Global Interdependence
Written July 1, 2007
by Jeremy Forgione and Alden Paye
Farmington Public Schools
Grade Six
Social Studies
Jeremy Forgione & Alden Paye
Global Interdependence
7-1-07
Farmington Public Schools
1
Table of Contents
Unit Summary
Page 3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad understandings, the unit
outcome statement and essential questions that focus the unit, and the necessary knowledge and
skills.
The Understanding by Design Handbook, 1999
Pages 4-6
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings,
knowledge and skills identified in Stage One.
Pages 7-8
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One
and enables students to be successful in Stage two. Planning and lesson options are given, however
teachers are encouraged to customize this stage to their own students, maintaining alignment with
Stages One and Two.
Pages 9-21
Appendices
22-End
Jeremy Forgione & Alden Paye
Global Interdependence
7-1-07
Farmington Public Schools
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Unit Summary
This eight-week grade 6 social studies unit on Global Interdependence is designed for use
with a heterogeneous class of students. The unit focuses on the increasing
interconnectedness of the world, and how individuals, groups, and nations adapt to such
changes. It is the first unit of the year, and is followed by subsequent units on Latin
America and Africa.
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Global Interdependence
7-1-07
Farmington Public Schools
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Stage One: Essential Understandings and Content Standards
SS Essential Understanding #6 - Global and Community Interdependence
All people are mutually dependent, joined by economic, social, cultural and civic
concerns, as a part of a global community.
Content Standards:
6.3
list and explain the positive and negative consequences of global interdependence
6.4
identify and explain their responsibilities as global citizens and how individual behaviors connect
with global concerns
6.5
describe examples of global interdependence
6.6
understand how global interdependence can improve the lives of people around the world
6.7
identify and describe the roles of international and multinational organizations
SS Essential Understanding #10 – Economic Decision-Making
The use and distribution of economic resources structures group, national, and
international relationships.
Content Standards
10.6
describe the influence of economic incentives on individual and national decisions in past and
present times
10.8
understand the role of supply and demand, price and profit in determining what is produced and
distributed in a market economy
Technology Essential Understandings and Content Standards
#1 – Information Accessing
Information skills and strategies are necessary to effectively locate and use resources for solving
problems, conducting research, and pursuing personal interests.
The students will…
1.64
demonstrate ability to extract and record information relevant to their defined
information need.
1.65
demonstrate ability to summarize and paraphrase important facts and details.
1.66
use established criteria to judge relevance and completeness of extracted
information with respect to their defined information need.
#4 – Responsible Information Use
The responsible student will demonstrate legal use of information resources, computers or other
technologies, recognizing the attendant social, economic, and ethical issues.
The students will…
4.64
identify the sources used and the essential parts of a bibliographic entry.
Jeremy Forgione & Alden Paye
Global Interdependence
7-1-07
Farmington Public Schools
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Unit Outcome Statement
As a result of this unit, students will discover the different ways that nations, groups, and
individuals are globally connected through examination of environmental, economic, human
rights, and security issues. By reading and analyzing current events, participating in
simulations, interactive learning experiences, and research of global organizations, students
will recognize their potential as global citizens to help shape the future of our world.
Essential Questions
1.
What does global citizenship look like?
2. As the world becomes more interconnected, what challenges arise? How are people
responding to these challenges?
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Global Interdependence
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Knowledge and Skills
The Knowledge and Skills section includes the key facts, concepts, principles, skills, and processes called
for by the content standards and needed by students to reach desired understandings.
