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Cocoa Connections 2007

This document provides an overview of an exhibition about chocolate that tells the story behind chocolate, emphasizing the long relationship between humans and nature. It highlights several topics covered in the exhibition including how cacao was used as currency and made into a drink for elite Aztecs.

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Nishaleeny Nainar Ayyavo

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0% found this document useful (0 votes)

107 views149 pages

Cocoa Connections 2007

Uploaded by

Nishaleeny Nainar Ayyavo

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Cocoa

Connections
FROM BEANS TO BARS
A RESOURCE KIT FOR EDUCATORS
Cocoa Connections
From Beans to Bars

Table of Contents

Chocolate Curriculum
1 Exhibition Overview and Background Information
3 Chocolate Introduction
7 Chocolate and its Environment
11 Lesson - Where does the story of chocolate begin?
21 Lesson - What is the anatomy of a cacao tree and how is it cultivated?
41 Lesson - What are the connections within the cacao
ecosystem and how are they being threatened?
49 Lesson - How is cacao harvested and fermented?
63 Lesson - How does cacao change over time?
65 National Reading Standards
67 National Mathematics Standards
69 Chocolate and Culture
75 Lesson - Who grows chocolate and how does it affect their lives?
81 Lesson - How did the Maya and Aztec use chocolate?
87 Lesson - How did the Europeans use and influence
the development of chocolate?
89 Lesson - How did the technological advances of the past century
affect the use and development of chocolate?
91 Lesson - How is chocolate manufactured?
97 Lesson - How has chocolate changed through the ages?
99 National Reading Standards
101 National Mathematics Standards

Resource Materials
103 History Highlights
105 Fascinating Facts
107 Chocolate Quotations
109 Chocolate Recipes
111 Glossary
113 Resources for Educators
115 Book List
129 Periodical/Journal List
130 Website List
135 Film List

copyright 2002 by the Field Museum. All rights reserved.

Cocoa Connections
From Beans to Bars

Table of Contents

Public Programs
143 Speaker’s List
157 Hall Activities
160 Festival Ideas
161 Adult Courses
163 Related Organizations
164 Volunteer Training

Appendices
167 Interchange Plant Hint Cards
173 Mud Management Materials List
175 Credit Lines
177 Chocolate Images

A Resource Kit for Educators

The Field Museum Curriculum Mark Kennedy
Education Department Contributors Former Educational
Media Preparator
Sophia Siskel Ariela Freedman
Former Director, Educator, Benito Juarez Mara Cosillo-Starr
Exhibitions and High School Resource Centers
Education Programs Manager, Education
Allison Jacobs
Mary Ellen Munley Educator, Flower Encarnacion Teruel
Former Director, High School Former Performing
Education Arts Manager
Cynthia Nambo
Mark Larson Curriculum and Contacts outside the
Former Manager, Development Consultant museum gave suggestions
Educational Partnerships including:
and School Programs Elias Walsh
Educator, Austin Elaine Gonzalez
Eduarda Briseno High School Sharon Burdick
Program Administrator, Steve Kle
Temporary Exhibitions, Resource Contributors Emily Luchetti
Education Katrina Markhoff
Environmental
Curriculum Developers Conservation Programs:

Tracy Kwock Gretchen Baker

Former Administrator, Exhibition Developer
Teacher and Student
Programs Education:

Maria Fontana Mary Ann Bloom

Former Administrator, Docent Coordinator,
Environmental Human Resources
Education Initiative
Beth Crownover
Anamari Golf Public Programs and
Former Lead Exhibition Operating Director,
Developer Education

Kristie Webber Kathleen Donofrio

Education Resource Gallery Programs
Developer for Chocolate Floor Manager, Education

A Resource Kit for Educators

Reviewers Shelley Gustavson
Exhibition Developer
Joshua Borstein
Former Post Doctoral Field Museum Contacts:
Research Scientist
Whitney Owens
William Burger Traveling Exhibitions Chocolate and its
Curator Emeritus Manager national tour were
Vascular Plants developed by The Field
Theresa Van Museum,Chicago.
Gary Feinman Traveling Exhibitions
Curator, Coordinator This project was
Mesoamerican Archeology, 312-665-7370 supported,in part,
Ethnology tvan@fieldmuseum.org by the National Science
Foundation.
Jonathan Haas
MacArthur Curator, Education programs
North American supported by The
Anthropology chicago Community
Trust.
Robin Groesbeck
Director of This project is partially
Exhibitions supported by a CityArts
Program 4 Grant from the City
of Chicago Department of
Anamari Golf Cultural Affairs and the Illinois
Former Lead Exhibition Arts Council, a state agency, and
Developer was made possible with the
assistance of the Illinois
Department of Natural
Virginia Trice-Jones Resources and Illinois State
Former Project Museum. The Field Museum
Administrator, Exhibitions salutes the people of Chicago for
their long-standing generous
support of the Museum through
Francie Muraski-Stotz the Chicago Park District.
Former Manager,
Exhibition Development

Sophia Twichell
Former Environmental
Conservation Programs,
Manager

copyright 2002 by the Field Museum. All rights reserved. Cocoa Connections III
CURRICULUM
Exhibition Overview and 01
Background Information

Chocolate. For many, the rich taste and unique Aztec

texture of chocolate are among life’s greatest Main message: Cacao was used as currency and also
pleasures. An exhibition developed by The Field made into a chocolate drink for elite Aztecs.
Museum tells the story behind chocolate–a story as
Topics:
rich and captivating as the sweet itself. Emphasizing
Cacao was traded over long distances
the long relationship between humans and nature,
Cacao was used as currency
the exhibition highlights the many threads that are
Cacao was used as a tribute to Aztec emperors
woven to create this story. Chocolate explores the
Cacao was an elite luxury
lush environment in which the cacao tree originated,
how the Maya used its seeds in a favorite drink, how
Europe
the Aztecs elevated it to the level of treasure, and how
Main messages:
chocolate became a commodity in the world
marketplace. Visitors will discover chocolate’s impact Chocolate came to Europe during the period of
on human cultures and tropical ecosystems through conquest
scenic environments, rare artifacts, original video, The cost of cacao beans and sugar made chocolate a
and interactive exhibition techniques. drink only the rich could afford
Topics:
There are eight sections in the exhibition. The main Spain began the world-wide cacao trade
messages and topics in each section follow: European countries competed for control of cacao
and other foods from around the world
Rainforest Chocolate as a status symbol
Main message: Chocolate comes from the seeds of the Ideas and misconceptions about chocolate
rainforest tree called cacao. Spread of chocolate throughout Europe
Topics: Supply of chocolate was built on slave labor
Location of cacao rainforests on earth
Cacao’s environment Manufacturing
Unique parts of the cacao tree Main message: Technological innovations and
Cacao’s interdependence with rainforest animals publicity changed chocolate from an expensive luxury
and plants item to an affordable mass-produced and mass-
consumed product.
Maya Topics:
Main message: The Maya were one of the first people Inventions
to drink chocolate. Advertising
Topics:
Household use of cacao
Elite use of cacao by kings and priests
Cacao hieroglyphs

copyright 2002 by the Field Museum. All rights reserved. Exhibition Overview/Background 1
Exhibition Overview and
Background Information

World Trade
Main message: Today cacao is valued around the
world as a trade commodity, a local food, and a
manufactured product.
Topics:
Who grows cacao
Who eats chocolate
Who brings chocolate to the world

Growers
Main message: Cacao farming affects the lives and
environment of the people who grow it.
Topics:
Challenges of growing cacao
Farmers working together with nature
(sustainability)

Chocolate Today
Main message: Chocolate means different things to
different people around the world.
Topics:
Chocolate and food
Chocolate and family celebrations
Chocolate and health

2 Exhibition Overview/Background copyright 2002 by the Field Museum. All rights reserved.
Chocolate 01
Introduction

Overview

Oh, divine chocolate! Using chocolate as a framework, students can:

discover the botanical source of chocolate,
They grind thee kneeling, Theobroma cacao, a small tree of the tropical
Beat thee with hands praying, rainforest interior;
explore the ecological connections between
And drink thee people, plants, insects, and other animals within
with eyes to heaven. the tree’s habitat;
- Marco Antonio Orellana,
investigate cultural interactions and conservation
18th Century concerns resulting from the cultivation, processing,
exchange, and consumption of cacao and other
Chocolate shows up every day in a variety of drinks, foods; and
a multitude of desserts, countless candy bars, and recognize the changing economic and cultural roles
many other forms. For many people, it is one of the of cacao and chocolate in local and global
key pleasures of everyday life. Yet most consumers economies over time.
probably never stop to consider the tropical origins
of the delicious confection melting in their mouths:
a rainforest tree called Theobroma cacao.

This enticing food can be used as a classroom tool

to explore the intimate relationship between nature
and culture. Chocolate offers an opportunity to
better understand the significance of one natural
product, in addition to providing a framework for
understanding the ecological interactions and
social and economic processes natural products
undergo when they become valuable to humans.

There are many threads to the story of chocolate:

A unique tree in a lush tropical environment.
A seed so precious it was used as money. A spicy drink
and a sweet snack. By examining the places where
the natural and social histories of cacao and humans
converge, teachers can weave an integrated message
of environmental respect and responsibility.
Chocolate offers a unique educational experience
that can increase students’ environmental
understanding, enhance cultural awareness, and
encourage the celebration and preservation of the
Earth’s diversity.

How To Use This Kit

Contained within this kit you will find
the following resources to help you
bring the exciting world of chocolate
to your students:

12 lessons pertaining to chocolate and

its relationship with the
environment and culture
chocolate facts, history, and tidbits
of information
chocolate recipes
chocolate quotations
lists of books, periodicals, web sites
and films to use as tools or references
list of speakers and ideas for
public programs
color prints of chocolate in
various stages of production
cacao seeds
cocoa powder

The items you use will depend on the

aspect(s) of chocolate on which you
wish to focus. There is no one set way to
use this kit or any particular order that
needs to be followed. It is, rather, a
“grab bag” of ideas and tools for you to
use as you see fit. If you would like ideas
on how to utilize the items in this kit,
follow the lessons provided within and
try some of the extension activities
listed at the back of each section.

4 Chocolate Introduction copyright 2002 by the Field Museum. All rights reserved.
Chocolate 01
Introduction

How To Use The Lessons

For convenience, we have chosen to divide the enclosed lessons into two pathways: chocolate from an
environmental standpoint and chocolate as a cultural phenomenon. Both pathways contain lessons that build
upon each other. You may choose to implement them in the order in which they appear, or use them as stand-
alone lessons to emphasize key understandings. If you want your students to examine how chocolate, people,
and the environment interconnect, you may want to use lessons from both pathways.

Below are a list of the lessons enclosed in this kit. Each lesson strives to help students understand fundamental
questions about chocolate. Please note that the lessons next to one another usually have a common element,
like cultivation or technology. By using these two lessons together, you can help your students focus on a
particular aspect of chocolate. By progressing down the lesson column, you can give your students a much
broader view of chocolate from an environmental or cultural standpoint.

Environment Culture

Origins Where does chocolate begin? Who grows chocolate and how does it affect
their lives?

Cultivation What is the anatomy of a cacao tree How did the Maya and Aztec use and
and how is it cultivated? influence the development of chocolate?

Additional Ingredients What other natural products are How did the Europeans use and influence the
connected to chocolate? development of chocolate?

Technological Influence What are the connections within How did the technological advances of the
the cacao ecosystem and how are they past century affect the use and development
being threatened? of chocolate?

Process How is cacao harvested and processed? How is chocolate manufactured?

Change Over Time How does cacao change over time? How has chocolate changed through the ages?

Each section starts with reference material to help you identify basic information you’ll need to convey to your
students. The lessons within each section rely heavily on the reference material presented at the beginning.
We recommend that educators read the companion books to The Field Museum’s exhibition, Chocolate: The
Nature of Indulgence and Chocolate: Riches From The Rainforest, to further investigate the many facets of this
sweet treat. You may also wish to gather more information from the references listed in the back of this booklet.

Reference Material
Making Connections to the Natural World and economic links between coffee growers and the
People are inextricably connected to the plant world. rainforest when sipping our favorite blend.
We nourish our families with fruits and vegetables, Who considers plant pests, diseases, or crop
clothe our bodies with cotton, build homes of wood sustainability when shopping for a new cotton shirt?
for shelter, and tend gardens for sustenance and With increasing pressure placed upon natural
leisure. Yet many of the essential links between people resources, it is critical to raise awareness about our
and plants are easily overlooked in our increasingly impact and dependence on these resources. And
urbanized world. When purchasing aspirin, few chocolate is an example that not only connects the
people realize its origin in the bark of the white natural and social worlds, but is interesting and
willow. Most of us do not think about the ecological engaging for students.

Reference Material
What is the source of chocolate? lower trunk and branches, a pattern called cauliflory.
Chocolate is made from the seeds of a rainforest tree This strategy increases the flower’s chances of being
called Theobroma cacao (kah KOW). Cacao trees pollinated by the tiny flies that live and breed in the
have flourished in Central and South America for rainforest debris surrounding the tree. These tiny
thousands of years, long before people knew what flies, called midges, are drawn to the moist leaf litter
luscious possibilities they held. and rotting cacao pods on the forest floor. This
decaying debris creates ideal conditions for midges to
Wild cacao trees grow up to 30 feet (9 meters) tall live and breed—and it’s conveniently located near the
beneath a canopy of taller trees. The canopy trees flowers they pollinate.
protect cacao from the intense tropical sun, wind
damage, and moisture loss. The cacao tree requires Cacao trees need soil rich in nitrogen and other
specific conditions to thrive, which is why it grows nutrients, thus the debris surrounding the base of the
only within a band approximately twenty degrees tree serves another important function—recycling
north and south of the equator. The understory of the nutrients back to the tree. Decaying plants and
rainforest provides a delicate balance of rain, shade, animals rotting on the forest floor support a lively
humidity, nutrients, and protection from the wind growth of fungi. This fungi, in turn, help cacao trees
that is critical to the tree’s survival. absorb nutrients from the soil. The roots of the cacao
tree soak up these nutrients, along with rainfall, from
The cacao tree is very different from the deciduous the soil and leaf litter. Stretching across the shallow
North American trees with which students are most rainforest soil, the roots also anchor the cacao tree
familiar. The cacao tree’s flowers grow directly on the and help prevent soil erosion.

8 Chocolate and its Environment copyright 2002 by the Field Museum. All rights reserved.
Chocolate and its 01
Environment

Reference Material
Animals, too, have an important interdependent covered seeds can be piled up and fermented. The
relationship with cacao. Monkeys, rodents, birds, and pulp heats up and disintegrates during the chemical
many other animals live near cacao trees. With their process of fermentation, which is critical to
teeth, bills, or claws, these creatures break into cacao developing the chocolate flavor. Farmers then dry the
pods to eat the sweet pulp inside. Although cacao seeds in the sun on rooftops, tables, or large mats.
seeds are packed with nutritious oils, starches, and Some farmers use drying machines to speed up this
proteins that provide the energy a seedling needs to process. Finally, farmers pack the cacao seeds and ship
grow, they also contain caffeine and theobromine, them to brokers, markets, and factories that will turn
giving them a bitter taste. This bitter taste discourages them into cocoa powder, cocoa butter, and chocolate.
animals from eating cacao seeds and causes them to
spit out the seeds. This is an important element of the
tree’s seed dispersal strategy. Cacao trees rely entirely
on these animals to spread their seeds along the
rainforest floor to start the next generation of trees.
Without the intervention of these animals, the pods
stay on the tree and rot. The animals’ interaction with
the cacao seeds is a critical component of the seeds’
survival and growth into new trees.

Many birds inhabit the branches of cacao and its

canopy trees. Some birds migrate from the north and
spend the winter in the branches of cacao trees, while
others live year-round in the trees that tower over the
cacao in the rainforest. In 1996, in the canopy trees
above a Brazilian cacao plantation, scientists
discovered a previously unknown bird. They named it
the pink-legged graveteiro (grah vah TAY roh).
The pink-legged graveteiro and many other canopy
dwellers may lose their homes due to habitat loss.
A fungus called witch’s broom threatens cacao trees in
Brazil, and lumber companies harvest canopy trees
from rainforests all over the world.

Growing cacao
Cacao farming has changed little since prehistoric
times. Because the pods grow directly off the trunk
and branches of the tree, machines are not a viable
means of harvesting. Instead, farmers must harvest
cacao pods and prune the trees by hand. Pods are
sliced from the tree with a machete or a small blade,
gathered into net bags, then split open so the pulp-

Reference Material
Growing cacao is not the most lucrative business for may be cleared completely to grow cacao, or some tall
farmers. First, cacao trees don’t produce seeds until trees may be left to provide shade for the cacao trees.
they are three to five years old. Second, cacao trees When rainforests are cleared, what’s left are open,
grown in sunny, open areas may produce a higher sunny fields with dramatically lower levels of plant
yield for a while, but are prone to pests, molds, and and animal diversity. Cacao trees planted in the sun
diseases that can wipe out an entire crop. Finally, face increased risk from pests and disease, and the soil
cacao farmers are dependent on market prices, which quickly becomes unproductive without fertilizers.
are usually very low. Like other agricultural products,
cacao experiences highs and lows in the world Today cacao farmers and scientists are working
market. A rise in consumer demand or a decrease in together to find ways to grow cacao sustainably–that is,
cacao production drives prices up. But when farmers cacao that will provide steady income for farmers while
grow more cacao than consumers will buy, cacao limiting damage to the rainforest. Planting cacao
prices fall. Falling prices can devastate a country’s under the shade of taller trees increases cacao’s lifespan
economy when it relies heavily on the sale of cacao. and provides a more diverse habitat for rainforest
animals than sunny orchards. When cacao is planted as
Prices for cacao peaked in the late 1970s. In response a buffer on the edge of a rainforest, or in corridors
to the high prices, farmers planted more cacao trees. between forest fragments, it can create a habitat for
Global cacao production peaked in 1996 at 2.9 rainforest animals and plants while creating a source of
million tons. Chocolate’s worldwide popularity has income for people. The shade trees may also produce
created high demand for cacao farmland affecting fruits or nuts, such as Brazil nuts or cashews, which
thousands of acres of tropical rainforests. Rainforests farmers can harvest for extra income.

10 Chocolate and its Environment copyright 2002 by the Field Museum. All rights reserved.
Lesson - Where Does the Story 01
of Chocolate Begin?

Objectives Lesson Plans

Identify elements Background Activities:
of the rainforest 1 Introduce students to the cacao ecosystem by:
specific to the cacao Locating rainforest areas on a map or globe.
ecosystem. Exploring books on the rainforest with students. We suggest How Monkeys
Make Chocolate by Adrian Forsythe or The Great Kapok Tree
Begin to make by Lynne Cherry.
connections between Sharing the picture of the rainforest ecosystem with the class. Ask the students
the organisms and to work in pairs listing everything they observe in the picture. You can direct
elements of the cacao their thinking by asking them to notice the topography, speculate about the
ecosystem. climate (temperature and rainfall), and listing as many plants and animals as
they can identify.
Help students generate a list of the many organisms and elements that are in
Materials
the cacao ecosystem and create a general definition for each one.
World map or globe
Books on the Instructional Activities:
rainforest 1 Give each group or pair of students a set of the words from the Rainforest
Picture card of Word Sort. Help students identify any words with which they’re not familiar.
rainforest ecosystem Ask students to group words into categories to which they can give a title.
(appendix section) Have students either paste words on a sheet of construction paper and title the
Rainforest Word Sort categories or make a written list of all the categories and the words that fit
(P. 13) into each category.
Construction paper
and glue 2 Combine pairs or groups and ask students to share their categories with
Class set of Ecosystem each other. Ask them to pay attention to the similarities and differences in the
Web Maps for various lists.
brainstorming
activity (P. 17) 3 As a class, share the observed similarities and differences in group lists.
Overhead transparency Ask students if they would make any changes in their lists after hearing others’
of Ecosystem Web Map reasons for their category choices.

AND / OR
1 Ask students to complete the Ecosystem Web Map. You may want students to
work in pairs or place them in small groups of three to four students per group.

2 Have students place all of the organisms and elements from the class generated
list somewhere on the web.

3 As a class, share the webs and look for similarities and differences.
Ask students to explain why they chose to place organisms and elements on
certain parts of the web.

