increasingly complex web of connections and
interdependencies. One in which our choices and actions may have repercussions for people and
communities locally, nationally, or internationally. Someone who sees themselves as part of an emerging
sustainable world community, and whose actions support the values and practices of that community.
Means that you have another layer of identity (with the planet as a whole) added on to who you are. And if
you take that identity seriously, there are a new set of rights and responsibilities that come with it. A global
citizen is someone who is (1) aware of the wider world and has a sense of their own role as a world citizen;
(2) respects and values diversity; (3) has an understanding of how the world works; (4) participates in the
community at a range of levels, from the local to the global willing to act to make the world a more equitable
and sustainable place; (5) takes responsibility for their actions.
What is a global citizen?
"An ethic of care for the world." Hannah Arendt
GLOBAL CITIZENSHIP RESPONSIBILITIES

1. Responsibility to understand one’s own perspective and the perspectives of others on global issues.
2. Responsibility to respect the principle of cultural diversity.
3. Responsibility to make connections and build relationships with people from other countries and
cultures.
4. Responsibility to understand the ways in which the peoples and countries of the world are inter-
connected and inter-dependent.
5. Responsibility to understand global issues.
6. Responsibility to advocate for greater international cooperation with other nations.
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7. Responsibility for advocating for the implementation of international agreements, conventions,

treaties related to global issues.
8. Responsibility for advocating for more effective global equity and justice in each of the value
domains of the world community.
Why is global citizenship education needed?

 "Education must be not only a transmission of culture but also a provider of alternative views of
the world and a strengthener of skills to explore them." -Jerome S. Bruner.
 With the interconnected and interdependent nature of our world, the global is not ‘out there’; it is
part of our everyday lives, as we are linked to others on every continent:
1. socially and culturally through the media and telecommunications, and through travel
and migration
2. economically through trade
3. environmentally through sharing one planet
4. politically through international relations and systems of regulation.
The active, participatory methods of Education for Global Citizenship and Sustainable
Development help young people to learn how decisions made by people in other parts of the world affect
our lives, just as our decisions affect the lives of others. Education for Global Citizenship and Sustainable
Development also promotes pupil participation in the learning process and in decision-making for the
following reasons:
 Everything done in school sends out messages, so we need to exemplify the values we wish to
promote. If we wish to affirm beliefs about the equality of all human beings and the importance of
treating everyone fairly and with respect, we need to ensure that learning processes, and
relationships between pupils and teachers, reflect and reinforce these values.
 Research shows that in more democratic school’s pupils feel more in control of their learning, and
the quality of teaching, learning and behavior is better.
 The UN Convention on the Rights of the Child affirms the right of children to have their opinions
considered on matters that affect them.
GE 3
LEARNING ACTIVITIES
Activity 1. (Copy the instruction/s and question/s. Use a separate sheet using the module output template
provided.) Answer the following questions. 10 pts each
1. Identify at least three (3) things you have done that can be consider YOU as a global citizen. Explain
each.
i.
ii.
iii.
PRACTICE TASK/ASSESSMENT
(Copy the instruction/s and question/s. Use a separate sheet using the module output template
provided.) Answer the following exercises. 10 pts each
1. Choose at least one (1) responsibility that fosters global citizenship. How would you fulfill that
responsibility?
2. How can you consider yourself as a global citizen?
ASSIGNMENT
provided.) 10 pts each
1. Being a citizen, how does global citizenship change our diverse perspectives about culture?
2. What is your role in promoting global citizenship through the lens of a student?
FEEDBACK TO ASSESSMENT
The activities and exercises tests comprehension, analysis, and other higher order thinking skills.
Varied answers may yield; thus, individual checking is necessary.
Please be guided with the following criteria in answering your learning activities and practice
task/assessment.
GE 3
SHORT ANSWER GRADING RUBRIC (For reference only)

Category Score 3 Score 2 Score 1 Score
(4-5 points) (2-3 points) (0-1 point)
Clear topic sentence Awkward or incomplete
There is no evidence that
Answering the that answers the topic sentence that
the prompt answered
Question Asked question in the prompt insufficiently relates to
through the short answer.
with standard ideas. the prompt.
Mechanics No grammatical, Some grammatical, Many grammatical,
Note to Teachers: spelling or punctuation spelling or punctuation spelling, or punctuation
Discontinue this error and sentences are errors and very few errors and sentences are
category if the above well-constructed and sentences are well- fragmented or run- on’s
category scores 0.
varied. constructed and varied. and are not varied.
Total Score
TEACHER INTERVENTION
For deeper discussion and clarifications regarding the lesson presented, students are encouraged to
raise questions using the following medium listed below. Questions must be posted for others to easily
follow the conversations for deeper understanding. Students are encouraged to interact to track down the
instructor-student conversations and get notified whatever may be.
i. E-mail:
ii. Facebook Group Page (only for students with stable and non-stable internet connection)
iii. Short Messaging System:
LESSON 8: CULTURE OF PEACE
SPECIFIC LEARNING OUTCOMES

