Toolbox Lessons

“I, Pencil” lesson (Geography, econ) 45 min (Middle School)

Learning objectives: ID parts of a pencil, locate countries with major pencil producing materials
on map, create maps of trade/transport networks, and discuss factors of global trade

Materials used: Youtube 5 minute “I, Pencil” video as a hook, natgeo worksheet “geography of
a pencil”, google earth/internet maps on student tablets for reference, large printed world
maps for group work (created artifact), colored markers and of course pencils.

Sequence of lesson and approx time:

1. Introduce topic and learning objectives, show 5 minute youtube video “I, Pencil (7 min)

2. Hand out 1 new pencil to each student, Call on students to identify component parts of a
pencil (3 min)

3. Call on students to identify geographic origins of pencil making materials (wood, rubber,
aluminum etc), hand out natgeo worksheets, and Place on a world map all the major pencil
material producing nations (5). (6 min)

4. Group work. 6 groups ideally. 1 for each major pencil material producing nation (5 factory
nations), and one representing the US (the consumer market). Explain the role of each group. (5
min)

5. Have student groups brainstorm ideas for global material distribution (transportation etc)
and write a list. All groups share their list and discuss pros and cons and political or
environmental factors involved. (6 min)

6. Have student groups work on their maps. 5 factory groups will develop material flow charts
on their maps with the markers showing how they will get their final product to the US (arrows
symbols etc). US group does this in reverse (how materials and ultimately final product will get
to them) (10 min)

7. Groups (5) present their plans to class. US group decides who gets the bid. Groups make the
case for their factory. (8 min)
Current events/global issues article deeper reading lesson: Famine 45 min (High
School)
Learning objectives: Learn about 2 historical famines, learn about current food crises in
Somalia, S Sudan, Yemen, and Nigeria, create a working definition of “famine”, and understand
factors that create famines, compare and contrast historical and present day famines

Materials used: Online article on historical famines to read, online Washington post article on
current famines, worksheet (graphic organizer) to be filled in as they read, worksheet with 5
discussion questions on readings.

Sequence of lesson and approx time:

1. Introduce the topic and ask students about their prior knowledge. (Ask about their
knowledge of the definition of famine, historical famines, current famines etc). Tell students
their objectives for the lesson. (7 min)

2. Hand out printed articles or have them access their tablets for the online articles and hand
out the reading worksheets. Instruct them to do the historical famines reading and follow the
worksheets. (10 min)

3. Instruct them to do the Washington Post reading and fill in the worksheet as they go (15 min)

4. Have students fill in the discussion questions and discuss and review with the class (8 min)

Worksheet looks like this:

1. Define Famine in your own words:

2. Read the “Famines throughout History” article and fill out the chart below as you go.

3. Read the Washington Post article “Starving to Death” and continue to fill out the chart
below.

Country Ireland China S. Sudan Somalia Nigeria Yemen

1845-1850 1959-1962 2017 2017 2017 2017
Factors
leading to
crisis
Number of
people
affected
Responses
to the crisis
Discussion Questions

1. What factors (political, economic, social, environmental) lead to food shortages and famines?

2. How do these factors lead to food shortages and famines?

3. Did you observe any similarities between the causes of historical and current famines? Did
you notice any differences?

4. Did you notice any similarities or differences between the ways in which people responded
to famines in the past and the response to current famines?

5. Before this activity, had you heard about the food crises taking place around the world
today? In your opinion, why might this be the case?
Mapping Food from the Old and New World 45 min (Middle School)

Learning Objectives: Understand the difference between the terms “old world” and “new
world”, categorize different (commonly eaten) foods by their geographic origin and locate on a
map

Materials used: Large world map (Atlantic Ocean centered), pictures of food items, tape,
worksheet to categorize food items

Sequence of lesson and approx time:

1. Introduce topic. Discuss geographic distance, long sea voyages, prior to Columbus Europeans
were unaware of much of what we eat today and vice versa. (8 min)

2. Students get in 5 groups; hand out 1 worksheet and 1 set of food pictures per group (5 min)

3. Allow groups to fill out their worksheets based on their best guess which food came from
which region. (8 min)

4. One student from each group comes up to world map and tapes up the pictures of food
based on their worksheet entries (7 min)

5. Class discussion on the results/differences in results between groups (5 min)

6. Show the correct answers. Class discussion about common misconceptions and biggest
surprises. Review New world/ old world concept (12 min)

Sample of a Worksheet

From your packet of food pictures, write down your best guess as to whether it belongs in the
new world or old world category.

NEW WORLD OLD WORLD

Answer key

New World Old World

Turkey Chicken
Corn Wheat
Chocolate Olives
Tomato Apple
Potato Lettuce
Lime Oats
Lima Bean Peas