SHADE RAINFOREST BIRDS

MONKEYS SUGAR FLOWER

VINES HUMIDITY BRAZIL

FOOD BIODIVERSITY CANOPY TREES

SEEDS LEAF LITTER CENTRAL

AMERICA

TROPICS RODENTS LUMBER

CACAO TREE RAINFALL INSECTS

PULP FUNGI NUTRIENTS

FRUIT SOUTH GHANA

AMERICA

CHOCOLATE BITTER SWEET

PODS PLANTATIONS CACAO SEEDS

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 13
Grupos de Palabras 01
de Bosque Tropical

VERSIÓN EN ESPAÑOL

BOSQUE
SOMBRA TROPICAL AVES

MONOS AZUCAR FLOR

VIÑAS HUMEDAD BRASIL

ÁRBOLES DE
COMIDA BIODIVERSIDAD COPA ALTA

HOJAS CENTRO
SEMILLAS DESCOMPUESTAS AMERICA

TRÓPICOS ROEDORES MADERA

ÁRBOL DE
CACAO LLUVIA INSECTOS

PULPA HONGOS NUTRIENTES

FRUTA SUR AMÉRICA GHANA

CHOCOLATE AMARGO DULCE

GRANOS DE
VAINAS PLANTACIONES CACAO

Topography Climate

Chocolate
Ecosystem

Plants

Animals

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 17
Mapa de la Red 01
del Ecosistema

VERSIÓN EN ESPAÑOL

Topografia Clima

Ecosistema del
Chocolate

Plantas

Animales

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 19
Lesson - What is the Anatomy of the Cacao 01
Tree and How is it Cultivated?

Objectives Lesson Plans

Identify the anatomy Background Activities:
and features of 1 Ask students to imagine what a plant that grows chocolate might look like.
a cacao tree. Have them think about the following questions:
Which part of the plant would the chocolate come from?
Identify the Would the plant have a chocolate smell? taste?
environmental Would they be able to grow this plant in their backyard?
conditions cacao trees
need in order to 2 Provide students with drawing materials and ask them to make a picture of
survive. the chocolate plant they envision. Remind them to include all of the parts
of the tree (roots, flowers, etc.) and the surrounding environment.
Identify how cacao
is cultivated. 3 Show students the picture of Theobroma cacao. Have them compare their
drawings to the real chocolate plant.
Materials
Instructional Activities:
Drawing materials 1 Provide each student with a copy of Theobroma cacao in its natural environment.
(markers, color With your assistance, have students label where the following features are
pencils, crayons, located: cacao pods, cacao flowers, the cacao’s lower trunk and branches, canopy
etc.) trees, ground debris (leaf litter and rotting cacao pods), roots, and leaves.
Picture card of
Theobroma cacao 2 Ask students to compare Theobroma cacao with the deciduous North American
(appendix section) trees with which they’re familiar. What are the similarities and differences of the
A class set of copies leaf size and shape, tree size and shape, seed pod, and area where the tree flowers
of Theobroma and grows its seed?
cacao in its natural
environment 3 Discuss environmental conditions needed to grow cacao (climate, soil content,
(appendix section) protection from elements, symbiotic midge relationship, etc.). You might want
A class set of copies to have students research this information independently (or in groups) from
of Cacao Research books or web sites. Or you might want to introduce the information to them as a
Worksheet (P. 23) class. Either way, students can use the research grid to help them organize their
A class set of copies information.
of the “Growing
Cacao in Your 4 Give students the “Growing Cacao in Your Backyard” Scenario sheet.
Backyard” scenario Ask them to imagine the following: You have just inherited a large amount of
(P. 27) land near your home. Your Uncle Louie thinks you should use the land to grow
and harvest cacao. He is convinced that by doing so, you can beautify your
neighborhood and make a considerable profit on the cacao you harvest.

(lesson continued on back)

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 21
Lesson - What is the Anatomy of the Cacao
Tree and How is it Cultivated?

Lesson Plans (continued)

5 Ask students to use the information they gathered about the cacao and its
natural environment and write a letter to their Uncle Louie explaining:
Why they cannot and do not want to grow cacao on their newly acquired land
and what they will do with the land instead.
Why they do want to grow cacao and what modifications they will need to
make to the land and surrounding environment for that to happen.

Encourage students to support their reasons with the information they learned
about the cacao tree. Challenge them to also be creative and think beyond just the
environmental concerns.
Some questions they might consider:
What would be the cost of each modification they would need to make?
What size harvest might they yield?
What is the current market price per ton of cacao and how much would
they make from a single year’s harvest?

22 Chocolate and its Environment copyright 2002 by the Field Museum. All rights reserved.
Cacao Research 01
Worksheet

Activity

Draw and describe a cacao tree and its Draw and describe the cacao pod
natural habitat. and its contents.

Describe how the cacao tree is cultivated for Describe the climate and soil content needed
human use. for the cacao tree to survive.

Draw and describe how the cacao tree is protected Draw and describe the symbiotic relationship
from the elements. between the midge and the cacao tree.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 23
Hoja de Investigación 01
del Cacao

VERSIÓN EN ESPAÑOL Actividad

Dibuja y describe un árbol de cacao Dibuja y describe el contenido

y su hábitat natural. de la mazorca del cacao.

Describe cómo el árbol del cacao es Describe el clima y el contenido de la tierra

cultivado para el uso del ser humano. necesarios para que sobreviva el árbol de cacao.

Dibuja y describe cómo se protége al árbol del Dibuja y describe la relación simbiótica entre
cacao contra los elementos naturales. los dípteros y el árbol de cacao.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 25
Scenario - Growing Cacao 01
in your Backyard

Scenario Actions
You have just inherited a large amount of land near Write a letter to your Uncle Louie explaining:
your home.Your Uncle Louie thinks you should use Why you cannot and do not want to grow cacao
the land to grow and harvest cacao. He is convinced on your newly acquired land and what you will
that by doing so you can beautify your neighborhood do with the land instead.
and make a considerable profit on the cacao or
you harvest. Why you do want to grow cacao and what
modifications you will make to the land and
surrounding environment for that to happen.

Support your reasons with information you’ve

learned about the cacao tree. Also, be creative!
Think beyond just the environmental reasons why
you will or will not grow the cacao. Be persuasive!

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 27
Panorama Cómo Cultivar Cacao 01
en tu Jardín

Panorama Acciones
Acabas de heredar un enorme terreno junto a tu Escribe una carta a tu tío explicándole:
casa. Tu tío Luis cree que debes usar la tierra para Por qué no puedes y no quieres cultivar cacao
cultivar cacao. Él está convencido de que si tú lo en la tierra que acabas de adquirir y lo que harás
haces, puedes ayudar a que tu vecindario sea más con la tierra.
hermoso y también puedes ganar bastante dinero ó
con el cacao que cultives. Por qué quieres cultivar cacao y qué
modificaciones harás a la tierra y al medio
ambiente que te rodea para tener éxito.

Para apoyar tus razones, usa la información que

aprendiste sobre el árbol de cacao. ¡Sé creativo! No sólo
pienses en el medio ambiente para basar tus razones
por las que vás o no vás a cultivar cacao. ¡Sé persuasivo!

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 29
Lesson - What Other Natural Products 01
are Connected to Chocolate?

Objectives Lesson Plans

Identify other Background Activities:
natural ingredients 1 Ask students to think of their favorite meal.
used to make chocolate
products. 2 Give each student a copy of the Natural Ingredient Web. Have them break
their meal into all of its natural ingredients and place them in the appropriate
Explore the regions spot on the web. You might need to do one together as a class first to help
where cacao and students understand how to break foods into their natural ingredients such as:
the other natural milk, sugar, cinnamon, salt, peanuts, etc.
ingredients used to
make chocolate Instructional Activities:
products grow and 1 Ask each student to bring in the wrapper of one of their favorite candy bars.
how they are harvested
and processed. 2 Using the label, have students make a list of all of the natural ingredients in
their candy bar.
Materials
3 As a class, compile a list of all of the natural ingredients used to make
A class set of Natural chocolate products.
Ingredient Webs (P. 33)
An overhead 4 Either in groups or individually, ask students to choose one or two of these
transparency or natural ingredients. Using the Natural Ingredient Research Guide, have students
poster-size copy of identify what their ingredient looks like in its original form (before processing),
the Natural Ingredient where and how it is grown, how people harvest and process it, and its
Web relationship to chocolate (environmentally and economically).
Candy bar wrappers
A class set of the 5 Once students have completed their research, have them create a page that
Natural Ingredient conveys all of the information they have learned about their natural
Research Guide (P. 37) ingredient(s). Compile the pages into a class book or bulletin board.

Activity

Animals

Natural Ingredients

Plants Minerals

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 33
Red de Ingredientes 01
Naturales

VERSIÓN EN ESPAÑOL Actividad

Animales

Ingredientes Naturales

Plantas Minerales

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 35
Natural Ingredient 01
Research Guide

Activity
Name of natural ingredient:
__________________________________________________________________________________________

Type of ingredient (animal, plant,mineral):

__________________________________________________________________________________________

Draw and describe what your ingredient looks Draw and describe the natural environment
like in its natural state before it is processed. of your ingredient.

Draw and describe how your ingredient is When, where, and by whom was your ingredient
gathered/harvested. first combined with chocolate?

Draw and describe how the cacao tree is Describe how your ingredient is linked
protected from the elements. economically to chocolate.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 37
Guía de Investigación de 01
Ingredientes Naturales

VERSIÓN EN ESPAÑOL Actividad

Nombre del ingrediente natural:
__________________________________________________________________________________________

Tipo de ingrediente (animal, planta, mineral):

__________________________________________________________________________________________

Dibuja y describe cómo se ve el ingrediente en su Dibuja y describe el medio ambiente de

estado natural, antes de que lo procesen. tu ingrediente.

Dibuja y describe cómo se cultiva y se ¿Cuando, donde y porquién tu ingrediente fue

cosecha tu ingrediente. combinado con chocolate por primera vez?

Dibuja y describe como el cacao Describe como tu ingrediente se relaciona

es protegido de los elementos. economicamente al chocolate.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 39
Lesson - What are the Connections Within the Cacao 01
Ecosystem and How are They Being Threatened?

Objectives Lesson Plans

Explore the Background Activities:
interconnections 1 Review the organisms that are part of the cacao ecosystem (see environment
between the lesson: Where Does Chocolate Begin?).
organisms in the
cacao ecosystem. 2 Write two of the organisms on the board. Have students brainstorm ways that
the two organisms are connected (e.g. one eats the other, one provides a home
Explore the for the other, etc.). Have students try to generate at least ten ways the organisms
consequences of are connected. (This will be difficult but will challenge them to think past the
change in the cacao most obvious or common connections.)
ecosystem.
Instructional Activities:
Identify the factors 1 Divide students into groups of 5-10 and pass out the Cacao Web cards,
that are threatening one for each student.
the cacao ecosystem.
2 Ask students to start with the person who holds the SUN card. The person
holding the SUN card (there should be one in each group) will hold onto the end
Materials
of the string or yarn. Then they will toss or pass the ball of string to someone else
2 balls of string in their group while explaining the connection between the SUN and the new
or yarn card the other student is holding. The ball of string is to be passed from student
Cacao Web Cards to student connecting the cacao web. Students may be thrown the string more
(P. 45) than once during the creation of the web. It is important that every card be
included by the end of the activity. See example on the next page.

3 The web continues to be built until all members of the group are holding onto
at least one piece of the string.

4 Next, remove one card (person) from the group. They need to gently lay down
their card and the string they are holding. Each person holding a card connected
to the removed card explains why he or she is affected by the loss.
Discuss the following questions with the groups as the activity continues:
What is the effect of that one loss?
How many parts of the web are affected by the loss?
What is the ripple effect?
What might cause such a loss?

5 After the students have found all the connections among the organisms, ask
them to set the cards and string down in place and copy the energy web they
created onto paper. You may want them to work in pairs for this part of the
activity.

Bird
9

Canopy Tree
Fungi

2 10
Cacao Tree
Flower
6
Midge
Cacao Seed
5

Rodent 1 8
7 Pulp
3
Cacao Pod
Leaf Litter
4
Sun Monkey

The sun cacao seed: the sun will provide energy for the seed to sprout and grow

The cacao seed canopy tree: the seed needs the shade in order to sprout

The canopy trees monkey: monkeys live in the canopy trees

The monkey cacao pod: monkeys eat the pulp in the pods

The cacao pod flower: pods grow from pollinated flowers

The flower midge: flowers are pollinated by the midge

The midge leaf litter: leaf litter provides ideal living conditions for the midge to live and breed

Leaf litter canopy trees: the leaf litter provides nutrients for the canopy trees

The canopy trees bird: birds inhabit the branches of the trees

SUN BIRD

LEAF LITTER FLOWER

FUNGI CACAO TREE

MIDGE MONKEY

CACAO POD SWEET

PULP CANOPY TREES

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 45
Tarjetas de la 01
Red del Cacao

VERSIÓN EN ESPAÑOL

SOL AVE

HOJAS FLOR
DESCOMPUESTAS

HONGOS ÁRBOL DE
CACAO

DÍPTERO MONO

MAZORCA DEL DULCE

CACAO

PULPA ÁRBOLES DE
COPA ALTA
copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 47
Lesson - How is Cacao Harvested 01
and Fermented?

Objectives Lesson Plans

Identify the parts Background Activities:
of a cacao pod. 1 Review the anatomy of Theobroma cacao.

Identify and sequence 2 Show students the interior view of a cacao pod and ask them to speculate which
the steps required to part of the pod is actually used to make chocolate.
harvest and ferment
cacao seeds. 3 Show students the cacao seeds and tell them that this is the part of the plant used
to make chocolate.
Ask them to consider:
Materials
How is the pod removed from the tree?
Picture card of the How is the seed removed from the pod?
interior of a cacao pod What has to happen to the seeds before they become chocolate?
(appendix section)
Cacao seed 4 Share with students the process by which cacao is harvested and fermented.
A class set of the We suggest reading the beginning of Cocoa Ice by Diana Applebaum or
Interior Diagram of pgs. 50 - 55 of Vanilla, Chocolate, & Strawberry by Bonnie Busenberg with
a Cacao Pod (P. 55) your students to familiarize them with the process.
A class set of the
Cacao Map (P. 51) Instructional Activities:
Art supplies to create 1 Give each student a copy of the “Interior Diagram of a Cacao Pod.”
a 3-D model (clay, Have them label the parts of the pod and color them in. Or, using the “Interior
papier-mâché, paint, Diagram of a Cacao Pod,” have students create a three dimensional model of a
etc.) Optional cacao pod to scale. They could sculpt it out of colored clay or cast the pod out
of papier-mâché.

2 Give each student a copy of the Cacao Map. Ask students to list the major steps
involved in harvesting and fermenting chocolate on the back of the paper.

3 Have students use this list to “map out” the path that cacao must take before it
is shipped off to be processed into chocolate. They may either write or draw
the major steps along their map.

Objectives
Map out the major steps of harvesting cacao before it is shipped off
to be processed into chocolate.

Objectivos
Ordena los pasos más importantes del cultivo y el proceso del
cacao antes de ser enviádo para ser procesado en chocolate.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 53
Interior Diagram 01
of a Cacao Pod

Activities
Identify the following
parts of the cacao pod:

1 Outer shell
2 Inner shell
3 Seeds
4 Leaf
5 Branch
6 Flower
7 Pulp

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 55
Interior Diagram 01
of a Cacao Pod

Activities
Identify the following
parts of the cacao pod:

1 Outer shell
2 Inner shell Branch
3 Seeds
4 Leaf
5 Branch
6 Flower
7 Pulp
Flower

Leaf

Inner Shell

Seed

Pulp

Outer Shell

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 57
Diagrama Interior 01
de una Mazorca del Cacao

Actividades Planes didácticos

Ponle el nombre a las
siguientes partes de la
mazorca del cacao:

1 Corteza exterior
2 Corteza interior
3 Semillas
4 Hoja
5 Rama
6 Flor
7 Pulpa

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 59
Diagrama Interior 01
de una Mazorca del Cacao

Actividades Planes didácticos

Ponle el nombre a las
siguientes partes de la
mazorca del cacao:

1 Corteza exterior Rama

2 Corteza interior
3 Semillas
4 Hoja
5 Rama
6 Flor
7 Pulpa
Flor

Hoja

Corteza
interior

Semillas

Pulpa

Corteza exterior

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Environment 61
Lesson - How Does Cacao 01
Change Over Time?

Objectives Lesson Plans

This project is meant to Instructional Activities:
be a culminating 1 Have students brainstorm to produce a list of what they think are the processes
activity after students cacao travels through from the minute it sprouts to the moment its seeds are
have been exposed to shipped off for processing.
cacao’s ecosystem,
cultivation, harvesting, 2 Students should list each step on an index card and arrange the cards
and fermenting. chronologically.

or 3 Working individually, in pairs, or as a group, have students add to their index

cards so that they have at least ten major steps. Ask students to research each of
This project can serve those steps.
as a way for students to
research cacao’s 4 Have students use their ten major steps to create a timeline depicting the growth,
ecosystem, cultivation, harvesting, and preparation of cacao for shipment.
harvesting, and
fermenting. Possible Timelines:
Hang index cards on a length of string that represent the time between the
minute the seed sprouts to the moment it is shipped off to be processed.
Include an illustration on one side of the card and facts about the process on
the other.
Students can create their own chocolate exhibit. Encourage students to create
a display for each of the major processes they’ve chosen for their timeline.
How would they arrange their exhibit? What images or items would they need
to display for people to understand the relationship between cacao and its
environment?
Have students create a diorama for each of the processes (example: create a
magnified view of a midge pollinating a cacao flower or of a cacao farmer
cutting off a cacao pod). Ask students to provide as much detail as they can
about what’s happening during the process they’re depicting and to create a
sign explaining what is occurring in their diorama.

Environment Lesson Reading Standards

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

NL-ENG.K-12.1 Reading for Perspective

Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; X X X X X
to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

NL-ENG.K-12.2 Understanding the Human Experience

Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human X
experience.

NL-ENG.K-12.3 Evaluation Strategies

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their word identification strategies, and X X X X X
their understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).

NL-ENG.K-12.4 Communication Skills

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, X X X X X
vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NL-ENG.K-12.5 Communication Strategies

Students employ a wide range of strategies as they write and use different writing process X X X
elements appropriately to communicate with different audiences for a variety of purposes.

NL-ENG.K-12.6 Applying Knowledge

Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
X X
print and nonprint texts.

NL-ENG.K-12.7 Evaluating Data

Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print X X X
and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.

NL-ENG.K-12.8 Developing Research Skills

Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and
X X X
communicate knowledge

NL-ENG.K-12.9 Multicultural Understanding

Students develop an understanding of and respect for diversity in language use, patterns, and X X X
dialects across cultures, ethnic groups, geographic regions, and social roles.

NL-ENG.K-12.10 Applying Non-English Perspectives

Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
X X X X X X
curriculum.

NL-ENG.K-12.11 Participating in Society

Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities

NL-ENG.K-12.12 Applying Language Skills

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
X X X X X X

Environment Lesson Math Standards

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

Numbers and Operations

Students should develop an understanding of numbers - ways to represent and manipulate X
them and the relationship among different numbers and between number systems.

Algebra
Students should develop an understanding about patterns, relations, and functions. They
should learn to analyze mathematical situations using algebraic symbols and use mathematical
models to represent quantitative relationships.

Geometry
Students should develop an understanding of the properties of two- and three- dimensional
shapes, transformations, and symmetry and develop their use of visual and spatial reasoning to
solve problems.

Measurement
Students should develop an understanding of different units to measure, be able to convert
among systems, and become proficient in selecting the appropriate type of data of a given X X
situation.

Data Analysis and Probability

Students should develop an understanding about how to collect, organize, display, and interpret X
data. Students should also be able to apply the basic concepts of probability.

Problem Solving
Students should develop an understanding of mathematical concepts by working through X
problems that allow applications of mathematics to other contexts.

Reasoning and Proof

Students should develop an understanding of how to construct and evaluate mathematical X
arguments using inductive and deductive reasoning.

Communication
Students should learn how to organize and consolidate their mathematical thinking and X X X
communicate it coherently and clearly to others using the language of mathematics.

Connections
Students should develop an understanding of how mathematical ideas interconnect and be able X X X X
to apply mathematics to contexts outside of mathematics.

