Ge3 Module 4
Ge3 Module 4
Ge3 Module 4
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.
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.
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
GE 3
THE CONTEMPORARY WORLD
Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: [email protected]
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
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
THE CONTEMPORARY WORLD
Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: [email protected]
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
(Copy the instruction/s and question/s. Use a separate sheet using the module output template
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
THE CONTEMPORARY WORLD
Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: [email protected]
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:
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?
GE 3
THE CONTEMPORARY WORLD
Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: [email protected]
DISCUSSIONS
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
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.
“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)
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
(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. 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
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
THE CONTEMPORARY WORLD
Instructor: Mae Ann T. Pacunla
Facebook account: Mae Ann Pacunla
Email address: [email protected]
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