THE CONTEMPORARY

WORLD
First Semester
2020 - 2021
MODULE 4
Prepared by:

Aspillaga , Harry Danny

Bea, Jennifer
Caperida, Lorly
Daling, Rudy
Martin, Lolita
Quezada, Lowelyn
Course Instructors

Instructor : MARK JADE G. BURLAT, MAELT (with units)

Contact no. : 09104906251
Email account : markjadeburlat8@gmail.com

Name of the students :

Course & Major :
Time and Section :
 Lesson 1 Towards Sustainable World

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.co
m%2FDmitryRukhlenko%2F4162482-Zen-balanced-stones-stack-on-
beach&psig=AOvVaw07AzBahOTfS1t75tyjm7Ix&ust=1604474320205000&
source=images&cd=vfe&ved=0CAIQjRxqFwoTCMis5f7q5ewCFQAAAAAd

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.
MODELS OF SUSTAINABLE DEVELOPMENT
United Nations’ Agenda 21 of 1992
Agenda 21 advocates education to disseminate information regarding sustainable development (Jickling,
1994). Countries all over the world have since then integrated this action plan of the United Nations in their respective
governments. After the UN’s Agenda 21 of 1992 had been disseminated, governments around the world push forth
resolutions to address the issues. The following are action plans created by some countries.
1. Dimensions of Sustainable Development

2. Prism of Sustainable Development by

Spangenberg and Valentin 1999
Agenda 21 advocates education to disseminate information regarding sustainable development (Jickling, 1994).
Countries all over the world have since then integrated this action plan of the United Nations in their respective
governments. After the UN’s Agenda 21 of 1992 had been disseminated, governments around the world push forth
resolutions to address the issues. The following are action plans created by some countries.

3. 17 Sustainable Development Goals from United Nations Development Program (UNDP)

End Extreme Poverty in all Forms by 2030

In 2000, the world committed to halving the number of people living in extreme poverty
by the year 2015 and we met this goal. However, more than 800 million people around the
world still live on less than $1.25 a day— that’s about the equivalent of the entire population of
Europe living in extreme poverty.

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%.

Achieve gender equality and empower all women and girls

There are still gross inequalities in work and wages, lots of unpaid “women’s work” such
as child care and domestic work, and discrimination in public decision making. But there are
grounds for hope. More girls are in school now compared to in 2000. Most regions have reached
gender parity in primary education. The percentage of women getting paid for their works on
the rise.
Ensure availability and sustainable management of water and sanitation for all
Water scarcity affects more than 40 percent of people around the world, and that
number is projected to go even higher as a result of climate change. If we continue the path
we’re on, by 2050 at least one in four people are likely to be affected by recurring water
shortages. But we can take new path—more international cooperation, protecting wetlands
and rivers, sharing water-treatment technologies—that leads to accomplishing this Goal.
Ensure access to affordable, reliable, sustainable and modern energy for all
Between 1990 and 2010, the number of people with access to electricity increased by
1.7 billion. That’s progress to be proud of. And yet as the world’s population continues to rise,
still more people will need cheap energy to light their homes and streets, use phones and
computers, and do their everyday business.

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.

Reduced Inequality within and among countries

The divide has never been starker. We can and must adopt policies that create
opportunity for everyone, regardless of who they are or where they come from. Income
inequality is a global problem that requires global solutions. That means improving the
regulation of financial markets and institutions, sending development aid where it is most
needed and helping people migrate safely so they can pursue opportunities.
Make cities and human settlements inclusive, safe, resilient, and sustainable
In 1990 there were ten “mega-cities” with 10 million inhabitants or more. In 2014, there
were 28 mega-cities, home to 453 million people. A lot of people love cities; they’re centers of
culture and business and life. The thing is, they’re also often centers of extreme poverty. To
make cities sustainable for all, we can create good, affordable public housing.

Ensure sustainable Consumption and Production patterns

We can have a world where everybody gets what they need to survive and
thrive. And we can consume in a way that preserves our natural resources so that our children
can enjoy them, and their children and their children after that.
 Take urgent action to combat climate change and its impacts
On average, the annual losses just from earthquakes, tsunamis, and tropical cyclones
and flooding count in the hundreds of billions of dollars. We can reduce the loss of life and
property by helping more vulnerable regions—such as land-locked countries and island states—
become more resilient.

