Social Science · Class 10

Active learning ideas

Globalisation: Production Across Countries

Active learning helps students grasp the complexities of globalisation by moving beyond textbook definitions. When students role-play boardroom decisions, analyse real-world cases, and trace supply chains, they see first-hand how MNCs balance costs, benefits, and trade-offs in production networks.

• CBSE Learning Outcomes
• CBSE: Globalisation and the Indian Economy - Class 10

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

Activity 01

• Role Play
• 45 min · Small Groups

Role Play: MNC Board Meeting

Divide class into groups: one as MNC executives, others as country representatives pitching investments based on labour costs, infrastructure, and policies. Groups deliberate factors and decide on FDI location. Conclude with presentations on choices.

Explain how Multinational Corporations (MNCs) control production in multiple countries.

Facilitation Tip

In the Role Play: MNC Board Meeting, assign roles like CEO, HR manager, and government official to push students to consider multiple perspectives before making decisions.

What to look for

Pose this question to small groups: 'Imagine you are advising the government of a developing country. What three incentives would you offer an MNC to set up a manufacturing plant, and what three regulations would you put in place to protect local workers and the environment?' Have groups share their top incentive and regulation.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Case Study Analysis
• 35 min · Pairs

Case Study Analysis: FDI in Indian IT Sector

Provide case studies on companies like Infosys partnering with foreign MNCs. In pairs, students identify attractions for investment, note benefits like jobs and technology transfer, and discuss challenges. Share findings in class plenary.

Analyze the factors that attract MNCs to invest in developing countries.

Facilitation Tip

For the Case Study: FDI in Indian IT Sector, provide a short video clip or article about a real MNC to ground abstract concepts in concrete examples.

What to look for

Provide students with a short case study of an MNC setting up operations in India. Ask them to identify: (1) one reason the MNC chose India, (2) one potential benefit of this FDI for India, and (3) one potential challenge for local businesses or workers.

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

Activity 03

• World Café
• 40 min · Whole Class

Supply Chain Mapping: Mobile Phone

Whole class traces a smartphone's journey from design in USA to assembly in China and sales in India. Students add sticky notes on stages, MNC roles, and economic impacts. Discuss how globalisation enables this.

Evaluate the impact of foreign direct investment (FDI) on host economies.

Facilitation Tip

During Supply Chain Mapping: Mobile Phone, have students work in pairs to trace at least five components to show the global reach of production.

What to look for

On a slip of paper, ask students to define 'Foreign Direct Investment' in their own words and list one example of a product whose production likely involves globalisation and MNCs.

• Understand
• Apply
• Analyze
• Social Awareness
• Relationship Skills

Activity 04

• Formal Debate
• 50 min · Small Groups

Formal Debate: FDI Benefits vs Drawbacks

Form two teams per group to argue for and against FDI in India, using examples like retail sector. Provide evidence cards. Vote and reflect on balanced views.

Explain how Multinational Corporations (MNCs) control production in multiple countries.

Facilitation Tip

In the Debate: FDI Benefits vs Drawbacks, give students five minutes to prepare opening points using notes from earlier activities to ensure depth in discussion.

What to look for

Pose this question to small groups: 'Imagine you are advising the government of a developing country. What three incentives would you offer an MNC to set up a manufacturing plant, and what three regulations would you put in place to protect local workers and the environment?' Have groups share their top incentive and regulation.

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

A few notes on teaching this unit

Teachers should avoid presenting globalisation as a uniform process. Instead, use varied activities to highlight that location choices depend on infrastructure, policies, and market access, not just labour costs. Research shows that when students analyse real cases, they develop critical thinking and retain concepts longer than through lectures alone.

By the end of these activities, students should be able to explain how MNCs organise production across countries, evaluate the impacts of FDI on local economies, and justify their positions with evidence from case studies and discussions.

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Watch Out for These Misconceptions

• During Role Play: MNC Board Meeting, watch for students assuming MNCs only care about profits and ignore worker rights or local benefits.

  Use the role-play debrief to ask groups to tally how often profit motives versus social or environmental concerns came up in their discussions, then compare groups to highlight missed perspectives.

• During Case Study: FDI in Indian IT Sector, watch for students oversimplifying FDI as only about cheap labour.

  Have students revisit the case study to underline non-labour factors like government policies, skilled workforce, and market access, then ask them to rank these in order of importance for the MNC.

• During Supply Chain Mapping: Mobile Phone, watch for students believing FDI is purely beneficial aid.

  After mapping, ask students to note where profits flow back to foreign investors and how this connects to local economic risks, then discuss these points in a class circle.

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Methods used in this brief

• Role Play
• Case Study Analysis
• World Café
• Formal Debate