The original fixture supports three links: A to B, B to C, and C to D. C2 supports the first two; C4 supports the last. Withdrawing C2 leaves only C to D supported. The HTML recomputes the stage and link records while keeping the withdrawn card visible as history.
Work through the example
Select Withdraw C2. The assembly location B becomes unconfirmed, and both A to B and B to C lose relationship evidence. A still has C1, C still has C3, and D still has C4. Select Add hypothesis to introduce “Someone thinks assembly is in Country E.” It gives the team a question to investigate, not a supported A to E to C route.
Give a team the cards and a blank arrow ledger. Require the card ID and a receives-from or sends-to detail for each transfer. A location label alone cannot supply that relation. Removing evidence is different from closing a physical stage. Keep the unaffected C-to-D link and ask which new attributable record would be needed for the missing assembly relationships.
Give the class a fictional case, not a real product claim
This original practice paper-kit scenario has four cards:
| Card | Exact authored statement |
|---|---|
| C1 | Material for the practice paper kit is supplied in Country A. |
| C2 | Assembly in Country B receives the material from Country A and sends the finished practice paper kit to distribution in Country C. |
| C3 | Distribution of the practice paper kit is in Country C. |
| C4 | The classroom in Country D receives the practice paper kit from distribution in Country C. |
Country A, B, C, and D are invented letter locations. They are not real countries, company sites, or geographic coordinates. The statements are facts within the fictional scenario only.
Prepare stage tokens labeled material, assembly, distribution, and classroom use. A schematic sequence can show A → B → C → D, but each arrow needs its own evidence entry. The letters are not a physical map or measured shipping route.
CFR Education's globalization lesson uses production and distribution stages to examine how objects connect places. We use that broad context only. This independent fictional-card game does not reproduce its sneaker example, videos, worksheet, lesson sequence, timing, or trade statistics. CFR Education globalization lesson
Actual learner responses and classroom observations remain blank. The filled examples below are teacher preparation.
Separate a stage claim from a connection claim
C1 establishes the material's scenario location. It does not independently say where the material goes next.
C2 supports two connections: A to B, because assembly receives material from A; and B to C, because assembly sends the finished kit to C. C3 identifies distribution in C but supplies no independent upstream claim.
C4 supports C to D. That reference does not require C2 to state the final classroom connection again.
Use this expected link ledger:
| Connection | Required relation | Supporting card | Status in the complete fixture |
|---|---|---|---|
| A → B | Material received by assembly | C2 | Scenario-supported |
| B → C | Finished kit sent to distribution | C2 | Scenario-supported |
| C → D | Kit received by classroom | C4 | Scenario-supported |
Keep a separate stage ledger for C1's A, C2's B, C3's C, and C4's D claims. A stage label and an arrow express different things. Placing two tokens next to each other does not supply a transfer record.
“Scenario-supported” is the precise label here. It does not mean independently verified real-world trade.
Play a first round with citations beside the arrows
Provide the cards and a blank stage/link ledger. Invite a team to arrange the stage tokens, add arrows, and write the card ID plus the supporting detail beside each connection.
Recreate this example
Build one self-contained responsive HTML example titled “Globalization classroom game: cite each route link” for readers completing the stated task. Return the complete HTML with embedded CSS and JavaScript. Use no remote fonts, libraries, images, requests, account connections, or saved-state claims.
Use exact fictional cards C1 material supplied in A; C2 assembly in B receives material from A and sends finished paper kit to distribution in C; C3 distribution in C; C4 classroom in D receives kit from C. Full sources support A→B and B→C via C2, C→D via C4. Buttons Full sources, Withdraw C2 and Add hypothesis recompute support. Withdrawal preserves C→D and marks assembly unconfirmed. H1 says someone thinks assembly is in E; it supplies no transfer evidence. Display source history separately.
Use a route evidence worksheet with active source cards and a changing connection ledger design with a compact header. Keep the actual sample data, controls, and useful default result visible early on a 360px-wide screen. Use readable text at least 16px, generous paragraph spacing, strong contrast, semantic labels, visible keyboard focus, and wrapping source blocks. Stack records on narrow screens rather than forcing a wide table.
Wire each action to an explicit type=button click handler using element selectors; the host permits scripts but blocks form submission. Update the visible result when the described action occurs. Show specific error feedback for invalid or missing input and clear stale feedback after dependent inputs change. Use plain text when displaying user values.
Invented locations and scenario cards do not establish a real product supply chain. Keep the source fixture and worked teacher or developer example distinct from actual user records. Include the domain-specific explanation and next check beside the result. Provide no fake download, send, deployment, approval, or persistence button. Everything operates locally for the current page session.
Review the prepared copy in NOS
Before teaching the withdrawal round, ask a colleague whether the C2 citation explains both affected arrows. You can render an HTML teaching copy in NOS and revise eligible static card instructions in visual editing mode. Keep the original cards and actual learner explanations in the classroom packet.