This username and password
combination was not found.

Please try again.

Hotchalk Global

view a plan

Michelle Hofmann


Social Studies  


4, 5, 6  

Michelle Hofmann


4th through 6th+grade

September 15, 1996, 45 minutes, two days

Performance Expectations:

Students will be aware that we live in an international community once they have finished this activity. Students will be able to identify some of the countries they found clothing items from. Students will discover that World Geography is not just a study of places on a map, but that there are people who interact indirectly with them.

Materials Needed:

Students will use their own clothing and shoes. Each student will need a blank world map with political boundaries drawn on it. Students will need a world atlas or a text with maps. They will need access to encyclopedias. They will need butcher paper or posterboard and colored pencils.



  1. Have the students read the labels in their clothing and write down where they were made, including where their shoes come from.
  2. Discuss that different countries produce their clothing.
  1. Once they have made their list, give students a blank world map and have them locate the country, label, it and color it on the map.
  2. Record the incidence of each country they found.
  3. Represent this data in different types of graphs.
  4. Tell them to go home and look through their clothing, recording the origin of each.
  5. Add to the map and the graph.
  6. Note that some companies produce all their clothing in one or many countries. You could choose a brand and map the different manufacturing sites around the world.


Students should discuss how they are all part of an international world community. This activity can also be used in the following adaption possibilities.


Students could discuss, research, plot, and graph the different materials that their clothes are made from. How does each material come into being? Is the environment affected? Discuss the different clothing of each culture itself. And, why do they produce this clothing when they do not wear such items themselves???

This could delve into multicultural readings. Children could discuss their own heritages or the different cultures within their own community.


Cooperation and group participation is large in this assessment process. Analyze how the child contributed to the research and data collection.


Keddington, Peggy. “We live in an international community,” (September 27, 1996).

Print Friendly, PDF & Email