Geography · Year 13

Active learning ideas

Dimensions of Globalisation

Active learning is crucial for understanding globalization because it moves beyond rote memorization to foster critical analysis of complex, interconnected systems. By engaging in hands-on activities, students can grapple with the multifaceted nature of globalization, moving from abstract concepts to concrete examples and personal connections.

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

• 45–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Jigsaw
• 60 min · Small Groups

Globalization Dimensions Jigsaw

Divide students into expert groups, each focusing on one dimension (economic, social, political, cultural). After researching their dimension, form new groups with one expert from each dimension to share findings and discuss interconnections.

Analyze how different dimensions of globalization are interconnected.

Facilitation Tip

During the Jigsaw expert group phase, circulate to ensure each group is identifying the core characteristics and key examples of their assigned dimension of globalization.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Concept Mapping
• 50 min · Small Groups

Historical Globalization Timeline

Students collaboratively create a digital or physical timeline, identifying key historical periods and events that demonstrate global interconnectedness prior to the 20th century. They then annotate these with brief explanations of their global significance.

Differentiate between hyperglobalist and skeptical perspectives on globalization.

Facilitation Tip

For the Historical Globalization Timeline, encourage students to use varied sources and consider the significance of events beyond simple dates, prompting them to think about cause and effect.

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

Activity 03

• Formal Debate
• 45 min · Whole Class

Formal Debate: Is Globalization New?

Assign students to argue either the hyperglobalist (globalization is new and transformative) or skeptical (globalization is an intensification of historical trends) perspective. Facilitate a structured debate, requiring evidence-based arguments.

Evaluate the extent to which globalization is a new phenomenon.

Facilitation Tip

In the Debate: Is Globalization New? activity, ensure students clearly state their position and use evidence gathered from previous activities to support their arguments, while also actively listening to opposing viewpoints.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

This topic benefits from a pedagogical approach that emphasizes inquiry and construction of knowledge, rather than direct transmission of information. Teachers can facilitate by posing provocative questions, providing diverse resources, and structuring activities that allow students to discover and debate the complexities of globalization themselves, avoiding oversimplification.

Successful learning means students can articulate the distinct yet interconnected economic, social, political, and cultural dimensions of globalization. They should be able to analyze how these dimensions influence each other and provide evidence from activities to support their claims about globalization's impact and historical trajectory.

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Watch Out for These Misconceptions

• During the Globalization Dimensions Jigsaw, watch for students who focus only on economic factors and neglect the social, political, or cultural aspects of globalization.

  Redirect students by asking them to find specific examples within their expert group's dimension that clearly demonstrate interaction with another dimension, such as how political agreements facilitate cultural exchange.

• During the Historical Globalization Timeline, students might present a linear, event-driven history without considering the interconnectedness or cyclical nature of global interactions.

  Prompt students to add annotations to their timeline entries that explain the *impact* of an event on other regions or dimensions of globalization, encouraging them to think about diffusion and reciprocal influence.

• In the Debate: Is Globalization New?, students may struggle to move beyond surface-level arguments and connect their claims to historical evidence or theoretical frameworks.

  Encourage debaters to reference specific points from the Historical Globalization Timeline or the Jigsaw activity as evidence for their arguments about the novelty or continuity of globalization.

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Methods used in this brief

• Jigsaw
• Concept Mapping
• Formal Debate