AMERICAN
MADE MOVIE
E D U C AT I O N A L
SUPPLEMENT
KN OWLED GE AND S K I LL S FOR
NE XT GE NERATION MANUFACTURIN G
AMERICAN
MADE MOVIE
MEETING THE
CHALLENGE
“ W E NE E D T O W O R K
W ITH TH E LO C A L
H IGH S CH O O LS,
M ID D LE S C H O O LS
AND E LE M EN T A R Y
S CH O O LS , B E C A U SE
TH E R E ’ S N O
VIS IBILITY T O T H E M
ABO U T TH E T Y PE S
O F TH ING S O U R
CO M P A NY N E E D S A S
F AR AS A SK I LLE D
LABO R F O R C E . ”
A S TATEM E NT FROM TH E D I R EC TO R S
“ D o c u m e n t ar y f il ms are int ended t o educat e
an d m ove p eo pl e int o act ion, dra w ing upon
a b al a n c e d m ixt u re of his t or ical f act s and t he
em o t io n o f an audience. Am eri ca n Ma de Movi e
h a s s e en po s it ive res pons es from audiences
t h a t h a ve in c l u ded s t udent s and educat ional
l e aders fro m el e ment ar y t hrough pos t -s econdar y,
c h am b ers o f c o m merce, manuf act urers , local and
s t a t e o f f ic ia l s , a nd members of Cong res s . A m e rica n M a d e M ovie h a s received w ide acclaim for it s
ro l e in inv ig o rat in g t h e p u b lic, der iving fur t her im pe t us
fro m in f l u en t ial l e aders t o c halleng e us t o include t he
f il m in al l e du c a t io n al s e t t ings acros s t he count r y. T he
A m e rica n M a d e M ovie E ducat ional Supplement is t he
p reem in en t p l a t fo r m fro m w hic h A mer ican cit iz ens can
re m a in per m an e n t l y inve s t e d in t he fut ure of our count r y,
a n d m ake t h e rev it a l izat io n of A mer ican manuf act ur ing a
re al it y. - BOSCH REXROTH,
TEC HNICAL PL ANT MANAGER
By h o l din g a c o py o f t h is E ducat ional Supplement t oda y,
yo u are d o in g yo u r p ar t t o fur t her your communit y and our
n at io n a s a w h o l e . I n im pl e m e n t in g t h e A m e rica n Ma de Movi e Educat ional
S u ppl e m e n t in t o yo u r c o u rs e/s c hool/dis t r ict ’s act ivit ies ,
yo u are e n g a g in g t h e n ext g enerat ion of A mer icans t o
b ec o m e t h e l eaders t h a t w ill cont inue t o mee t and t o
c re at e t h e wo r k fo rc e o f t h e fut ure.
We t h an k yo u fo r yo u r in it iat ive and are pleas ed t o
p rov id e yo u a p owe r fu l t o ol t o as s is t you in your ef for t s !
- NATHANIEL MCGILL
- VINCENT VITTORIO
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
| PAGE 001
“ I W O U LD
E NCO U R AGE M I D D LE
& H IGH S C H O O LS
S TAF F / TE A C H E R S,
S H O W TH E S T U D E N T
P O P U LATIO N T H E
AM E R ICAN MA D E
M O VIE , A S I T R U LY
BE LIE VE E VE R Y O N E
W ILL BE E NLI G H T E N
O N NU M ER O U S
LE VE LS.”
- PL ANT MANAGER,
B-R-O-T INC.
AMERICAN
MADE MOVIE
EDUC ATIONAL
SUPPLEMENT
THIS ED U C AT IO N A L S UP P L E M E NT I S TO BE USE D ALO N GSI DE A S PECIA L
EDU C ATI O N A L CUT O F T HE M OT I O N PI C T URE , A MERI C A N MA D E MOVIE.
THE CO N TEN T I N CLUD E S 4 8 L E SSO NS FO R K- 12 , PO S T SE CO NDARY A N D
PRO F ES S I O N A L E D UC AT IO N FOC USI N G O N FOUR TARGET TOPIC AREAS.
1. 2. 3. 4.
HISTORY
AND
POLITICAL
SCIENCE
ECONOMICS
TRADE
SKILLS AND
TECHNOLOGY
WHY C HOOSE THE AMERIC AN MADE MOVIE
E D U C AT I O N A L S U P P L E M E N T ?
The American Made Movie
Educational Supplement
provides activities designed
to engage viewers par ticularly students,
parents, and employees
to understand t he
philosophical impor tance
of suppor ting domestic
manufacturing.
This Sample of t he
Educational Supplement
provides you wit h one
(1)
lesson plan in each
of
t he five (5) targeted age
groups t hat include por tions
of t he movie tailored to
engage your students/
par ticipants. The full
Educational Supplement is
CAREER
PATHWAYS
SAMPLE
SUPPLEMENT
intended to be t he platform
by which ever y student in
America will learn not only
t he context and impor tance
of manufacturing in t heir
community, but also t he
reasons and ability t hat
t hey have to become
par t
of t he American
manufacturing solution.
“ T HI S MESSAG E I S S O IMPORTA NT
T O TH E CO UNT RY, EVERYONE
I N A MERI CA SH OU LD S EE THIS
MO VIE.”
“THE FILM INSPIRED ME! IT IS A
WONDERFUL REMINDER OF WHAT
YOU AND I ALREADY KNOW: AS
INDIVIDUALS, WE CAN MAKE A
DIFFERENCE, AND WE MUST. BEST
DOCUMENTARY I HAVE SEEN.”
“ GR E AT F I LM AN D GR E A T T R UT H !
YO U C AN ’T BU I LD AN E C ON OM Y
O N TAK I N G I N E AC H OT H E R ’ S
LAU N D R Y. YO U ’VE GOT T O M A K E
SO ME THI N G .”
