Activity 01
The 'Made In...' Audit
Students examine the labels on their personal belongings (clothes, bags, phones) to find out where they were manufactured. They then plot these countries on a world map to visualise global supply chains and our daily connection to them.
Explain what is meant by globalisation and identify its key characteristics.
Facilitation TipEncourage students to think about the entire journey of one product, from raw materials to their hands.
What to look forA 'gallery walk' where students move around the classroom to view different images (e.g., an MNC logo, a protest, a cultural festival) and write down how each image relates to globalisation.
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Activity 02
Globalisation Debate: Boon or Bane for India?
Divide the class into two groups to debate the motion: 'Globalisation has been more beneficial than harmful for India'. Students must use examples related to economy, culture, and politics to support their arguments.
Analyse the different types of global flows that constitute globalisation.
Facilitation TipProvide students with a list of keywords and concepts beforehand to help them structure their arguments.
What to look forA research-based essay on the topic: 'Globalisation is a double-edged sword for developing countries like India.' Students must use evidence to support their arguments.
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Activity 03
Mapping the Flows
In small groups, students choose one example of a global flow: a commodity (like coffee), an idea (like democracy), or capital (like foreign direct investment). They create a visual flowchart or map tracing its movement across the globe and its impact at different points.
Evaluate whether globalisation is a recent phenomenon or has historical roots.
Facilitation TipSuggest using different colours or symbols to represent positive and negative impacts along the flow path.
What to look forStudents complete a K-W-L (What I Know, What I Want to Know, What I Learned) chart about globalisation at the beginning and end of the topic to reflect on their learning journey.
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Generate Complete Lesson→A few notes on teaching this unit
Begin with the tangible and personal: what global products do students use? Use this as a bridge to introduce the concept of global flows. Then, use case studies and debates to explore the more complex political and cultural dimensions, always linking back to the Indian context. Encourage students to see globalisation not as a monolithic force, but as a complex process with diverse outcomes.
Students will be able to analyse news headlines, advertisements, and even their own daily choices through the lens of globalisation, identifying its political, economic, and cultural impacts on India.
Watch Out for These Misconceptions
Globalisation is only about economics, like MNCs and trade.
Globalisation is a multi-dimensional process. It includes political aspects (like international treaties), cultural aspects (like the spread of Bollywood movies or K-pop), and the movement of people (migration and tourism), not just money and goods.
Globalisation is a very new thing that started in the 1990s.
While the speed and scale of globalisation are recent, the process of global interconnectedness has deep historical roots. The ancient Silk Route, for example, was a form of globalisation that connected Asia with Europe through trade and the exchange of ideas.
Globalisation means Americanisation or Westernisation.
While Western culture has a significant global influence, globalisation is not a one-way street. Ideas and products flow from many different parts of the world. For example, the global popularity of yoga from India or anime from Japan shows that cultural influence is multi-directional.
Methods used in this brief