Representation
Students should learn how to create and use representations to organize, record, and
communicate mathematical ideas and solve problems.
X

Reference Material
Chocolate changes shape priests, chocolate played a special part in royal and
Chocolate is probably best known in solid or bar religious ceremonies. When ancient Maya
form, but it wasn’t always this way. In fact, for more aristocrats served chocolate drinks, they used
than 90% of its history, chocolate was consumed lavishly decorated vessels made by specially trained
only as a beverage. artists. On storage jars and drinking vessels
intended for the elite, artists painted religious and
The first conclusive evidence of chocolate courtly scenes. Some vessels show images of gods
consumption dates from the Classic Period of the and animals, or even kings drinking chocolate. In
Ancient Maya of Mexico and Central America the palaces of Maya kings, the frothy chocolate
(250-900 CE). The Maya made it into a spicy drink drink was a treasured treat. And at sacred altars,
that they used in ceremonies. Among the ancient Maya priests presented cacao seeds as offerings to
Maya, chocolate was enjoyed by rich and poor the gods. Priests also prepared chocolate as a drink
alike. A particular favorite of Maya kings and for special religious ceremonies.

Reference Material
The Maya were part of a trade network that included peoples to pay a tax or tribute to them. Because cacao
cacao and extended well beyond the territory they was so valuable, conquered peoples who lived in
occupied (Maya lands covered parts of southern cacao—growing areas often paid tribute with cacao
Mexico, Belize, Guatemala, and western Honduras). seeds. Why was cacao so valuable to the Aztecs? In
Long after the height of their political power, during part, its value lay in the fact that the Aztecs couldn’t
the later Maya Post Classic Period (AD 900-1519), the grow it themselves and that they had to trade for it
ancient Maya supplied cacao to other Middle over long distances. In Maya lands south of their
American people, such as the Aztecs (AD 1428-1521) own, Aztec traders filled woven backpacks with
of central Mexico, where the climate was too cool and cacao, then hauled this precious cargo on foot to the
dry to grow cacao. Cacao became an important Aztec capital, Tenochtitlan (ten noch teet LAN),
product of the vast trade empire of the Aztec today the site of Mexico city.
people—not only as a luxury drink, but as money, an
offering to the gods, and tribute to rulers. In fact, the Like the Maya, the Aztec also used cacao to create a
seeds were so valuable that dishonest merchants are beverage. But other than the Aztec elite—rulers, priests,
believed to have made clay counterfeits. Aztec rulers decorated warriors, and honored merchants—few
also required ordinary citizens and conquered had the means to savor the precious drink.

70 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Chocolate 01
and Culture

Reference Material
In 1519, Hernando Cortés led Spanish soldiers to the for the exchange of ideas and technology, and a new
Aztec capital in search of golden treasures in the market in Europe for foods like cacao. Chocolate was
Americas. Instead, they found storerooms packed one of many native American foods the Spanish
with valuable cacao seeds. In 1521, Spain defeated the explorers fancied. Sailing home, they filled their ships
Aztec and changed their way of life forever. Contact not just with cacao, but also with corn, chile peppers,
between the Spaniards and peoples of the Americas vanilla, and tomatoes. Soon Europeans were cooking
affected the rest of the world too. It opened a gateway with ingredients from all around the globe.

Reference Material
Not long after cacao arrived in Europe, someone powers struggled for control of “new” lands
added sugar, a sweetener unavailable to the Aztec brimming with coveted resources like cacao.
and Maya. Chocolate from the Americas and
sugar, originally from Papua, New Guinea, were By the early 1700s, sweetened chocolate had become a
treasured imports in Europe. But high import favorite of European upper classes. Like the elaborate
taxes meant that few people could afford to ceramic vessels of Maya and Aztec kings, Europeans
indulge in them. In Spain, people couldn’t get used special dishes for drinking chocolate. These
enough of this new drink, which had never been special dishes, similar to the Maya and Aztec, were
tasted before outside the Americas. Travelers symbols of wealth. Chocolate houses of the 1600s and
visiting Spain from Germany, France, England, 1700s were gathering places for mostly men to enjoy a
Holland, and Italy returned home with hot drink, discuss politics, socialize, and gamble. The
tales—and samples—of this new drink. Before a first chocolate house opened in London in 1657.
century had passed, many wealthy Europeans had Within 50 years, London’s chocolate houses
tasted cacao . . . and wanted more. After falling in numbered nearly 2,000. As the demand for chocolate
love with chocolate, the English, Dutch, and skyrocketed, so did the demand for sugar to sweeten
French set out to grow cacao in colonized lands it. Between the 1700s and 1888, keeping up with the
near the equator. Soon they were shipping cacao increasing demand for sugar to sweeten chocolate
back home to supply Europe with this luxurious required the labor of millions of people to tend,
treat. For the next 200 years, these political harvest, and process sugar cane.

72 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Chocolate 01
and Culture

Reference Material
Throughout the 16th century, most cacao continued In 1910, Cadbury invited several English and
to be cultivated in the Pacific coastal zones of American chocolate companies to join him in
southern Mexico and Central America. This refusing to buy cacao from these plantations until
production depended upon local laborers, until the working conditions improved. That same year, a
Native population was drastically reduced by the United States Congressional hearing resulted in a
spread of European diseases. To replace this Native formal U.S. ban on any cacao shown to be the
labor force and continue cultivating crops, with sugar product of slave labor from these plantations.
being one of the foremost, many colonial landowners Even today, the news that some West African cacao
relied upon the system of African slavery established farms may use child labor unites international
by European and Arab merchants. Many of the governments, nonprofit organizations, and
products of this time were labor-intensive crops. chocolate companies against such practices.
Colonial landowners needed a large workforce to
meet European demand for indigo (dye), tobacco, An international program to study labor practices on
cotton, sugar, and at times even for cacao itself. A 3,000 farms in Ivory Coast and Ghana began in the fall
combination of wage laborers and enslaved peoples of 2001. It will take time to assess labor conditions and
were used to create that workforce—including tens of develop an effective solution that supports the
thousands of men, women, and children. millions of farmers depending upon cacao for their
livelihood and at the same time stop the criminal
Although slavery was abolished in all countries by exploitation of children. Other suggestions to address
1888, the need for labor to meet the demand for the problem of child labor situation include labeling
products like sugar and cacao continued. In some chocolate produced without child labor or boycotting
tropical countries harsh labor conditions West African cacao. Labeling would be difficult to
prevailed long after the end of slavery. However, monitor because there are over 600,000 small cacao
some activists in the world of chocolate spoke up farms in Ivory Coast, and a boycott could devastate
to change these conditions. the economy of West African countries.

Reference Material
From indulgence to snack food products became cheaper to make and buy, advertisers
Cacao seeds grow on trees, but chocolate bars have introduced marketing campaigns aimed at more
to be made by hand or by machine. The Industrial people. Today you can buy chocolate in almost every
Revolution was a turning point for chocolate as a country around the world. Just about anyone you
steady stream of technological innovations and speak to has feelings about chocolate, but it means
creative advertising brought chocolate bars to the different things to people in different parts of the
masses. While inventions made chocolate easier to world. For some it is a decadent treat, for others an
produce, advertising opened up new markets by important source of income, and for others still it is a
making it something people craved. As chocolate critical component of ritual and celebration.

74 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Lesson - Who Grows Chocolate 01
and How Does it Affect Their Lives?

Objectives Lesson Plans

Explore the way cacao Background Activities:
and its environment 1 Ask students to imagine that they are going to live in a nearby park
influence people’s or forest preserve.
culture and lifestyle What basic needs do they have to meet to survive?
How will they meet those needs (i.e., What would they use to build a shelter?
Where would they get food?)
Materials
Chocolate: Riches 2 As a class, generate a list of the materials students would use to meet their needs.
from the Rainforest by Where they would obtain these materials?
Robert Burleigh Why did they choose them (availability? cost? necessity?)
Pictures of cacao and
its ecosystem 3 Discuss the impact of the environment on people’s ability to meet their needs
(appendix) (e.g. availability of materials?)
Overhead transparency
of the People of the Instructional Activities:
Rainforest scenarios 1 Show students the picture card of the cacao tree and its surrounding ecosystem.
A class set of the Ask students to list the natural resources they see and then to think about the
People of the following questions:
Rainforest What do the people who live in this environment use to make their houses?
scenarios (P. 77) Where do they get their food and what kinds of food do they eat?
Art supplies for visual How do they earn their living?
representation of How might these people be connected to chocolate?
rainforest and its
people (poster board, 2 Help students become familiar with a group of people who live, harvest and
markers, construction use cacao. We suggest reading the book Cocoa Ice by Diana Applebaum or
paper, etc.) Chocolate: Riches for the Rainforest by Robert Burleigh with your students.
You can also show them the pictures of the cacao farmers.

3 Have students think about the following questions:

How are the people of the rainforest utilizing the cacao tree to meet their needs?
How has the cacao tree influenced the people who live in the rainforest?
How would their lives be affected by the growth or decline of the
chocolate industry?

4 Have students choose one of the two following fictional scenarios and create
a visual representation (poster, diorama, sculpture, etc.) of the effect on the
rainforest and on the indigenous people who live there based on the scenario
they choose.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 75
Lesson - Who Grows Chocolate
and How Does it Affect Their Lives?

Lesson Plans (continued)

Scenario 1
News flash... CHOCOLATE CURES THE COMMON COLD

Researchers have discovered that people who eat at least 6 oz. of chocolate a day
have a 95% less chance of contracting the common cold virus. Since this scientific
announcement, chocolate bars have been flying off the shelves. Mike Mulligan,
CEO of Mall-mart says,“It’s amazing! We can’t keep up with the demand for
chocolate. They’re buying absolutely everything–from chocolate bars to chocolate
cough drops.”

Scenario 2
News flash... CHOCOLATE LINKED TO BAD LUCK

After a year-long study of people who eat chocolate, researchers have found that
the amount of chocolate a person consumes is directly related to the amount of
negative energy or “bad luck” a person experiences. Scientists believe that the
theobromine in chocolate emits negative ions, which cause adverse effects such as
flat tires, stepping in large puddles, failing tests, and bad hair days. Scientists
advise that people cut chocolate completely out of their diets, and instead, satisfy
their sweet tooth with pastries, cotton candy, and other non-chocolate sugar
items. Chocolate manufacturers have already begun to convert their chocolate
processing plants into licorice factories and pizza parlors. Economists estimate
that by the end of the year, 85% of the chocolate industry will be out of business.

76 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
People of the 01
Rainforest

Activity
Choose one of the two following invented scenarios. Write a brief description and create a visual
representation (poster, diorama, sculpture, etc.) of the effect the described situation would have on the
rainforest and the indigenous people who live there based on the scenario you choose.

Scenario 1
News flash... CHOCOLATE CURES THE COMMON COLD

Researchers have discovered that people who eat at least 6 oz. of chocolate a day have a 95% less chance of
contracting the common cold virus. Since this scientific announcement, chocolate bars have been flying off the
shelves. Mike Mulligan, CEO of Mall-mart says,“It’s amazing! We can’t keep up with the demand for chocolate.
They’re buying absolutely everything–from chocolate bars to chocolate cough drops.”

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Scenario 2
News flash... CHOCOLATE LINKED TO BAD LUCK

After a year-long study of people who eat chocolate, researchers have found that the amount of chocolate a
person consumes is directly related to the amount of negative energy or “bad luck” a person experiences.
Scientists believe that the theobromine in chocolate emits negative ions, which cause adverse effects such as flat
tires, stepping in large puddles, failing tests, and bad hair days. Scientists advise that people cut chocolate
completely out of their diets, and instead, satisfy their sweet tooth with pastries, cotton candy, and other non-
chocolate sugar items. Chocolate manufacturers have already begun to convert their chocolate processing
plants into licorice factories and pizza parlors. Economists estimate that by the end of the year, 85% of the
chocolate industry will be out of business.

VERSIÓN EN ESPAÑOL Actividad

Escoge uno de los dos panoramas. Crea una representación visual (póster, diorama, escultura, etc...) del
efecto que tiene en el bosque tropical y en los indígenas que viven en el área basandose en el panorama
que escogiste.

Panorama 1
Boletín informativo... EL CHOCOLATE CURA EL RESFRIADO

Los investigadores han descubierto que la gente que come cuando menos 6 oz. de chocolate al día tiene un 95%
menos de probabilidad de contagiarse con el virus del resfriado. Desde que se dio a conocer este
descubrimiento las ventas de chocolate subieron hasta las nubes. Mike Mulligan, CEO de Mall-mart declaró,
“¡Es sorprendente! No podemos dar abasto a la demanda de chocolate. La gente está comprando de todo, desde
barras de chocolate hasta pastillas de chocolate para la tos”.

Panorama 2
Boletín informativo... EL CHOCOLATE TRAE MALA SUERTE

Después de un año de estudiar a gente que come chocolate, los investigadores descubrieron que la cantidad de
chocolate que consume una persona está directamente relacionada al nivel de energía negativa o “mala suerte”
que tiene este individuo. Los científicos creen que la teobromina del chocolate emite iones negativos, que
tienen efectos negativos como llantas desinfladas, caer en charcos, reprobar exámenes y tener mal cabello. Los
científicos aconsejan a la gente que deje al chocolate absolutamente fuera de su dieta, y que en su lugar
consuma pan, algodón de dulce y otras golosinas que no contengan chocolate. Los fabricantes de chocolate ya
han comenzado a convertir sus plantas de chocolate en fábricas de otras golosinas y en pizzerías. Los
economistas creen que para fin de año, el 85% de la industria del chocolate habrá desaparecido.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 79
Lesson - How did the Maya 01
and Aztec Use Chocolate?

Objectives Lesson Plans

Identify how the Maya Background Activities:
and Aztec people used 1 Provide students with a general background of the Maya
cacao (when, where, and how they lived).

Compare how 2 Show students a picture of a hieroglyphs taken from Maya drinking vessels.
chocolate was What do they see depicted?
consumed by the Maya Based on the decoration, how do they think the Maya used the vessel?
and Aztecs to the way it
is consumed today 3 Tell the students that the vessel was used for drinking chocolate.
Who do they think got to drink chocolate?
On which occasions do they think the Maya drank chocolate?
Materials
Pictures of Maya Instructional Activities:
hieroglyphs 1 Tell students about the Maya’s use of chocolate, its consumption, and its value.
(appendix)
Map of regions where 2 Show students the map of where cacao grows and compare it to the map of
cacao grows where the Maya and Aztecs lived. Discuss the accessibility of cacao to the Maya
(appendix) and the Aztecs. Discuss the following questions:
Map of area Why was chocolate consumed by many of the Maya people, regardless of their
inhabited by Maya socio-economic status?
and Aztec (appendix) Why was chocolate consumed by primarily the wealthy and powerful Aztecs?
Drawing paper How did cacao influence the relationship between the Maya and Aztecs?
Large Styrofoam cups Is there a place in the modern world that has a similar relationship to chocolate
Assorted permanent as the Maya and Aztecs did (haves vs. have nots, environmental limitations, etc.)?
markers
Ingredients for Aztec 3 Have students generate a list of the ways and occasions the Maya and Aztecs
chocolate used chocolate.
Utensils for making
Aztec chocolate 4 Have students choose one of the ways the Maya and/or Aztecs used chocolate
and illustrate it.

5 Have students use permanent markers to transfer their illustrations to a large

Styrofoam cup. Encourage students to create their illustrations in the Maya style.
(Refer students back to the Maya hieroglyphic for stylistic detail.)

6 Using the attached recipe, cook up a pot of your own Aztec chocolate. (You
might want to prepare the drink yourself, ask for assistance from a few students,
or let the whole class participate in the preparation.) Tell students that this recipe
is similar to the one the Aztecs used. When the chocolate drink is done, students
may use their decorated drinking vessels (Styrofoam cups) to sample some of
the brew.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 81
Lesson - How did the Maya
and Aztec Use Chocolate?

Lesson Plans (continued)

7 Ask them to think about how Aztec chocolate is similar to/different from the
hot chocolate we commonly drink today.
8 Ask students to list the steps the Maya and Aztecs performed to create their
chocolate drink.

Things to Consider:
You might want students to generate a list of the ways we use chocolate today, and
compare it to the ways the Maya and Aztecs used it. Then, instead of illustrating
Maya and Aztec uses, students could create a “modern” drinking vessel by depicting
modern uses of chocolate on their cups.

82 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Recipe for 01
Aztec Chocolate

Activity
Ingredients:
1 ounce unsweetened baking chocolate
1 teaspoon vanilla
2/3 cup boiling water
ground pepper or chilies to taste

Grate the unsweetened chocolate into a bowl and cover it with a little of the boiling
water. Mash the mixture into a paste. Add the rest of the water and vanilla and beat
with an electric mixer until frothy. You could also use a molinillo or blender (on
high speed) to beat the mixture as well. Add the pepper or chilies to give the drink
a little kick.

The chocolate does not totally dissolve in the water using this technique. Tiny
particles of chocolate will float in the water, and you will be able to taste the
grittiness in the drink. For a more authentic drink, allow the chocolate to cool and
beat it into a froth just before you drink it.

Use the grid below to illustrate the process of making Aztec chocolate.

SPANISH VERSION Actividad

Ingredientes:
1 onza de chocolate amargo (sin azucar)
1 cucharadita de vainilla
2/3 de taza de agua hirviendo
chile molido al gusto

Ralla el chocolate amargo y viértelo en una vasija. Cúbrelo con un poco del agua
hirviendo. Machaca la mezcla hasta que tenga la textura de pasta. Agrega el resto
del agua y la vainilla y mézclala con una batidora eléctrica hasta que haga espuma.
También puedes usar un molinillo o una licuadora (a velocidad alta) para batir la
mezcla. Agrega chile entero o en polvo para darle un sabor más fuerte.
Si usas esta técnica, el chocolate no se disolverá totalmente en el agua. Algunas
pequeñas partículas de chocolate flotarán en el agua, y podrás saborear la textura
áspera de la bebida. Para que la bebida sea más auténtica, deja que el chocolate se
enfríe, bátelo hasta que haga espuma y después bébelo.

Usa los cuadros que están enseguida para ilustrar el proceso para hacer el
chocolate Azteca.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 85
Lesson - How did the Europeans Use and 01
Influence the Development of Chocolate?

Objectives Lesson Plans

Explore the Background Activities:
introduction of 1 Distribute a small piece of baking chocolate to each student, but do not tell them
chocolate to Europe what it is.

Identify how the 2 Tell students that you have found a mysterious substance in the back of your
Europeans consumed desk drawer. Ask them to make observations about the substance (color, texture,
chocolate size, shape, smell, etc.) to help you guess what it is.
Students will probably identify the substance as chocolate. Do not confirm or
Identify how European deny their hypothesis.
consumption of
chocolate impacted the 3 Once students have completed making their observations, compile them into a
chocolate and sugar class list (possibly listing them on a large sheet of paper in the shape of a piece of
trade chocolate).
Materials
4 Based on their observations, ask students what they think the mystery
Unsweetened baking substance is.
chocolate
Map of cacao trade 5 Allow students to taste the chocolate. Did this change their hypothesis?
routes (appendix)
Picture of 1700s 6 Ask students to guess what is different about the chocolate they have eaten
European chocolate compared to the chocolate they usually eat.
houses (appendix)
Art supplies for Instructional Activities:
chocolate house 1 Tell students that the Maya and Aztec did not sweeten their chocolate with
project (construction sugar, and it tasted something like the baking chocolate they just consumed.
paper, markers, Ask students if they can guess why the Maya and Aztecs didn’t use sugar.
glue, etc.)
2 Show students a map of where sugar grows indigenously. Discuss the
environmental conditions needed to grow sugar. Compare them to the
conditions needed to grow cacao.
Could sugar and cacao be grown in the same location?
Did they originate in the same regions?
What could the Maya and Aztecs have used to sweeten their chocolate,
since sugar was not available?

3 Help students identify Europe on the map. Ask students how they think the
Europeans obtained chocolate and sugar. Identify the trade routes through
which the Europeans obtained chocolate and sugar.

4 Discuss the introduction of chocolate to Europe and their addition of sugar.

We suggest reading Chocolate: Riches from the Rainforest by Robert Burleigh.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 87
Lesson - How did the Europeans Use and
Influence the Development of Chocolate?

Lesson Plans (continued)

5 Tell students about the chocolate houses of Europe.

Who do they think frequented these chocolate houses?
Why was chocolate only for the elite?

6 Ask students to think of a modern business that is similar to one of the

European chocolate houses (coffee shop, ice cream parlor, cigar bar, country
club, etc.)