- BRIAN HIGGINS (D)
N E W YO R K , U . S . C O N G R E S S
- ROB WOODALL, (R)
GEORGIA , U.S. CONGRESS
- ANGUS KING, MAINE, (I)
U.S. SENATE
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
| PAGE 002
AMERICAN
MADE MOVIE
LESSON PLAN
OVERVIEW
The A m eri c an Mad e Mov i e Ed u c a t i on a l S u p p l e m e n t i n c l u d e s
lesso n pl ans t hat addre s s t h e fol l ow i n g t op i c s a n d a g e g rou p s :
EC ON OMIC PRIN CIPLES:
S tud e nts at all levels will explo re and manipulate
economic principles to understand their relevance
and how they relate to them in ever yday life
situations in a modern age of a competitive global
economy.
HI S TORY & PO L ITICS:
3-5
Element ar y s c hool s t udent s w ill par ti c i pat e
in hands -on act ivit ies t hat int roduc e t he m t o
economic pr inciples t hat w ill be t h e basi s f o r
t heir fut ure s t udies .
6-8
G R A D ES 6-8
9-12
G R A D ES 9-12
Students will understand the context for the rise
and decline of manufacturing in the United States
to both predict how to prevent the decay of and to
develop new manufacturing centers in the U.S.
T RAD E SK IL L S
AND T EC HN O LO GY
Manufacturing products in a global economy
requires new skills and technologies to
remain competitive. The “dark, dir ty, and
dangerous” perception of manufacturing is
now a misperception in the light of advanced
manufacturing and a focus on improving ef ficiency
and the use of high-tech machines and processes.
Students of all age must understand not only
the need for manufacturing-related workers and
leaders in the present and future, but also that they
already possess some skills and can be trained in
others that would make them per fectly suited for
careers in manufacturing industries. M ANUFACTUR IN G
C AREER PATHWAYS:
A unique bonus unit, lessons in this topic help
to build the bridge that connects industr y and
education. Through classroom interaction, with
encouraged outside resources from career/
college counselors, manufacturers, and community
leaders, the Manufacturing Career Pathways unit
creates a comprehensive oppor tunity for students
to understand the need for manufacturing-related
workers and the skills, education, and choices they
can make to position themselves to be the next
generation of manufacturing-based leaders.
G R A D ES 3-5
Middle s c hool s t udent s w ill s har pe n ski lls t hat
incline t hem t oward careers and pro m p t t he m
t o t hink about t heir s t rengt hs and we akne sse s,
int eres t s and goals t o pos s ibl y pursu e
s pecif ied cours ewor k in high s c hoo l.
H igh s c hool s t udent s w ill begin t o ali gn
t hems el ves t oward career pat hwa ys base d o n
t heir k now ledg e, exper t is e, and in t e re s t i n
t opics covered in t heir les s ons . T his o pe ns t he
oppor t unit y for t hem t o purs ue pos t-se c o ndar y
educat ion t hrough a var ie t y of a ve nu e s, all o f
w hic h encourag e t hem t o develop t he i r ski lls,
int eres t s , and pas s ions .
P O S T -SEC O NDA RY
Pos t -s econdar y s t udent s w ill lear n mo re abo u t
t he im por t ance of t heir pres ent s t u di e s and
t he im pact t hat t hey can ha ve for t he e c o no my
in t heir prof es s ional careers . Act iv i ti e s
reaf f ir m and repur pos e t heir decis i o ns t o
purs ue t heir c hos en cours ewor k .
P RO F ESSI O N A L
Prof es s ionals w ill s ee how im por t ant t hey
are t o t heir com pany, how t hey f it i nt o a
g lobal economy, and w hy it is im p o r t ant
t hat t hey cont inue t o g row and deve lo p as
prof es s ionals .
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
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AMERICAN
MADE MOVIE
LESSON PLAN
STRUCTURE
EACH LESSON PL AN IN THE EDUCATIONAL SUPPLEMENT WILL USE THE
FORMAT DESCRIBED BELOW. IN THE FOLLOWING PAGES YOU WILL FIND
5 EXAMPLE LESSON PLANS, ONE FOR EACH TARGET AGE GROUP.
1.
LESSON PLAN TITLE
“Quick idea of the relevance to your subject”
2.
SUGGESTED SUBJECTS
“Tells you what subject areas fit best to this lesson”
3.
SUGGESTED CLASS TIME
“Estimates about how long your activities
should last”
4.
CHAPTER(S) OF AMERICAN MADE MOVIE
“Integrated scenes of the movie”
5.
OVERVIEW
“Brief summary and context of the lesson”
6.
OBJECTIVES
“States what students will know/be able to do at
the end of the lesson”
7.
KEY VOCABULARY
“Identifies key concepts of the lesson”
8.
MATERIALS
“Lists materials needed to complete lesson
(including handouts/cutouts)”
9.
INTRODUCTION TO THE LESSON
“Leads students into the lesson by engaging them
in a pre-activity”
10. INSTRUCTOR-LED LESSON
“Lesson facilitated by the instructor”
11. CLOSING THE LESSON
“Ties various elements of the lesson together”
12. ASSESSMENT
Ensures that students have met all learning
objectives”
“ T H E A M E R ICAN M ADE M OVI E WILL BE ONE MAJOR TOOL TO DR I VE U S
T O T H E G O AL O F CREA T ING A HIGHLY TR AINED AND SK ILLFUL WOR K F O R C E
W HICH IS P REP A RED FOR GLOBAL COMPETITION.”
- D E PA R T M E N T H E A D , P L AT T T E C H N I C A L H I G H S C H O O L
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
| PAGE 00 4
EDUC ATIONAL
SUPPLEMENT FOR
GRADES 3-5
GRADES 3–5
LESSON 1:
THE NEED FOR A GLOBAL ECONOMY
SUBJECTS: SOCIAL STUDIES | SUGGESTED CLASS TIME: 1 CLASS PERIOD
CHAPTERS OF AMERICAN MADE MOVIE: CHAPTER 1
OVERVIEW:
Not every country produces all of the
goods/products that it needs. This allows
for one country (or region) to manufacture
certain products that can be exchanged
with other countries (or regions) for certain other products. For this reason, it does
not always make sense for a country (or
region) to attempt to make all of the goods
that it needs/consumes. Through this lesson students will learn how to recognize
when and why one country might make a
good/product that another country uses.