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

4. Sustainable Economic Systems by Sebastian Plociennik

Three areas of economic models that should be rethought and re-designed
1. The issues of what is an efficient market.
2. Accept the fact that there might be many different institutional ways to efficient economic systems but it
does not necessarily mean that some of priori more efficient, stable and better for sustainability, than the
others.
3. Redesign needs a wider look at what I economic growth and what kind of growth is compatible with the idea
of sustainability
The problems brought by Neoliberal agenda are;
1. Stability Problem. Increased exposition of the world economic systems on crisis and contagion effects since
most reforms were aiming at national deregulation which was not replaced by efficient global regulation.
2. Efficiency. The tacit widespread assumption on superiority of free market solution has some flaws. Issues on
short-termism, high volatility and inability to deal with externalities (costs and benefits affecting third
persons), which are directly connected with the challenge of sustainability.
3. Legitimacy of market based solutions. The market does not produce legitimacy, it needs acceptance of all the
actors. In starting with distribution of welfare and power, neoliberal agenda has good idea with what to do
with the winner and the loser.
Markets should be mixed with other mechanism of social coordination. This is answered in varieties of capitalism
approach.
Approaches to growth
● The Roll-over effect
● More Growth
● Amended Growth
● End of Growth
ASSESSMENT: RESOURCES: SUSTAINABLE OR UNSUSTAINABLE
DIRECTIONS: Reflect on the pictures below and identify whether the following is Sustainable or Unsustainable. After
you have decided, write (S) if the picture is Sustainable and (US) if it is Unsustainable.

1. https://www.nar.realtor/sustainability 2. https://singularityhub.com/wp-
content/uploads/2019/08/roof-solar-panel-
3. https://media.gettyimages.com/photos/full-
reflecting-sun-energy-shutterstock-58645420- frame-shot-of-colorful-drinking-straws-picture-
1068x601.jpg id1075985168?k=6&m=1075985168&s=612x6
12&w=0&h=joRQCoWc6djVUY7BWuEZ2Kd
-RswcPvmezXaxATYOLhc=

4. 5. https://www.energy.gov/sites/prod/files/styles/borealis_photo
6. https://cnnphilippines.com/.imaging/mte/demo-cnn-
https://blog-cdn.moneysmart.sg/wp- new/750x450/dam/cnn/2018/9/25/south-cotabato-mining-
_gallery_large_respondxl/public/lights_leds_hero_1.jpg?itok
content/uploads/2018/09/recycling-bins-sg-otfrom-1024x466.jpg
=dokP2w_g 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%
content/uploads/2020/08/unhcr-migration.jpg 2Fwww.earthsight.org.uk%2Fflatpackedforests- 2Fwww.oceanwideimages.com%2Fcategories.asp%3Fc
en&psig=AOvVaw2AdTcgPt3bz0y2lIGx0bOu&ust=16 ID%3D605&psig=AOvVaw2F7juMjpCDQg20UtmbUd

10
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwi
ki.usask.ca%2Fdisplay%2Fsandbox%2FThe%2BSustainabilit
y%2Bin%2BCrop%2BRotation&psig=AOvVaw0VDPx3BXc
5Smo3DefnF5Vd&ust=1604473276482000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCJj4nPLm5ewCFQAAAA
AdAAAAABAD

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.

Activity 1. The Hidden Words!

Instruction: Below is a box that show the letters and its corresponding numbers.
Next is a diagram corresponded with an empty box. In the left boxes are series of
numbers that represent the hidden words. Solve these hidden words using the box of
“The Letters and Its Numeric Symbol”. Write your answer in the blank provided in
each box. After revealing the hidden words, define the terms according to
your understanding. Do not copy from the textbook or any references.

The Letters and Its Numeric Symbol

A=6 F=1 K = 16 P =11 U = 21 Z= 26

B=7 G=2 L = 17 Q =12 V = 22
C=8 H=3 M = 18 R = 13 W = 23
D=9 I=4 N = 19 S = 14 X =24
E = 10 J=5 O = 20 T = 15 Y =25

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.

How are sustainability

achieved?

Does global food

security achievable?
How?

Why should agriculture

be sustained?

In your case, how is the

food security in your
family?

How is the food

security in the
Philippines?

Abstraction

What is food security?

