Humanities and Social Sciences · Year 9

Active learning ideas

Globalisation: Concepts & Drivers

Active learning works for globalisation because students often see it as abstract or distant. Hands-on mapping, simulation, and product tracing make invisible connections visible, turning textbook concepts into tangible experiences that stick.

• ACARA Content Descriptions
• AC9G9K04

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Concept Mapping
• 45 min · Small Groups

Mapping Activity: Drivers of Globalisation

Provide world maps for small groups to mark technology hubs (e.g., Silicon Valley), major trade routes (e.g., Silk Road modern equivalents), and migration corridors (e.g., Asia to Australia). Groups add two examples per driver and arrows showing flows. Conclude with a class gallery walk to share findings.

Explain the various dimensions of globalisation (economic, cultural, political).

Facilitation Tip

During the Mapping Activity, provide large world maps and coloured pencils so students can visually trace flows of goods, information, and people across continents.

What to look for

On a small card, ask students to write: 1. One example of a cultural dimension of globalisation they observe in Australia. 2. One way technology has made global trade faster. 3. One difference between globalisation and internationalisation.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 02

• Simulation Game
• 50 min · Pairs

Simulation Game: Trade Negotiation

Assign roles as country representatives in pairs. Each pair negotiates a trade deal considering technology costs and migration clauses. Groups present outcomes, then whole class votes on fairest deal and discusses real-world parallels like WTO talks.

Analyze how advancements in communication and transport technology accelerate globalisation.

Facilitation Tip

In the Trade Negotiation Simulation, assign clear roles (e.g., country representatives, trade negotiators) and provide scenario cards with specific trade barriers to debate.

What to look for

Pose the question: 'Imagine you are a government advisor. Which driver of globalisation (technology, trade, or migration) do you believe has the biggest impact on Australia today, and why?' Allow students to share their reasoning in small groups before a class discussion.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Concept Mapping
• 40 min · Individual

Trace the Product: Supply Chain Hunt

Individuals select a product (e.g., banana, phone) and research its journey online, noting drivers at each step. In small groups, compile into flowcharts. Share digitally for class feedback on economic and cultural impacts.

Differentiate between globalisation and internationalisation.

Facilitation Tip

For the Supply Chain Hunt, ask students to physically trace an everyday product from origin to shelf, using labels or QR codes to reveal each step in the chain.

What to look for

Present students with a list of scenarios (e.g., a local café sourcing coffee beans from Colombia, an international treaty signed by Australia and Japan, a popular K-Pop band performing in Sydney). Ask them to classify each scenario as primarily internationalisation or globalisation, and briefly justify their choice.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 04

• Concept Mapping
• 35 min · Small Groups

Timeline Format: Tech Accelerators

Small groups build timelines of transport/comms tech (e.g., steamships to internet). Add globalisation milestones and predict future drivers. Present to class with evidence from sources.

Explain the various dimensions of globalisation (economic, cultural, political).

Facilitation Tip

During the Tech Accelerators timeline activity, provide pre-cut historical images and events so students focus on sequencing and cause-effect relationships rather than illustration skills.

What to look for

On a small card, ask students to write: 1. One example of a cultural dimension of globalisation they observe in Australia. 2. One way technology has made global trade faster. 3. One difference between globalisation and internationalisation.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

A few notes on teaching this unit

Teachers should balance global examples with local relevance to build connection. Avoid overwhelming students with data; instead, use case studies they can relate to, like a smartphone they own or a food item in their lunchbox. Research shows that role-play and spatial mapping help students grasp complex systems better than lectures alone.

Students will demonstrate understanding by identifying multiple drivers of globalisation in real-world examples and explaining how they interconnect. Look for clear links between technology, trade, and migration in their explanations and maps.

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Watch Out for These Misconceptions

• During the Mapping Activity, watch for students who only mark trade routes or economic flows.

  During the Mapping Activity, ask groups to use three colours: one for goods, one for information, and one for people. Have them present one example of each type during sharing to ensure multiple dimensions are included.

• During the Trade Negotiation Simulation, watch for students who assume trade always benefits everyone equally.

  During the Trade Negotiation Simulation, provide scenario cards that highlight uneven benefits, such as job losses in one country or environmental impacts. After the activity, facilitate a debrief asking which scenarios produced winners and losers.

• During the Tech Accelerators timeline activity, watch for students who assume globalisation began with the internet.

  During the Tech Accelerators timeline activity, provide images of ancient trade routes and early communication tools. Ask students to discuss how these laid the groundwork for modern technology in small groups before finalising their timelines.

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Methods used in this brief

• Concept Mapping
• Simulation Game