The Understanding by Design Handbook, 1999
Knowledge
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Gain an awareness of the continents and key countries of the world
Learn essential map-reading skills (cardinal directions, latitude and longitude, legend
and scale, and key geographic terms)
Understand the distinction and uses for various types of maps (political, physical,
thematic)
Connect classroom community building to the role of diversity in a global community
Recognize our dependence from sources around the world for goods, ideas, and
services
Recognize the inequity regarding the distribution of wealth, land, and resources
throughout the world
Gain an understanding of global issues (environment, human rights, economy, culture,
and law enforcement/defense)
Understand some positive and negative consequences of global interdependence
Examine how people are responding to global challenges
Understand the role of supply and demand in a global economy
Appreciate the responsibilities of a consumer in a global society
Understand how economic incentives influence the decisions of individuals,
corporations, and governments
Gain an awareness of global organizations and the work they’re doing to address
people’s needs throughout the world
Skills
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Use map-reading skills
Interpret graphs/charts and extract relevant information
Locate, organize and summarize information
Identify main ideas and details in sections of a text
Distinguish between essential and nonessential information to draw a conclusion
Extract and/or record information relevant to defined information need
Summarize and paraphrase important facts or details
Synthesize information to develop a perspective
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Global Interdependence
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Farmington Public Schools
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Stage Two: Assessment Package
Authentic Performance Task
Goal: Your goal is to convince HOW through a well researched and articulated grant
proposal to fund your organization. Your grant proposal letter should show how the
organization responds to significant global challenges and reflect your understanding of
global citizenship.
Role: You are a grant writer for your global organization. Your job is persuade the HOW
Foundation that the work of your organization is important/essential/valid to the welfare of
the global community.
Audience: The Helping Our World (HOW) Foundation, an imaginary foundation that funds
worthy global organizations.
Situation: Your task is to research a global organization, learn about its mission and goals,
and find specific examples of how it benefits the global community.
Performance: Once your research is complete, you will write a grant proposal letter to the
“Helping Our World” Foundation demonstrating the importance of your organization’s work.
Standards and Criteria for Success:
6.4
identify and explain their responsibilities as global citizens and how individual
behaviors connect with global concerns.
6.5
describe examples of global interdependence.
6.6
understand how global interdependence can improve the lives of people around the
world.
6.7
identify and describe the roles of international and multinational organizations.
Criteria for Grading:

“Global Organization Research Packet Rubric”
o Identify important goals
o Cite examples that support the organization’s mission
o Explain how these goals benefit the global community

“Grant Proposal Letter Rubric”
o Demonstrate an understanding of organization’s purpose
o Show how organization benefits global community with specific examples
o Explain why this work is important to fund
Jeremy Forgione & Alden Paye
Global Interdependence
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Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
Map Skills:
Room Map
World Map Quiz
Week One reflection
International Inspirer Reflection
Thematic Map of your Own
Latitude, Longitude, and Map-Reading Quiz
Global Issues:
“ME” Bag
Home Hunt Graph
Big Picture Small World Reflection
Global Issues Vocabulary Cards
Global Issues News Article Responses
Our Place in the Global Community, Takes 1 and 2
“Make a Difference” Fair Trade/Role of Consumer Dialogue Activity
“Hard at Work” Child Labor Debate
Global Population and Resources Reflection
3-2-1 “Rx for Survival: Disease Warriors” Response
Library Research/Grant Proposal Letter:
Global Organization Research Peer Feedback Form
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Stage Three: Learning Experiences and Instruction
Topic: Map Skills
Duration: 2 Weeks
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
How will learning how to
read a map help you to
better understand our
world?
Day 1: “The World as You Know It” Hook/Pre-Test
Students draw a map of the world based on prior
knowledge, then answer questions about world
geography to see what they know prior to the unit.
What are the key
features of a map?
How and when might you
use maps?
How do latitude and
longitude help us to locate
places on the globe?
How will knowing about the
different types of maps
help us to find and access
key information?
How are thematic maps
similar and different to
political and physical
maps?
How might International
Inspirer help us to gain a
better understanding of
the world we live in and
the challenges that we
face?
Share actual world map and compare to their drawings
Distribute Essential Questions and discuss “big ideas”
that will be explored in the unit
Day 2: Finding Your Way: Using Maps and Globes 20-minute
video (with emphasis on the following geographic
terms: cardinal directions, key, legend, compass
rose)
“Using a Compass Rose” Check for Understanding
worksheet
For HW, students design a map of their room, using a
legend and key (possible extension: also draw the map
to scale). A student sample is included in the appendix
Day 3: Students share the maps of their rooms they
designed for HW.
Introduce the concept of scale. Use mapquest.com to
show scale. Begin with a view of the world and zoom in,
highlighting the change in scale as the area shown gets
smaller and smaller, down to a Farmington neighborhood
and street.