Food security is defined as the availability of food and one's access to it. A household is considered
food secure when its occupants do not live in hunger or fear of starvation. Stages of food insecurity range
from food secure situations to full-scale famine. The World Food Summit of 1996 defined food security as
existing "when all people at all times have access to sufficient, safe, nutritious food to maintain a healthy and
active life".
Global food security will remain a worldwide concern for the next 50 years and beyond. Recently, crop yield
has fallen in many areas because of declining investments in research and infrastructure, as well as
increasing water scarcity. Climate change and HIV/AIDS are also crucial factors affecting food security in
many regions. Although agro-ecological approaches offer some promise for improving yields, food security in
developing countries could be substantially improved by increased investment and policy reforms.
The global food security challenge is straightforward: by 2050, the world must feed 9 billion people.
The demand for food will be 60% greater than it is today. The United Nations has set ending hunger,
achieving food security and improved nutrition, and promoting sustainable agriculture as the second of its 17
Sustainable Development Goals (SDGs) for the year 2030.
To achieve these objectives requires addressing a host of issues, from gender parity and ageing
demographics to skills development and global warming. Agriculture sectors have to become more productive
by adopting efficient business models and forging public-private partnerships. And they need to become
sustainable by addressing greenhouse gas emissions, water use and waste.
Food security exists when all people, at all times, have physical, social and economic access to
sufficient, safe and nutritious food which meets their dietary needs and food preferences for an active and
healthy life. Household food security is the application of this concept to the family level, with individuals within
households as the focus of concern.
Food insecurity exists when people do not have adequate physical, social or economic access to food as
defined above.

IMPORTANCE OF GLOBAL FOOD SECURITY

Growth in the agriculture sector has been found, on average, to be at least twice as effective in reducing
poverty as growth in other sectors. Food insecurity – often rooted in poverty – decreases the ability of
countries to develop their agricultural markets and economies.
Access to quality, nutritious food is fundamental to human existence. Secure access to food can
produce wide ranging positive impacts, including:
1. Economic growth and job creation
2. Poverty reduction
3. Trade opportunities
4. Increased global security and stability
5. Improved health and healthcare
Related references for further understanding:
http://www.inquiriesjournal.com/articles/1083/food-security-in-the-contemporary-world-making-security-
sustainable
https://nifa.usda.gov/topic/global-food-security

What causes GLOBAL FOOD SECURITY?

1. Population growth – this varies considerably across countries. Africa is expected to double its population
from 1 to 2 billion by 2050. Populations in the developing world are also becoming increasingly urbanized,
with 2.5 billion additional urban residents projected in Africa and Asia.
2. Changing tastes – not only is the population growing, but its diet is changing too. As people become more
affluent they start eating food that is richer in processed foods, meat and dairy. But to produce more meat
means growing more grain.
3. Climate change – currently, 40% of the world„s landmass is arid, and rising temperatures will turn yet more
of it into desert. At current rates, the amount of food we„re growing today will feed only half of the population
by 2050
4. Water scarcity – this is another impending crisis: 28% of agriculture lies in water stressed regions. It takes
roughly 1,500 litres of water to produce a kilogram of wheat, and about 16,000 litres to produce a kilogram of
beef. In 2050, we„ll need twice as much water.
5. Troubled farmers – in developed countries, less than 2% of people grow crops or breed animals for food.
Fewer and fewer people are choosing farming as an occupation. Meanwhile, food prices are rising, arable
land continues to be lost to sprawl and soil is being degraded by over-farming.

What are the challenges GLOBAL FOOD SECURITY?

