Geography · Year 12

Active learning ideas

Global Production Networks

Active learning helps students grasp the complexity of global production networks because these systems involve multiple stakeholders, competing interests, and real-world consequences. By simulating negotiations, analyzing case studies, and discussing dilemmas, students move beyond abstract concepts to see how governance, economics, and ethics intersect in tangible ways.

• National Curriculum Attainment Targets
• A-Level: Geography - Global Systems and Global Governance
• A-Level: Geography - Economic Globalization

• 25–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Whole Class

Simulation Game: The Antarctic Treaty Summit

Students represent different nations (some with territorial claims, some without) and must negotiate a new agreement on mining in Antarctica. They must find a way to balance economic interest with environmental protection.

Analyze how TNCs leverage global production networks to maximize profit.

Facilitation Tip

During the Antarctic Treaty Summit simulation, assign specific roles to students based on real nations’ positions to ensure diverse viewpoints are represented in negotiations.

What to look for

Ask students to write down the definition of 'offshoring' in their own words and provide one reason why a company might choose to offshore production. Collect these to gauge initial understanding.

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

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: NGO Impact Report

Groups research a specific NGO (like Greenpeace or WWF) and their work in a global common. They create a 'report card' evaluating how effective the NGO has been in influencing global policy.

Evaluate the socio-economic impacts of global supply chains on developing countries.

Facilitation Tip

For the NGO Impact Report, provide a clear rubric so students focus on analyzing data rather than debating formatting choices.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are a consumer. How might the global production network of your favorite smartphone impact workers in Southeast Asia and the environment?' Encourage students to consider both positive and negative impacts.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Tragedy of the Commons

Students are given a scenario about overfishing in international waters. They discuss why individual fishermen might keep fishing even if they know the stocks are low, then share their ideas on how to solve the problem.

Explain the concept of 'offshoring' and 'reshoring' in the context of global production.

Facilitation Tip

In the Think-Pair-Share activity, give students 2 minutes to jot down their initial thoughts on the Tragedy of the Commons before pairing up, to ensure all voices are heard.

What to look for

Provide students with a blank world map. Ask them to identify and label two countries involved in the supply chain of a common product (e.g., coffee, electronics) and briefly explain the role of each country in the production network.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by grounding abstract concepts in concrete examples, such as using the Antarctic Treaty System to illustrate how nations cooperate despite competing claims. Avoid overloading students with treaty details; instead, focus on the principles of governance and sustainability. Research suggests role-playing and problem-based tasks improve retention and critical thinking in global issues.

Successful learning looks like students confidently explaining how shared resources are managed, identifying the role of treaties in protecting the global commons, and critiquing the effectiveness of international cooperation. They should also demonstrate the ability to analyze real-world examples and consider multiple perspectives in their discussions.

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Watch Out for These Misconceptions

• During the Antarctic Treaty Summit simulation, watch for students assuming Antarctica is governed like a single country or territory.

  Use the 'Who Owns Antarctica?' mapping task during the simulation to clarify the difference between territorial claims and the Antarctic Treaty System’s governance model. Have students annotate their maps with treaty articles that supersede individual claims.

• During the Think-Pair-Share activity, watch for students conflating global governance with a centralized world government.

  Incorporate a 'governance vs. government' sorting activity as a warm-up to the Think-Pair-Share. Provide examples of treaties, NGOs, and multilateral agreements, and ask students to categorize them to reinforce the idea of distributed authority.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share