HW: Complete “Scale: Small-scale vs. Large-scale”
worksheet
Day 4: Latitude/Longitude and Hemispheres
Review Scale HW
Introduce hemispheres and complete accompanying
worksheet
Introduce the concept of latitude/longitude and give
students practice sheets to complete using Rand
McNally atlases
HW: Complete latitude/longitude worksheets
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Day 5: Latitude/Longitude, World Map Quiz
Review Latitude/Longitude HW
World Map Quiz
Index Card Reflection:
1. How will a better awareness of world
geography and map skills help our study of
global interdependence?
2. What’s the most important thing you learned
this week?
3. Is there something we’ve done this week that
you’re still unsure about (or need more
practice with)?
Day 6: Types of Maps (Political, Physical, Thematic)
Hook: What kinds of things can maps show? Have them
reference maps/atlases available in the room with a
partner and brainstorm possible answers.
Compile a list on the board as a class of all the
different kinds of information that maps show.
Ask the class to sort the list into three
categories, coming up with a name for each.
Introduce the actual names (political, physical,
thematic) and compare with their names.
Begin working on political, physical, and thematic atlas
practice worksheets.
Day 7: Types of Maps (Political, Physical, Thematic)
Continue working on political, physical, and thematic
atlas practice worksheets.
Review answers to practice worksheets
Introduce thematic map activity. Students will create a
thematic map to reveal the hidden treasures/uses of a
familiar location with a minimum of two characteristics
in their key they will be mapping.
Possible spaces: bedroom, house, neighborhood
Possible uses: places to relax, have fun, avoid
adults, shop, play with a pet, etc.
HW: Complete thematic map by Day 10 and be prepared
to share with the class
Day 8-9: International Inspirer® Interactive Learning Game
Students will work in groups to plan trips throughout
the world in an attempt to accumulate resources and
travel to countries containing specific resources. This
activity will enable students to get a better
understanding of the locations of countries throughout
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the world and their key features/resources
Reflection Activity: Brainstorm/3-Minute Essay
Question: Now that you’ve been exposed to
information and statistics about our world, what
do you predict are some of the major global
issues and challenges we’ll be investigating in our
global interdependence unit?
Day 10: Consolidating Map Skills
Administer “Latitude, Longitude, and Map-Reading Quiz”
Share Thematic Maps
Whole-class conversation about the following question:
1. What are some of the different
characteristics that people chose to highlight
in their thematic maps?
2. How do these characteristics reveal the
different uses of space?
3. What purposes can maps serve?
Resources:
Finding Your Way: Using Maps and Globes video
Rand McNally Atlases
International Inspirer®
Mapquest.com
Accompanying maps/worksheets
Additional map video: Using Maps & Globes (26 minutes)
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Topic: Global Issues
Duration: 4 Weeks
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
What unique talents and
skills do individuals
possess, and how does
combining them make us a
stronger community?
Day 1: Introduce “ME” Bag Assignment
Explain purpose of “ME” Bag – before we begin learning
about the world around us and exploring global issues,
it’s important we have an opportunity to get to know
each other first. Connect idea of the benefits of
diversity in the classroom to diversity in the global
community.
What goods, ideas, and
services do we depend on
other countries for?
How would our lives be
different if global
interdependence did not
exist?
How do powerful statistics
help to paint a picture of
our world?
What are the key issues
facing our world?
How are people responding
to global issues and what
more could be done?
In a global community,
what responsibility do we
have to make the world a
better place?
How do goods get from
the producer to the
consumer?
How do growers and
producers feel about the
concept of free trade vs.
fair trade?
What are the
responsibilities of a global
citizen from a consumer’s
perspective?
Jeremy Forgione & Alden Paye
Distribute “ME” Bag guidelines and discuss.
Teacher will model assignment by sharing his/her own
personal “ME” bag with the class, explaining why the
items in the bag represent who you are.
HW: Finish “ME” Bag
Day 2: “ME” Bag Presentations and Connections, Home Hunt
As students share the contents of their bags with the
class, other students record their feedback on the “ME
Bag Connections” form.
Introduce Home Hunt activity – students will find 20
items around their home that were made in other
countries and record them on the “Home Hunt”
worksheet
Homework: “Home Hunt” Worksheet
Day 3: Home Hunt, Self-Sufficiency Activity
In small groups, students will graph their collective
home hunt data on graph paper, grouping countries
sharing the same continent side by side (a sample is
attached).