Food security occurs when all people are able to access enough safe and nutritious food to meet their
requirements for a healthy life, in ways the planet can sustain into the future. However, food security faces a
number of challenges across both production and consumption which research will be essential to solve.
Many countries are facing the double burden of hunger and undernutrition alongside overweight and obesity,
with one in three people across the globe currently suffering from some form of malnutrition (ref 1). Indeed it is
not unusual to find people with different forms of malnutrition living side-by-side in one country, in one
community, or even in the same household.
The prevalence rates of overweight, obesity and diet-related non-communicable diseases (NCDs) such as
cardiovascular disease, stroke, certain cancers and type II diabetes (ref 2), are increasing in every region, in
both developed and developing countries. Globally there are now more people who are overweight or obese
than underweight, with the two combined accounting for more than half of the world population: a new normal
(ref 3). The estimated cost to the world economy of disease and death from overweight and obesity is $2
trillion (ref 2).
At the same time, around 795 million people face hunger on a daily basis and more than two billion people
lack vital micronutrients (e.g. iron, zinc, vitamin A) (ref 1), affecting their health and life expectancy. Nearly a
quarter of all children aged under five today are stunted, with diminished physical and mental capacities, and
less than a third of all young infants in 60 low- and middle-income countries meet the minimum dietary
diversity standards needed for growth.
Climate change will only make things worse as elevated levels of CO2 reduce the nutritional content of grains,
tubers and legumes, affecting key nutrients such as zinc and iron (ref 4). The estimated impact of
undernutrition on gross domestic product (GDP) is 11% every year – more than the annual economic
downturn caused by the global financial crisis (ref 1).
A growing population means more mouths to feed. The expanding global population is getting wealthier, and
richer people tend to eat more and demand food that is resource intensive to produce, particularly meat and
dairy.
It has been estimated that we need to produce more food in the next 35 years than we have ever produced in
human history, given the projected increases in world population, and on the basis that rising incomes will
continue to change diets. However, there is by good approximation no new land for agriculture (ref 5), with
increasing competition from urbanisation (the world will be 70% urbanised by 2050), sea level rise reducing
land availability, and the growing need for land for bioenergy, carbon capture and storage (BECCS) to remove
greenhouse gases (GHGs) from the atmosphere. This implies sustainable intensification (SI) of agriculture on
the land that is available (i.e. produce more without expanding the agricultural area).
Food production is ultimately dependent on other ecosystem services so it is essential that these are
maintained. For example, agriculture uses 70% of all fresh water, produces around a third of all GHG
emissions, and contributes to biodiversity loss and soil degradation (around 69% of agricultural land is
degraded). If food demand continues to grow as projected, by 2050 we would need 120% more water, 42%
more cropland, lose 14% more forest, and produce 77% more GHG emissions. Even with yield gap closure
through SI, we would still need 56% more water, 5% more cropland, lose 8% more forest and produce 42%
more GHG emissions (ref 6). It is clear that we will need to use every technology available, alongside best
practice farming to sustainably increase production, but this has to be accompanied by changes to food
demand including measures on both consumption and waste (ref 7).
The Paris Agreement commits signatories to keeping the increase in global average temperature to well
below 2°C above pre-industrial levels, with an aim to limit the increase to 1.5°C. Emissions across all sectors
therefore need to decrease by over 80% by 2050 (ref 8), with even greater reductions required for a 1.5°C
target.
It has been estimated that on the current trajectory, the food system will account for most of the GHG
emissions budget for 2°C, leaving very little space for other sectors, and making it almost impossible to meet
the Paris Agreement (ref 9).
Gradual climate change will alter what can be grown and where, but the variability that makes up the average
temperature and rainfall will lead to climatic shocks (heatwaves, cold snaps, droughts and floods), significantly
reducing yields. Our report estimates that the risk of these kinds of extreme weather events hitting multiple
major breadbasket regions of the world at the same time could triple by 2040 (ref 10). This results in a loss of
yield that is channelled downstream via market and policy responses into food price spikes, and in some
cases civil unrest.
Climate change can also alter the distribution and severity of pests and diseases in crops and livestock and
has the potential for severe impacts on food production and animal welfare. Around a third of the food
produced in the world for human consumption every year gets lost or wasted, whether early in the supply
chain through pests and diseases and post-harvest losses, or late in the supply chain at retail and
consumption. This impacts on how much we might need to produce in the future.
A major challenge is understanding how can we re-design the food system to be healthy, sustainable, and
more resilient to climate change, helping to meet both the Sustainable Development Goals and the Paris
Agreement.
The Global Food Security programme brings together the major UK public funders to address these
challenges, increasing coordination and collaboration on research and facilitating its translation into policy and
practice. (Retrieve from https://www.foodsecurity.ac.uk/challenge/).
Further discussions about Global Food Securities and Issues (The Covid-19 Pandemic) will be elaborated
from the link below.

Please open the link.

(Related article for the Global pandemic and action plans from the world
organizations.:https://www.unocha.org/sites/unocha/files/Global-Humanitarian-Response-Plan-COVID-
19.pdf)
Application.
A. Think and Solve
Instruction: What are the problems or challenges in your community in which food security is concern? Give at least 5.
What are the possible solutions of these problems and challenges? Write your answers in the diagram below.