OBJECTIVES:
Students will be able to…
1.Describe why an entertainment event such as a game of baseball involves people
from all over the world.
2.Explain why one country might make a product that is used in another country.
KEY VOCABULARY:
Macroeconomics
Global Economy
Resource
Goods/Products
MATERIALS:
• Scissors
• Envelopes
• Figure 3.1.1 Playing a Baseball Game
• Figure 3.1.2 Baseball Game Cutouts (7 copies)
• Figure 3.1.3 Baseball Game Inventory
INTRODUCING THE LESSON:
Using Figure 3.1.1 Playing a Baseball Game, the teacher will prompt the entire class with the following questions:
•Has anyone ever been to a baseball game?
•Do any of you play baseball, t-ball, or softball?
•What kind of equipment is needed to play the game?
Play Chapter 1 of American Made Movie Educational DVD Kit. On Figure 3.1.1 Playing a Baseball Game, students will be asked
to pay attention to the scene and make a list of baseball equipment shown and where each piece of baseball equipment is made.
Note: You might need to stop the video several times to allow students to write down the various equipment and countries.
After watching the video, prompt the entire class with the following questions:
•Was all of the equipment needed to play a baseball game made in the United States?
•Was all of the equipment needed to play a baseball game made in the same country?
•Why do you think the equipment was made in different places?
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EDUCATIONAL
SUPPLEMENT
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THE AMERICAN
MADEMADE
MOVIE
EDUCATIONAL
SUPPLEMENT:
GRADES
3-5 PAGE
GRADES 3–5
LESSON 1: THE NEED FOR A GLOBAL ECONOMY
INSTRUCTOR-LED LESSON:
Students will experience a hands-on approach to understanding how the goods/products that one country makes might lead to trade with
another country within a global economy by creating a hypothetical baseball game using cutouts.
Scenario: Summer time is approaching and students are excited about all of the time they will have to play outside. With a summer baseball/softball league starting soon, they will need to acquire all of the pieces of equipment necessary to play the game of baseball. In this
part of the project, students will learn how their advantage in producing one particular product can lead to possible benefits and how their
inability to produce other products can lead to disadvantages.
Ask students what items they would need to have in order to play a game of baseball. They can refer directly to their own lists that they created using Figure 3.1.1 Playing a Baseball Game. While answers will vary, this activity relies on the 7 items listed below. Make sure
to include these items in the class discussion and display the list. Inform students that for this activity, they will need to have at least one of
each item.
1. Baseball
2. Glove
3. Bat
4. Helmet
5. Cleats
6. Uniform
7. Equipment bag
The class will be divided into groups of 3-4 students (so that the items above have at least one group). These 7 groups of students should
be moved into different parts of the room (to represent different parts of the world). The teacher should let students choose a country they
would like to represent or you can assign each group the name of a country.
Using 7 copies of Figure 3.1.2 Baseball Game Cutouts, the teacher will need to pre-cut 7 copies of each item and sort them into
groups (placed in envelopes) in the quantities indicated in the rows in the table as follows:
GROUP
1
2
3
4
5
6
7
BASEBALL
3
1
0
1
1
0
1
GLOVE
1
3
1
1
0
1
0
BAT
0
0
3
1
1
1
1
HELMET
1
0
1
3
1
0
1
CLEATS
0
1
1
0
3
1
1
UNIFORM
1
1
0
1
1
3
0
BAG
1
1
1
0
0
1
3
Student groups will each be given their envelope and asked to use Figure 3.1.3 Baseball Game Inventory to list what items they
have and indicate what items they need. All groups will have 3 copies of one item and will be missing at least one other item.
Let the class know that, just like in the video, different countries have different products that they can make better (or at a lower cost) than
other countries. This will allow them to exchange the products that they make with countries that make other products that they need.
Ask students the following questions:
1. Can you play the game of baseball with the items you presently have?
2. What will you need to do in order to get the items you need to play the baseball game?
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THE AMERICAN
MADEMADE
MOVIE
EDUCATIONAL
SUPPLEMENT:
GRADES
3-5 PAGE
GRADES 3–5
LESSON 1: THE NEED FOR A GLOBAL ECONOMY
After completing their inventory and discussion questions, students should write down their items that they have available to trade and the
items that they will need on Figure 3.1.3 Baseball Game Inventory.
Students will then be told that they may move about the classroom in order to try and find the group that has each item that they are
missing. When they approach the group that has the item that they are missing, they should indicate on Figure 3.1.3 Baseball Game
Inventory from which group they were provided their missing items and should physically receive a cutout for the missing item.
Note: One student should stay in place in their “country” to ensure that other groups can receive their missing item. All groups have one item
of which they have more and all groups have at least one missing item.
At the end of the activity, students should return to their groups and complete the questions at the bottom of Figure 3.1.3 Baseball
Game Inventory.
The answers are as follows:
• The specialty of Group 1: Baseball
• The specialty of Group 2: Glove
• The specialty of Group 3: Bat
• The specialty of Group 4: Helmet
• The specialty of Group 5: Cleats
• The specialty of Group 6: Uniform
• The specialty of Group 7: Equipment Bag
• In order to receive the item I was missing I had to go talk to someone else and ask them for it
(trade, exchange, etc. as answers may vary).
CLOSING THE LESSON:
To extend back to the game of baseball, students can reflect on Figure 3.1.1 Playing a Baseball Game to see that each country that
makes an item must have some kind of advantage that allows them to make those items. However, just because they make the item (or do
not make it) does not mean that they can (or cannot) participate in a game of baseball.
Thus, it takes people in more than one country to play a single game of baseball!
ASSESSMENT:
Teacher can ask the following questions upon completion of the lesson to ensure that the objectives are met (Students can record their
answers on the bottom of Figure 3.1.1 Playing a Baseball Game):
1. Why does an entertainment event, like a baseball game, take people from all over the world?
2. In your own words, why would two countries exchange goods or products? What was your specialty for your baseball game?
