Fernando M. Reimers et al.

Overview

Students are introduced to some of the intricacies of starting consumer—
goods manufacturing units and to the underlying factors that influence
pricing decisions, such as demand, supply, competition, availability of in—
gredients and raw materials, costs of production and distribution. Students
begin to understand that their decisions must be based on factors relating
to the raw materials as well as to the end product itself. Students are famil-
iarized with data exploration, markups, and price fluctuations. Through a
mapping exercise, students plan a trip to the markets they will sell their
product in. Students use a budget to plan the trip and collect the back—
ground information necessary to prepare for it.

Activity 3.3.1, Option A

Manufacturing My Own Chocolate

(Note that there are two options for this activity, option A and option B.
Option A can serve as a stand—alone activity, and if time and interest permit
it, option B can be added to the unit.)

The teacher informs the students that they will start their own chocolate—
manufacturing companies and that through the year, they will work to
create their own unique type of chocolate. Students are divided into three
teams and informed that each team is a competitor. They are also informed
that they have to manufacture their chocolate in New York City and sell
their chocolate to children of their age in one specific country. (Each team
will be assigned one country in Asia, Africa, or South America.)

(Note that the teacher should help the students pick these target—market
countries. They should be developing countries and should be a mix of
countries that are close to and farther away from cocoa—exporting countries.
Also, if the teacher feels comfortable with it, the students may actually use
the kitchen in the school and try to produce their own chocolate. Even
though the process of chocolate production in the school will be hugely

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