Problems/Challenges Proposed solutions

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)
ASSESSMENT RUBRIC FOR ESSAY WRITING
Advanced Proficient Approaching Far Below
Criteria
(16-20 points) (11-15 points) (6-10 points) (5-below point/s)
Thoroughly develops Develops a Includes a limited Fails to develop a sequence of
a sequence of events sequence of events development of a events that tell about experiences,
to tell about to tell about sequence of events observations, or
Focus and details
experiences, experiences, that tell about imagined ideas.
(20 points))
observations, or observations, or experiences,
imagined ideas. imagined ideas. observations, or
imagined ideas.
Descriptive language Descriptive A limited amount of Does not use descriptive
and sensory details language and descriptive language or sensory details.
Language are used sensory details are language and/or
Description effectively to help the used effectively to sensory details are
(20 points) reader help the reader used.
visualize what is visualize what is
happening. happening.
Uses transitions for a Paragraph breaks Paragraph breaks Organizational structure is
smooth are included and/or missing or extremely limited.
Organizational flow. Appropriate appropriately. organizational
structure paragraph structure are
(20 points) breaks and inconsistent.
organization
are used.
Has few or no errors Has some errors in Has several errors Has serious errors in grammar,
in grammar, spelling, grammar, in grammar, spelling, capitalization, or
capitalization or spelling, spelling, punctuation. Errors interfere
punctuation. Any capitalization or capitalization, or with understanding.
Grammar errors do punctuation. Errors punctuation. Errors
(20 points) not interfere with do not may
understanding. interfere with Interfere with
understanding. understanding.

Recorded information 3 or 4 questions

for all questions. answered. OR most
Used references All answered. Mostly information was not
where needed. written in students in their own words. 2 or less questions answered. OR
Plagiarism Indepth thoughts to own words. Some Little referencing a large portion of information was
answers. referencing occured. occured. copied. No referencing occured.
(20 points) Recorded information All answered. Mostly 3 or 4 questions 2 or less questions answered. OR
for all questions. written in students answered. OR most a large portion of information was
Used references own words. Some information was not copied. No referencing occured.
where needed. referencing occured. in their own words.
Indepth thoughts to Little referencing
answers. occured.
Adapted from K12reader.com
Minute Paper
Direction: In the answer sheet provided, answer the following self-reflection
statement.

Today, I have learned that:

1.________________________________________
2.________________________________________
3.________________________________________
Things I have realized and appreciated:
1.________________________________________
2.________________________________________
3.________________________________________

Things I have discovered:

1.________________________________________
2.________________________________________
3.________________________________________

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

Activity 1: “My personal concept map.”

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

✔ Check this out:

Below are images that might be helpful to give everyone an insightful idea about the activity.

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 stabilization seem
to be very difficult. EFL (i.e., English as foreign language) teachers should be wary of the global issues in addition to the
suspicious events, such as violence, inequality, injustice, disrespect and other negative aspects, which happen outside their
classrooms.

The globalized world that is characterized by inequality, injustice and all forms of violence and intimidation is a need of some
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 another,
maintaining peace and stability and realizing justice and equality among people from different cultures. Global citizenship is not
only about keeping the positive aspects, such as justice and peace, but it is also about respecting all kinds of membership. This
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 the basic
ethics required for a socially appropriate behaving and sustainable social relationships among the members of his/her
community. In fact, a global citizen is defined as ―someone who identifies with being part of an emerging world community and
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 the
students„ cognitive skills. For instance, through learning the ethics of global citizenship, a student would be able to critically think
about the social situations and analyze issues related to real-life, in addition to identifying possible solutions creatively and
innovatively.

What is Global Citizenship?

A global citizen is someone who is aware of and understands the wider world - and their place in it. They take an active role in
their community, and work with others to make our planet more equal, fair and sustainable. Education for global citizenship is not
an additional subject - it's a framework for learning, reaching beyond school to the wider community. It can be promoted in 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 in
government, civil society and educational discourses [2]. Citizenship is the membership, the fact of being related to a certain
group that is determined by particular characteristics, such as age, gender, political affiliation and other features. However,
global citizenship implies thinking for the whole world, having an intention of improving it and creating a sustainable environment.
Basically, ―the United Nations Secretary-General„s Global Education First Initiative (GEFI) has established education as a
means to foster global citizenship.

The benefits are felt across the school and beyond. Global citizenship helps young people to:

⮚ Build their own understanding of world events.

⮚ Think about their values and what's important to them.
⮚ Take learning into the real world.
⮚ Challenge ignorance and intolerance.
⮚ Get involved in their local, national and global communities.
⮚ Develop an argument and voice their opinions.
⮚ See that they have power to act and influence the world around them.

What Is a Global Citizen?

