How to Make an
Apple Pie and See the World
by Marjorie Priceman
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.
Indiana Social Studies Academic Standards
#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.
Objectives: Upon completion of this
lesson/activity, students will be able to…
Map of the world with or with out country
Book -- How to Make an Apple Pie and See the
understand natural resources and where they
grasp the concept of interdependence.
locate the ingredients to make an apple pie
around the world.
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.
Read the story. Have the students keep
a list of the countries visited during the story.
Write the definitions of productive and natural
Distribute the Resources Chart.
Have the students identify all of the productive
resources and natural resource mentioned in the book.
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.
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)
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)
What forms of transportation did the girl
use to travel from place to place? (banana boat, steamship, train,
plane, bus, bike)
What are some other products our country trades
with the countries on the map? (Sri Lanka-clothing; Italy-pasta;
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!)
The students shall be evaluated by their
contribution to the class discussion as well as the completed maps.
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.
Have the students research the ingredients
for a Snickers Bar.
Field Trip: Go to a manufacturer of
some food product, such as Frito Lay, Zachary Confections, etc.
Besides a food product, choose another product
to follow it’s assemble from start to finish. Such as a crayon or
Read How is a Crayon Made? Or Deadline!
From News to Newspaper.