Have each group share their results, and as they do,
use the pull-down world map to take notice of the
location of these countries. Once all groups have
shared, discuss the following key questions…
Which countries do we rely on most?
What kinds of goods do we import from certain
countries or parts of the world? (Example: hightech items from Japan)
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What challenges does
child labor pose to the
global community?
How do economic costs
and benefits influence the
choices that nations,
groups, and individuals
make?
What role does supply and
demand play in the global
community, and how does
that impact what is
produced and distributed?
What are the implications
of the distribution of land,
population, and resources
in our world?
What can we learn from
past efforts to address
global health challenges?
Which areas of the world we do not import
many goods from? Why? (For example, why are
there so few items from the continent of
Africa?)
Introduce Self-Sufficiency Activity – students will
have to IMAGINE (not actually experience) what their
life would be like if global interdependence did not
exist.
Homework: “Self-Sufficiency Activity” worksheet,
explaining which items (many may come from their
Home Hunt lists) they had to give up and how it
impacted their lives.
Day 4: Self-Sufficiency Debrief
Discuss the results of the self-sufficiency activity.
What did we have to sacrifice? How dependent are we
on other countries for ideas, goods, and services?
Now that we’ve explored how much we rely on other
countries, have them turn to a partner and discuss ways
in which other countries depend on the United States.
What do we provide others with? (Here is a good
opportunity to talk about not only goods, but also ideas
and services – two other key components of global
interdependence)
Check for understanding: Each student will attempt to
define the concept of global interdependence on an
index card.
Come up with a class definition of global
interdependence (ex. All the ways in which
people/countries depend on each other for ideas, goods,
and services)
Day 5: Big Picture Small World
Students will watch a video clip on the
bigpicturesmallworld website to familiarize themselves
with powerful statistics about our world
Before watching the movie, students will predict the
answers to statistical questions, and then fill in the
actual statistics as they’re watching the movie
After the movie, they will complete Big Picture Small
World Reflection
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Day 6: Global Issues Vocabulary Cards
Based on their Big Picture Small World Reflection and
their own background knowledge, the class will compile a
list of the most important problems and discuss their
impact on the world today.
Once the problems are on the board, in small groups
students will attempt to sort the problems into
categories (global issues).
Introduce the issues that we’ll be exploring
 Environment – agriculture, pollution, natural
resources, habitat
 Human Rights – education, health, justice
 Economy – trade, competition, wages
 Security – law enforcement, defense, conflict
Point out that although culture is a very important issue
as well, we will explore that concept in depth in future
units
Homework: Global Issues vocab cards due on Day 10
Day 7: Introduce Global Issues Current Event Articles
Explain that over the next four days we will be looking
at real-life examples relating to the global issue
categories we’ve identified.
Introduce “Environment” article (Where Have All The
Bees Gone?). Read the article as a class, then model how
to approach the “Global Issues News Article Response”
that students will be completing for each article read
over the next few days.



Identifying problem and who needs help
Identifying who is trying to help, or who needs
to do something different to help
Explain how solving this problem with help to
make the world a better place
By having opportunities to respond to these questions,
students will be better prepared for their global
organization research, which is structured similarly.
Homework: Students will read the second environmental
article (Meltdown!) and complete the response sheet.
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Day 8: “Human Rights” Articles
Review responses to last night’s article, making sure
that students were able to clearly identify the problem,
what is being done to help, and most importantly how
solving the problem will make the world a better place.
Introduce first “Human Rights” article (Focus on
Education) and repeat yesterday’s process.
Homework: Students will read the second human rights
article (After the Waves) and complete the response
sheet.
Day 9: “Security” Articles
Review responses to last night’s article.
Introduce first “Security” article (North Korea Steps
Out of Line) and repeat yesterday’s process.
Homework: Students will read the second security
article (The War Goes On) and complete the response
sheet.
Day 10: Wrap up Articles, Share Cards, “Our Place in the
Global Community, Take 1”
Review responses to last night’s article.
Share Global Issues Vocabulary Cards.
Check for Understanding: “Our Place in the Global
Community, Take 1” – Students will respond to the
following two “big idea” questions…


How do these articles about global challenges
show the different ways that people of our
world are connected?
