HASS · Year 10 · The Globalising World · Term 4

Global Production and Supply Chains

Students will examine the complexities of global supply chains, from raw materials to finished products, and their economic implications.

• ACARA Content Descriptions
• AC9G10K04

About This Topic

The events of September 11, 2001, triggered a fundamental shift in international security and the beginning of the 'War on Terror.' This topic explores how these events changed global travel, surveillance, and the nature of conflict, with a focus on the rise of non-state actors like Al-Qaeda and ISIS. Students examine the tension between national security and individual civil liberties, a debate that has intensified in the digital age.

For Year 10 students, this unit is a study in modern conflict and the role of the state in protecting its citizens. It highlights how globalisation has made nations more vulnerable to transnational threats. Students grasp these complex issues through active learning strategies like debating surveillance laws, investigating the impact of 9/11 on international travel, and simulating the ethical dilemmas faced by security agencies.

Key Questions

1. Analyze why modern products are assembled from components sourced globally.
2. Explain the concept of 'just-in-time' manufacturing in global supply chains.
3. Evaluate the economic efficiencies and vulnerabilities of globalized production.

Learning Objectives

• Analyze the journey of specific components from raw material extraction to final product assembly in a global supply chain.
• Explain the operational principles and benefits of 'just-in-time' manufacturing within a global context.
• Evaluate the economic advantages and potential disruptions associated with sourcing materials and manufacturing globally.
• Compare the supply chain processes for two different consumer products, identifying key global hubs for each stage.

Before You Start

Economic Systems and Trade

Why: Students need a foundational understanding of different economic systems and the principles of international trade to grasp global production concepts.

Factors of Production

Why: Understanding land, labor, capital, and entrepreneurship is essential for analyzing where and why these factors are utilized in global supply chains.

Key Vocabulary

Global Supply Chain	The network of organizations, people, activities, information, and resources involved in moving a product or service from supplier to customer across international borders.
Just-in-Time (JIT) Manufacturing	An inventory strategy where materials arrive exactly when they are needed in the production process, minimizing storage costs and waste.
Outsourcing	The practice of contracting out a business process to a third-party supplier, often in another country, to reduce costs or improve efficiency.
Logistics	The detailed coordination of a complex operation involving many people, facilities, or supplies, particularly the movement and storage of goods.
Value Chain	The full range of activities required to bring a product or service from conception, through the different phases of production, delivery to final consumers, and final disposal.

Watch Out for These Misconceptions

Common Misconception

Terrorism is a new phenomenon that only started in 2001.

What to Teach Instead

Terrorism has a long history and has been used by various groups for different political goals for centuries. 9/11 was a significant escalation in scale and global impact, but not the beginning of the tactic. Using a 'history of conflict' timeline helps students put modern terrorism into context.

Common Misconception

National security is only about military strength.

What to Teach Instead

Modern security also involves cybersecurity, intelligence sharing, and addressing the root causes of radicalisation. Peer discussion of 'soft' versus 'hard' power in security helps students see the broader range of strategies used by governments.

Active Learning Ideas

Formal Debate: Security vs. Privacy

Divide the class to represent government security agencies and civil liberties advocates. They debate whether the government should have the power to monitor private communications to prevent terrorism. This helps students understand the difficult balance between safety and freedom in a democracy.

45 min·Whole Class

Inquiry Circle: The Impact of 9/11

In small groups, students research how a specific area of life changed after 9/11 (e.g., airport security, international law, or the portrayal of certain groups in the media). They present their findings as a 'Before and After' comparison. This helps them see the pervasive impact of a single historical event.

50 min·Small Groups

Think-Pair-Share: The Rise of Non-State Actors

Students read about the difference between a 'traditional' war between nations and a conflict involving non-state actors (like terrorist groups). They discuss in pairs why it is so difficult for traditional militaries to fight these groups. They then share their thoughts on how this has changed the nature of global conflict.

25 min·Pairs

Real-World Connections

• Consider the smartphone in your hand: its components might be designed in California, assembled in China, with rare earth minerals sourced from Africa, and shipped globally via international ports like Singapore or Rotterdam.
• The fast fashion industry relies heavily on global supply chains, with garments often manufactured in countries like Bangladesh or Vietnam and then rapidly distributed to retailers worldwide to meet changing trends.

Assessment Ideas

Quick Check

Present students with a list of common product components (e.g., microchips, cotton, lithium). Ask them to identify a potential country of origin for each and briefly explain why that country might be chosen for sourcing.

Discussion Prompt

Pose the question: 'If a major natural disaster occurred in a key manufacturing region, how might this impact the availability and price of products you use daily?' Facilitate a class discussion on the vulnerabilities of global supply chains.

Exit Ticket

Ask students to write down one advantage and one disadvantage of 'just-in-time' manufacturing for a large electronics company. They should provide a brief explanation for each.

Frequently Asked Questions

How did 9/11 change international travel?

It led to the creation of much stricter airport security, the introduction of biometric passports, and the sharing of passenger data between nations. It also changed the way we perceive 'risk' when traveling. Students can interview people who traveled before 2001 to see how different the experience was.

What is the 'War on Terror'?

It is a term used to describe the international military, legal, and political campaign led by the US and its allies following the 9/11 attacks. It included the wars in Afghanistan and Iraq. In class, students can evaluate the successes and failures of this campaign over the last two decades.

Why is the tension between security and privacy so important?

In a democracy, citizens value their privacy and freedom, but they also expect the government to keep them safe. Laws that increase surveillance can protect against threats but can also be misused to suppress dissent. Students can research specific laws like the 'Patriot Act' or Australia's 'metadata' laws to see this tension in action.

How can active learning help students understand international security?

Active learning strategies like debates on surveillance or investigations into the impact of 9/11 help students engage with the ethical and practical dilemmas of modern security. By taking on different perspectives, students see that there are no easy answers to protecting a globalised world. This approach fosters critical thinking about the role of the state and the rights of the individual.