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WORLD
First Semester
MODULE 4
2020 - 2021
Prepared by:
Introduction:
Sustainability is indefinite human survival on a global scale that requires certain basic
support systems. To take sustainability seriously requires us to reexamine our ideas about
growth, social equity, consumption, and "standard of living", that putative indicator of social
well-being. Sustainability is constrained at both ends of the economic throughput.
This lesson will give information about the sustainable development and global food
security. The goal of this lesson is to address the importance of the topics towards sustainability.
This topic will view the possibilities of the changing world. The scale and complexity of real
societies may help to buffer our individual impact, yet among all the living species, humans alone
are capable of being guardians for global sustainability buttressed by justice. We must act
because we alone can choose to make a difference.
Objectives:
At the end of this lesson, you are expected to:
● Define Sustainable development and explain the need for sustainability and stability through the
lens of Risk Society
● Differentiate stability from sustainability; and
● Explain the models of global sustainable development and its application to the global
contemporary context
Activity 1.
Concept Formation
Give your concept of sustainability on the given image
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http://fathopesenergy.com/wp-content/uploads/2017/10/enviroment.jpg
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https://www.google.com/url?sa=i&url=https%3A%2F%2Fcreativemarket.com
%2FDmitryRukhlenko%2F4162482-Zen-balanced-stones-stack-on-
Instruction: You write in the lines opposite to the picture of what the picture speaks about. You
will be given points base from the rubrics below.
Criteria 10 points 7 points 5 points 3 point
Focus & There is one clear,
Details There is one clear, well- well-focused
(10 points) focused topic. Main There is one
topic. Main ideas are ideas are clear but topic.
The topic and main
clear and are Main ideas are
ideas are not clear.
are well supported by not well supported somewhat clear.
detailed and accurate by
information. detailed
information.
Analysis:
Answer the following questions briefly. Use separate sheet of paper
1. Differentiate stability from sustainability based from the picture given in activity 1.
2. What are risks perceived in the sustainability of the following aspect:
a. Ecology
b. Economy
c. Social
3. For each statement below, mark YES or NO which ties in best with your understanding.
YES NO
1. I never waste water.
2. I recycle as much as I can.
3. Where possible, I choose to cycle or walk when I’m going somewhere, instead of
travelling by motor vehicle.
4. I often do things which are not good for my health.
5. I pick up rubbish when I see it out in the countryside or in public places.
6. I don’t think about whether things I do might harm the natural environment.
7. I often purchase second-hand goods over the internet or in a shop.
8. I do things to reduce waste (e.g., throwing away less food and not wasting paper)
9. I treat everyone with the same respect, even if they have another cultural background
than mine.
10. I watch news programs or read newspaper articles to do with the economy.
Abstraction
●https://www.youtube.com/watch?v=7V8oFI4GYMY
STABILITY, SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT
Stability
➢ Firmness in position, permanence and resistance to change, especially in disruptive way.
➢ In an economic sense this association was more specific. The IMF describes it as avoiding large
swings in economic activity, high inflation and excessive volatility in exchange rates and financial markets.
➢ Economy is stable means that the system is in one calm phase of business cycle neither heading towards
boom nor depression.
➢ Stable environments somehow lack the element of resiliency that sustainable environments possess because
it is far easier for a stable environment to become unstable again in comparison to an already sustainable
environment which finds it difficult to become “unsustainable”.
Sustainability
➢ Should be seen as different from stability.
➢ It considers the long-term capacities of a system to exist.
➢ Development that meets the needs of the present without compromising the ability of future generations to
meet their own needs (World Commission on Environment and Development, 1987). It is about responsible use of
resources.
➢ Sustainability leads to stability; however, stability alone may not necessarily lead to sustainability.
➢ A sustainable environment is resilient enough to withstand man-made and natural challenges, and can also
recover from such if need be.
Sustainable Development
The term “sustainable development” has acquired much popularity among scholars, politicians, public
servants, and the civil population alike since the Brundtland Report by the World Commission on the Environment and
Development (WCED) in 1987. According to Ross (2009), Sustainable development is defined, by the Brundtland
Report as “development that meets the needs of the present without compromising the ability of future generations
to meet their own needs”. However considered unclear by some in terms of definition, sustainable development is
somehow both the means and ends of governments the world over, slogan and policy, strategy and goal.
2.
End Hunger, Achieve Food Security and Improved Nutrition and Promote Sustainable
Agriculture
In the past 20 years, hunger has dropped by almost half. Many countries that used to
suffer from famine and hunger can now meet the nutritional needs of their most vulnerable
people. That means doing things such as promoting sustainable agriculture and supporting
small farmers. It is for the sake of the nearly 1 out of every 9 people on earth who go to bed
hungry every night. Imagine a world where everyone has access to sufficient and nutritious food
all year round.
