THE WORLD ON A STRING

By Debbie Robertson, Adapted by Anne Linn

OVERVIEW
This activity will demonstrate to students how interconnected our world is. Students will see how a crisis in one place in the world can effect a great number of other places in the world.

TEACHING LEVELS: Grades 3 and up

GEOGRAPHIC THEMES
Location, place, movement, regions, human/environment interaction

CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS
Standard 11- Patterns and networks of economic interdependence Standard IS- How physical systems affect human systems

MATERIALS
Index Cards
String
Trade Guide Handout

OBJECTIVES
1. Students will discuss the importance of exporting and importing
2. Through the activity students will see how interconnected many countries of the world are.
3. Students will realize how physical systems affect trade

SUGGESTED PROCEDURE
1. Have students stand in a large circle, explain that each will be a different country. Give each student a card with the country name on one side-The exported product and trading partner is listed on the other side. Cards should be mixed up.
2. The teacher will need to be the moderator and carry the ball of string in order to prevent confusion for some groups; however, some more mature groups may toss the string over the top of the web.
3. Ask for the country of South Africa to begin. Student will say: "I am the country of Afghanistan and I export dried fruit to Libya", then Libya will proceed with "I am the country of Libya........."
4. The string will pass over the circle (with the help of the teacher) to freely move over the web being created.
5. When all countries have been handed the string, the teacher will then create shortages. (Example 1: "The wheat crop was destroyed in Argentina this year due to fighting that broke out between neighboring countries. This put a burden on Canada to supply Cuba with wheat due to the shortage. All countries exporting wheat need to tug on the string." Example 2: "OPEC--Oil Producing and Exporting Countries--has decided to hold all oil exports until prices are agreed upon. All oil exporting countries now tug.") Ask those that feel the tugs directly to raise their hands.

6. Then ask them to tug. Ask those who are now indirectly related--those who are indirectly affected by the initial conflict, but feel the secondary fallout of the economy--to also raise their hands.

7. While in the circle discuss the possibilities of conflict and who might be affected. Ask how this affects our economy. Then ask the students to write a response to the activity using the steps in the evaluation.

Evaluation: Write a response to the activity by completing and explaining with evidence the following statments.