TAKE HOME TO PARENTS:
•Ask your parents if they know where each piece of baseball equipment is made.
•Tell them the correct answers and share with them what you learned about how many people are required to play a game
of baseball.
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THE AMERICAN
MADEMADE
MOVIE
EDUCATIONAL
SUPPLEMENT:
GRADES
3-5 PAGE
AMERICAN
MADE MOVIE
Figure 3.1.1 Playing a Baseball Game
Students should use the following graphic organizer to create a list of all of the items involved
in the game of baseball and where they are made.
EQUIPMENT NEEDED
TO PLAY A BASEBALL GAME
EQUIPMENT (FROM VIDEO)
AND WHERE IT’S MADE
WHY DOES THE GAME OF BASEBALL INVOLVE
PEOPLE FROM ALL OVER THE WORLD?
WHY MIGHT ONE COUNTRY MAKE A GOOD/
PRODUCT THAT IS USED IN ANOTHER COUNTRY?
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AMERICAN
MADE MOVIE
Figure 3.1.2 Baseball Game Cutouts
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
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AMERICAN
MADE MOVIE
Figure 3.1.3 Baseball Game Inventory
ITEM
# I HAVE
MISSING ITEMS
GROUP TO
PROVIDE MISSING
BASEBALL
GLOVE
BAT
HELMET
CLEATS
UNIFORM
BAG
MY SPECIALTY IS:
The specialty of Group 1 is: _______________________________________________________________________
The specialty of Group 2 is: __________________________________________________________________________
The specialty of Group 3 is: __________________________________________________________________________
The specialty of Group 4 is: __________________________________________________________________________
The specialty of Group 5 is: __________________________________________________________________________
The specialty of Group 6 is: __________________________________________________________________________
The specialty of Group 7 is: __________________________________________________________________________
In order to receive the item(s) I was missing, what did I have to do?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
| PAGE 013
EDUC ATIONAL
SUPPLEMENT FOR
GRADES 6-8
THE AMERICAN MADE MOVIE EDUCATIONAL SUPPLEMENT
| PAGE 028
GRADES 6–8
LESSON 1:
COMPETING IN A GLOBAL ECONOMY
SUBJECTS: SOCIAL STUDIES | SUGGESTED CLASS TIME: 1 CLASS PERIOD
CHAPTERS OF AMERICAN MADE MOVIE: CHAPTER 1 (CHAPTER 3 OPTIONAL)
OVERVIEW:
“Comparative Advantages” allow for one
country (or region) to manufacture goods
more effectively, efficiently, and less costly
than other countries (or regions). For this
reason, it does not always make sense for
a country (or region) to try and manufacture one good, but instead to focus
on manufacturing another. Through this
lesson students will learn how to recognize
comparative advantages and apply the
principle to their own lives.
OBJECTIVES:
Students will be able to…
1.Describe why an entertainment event like a game of baseball involves people from all
over the world
2.Explain is meant for a country to have a “comparative advantage” for a specific product.
3.Explain why a one country might make a product that is used in another country (comparative advantage).
KEY VOCABULARY:
Macroeconomics
Global Economy
Resource
Goods/Products
MATERIALS:
• American Made Movie Educational DVD Kit
• TV / video projector & screen / DVD player or computer
• Coloring pencils/markers
• Figure 6.1.1 Goods at a Baseball Game
• Figure 6.1.2 Countries That Play Baseball Map
INTRODUCING THE LESSON: 20 MINUTES
Teacher will prompt the entire class with the following questions:
1. Has anyone ever been to a baseball game?
2. Do any of you play baseball, t-ball, or softball?
Use accompanying Figure 6.1.1 Goods at a Baseball Game, students will then be asked to work in a small group to make a list of all
of the items that they would see or use both in playing baseball and in watching a baseball game.
Teacher should facilitate conversation to help students create a robust list of items that includes all player and umpire equipment and sporting goods to play the game, as well as products they might see at a game, such as food and drinks, merchandise for sale, and even parts
of the stadium itself, such as seats, windows, lighting equipment, etc. Students will leave the bottom section blank for the time being.
Using a different colored marker, crayon, or pencil for each of the following, students should be asked to highlight or underline the following products on their list that they think are made:
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THE AMERICAN
MADEMADE
MOVIE
EDUCATIONAL
SUPPLEMENT:
GRADES
6-8 PAGE
GRADES 6–8
LESSON 1: COMPETING IN A GLOBAL ECONOMY
•One Color – In their city/town
•Second Color – In the United States
•Third Color – In another country
Note: Students may not have the understanding that goods are made in another country. So using Figure 6.1.2 Countries that Play Baseball
Map, let students know that the game of baseball is played in places around the world.
INSTRUCTOR-LED LESSON:
Teacher will play Chapter 1 of American Made Movie Educational DVD Kit. Students will be asked to pay attention to the scene and take
notes on the bottom of Figure 6.1.2 Countries that Play Baseball Map to indicate where each piece of baseball equipment is made.
Note: Teacher might need to pause the movie several times and let students collaborate on completing the information.
Now ask students to look back at their responses and colors indicating where they thought the goods were made on Figure 6.1.1 Goods
at a Baseball Game and ask the following questions:
1. How many people had at least one good on their list that was correct?
2. How many people had at least 3 good on their list that was correct?
3. Did anyone have 5 or more?
Introduce the idea of a “Global Economy” by asking the following questions:
1. Do you think that every one of those countries on your list makes its own baseball equipment?
2. Do you think it is possible for every country to do that? Is it necessary?
3. If every country does not have to make its own equipment in order to play baseball, how is it possible for a game of baseball to take
place?
Discuss the idea of a Global Economy as the fact that things are made in countries all over the world. As the movie chapter indicates, the
game of baseball itself involves products manufactured in dozens of countries. But in order to play a game of baseball it is not necessary for
countries to make their own equipment.