Ensure Health Lives and Promote Well-being for all at all ages
Our health affects everything from how much we enjoy life to what work we can
perform. That’s why there’s a Goal to make sure everyone has health coverage and access to
safe and effective medicines and vaccines. In the 25 years before the SDGs, we made big strides
—preventable child deaths dropped by more than half, and maternal mortality went down by
almost as much.
Ensure Inclusive and equitable quality education and promote lifelong learning opportunities for
all
Since 2000, there has been enormous progress on the goal to provide primary
education to all children worldwide: the total enrolment rate in developing regions has reached
91%.
Promote Sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all
An important part of economic growth is that people have jobs that pay enough to
support themselves and their families. The good news is that the middle class is growing
worldwide—almost tripling in size in developing countries in the last 25 years, to more than a
third of the population.
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation
Technological progress helps us address big global challenges such as creating jobs and
becoming more energy efficient. For example, the world is becoming ever more interconnected
and prosperous thanks to the internet.
Conserve and sustainably use the oceans, seas and marine resources for sustainable
development
More than 3 billion people depend on marine and coastal diversity for their livelihoods.
But today we are seeing nearly a third of the world’s fish stocks overexploited. That’s not a
sustainable way of life. Even people who live nowhere near the ocean can’t live without it.
Oceans absorb about 30 percent of the carbon dioxide that humans produce; but we’re
producing more carbon dioxide than ever before and that makes the oceans more acidic—
26%more, since the start of the industrial revolution.
Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably mange
forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Arable land is disappearing 30 to 35 times faster than it has historically. Deserts are
spreading. Animal breeds are going extinct. We can turn these trends around. Fortunately, the
Sustainable Development Goals aim to conserve and restore the use of terrestrial ecosystems
such as forests, wetlands, drylands and mountains by 2030.
Promote peaceful and inclusive societies for sustainable development, provide access to justice
for all and build effective, accountable and inclusive institutions at all levels
Some parts of the world enjoy relative peace and justice, and may come to take it for granted.
Other parts seem to be plagued by armed conflict, crime, torture and exploitation, all of which
hinders their development. The goal of peace and justice is one for all countries to strive
towards. The Sustainable Development Goals aim to reduce all forms of violence and propose
that governments and communities find lasting solutions to conflict and insecurity. That means
strengthening the rule of law, reducing the flow of illicit arms, and bringing developing
countries more into the center of institutions of global governance.
Strengthen the means of implementation and revitalize the global partnership for sustainable
development
The world is more interconnected today than ever before, thanks to the internet, travel
and global institutions. There’s a growing consensus about the need to work together to stop
climate change. And the Sustainable Development Goals are no small matter either. 193
countries agreed on these goals.
Source: 17 SDGs from UNDP, 2015
1. https://www.nar.realtor/sustainability
2.
https://singularityhub.com/wp-content/uploads/2019/08/roof- 3.
https://media.gettyimages.com/photos/full-frame-shot-of-
solar-panel-reflecting-sun-energy-shutterstock-58645420-
colorful-drinking-straws-picture-id1075985168?
k=6&m=1075985168&s=612x612&w=0&h=joRQCoWc6dj
4. 5. 6.
https://www.energy.gov/sites/prod/files/styles/borealis_photo https://cnnphilippines.com/.imaging/mte/demo-cnn-
https://blog-cdn.moneysmart.sg/wp-
_gallery_large_respondxl/public/lights_leds_hero_1.jpg? new/750x450/dam/cnn/2018/9/25/south-cotabato-mining-
content/uploads/2018/09/recycling-bins-sg-otfrom-1024x466.jpg
pit_CNNPH.jpg/jcr:content/south-cotabato-mining-
pit_CNNPH.jpg
7. 8. 9
https://peoplesdispatch.org/wp- https://www.google.com/url?sa=i&url=https%3A%2F https://www.google.com/url?sa=i&url=http%3A%2F
10
https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwiki.usask.ca%2Fdisplay%2Fsandbox%2FThe
%2BSustainability%2Bin%2BCrop
%2BRotation&psig=AOvVaw0VDPx3BXc5Smo3DefnF5Vd
Assignmnent:
A.
1. Choose 1 of the model presented above
2. Apply it on national and global context
B.
1. Cite policies of intergovernmental organizations that addresses problems on economic,
environmental and social? 1 policy on each area.
2. In what way the implemented policies of reflects the model of sustainable development?
3. What are the effects of the policies implemented on the local (Philippines) and international
arena?