The words citizenship and citizen usually refer to a national or regional identity. One who is recognized as a citizen of a particular
nation has the special rights and duties prescribed by the government of that nation. A global citizen is someone who:
⮚ Respects multiculturalism.
 ⮚ Realizes that unity and cooperation are the basic features of global citizens.
⮚ Is aware that his/her actions affect the world around him/her.
⮚ Behaves respectively, and acts in an empathetic way.
⮚ Has team-work spirit.
⮚ Helps other people and appreciates cooperation.
⮚ Takes the responsibility of global issues concerned with his/her society.
⮚ Knows his/her duties and rights very well.
⮚ Acts as an active member of the society for the sake of improving it.
⮚ Understands that all parts of the world are interconnected.
⮚ Behaves ethically in all situations.

Ethics

Ethics is the moral values that control one„s attitudes, behaviors and actions. It is the standards, which determine what is 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 proper behavior. Respect
is the core aspect of good and bad behavior, which means the more one acts respectively, the more s/he sounds ethical. Global
citizenship is not given its importance although it may bring positive changes and ensure a stabilized 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 its
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 the
relationship among citizens. There should be a clear difference to be considered between ‗Ethic„ and Ethics„. The former refers
to the set of norms and standards, which imply how one should act and which guides the behaviors and decisions of a person or
group of people, whereas the latter alludes to the systematic and sustained reflection on the nature of a morality or ethic. These
reflections can be informal, such as the moral values and principles. Ethics can be used to mean a plural noun when talking
about the set of principles, values and standards that organize the relationships among people, while it can be used to allude to
a singular one when referring to the study of these principles, values, standards and behaviors of the members of a particular
society.

Application (Guess what?)

Instruction: Below are pictures related to the Ethics of Global Citizenship. Write a brief description (at least one word describing
the image) and give the role or importance of it to the 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.
ASSESSMENT I. Multiple Choice.
Direction: Encircle the best answer.

1.It is someone who is aware of and understands the wider world - and their place in it.

a. Global Citizen b. Global Citizenship c. Politicians d. None of the above

2. It is being embraced by educators, scholars, politicians and even business people.

a. Global Citizenship b. Global citizen c. Politicians d. None of the above

3. Someone who is committed to certain values, attitudes and behaviors.

a. Politicians b. Educator c. Global citizen d. Global citizenship

4. Moral values that control one‟s attitudes, behaviors and actions.

a. Morality b. Ethics c. Respects d. None of the above

5. It can train the human brain to work faster in situations where it can be difficult to make
a decision or react over a particular issue in an appropriate manner.

a. Ethics b. Morality c. Global citizenship education

b. d. None of the above
II. TRUE OR FALSE.
Direction: Write True if the statement if True and if False, write F, and provide the right
answer.
_____________1. A global citizen is someone who is not committed to certain values,
attitudes and behaviors.
_____________2. Global citizenship education can be used as a holistic approach to
reduce the negative global issues, such as injustice, victimization, harassment and many
other features.
_____________3. Citizenship education is based on the concept of helping young people.
_____________4. The concept global citizenship in relation to education is used by
educators in varied contexts in order to bring the world into their classrooms or send their
learners to the world, so that they can be exposed to new content and various
experiences.
_____________5. The human brain to work faster in situations where it can be difficult to
make a decision or react over a particular issue in an appropriate manner in global
citizenship education.
_____________6. The concept of global citizenship can guide the citizens in terms of
moral responsibilities and develop their sense of social duties.
_____________7. Global citizenship programs help students to develop some cognitive
skills, such as critical thinking through enabling them to think clearly about what they are
supposed to do in their daily life, especially when encountering a particular problem.
_____________8. Global citizenship deals with how the cognitive abilities affect the social
 relationships.
_____________9. Developing international communication can be achieved by engaging
students in the global citizenship, and several materials, methods, approaches and
activities can be used to teach global citizenship.
_____________10. In the United States, a survey of social studies teachers revealed that
80% claimed that global citizenship is required for civics education Many universities
introduce specific programs for the ethics of global citizenship, especially in USA; for
example, they offer certificates in intercultural communication to promote the ethics of
global citizenships.
RESOURCES: Abdi, A. A. and Shultz, L. (Eds.). (2008). Educating for Human Rights and Global
Citizenship.
Retrieved fromhttps://books.google.dz/books?id=MR7PeCZE9b0C&printsep

=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
Citizenship
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