7 Have students list the similarities and differences.

8 Ask students to imagine that they are going to open one of these
chocolate houses.
What would they serve?
What would their shop look like?
How would they make their shop inviting?

9 Projects (you can assign one, or allow students to choose one):

Create a menu of what your chocolate house would serve. Research various
chocolate beverages and baked goods to obtain just the right chocolate
combination. Make sure the items on your menu and its design reflect the
spirit and ambiance of your chocolate house.
Create a poster advertising your chocolate house based on a 1700s design.
What will draw customers into your business? Will you have a special
promotion or “gimmick”?
Create a model of your chocolate house (either 2 or 3 dimensional). Include a
view of both the interior and exterior. What will you do to make your shop
comfortable and inviting?

Things to Consider:
Students can also try adding sugar to baking chocolate until they find a mixture that
tastes good. Have them prepare 5 cups of chocolate (without sugar). Then have them
add the following amounts of sugar to each cup and decide which one they think
tastes the best: 1/4 tsp. , 1/2 tsp., 1 tsp., 2 tsp., 1 tbsp.

Students can also try flavoring baking chocolate with substances other than sugar
(honey, jelly, vanilla, and etc..). Have students conduct a “taste test” to see if other
students in the class can guess what was used to flavor the chocolate.

88 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Lesson - How did the Technological Advances of the Past 01
Century Affect the Use and Future of Chocolate?

Objectives Lesson Plans

Explore the impact Background Activities:
of the Industrial 1 Make sure that each student has a piece of paper and writing utensil.
Revolution on
chocolate 2 Ask students to spend five minutes writing down their personal experiences
with chocolate. Encourage them to write continuously for the entire five minutes.
Determine the current
status of chocolate 3 When five minutes have passed, have students organize their writing into five
manufacturing and categories. They may choose the categories, or you can assign them (category
consumption examples: brand names, forms of chocolate, negative associations, traditions,
celebrations, etc.)
Materials
4 Have students share their categories and their reasoning for grouping
Graph paper certain items.
Samples of chocolate
from various 5 Discuss: What is your earliest memory of chocolate?
chocolate Why do you think everyone in the class has had several chocolate experiences?
manufacturers Do you think your relationship with chocolate is similar to that of Americans
during colonial times? the Civil War? when your parents were young?

Instructional Activities:
1 Discuss with students the impact of the Industrial Revolution on
chocolate production.
How did the Industrial Revolution affect:
- the cost of chocolate?
- the way chocolate was manufactured?
- the people who consumed chocolate?
- the candy industry?
- the cacao farmers?

2 Have students read pgs. 55-64 of Vanilla, Chocolate & Strawberry:

The Story of Your Favorite Flavors by Bonnie Busenburg or chapter 8 of
The True History of Chocolate by Sophie and Michael Coe.
Who were (and still are) the major manufacturers of chocolate in the
United States?
What impact did the addition of milk to chocolate have on the
chocolate industry?
What were some of the major manufacturing concerns of early
chocolate producers?
How did these concerns shape the chocolate manufacturing process
(location, distribution, advertisement, etc.)?

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 89
Lesson - How did the Technological Advances of the Past
Century Affect the Use and Future of Chocolate?

Lesson Plans (continued)

3 Have students generate a list of all the chocolate candy products they can think
of or have them bring in samples of several different kinds of chocolate candy.

4 Ask students to identify the manufacturer of each type of candy they

listed or brought.

5 Have students divide the candy by manufacturer. See if they can list (or bring)
any other types of candy produced by those manufacturers. Based on their lists,
have students guess which are the top three manufactures of chocolate in the
United States. They will use these manufacturers for the rest of the assignment.

6. Have students choose three products made by each of the three manufacturers
and then conduct a poll of their classmates, school, or community to
determine which of the nine selections of chocolate candy people enjoy the
most and the least.

7.Using the results of their poll, have students determine which candy people
liked the most to the least. Then have students group the candy together by
manufacturer and calculate which chocolate manufacturer produces the most
popular chocolate products and the least popular.

8. Have students graph the results of their poll by both individual candy and
manufacturer.

9. Encourage students to be creative with their graphs. They might use chocolate
wrappers as part of the graph, or decoration. Some students might choose to
make an entirely edible graph out of candy.

Things to consider:
Students can also compare their poll results to national chocolate consumption
reports. Reports can be found be accessing the International Cocoa web site at
www.icco.org or www.candyusa.org.

Have students talk about the similarities or differences between their results and the
national survey.
What are some factors that influence chocolate consumption?
What could chocolate producers do to make chocolate more desirable to specific
groups of people (i.e., senior citizens, military personnel, athletes, etc. )
What effect would banning chocolate in the United States have on: you? our
economy? Europe? Ghana? South America?

90 Chocolate and Culture copyright 2002 by the Field Museum. All rights reserved.
Lesson - How is Chocolate 01
Manufactured?

Objectives Lesson Plans

Explore the process Background Activities:
through which 1 Ask students to think about how a cacao seed might turn into a chocolate bar.
chocolate is How does the bean turn from a solid into a liquid so that it can be molded
manufactured into the bar shape?
What has to be added to the chocolate?
Identify the stages of
the chocolate 2 Divide students into groups of 4-5. Give each group a cacao seed.
manufacturing process Ask students to examine the seed and come up with a process for turning it into
a chocolate bar.
3 Have students record their hypotheses and share them with the class.
Materials
4-5 cacao seeds Instructional Activities:
A class set of the 1 Have students take a virtual tour of a chocolate factory.
Chocolate (We recommend The Field Museum’s web site at www.fieldmuseum.org
Manufacturing sheet or www.hersheys.com.)
(P. 93)
posterboard 2 Give each student a copy of the Chocolate Manufacturing sheet.
drawing supplies
(markers, crayons, 3 As they go through their virtual tour, have students describe each step of the
etc.) chocolate manufacturing process on their sheet.

4 Have students compare their chocolate manufacturing hypothesis to the actual

process. Discuss the following questions:
How was your hypothesis similar to or different from the actual process?
Did anything surprise you about the way chocolate is processed?
How is the way large manufacturers process chocolate similar to and/or
different from the way individuals process it?
Do you think you would like to work in a chocolate manufacturing plant?

5 Ask students to imagine that they are the brand new owners of a chocolate
factory. They can make any changes or improvements to the factory that
they want. Have students create a poster of their utopian chocolate factory and
present it to their class.

Things to consider:
As a class, you might want to read Charlie and the Chocolate Factory by Roald Dahl.
Encourage students to compare their utopian factory to an actual chocolate factory
and to Willy Wonka’s factory.

Activity
Draw and describe each of the steps of manufacturing chocolate.

Roast Winnow

Grind Mill

Conch Temper

Actividad
Dibuja y describe cada uno de los pasos para la fabricación del chocolate.

Tostar Batir

Moler Mezclar

Conchar Templar

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 95
Lesson - How has Chocolate 01
Changed Through the Ages?

Objectives Lesson Plans

This project is meant to Instructional Activities:
be a culminating 1 Have students brainstorm to produce a list of major chocolate moments in
activity after students history (example: the Europeans addition of sugar, the Aztecs’ cacao currency,
have been exposed to the initial cultivation of the cacao tree, etc.).
chocolate production
and consumption 2 Students should list each event on an index card and arrange the
through the ages. cards chronologically.

or 3 Either working individually, in pairs, or as a group, have students add to their

index cards so that they have at least ten major events. Have students research
This project can serve each of those events.
as a way for students to
research chocolate 4 Using their ten major events, have students create a timeline depicting the
production and development of chocolate.
consumption through
the ages. Possible Timelines:
Hang index cards on a length of string representing the time between the
earliest and most current events. Include an illustration on one side of the
Materials
card, and facts about the event on the other.
Will vary depending on
which timeline students Create an edible timeline. Encourage students to bring in chocolate recipes
select from several different time periods and arrange them chronologically. Have
students include information about each time period. For fun, encourage
students to make several of the chocolate treats and invite other students to
“eat” their way through the history of chocolate.

Chocolate has come in many different shapes. Have students design a

chocolate shape for each of the major events they’ve chosen for their timeline.
Shapes should reflect the culture and time period they’re depicting. For
example, a chocolate shape from the Aztecs might be a temple where chocolate
was used in religious ceremonies. A modern day chocolate shape might be a
cell phone or computer.

Students can create their own chocolate exhibit. Encourage students to create
a display for each of the major events they’ve chosen for their timeline.
How would they arrange their exhibit? What images or items would they need
to display for people to understand the entire story of chocolate?

Culture Lesson Reading Standards

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

NL-ENG.K-12.1 Reading for Perspective

Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; X X X X X X
to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

NL-ENG.K-12.2 Understanding the Human Experience

Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human X X
experience.

NL-ENG.K-12.3 Evaluation Strategies

NL-ENG.K-12.4 Communication Skills

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, X X X X X
vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NL-ENG.K-12.5 Communication Strategies

Students employ a wide range of strategies as they write and use different writing process X X X
elements appropriately to communicate with different audiences for a variety of purposes.

NL-ENG.K-12.6 Applying Knowledge

NL-ENG.K-12.7 Evaluating Data

Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print X X X X
and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.

NL-ENG.K-12.8 Developing Research Skills

NL-ENG.K-12.9 Multicultural Understanding

Students develop an understanding of and respect for diversity in language use, patterns, and X X X X
dialects across cultures, ethnic groups, geographic regions, and social roles.

NL-ENG.K-12.10 Applying Non-English Perspectives

NL-ENG.K-12.11 Participating in Society

Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities

NL-ENG.K-12.12 Applying Language Skills

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
X X X X X X

Culture Lesson Math Standards

Lesson Lesson Lesson Lesson Lesson Lesson

1 2 3 4 5 6

Numbers and Operations

Students should develop an understanding of numbers - ways to represent and manipulate X X X X X
them and the relationship among different numbers and between number systems.

Data Analysis and Probability

Students should develop an understanding about how to collect, organize, display, and interpret X
data. Students should also be able to apply the basic concepts of probability.

Problem Solving
Students should develop an understanding of mathematical concepts by working through X X X
problems that allow applications of mathematics to other contexts.

Reasoning and Proof

Students should develop an understanding of how to construct and evaluate mathematical X X
arguments using inductive and deductive reasoning.

Communication
Students should learn how to organize and consolidate their mathematical thinking and X X X
communicate it coherently and clearly to others using the language of mathematics.

Connections
Students should develop an understanding of how mathematical ideas interconnect and be able X X X
to apply mathematics to contexts outside of mathematics.

Representation
Students should learn how to create and use representations to organize, record, and
communicate mathematical ideas and solve problems.

copyright 2002 by the Field Museum. All rights reserved. Chocolate and its Culture 101
Resource Materials: 02
History Highlights

History Highlights
Born in the ancient world In 18th-century Italy, chocolate was the preferred
drink of the Cardinals; they even had it delivered in
The first conclusive evidence we have of chocolate while they were electing a new Pope. Chocolate also
consumption dates from the Classic Period of the was rumored to have disguised a poison that killed
Ancient Maya of Mexico and Central America Pope Clement XIV in 1774.
(200-900 CE). The Maya made it into a spicy drink
that they used in ceremonies, and they traded While the Aztec–and the Europeans, at first–used
cacao with people who couldn’t grow their own. chocolate only as a drink, in the late 17th and 18th
centuries the adventurous Italians pushed it to new
The Aztec, between the 13th and 16th centuries, culinary heights. They began experimenting with
were among those who had to trade for cacao. To chocolate as a flavoring in everything from soup to
them, chocolate was a luxury, a drink for warriors polenta; they even dipped liver in chocolate and
and nobility, used in rituals and ceremonies. They then fried it.
also used cacao seeds as money; in fact, the seeds
were so valuable that dishonest merchants are Mass-produced in the industrial world
believed to have made counterfeits.
The technology of processing cacao scarcely
Some scholars think the Aztec called their changed from the Maya to the late 18th century.
chocolate chocolatl. But others think that was a Then new inventions made it possible to produce
Spanish invention, based on the Aztec word chocolate for the masses:
cacahuatl (“bitter water”) or the Mayan chocol haa
(“hot water”). 1776 A Frenchman named Doret invents a
hydraulic machine to grind cacao seeds into a
Chocolate meets European culture paste. Not long afterwards, it is replaced by the
steam engine, making it even easier to produce
In the 16th century, the Spanish, searching for gold in large amounts of chocolate.
the New World, instead found cacao. Finding the drink
bitter, they mixed it with sugar and kept their discovery 1828 A Dutch chemist, Coenraad Van Houten,
secret from the rest of Europe for nearly a century. invents the cocoa press, which extracts cocoa
butter from chocolate, leaving the powder we call
The first English chocolate house opened in 1657. cocoa. This makes chocolate both more consistent
Before long, because the English, Dutch, and French and cheaper to produce.
were so enamored of chocolate, they set out to colonize
cacao-growing lands of their own. The chocolate trade 1847 Fry and Sons Company of Bristol, England,
was thus built on a system of forced labor and slavery introduces the first solid eating chocolate. The
of Meso-American and African people. family–who, like several of the early chocolate
dynasties, were Quakers–also boycotted cacao from
By 1700, there were nearly 2,000 chocolate houses parts of the world where working conditions
(like today’s coffee shops) in London alone. They resembled slavery.
soon evolved into men’s social clubs, hotbeds of
gambling and political activity.

History Highlights
1868 Richard Cadbury introduces the first box of
chocolates–and later, the first Valentine’s Day
candy box.

1870s In Switzerland, Daniel Peter and Henri

Nestlé develop the world’s first milk chocolate
bar using Nestlé’s creation, powdered milk. That
same year, Rodolphe Lindt invents a machine
that churns the paste squeezed from cacao seeds
into a smooth blend, giving chocolate a new,
mellow texture.

1893 Pennsylvania confectioner Milton S. Hershey

discovers chocolate processing equipment at the
World’s Columbian Exposition in Chicago (where
The Field Museum also got its start!) He buys the
machinery, builds a chocolate factory and town in
the hills of southern Pennsylvania, and soon
becomes “the Henry Ford of chocolate makers.”

Refined and carried wherever

humankind may travel

1926-27 The New York Coffee, Sugar, and Cocoa

Exchange, Inc. is established.

By 1930, there are nearly 40,000 different kinds of

chocolate in the U.S.

During World War II, nearly all the chocolate

produced in the U.S. is earmarked for the military.
After the war, Hershey’s received the Army-Navy E
award for civilian contribution to victory. Today,
U.S. Army D-rations include three 4-ounce
chocolate bars.

1982 Chocolate goes into space on the U.S. space

shuttle Columbia.

104 Resource Materials copyright 2002 by the Field Museum. All rights reserved.
Resource Materials: 02
Fascinating Facts

Fascinating Facts
About the cacao tree 2 Although we tend to think of chocolate as a solid
today, for 90% of its history it was consumed in
1 The seed pods of the cacao tree grow not on the liquid form.
end of its branches, but directly off the
branches and the trunk. 3 Some of the earliest European cocoa-makers were
apothecaries seeking medicinal uses of the plant.
2 Each pod is about the size of a pineapple and holds
thirty to fifty seeds–enough to make about seven 4 Cacao seeds contain significant amounts of
milk chocolate or two dark chocolate bars. naturally occurring flavonoids, substances also
found in red wine, green tea, and fruits and
3 Cacao flowers are pollinated by midges, tiny flies vegetables; flavonoids are connected with a reduced
that live in the rotting leaves and other debris that risk of cardiovascular disease and some cancers.
fall to the forest floor at the base of the tree. Those
midges have the fastest wingbeats in the world: 5 On the other hand, chocolate carries a heavy load
1,000 times per second! of saturated fats and calories; there are much
healthier ways to get the same benefits.
4 Farmed cacao trees today are endangered by
natural threats, such as the witch’s broom fungus 6 Chocolate contains two stimulants also found in
and other diseases and pests. Along with the rest of coffee–caffeine and theobromine–but in relatively
the rainforest, their wild counterparts are small amounts. Fifty M&Ms, for example, have
threatened by lumber companies, which harvest about as much caffeine as a cup of decaffeinated
the taller trees that shelter the cacao and help coffee.
maintain the cacao’s fragile ecosystem.
Who eats chocolate?
5 Cacao seeds are not sweet. They contain the
chemicals caffeine and theobromine, which give 1 Not many Africans. A great deal of chocolate is
them a bitter taste. grown in Africa, but mostly for export.

6 The scientific name of the cacao tree, Theobroma, 2 Not a lot of Asians. Although chocolate’s
means “food of the gods.” popularity is growing in China and Japan, there’s
still comparatively little chocolate culture in Asia.
7 Cacao is not related to the coconut palm or to the The Chinese, for example, eat only one bar of
coca plant, the source of cocaine. chocolate for every 1,000 eaten by the British.

8 Africa is now the source of more than half the 3 Mexicans consume chocolate more as a traditional
world’s cacao, while Mexico today provides only drink and a spice than as a candy. They use it to
1.5 percent. make one variety of the wonderful sauce called
mole and offer chocolate drinks at many social
Chocolate as food and medicine gatherings.
1 It takes 4 cacao seeds to make 1 ounce of milk
chocolate, and 12 seeds to make 1 ounce of
dark chocolate.

Fascinating Facts
4 Americans for sure...an average of 12 pounds per
person per year. In 2001, that came to a total of 3
billion pounds. (Americans spend $13.1 billion
a year on chocolate.)

5 Definitely Europeans! As far back as the late 1700s,

the people of Madrid, Spain consumed nearly 12
million pounds of chocolate a year. Today, 16 of
the 20 leading per-capita chocolate-consuming
countries are in Europe, with Switzerland leading
the pack. (The U.S., as of 1998, was #9.)

For the love of chocolate...the chocolate of love

Does chocolate stimulate the libido? Chemists can’t

prove it, but popular culture is reluctant to give up
the belief...
As far back as the 1000 CE, frothy chocolate
drinks were exchanged at weddings in
Mesoamerica (southern Mexico and parts of
Central America).
Casanova is said to have eaten chocolate to
enhance his love-making.
The Marquis de Sade also was passionate
about chocolate, and had his wife send it to
him in prison.
Why else do Americans exchange chocolate on
Valentine’s Day?

106 Resource Materials copyright 2002 by the Field Museum. All rights reserved.
Resource Materials: 02
Chocolate Quotations

Chocolate Quotations
“The divine drink which builds up resistance and fights fatigue. A cup of this precious drink permits man to
walk for a whole day without food.”
- Hernando Cortés, 1519

“It’s strengthening, restorative, and apt to repair decayed strength and make people strong.”
- Louis Lemery, 1702

Oh, divine chocolate!

They grind thee kneeling,
Beat thee with hands praying,
And drink thee with eyes to heaven.
- Marco Antonio Orellana, 18th century

“Chocolate is a divine, celestial drink, the sweat of the stars, the vital seed, divine nectar, the drink of the gods,
panacea and universal medicine.”
- Geronimo Piperni, quoted by Antonio Lavedán, surgeon in the Spanish army, 1796

“What use are cartridges in battle? I always carry chocolate instead.”

- George Bernard Shaw, 1894

“Las cosas claras y el chocolate espreso.” (Ideas should be clear and chocolate thick.)
- Spanish proverb

‘Twill make old women young and fresh,

Create new motions of the flesh.
And cause them long for you know what,
If they but taste of chocolate.
- James Wadworth (1768-1844; A History of the Nature and Quality of Chocolate)

“Mmmmmmmmmmmmmmmmmm... chocolate....”
- Homer Simpson

And one dissenting view:

“Among the many disorders which the intemperance of mankind has introduced to shorten their lives, one of
the greatest, in my opinion, is the use of chocolate.”
- Giovanni Batista Felici, physician to the Tuscan court, 1728

Chocolate Recipies
Chocolate Fudge Chocolate Covered Pretzels
8 ounces semisweet chocolate Colored or chocolate sprinkles
2/3 cup sweetened condensed milk 1 cup white or milk chocolate chips
1 teaspoon vanilla extract 20 8-inch pretzel rods
1/8 teaspoon salt
1/2 cup chopped nuts (optional) On a piece of waxed paper, arrange a 2 or 3-inch-wide
stripe of sprinkles. In a shallow microwave-safe bowl,
Break the chocolate into small pieces and put into a microwave the white or milk chocolate chips on high
glass or microwave-safe bowl. Add milk and for 1 minute. Stir and microwave for 30 seconds more
microwave for one minute. Mix well and microwave until all chocolate is melted. Stir until smooth (it will
again on high for another minute. Stir until be thick). Use a knife to spread the chocolate over half
chocolate and milk are mixed completely. Stir in of a pretzel rod. Roll through the sprinkles until
vanilla extract, salt and nuts. Pour into a greased loaf chocolate is completely coated with sprinkles. Chill.
pan and refrigerate until hard. Cut into small
squares and enjoy! Chocolate Caliente
4 squares (4 oz) Baker’s chocolate broken
Chocolate Flying Saucer Cookies into small pieces
1 package of chocolate cake mix 2 cups of skim milk
1 1/2 cups water 2 or 3 drops of vanilla extract
2 eggs a pinch of cinnamon
1 cup minus 2 Tbsp flour a pinch of ground cloves
1/2 cup oil
Combine the ingredients in a sauce pan and heat
Filling: gently, stirring all the time. Do not allow it to boil, but
2 Tbsp flour when it is hot, whisk the drink (in Mexico the drink is
1/2 cup milk whipped with a wooden hive-like spoon called a
1/2 cup sugar molinillo) and then pour it into cups. If you would
1/2 cup shortening like, sprinkle a pinch of cinnamon over the top of the
1 tsp vanilla drink. Some people like to add sugar to taste when
stirring the drink in the pan.
First mix flour into cake mix in a large bowl. Add
remaining ingredients. Beat at medium speed for 3
minutes or until smooth. With a spoon, drop blobs of
the mixture onto a greased pan 2 inches apart. Bake
for 8-10 minutes at 400 degrees.