i. Internalize the importance of peace in local context
ii. Identify the action area as promoted by government agencies towards culture of peace.
iii. Provide insights that cultures peace and unity through democratic participation.
MOTIVATION/PROMPTING QUESTIONS
Philippines is a regional country with diverse culture, ideas and even principles. Diversity
sometimes brings misunderstanding and even conflict with other nations. Not only in culture but in
principles as believed by groups struggling for democracy and peace. But what is peace? How can we attain
this peace? Are there government interventions that promotes peace and unity?
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DISCUSSIONS
A HOLISTIC UNDERSTANDING OF PEACE AND VIOLENCE

A new way of thinking about peace is so important today. The power of our own
understanding and views of peace both as a condition and as a value cannot be underestimated. It
is because our ideas shape our feelings and our actions, as well as how we live and how we relate
with others.
Secular Views/Concepts of Peace and Violence
Peace
 Defined as merely the absence of war or direct violence. This negative formulation was
first given by Hugo Grotius in 1625 (Dobrosielski, 1987).
 Raymond Aron defined peace as narrowly as a condition of “more or less lasting
suspension of violent modes of rivalry between political units” (Barash, 1999). He
defined peace as the absence of war or other direct forms of organized violence.
Structural or indirect violence
 Ways in which people suffer from violence built into a society via its social, political and
economic systems (Hicks, 1987)
 also led to death and suffering because of the conditions that resulted from it: extreme
poverty, starvation, avoidable diseases, discrimination against minority groups and denial
of human rights.
 Johan Galtung argued that this violence occurs when the wealth of affluent nations,
groups or individuals is based on the labor and the essential resources drawn from
nations, groups, and individuals who, therefore, are required to live diminished lives of
deprivation (Monez, 1973).
Toward a Holistic Concept of Peace and Violence
Peace
 Means the eradication of all facets of injustice” (Cheng and Kurtz, 1998).
 Johan Galtung says peace is both the absence of personal/ direct violence and the
presence of social justice.
o negative peace – refers to the absence of war or physical/direct violence
(“absence of violence”)
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o positive peace – refers to the presence of just and non-exploitative relationships,

as well as human and ecological well-being, such that the root causes of conflicts
are diminished. (“presence of social justice”)
Types of Violence
Violence
 Betty Reardon defines violence as “humanly inficted harm” (Reardon, n.d.).
A TYPOLOGY OF VIOLENCE
Level/Form of Personal Interpersonal National Global
violence Community
Direct/Physical Suicide Drug abuse Domestic violence National Conventional war
Violent Crimes inequalities Nuclear war
Poverty, Hunger Human rights
abuses
Structural/ Powerlessness Local inequalities National Global inequalities
Economic, Poverty, Hunger inequalities Poverty, Hunger
Political Poverty, Hunger
Socio−cultura/ Alienation Low self− Prejudice/enemy Prejudice/enemy Prejudice/enemy
Pscychologica esteem images Cultural images Cultural images Cultural
domination Sexism domination Sexism domination Sexism
Religious Intolerance Religious Religious
Intolerance Intolerance
Ecological Overconsumption Over−consumption Over− Over−

Pollution Consumption Consumption
Pollution Chemical Pollution Chemical
and Biological and Biological
warfare Nuclear warfare Nuclear
power radiation power radiation
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CULTURE OF PEACE
As defined by the United Nations, “Culture of Peace” is a “set of values, attitudes, modes of
behavior and ways of life that reject violence and prevent conflicts by tackling their root causes to solve
problems through dialogue and negotiation among individuals, groups and nations.” A culture of peace is
an integral approach to preventing violence and violent conflicts, and an alternative to the culture of war
and violence based on education for peace, the promotion of sustainable economic and social development,
respect for human rights, equality between women and men, democratic participation, tolerance, the free
flow of information and disarmament.
Toward Building A Culture of Peace: 8 Action Areas
1. Foster a culture of peace through education

Revising the educational curricula to promote qualitative values, attitudes, and behaviors of a culture
of peace, including peaceful conflict-resolution, dialogue, consensus-building and active non-violence.
Such an educational approach should be geared also to…
2. Promote sustainable economic and social development
Reducing economic and social inequalities, by eradicating poverty and by assuring sustainable food
security, social justice, durable solutions to debt problems, empowerment of women, special measures
for groups with special needs, environmental sustainability.
3. Promote respect for all human rights
Human rights and a culture of peace are complementary: whenever war and violence dominate, there
is no possibility to ensure human rights; at the same time, without human rights, in all their dimensions,
there can be no culture of peace.
4. Ensure equality between women and men
Through full participation of women in economic, social, and political decision-making, elimination
of all forms of discrimination and violence against women, support, and assistance to women in need.
5. Foster democratic participation
Indispensable foundations for the achievement and maintenance of peace and security are democratic
principles, practices, and participation in all sectors of society, a transparent and accountable
governance and administration, the combat against terrorism, organized crime, corruption, illicit drugs,
and money laundering.
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6. Advance understanding, tolerance, and solidarity

