Chocolate: Fair trade and hauora
An activity sequence for students to:
 find out about trade and distribution of resources in the cocoa industry
 understand how their choices impact on other people and communities
 learn to take actions to improve the hauora (well-being) of cocoa producing
communities.
Context:
Concepts:
Learning Areas:
Hauora
Consumerism
Fair trade
Social justice
Equity
Health and
Interdependence Physical Education
Responsibility
Social Sciences
for action
NZC Level:
Timeframe:
5-8
5 - 10
lessons
EfS in the NZC
Through the “Chocolate: Fair trade and hauora” activity sequence students may
develop:
 elements of the key competencies thinking, managing self, relating to others,
participating and contributing
 elements of the values equity, community and participation and integrity
 action competence in EfS by relating their personal choices to impacts on other
people and communities.
The Learning Context
This activity sequence is intended to help students develop understanding and
knowledge around the trade and distribution of resources in the cocoa industry and
how they can affect the well being of individuals and communities that are reliant on
the industry. It also scaffolds a process for students to become aware and capable of
potential actions they can take to improve the hauora (well-being) of those
communities.
Chocolate: Fair trade and Hauora
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Teaching as Inquiry
p.35 NZC
When planning consider
these questions
Concepts for EfS
Teachers need to connect students’ learning to concepts in EfS and school based broad
understandings for learning so that students can make sense of their knowledge, about
their experiences of and attitudes towards sustainability.
Throughout the unit of work students will develop an
understanding of the concepts of:
 Equity by learning about the unfair practices in the production
of chocolate around the world.
 Interdependence by exploring the impacts that chocolate
consumers have on chocolate producing communities.
 Responsibility for action by exploring the potential power of
informed decision-making.
Learning areas
Health and Physical Education
 Identify the rights and responsibilities of consumers and use
this information to evaluate chocolate products available in the
community.
 Investigate the roles and effectiveness of fair trade and other
organisations that promote well-being and environmental care.
 Analyse ways in which social organisations promote healthy
communities and evaluate the effects they have.
 Evaluate community initiatives that promote young people’s
well-being and develop an action plan to instigate or support
these.
 Analyse ways in which the environment and the well-being of
the community are affected by the chocolate industry.
 Implement a plan of action to enhance the well-being of a
community or environment.
Focusing the inquiry
What are our students’
needs and abilities?
How do we know?
(What is our evidence
base?)
What is the focus of our
learning?
How are we ensuring
students are developing
a concept of a
sustainable future?
What are we doing to
help our students
develop significant
understandings across a
range of learning areas?
What do we want
students to know and
understand as a result
of this learning?
Social Sciences
Social Studies
Understand how:
 Economic decisions impact on chocolate producing communities
 Individuals, groups, and institutions work to promote fair trade
for social justice and human rights
Geography
 Understand how people’s diverse values and perceptions
influence the social and economic decisions and responses that
they make.
Chocolate: Fair trade and Hauora
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Student learning outcomes
Possible learning outcomes that could be achieved in this activity
sequence:
 the reasoning behind fair trade and equitable distribution of
wealth and resources;
 the implications of personal choices on the well-being of other
people, communities and the environment;
 the process of planning and taking informed action.
Teaching inquiry
Will this strategy
support my students to
learn this?
Students will be able to make an informed choice around the
consumption of cocoa products.
How will we know?
Learning sequence
Teaching and
learning
ACTIVITY ONE: Globalisation - Chocolate on the Map.
1. Divide students into 2 groups. Group 1 are the cocoa farmers
(give them red stickers). Group 2 are the consumers (give them
Learning inquiry
blue stickers).
2. Each group finds the countries from the list below on the map
and sticks their coloured sticker on the country.
Top chocolate consuming countries Top cocoa producing
countries
Top chocolate
consuming countries
Switzerland
Top cocoa producing
countries
Ivory Coast
Germany
Ghana
Belgium
Indonesia
Austria
Nigeria
Ireland
Brazil
United Kingdom
Cameroon
USA
Malaysia
What happened during
the learning?
How did my students
respond?
How will this learning
contribute to a
sustainable future?
How can this learning
make a difference?
What is next?
3. Reflect – what does the map reveal about where cocoa is grown
and where it is consumed? (those who produce the cocoa are
not those who consume the end product i.e. chocolate.
Chocolate is a global industry).
