Global Interdependence
Levels 1&2

Teaching Level:

Grades 5-10 (or any grade level with modifications)

Main Lesson Ideas:

This lesson introduces the concept of global interdependence by exploring the origins of many of the goods that students wear and use every day.

Objectives:

The students should be able to:
1. Give examples of ways in which they are connected with other places in the world.
2. Give examples of a developed country and a developing country.
3. Give examples of ways the United States relies on other countries for goods.

Materials:

1. World wall map.
2. Student reference maps.
3. Geographic reference materials such as an atlas, encyclopedia, and the Internet.
4. Peel-off dot stickers.

Lesson Discussions:

Emphasize the interconnectedness of humans by reviewing trade concepts and human/environment interaction. Ask students to imagine a week in which all the things they use, wear, and eat were limited to items produced in their state. (Refer students to reference materials to find the goods produced in your state.) What items would be available? What items would not be? What would be the consequences? (Students may suggest that among the items unavailable would be most small appliances, cars and the fuel to run them, fruits and vegetables grown elsewhere in the United States and in other countries, coffee, tea, and chocolate.)

Class Activities:

1. Distribute maps and reference materials.

2. Ask the students where they think most of their clothing and shoes are made. List their responses on the board. Next, ask the students to find out where their clothing and shoes are made by checking the labels (a partner may be needed).

3. Have each student label the countries on the world map. Students should consult the geographic reference materials. (Caution the students that the use of the Union Jack, symbol of the United Kingdom, as a decoration on their clothing does not necessarily indicate its point of origin.)

4. Continue this activity, finding the origins of other items commonly found with the students or in the classroom. Such items are watches, sports equipment, and lunch-box items (bananas, out-of-season fruits).

5. Have the students use sticker dots to mark the locations of the countries of origin on the world wall map.

6. Pursue these questions:
   Are there dominant regions indicated by the stickers on the map?
   How do events in other parts of the world affect these dominant regions?
   Do we live independently of other nations, or are we dependent?

7. More advanced questions:
   What are some consequences that this dependency may have on technologically developed nations?
   How does this dependency affect foreign policy decisions in technologically developed nations?
   What recent world events or policy decisions might be explained by such dependency?
   What are the advantages and disadvantages of interdependence?

Possible Extensions of This Lesson:

1. Have students inventory items in their homes, such as kitchen equipment, rugs, furniture, food in the refrigerator, and articles of clothing. Make a list of locations of origin and have students mark those locations on world maps. Compile all class information on a large world wall map. Discuss distribution of goods, and see if students can make any inferences about regions and products.

2. Use separate maps for various items and products, and display them in classrooms or school hallways. Save the maps to show changes from one school year to the next.

3. Have students use maps, textbooks, encyclopedias, and other reference materials to determine the physical and human characteristics of places that produce the items inventoried and mapped. Ask students to interview local merchants about how their goods are delivered. Does transportation vary with the value of the item? What other factors affect the choice of transportation means and routes?

4. Have students create posters, flyers, or papers that illustrate the concept of interdependence.

Click on map to view a full map