References
Articles
17 SDGs, United Nations Development Program (YEAR), Retrieved from: SDGs_Booklet_Web_En.pdf
Keiner, Marco, (2005). History, Definitions and models of Sustainable Development. Research Collection. Retrieved
from: https://www.research-collection.ethz.ch/bitstream/handle/20.500.11850/53025/eth-27943-01.pdf
Plóciennik, Sebastian (YEAR). Sustainable Economic Systems. Publishing, Editio
Lesson 17
The Global Food Security
Objectives
At the end of this lesson, you are able to:
1. define and explain food security by word-web activity to express personal understanding about the
concept;
2. identify the causes of Global Food Security;
3. analyze and evaluate the Philippine and Global issues of food security; and
4. write an essay on Food Security that address the Global Pandemic.
14,21,14,15,6,4,19,6,7,4,17,4,15,25
___________________________
1, O, O,9
4,19,14,10,8,21,13,4,15,25
___________________________
___
2,17,20,7,6,17 Security
__________
Global
14,21,14,15,6,4,19,6,7,17,10
____________________
development
Analysis. Answer the following statements/questions by writing it in the boxes provided. You
may use other sheet of paper if you would like.
Abstraction
B. “Essay Writing”
Instruction: Write an essay consisting of 150-300 words in this topic “Global Food Security: The Challenge of
Feeding the World”. Use a pad paper in writing your essay. You will be graded base from the rubrics below.
( Attach your answer to your module)
References
Ariola, M.M. (2018). The Contemporary World. Unlimited Books Library Services & Publishing Inc.
Aldama, P. (2018). The contemporary world. Rex Book Store, Inc. 856 Nicanor Reyes, Sr. Street Recto Avenue Manila ,Philippines:
Rex Bookstore.
Claudio, L. &Abinales P. (2018). The contemporary world 839 EDSA, South Triangle, Quezon City:
C&E Publishing.
Globalization. (2019). In Wikipedia, the free encyclopedia.
Retrieved from https://en.wikipedia.org/wiki/Globalization
San Juan, D. (2018). Journeys through our contemporary world. 1253 G. Araneta Avenue cor. Ma. Clara Street, Talayan, Quezon
City: Vibal Group.
DAY #
LESSON NO. 3
LESSON TITLE GLOBAL CITIZENSHIP
Specific Learning Outcomes: During the students' learning engagements, they will be able to:
● Cite ideas on global citizenship;
● Express understanding on the ethics of being a global citizen;
● Propose solutions to contemporary problems associated with the existence of
globalization and with global citizenship through research topic and content
proposal/presentation.
TEACHING LEARNING ACTIVITIES
Mind Opening
Intro-instruction: Jot down your ideas as many as you can, about “global citizenship”. Later on, you will build a definition for the
topic.
Global
Citizenship
Criteria:
A. High score (10 points)
● Adequately states and defends argument. complete, accurate, concise, comprehensive, and
efficient relay of ideas.
● Appropriate citations.
● Counterarguments are identified and adequately answered.
B. Medium score (5 points)
● Has an argument with some weakly defended points.
● Mostly appropriate citations.
● Not all counterarguments are answered.
C. Low score (0-2 points)
● Incorrect factual statements.
● Mostly non-scholarly citations.
● No counterarguments.
ANALYSIS:
● Based on your cited ideas using concept mapping, how would you describe your understanding of global citizenship?
Can you ‘define’ it?
● Who is a global citizen? Who is not a global citizen?
● Are we all global citizens?
● Do we earn global citizenship based on what we do and do not do?
● Do you think true global citizenship exists?
ABSTRACTION
In a world that is full of dangerous and serious global issues, preserving human rights and keeping peace and stabilizatio
seem to be very difficult. EFL (i.e., English as foreign language) teachers should be wary of the global issues in addition to th
suspicious events, such as violence, inequality, injustice, disrespect and other negative aspects, which happen outside the
classrooms.
The globalized world that is characterized by inequality, injustice and all forms of violence and intimidation is a need of som
standards, which may reduce the social and political problems and bring back social equilibrium to communities worldwide
Ethics of global citizenship are the principles, which help citizens overcome these problems, building rapport with one anothe
maintaining peace and stability and realizing justice and equality among people from different cultures. Global citizenship is n
only about keeping the positive aspects, such as justice and peace, but it is also about respecting all kinds of membership. Th
means valuing and esteeming people‘s backgrounds, differences and cultural belongings.
Global Citizenship
A global citizen is someone who is committed to certain values, attitudes and behaviors. This person is acquainted with th
basic ethics required for a socially appropriate behaving and sustainable social relationships among the members of his/he
community. In fact, a global citizen is defined as ―someone who identifies with being part of an emerging world community an
whose actions contribute to building this community‘s values and practices.