4. Reflect -what do you think it costs to produce a small chocolate
bar (one you would buy at the dairy)?
Chocolate: Fair trade and Hauora
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ACTIVITY TWO:
‘Who Gets What’ in the bean to chocolate bar chain.
This activity traces the path of the cocoa bean as it is exported
from a plantation in Africa through to when it gets turned into
chocolate.
1. Divide the class into 5 groups - these represent the links in the
chain.
2. Allocate roles to each group from the following:
a) growers of cocoa
b) buyers of cocoa from the growers
c) producers of other chocolate ingredients
d) chocolate manufacturers
e) shopkeepers in New Zealand
(teacher can assume the role of the government who gets money
from a chocolate bar in the form of tax.)
3. Give each group 5 minutes to reflect on what work is involved
in their role.
4. Ask each group to imagine that a bar of chocolate costs $1.50.
From the outset, the government gets .27c. That leaves $1.23.
How much of that $1.23 should their group receive? The groups
have 5 minutes to discuss and prepare their arguments to
justify why they should receive that amount.
5. Give each group 1 minute to present their arguments for the
amount they have decided. Write the amounts on the board.
Add the totals together – it is likely that the total will come to
more than $1.23.
6. Give the groups the opportunity to negotiate so that the total
comes to $1.23. Alliances and deals between players are
allowed. Again put the amounts on the board.
7. What is the true situation?
Cocoa Ingredients
(includes both growers and buyers)
Non Cocoa ingredients
Chocolate companies costs and profits
Shop costs and profits
Tax
10.5 cents
19.5 cents
64.5 cents
33 cents
22.5 cents
Note: the cocoa ingredients include the proceeds to both the
growers and buyers
8. Reflect:
 What do the groups think?
 Are the groups satisfied with their share?
 Who benefits the least? Most? Why?
 How do you think low prices for cocoa beans will impact on
farmers in Africa?
Chocolate: Fair trade and Hauora
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ACTIVITY THREE: Cocoa bean production and Hauora
1. Students resecrh to find out more about the lives of cocoa
farmers and their workers.
2. Individually draw up a table to reflect how the issues discovered
from the student research on the wellbeing/Hauora of
individuals in cocoa plantation communities. Relate this to a
person’s, physical, spiritual, mental & emotional and social
wellbeing.
Chocolate: Fair trade and Hauora
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ACTIVITY FOUR: What is Fair Trade?
1. In groups, students compare fair trade and similar non fair
trade products (e.g. Cadbury chocolate bar and Fair Trade
Chocolate).
2. From looking at the packaging discuss what fair trade might
mean.
3. Read case studies on the OXFAM website detailing the impact of
fair trade on the environment, farmers and workers. In groups
students design a pamphlet which outlines the benefits of fair
trade and encourages consumers to choose responsibly
produced chocolate.
4. As groups complete the Hauora table from activity three using a
fair trade model.
5. Students could present information back to class.
ACTIVITY FIVE: Supermarket information
1. Students visit two supermarkets to find as many official fair
trade products as possible and compare the price of the fair
trade products to the equivalent non fair trade products.
2. Students collate information into issues like, quantity of free
trade vs. non free trade products, differences in prices,
perceived quality of product.
3. Reflect:
 Before this activity how did fair trade / responsible production
affect your shopping habits?
 How will fair trade / responsible production affect your
shopping habits now?
 What impacts do your shopping habits have on other people?
Chocolate: Fair trade and Hauora
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ACTIVITY SIX: How can you positively affect the Hauora of
a cocoa producing community?
Develop action plans in groups or individually to take action to
improve the hauora of cocoa producing communities (see example
below)
Chocolate: Fair trade and Hauora
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Next steps:
Based on the interest and motivation of students some possible
next steps could be:
 Implementing their action plans to promote hauora in chocolate
producing communities.
 Evaluating the effectiveness of their actions in relation to the
communities they were targeting.
 Reflect on how their values and behaviours have changed after
this activity sequence.
 Are there other industries or practices that can impact on the
hauora of other people, communities and the environment?
Focusing inquiry
What are my student’s
needs and abilities?
How do I know?
What is the next focus
for our learning?
Chocolate: Fair trade and Hauora
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Accessed from Education for Sustainability TKI website: http://nzcurriculum.tki.org.nz/Curriculum-resources/EFS