To abolish war and violent conflicts we need to transcend and overcome enemy images with
understanding, tolerance and solidarity among all peoples and cultures. Learning from our differences,
through dialogue and the exchange of information, is an enriching process.
7. Support participatory communication and the free flow of information and knowledge
Freedom of information and communication and the sharing of information and knowledge are
indispensable for a culture of peace. However, measures need to be taken to address the issue of
violence in the media, including new information and communication technologies.
8. Promote international peace and security
The gains in human security and disarmament in recent years, including nuclear weapons treaties and
the treaty banning land mines, should encourage us to increase our efforts in negotiation of peaceful
settlements, elimination of production and traffic of arms and weapons, humanitarian solutions in
conflict situations, post-conflict initiatives.
Read the news article below.
Philippine Information Agency

Member agencies of the Peace, Law Enforcement and Development Support (PLEDS) Cluster of the
Negros Oriental Task Force to End the Local Communist Armed Conflict (NOTF-ELCAC) sign their
Implementation Plan at the Provincial Convention Center, Dumaguete City.
(PIA Negros Oriental)
NegOr peace cluster inks plan vs insurgency

By Jennifer C. Tilos
Published on November 19, 2019
NEGROS ORIENTAL, Nov.16 (PIA) -- Members of the Peace, Law Enforcement and Development
Support (PLEDS) Cluster of Negros Oriental Task Force to End the Local Communist Armed Conflict
(NOTF-ELCAC) signed their Implementation Plan to unite efforts in addressing the insurgency problem
and attain lasting peace in the province.
Representing the Department of National Defense (DND), the 302nd and 303rd Infantry Brigade
(IB) of the Armed Forces of the Philippines (AFP) led the signing of the PLEDS cluster plan to work with
other agencies in the prevention of terrorism and resolution of insurgency issues.
This is to synchronize and harmonize all the programs and efforts in the convergence/interagency
operations in doing the key task areas of anti-criminality, maritime security, legal cooperation, intelligence
operations, and public communication relations to topple the communist terrorist groups in the province.
LTC. Rommil Abayon, brigade executive officer of 302IB, said terrorism is a growing threat that confronts
local security and even terrorizing civilians. PNP Provincial Director Col. Julian Entoma (w/ mic) expresses
his support to the Peace, Law Enforcement and Development Support (PLEDS) Cluster.
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“This is a battle that we cannot afford to lose and this is not just a provincial issue but a clear and
present danger to national peace security and development,” said Abayon. He strongly believes the
combined strength and commitment of other government agencies play a critical role to end conflict and
achieve peace and economic growth in the area. Signatories to the implementation plan include officials
from National Intelligence Coordinating Agency (NICA-7), Philippine National Police (PNP), National
Bureau of Investigation (NBI) Dumaguete District Office, Philippine Information Agency (PIA), National
Commission for Indigenous People (NCIP), and Coast Guard Station Negros District.
“I hope that we can provide peace, enforcing counter terrorist operations and development
programs with clear mandates backed with predictable and sustainable support. Most important of all, this
joint provincial task force PLEDS Cluster signing agreement among us is needed and appreciated more
than ever,” said Abayon.
For his part, Brigade Commander LTC. Noel Baluyan said partly the peace cluster is in charge to
clear the guerilla front of CPP-NPA to alert their politico-military infrastructure in the red areas. “In doing
so, we need to conduct an inter-security operations and anti-criminality campaign because NPAs have been
declared as simple terrorists," Baluyan explained. However, according to Baluyan, what matters most is the
collective effort of the local task forces or different law enforcement agencies in the fight against
insurgency.
With the formal acceptance of support, PNP Provincial Director Col. Julian Entoma expressed his
appreciation to the members, saying “in union there is strength, in unison we will have to end this
insurgency problem in the province. The Philippine Army has the primary responsibility and we at PNP are
secondary. But with regards to anti-criminality, we are the primary. However, this is not about who is first
but rather left and right hands, it is a balanced effort."
In 2014, the province was declared conflict manageable and development ready, however, it is
indicated that CTGs are deliberately conducting terrorist activities such as harassments of police and
military forces and civilians in the area.
With this, the local task force cited that it is urgent to prevent the enemy from harming the
populace’s lives and properties in the area, most specifically in areas considered as affected by conflict in
the cities of Canlaon and Guihulngan City, in the towns of Valencia, Zamboanguita, Siaton, and Sta
Catalina in Negros Oriental.
(jct/PIA7 Negros Oriental)
Philippine Information Agency