While cookies are baking, make filling by adding flour

to milk and cooking in double boiler until mixture is
thick. Let cool. Add sugar, shortening, and vanilla to
filling mixture. Beat at high speed for 5 minutes.
Spread filling between 2 cooled cookies.

Glossary
Chocolate comes in many forms today. Regardless of the end product, processing
begins by extracting, fermenting, drying, and roasting the cacao seeds (also called
beans), removing the shell and skin, and leaving the tasty nibs.

Cacao refers to the unprocessed seeds of the cacao tree. Although the British
sometimes use the term cocoa to refer to the plant and its seeds, in the U.S. cocoa
usually refers only to the processed product.

Chocolate liquor refers to the nibs ground to a smooth, thick liquid or paste.
Despite the name, it contains no alcohol–just the fat (cocoa butter) and solids
(cocoa) of the cacao seed, in roughly equal proportions.

Cocoa butter is the fat contained in the cacao seed.

Cocoa is the powdery solid that’s left after most of the cocoa butter is
removed from chocolate liquor.

Baking chocolate is a solid chocolate made from pure chocolate liquor, no sugar
added.

Bittersweet and semisweet chocolate are the darkest eating chocolates and have at
least 35% chocolate liquor.

Sweet dark chocolate contains 15% to 35% chocolate liquor and less than 12%
milk solids. It may also contain ingredients like condensed milk, cocoa butter,
sugar, and vanilla.

Milk chocolate is a mixture of chocolate liquor, cocoa butter, milk, sugar, and
flavorings. All milk chocolate made in the U.S. contains at least 10% chocolate
liquor and 12% whole milk.

“Dutched” or “Dutch” chocolate is made from chocolate liquor or cocoa powder

that has been treated with alkaline salts to give it a darker color and a milder flavor.
The process–which came to be known as “Dutching”–was invented in Holland by
the chemist Coenraad Van Houten.

White chocolate is a blend of cocoa butter, milk, sugar, and flavorings. It contains
no cocoa solids, and many people don’t consider it chocolate at all!

Loan Materials for Educators

The Museum’s Harris Educational Loan Program has

developed a new “experience box” for the Chocolate
exhibition. For more information on the Harris Loan
program, please call the registrar at (312) 665-7555 or
visit our website at www.fieldmuseum.org.

The History of Chocolate

Chocolate is a food that appeals to the senses.

We are captivated by its aroma, tantalized by its
taste, and reminded of pleasurable experiences.
This experience box adds yet another dimension
to our interaction with this delicious food as it
demonstrates the ecological, biological, and
commercial importance of chocolate. A diorama
shows the cacao tree in its natural habitat and its
adaptations to the environment and an ancient
Maya village. Included are models of the pods as
well as actual cacao beans. The box also includes
books, a guide for exploration with a brief
synopsis of the history, biology, cultivation,
harvesting and other uses of the cacao bean, as
well as activities for students, a vocabulary list,
and sources for further study.

Book List
Exhibition Books Top Ten List of Books (in addition to Field Museum books)
(Published in association with The Field Museum) for Adults and Children (nonfiction with two exceptions)

Nonfiction Adults All About Chocolate by Carole Bloom

Good overall compendium of information.
Title: Chocolate: The Nature of Indulgence
Author: Ruth Lopez The Book of Chocolate edited by Nathalie Bailleux
Publisher/Year: New York: Harry N. Abrams, Inc., Beautiful images makes this book compelling to browse
2002 and read.

Description: With publication timed to coincide with the The Chocolate Tree: A Natural History of Cacao
opening of the Chocolate exhibition, this book, as noted by by Allen M. Young
the publisher, is the first devoted to a pictorial survey of
chocolate’s history. The author traces the storyline of the Great information about the botany of cacao and its
exhibition with additional facts and up-to-date issues in cultivation.
the industry, notably working conditions and child labor in
The Emperors of Chocolate: Inside the Secret
cacao production areas. The book also includes a
comprehensive history of the chocolate industry as well as World of Hershey and Mars by Joël Glenn Brenner
how cacao is grown, harvested, and processed. Fascinating insight into the development of the chocolate
Notes: A great selection of photographs and images includes a industry in the U.S.
magnified view of the cacao-pollinating midge, early
The New Taste of Chocolate: A Cultural and
chocolate production in France, the Rio Azul vessel found in
Guatemala in 1984 (inscribed with the glyph for cacao), and Natural History of Cacao with Recipes by
paintings by European artists of elite consumers of drinking Maricel Presilla
chocolate. Literary quotes are interspersed throughout the
Wonderful photographs and text with focus on Central and
text. The development of the cacao trade beginning in the
South America.
1600s and the use of slave labor are explained. Special
sections of the book feature chocolate’s medical history and The True History of Chocolate by Sophie D. Coe
the history of chocolate and war. A section on the future of
cacao completes the book.
and Michael Coe
The most recognized in-depth history of chocolate.
Exhibition follows same general storyline, making the book
Nonfiction Children a good reference to learn more on the subject.

Title: Chocolate: Riches from the Rainforest How Monkeys Make Chocolate by Adrian Forsyth
Author: Robert Burleigh Includes great section with the same title which is
Publisher/Year: New York: Harry N. Abrams, Inc., informative and engaging to middle to older child readers.
(Additional chapters include information on other
2002 rainforest plants.)
Ages/Grades: 9 - 12 years old
Vanilla, Chocolate & Strawberry: The Story of
Description: This book chronicles chocolate’s journey
around the world. Full-color photographs and fun facts run Your Favorite Flavors by Bonnie Busenberg
throughout. The history of chocolate covers the time of the For middle to older children. Includes good sections on
Maya and Aztecs through chocolate’s many forms and adds plant-derived flavors as well as the chemistry behind how
interesting facts (e.g. why chocolate couldn’t be purchased humans taste food.
during the summer until after 1915 and that soldiers have
used chocolate as a ration since World War I).
Notes: The book’s text is illustrated with numerous color
photographs and graphics.

Book List
Cocoa Ice by Diana Appelbaum Notes: Chocolate clay can be fun to use for family activities.
Ms. González is included in the Speakers’ List.
A story about two girls living in different parts of the
world during the era of schooner trade–a good picture
book to use for a read-aloud program. Could work well for Title: The Book of Chocolate
a range of ages (except very young children). Editor: Nathalie Bailleux
The Cocoa Commotion: A Carmen Sandiego Publisher/Year: New York: Flammarion, 1995
Mystery by Melissa Peterson Description: Beautifully illustrated coffee table format
book that lusciously covers the history of chocolate.
For middle to older children. Much more information Historic and contemporary photographs, images, artworks
about chocolate, cacao, and geography woven into this and documents are featured. Detailed text covers cacao
mystery plot than other similar classics (e.g. Charlie and plantations, the history of chocolate, great names in
the Chocolate Factory). chocolate, notes about the various ways chocolate is
consumed, a few recipes, and an extensive source listing of
chocolatiers and shops in the U.S. and Europe, chocolate
Adults clubs, and museums.
Chocolate References/Nonfiction
Notes: Text of the book translated from French.

Title: All About Chocolate

Title: Cambridge World History of Food
Author: Carole Bloom
Editor: Kenneth Kiple and Kriemhild Conee Ornelas
Publisher/Year: New York: Macmillan, 1998
Publisher/Year: Cambridge, U.K.: Cambridge
Description: Great resource book with numerous listings. University Press, 2000
Begins with a thorough listing of chocolate terms, types of
chocolate/cacao, chocolate candies and desserts, and Description: Two-volume set with variety of citations for
manufacturers; a timeline of chocolate history; botanical cacao/chocolate. Entry on cacao written by Murdo
and processing information about cacao; and instructions MacLeod, Department of History, University of Florida,
for tasting chocolate. Quotes about the healthful attributes Gainesville.
of chocolate are given from a variety of sources. The book’s Notes: In section on fermentation, it is noted that the fungi
second part details different types of events, festivals and that ferment cacao beans after harvesting are Candida krusei
trade shows; chocolate factories/tours worldwide; cooking and Geotrichum spp.
schools that feature courses about chocolate; select Web sites
with good annotation; purveyors of chocolate and baking
supplies. Appendix provides information on chocolate in Title: Chilis to Chocolate: Food the Americas Gave
literature, film, and art and includes a bibliography. the World
Notes: Interesting facts and figures are interspersed Editors: Nelson Foster and Linda Cordell
throughout the text. Publisher/Year: Tucson, Arizona: The University of
Arizona Press, 1992
Title: The Art of Chocolate Description: Based on a symposium that was held at the
Author: Elaine González California Academy of Sciences in 1988, this book covers a
Publisher/Year: San Francisco, California: Chronicle number of foods that originated in the Americas. A good
Books, 1998 chapter is “A Brief History and Botany of Cacao,” by John
West. Other sections include amaranth, maize, chili
Description: González focuses on giving clear, simple peppers, vanilla, and beans.
instructions for how to work with chocolate, from tools
used, to tempering techniques, to a range of recipes. Notes: Good way to convey that many plants originated in
Includes a description of different types of chocolate and the Americas and are now grown and consumed the world
flavorings used. Interesting techniques include using real over.
leaves to make chocolate leaves, constructing chocolate
bows, and working with chocolate clay.

116 Book List copyright 2002 by the Field Museum. All rights reserved.
Book List 02

Book List
Title: Chocolate Title: Chocolate: Fads, Folklore and Fantasies
Author: Nick Malgieri Author: Linda K. Fuller, Ph.D.
Publisher/Year: New York: HarperCollins Publishers, Publisher/Year: New York: Harrington Park Press, An
Inc., 1998 Imprint of The Haworth Press, Inc., 1994
Description: Primarily a book of recipes, Malgieri gives an Description: This book’s content is comprised primarily of
interesting introduction that tells of his connections to tidbits of information about chocolate. Sections include
chocolate throughout his career. Includes brief background information about different types of chocolate candies,
on chocolate’s history, tools and techniques, recipes for a cakes, and drinks, festivals around the country, chocolate
number of types of desserts and confections, showpieces manufacturers, chocolate in media/film, and biographical
(including chocolate houses), and sources. notes about people associated with chocolate, such as John
Cadbury and Debbie Fields.
Notes: Malgieri is the director of the baking department at
Peter Kump’s Cooking School in New York. Notes: Good source for factoids and chocolate “sound bites”—
examples to add to those that are found in the exhibition.
Example: Nestlé introduced the chocolate chip in 1939 and
Title: The Chocolate Bible now (as of 1994) makes 250 million/day; there are about 675
Author: Adrianne Marcus in each 12 oz. bag.
Publisher/Year: New York: Putnam, 1979
Description: An older work referenced by several other Title: Chocolate: Food of the Gods
books. Primarily a listing of chocolate companies and shops Author: Alex Szogyi, Editor
around the United States and in Europe. Marcus includes
Publisher/Year: Westport, Connecticut: Greenwood
history on many of the establishments and plenty of
opinions about their products. Some of the companies may Press, 1997
be out of business by now but many are still in existence. Description: Proceedings from a scholarly conference of
Notes: Interesting vintage photographs from a variety of the same title at Hofstra University. Compilation of
factories as well as good images of chocolate “styles” and scientific papers covering topics including chocolate and
packaging from the 70s. Available as a used book through psychology, chocolate and literature, chocolate commerce,
Amazon.com. health, and chocolate lore.
Notes: Includes paper on chocolate history written by Sophie
Title: The Chocolate Companion: A Connoisseur’s Coe (The True History of Chocolate). Usually available
through university and culinary college libraries.
Guide to the World’s Finest Chocolates
Author: Chantal Coady
Title: Chocolate Moulds: A History and
Publisher/Year: New York: Simon and Schuster, 1995
Encyclopedia
Description: While the majority of this book focuses on
Author: Judene Divone
profiles and tasting notes about a number of chocolatiers
(primarily European), the author includes a good historical Publisher/Year: Oakton, Virginia: Oakton Hills
overview and description of the steps in harvesting and Publications, 1987
manufacturing chocolate. The different ingredients in
Description: There are few books on chocolate molds, but
chocolate are covered (including the difference between
this contains a good, brief history of chocolate and its
bean varieties such as criollo and forastero), as are the
transition from beverage to solid form. Also includes an in-
differences between fine chocolates and those that are
depth background on the development of the United States’
mass-produced. Comprehensive explanation of the types of
chocolate manufacturing industry. A complete listing of
chocolate: bittersweet, amer, varieties of milk chocolate,
chocolate companies in the U.S. also included. The author
etc.
covers the history of the use of chocolate molds, how they
Notes: Guidelines for how to do a chocolate tasting given. The were made, and how their designs paralleled fashion, fads,
author is the co-founder of the Chocolate Society (formed and social trends of the time. Remainder of book is
1991) and is the proprietor of Rococo in London. Available as encyclopedic by shape/type of mold.
a used book through Amazon.com.

Book List
Notes: A number of interesting engravings, photos, and old the church, chocolate as medicine, and the “founding
ads featured (including one exhibition photograph of Robert fathers” of chocolate. Provides additional information
Strohecker, c. 1890, the “father” of the chocolate Easter about how four Quaker families in Britain came to
bunny, with a 5-foot tall chocolate rabbit made at the Luden’s dominate the chocolate industry and transformed
factory in Reading, PA). Other factoids include how different chocolate into a drink of the common people. (In the
industries have inspired innovative techniques (e.g. in the Quakers’ quest to help others, wholesome chocolate was
1920s, wrapping machines were developed for soap seen as a much better beverage than other alcoholic
companies–machines that were quickly adapted by drinks–gin and beer–of the time. These families also built
confectioners to wrap chocolate bars). Available through model villages and were very conscious of providing good
Amazon.com on special order; can take up to 3 months to working and living conditions for their employees.)
receive or find through library system.
Notes: Some Mesoamerican rituals are referred to as “strange
and sometimes barbaric”—reflecting a bias on the part of the
Title: The Chocolate Tree: A Natural History authors. Interesting recipes in the preliminary chapters about
of Cacao chocolate include Spanish Egg Chocolate, Champurrado, and
Mole Poblano (with a reference that cacao would not have
Author: Allen M. Young
been used this way by the Aztecs–contrary to what some other
Publisher/Year: Washington: Smithsonian food authors have written). Contains rare images, paintings,
Institution Press, 1994 etchings, and engravings. Obtain through Barnes & Noble
(www.barnesandnoble.com).
Description: Fascinating information and detail on the
natural history of cacao. Dr. Young records how cacao has
been cultivated through history and in current agricultural Title: Crisis in Candyland: Melting the Chocolate
practices. His many years of field study in the tropics Shell of the Mars Family Empire
(primarily in Costa Rica) led him to important discoveries
Author: Janice Pottker
about the pollination of cacao flowers by midges, dust-
speck-sized insects. The botany of cacao trees is explained Publisher/Year: Bethesda, Maryland: National Press
clearly and detailed accounts of the author’s research bring Books, May 1995
the world of scientific research to life. Dr. Young also
Description: Pottker researched and wrote an
creates a link between his research findings and
unauthorized history of Mars, Inc.—a fourth generation
discovering effective ways to grow cacao by mimicking the
family-owned private company noted for its secrecy and
conditions found in its natural rainforest habitat.
controlling nature. More a focus on the individual family
Notes: Allen Young is curator of zoology at the Milwaukee members, beginning with founder Frank Mars and
Public Museum and is included in the Speaker’s List. Dr. continuing through the heirs who are still in charge today.
Young was a key advisor to the development of the exhibition. Contains some photos of the Mars family and company
This book is a good complement to The True History of headquarters.
Chocolate–to learn more about the botanical/scientific
Notes: Book is out of print. Can be obtained through libraries
aspects of cacao as well as chocolate’s connections to human
or through Amazon.com or other used book purveyors.
history.

Title: The Emperors of Chocolate: Inside the

Title: The Cook’s Encyclopedia of Chocolate
Secret World of Hershey and Mars
Author: Christine McFadden and Christine France
Author: Joël Glenn Brenner
Publisher/Year: New York: Barnes & Noble Books,
Publisher/Year: New York: Random House, 1999
2000 (previously published as The Ultimate
Encyclopedia of Chocolate) Description: In the early 1990s, Brenner was given a rare
opportunity to interview Mars family members and was
Description: Though primarily a recipe book, includes a given access to information about their operations as part
good introduction covering the history and cultural of a feature story for The Washington Post. She profiles the
aspects of chocolate. Sections include the power of history and competitiveness between Hershey and Mars in
chocolate (how chocolate was ascribed with mystique and this very engaging historical account. History of cacao,
power), how chocolate traveled the world, chocolate and innovations in the manufacturing process, and the

118 Book List copyright 2002 by the Field Museum. All rights reserved.
Book List 02

Book List
development of these two companies included. Also Notes: One of the experts on the speakers’ list, Dr. Dorie
contains information about the role of chocolate in times Reents-Budet contributes an article about the art of classic
of war. Text is interspersed with photos, advertisements, vase painting with references to images of cacao. Available
and wrappers and includes good chapter notes. through Amazon.com, but can take up to three months to
receive.
Notes: Brenner is included in the Speakers’ List.

Title: A Natural History of the Senses

Title: From Chocolate to Morphine
Author: Diane Ackerman
Author: Andrew Weil
Publisher/Year: New York: Random House, 1990
Publisher/Year: New York: Houghton Mifflin
Company, 1993 (revised edition) Description: Collection of essays relating to all the senses
written by naturalist and journalist Ackerman. A four-page
Description: Chocolate is included in the chapter on essay on chocolate focuses on its psychopharmacology and
stimulants (covering other natural stimulants such as maté, the research behind why we crave it. Includes a brief history
kola, coffee, and coca as well). Weil writes about the of chocolate consumption and synopsis of the research on
tendency for more women than men to be “chocoholics” PEA (phenylethylamine) in chocolate. Other essays related
but acknowledges that little research has been done on the to food/taste include vanilla, food as an aphrodisiac, and
properties in chocolate that make it addictive. Weil also the development of taste in humans, as well as more intense
includes an interesting first person account of a woman’s subjects such as cannibalism.
chocolate addiction.
Notes: Ackerman is included in the Speakers’ List.

