Display a photo of jeans with a price tag and the provocative statement: “A pair of jeans is made in one country, so buying it has little to do with the rest of the world.” Students silently choose a position on a continuum from “strongly agree” to “strongly disagree.” In pairs, they explain their position using the prompt: “I think … because …”. Collect assumptions about where jeans come from, who makes them, and what happens before they reach a shop. Record ideas and questions in two columns: What we think we know / What we want to find out. Do not resolve disagreements yet; use them to create productive doubt.

Introduce a concise word bank and sentence frames needed for the video analysis: cotton, field, factory, fabric, dye, sew, worker, ship, lorry/truck, store, consumer; “I can see …”, “It looks as if …”, “This may be …”, “First/then/after that/finally …”, and “The cotton is grown / transported / processed …”. Model the difference between an observation and an inference with one still image from the video. Explain the viewing task: identify production stages, clues about places, people involved, and forms of transport.

Play the teacher-selected non-verbal video once without pauses. Students individually complete a simple observation grid with the headings: What do I see?, Which stage might this be?, Where might it happen?, and What questions do I have? Emphasise that guesses are welcome when clearly labelled as inferences. Students compare one observation and one question with a partner after viewing.

Replay the video in short sections, pausing at significant moments. As a class, identify and sequence visible stages of production. The teacher elicits precise language and records a shared example: “We can see cotton being harvested; therefore, this stage is cotton farming.” Students add or revise their grids. Where the video does not clearly name a country, students mark the location with a question mark rather than presenting an assumption as a fact. Provide a small set of country/region cards or captions only if they accompany the selected video.

In groups of three or four, students receive a blank world map, stage cards, arrows, and evidence notes from the viewing task. They create a map titled “The Global Journey of One Pair of Jeans.” Each group must: sequence at least five stages; place each stage in a country or region only when supported by the video/material; draw transport routes; add two captions in the passive voice; and attach at least two question marks or discussion notes showing uncertainties, missing information, or possible problems. Suggested caption: “The fabric is dyed in … before it is transported to …”. Early-finishing groups add a final stage on use, second-hand clothing, recycling, or waste.

Groups display their maps. During a gallery walk, each student leaves one evidence-based comment and one question on other groups’ work, using prompts such as: “I notice that …”, “What evidence shows that …?”, and “This makes me wonder …”. Briefly discuss differences between maps. Return to the opening claim and ask: “What makes the claim too simple?” Invite students to connect the production chain to possible environmental, social, and economic consequences without requiring them to make unsupported factual claims.

Students complete an individual exit ticket: 1. “One stage in the journey of jeans is …”; 2. “One piece of visual evidence was …”; 3. “My view of the statement at the beginning has changed / has not changed because …”; 4. “One question I still have about global clothing production is …”. Revisit the original continuum verbally or through a quick show of hands. Close by highlighting that a common consumer product can connect many people, places, resources, and decisions around the world.