What responsibilities do we have as global
citizens?
Recollect their responses to Take 1, as students will
revisit these questions in two weeks time to see how
their understanding has grown (Take 2)
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Days 11 & 12: World Trade Simulations
Goals of the activities are to help students see their
role in the global chain from producer to consumer, and
gain empathy for producers.
Activity One:
Put students in groups of three. Remind students of
how we discovered in the home hunt activity that so
many of our goods are produced in other countries.
Explain that in the next activity they will think more
about the different parties involved in getting products
from field or factory to the consumer.
Hand each group a bar of chocolate. Tell them that
each student will now take on the role of one of the key
parties in the production of the chocolate bar: cocoa
farmer, chocolate company, or store owner. Once they
have chosen their role, ask them to imagine that each
chocolate bar costs $1.
Their task will be to break the bar up so that each
party receives the amount of chocolate equal to their
percentage of money earned from the sale of the bar.
(They should take off 6% of the chocolate bar for tax
to begin with.) Before breaking up the bar, have each
group consider and discuss the costs that each party
incurs as part of the production of the chocolate.
Possible costs to consider:
 Grower- land, supplies, etc.
 Chocolate company- distribution, factory, etc.
 Store owner – space for store, employees, etc.
Then, based on their thinking, they should break the
bar into the amount that they think each party
deserves.
Have groups share their results with the class and
compare. Then share the actual statistics:
Tax: 6%
Chocolate Company: 51%
Store Owner: 35%
Grower: 8%
Activity Two: “Fair Trade Rules!” Resource Sheet “From producer to consumer: can you fill in the chain?”
In their small groups, have students try to figure out
the order of the steps from producer to consumer,
then rewrite steps in boxes (instead of cutting and
pasting) to save time.
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Point out information box on fair trade at the bottom
of the worksheet.
Share fair trade graph, explaining that fair trade
guarantees that a minimum amount to the producer for
a given product.
Activity 3:
Explain to the students that you will be reading a short
piece aloud from a kid whose family grows cocoa in
Ghana. (Information about the Kuapa Kokoo farmers)
As you read, students should signal (thumb-up, thumbdown) when they hear about a difficulty farmers face
and when they hear about the benefits of fair trade.
Afterwards have a class discussion about the
difficulties farmers face. Which of these difficulties
can be overcome? Which are out of their control? How
can fair trade help these farmers? What do farmers
do with the additional income fair trade provides? How
can we play a role in helping these farmers?
Some facts to share with students during discussion:
-In their lifetime, each American will spend an average
of two million dollars.
-On average, each American consumes 12 pounds of
chocolate every year.
Homework: “Make a Difference” – students will fill in
the dialogue bubbles on this conversation to
demonstrate their understanding of fair trade and
their role as consumers.
Day 13: “Hard at Work” Child Labor Article
Briefly review “Making a Difference” homework.
Read article about child labor in Ecuador. Then have
students complete “A Global Problem” graphing
worksheet in class.
Day 14: “Hard at Work” Child Labor Debate
Students will take out their debate organizers from
last night. The class will break up into two groups and
prepare their three best arguments in support of their
point of view. Then debate the issue, encouraging them
to listen and respond to the other side’s point of view.
(The losers of the debate will be forced to work in the
fields at West Woods.)
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Day 15: “Supply and Demand” Video, Introduce Economy
Articles
Show 10-minute “Supply and Demand” video
Read “Find about the World Oil Situation” article as a
class, and complete the “Global Issues News Article
Response.”
Homework: Read “Here Comes China” article and
complete “Global Issues News Article Response.”
Day 16: Review Economy Article, World Economy DVD
Review “Here Comes China” article response.
Show 20-minute “ABC News: The World Economy” DVD
Check for Understanding: “Our Place in the Global
Community, Take 2” – Students will respond to the
following two “big idea” questions…


How do these articles about global challenges
show the different ways that people of our
world are connected?
What responsibilities do we have as global
citizens?
Day 17: “World Wealth Distribution” Simulation
Goal: To help students better understand the
distribution of land, population, and resources in the
world.
Students will be assigned a region of the world,
represented by a defined area of the classroom. (We
recommend moving all desks/chairs and putting down
tape to designate each region.)