Title: La Maison du Chocolat Title: The New Taste of Chocolate: A Cultural and
Author: Robert Linxe Natural History of Cacao with Recipes
Publisher/Year: New York: Rizzoli, 2001 Author: Maricel Presilla
Description: Renowned French chocolatier Robert Linxe Publisher/Year: Berkeley, California: 10 Speed Press,
explains his methods for making exquisite chocolates and 2001
pastries. Beautiful photographs accompany recipes. Linxe
describes how he combines chocolate with a variety of Description: The author describes her first association
flavors: ginger, lemon, cinnamon, fennel, and tea. Includes with cacao when, as a young girl in Cuba, her father
photo of cacao pods with notes about how many pods a tree brought home pods from his mother’s family farm. The
typically produces per year. book focuses on cacao growing in Latin America and
includes great photographs and text on its history and
Notes: La Maison du Chocolat has two locations in New York: current growing methods. Extensive photographs show
1018 Madison Avenue and 30 Rockefeller Center. Web site is how the pods and seeds of different varieties look alongside
www.lamaisonduchocolat.com. detailed information about them. The section on how to
taste chocolate includes a flavor experiment developed by
Title: Maya: Divine Kings of the Rain Forest Parisian pastry chef Philippe Conticini. In the recipe
section there are photos on the preparation of classic
Editor: Nikolai Grube Mexican hot chocolate, complete with images of foamy
Publisher/Year: Cologne, Germany: Könemann cups of chocolate.
Verlagsgesellschaft mbH, 2001 (English translation) Notes: Good appendixes include a glossary, listing of
Description: Oversize, coffee-table style book about the chocolate companies, mail order and retail suppliers,
Maya with numerous contributors and chapters. Brief chocolate classes and tours, candy makers, bakeries, and a
chapter entitled, “Cacao—The Beverage of the Gods” is bibliography.
written by Prof. Grube. Includes two striking photographs
of cacao vessels—one from the Early Classic period and
one from Guatemala’s Rio Azul (discovered in a burial
tomb in 1984). Kakawa hieroglyphs are illustrated and a
timeline is included.

Book List
Title: New York Chocolate Lover’s Guide Notes: Numerous references to chocolate in relation to sugar
Author: William Gillen and Patricia MacKenzie and other sugar-sweetened beverages and foods (e.g. tea and
coffee). Comprehensive bibliography and chapter notes.
Publisher/Year: New York: City & Company, 1996
Description: Small format book with listings and Title: Tastes of Paradise: A Social History of
descriptions of New York chocolatiers, chocolate and
candy shops, and bakeries specializing in chocolate items. Spices, Stimulants and Intoxicants
Also includes more unusual listings such as a dairy in Author: Wolfgang Schivelbusch
upstate New York that makes its own chocolate butter as Publisher/Year: New York: Pantheon Books, 1992
well as references for cooking schools and purveyors of (English translation from German)
chocolate making and baking supplies.
Description: In the chapter on chocolate, the author
Notes: Good listing of chocolate spots by city region–SoHo, indicates that as coffee developed into a northern,
West Side, etc. Authors also write a monthly newsletter, The “Protestant” drink, chocolate developed into the
New York Food Letter. Book appears to be out of print. “Catholic” beverage of southern Europe. Chocolate’s
nutritive characteristics led to its consumption during
Title: Seeds of Change: Five Hundred Years Since fasts, since liquids were not considered off limits. It was
Columbus also brought to Europe for the Catholic monarch, the King
of Spain. Good coverage includes early illustrations and
Editors: Herman J. Viola and Carolyn Margolis the history of chocolate consumption in Europe.
Publisher/Year: Washington, D.C.: Smithsonian
Notes: Schivelbusch indicates that in the 17th and 18th
Institution Press, 1991 centuries chocolate was “dissolved in hot water or milk, often
Description: Based on a Smithsonian exhibition of the with the addition of wine.”
same title, various contributors review the impact of the
voyages of Columbus and subsequent explorers to the Title: The Science of Chocolate
Americas. Chocolate is mentioned only a few times
directly–one being the example of transplanting cacao to Author: Stephen Beckett
the Ivory Coast and the ensuing environmental Publisher/Year: Cambridge, U.K.: The Royal Society
degradation caused by replacing native rainforest with an of Chemistry, 2000
introduced species. Other chapters include information on
the Maya and Aztecs, slavery, and the impact of specific Description: Written primarily for schools and universities
food crops. (particularly for food science students and those entering
the confectionery industry), Beckett covers the chemical
and physical properties of the cocoa “bean” and the
Title: Sweetness and Power: The Place of Sugar in ingredients that make up chocolate: milk products, sugars,
and cocoa butter. He then discusses the processing and
Modern History making of chocolate through the chemical and physical
Author: Sidney Mintz reactions taking place. Several experiments are listed in the
Publisher/Year: New York: Elizabeth Sifton Books final chapter.
Viking (Viking Penguin, Inc.), 1985 Notes: Good photographs (black & white) of fermentation
Description: Mintz traces the history of sugar in the methods, machines used for chocolate production, and
West–an important staple since the Spanish introduced it microscopic images of chocolate and its ingredients.
to chocolate–and the significant role sugar has played in Interesting notes describe the particle size of cocoa solids and
social classes, politics, and economics. Like cacao, sugar how they melt in the mouth. He explains that the first
was originally a luxury item reserved for the elite, but manufacturers of solid chocolate ground cocoa with granite
industrialization has led to its consumption by the masses. rollers, which created a gritty texture because they could not
It continues to be a crop that, like cacao, is typically not mill the particles fine enough (smaller that 30 microns) to
consumed by those who grow it. In discussing sugarcane melt in the mouth. Most of the experiments would work in a
production, Mintz includes how it developed as a “slave” classroom lab environment and some have processes that
crop grown in Europe’s colonies. require several hours. Two experiments appear easier to
replicate in a museum setting. One project shows particle

120 Book List copyright 2002 by the Field Museum. All rights reserved.
Book List 02

Book List
separation and the replication of how cacao seeds are Chocolate in Literature/Fiction
separated from debris as well as how the cacao shell is
separated from the nib. Another explores the effects of
viscosity on flavor. The book is available from Amazon.com. Title: 1984
Author: George Orwell
Title: The True History of Chocolate Publisher/Year: New York: Harcourt Brace, originally
Author: Sophie D. Coe and Michael Coe published 1949, current printing 1983
Publisher/Year: New York: Thames and Hudson, Ltd., Description: This futuristic story revolves around Winston
1996 Smith, living in the Republic of Oceania–a world that
exerts control over all actions including human thoughts
Description: A comprehensive history of chocolate in a and memories. He enters a clandestine extramarital
format that is easily accessible to the lay reader. The relationship with Julia. In the second section of chapter
historical organization of the exhibition follows the book two, she pulls a piece of chocolate out of her pocket and
closely, so the book provides an excellent way to access shares it with Winston. “Even before he had taken it he
more in-depth information. Numerous photographs, knew by the smell that it was very unusual chocolate. It was
drawings, and illustrations accompany the text. dark and shiny, and was wrapped with silver paper.
Notes: Michael Coe finished this book for his wife Chocolate normally was dull-brown crumbly stuff that
posthumously. Sophie D. Coe was a well-known and respected tasted, as nearly as one could describe it, like the smoke of a
anthropologist and food historian. She is also the author of rubbish fire. But at some time or another he has tasted
America’s First Cuisines. Michael Coe, a professor of chocolate like the piece she had given him. The first whiff
anthropology at Yale University is an expert in Mesoamerican of its scent had stirred up some memory which he could
research; his other books include Breaking the Maya Code, not pin down, but which was powerful and troubling.
The Maya, and Mexico: From the Olmecs to the Aztecs. He ‘Where did you get this stuff ’ he said. ‘Black market’ she
was an advisor to the development of the exhibition. said indifferently...”

Title: What Flavor is Your Personality? Title: Arms and the Man (Part of Bernard Shaw:
Author: Alan Hirsch, M.D. Collected Plays with Their Prefaces, Volume I)
Publisher/Year: Naperville, Illinois: Sourcebooks, Author: George Bernard Shaw
Inc., 2001 Publisher/Year: New York: Dodd, Mead & Company,
Description: Based on studies at Hirsch’s Smell & Taste 1975
Treatment and Research Foundation in Chicago, Description: One of Shaw’s “Plays Pleasant.” Set in the
connections have been made between food preferences and home of Major Petkoff in a small Bulgarian town in 1885-
personality types. Background information about 86. The story focuses on Petkoff ’s daughter Raina and how
personality and the sense of smell is followed with chapters a Swiss man, fighting as a paid soldier for the Serbs, seeks
on particular foods. “Sacred Chocolate” is one chapter that refuge during a retreat and climbs up to the balcony of her
connects chocolate cravings to the compounds found in bedchamber. She agrees to hide him until he can escape and
chocolate as well as notes on personality traits based on feeds him chocolate creams to stave off his hunger. In the
certain chocolate preferences. first act, the soldier (referred to as “The Man”) tells Raina
Notes: Dr. Hirsch is included in the Speaker’s List. that his pistol is not loaded and goes on to say: “I’ve no
ammunition. What use are cartridges in battle? I always
carry cakes of chocolate instead; and I finished the last cake
of that hours ago.” Raina then retorts, “Chocolate! Do you
stuff your pockets with sweets—like a schoolboy—even in
the field?” To which The Man replies, “Yes: isn’t it
contemptible? I wish I had some now.” He becomes known
as the “chocolate cream soldier.”

Book List
Notes: The 1941 film The Chocolate Soldier uses part of the against the church, against outsiders, and against
story as a backdrop to the movie plot. Viking Press reprinted themselves.
a paperback version of the play in 1992 (ISBN: 0140450351).
Notes: A film was made of the story; see the Film List. Harris
is on the Speakers’ List.
Title: Between Two Fires
Author: Laura Esquivel Title: Chocolate
Publisher/Year: New York: Crown Publishers, 2000 Author: Alexander Tarasov-Rodionov (Translated
Description: Esquivel’s most recent work is a collection of from Russian by Charles Malamuth)
essays, speeches, recipes, and short pieces, all focused on Publisher/Year: New York: Doubleday, Doran &
food. In “God is Above, the Devil Below” she mentions
Company, Inc., 1932
cacao. “But how could I avoid smelling cacao? How could I
return to the cold and damp convent without drinking a Description: Set during revolutionary era Russia, Zudin, a
cup of frothy hot chocolate? How could I abandon from high ranking member of the Socialist/Communist Party
one day to the next the delicious vice of drinking it?” and chairman of the local “Cheka,” takes pity on a young
woman, Valts, who has been arrested with others suspected
of treason. Valts convinces Zudin of her innocence; he
Title: Bittersweet Journey: A Modestly Erotic believes her and gives her a job at the Cheka. The woman
Novel of Love, Longing, and Chocolate receives a gift of chocolate by a lover of hers, who is, in
reality, a member of the opposition, the White Guards.
Author: Enid Futterman Chocolate returns throughout the story and seems to
Publisher/Year: New York: Viking, 1998 symbolize (along with silk stockings and wine) the
Description: Charlotte, a New Yorker, is the main character downfall of men as well as “the cause.” At one point Zudin
in this story. Charlotte has strong memories of loving comments to Valts, “In many places there is a great deal of
Hershey’s milk chocolate as a child and as she becomes an sweets–like chocolate–but that is not for us. We are not
adult and moves out on her own, her life becomes accustomed to it. Its softness disables us for our cruel
intertwined with the men she meets and the chocolate she struggle, and that being so, we don’t want it.” Later as
consumes. Her travels and longings take her around the Zudin is condemned for supposed crimes, he says, “What is
world to many of chocolate’s “hot spots”–Paris, Vienna, this cursed chocolate, chocolate, chocolate which
and Zurich. The jacket states, “This sensual novel, persecutes me so irrevocably? Where did it come from?”
complete with recipes, lists of elite chocolatiers around the Notes: Although out of print, many universities have it in
world, and sinful photographs enables the reader to their collection and it can be obtained through interlibrary
explore the dark and erotic underside of women’s loan. It is a fascinating novel.
mysterious passion for chocolate.”

Title: The Discovery of Chocolate

Title: Chocolat Author: James Runcie
Author: Joanne Harris Publisher/Year: New York: HarperCollins, 2001
Publisher/Year: New York: Viking, 1999 Description: Diego de Godoy is a young Spaniard
Description: Vianne Rocher and her daughter Anouk are employed as a notary on the voyage of Hernán Cortés.
new arrivals in the small French town of Lansquenet. Much During his brief time in the court of Montezuma, he is
to the dismay of the local priest, Vianne opens a chocolate introduced to chocolate and his true love, Igancia. It turns
shop at the worst time of year–Lent. As she acquaints out that the chocolate he drinks contains an elixir that
herself with the people in town and treats them to her allows both him and his trusted greyhound, Pedro, to live
confections, her critics spring into action and try to stop many centuries. Godoy travels through history and meets
her and her business. Includes wonderful descriptions of many people: the Marquis de Sade, Sigmund Freud,
how she sets up shop, creates the chocolate, and plans a Gertrude Stein and Alice Tolka, Joseph Fry, and Milton
chocolate festival. Throughout the story tension between Hershey.
perceptions of good and evil manifest themselves;
depending on the perspective, townspeople are pitted

Book List
Notes: Theme of chocolate runs through the book. The story is Notes: Great passages about the preparation of different
fictional, but based on actual events and historical figures dishes. The recipes for September’s installment are chocolate
(Runcie lists his resources in the acknowledgments). and Three Kings’ Day bread. Esquivel writes about the
importance of combining different types of cocoa beans for the
best flavor, how to toast the beans to perfection, how to grind
Title: The Golden Harvest
the beans using a warm metate, and later in the chapter, how
Author: Jorge Amado to make the hot chocolate with water or milk (“hot chocolate
Publisher/Year: New York: Avon Books, 1992 English made with water is more digestible than that made with
translation (Originally published in 1944) milk”). Tita also uses cocoa butter as a lip ointment.

Description: The work of one of Latin America’s most

widely read authors. Set in the Brazilian state of Bahia, the Title: Such Devoted Sisters
story involves a band of exporters trying to ruin the Author: Eileen Goudge
wealthy colonials who have made their riches from cacao Publisher/Year: New York: Viking, 1992
farming. Throughout the novel, the reader is introduced to
a number of characters: the wealthy landowners, the Description: This novel tells the story of three sisters, one
exporters and their wives, small growers, and the cacao of whom is a chocolatier named Dolly. The plot takes the
plantation laborers. A cacao boom and a rise in prices characters from Parisian “chocolateries” to cacao
creates even more wealth for the few, but the “good times” plantations in Grenada. Story includes romance, jealousy,
cannot last. The land eventually changes hands. A well- and reconciliation.
written and intriguing story of shifts in power. Described as Notes: Author acknowledges chocolatiers and experts she used
“a dazzling epic novel of greed and deception by Brazil’s in writing and vetting the book, including Robert Linxe of La
foremost literary giant.” Maison du Chocolat and Martha Saucier of Li-Lac Chocolates
Notes: The author was born on a cacao plantation in 1912 in in New York.
the State of Bahia in Brazil. His more widely known novel,
Dona Flor and Her Two Husbands, was made into a film and Title: A Tale of Two Cities
a Broadway musical. Amado is “a twentieth-century Charles
Dickens.” (Linda Rabben, The Nation). Available used or
Author: Charles Dickens
through libraries. Publisher/Year: New York: Alfred A. Knopf, 1993
Description: Dickens’ classic work about the French
Title: Like Water for Chocolate: A Novel in Revolution. At the beginning of Chapter 7, there is a
passage about how one of the wealthy characters,
Monthly Installments, with Recipes, Romances, Monseigneur, takes his chocolate. In a sarcastic way,
and Home Remedies Dickens relates how Monseigneur had to have four strong
Author: Laura Esquivel men serve him his chocolate: one to carry the chocolate
Publisher/Year: New York: Doubleday, 1992 pot, one to mill and froth the chocolate “with a special
instrument,” one to give the napkin, and the fourth to pour
Description: The best selling love story about Tita and out the chocolate.
Pedro, whose instant attraction for each other causes rifts
in their family. Tita, being the youngest daughter in an Notes: Good example of the fact that only the wealthy could
established family is, by tradition, not allowed to marry as afford to drink chocolate and many did so with a flourish.
she must take care of her controlling mother, Mama Elena.
When Pedro, accompanied by his father, visits to ask for
Tita’s hand, Mama Elena offers instead her older daughter,
Rosaura. Pedro decides to accept the offer in order to be
close to Tita and live on their family ranch. Tita is the cook
(having been brought up in the kitchen) and her emotions
and love for Pedro are reflected in the food she prepares–
which immediately affects anyone who eats it–a theme
which continues to play out throughout the story.

Book List
Children’s forest but only gets one “bean” from the year’s harvest. Ms.
Chocolate References/Nonfiction Frizzle and the students hop aboard the Magic School Bus
to see what is affecting the production of the crop. The
Preschool/Young Readers students discover that the flowers are not being pollinated
and work to remedy the situation. Along the way, they
Title: Chocolate (part of the What’s for Lunch? learn other facts about the rain forest and the other plants
series) and animals that live there.
Author: Claire Llewellyn Notes: This is one of the only books to talk about the
Publisher/Year: Danbury, Connecticut: Children’s importance of pollination and the role of the midge as the
pollinator. There is also an accompanying video. Allen Young,
Press (A Division of Grolier Publishing), 1998 Ph.D., of the Milwaukee Public Museum (see Speaker’s List
Ages/Grades: 4 - 8 year olds for more) served on the advisory board for the production of
Description: Easy-to-read informative book about the this episode. Both the book and video are available from
origins of chocolate. Numerous words are highlighted and Amazon.com.
listed in a glossary in the back. Good photographs
illustrate how cacao grows on the tree and is harvested and Title: Let’s Visit a Chocolate Factory
processed. Photographs of children enjoying chocolate are Author: Catherine O’Neill
also included.
Publisher/Year: Mahwah, New Jersey: Troll
Notes: The book indicates only that cacao is grown on Associates, 1988
plantations, neglecting the harvesting of cacao in the
rainforest. Also, farmers caring for their crops are only Ages/Grades: 4–8 year olds
described as using insecticide to protect their trees from pests Description: The focus is on the making of chocolate chips
and diseases. The photographs show people of color growing and details the manufacturing steps with good
and harvesting the cacao and Caucasians working in the photographs and terminology of the machinery used. (The
factories. An Asian boy and Caucasian girl are shown eating book mentions that chocolate comes from the cacao tree.)
chocolate. Other books in the series include peanuts, honey, The difference between how cocoa powder is made versus
rice, corn, and bananas. chocolate is clearly described. Nice photographs showing
how a chocolate bunny is made from a mold. Includes a
Title: The Hershey™’s Kisses™ Addition Book recipe for chocolate chip cookies.
Author: Jerry Pallotta Notes: Book is out of print. Available through libraries or
Publisher/Year: New York: Cartwheel Books, used book dealers such as Amazon.com
Scholastic, Inc., 2001
Ages/Grades: Grades 1 and 2 Title: The M & M’s® Counting Book
Author: Barbara Barbieri McGrath
Description: Basic principles of addition are given using
kisses to illustrate the numbers. Includes story of how Publisher/Year: Watertown, Massachusetts:
kisses got their name and how many kisses are made each Charlesbridge Publishing, 1994
day. Ages/Grades: Grades 1 and 2
Description: Developed to teach numbers 1–12, six
Title: In the Rain Forest (part of The Magic School different colors, and three shapes (circle, square, and
triangle). M & M’s serve as a reward for learning simple
Bus series) subtraction.
Author: Joanna Cole
Publisher/Year: New York: Scholastic, Inc., 1998
Ages/Grades: Grades 1–6
Description: This animated book is a companion to the
popular children’s PBS series, The Magic School Bus. The
teacher, Ms. Frizzle, has her own cacao tree in the rain

Book List
Middle/Older Readers Notes: This is one of the most fascinating books on the list and
one of the only ones for young people that discusses the botany
of cacao and the evolution of its structure. It is well written
Title: Aztec Times and easily understandable. Excellent photographs accompany
Author: Antony Mason the text and bring it to life. The author spent many years
Publisher/Year: New York: Simon & Schuster Books studying biology in the rainforest and speaks from his
for Young Readers, an Imprint of Simon & Schuster personal experience, a feature that makes the reading all the
more engaging.
Children’s Publishing Division, 1997
Ages/Grades: 8–12 years old
Title: A Taste of Mexico
Description: A colorfully illustrated book for young Author: Linda Illsey
people, part of the If You Were There series. Chapters
include information on Aztec origins, daily life, their gods, Publisher/Year: New York: Thompson Learning, 1995
the arts, trade, warfare, and the conquest. Ages/Grades: 8–10 years old
Notes: Includes a board game entitled, “The Final Conquest,” Description: This book details the history of food in
and a timeline that compares events in Aztec history with Mexico and includes a brief listing about chocolate. It
what was taking place in the rest of the world. describes how it was originally consumed by the Aztecs,
and was made with water and left unsweetened. It also
mentions how chocolate was mixed with different
Title: Exploration of Africa substances to create different colors.
Author: Colin Hynson
Note: Book can be found through libraries.
Publisher/Year: Hauppauge, New York: Barron’s, 1998
Ages/Grades: 9–12 years old
Title: Vanilla, Chocolate & Strawberry: The Story
Description: Traces the history of explorers in Africa. of Your Favorite Flavors
Section on religion and economics covers the introduction
of crops, including cacao, which European farmers found Author: Bonnie Busenberg
to be more profitable than native plants. Publisher/Year: Minneapolis: Lerner Publications
Company, 1994
Ages/Grades: 9–12 years old
Title: How Monkeys Make Chocolate
Author: Adrian Forsyth Description: One of the better books for young people on
the origins of three loved flavors. Excellent introduction
Publisher/Year: Toronto, Canada: Owl Books explains what flavor is and how we taste foods. As vanilla is
Ages/Grades: 9–12 years old used in so many chocolate products, this book gives
Description: This book focuses on several rainforest plants beneficial background information on it. The section on
including a section on cacao. The chapter tells how fruit- chocolate contains great photographs and a clear map
eating monkeys break open the pods and eat the tasty pulp showing where cacao is grown worldwide. As in some other
surrounding the bitter seeds. The author further describes books, the author claims that molinillos were first used by
how “perfectly the fruit works” in its ecosystem–a strong the Aztecs (rather than having been introduced by the
pod that protects the seeds, a bright color when ripe that Spaniards, contradicting the exhibition text). The author
attracts monkeys, fruit that is easy for a monkey to reach also gives a good explanation of plants that sound similar
and pluck from the tree, and bitter seeds that the monkey but are different: the cacao tree, the coconut palm, and the
will spit out. A history of how people have consumed cacao coca plant. Good explanation of how chocolate is processed
and chocolate is included and clearly explained. This is the and a history of some of the historical names in chocolate
only children’s book to mention the midge as pollinator of and their contributions to what we eat today: Cadbury,
cacao flowers. Other plants with similar characteristics– Hershey, van Houten, etc.
with a fleshy seed covering that animals like to eat–are Notes: As with Adrian Forsyth’s book, this book is a good
mentioned, including kola nuts and coffee. quick “adult read” as well. The information is easily
accessible, well written, and fun to read.