Ask the following questions to prompt students to think about what might make one country more likely to manufacture its own baseball
equipment:
1. If you play the game of baseball/t-ball/softball, do you have to make your own equipment?
2. If you don’t, then how to do get the equipment that you need to play the game?
This introduces the idea of “Comparative Advantage,” which is to say that some countries (or regions) have “Resources” that allow them
an advantage to manufacture a product in their country (or region). This also lays the foundation for the concept of “trade,” which will be
discussed in other lessons.
Introduce the student to the idea that some countries have more resources (the things and people needed to make a certain good) of one
kind and less resources of another kind.
CLOSING THE LESSON:
Questions to connect back to the movie:
1. Why do you think that the United States manufacturers baseball bats?
(Teacher has the option to play Chapter 3 of American Made Movie Educational DVD Kit to reinforce that the United States has
the “Comparative Advantage” of having the world’s best trees that can be shaped into baseball bats.
2. Are there any other products (baseball-related, or not) that you think the United States should make very well (have a “Comparative
Advantage”)?
ASSIGNMENT:
Students will return to their Figure 6.1.1 Goods at a Baseball Game and look at the goods they listed in the two columns. Beneath the
lists, in the box provided, students should answer the question: Why does the game of baseball involve people from all over the world?
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MADEMADE
MOVIE
EDUCATIONAL
SUPPLEMENT:
GRADES
6-8 PAGE
AMERICAN
MADE MOVIE
Figure 6.1.1 Goods at a Baseball Game
Students should use the following graphic organizer to create a comprehensive list
of all of the items involved in the game of baseball.
THINGS I SAW AT A BASEBALL GAME
THINGS I NEED TO PLAY A BASEBALL GAME
WHY DOES THE GAME OF BASEBALL INVOLVE
PEOPLE FROM ALL OVER THE WORLD?
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Figure 6.1.2 Countries that Play Baseball Map
The following countries had baseball teams play in the 2013 World Baseball Classic.
CANADA
KINGDOM OF THE
NETHERLANDS
KOREA
SPAIN
CUBA
PUERTO RICO
CHINA
ITALY
JAPAN
CHINESE TAIPEI
MEXICO
VENEZUELA
DOMINICAN
REPUBLIC
BRAZIL
AUSTRALIA
Students should use the following graphic organizer to create a list of all of the items involved
in the game of baseball and where they are made.
ITEM
WHERE IT IS MADE
ITEM
WHERE IT IS MADE
CATCHER’S
KNEE PADS
BELT
BASEBALL
JERSEY
CLEATS
HAT
ARM BAND
GLOVE
BASEBALL
HELMET
WATER COOLER
SPORTS BAG
BASEBALL BAT
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EDUC ATIONAL
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G R A D E S 9 - 12
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GRADES 9–12
LESSON 1:
THE NATURE OF CONSUMERS
SUBJECTS: SOCIAL STUDIES | SUGGESTED CLASS TIME: 1-2 CLASS PERIODS
CHAPTERS OF AMERICAN MADE MOVIE: CHAPTER 1
OVERVIEW:
Everyday people make purchases based
on what they want and need. Many times
these purchasing decisions are made with
little or no thought about the concepts
of where or how the products are made;
much less the number of people involved
in making them. Many times, purchases
are made simply on the price of the
product. In this activity, students will take
a look at what it means to be a consumer
and how their purchasing decisions connect them to the lives of many people.
OBJECTIVES:
Students will be able to…
1.Relate how entrainment events drive consumer spending.
2.Describe how an entertainment event such as a baseball game, affects many different
livelihoods.
KEY VOCABULARY:
Consumerism
Entertainment
Merchandise
MATERIALS:
•Markers
•Figure 9.1.1 Items at a Baseball Game
•Figure 9.1.2 Summary of Possible Purchases at a Baseball Game (for overhead)
•Figure 9.1.3 Costs of Possible Purchases at a Baseball Game
•Figure 9.1.4 Jobs Created
INTRODUCING THE LESSON:
If available, the teacher might have a baseball glove, ball or cap where instruction is given. Put students into groups of 3 to 4.
Ask students the following questions:
1. What is an entertainment event?
2. What is an entertainment event you might buy a ticket to attend?
3. Do any of you attend entertainment events that are sports related? If which ones?
4. Who has attended a local baseball game?
5. What does the purchase price of your ticket pay for at the game?
6. Suppose you had a professional baseball team in our town and you received two tickets. Would you attend? (Encourage positive
response; try to interest students in talking about attending an athletic event so they will relate to a professional baseball game that is
used in the movie.)
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GRADES 9–12
LESSON 1: THE NATURE OF CONSUMERS
INSTRUCTOR-LED LESSON:
Use the following scenario to set up the activity. Try to encourage conversation throughout the lesson.
Scenario:
“You were given two tickets to the baseball game to see your favorite team play. You and a friend are going. You arrive at the game an
hour ahead of time and look around the stadium. What are some of the products that you see that you might purchase?”
Part 1
Divide students into groups. Ask each group to assign a recorder. Each student is instructed to write down items on a piece of paper they
want to purchase at the game. The recorder will sort the items into categories: Food, Beverages and Merchandise as each student reads
their list.
Teacher plays Chapter 1 of American Made Movie Educational DVD Kit to give students an idea of items they might see, if they have
never been to a baseball game before.
Distribute Figure 9.1.1 Items at a Baseball Game. See how close the list they created is to the one provided in that figure.
Using Figure 9.1.1 Items at a Baseball Game tell students they can purchase up to two item in each category but only four items
total. Then ask students to select their items and state why they chose to purchase them. Record these responses in the space provided.
Groups should collect their summary data of the items each member of the group has chosen and report summary numbers to the class.
Record the class totals for each item using Figure 9.1.2 Summary of Possible Purchases at a Baseball Game. Display this for
the class.
