Grade Level:  K - 7

Purpose:  How to Make an Apple Pie and See the World is a story of a young girl wishing to make an apple pie.  As she goes to the store to buy ingredients, she discovers the store is closed.  She must then travel the world to find the necessary ingredients (interdependence).  She travels to specific countries that specialize in certain products.

Geography Standards Addressed:

 #1:  How to use maps and other geographical representations, tools, and technologies to acquire, process, and report information from a spatial    perspective.
#2:  How to use mental maps to organize information about people, places, and environment in a spatial context.
#3:  How to analyze spatial organization of people, places and environments on Earth’s surface.

Materials:

• Map of the world with or with out country names
• Book -- How to Make an Apple Pie and See the World
• Resources Chart
• Pencil
• Colored pencils

1. understand natural resources and where they come from.
2. grasp the concept of interdependence.
3. locate the ingredients to make an apple pie around the world.

1. Define and discuss global interdependence (when people and nations depend on one another to provide each other’s wants).  Have the students listen for the “wants” throughout the story.
2. Read the story.  Have the students keep a list of the countries visited during the story.
3. Write the definitions of productive and natural resources.
4. Distribute the Resources Chart.
5. Have the students identify all of the productive resources and natural resource mentioned in the book.
6. Next, pass out the world maps.  Have the students color the countries visited by the girl.  Then have them insert arrows showing the route the girl took during her travels.

1. Why is global interdependence so important?  (to be able to get goods we are unable to produce here or get the goods at a lower price)
2. What does it mean to specialize?  What are examples of specialization in the book?  (Jamaica-sugar plantations; Sri Lanka-Cinnamon; France-elegent French chickens; Italy-superb semolina wheat; Vermont-apples; England-cow)
3. What forms of transportation did the girl use to travel from place to place?  (banana boat, steamship, train, plane, bus, bike)
4. What are some other products our country trades with the countries on the map?  (Sri Lanka-clothing; Italy-pasta; France-
5. Could the girl obtain these ingredients by staying within the United States?  If so, which states would she have to visit?  (apples-Washington, wheat-Kansas; cow/milk-Wisconsin; chickens-Arkansas; sugar-Hawaii; cinnamon-global interdependence!)

Follow-up Activities/Extensions

1. Have the students bring in ingredients to make apple pies.  Have an apple pie and ice cream party as a special reward.  Work with the Practical Arts teacher and have the students make apple pies in their class.
2. Have the students research the ingredients for a Snickers Bar.
3. Field Trip:  Go to a manufacturer of some food product, such as Frito Lay, Zachary Confections, etc.
4. Besides a food product, choose another product to follow it’s assemble from start to finish.  Such as a crayon or pencil.
5. Read How is a Crayon Made? Or  Deadline! From News to Newspaper.