Teaching the ethics of global citizenship has a preeminent role in educational contexts. It contributes to the development of th
students‘ cognitive skills. For instance, through learning the ethics of global citizenship, a student would be able to critical
think about the social situations and analyze issues related to real-life, in addition to identifying possible solutions creatively an
innovatively.
A global citizen is someone who is aware of and understands the wider world - and their place in it. They take an active role
their community, and work with others to make our planet more equal, fair and sustainable. Education for global citizenship
not an additional subject - it's a framework for learning, reaching beyond school to the wider community. It can be promoted
class through the existing curriculum or through new initiatives and activities.
What is “meant” by Global Citizenship? As a concept, global citizenship has become popular in Europe and the Americas
government, civil society and educational discourses [2]. Citizenship is the membership, the fact of being related to a certa
group that is determined by particular characteristics, such as age, gender, political affiliation and other features. Howeve
global citizenship implies thinking for the whole world, having an intention of improving it and creating a sustainab
environment. Basically, ―the United Nations Secretary-General‘s Global Education First Initiative (GEFI) has establishe
education as a means to foster global citizenship.
The benefits are felt across the school and beyond. Global citizenship helps young people to:
Ethics
Ethics is the moral values that control one‘s attitudes, behaviors and actions. It is the standards, which determine what
socially accepted and/or rejected. Ethics is the virtues that organize a particular society and guide its citizens. Angle (2004
presumes that ethics refer to the degree of respect that one shows in his/her behavior. It is used as a judgment of prope
behavior. Respect is the core aspect of good and bad behavior, which means the more one acts respectively, the more s/h
sounds ethical. Global citizenship is not given its importance although it may bring positive changes and ensure a stabilize
society. It is observed that global citizenship is not given its real value, especially in education.
“Global citizenship remained almost entirely absent from public debate.” This may be due to people‘s unawareness of i
importance and lack of knowledge in the arena of the global citizenship ethics. The first reason may be referred to the non
inclusion of the ethics of global citizenship in education as a means of guiding learners in their social life and organizing th
relationship among citizens. There should be a clear difference to be considered between ‗Ethic‘ and Ethics‘. The former refe
to the set of norms and standards, which imply how one should act and which guides the behaviors and decisions of a perso
or group of people, whereas the latter alludes to the systematic and sustained reflection on the nature of a morality or ethi
These reflections can be informal, such as the moral values and principles. Ethics can be used to mean a plural noun whe
talking about the set of principles, values and standards that organize the relationships among people, while it can be used t
allude to a singular one when referring to the study of these principles, values, standards and behaviors of the members of
particular society.
1.
2.
3. __________________________________________
4.
5. ________________________________________
6. ________________________________________
____
Criteria
5 points – ●The content is related to the picture. ●Very informative and well- organized. ●No spelling, punctuation, and
grammar errors.
3 points- ●Somewhat related, informative, and organized. ● Few spelling, punctuation, and grammar errors.
2 points - ●Gives information but poorly related and organized. ● A number of spelling, punctuation, and grammar errors.
=frontcover&dq=global+citizenship&hl=fr&sa=X&ved=0aaahUKEw4pL5zMjUAhVIVx
QKHY45AYsQ6AEITTAG#v=on epage&q=global%20citizenship&f=false
Andreotti, O. V. and Souza T. M. M. L. (2012). Postcolonial Perspectives on Global Citizenshi
Education. UK: Routledge.
Angle, C. (2004). Defining Ethics Good and Evil.
Retrieved from https://books.google.dz/ books?
id=Xa9gW7Ih6LIC&printsec=frontcover&
dq=what+is +ethics&hl=fr&sa=X&ved=0ahUKEwih5p6zs7X
QAhWBkBQKHWqyDs8Q6AE
IUTAH#v=onepage&q=what %20is%20ethics&f=false
Collins, M. (2008). Global Citizenship for Young Children.
Retrieved from https://books.google.dz/books?id=9YHDFR1AhvoC&printsec
=frontcover
&dq=global+citizenship&hl=fr&sa=X&ved=0ahU
KEwiB4pL5zMjUAhVIVxQKHY45AYsQ6AE
IPTAE#v=one page&q=global%20citizenship&f=false
Dill, S. J. (2013). The Longings and Limits of Global Citizenship Education: The Moral
Pedagogy of
Schooling in a Cosmopolitan Age. Retrieved fromhttps://books.google.dz/books
id=_
eodAAAAQBAJ&printsec
=frontcover&dq=global+citizenship+education&hl=fr&sa=X
&ved=0ahUKEwiozrqHzcjUAhVBaxQKHW3AVwQ6AEINjAD#v=onepage&q=global%
20citizenship%20e ducation&f=false