The Philippine Information Agency is the official public information arm of the Government of the
Republic of the Philippines. It is an attached unit of the Presidential Communications Operations Office
(PCOO). The PIA works with the Office of the President through PCOO, national government agencies,
and other public sector entities in communicating their programs, projects, and services to the Filipino
people. The agency has a regional office in all 16 regions and has an information center in 79 provinces
across the Philippines.
Contact Information
Philippine Information Agency Bldg.
VisayasAvenue,Vasra, Quezon City
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1128 Metro Manila

Philippines
Phone +63 2 8920 1224
Email info@pia.gov.ph
REPUBLIC OF THE PHILIPPINES
All content is in the public domain unless otherwise stated.
About UsNews CenterGovernmentCareers
2020 Philippine Information Agency
LEARNING ACTIVITIES
Activity #1: (Copy the instruction/s and question/s. Use a separate sheet using the module output template
provided.) Answer the following exercises.
1. Based on the article, what is the government’s main purpose?
2. What actions initiated by the concerned agencies toward building a culture of peace?
PRACTICE TASK/ASSESSMENT
provided.) Answer the following questions.10 pts each
1. Based on the article, is there democratic participation from the reds’ side?
2. Based on the article, how is tolerance, solidarity and advance understanding being fostered by the
concerned agencies.
3. How is the free flow of information and knowledge, and support participatory communication
exercised based on the article?
ASSIGNMENT
(Use a separate sheet using the module template provided.)

Answer the following statement. 10 pts each
1. With the current curriculum, how is culture of peace through education being fostered?
2. What can you contribute to foster the culture of peace in areas with government-reds conflict?
FEEDBACK TO ASSESSMENT
The activities and exercises tests comprehension, analysis, and other higher order thinking skills.
Varied answers may yield; thus, individual checking is necessary.
Please be guided with the following criteria in answering your learning activities and practice
task/assessment.
GE 3
SHORT ANSWER GRADING RUBRIC (For reference only)

Category Score 3 Score 2 Score 1 Score
(4-5 points) (2-3 points) (0-1 point)
Clear topic sentence Awkward or incomplete
There is no evidence that
Answering the that answers the topic sentence that
the prompt answered
Question Asked question in the prompt insufficiently relates to
through the short answer.
with standard ideas. the prompt.
Mechanics No grammatical, Some grammatical, Many grammatical,
Note to Teachers: spelling or punctuation spelling or punctuation spelling, or punctuation
Discontinue this error and sentences are errors and very few errors and sentences are
category if the above well-constructed and sentences are well- fragmented or run- on’s
category scores 0.
varied. constructed and varied. and are not varied.
Total Score
TEACHER INTERVENTION
For deeper discussion and clarifications regarding the lesson presented, students are encouraged to
raise questions using the following medium listed below. Questions must be posted in order for others to
easily follow the conversations for deeper understanding. Students are encouraged to interact in order to
track down the instructor-student conversations and get notified whatever may be.
i. E-mail:
ii. Facebook Group Page (only for students with stable and non-stable internet connection)
iii. Short Messaging System:
_____________________________________________________________________________________
______
REFERENCES:
Aldama, P. K. (2018). THE CONTEMPORARY WORLD (First ed.). Manila, Philippines: Rex Printing
Company, Inc.
http://www.theglobalcitizensinitiative.org/the-rights-and-responsibilities-of-global-citizenship/
http://www.internationaldayofpeace.org
http://www3.unesco.org/iycp/
http://www.google.com/amp/s/pia.gov.ph/news/articles/1030333.amp

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GE 3

THE CONTEMPORARY WORLD

COURSE LEARNING OUTCOMES

CONTENTS OF THE MODULE

LESSON 7: GLOBAL CITIZENSHIP

SPECIFIC LEARNING OUTCOMES

GLOBAL CITIZENSHIP RESPONSIBILITIES

7. Responsibility for advocating for the implementation of international agreements, conventions,

Why is global citizenship education needed?

SHORT ANSWER GRADING RUBRIC (For reference only)

LESSON 8: CULTURE OF PEACE

SPECIFIC LEARNING OUTCOMES

A HOLISTIC UNDERSTANDING OF PEACE AND VIOLENCE

o positive peace – refers to the presence of just and non-exploitative relationships,

Ecological Overconsumption Over−consumption Over− Over−

Toward Building A Culture of Peace: 8 Action Areas

1. Foster a culture of peace through education

6. Advance understanding, tolerance, and solidarity

Read the news article below.

Philippine Information Agency

NegOr peace cluster inks plan vs insurgency

Philippine Information Agency

1128 Metro Manila

(Use a separate sheet using the module template provided.)

SHORT ANSWER GRADING RUBRIC (For reference only)

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