Virginia SOL WG.16.a

Social Studies8th GradeGlobalization

The Standard

examining factors that influence the distribution of economic activities and trade

Virginia Standards of Learning for History and Social Science · The student will apply history and social science skills to understand the impact of the growing interdependence of the world by

Teacher's field guide

What This Standard Means

What Students Need to Do

Students use maps, data, and examples to explain why farms, factories, and services are located in certain places. They connect resources, labor, transportation, markets, technology, and government policies to trade patterns.

What Mastery Looks Like

Given a product, students can explain where it is produced and traded using several pieces of evidence. They can predict how a change in costs, resources, policy, or transportation could shift production.

Common Misconceptions

Students may think countries make everything they use or trade only with nearby countries. They may confuse imports with exports or assume low wages are the only reason companies choose a location.

How to Assess It

Use this exit ticket: “A bicycle uses aluminum from Australia, gears from Japan, and assembly in Vietnam before sale in Virginia. Explain three reasons for this pattern.”

Lesson moves

Ways to Teach It

  1. Give groups product, resource, labor, and port cards, then have them choose a factory site and defend its trade route.

  2. Ask students to write: “Should a clothing company choose lower wages, skilled workers, or nearby customers when locating a factory?”

  3. Run a trade route game where teams respond to event cards such as port closures, tariffs, fuel price increases, and new rail lines.

  4. Have students check clothing labels, map the countries of origin, and infer why each item may have been produced there.

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