Book List
Fiction Notes: This is one of the best books that combined factual
Preschool/Young Readers information with an engaging story. It is a longer book with
well-done illustrations, and could be a nice “read aloud”
book for a program.
Title: April Bubbles Chocolate: An ABC of Poetry
Author: Selected by Lee Bennett Hopkins Title: Curious George Goes to a Chocolate Factory
Publisher/Year: New York: Simon & Schuster Books Author: Margret & H.A. Rey
for Young Readers, 1994 Publisher/Year: New York: Houghton Mifflin
Ages/Grades: N–K Company, 1998
Description: A collection of poems by noted poets Ages/Grades: N–K
including Langston Hughes, Carl Sandburg, and Ogden
Nash. Two of the poems relate to chocolate, entitled Description: When Curious George visits a chocolate
“Chocolate,” by Arnold Adoff and “Xerox Candy Bar,” by factory, the mischief begins. Initially his curiosity gets him
Richard Brautigan. into trouble, but he finds a solution to save the day and the
chocolate candies.
Notes: Lots of seasonal poems as well: Halloween, Valentine’s
Day, Back to School, and wintertime. Nicely illustrated. Notes: Of the picture books geared towards preschoolers, this
is the only one that includes the larger connection to
chocolate’s origins and manufacturing process. Includes an
Title: Chocolate Dreams illustration of chocolates and how you can figure out what’s
Author: Arnold Adoff inside by the swirl on top.
Publisher/Year: New York: Lothrop, Lee & Shepard
Books, 1989 Title: The Doorbell Rang
Ages/Grades: 6 years old and up Author: Pat Hutchins
Description: This is a book of poems all about chocolate, Publisher/Year: New York: Greenwillow Books, 1986
some simply written for younger children, but most Ages/Grades: N–K
written for older kids. The poems are also appealing and Description: Victoria and Sam’s mother makes a dozen
fun for adults. cookies for their afternoon snack. They are looking
Notes: The book is well illustrated by artist Turi MacCombie. forward to sharing six each and comment on how the
cookies look and smell like Grandma’s. After their mother
tells them that no one makes cookies quite like Grandma,
Title: Cocoa Ice the doorbell rings and some friends arrive. This continues
Author: Diana Appelbaum to happen until the dozen cookies must be shared with
Publisher/Year: New York: Orchard Books, 1997 more and more children. When the doorbell rings again
Ages/Grades: 4–8 years old they are pleased to find that Grandma has arrived with
another big tray of cookies.
Description: A charming and informative book set in the
late 19th century that follows two stories: one about the ice Notes: Chocolate chip cookies aren’t mentioned per se but the
trade in Maine, and the other about growing cacao in the illustrations depict them.
Caribbean’s Santo Domingo. A young girl is the feature of
both stories, and the book explores how the two girls are Title: Hot Fudge
connected through the schooners that take ice from Maine Author: James Howe
to trade for goods–including cocoa–in Santo Domingo. By
telling both parts of the story, the book helps children learn Publisher/Year: New York: Mulberry Books, An
the steps in producing both products and much about how Imprint of William Morrow, 1990
trade routes worked. Great cut-paper illustrations Ages/Grades: Grades K–2
accompany the story. Additional information on growing
cacao and a map showing the trade route are included in Description: This story centers on the adventures of a group
the back. of family pets, Harold, Chester, and Howie, who are left to
guard a plate of fudge made by the family father, Mr. Monroe.

Book List
Notes: Although in the story the animal characters eat Middle/Older Readers
chocolate, there is a note at the back of the book that explains
to children the dangers of feeding chocolate to real dogs.
Includes the recipe for Mr. Monroe’s Famous Fudge. Out of Title: Charlie and the Chocolate Factory
print; limited availability or may be found used. Author: Roald Dahl
Publisher/Year: New York: Alfred A. Knopf , 1964
Title: The Last Chocolate Cookie Ages/Grades: 9–12 years old
Author: Jamie Rix Description: The classic story about a poor boy, Charlie
Publisher/Year: Cambridge, Massachusetts: Bucket, who wins one of five tickets to Wonka’s chocolate
Candlewick Press, 1997 factory. The story is a morality tale about what happens to
children who are spoiled, gluttonous, watch too much
Ages/Grades: Grades K–2 television, and don’t listen to their elders (e.g. Mr. Wonka).
Description: This story is about Maurice and the last The imaginative setting of the mysterious chocolate factory
chocolate cookie on the plate. His mother asks him be is engaging and the book includes additional references to
polite and make sure that no one else wants the cookie first. chocolate that don’t appear in the film. Wonka explains
Maurice proceeds to carry it around with him for six weeks how the waterfall churns and mixes the chocolate and tells
asking everyone he sees–he even travels to space and asks a of how the oompa loompas love “cacao...the thing from
space monster. The monster doesn’t want the cookie–he which all chocolate is made.”
wants Maurice. With the tables turned, the monster’s Notes: The book is also available in Spanish and Braille.
mother says that he must offer the human being to others There is a play version of the book and the well-known film
first. After some narrow escapes, Maurice makes it back starring Gene Wilder. This book is also interesting and fun to
home where his mother finally allows him to eat the cookie. read as an adult.
He takes a bite only to find it doesn’t quite taste the same
anymore.
Title: Chocolate Fever
Notes: Funny and whimsical, filled with some nonsensical
words and colorful cartoon-like illustrations. Author: Robert Kimmel Smith
Publisher/Year: New York: Bantam Doubleday Dell
Title: Wellington’s Chocolatey Day Books for Young Readers, 1972
Author: Mick Inkpen Ages/Grades: Grades 2–4
Publisher/Year: WhistleStop, an imprint and Description: Henry Green is another character who loves
registered trademark of Troll Communications chocolate. But when he eats too much of it, he gets strange
brown spots, is taken to the hospital, and is diagnosed with
L.L.C. the first ever case of Chocolate Fever. Henry doesn’t like
Ages/Grades: N–1 being in the hospital and runs away, befriending a truck
Description: Picture book for very young children about driver, Mac, and Mac’s boss, Alfred “Sugar” Cane. Sugar
Wellington the pig, who gets a chocolate bar from his Aunt, Cane runs a large candy company and states at the end of
eats some, and sets off on his bike. Armed with his last two the book that as a child he had decided to spend his life
squares of chocolate, he shares some with a girl in exchange bringing joy and happiness to others. The way he did it was
for some bread to feed the ducks. By mistake, he tosses his to bring chocolate to the world.
last piece of chocolate into the pond, making him very sad. Notes: The book is also available as an animated children’s
A duck saves the day by rescuing the square and giving it to video.
Wellington who heads home thinking, “What a happy thing
chocolate is...delicious.”

Book List
Title: The Chocolate Touch Title: The Cocoa Commotion: A Carmen Sandiego
Author: Patrick Skene Catling Mystery
Publisher/Year: New York: Morrow Junior Books, Author: Melissa Peterson
1952 and 1979 Publisher/Year: New York: HarperTrophy, A division
Ages/Grades: 9–10 years old of HarperCollins Publishers, 1997
Description: A story similar to Chocolate Fever about the Ages/Grades: 9–12 years old
dangers of eating too much chocolate. Young John Midas Description: The notorious masterminding thief, Carmen
eats so much candy and chocolate that he doesn’t eat much Sandiego, is up to her tricks again. This time she has one of
of anything else. After finding a strange coin engraved with her associates stealing cacao seeds from all the important
his initials, he eats a chocolate from an unusual candy shop points in history. If she isn’t stopped, chocolate as we know
he encounters. He wakes up and begins turning everything it will never have existed and history will be forever
that his mouth touches to chocolate. John initially thinks changed. Two young detectives from the ACME
this is great, but his new ability turns out to be problematic Crimestopping Organization, Ben and Maya, are given the
as his day continues. When he kisses his upset mother’s assignment to solve the mystery before it’s too late. They
cheek and turns her into chocolate, he knows he needs to head off in their time machine and end up visiting the
get help. In the end the candy shop reappears, and he Maya, seeing a parade in Spain for returning conqueror
receives a lesson about greed and selfishness. Hernán Cortés, meeting Daniel Peter (inventor of milk
Notes: Morality story about the perils of greed, similar to chocolate) in Switzerland, and a speaking to a worker at
Charlie and the Chocolate Factory. the Hershey chocolate factory in Pennsylvania.
Notes: Young readers will get a good amount of historical
Title: The Chocolate War background in a readable, mystery format. Good emphasis on
historical accuracy and broader geographic information.
Author: Robert Cormier Some interesting consideration is given to whether the world
Publisher/Year: New York: Laurel Leaf Library, Dell would have been better if history was “rewritten” and slavery
Publishing Co., Inc., 1974 had not existed or the Europeans had not colonized and
Ages/Grades: 12–16 years old plundered conquered lands.

Description: Jerry Renault is the new freshman at Trinity, a

New England Prep School For Boys. Jerry’s mother has
recently died and his father’s own grief is making him
more and more distant. Trinity is also in trouble
financially and Brother Leon has vowed to make the annual
chocolate sale bigger than ever and demonstrates this vow
by ordering twice as many boxes as the previous year. Each
boy must then sell twice the amount as they have in the
past. Archie is the leader of the school’s secret society, the
Vigils, whose members traditionally give “assignments” to
the freshmen. Jerry’s assignment is to refuse to participate
in the chocolate sale for 10 days, after which he decides to
continue his refusal to sell chocolates. Power struggles
ensue between Archie, Brother Leon, and Jerry.
Notes: This is a classic young adult novel. It was made into a
film; see film list section–note R rating.

Periodical/Journal List
Article: The 16 Most-Frequently-Asked Questions Article: Like Water for Chocolate: Feasting and
About Chocolate Political Ritual Among the Late Classic Maya at
Periodical: Chocolatier Xunantunich, Belize
Month and Year: February/March 2000 Author: Lisa LeCount
Notes: The magazine went through 16 years of its history to Journal: American Anthropologist
find the most often asked questions regarding chocolate. Most Volume: 103 (4): 935-953
questions have to do with terminology (e.g. What is Dutch
processed cocoa? What is ganache?) or cooking with chocolate Article: A New Genus and Species of Furnariid
(How can I prevent chocolate from seizing?). Good resource
for answers to questions the public might also be asking. See from the Cocoa-Growing Region of Southeastern
below for information on Chocolatier magazine. Bahia, Brazil
Journal: The Wilson Bulletin
Article: The Chocolate Factor (Chocolate Could Month and Year: September 1996 (Vol. 108, No. 3)
Bring the Forest Back) Notes: This scientific article is about the Pink-legged
Periodical: World Watch Graveteiro, a new genus and species in the family of birds,
Month and Year: November/December 2001 Furnariidae, which was recently found in the cacao
plantations of Brazil. This bird and its discovery are included
(Vol. 14, No. 6) in the Chocolate exhibition.
Notes: Written by Chris Bright, this article proposes that the
reformation of cacao farming is necessary to restore the Article: Uto-Aztecan Perspective on Cacao
fragmented rainforests of Brazil’s Bahia state.
and Chocolate
Journal: Ancient Mesoamerica
Article: Chocolate Food of the Gods
(Cambridge University Press)
Periodical: National Geographic
Date: Spring 2000 (Vol. II, No. 1)
Month and Year: November 1984
Notes: Authors propose that ‘cacao’ and ‘chocolate’ are Uto-
Notes: A lengthy article with good photographs. Aztecan terms.

Article: Chocolate Molds Articles: Various

Periodical: Country Living Periodical: Chocolate Magazine
Month and Year: April, 2000 Month and Year: April, 1999 (Vol. 1, No. 1)
Notes: The article discusses the history of molds and gives Notes: This issue of the English publication contains
information about collecting them. numerous articles of interest including, “Making Chocolate,”
“Chocolate History” (about the history of chocolate houses),
Article: Cocoa Craving “The Cocoa Bean,” and “Chocolate Books.” See their Web site:
Periodical: Wine Spectator www.chocolate-magazine.co.uk for ordering information.
Their magazine may also be available from specialty
Month and Year: February 29, 2000 newsstands or bookstores.
Notes: The article focuses on premier lines of chocolate.

Periodical/Journal List/Website List

Articles: Various Web Site List
Periodical: Chocolatier magazine Top Ten Web Sites
Published: six times per year.
Notes: Primarily recipes for chocolate and pastries; www.fieldmuseum.org
information on new products, chocolatiers and confectioners.
Subscription information at: www.barry-callebaut.com
www.bakingshop.com/magazine/chocolatier
Contains interesting facts and information not found on
other Web sites reviewed.
Articles: Various
Periodical: Faces: People, Places and Cultures www.candyusa.org
Published: monthly. Good listing of statistics related to chocolate and candy
consumption.
Notes: Geared towards ages 9–14. Past issues that have dealt
with chocolate or cacao include: Mexico (December 2000) www.chocolateandcocoa.org
and El Salvador (November 1998). See their Web site for back
Comprehensive information on a number of topics related
issues: www.cobblestonepub.com.
to cacao production.

Articles: Various www.chocolate-elrey.com

Periodical: The New Internationalist (Issue: The Nice visuals and explanations of different varieties of
Cocoa Chain) cacao.
Month and Year: August 1998 (No. 304) www.exploratorium.com/chocolate/index.html or
Notes: This issue includes a number of articles about cacao www.exploratorium.com/chocolate/live.html
production in Ghana and focuses on the experiences of one
Web cast and newsletter about chocolate.
Ghanaian cacao farmer. The articles are available online at
www.newint.org. An article, “Facts-Chocolate” accompanies www.hersheys.com
informational graphs depicting where chocolate is grown
versus where it is consumed, as well as the “production chain” “Kid-friendly” virtual factory tour.
of chocolate. Perspective of magazine is to promote policies
www.howstuffworks.com/chocolate
and company practices that help small producers of cacao.
The magazine is published in England. Simple format with good information.

www.icco.org
Incredible amount of information and links.

www.scharffen-berger.com
Great virtual tour of factory with detailed descriptions of
steps.

www.sciencefriday.com
Audio cast of episode with guests Allen Young and Russ
Greenberg.

Website List
General/Chocolate Today Address: www.chocolate-elrey.com
Description: Web site posts striking botanical and
Address: www.candyusa.org historical images. Chocolate El Rey is based in Venezuela
and only uses Venezuelan-grown cacao in their products.
Description: Web site for both the Chocolate
Many feel that this chocolate, the criollo variety, is one of
Manufacturers of America (CMA) and the National
the finest in the world. Clear descriptions and images
Confectioners Association. Contains much information
depict the three varieties of cacao and explain how the
about candy in general, current statistics on worldwide
different colors of the cotyledons (embryonic leaves inside
chocolate consumption (figures from 1994 and 1998), as
bean) impact flavor.
well as factoids/statistics relating to holiday consumption.
Press Release section includes numerous articles and Notes: Products for sale include a kit for making your own
information on the CMA’s initiative regarding child labor chocolate from scratch, a popular product for children.
issues in West Africa. Chocolate disks and nibs are also available on-line. A 15-
minute video can be ordered. The film focuses on production
in Venezuela with footage of growing, harvesting and
Address: www.chocolateandcocoa.org producing chocolate as well as a brief history of chocolate.
While it has a promotional slant it is a good, brief film.
Description: A new Web site that has dubbed itself “the
official site for the U.S. chocolate industry.” Comprehensive
information covers supply and outlook, cocoa research, Address:
cacao farming, buying and selling cocoa, producing www.exploratorium.com/chocolate/index.html or
chocolate, regulatory issues, health and nutrition, and
current events. Cacao farming section includes
www.exploratorium.com/chocolate/live.html
information on their sustainable agriculture programs. Description: San Francisco’s Exploratorium museum
Explanations are given (many with photographs) for the hosted a two-hour web cast on chocolate on Valentine’s Day
difference between cacao production and chocolate in 1999. Moderated by local NPR personality Sedge
manufacturing, for the pests and diseases that affect cacao, Thompson, the web cast featured traditional Aztec
and for farming practices (images include cacao seedlings chocolate-making as well as interviews with Robert
in the beginning stages and cacao trees growing in the Steinberg of Scharffen Berger Chocolate, confectioner
shade of banana and coffee trees until they are mature). Joseph Schmidt (including a tour of his plant), and
Tidbits of interesting information abound, such as the scientists Andrew McGee and Andrew Waterhouse.
name for cacao pod pickers, which is tumbadores.
Notes: Web cast can be viewed with Real Video. There is also
Notes: Includes links to partner sites’: Chocolate an online newsletter, The Sweet Lure of Chocolate, that
Manufacturers Association (CMA), American Cocoa includes interesting video (cutting a cacao pod and eating the
Research Institute (ACRI), World Cocoa Foundation, and white pulp; a tour of the Scharffen Berger factory) and audio
the Cocoa Merchants’ Association of America. clips (scientists explaining different processes and current
research). Newsletter contains links to other Web sites.
Address: www.chocolate4u.com
Description: The relatively new International Chocolate
Address: www.Ghirardelli.com
Company’s site features single-bean™ chocolate bars (bars Description: Site includes in-depth information about the
that are made with one type of bean from one country). history of cacao, company history, and the steps Ghirardelli
Site includes a fun trivia quiz. uses to make their chocolate. Link included to the Web site
of their Swiss parent company, Lindt, which has a
“Chocomania” section with interesting chocolate history
Address: www.chocolatevalley.com and timeline with rare details on European history.
Timeline also describes Mayan use of cacao beans for units
Description: A self-described Web portal, this site provides
of calculation.
e-community and e-commerce in addition to other
components. Interviews with chocolatiers, tips from the
pros, a glossary of chocolate terms, and a comparison of
chocolate and carob can be found. The science of chocolate
section discusses chocolate toxicity and pets.

Website List
Notes: Student information packs are available by writing: Address: www.sciencefriday.com
Ghirardelli Chocolate Company, 1111 139th Ave., San Description: NPR’s Ira Flatow hosts this edition of Science
Leandro, CA 94578-2631, Attn: Consumer Affairs. Friday, “The Science of Chocolate,” with guests including
Allen Young, author of The Chocolate Tree, and Russ
Address: www.howstuffworks.com/chocolate Greenberg of the Smithsonian’s Migratory Bird Center.
The show can be heard with Real Audio.
Description: This edition of How Stuff Works by Marshall
Brain includes simple, easy-to-read text and brilliant Notes: Get to this episode from the home page by going to
close-up images of cacao. After an introduction to “How Archives, February, 1998: The Science of Chocolate.
Chocolate Works,” sections include the cacao bean, raw
chocolate, making chocolate, and additional information. Address: www.sci.mus.mn.us/sln/tf/c/cacao/cacao
Great images include a cacao seedling, pods on the tree,
and harvested pods. Interesting links discuss “How do they Description: Part of the Science Learning Network
make hollow chocolate Easter rabbits?,” “Is chocolate Thinking Fountain from the Science Museum of
poisonous to dogs?,” and “How caffeine works.” An Minnesota. Introductory questions lead to further
additional link, “The misadventures of home cocoa bean exploration, and cultural connections are made with the
roasting,” demonstrates the technological process that Maya. Includes image of a ruler with a pod and bean to
roasting has become. show relative size. Activity suggestion: make a cross section
of a candy bar and see how many ingredients can be
identified. What would cross sections of other foods
Address: www.hwvi.com look like?