Distribute “untapped” and “tapped” resources, and
explain the rules of the simulation. (See appendix.)
Debrief about the simulation, giving students an
opportunity to share their various perspectives, and
discuss real-world implications.
Project the world population clock found at…
http://www.ibiblio.org/lunarbin/worldpop
and view the graph of projected population growth at…
http://www.unfpa.org/6billion/pages/worldpopgrowth.htm
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HW: Have students answer the following question:
What challenges does an increasing global population
pose for the global community?
Day 18: “Rx For Survival: Disease Warriors” DVD
Quick follow-up discussion to last night’s homework
question about the challenges of a growing population.
Show video, emphasizing historical and current global
challenges related to human rights (specifically health)
Students should complete a 3-2-1 reflection (three
things they learned, two things that surprised them,
and one question they still have)
Days 19-20: Global Organization Research Prep
Introduce global organization research project and
grant proposal letter.
 Read aloud the “exceeds” sample grant proposal
letter so that students can internalize the
criteria necessary to meet or exceed standard on
the task
 Distribute Global Organization Research Packets
and discuss expectations and requirements
 Assign global organizations (possibly considering
student interest in particular global issues)
In preparation for global organization research,
complete the goal/specific example page, modeling for
students how to gather the necessary information using
“A Chance to Go to School” Time for Kids article about
UNICEF.
Note: Highlight common pitfalls when answering each
question (such as overly general responses).
Resources:
Websites:
bigpicturesmallworld.com
http://www.ibiblio.org/lunarbin/worldpop
http://www.unfpa.org/6billion/pages/worldpopgrowth.htm
Articles:
Where Have All The Bees Gone? (Science News for Kids,
June 13, 2007)
Meltdown! (Time for Kids, April 27, 2001)
Focus on Education (Scholastic News, May 22, 2007)
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After the Waves (Time for Kids, January 14, 2005)
North Korea Steps Out of Line (Time for Kids, January 17,
2003)
The War Goes On (Time for Kids, November 3, 2006)
Information about the Kuapa Kokoo farmers (Bananas, and
(Cocoa) Beans: a basketful of fair trade activities ©RISC
2003
Hard at Work (Time for Kids, January 24, 2003)
Find about the World Oil Situation (Childrens’ BBC News,
June 4, 2004)
Here Comes China (Time for Kids, April 28, 2006)
Videos/DVD’s:
Economics in our Age Series: Supply and Demand, © 1999 SVE
and Churchill Media
ABC News Classroom Edition: The World Economy Part 3:
Global Interdependence ©2006 Disney Educational
Productions
Rx For Survival: A Health Challenge Global -Disease Warriors
©2005 WGBH Boston Video
Accompanying worksheets
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Topic: Global Organization Library Research
Duration: 2 Weeks
And Grant Proposal Letter
Guiding Questions:
Suggested Sequence of Learning Experiences and
Instruction:
What role do global
Day 1-5: Global Organization Library Research
organizations play in
Students will spend five class periods in the library
the world?
conducting research on a global organization. They will
What are the
greatest challenges
to the global
community?
How is your
organization
responding to global
challenges?
How does researching
a global organization
affect your vision of
yourself as a global
citizen?
use selected texts, websites and internet research
tools such as ICONN and EBSCO to find the necessary
information. See attached research packet.
Day 6: Research Feedback
Model feedback protocol on the overhead using two
student samples from previous years: one “strong
meets” and one “near”.
Group students according to their global issue (ex.
Greenpeace and WWF students will work together).
Once in their group, they will share an example and get
feedback from their peers using the peer feedback
form. Assign the role of “recorder” to one student, who
will take notes on suggestions from other students, and
then give that written feedback to the student sharing.
Students should then take their peer feedback and use
it to strengthen their example, and then review the
other examples in their packet with that in mind.
Day 7-10: Grant Proposal Letter
After completing their global organization research,
students will write a grant proposal letter requesting
funding on behalf of their organization. See attached
grant proposal letter organizer.
Resources:
Global Organization Books
Global Organization Websites
Curriculum Databases: ICONN and EBSCO
Global Organization Research Packet
Global Organization Research Peer Feedback Form
Grant Proposal Letter Organizer
Jeremy Forgione & Alden Paye
Global Interdependence
7-1-07
Farmington Public Schools
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