Facilitate a brief discussion about the reasons for selecting their items. Under the displayed Figure 9.1.2 Summary of Possible Purchases at a Baseball Game, write down some of the words you hear. You will notice that no cost has been added to the chart yet, so
students will probably not mention cost as a reason why they chose to purchase an item.
Part 2
Use Figure 9.1.3 Costs of Possible Purchases at a Baseball Game and tell students to write the price of each item next to the
item on their copy of Figure 9.1.1. Items at a Baseball Game.
Tell students that they have been given $20 to spend on items on the list. They can purchase any items they choose but cannot exceed the
$20. They cannot take any money home but can purchase more than one of the same items. Using Figure 9.1.1. Items at a Baseball Game
and a different colored pencil/pen, tell students to circle the purchases and add up the total cost.
Ask students the following questions:
1. When you only had $20 to spend, were you able to purchase all 4 items that you originally selected?
2. When you only had $20 to spend, were you able to purchase more than 4 items?
3. If yes, and I have extra money to spend, would I choose any item differently to spend all $20?
4. If no, what items would I change to make sure that I spend no more than $20?
5. Did the cost of any one item impact your purchase? Explain
Using Figure 9.1.2 Summary of Possible Purchases at a Baseball Game gather group data as to how many of each item the
students purchased. Display this next to the original Figure in another color to compare to the original wants to the actual purchases.
Compare the two charts to see how the distribution of items “purchased” changed when a cost was added to the product. Conversations
with students should discuss how the motivation for a selection might have changed from a want to a need based on the cost of the items.
Students should takeaway the idea that sometimes they cannot always have the items that they want, so the way they act as consumers
might change.
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LESSON 1: THE NATURE OF CONSUMERS
Have a class discussion around what might cause a consumer to change their purchases.
1. Why do you think a hot dog is $5 or a program is $5?
2. If you purchase hot dogs to prepare from a grocery store will they cost $5 each? Explain your answer.
3. In your groups come up with some ideas that might cause the price of items to increase so much at a ball game. At the end of group
time, provide time for whole class discussion.
To transition into the next part of the lesson, as the following question: Have you ever considered how many people it takes to produce one
of the items on your possible purchase list?
Part 3
Use the following example in Figure 9.1.4 Jobs Created and ask students to predict similar steps and the number of jobs that might be
needed to provide one of the items they have purchased. Student groups should select a different item from the list and be prepared to present to the whole class.
Facilitate a discussion around the fact that these few items generate or require a lot of people to be involved in a variety of jobs for one
entertainment event. Not all the jobs support just that event but some jobs are event specific. It seems there are a lot of jobs required to successfully produce the items each student purchased.
CLOSING THE LESSON:
Ask students the following questions:
1. Did your choices change when price became a factor?
2. When you ticket was purchased, what jobs did you think the price of the ticket supported? Or did you even consider that? What do
you think now?
3. What role does your choice of products have in the number of people employed to produce your preferred items?
4. Do your purchasing habits affect anyone but you? Explain.
ASSIGNMENT:
Think about the next time you attend an entertainment event, will you be able to better understand and perhaps appreciate the number of
people directly and/or indirectly involved with that event? Explain your answer.
How do entertainment events such as a baseball game impact overall consumer spending? (Hint; have you attended an entertainment event
and not spent any money? Did you have to trade spending on the event verses other purchases to participate in that event?)
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Figure 9.1.1 Items at a Baseball Game
FOOD
BEVERAGE
MERCHANDISE
HOT DOG
SODA
T-SHIRT
HAMBURGER
WATER
BASEBALL CAP
FRENCH FRIES
JUICE
SOUVENIR BAT
PRETZEL
SPORTS DRINK
PROGRAM
Reason item 1:
Reason item 1:
Reason item 1:
Reason item 1:
AMERICAN
MADE MOVIE
Figure 9.1.4 Jobs Created (teacher to project)
PROCESS OF BUYING A HOT DOG
JOBS CREATED
Purchased at the concession stand.
The cashier and cook would be involved. (2 jobs)
Brought to the concession stand.
Loading dock and truck driver (2 jobs)
Purchased at a super store.
Clerk processing the order, loading person (2 jobs)
Processing plant to the super store.
Packaging, processing, and even more (3+ jobs)
Origin of product (all beef).
Farmer and support staff (2+ jobs)
Total Jobs needed: 11 plus jobs
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Figure 9.1.2 Summary of Possible Purchases at a Baseball Game
(teacher to project)
AMERICAN
MADE MOVIE
FOOD
# STUDENTS
BEVERAGE
# STUDENTS
MERCHANDISE
# STUDENTS
HOT DOG
/
SODA
/
T-SHIRT
/
HAMBURGER
/
WATER
/
BASEBALL
CAP
/
FRENCH FRIES
/
JUICE
/
SOUVENIR
BAT
/
PRETZEL
/
SPORTS DRINK
/
PROGRAM
/
Figure 9.1.3 Costs of Possible Purchases at a Baseball Game
(teacher to project)
AMERICAN
MADE MOVIE
FOOD
$ PRICE $
BEVERAGE
$ PRICE $
MERCHANDISE
$ PRICE $
HOT DOG
$5
SODA
$4
T-SHIRT
$10
HAMBURGER
$6
WATER
$2
BASEBALL
CAP
$12
FRENCH FRIES
$4
JUICE
$3
SOUVENIR
BAT
$15
PRETZEL
$3
SPORTS DRINK
$5
PROGRAM
$5
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EDUC ATIONAL
SUPPLEMENT FOR
POS T -SEC ONDARY
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POST-SECONDARY
LESSON 1:
CONSUMER IMPACT
SUBJECTS: ECONOMICS, BUSINESS | SUGGESTED CLASS TIME: 1 CLASS PERIOD
CHAPTERS OF AMERICAN MADE MOVIE: CHAPTER 1 (CHAPTER 3 OPTIONAL)
OVERVIEW:
Everyday people make purchases based
on what they want and need. Many times
these purchasing decisions are made with
little or no thought about the concepts
of where or how the products are made;
much less the number of people involved
in making them. Oftentimes purchases are
made simply on the price of the product.
