Fernando M. Reimers el; al.

In the end, the groups debate the solutions to child labor, making a case

for the solutions that they believe would be the most effective in address~

ing child labor, especially in the context of the chocolate—manufacturing

industry.

As teams, students discuss how they can make chocolates without the use of

child labor. They should answer the following questions:

1.

Will they donate their profits to help combat child labor and pro—
mote education of children in countries where cocoa is produced?
Will they avoid buying cocoa from exporting countries that have a
history of child labor?

Will they ensure that their chocolate is certified as child labor—free?

Each team presents its own case and stand, and the teams collectively debate

the best course of action for their manufacturing processes.

Resources

Background reading for teachers (http://www.independent.co.uk/
life—style/food—and—drink/features/chocolate—worth-its-weight—in—
gold—2127874.html)

Introduction to the ILO (http://www.ilo.org/global/topics/child—
labour/lang——en/index.htm)

ILO—designed activities and advocacy material for learning about
child labor (http://www.ilo.org/ipec/Campaignandadvocacy/
Youthinaction/Cl 82—Youth—orientated/lang——en/index.htm)

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