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Global Connections: Trade, Technology, and Food - Slave to Chocolate

Produced by Monica Erne-Webber, Polytechnic High School, 2009

SLAVE TO CHOCOLATE

(*See attached document for a Writing Exercise related to this lesson plan*)


INTRODUCTION/OBJECTIVE
This lesson covers a 90-minute block period for high school students, which ties into a larger unit on persuasive writing. Students will learn elements of persuasive writing with a specific focus on point-of-view, citing examples and counter claim while studying an overview of the history of cocoa trade and the current controversy of bonded labor in the cocoa production. Students will understand elements of research and be able to formulate their own opinions and arguments.

LANGUAGE ARTS STANDARDS

READING
1.0 Student apply their knowledge of word origins to determine the meaning of new words

2.8 Evaluate the credibility of an author’s argument…the way in which the author’s intent affects the structure and tone of the text

WRITING
2.4 Write persuasive composition
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
d. Address reader’s concerns, counterclaims, biases, and expectations.

RELATED HISTORY-SOCIAL SCIENCE STANDARDS
10.3.5 natural resources, entrepreneurship, labor and capital

MATERIALS
PROVIDED READINGS
Kenneth Pomeranz and Steven Topik, The World That Trade Created:
Society, Culture, and The World Economy 1400 To The Present, From Coin to Commodity pg75
cocoaverification.net
http://www1.american.edu/ted/chocolate-slave.htm


REALIA
Chocolate
Cocoa Bean or photo of bean
Coins

 

SUPPLIES
Highlighters
Post-it note
Notebook
Chart paper
Double bubble map
Persuasive terminology handout
Vocabulary handout

PREPARATION
Teacher will copy the readings for students, generate a list of websites for research, create a vocabulary worksheet from readings in style of CAHSEE test questions, and mark up the readings to point out information on persuasive techniques, denotation, connotation, tones and relevant questions.

ACTIVITIES

INTRO ACTIVITY #1 (10 MINUTES)
The teacher will pass out a post-it note and a piece of chocolate to each student. On the post-it they will write their name and the type of chocolate they got. The teacher will instruct the students to trade their candy with another person who has something different. Once they have traded they are to put the name of the person they traded with, what they got, and 2 reasons why they traded with that person (they should discuss together as pair-share). They may eat their candy upon posting their note on the chart.

Whole Group: The teacher will generate with students a bubble map with the post-it notes. Together there will be a discussion of BARTER.

ACTIVITY #2 ( 10 MINUTES)
The teacher will have students count out 1-2-3. All the 1s will receive chocolate, 2s will receive coins and 3s will receive fruit. The teacher instructs the students that they must trade with at least one other person but may trade more to get their end result. Once again students will notate their trade and reasons why they traded as they did on a post-it note.

Whole Group: The teacher will generate with students a bubble map with the post-it notes. Together there will be a discussion of BARTER and MONETARY SALES.

ACTIVITY #3 ( 5 MINUTES)
K-W-L Chart on chocolate/cocoa

ACTIVITY #4 (20 MINUTES)
Preview Vocabulary Words from 1st reading on the History of Cocoa: From Coin to Commodity
The teacher will divide the class into 5 groups with 4 words each. Students will learn their 4 words and teach it to the class in any format- charades, a skit, and poster.
ELs and Students with special needs can be given the definitions or picture to help them teach.

The teacher will handout a worksheet with 5 vocabulary words in context to help students learn how to try to decipher meaning and reintroduce the strategy of looking at prefixes, roots and suffixes.

ACTIVITY #5 (15 MINUTES)
The teacher will have students count out 1-2-3 to Jigsaw the reading on the history of cocoa. Students will create charts on what they have learned –a visual, a title and the main ideas they have learned. Gallery walk to review.

ACTIVITY #6 (10 MINUTES)
K-W-L Chart on Slavery

ACTIVITY #7 (15 MINUTES)
The teacher will ask the students if they would eat a product if they knew it was made by slave or bonded labor. The teacher will introduce the controversy of bonded labor (child and adult in cocoa production). The teacher will introduce the overview of the final assessment so students know the purpose of the activity and assignment. Teacher will discuss persuasive techniques and issue of point-of-view and specifically how it can relate to counter claim. Handout will be given on persuasive techniques (i.e. appeal to authority, anecdotal, bandwagon, statistics etc.) to be referred to throughout unit and this specific lesson.


Point-of-View Chart on Slavery/Bonded Labor
Students will be divided into 4 groups to create a chart
Group 1-Slaves
Group 2- Slave Owners on a Farm
Group 3- Traders
Group 4- End Consumers of Goods derived from slave labor

Students will be given websites or handout materials or can do additional research as group decides.


ASSESSMENT
Students will demonstrate their understanding of persuasive writing by answering the question posed earlier on bonded labor and chocolate. Students will choose between writing a 5-paragraph persuasive essay or create a brochure/pamphlet about the issue.


EXTENSIONS
Students can research additional countries and or products that use bonded labor and present to the class.


BIBLIOGRAPHY
Kenneth Pomeranz and Steven Topik, The World That Trade Created:
Society, Culture, and The World Economy 1400 To The Present, From Coin to Commodity pg75
cocoaverification.net
http://www1.american.edu/ted/chocolate-slave.htm
Child Bonded Labor
http://www9.georgetown.edu/faculty/gg58/CBL.pdf
http://www.cmi.no/publications/publication/?2748=liberated-bonded-laborers-are-they-better-off

Human Rights Quarterly
Volume 19, Number 3, August 1997
E-ISSN: 1085-794X Print ISSN: 0275-0392
DOI: 10.1353/hrq.1997.0030
Tucker, Lee.
Child Slaves in Modern India: The Bonded Labor Problem
Human Rights Quarterly - Volume 19, Number 3, August 1997, pp. 572-629

The Johns Hopkins University Press
 

 

Download File: Global Connections Writing Task.pdf

Center for European and Eurasian Studies