We all know the old standbys, i.e., readin', ritin' and ‘rithmitic, that all students have always been expected to study. Another set of Three Rs, i.e., roads, rivers and railroads, provide a useful set of categories to help students analyze any nation's access to world commerce. Students can use the lack of any of these three features to better understand the obstacles facing some developing nations in attempting to export or import products to and from world markets. And in the case of most developing nations, the products they export, as well as much of what they import, is bulk cargo requiring improved roads (i.e., paved all-weather roads),railroads or rivers. Students should also learn that rivers, to be useful for commerce, must be sufficiently slow and deep, smooth and free of obstacles. Have students analyze physical maps and research the US to determine how far inland those major rivers reaching the sea can be navigated from our coasts. Have major cities developed at the head of navigation on these rivers? Next, have students check major rivers in Africa, Asia, South America and Europe to see if major cities are located at the head of navigation on these rivers? How far inland are each of these cities from the sea? How does this compare to the distances in the US? Have major cities developed at the head of navigation on major rivers in Africa, Asia, South America and Europe? Students should check both the river (and canal) networks along with the railroad networks in, e.g., West Africa, East Africa, Southeast Asia, Northeastern South America or Central America, to determine whether or not the countries located there have reasonable access to world markets for their major products. Note: Most products of mines – except precious stones and the rarest metals – all major forest products and most agricultural products – except illegal drugs – move by bulk carriers over rail or water. Students should be aware that nations lacking well-developed river and/or canal, rail or highway systems may always remain at a severe disadvantage compared to those nations having them. Have them select one of the European nations initially active in exploring the World (Spain, Portugal, England, France, Netherlands) or those who entered the process later on (Germany and Italy), and research that nation's overseas activities from the late 15th century through the early 20th century. They should decide, if possible, exactly when the nation they are researching entered each of the three categories of activities. Further, they should try to ascertain the reasons for the shifts from one to another. What events at home or elsewhere help to explain them? How might the actions or intentions of other nations, or groups of nations, influenced actions taken by their nations? In what ways did their nation improve or detract from the quality of life of those who were native to the areas they explored or colonized? How well did their nations prepare those in the areas they once controlled for their eventual independence and statehood? What role did changing technology play in the sequence of events? This exercise provides students with multiply opportunities to correlate language arts, mathematical, visual and artistic, as well as other skills, in researching their nation's activities and presenting their results as portfolio, demonstration or other public presentation.