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The Chocolate Trade Game is role-playing game that allows each participant to experience what it might be like to be part of the cocoa trade. Participants learn about fair trade by acting out the various roles in the process from growing beans all the way to the chocolate buyer. All 'role' descriptions and game pieces are provided in the resource as well as a number of excellent discussion questions for reflection and debriefing.
This resources teaches students how to analyze the economics of the chocolate production chain and apply mathematical skills to judge how people profit along the chain.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Satisfactory|
This activity presents an excellent example of social justice and sustainable agriculture. Environmental perspectives are not sufficiently represented.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The economics of fair trade are clearly presented here. Social justice is inferred as a result of the role playing.
However no discussions are provided around health issues in a farming situation or concerns about soil conservation improvement. Little consideration is given to the natural environment.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of social justice is incomplete. There is no effort in the role playing to address environmental health. There is also no discussion about marketing/promoting fair trade chocolate's contributions in protecting wildlife habitat.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The role playing really helps students understand internalize social justice issues with buying agricultural products from poorer countries.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
During the debriefing period students have an opportunity to express their own perspectives.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
This activity does an excellent job on highlighting social justice for farmers in poorer countries.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
This activity is obviously limited to social justice for humans.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The activity dives right into the activity without an icebreaker or attempt to connect the issue to the students' lives.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
This activity focuses on the present.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
This activity allows students to draw their own conclusions. There is ample time and a number of good suggestions for debriefing.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This activity incorporates economics, math and to a lesser extent art and oral communication and presentation skills.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with many debriefing questions that encourage students to make their own discoveries.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
While it is not explicit in the activity, there are many opportunities where an experienced teacher can help direct students to appropriate learning tasks.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
While not truly an authentic experience, the simulation approaches real-life experience.
|Experiential Learning: |
Authentic learning experiences are provided
While the opportunity is there for cooperative learning it is notÂ explicitlyÂ taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
There are 30 minutes set aside specifically for reflection and discussion plus additional follow-up activities but is lacking assessment tools.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Incidental teaching arises only from activities among students while they are role playing.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Role playing provides a near true-to-life experience.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
The students are free to interact with others during role playing. Additional supplementary activities that provide opportunities are included.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|