This lesson asks students to figure out where their belongings came from and to consider the reasons why many items are imported from other countries. They will list the locations of origin for the items they use on a typical morning. Students will conclude by researching the export industries of an East Asian country and writing paragraphs describing this country's exports to the United States.

Geography, current events, social studies

Standard 11: "The patterns and networks of economic interdependence on Earth's surface"

Three to four hours

• Computer with Internet access
• Blank Xpeditions outline maps of the world, two for each student
• Writing materials

Students will

• figure out where classroom items came from;
• discuss the reasons why not all of our belongings come from our own country;
• read "Lizzie's Morning," and list and map the places where the items and processes in this article came from;
• list the items they use during a typical morning and the places where these items come from, and map those locations;
• compare their lists and maps with the class; and
• research an East Asian country's economy and industries, and write essays describing this country's exports to the U.S.

Have students noticed labels saying "Made in..." on their clothes or other belongings? Have them look at some of the things in the classroom to see where they come from.

Discuss with the class the reasons why we use things made in different countries rather than only using things made in the United States. Some items aren't made in the United States at all and have to be purchased from abroad. Other items may be cheaper or easier to make in other countries. Additionally, some U.S. companies employ factory workers overseas to make products for the U.S. market.

Have students read the short story "Lizzie's Morning" (available at the Xpeditions activity of the same name) and list the items and processes described and the places where they originated. Have students mark these places on a blank Xpeditions outline map of the world.

For homework, ask students to keep track of their own global experiences by listing the items they use during a typical morning while getting ready for school. Ask them to find out where these items come from and to map them on another world outline map.

Have students return to class and compare their list and map with the rest of the class. Which regions of the world seem to produce the most items that students use? Chances are good that their belongings are primarily from the United States or East Asia. Ask them to discuss why they think this would be the case.

Have students research one of the East Asian countries on their list (e.g., Taiwan, China, or Indonesia) to find out about that country's economy and export industries. They can use the CIA World Factbook for this research. Have them write brief essays describing the products that this country exports and explaining whether they have seen any of these products in their daily lives.

Challenge students to see if they can find items in their house from each of the six permanently inhabited continents. From what continent do most of their belongings come from? What are the second and third most common continents?

National Geographic: Xpeditions Activity—Lizzie's Morning