History · Secondary 3

Active learning ideas

Globalisation and its Discontents in Singapore

Active learning works for this topic because students need to connect abstract economic concepts to real daily experiences in Singapore. When they see how global trade affects their own lives, the tension between opportunities and inequalities becomes more concrete and meaningful.

• MOE Syllabus Outcomes
• MOE: Singapore in the Global World - S3

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 50 min · Whole Class

Formal Debate: Open vs. Protected

Divide the class into two groups. One group argues for keeping Singapore's borders and economy as open as possible to remain competitive. The other group argues for more protections for local workers and a slower pace of globalisation.

Analyze how globalisation has impacted income inequality and social stratification in Singapore.

Facilitation Tip

During the Structured Debate, assign clear roles so every student participates and feels responsible for contributing to the team’s argument.

What to look for

Pose the question: 'Is Singapore's identity as a global hub primarily a source of strength or a cause of division?' Ask students to take a stance and support it with at least two specific examples discussed in class, referencing both economic benefits and social tensions.

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

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Global City Impact

Groups research how being a 'global city' affects a specific area of life (e.g., the arts, food, housing, or the job market). They must identify one positive and one negative impact and present their findings.

Evaluate the social and cultural impacts of Singapore's identity as a 'global city'.

Facilitation Tip

For Collaborative Investigation, provide a data set with clear headings so students can focus on analysis rather than formatting spreadsheets.

What to look for

Students write down one specific policy Singapore has implemented to balance global openness with local interests (e.g., foreign worker quotas, local enterprise support). They then briefly explain why this policy is necessary.

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

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Globalisation and Inequality

Students reflect on why globalisation can lead to a wider gap between the rich and the poor. They share with a partner one way the government can help those who are 'left behind' by global trends.

Explain how Singapore balances being open to the world with protecting local interests and identity.

Facilitation Tip

In Think-Pair-Share, give students 3 minutes to write before turning to a partner, ensuring quieter students have time to form thoughts.

What to look for

Present students with two contrasting statements about globalization's impact on Singapore (e.g., 'Globalization has created more opportunities for all Singaporeans' vs. 'Globalization has widened the gap between the rich and the poor'). Ask students to indicate which statement they agree with more and provide one piece of evidence from the lesson to justify their choice.

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

A few notes on teaching this unit

Start by anchoring the discussion in students’ lived experience, such as the brands they use or the services they rely on. Research shows that when students see globalisation as part of their everyday world, they engage more deeply with policy trade-offs. Avoid presenting globalisation as an abstract force; instead, frame it as a set of choices Singapore makes to grow its economy while protecting its people.

Successful learning looks like students using evidence from Singapore’s economy to debate policy choices, identifying both benefits and drawbacks of globalisation. They should articulate trade-offs between economic growth and social cohesion, showing they understand Singapore’s unique position as a global hub.

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Watch Out for These Misconceptions

• During Structured Debate, watch for students assuming globalisation only affects large economies.

  Use the 'global links' activity materials to show students a list of everyday items with their countries of origin, and ask them to calculate how many come from outside Singapore.

• During Collaborative Investigation, watch for students believing foreign talent policy only includes high-paid executives.

  Direct students to the 'diversity of the workforce' chart and ask them to count how many sectors are represented among foreign workers.

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Methods used in this brief

• Formal Debate
• Inquiry Circle
• Think-Pair-Share