In this activity, students will take a look at
what it means to be a consumer and how
their purchasing decisions connect them to
the lives of many people.
OBJECTIVES:
Students will be able to…
1.Relate how entrainment events drive consumer spending.
2.Describe how an entertainment event such as a baseball game, affects many different
livelihoods.
KEY VOCABULARY:
Consumerism
Entertainment
Merchandise
MATERIALS:
•American Made Movie Educational DVD Kit
•TV / video projector & screen / DVD player or computer
•Markers
•Figure C.1.1 Enjoying the Baseball Game
(one per student)
•Figure C.1.2 Jobs Created (instructor to project)
INTRODUCING THE LESSON:
Ask students to think about what impact entertainment events have on local economies. Students should brainstorm together and share out
to the larger class. Instructor can write responses on the board.
Play Chapter 1 of American Made Movie Educational DVD Kit. Ask students to be prepared to recall important points from the video that
relate to their answers.
INSTRUCTOR-LED LESSON:
Part 1:
Provide Figure C.1.1 Enjoying the Baseball Game to facilitate classroom activity.
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POST-SECONDARY
LESSON 1: CONSUMER IMPACT
Part 2:
Ask students the following question:
Have you ever considered how many people it takes to produce one of the items on your possible purchase list?
Provide/project the following example in Figure C.1.2 Jobs Created and then ask students to use the model to predict steps and the
number of jobs that might be needed to provide one of the items they have purchased in the Baseball Game activity.
1. Ask each group to choose one item from the list on Figure C.1.1.A Possible Purchases at a Baseball Game from the Baseball Game activity they agree they would purchase. (Each group chooses a different item.)
2. Ask the students to estimate the number of people involved with each step and the type of job required for each step in their predicted process for the items they choose.
Student groups will share their responses with the whole class. Some groups may have more details than other groups.
Facilitate a discussion around the fact that these few items generate or require a lot of people to be involved in a variety of jobs for one
entertainment event. Not all the jobs support just that event but some jobs are event specific. It seems there are a lot of jobs required to successfully produce the items each student purchased.
NOTE: Instructor can show Chapter 3 of American Made Movie Educational DVD Kit to introduce students to the supply chain and give an
example (using a baseball bat) of just how many people are involved in the production of something as simple as a hot dog, soft drink, beer,
or baseball bat.
CLOSING THE LESSON:
Ask students the following questions:
1. Have you thoughts changed? Write the answers in your notebook and discuss in your groups.
2. What jobs do you think the price of a ticket to a baseball game support? Or do you even consider that?
3. What role does your choice of the products that you purchase have in the number of people employed to produce these items?
4. Do your purchasing habits affect anyone but you? Explain.
ASSIGNMENT:
If you are on an event committee planning a local celebrity baseball game, make a list of jobs you will need to find volunteers to fill.
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Figure C.1.1 Enjoying the Baseball Game
Based on the theory of consumer behavior, which says that if a person has a limited income and a set price on
the products they wish to purchase then they will make their selections based on individual preferences. All college students choose to attend entertainment events of some kind in their life. This lesson will focus on one of two choices each
student has in terms of attending a baseball game or not and how this decision would have an impact on the purchasing of products and understanding the direct and indirect impact on the people whose jobs depend on your choices.
TEAM TASK:
The average group of four people spends about $212.00 at a Major League Baseball (MLB) game. Your personal
budget for this activity is $53.00, with your group maximum of $212.00. Your favorite team is coming to town and the
game you have been waiting to attend is close at hand.
Here are your choices:
OPTION 1: You and your three friends decide to purchase tickets for $30.00 each and head to the game. At the
game you have several choices of spending the remaining $23. You will be at the game for over three hours and will
be hungry and thirsty, so you must purchase at least one item from the first two columns (Food and Beverage). And
since you are a big fan you may want a souvenir, as you do not have the opportunity to attend games like this very
often (not a necessary purchase). How will you choose to spend your money?
Figure C.1.1.A Possible Purchases at a Baseball Game
FOOD
$ PRICE $
BEVERAGE
$ PRICE $
MERCHANDISE
$ PRICE $
HOT DOG
$5
SODA
$4
T-SHIRT
$10
HAMBURGER
$6
WATER
$2
CAP
$12
FRENCH
FRIES
$4
JUICE
$3
SOUVENIR
BAT
$15
PRETZEL
$3
SPORTS
DRINK
$5
PROGRAM
$5
POPCORN
$3
COFFEE
$4
SOUVENIR
CUP
$3
MORE
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Figure C.1.1 Enjoying the Baseball Game (continued)
OPTION 2: You and your three friends decide to go to a sports restaurant and watch the game with several other
friends. You must purchase at least one item from each of the three columns (Appetizer, Meal, Misc. Items), but may
purchase additional items if you would like. How will you choose to spend your money?
Figure C.1.1.B Possible Purchases at a Sports Restaurant
APPETIZER
$ PRICE $
MEAL
$ PRICE $
MISC. ITEMS
$ PRICE $
NACHOS
$9
BACON
BURGER
$12
CHOCOLATE
CAKE
$7
CHEESE
FRIES
$8
CHICKEN
SANDWICH
$9
ICE CREAM
$4
FRENCH
FRIES
$4
FAJITAS
$14
SIDE
SALAD
$5
CHIPS/SALSA
$4
STEAK
$18
COFFEE
$4
CHEESE
STICKS
$7
SEAFOOD
PLATE
$15
SODA
$3
REFLECTION:
If you chose Option 1, you did not have to tip the server or support other restaurant staff. But who else had a job in
order for you to purchase the items that you selected (including the ticket itself)? Do you think your decision NOT to
purchase a ticket and attend the game had a positive, negative, or neutral impact on the economy? Explain.
If you chose Option 2, you did not have to purchase a ticket to participate in watching the baseball game. Where do
you think the money on the ticket goes? Do you think your decision NOT to purchase a ticket and attend the game
had a positive, negative, or neutral impact on the economy? Explain.
