Empowering Global Citizens

The students have passports that they update as they visit their cocoa mar—
kets and examine the factors below. They also maintain a video journal or a
scrapbook and answer the following questions in it:

1. How would they get to those countries?

2. How far will the cocoa have to travel to get to their site of manufac—
turing (New York City)?

3. In what climates does cocoa grow?

4. What are the fields and farmers of the countries like? How do peo—
ple live in those countries?

Activity 3.3.2

Planning my trip to my market!

The teams of students are informed that they will have to virtually travel to
the countries they will be selling their chocolate in. The teams are provided
with a budget for travel and have to stick to it. Using online travel websites
and interactive world maps, students will do the following activities:

Identify the mode of transportation they will use.
Plot their journey on a map.
Decide how they will break up their journey if they need to.

9*.“pr

Identify how much it will cost to get to these countries and figure

out whether they’ve stuck to their budget.

5. Identify other alternative modes of transportation and discuss
whether it’s better to save time or money.

6. Discuss what they will need to pack for their trip.

7. Make a list of any other background information that they think

they might need.

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