Give examples of ways the United States relies on other countries for goods
Opening the Lesson
To begin, emphasize the interconnectedness of humans by reviewing the themes of movement 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 encyclopedias to find the goods produced in your state.) What items would be available? What items would not be? What would be the consequences? Write student responses on the chalkboard. (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.)
Developing the Lesson
Distribute a world outline map to each student. Tell students that by the end of this activity they will better understand how dependent they are on other places in the world.
First, ask students where they think most of their clothing is made. List their responses on the board. Next, ask students to find out, with the help of a partner, where their shirts or blouses were made. If there is no label, have students check the labels on their sweaters, jackets, or other items of clothing. Have each student label that country on the world map. Allow students to consult an atlas or textbook to check locations.
Next, have students find where their shoes were manufactured. Caution them that the use of the Union Jack, symbol of the United Kingdom, as a decoration on their sneakers does not necessarily indicate point of origin. Have students locate the country on their world maps.
Proceed with this activity, finding the origins of other items that students know about or commonly have with them in the classroom. Some items that lend themselves well to this activity are watches, sports equipment, and lunch box items (bananas, out-of-season fruits).
Concluding the Lesson
Have students use stickers to mark the locations of the countries of origin on a world wall map. Ask students these questions: Are there particular regions of the world that dominate the maps? How do events in other parts of the world affect these dominant regions? Do we live independently of other nations, or are we dependent?
Ask students to name some of the 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?
Extending the Lesson
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 outline 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.
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.
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?
Assessing Student Learning
Have students create posters, flyers, or papers that illustrate the concept of interdependence.
Additional Reading
Anderson, Charlotte C., and Barbara Winston. “Membership in a Global Society: Implications and Instructional Strategies.” Journal of Geography, 76, no. 1, 1977.
Wolken, Lawrence C. “The International Pencil: Elementary Level Unit on Global Interdependency.” Journal of Geography, 83, no. 6, 1984.
This lesson from TC Tool Kit: A Resource for Teacher-Consultants, National Geographic Society, 1993.