In either Option, did you choose to spend ALL of your budgeted money? Why or why not? If not, for what would you
have saved it? Does that have an impact on the livelihoods of others?
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Figure C.1.2 Jobs Created (instructor to project)
PROCESS OF BUYING A HOT DOG
JOBS CREATED
Purchased at the concession stand.
The cashier and cook would be involved. (2 jobs)
Brought to the concession stand.
Loading dock and truck driver (2 jobs)
Purchased at a super store.
Clerk processing the order, loading person (2 jobs)
Processing plant to the super store.
Packaging, processing, and even more (3+ jobs)
Origin of product (all beef).
Farmer and support staff (2+ jobs)
Total Jobs needed: 11 plus jobs
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EDUC ATIONAL
SUPPLEMENT FOR
PROFESSIONAL
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PROFESSIONAL
LESSON 1:
THE ORIGIN OF PRODUCTS
SUGGESTED CLASS TIME: 45-60 MINUTES
CHAPTERS OF AMERICAN MADE MOVIE: CHAPTER 1 (CHAPTER 3 OPTIONAL)
OVERVIEW:
Entertainment is a leading source of the
spending of discretionary income in the
United States. From tickets to food and
beverage and merchandise, the average American can spend a lot of money
entertaining themselves and really not
understand how they are connected to
the things they purchase or the people
required to make the entertainment possible. Using a baseball game as a model,
participants will explore the impact that
their spending has on livelihoods across
the world.
OBJECTIVES:
Participants will be able to...
1.Describe the relationship that exists between what a consumer buys and the source of the supplier.
2.Explain the relationship that exists between an item and the jobs needed for its production.
3.Identify the role that they play within their organization, and the role their organization plays both
in the relationship with their suppliers and how they act as suppliers with their products/services.
KEY VOCABULARY:
Supplier
Consumer
MATERIALS:
•American Made Movie Educational DVD Kit
•TV / video projector & screen / DVD player or computer
•Chart Paper
INTRODUCING THE LESSON:
Arrange participants in groups. Provide the participants with paper for themselves as individuals and perhaps chart paper and markers to
use within their groups.
Ask participants to do the following:
1. List all of the items that the players and team need to play the game of baseball.
2. Predict where in the world you think these items are made.
Play Chapter 1 of American Made Movie Educational DVD Kit.
Tell participants to go back to their prediction and name the correct country responsible for supplying the items of the game.
Ask participants the following questions:
1. Do Americans think about the supplies needed for an event such as a baseball game, much less where they are made?
2. Is the supply chain for products important to the consumer?
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PROFESSIONAL
LESSON 1: THE ORIGIN OF PRODUCTS
FACILITATOR-LED LESSON:
Have participants partner with someone in his or her company/department/division/industry.
Part 1:
Note: As the facilitator of this activity, if possible, prepare in advance some of the information about your organization that will assist participants in completing the activity.
Tell participants:
“Whether it is a baseball game or your company’s day-to-day operations, no one can play their “game” without the supplies they need.”
Ask participants the following questions:
1. Do you know who the suppliers are for your company/organization? (Even if you are a service-industry, there are components of
your daily operations that rely on a supplier of some kind.)
2. Does it matter whether or not you know your suppliers (or from where these supplies originate)?
In their groups, have participants do the following activity:
1. List the main products or services that your company produces.
2. Next to each item, identify the supplier, where possible.
3. Trace your supplies as far back as you can to the origin of its sources.
Once they have completed the above ask participants the following questions:
1. How many of your suppliers are of U.S. origin?
2. Does it matter if they are of U.S. origin?
3. What factors might affect where your suppliers are located in relation to your company?
Part 2:
Tell participants:
“In your small groups, take a look at the list of items you created that were necessary to play the game of baseball. Now add to that list all
of the products that you, as a spectator, could purchase at a baseball game.”
Note: Facilitator can replay Chapter 1 to give participants an idea of the different types of products they could purchase as consumers - from
food and beverage to merchandise in the gift shop.
Participants will choose one item (make sure that different groups choose different items) and trace back the steps that would be necessary
for that item to be sold/used at the baseball game. For each step, they should also estimate how many support jobs might be necessary for
that to take place.
Optional: Play Chapter 3 of American Made Movie Educational DVD Kit to allow participants to see the example of the Louisville Slugger
baseball bat.
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PROFESSIONAL
LESSON 1: THE ORIGIN OF PRODUCTS
An example is provided below in the consumption of a hot dog:
PROCESS OF BUYING A HOT DOG
JOBS CREATED
Purchased at the concession stand.
The cashier and cook would be involved. (2 jobs)
Brought to the concession stand.
Loading dock and truck driver (2 jobs)
Purchased at a super store.
Clerk processing the order, loading person (2 jobs)
Processing plant to the super store.
Packaging, processing, and even more (3+ jobs)
Origin of product (all beef).
Farmer and support staff (2+ jobs)
Total Jobs needed: 11 plus jobs
Ask participants the following questions:
1. The last time you attended an entertainment event, such as a baseball game or concert, did you think about all of the people required just to make the items and equipment necessary for just this one game? Discuss.
2. Having used the example of an item that you purchased at the event (such as the hotdog example), how many other support jobs do
you think are provided in the price of your ticket purchase alone? List these and discuss.
CLOSING THE LESSON:
Tell participants:
“Whether you realize it or not, we all have a relationship to the things that we make and buy in this country. Let’s see how connected we
are:
First, can you connect your company’s products or services to any element of a baseball game?”
Note: Depending on the nature of your training, you might need to guide your participants to an understanding of any direct or indirect
connection - such as marketing that might be done, logistics for product delivery to the stadium, transportation of fans and/or players to/from
the game. The idea is that even if your company/organization has a small part in some element of the game of baseball, it is important to the
game as a whole.
ASSESSMENT:
Have participants discuss the following:
Explain the relationship that exists between you as a consumer of another company’s products and the effect on you as an employee when
consumers purchase the products/services your company provides.
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