Description: Site for Hawaiian Vintage Chocolate

company–the only company that grows cacao in the United Rainforest/Growers
States. Includes information about the history of cacao and
its manufacturing. Lists Hawaiian as a type of cacao in
addition to criollo, trinitario, and forastero. Mentions Address: www.acri-cocoa.org
some interesting facts about the relative number of flowers Description: Site for the American Cocoa Research
that bloom per year (10,000), the number pollinated Institute (research arm of the Chocolate Manufacturers
(1,000), and the number of pods that develop (100). Out of Association). Includes additional information about their
these hundred, many drop due to a natural thinning sustainable agriculture initiatives.
process. Importance of fermentation to development of
taste included.
Notes: Can order unroasted cacao beans and cocoa nibs Address: www.amnh.org
(edible roasted inside of bean) from company. See supply Description: Allen Young’s research with midges and
resources for prices. sustainable cacao production in Costa Rica is featured on
this Web site for the American Museum of Natural History.
One of the Museum’s BioBulletins by Young is entitled,
Address: “No More Chocolate? How the Rain Forest and a Tiny
www.education-world.com/a_lesson/lesson142.shtml Fly Make Chocolate Happen.” Included is a video clip
Description: Contains a dozen candy-related classroom featuring Dr. Young in Costa Rica. In it, he points out that
activities with links to the Exploratorium web cast while the tree’s trunk may be covered with flowers, only
(mentioned above), Ghirardelli, and Hershey’s. Mentions 1–2% produce pods. Dr. Young is the scientist who
the book, The Big Block of Chocolate by Janet Slater. discovered that midges pollinated cacao flowers.
Notes: The world site also contains numerous other Notes: Find the page by going to the “On Exhibit” section of
classroom activities on a number of subjects. Lesson 024 the Web site. Click on the following: Science Bulletins, Hall of
covers plant photosynthesis and how plant leaves work. Biodiversity, and Bulletin Archives; then scroll down to Fall
1998. See additional notes about Dr. Young in the Book List
(The Chocolate Tree: A Natural History of Cacao) and the
Speaker’s List.

Website List
Address: www.eduweb.com/amazon.html Address:
Description: Interactive Web site based on the Ecuadorian www.yale.edu/ynhti/curriculum/units/1992/2/92.0
Amazon region. Gives information on the physical and 2.05.x.html
human geography of the area as well as the risks and
Description: Part of the Yale New Haven Teachers Institute
benefits of ecotourism. Includes an interactive game based
includes teacher written curriculum, “Rediscovering the
on developing coffee production or ecotourism. The
Aztec Indians.”
introduction to the farmer interactive indicates that many
farmers have turned to cacao harvesting to support their Notes: Comprehensive curriculum (designed for grades 3 & 4)
families, and that one hectare produces about 300 lbs. of and information; mentions cacao consumption. Classroom
cacao beans, worth about $120 in the market. Site compares activities provided.
rainfall in this region to regions of the United States (you
can enter your home region).
Address:
Notes: Part of the Eduweb adventures. www.northcoast.com/~spdtom/aztec.html
Description: Student/teacher resource center for Mexican
Address: www.rain-tree.com history with listings of books, music, and videos.
Description: Company-based Web site for their line of
rainforest plant-based herbal medicines and supplements.
Contains information about rainforests and their Address:
environmental importance. www.campus.northpark.edu/history/WebChron/A
Notes: Good resources for teachers, including images of mericas/AztecEmp.html
rainforest scenes, plants and animals, and background Description: Brief background information about Aztec
information. Contains new section for school reports Culture, 1400–1519.
and numerous links to other Web sites for current events
and maps. Notes: Link to page about the conquest of the Aztecs. Site
based at North Park University.

Address: www.natzoo.si.edu/smbc
Europe/Slavery
Description: This site for the Smithsonian Migratory Bird
Center features a number of scientific papers on shade-
grown cacao from a 1998 workshop in Panama (in Research Address: www.barry-callebaut.com
section). Includes fact Sheet on migrant birds and coffee Description: The merger between a French and a Belgian
production that also refers to cacao. chocolate company produced Barry Callebaut, which in
turn created a Web site featuring a wealth of information.
“Chocolate World” includes a section discussing the
Maya/Aztec processes from cocoa to chocolate, the Aztec Quetzalcoatl
myth, and the spread of chocolate use through Europe.
Address: Other notable facts are found in the section on how cocoa
is grown; the production section features good images of
www.nativeweb.org/pages/pyramids/overview.html
the steps involved. Rare information about the
Description: Contains background information on the characteristics of cocoa butter (in FAQs) can be found, as
Maya and Aztecs. well as the difference between open and captive market
companies producing cacao. The site also contains
information about work practices in West Africa. Good
Address: www.educapes.com/42explore/aztec.html map shows cacao production, noting current and future
trends.
Description: Lists activities and Web site links for
exploring the Aztecs.
Notes: Good for teachers/students.

Website List
Address: www.cadbury.co.uk Address: www.scharffen-berger.com
Description: The British manufacturer Cadbury maintains Description: This site features a great virtual tour of
an extensive Web site. In the “Chocolate Encyclopedia,” the Scharffen Berger Chocolate Maker’s factory in Berkeley,
Story of Chocolate includes Making Chocolate, Chocolate California. By selecting one of the eight stages of chocolate
History and Cocoa, and Packaging and Design. Various production, you are provided with good detailed
entries in each section allow the browser to learn more information on each step. Multiple, clear images of the
about the manufacturing of drinking chocolate, chocolate machinery used accompany the text. The tempering
across Europe, the colonization of cacao-producing section includes a clear diagram of how cocoa butter
countries, chocolate houses in London, and the origin of crystallizes when chocolate is tempered. A link to an even
the Easter egg. more in-depth article gives great background on the basics
of chemistry and tempering.
See www.Ghirardelli.com notes in General/Chocolate Today
section above for link to parent company, Lindt. Notes: Their products, including cocoa nibs, can be
purchased on-line; recipe section gives instructions for
tempering.
Manufacturing/World Trade

Address: www.csce.com
Description: Coffee, Sugar, and Cocoa Exchange Web site;
part of the New York Board of Trade site. Seminar section
displays quarterly statistics on cacao products, market
information, and prices.

Address: www.hersheys.com
Description: Includes a more “child-friendly” tour of a
chocolate factory. Browsers can take a video tour of the
various steps from rainforest to chocolate bar. Each of
the six segments lasts about a minute. Pictorial and
text tour are also available (though video version gives
more information). In the Kidztown section there are
games, recipes and information on different chocolate
making techniques. Consumer information section
includes links to chocolate’s history and the story of
founder Milton Hershey.
Notes: There are many links to Hershey products with their
own Web sites, including the Hershey Kissmobile.

Address: www.icco.org
Description: The site of the International Cocoa
Organization, based in London, has extensive information
and a “question and answer” section that includes
production costs, major ports importing and exporting
beans, and links to manufacturing company Web sites
worldwide.

Documentary Films for Adults

Title: Extra Bitter: The Legacy of the Chocolate Title: Mystery of the Senses: Taste
Islands Produced by: WGBH, NOVA Series
Produced by: Nutaaq Media, Inc., for the Multimedia Length: 60 minutes
Group of Canada Year: 1995 (originally broadcast on Feb. 21)
Length: 52 minutes, Color Description: Based on Diane Ackerman’s book, A Natural
Description: Two small islands off the coast of West Africa, History of the Senses, the episode on taste covers the biology
São Tomé and Principe, are the focus of this documentary. and rituals of eating and taste around the world. “In
These islands, formerly known as “Chocolate Islands,” were France, a master chef divulges his secrets; in Mexico, a
once Portuguese colonies, where coffee and cacao created family prepares a meal for the Day of the Dead; in a
wealth for the plantation owners and simultaneously Japanese restaurant, Ackerman looks into why some people
horrible conditions for slave labor. William Cadbury, the consider potentially poisonous fish to be a delicacy; and in
Quaker founder of Cadbury Chocolate, traveled to the Connecticut, a scientist maps our taste buds.”
islands and pressured Portugal (from whom he purchased Contact: Not available through NOVA Web site; try
cacao) to let any Africans return home. Archival film and through a library.
interviews tell this little-known history.
Contact: Filmmakers Library, 124 East 40th Street, Suite
901, New York, NY, 10016 Title: A Passion for Chocolate: The History of Our
212.808.4980 2000-Year Obsession (working title)
info@filmmakers.com Produced by: Meredith Dreiss
www.filmmakers.com
Length: 60 minutes
Notes: Filmmakers Library has several other related films Year: 2002
that may be of interest: Coffee: A Sack Full of Power, Coffee
Break, and Brazil: An Inconvenient History (part of the BBC Description: With an emphasis on the history of chocolate
Timewatch Series about slavery in Brazil). production and use in Mesoamerica and connecting the
past to the present, filmmaker Meredith Dreiss and her
brother, award-winning filmmaker Grant Mitchell, traveled
Title: Knorosov: The Decipherment of the Mayan the world to make this new documentary. Mesoamerican
Script sculpture, ceramics, paintings, and monuments with cacao-
Produced by: Tiahoga Ruge and Eduardo Herrara related motifs will be featured (including a few from
unpublished private collections). Interviews with experts
Fernandez
include an archaeologist in Belize who specializes in
Length: 57 minutes, Color ancient agricultural customs and archaeologists who have
Description: Knorosov: The Decipherment of the Mayan found artifacts in Guatemala’s Rio Azul. Features will
Script is about the Russian scholar who broke the Maya include a look into a Mayan cave where in ancient times
glyph code. The film covers the history of the ancient Maya cacao was brought as an offering to the lords of the
codices as well as the many unsuccessful theories and underworld. Current day rituals in Mexico will be included,
attempts to decipher the glyphs. as well as the cacao growers’ festival in Tabasco and the Day
of the Dead in Oaxaca. Also integrated is footage of a
Contact: First Run Icarus Films, 32 Court Street, 21st Floor, chocolate festival in Italian Perugia and an interview in
Brooklyn, NY, 11201 France with chocolate makers in the Basque Country
718.488.8900 known for their ancient dark chocolate recipes.
info@frif.com
www.frif.com Contact: ArchaeoProductions,
3805 Stevenson Avenue,
Notes: First Run Icarus has other interesting films in related Austin, TX, 78703
subjects. Another seven-part series, The Commodities, 512.478.7757 or mldreiss@aol.coms
produced by Sue Clayton and Jonathon Curling, profiles
Third World commodities and their producers’ relationships Notes: Dreiss is included in the Speaker’s List. Her film work
to sellers and traders. Though cacao is not profiled, there are is included in the Grower’s section of the exhibition.
segments on sugar, coffee, and tea.

Feature Films for Adults

Notes: Most of the films (except where noted) can be rented Title: The Chocolate War
from Swank Motion Pictures, Inc., 800.876.5577 or Directed by: Keith Gordon
www.swank.com. (for non-theater public screenings). Film
format varies (VHS, DVD and/or 16mm), so check when Starring: John Glover, Ilan Mitchell-Smith and
inquiring. Call to speak to a representative for your area. Wally Ward
Rated: R
Title: Chocolat Length: 103 minutes
Directed by: Lasse Hallström Year: 1989
Starring: Juliette Binoche, Judi Dench, Alfred Molina, Description: The movie is based on Robert Cormier’s
and Johnny Depp classic book of the same title. Brother Leon is counting on
Rated: PG-13 the boys at his Trinity Prep School to save the school from
financial trouble with their annual chocolate sale. Brother
Length: 122 minutes, Color Leon enlists the help of a local student group, the Vigils, to
Year: 2000 ensure the sale’s success, but the Vigils strong arm other
Description: Based on the novel of the same title by Joanne students and give out “special assignments” to freshmen.
Harris, Chocolat tells the story of Vianne Rocher (Binoche) Freshman Jerry Renault’s assignment is to refuse to
and her daughter, Anouk, who move to a small French participate in the chocolate sale for 10 days, after which
village and wreak havoc on the villagers by opening a time Jerry surprises his classmates by continuing to refuse
chocolate shop during Lent. The screenplay varies from the to sell the chocolates. Interesting struggles for power and
novel in several ways, including the exchange of the priest control ensue.
for the mayor in the primary antagonist’s role. The Distributed by: Management Company Entertainment
cinematography is visually rich, from the chocolate Group, Inc. (Available through Swank)
creations and décor of the shop to the color that Vianne
and Anouk bring to the somber tones of the village and
people. Film also focuses on the transformative power Title: Consuming Passions
chocolate has on the townspeople. This film follows the Directed by: Giles Foster
strongest storyline relating to chocolate.
Starring: Vanessa Redgrave and Jonathon Pryce
Distributed by: Miramax (Available through Swank) Rated: R
Length: 95 minutes, Color
Title: The Chocolate Soldier Year: 1988
Directed by: Roy Del Ruth Description: A dark British comedy written by Monty
Starring: Nelson Eddy and Risë Stevens Python’s Michael Palin and Terry Jones. Set at the
Rated: Not Rated Butterworth Chocolate Factory, where main character Mr.
Farris accidently lets some workers fall into a vat, and a
Length: 102 minutes, Black and White certain type of chocolate with a special ingredient becomes
Year: 1941 popular. Farris finally has to meet the demand for this new
Description: A musical comedy based on Ferenc Molnar’s chocolate by means of murder. Film described as “gross” in
play The Guardsman, Eddy and Stevens play married many parts and funny in others by VideoHound’s Golden
singers Karl and Maria Lang. On stage they perform well Movie Retriever.
together, but off stage there marriage is pocked by Karl’s Distributed by: MGM/UA (Available through Swank)
jealousy, which culminates in him testing his wife’s fidelity
by posing as a Russian nobleman. Eventually their love is
strengthened and, at the end of the movie, Karl and Maria
perform their final number as part of the musical. Karl
says, “I’m a chocolate soldier man.” as Maria feeds him
chocolate. There are similarities also to Shaw’s Arms and
the Man.
Distributed by: MGM (Available through Swank)

Feature Films for Adults

Title: Days of Wine and Roses delicious.” The stepsister says that it is “positively sinful”
Directed by: Blake Edwards and asks what it is. The Prince replies, “the Spanish monks
have been sending bricks of it.”
Starring: Jack Lemmon and Lee Remick
Rated: Not Rated Distributed by: Criterion, 800.890.9494
Length: 138 minutes, Black and White
Year: 1962 Title: Forrest Gump
Description: Remick is addicted to chocolate when she Directed by: Robert Zemeckis
meets her husband, who is an alcoholic, and eventually Starring: Tom Hanks, Robin Wright, Gary Sinise and
leads her to an alcohol addiction. Sally Field
Distributed by: Warner (Available through Swank) Rated: PG-13
Length: 142 minutes, Color
Title: Despair Year: 1994
Directed by: Rainer Werner Fassbinder Description: Contains the well-known and oft-repeated
Starring: Dirk Bogarde and Andrea Ferreol line, “Life is like a box of chocolates. You never know what
you’re going to get.” Hanks plays Forrest Gump who,
Rated: Not Rated (Adult subject matter) despite his slow intellect, has a profound impact on world
Length: 120 minutes, Color events and the lives of those around him.
Year: 1978 Distributed by: Paramount (Available through Swank)
Description: Set in Nazi Germany in the 1930s, a Russian
chocolate factory owner descends into madness. Dubbed in
English. Title: I Don’t Buy Kisses Anymore
Distributed by: German Language Video Center Directed by: Robert Marcarelli
(317.547.1257 or www.germanvideo.com) Starring: Jason Alexander and Nia Peeples
Rated: PG
Length: 112 minutes, Color
Title: Ever After: A Cinderella Story
Year: 1992
Directed by: Andy Tennant
Starring: Drew Barrymore, Dougray Scott and Description: Alexander plays overweight Bernie Fishbine
who stops by a neighborhood store every day to buy
Anjelica Huston chocolate kisses. He meets Theresa (Peeples), a psychology
Rated: PG student who decides to use Bernie as a case study for her
Length: 100 minutes, Color term paper without telling him. Over time they both realize
Year: 1998 they are falling for each other.

Description: This rendition of the “Cinderella” story is set Distributed by: Paramount (Available through Swank)
in the 16th century where the arranged marriage of the
Prince of France to the royal family of Spain is about to
take place. The Prince struggles against this arrangement,
preferring to marry for love. In an argument with his
father, he accepts the challenge of finding a woman of his
own choice to marry in the following few days, or else he
must proceed with the arranged marriage. The competition
begins amongst the single women of the court and region
to become his betrothed. An evil stepsister of Barrymore’s,
also vying for his attention, is with the Prince at the town
market when he is handed a dish of chocolate. The Prince
offers her a taste saying, “You have never tasted anything so

Feature Films for Adults

Title: Life is Sweet Title: My Fair Lady
Directed by: Mike Leigh Directed by: George Cukor
Starring: Alison Steadman and Jim Broadbent Starring: Audrey Hepburn and Rex Harrison
Rated: R Rated: G
Length: 103 minutes Length: 170 minutes, Color
Year: 1992 Year: 1964
Description: Life in a quirky family in England centers on Description: Based on the musical Pygmalion, Harrison
Nicola, a young adult-aged twin, whose sister and she both plays Professor Henry Higgins trying to turn a cockney girl
still live at home. Nicola tries everyone’s nerves, including (Hepburn) into a lady. During lessons to improve her
her twin, and especially her mother. Food is a theme in the speaking skills, Higgins uses chocolates as a reward.
family members’ futile dreams–the father, for example,
Distributed by: CBS/Fox Video (Available through Swank)
buys a ramshackle snack wagon and makes endless plans
for a successful business. Chocolate appears throughout
the movie as part of Nicola’s eating disorder and sexual
interests (which are not overly graphic, but involves eating
Title: The Naked Jungle
chocolate). Humorous in an offbeat way. Directed by: Byron Haskin
Distributed by: Republic Pictures (Available through
Starring: Eleanor Parker and Charleton Heston
Swank) Rated: Not Rated (some violence)
Length: 95 minutes, Color
Year: 1954
Title: Like Water for Chocolate
Description: Parker plays a mail-order bride who joins
Directed by: Alfonso Arau Heston on his cacao plantation in South America in the
Starring: Marco Leonardi and Lumi Cavazos early 1900s. Good depictions of cacao growing and beans
Rated: R drying in sheds. Heston plays the rough plantation owner
Length: 105 minutes who has worked 15 years to carve his empire out of the
jungle(“civilizing” the native people in the process). The
Year: 1993 movie involves stereotypic and racist views of the native
Description: Based on the novel by Laura Esquivel. inhabitants of the area, as Heston is portrayed as the
Esquival also wrote the screenplay that tells the love story “hero” who has saved them from their previous life. He
of Tita and Pedro (see description in Book List). While also saves the natives and his new wife from a band of killer
book details the preparation of hot chocolate, the film only ants that threatens to consume them all.
mentions the serving of chocolate with the special Three
Distributed by: Paramount (Available through Swank)
Kings’ Day bread. One of Tita’s sisters, Gertrudis, who has
been away for some time mentions that she has looked
forward to enjoying Tita’s chocolate. Rich cinematography
depicts the preparation of many food dishes. In Spanish
with English subtitles.
Distributed by: Buena Vista (Available through Swank)

Feature Films for Adults

Title: The Secret Agent Title: Vatel
Directed by: Alfred Hitchcock Directed by: Roland Joffé
Starring: John Gielgud and Peter Lorre Starring: Gérard Depardieu, Uma Thurman, and Tim
Rated: Not Rated (some subtle sexual innuendo; mild Roth
depiction of violence) Rated: PG-13
Length: 86 minutes Length: 103 minutes, Color
Year: 1936 Year: 2000
Description: Classic black and white Hitchcock thriller in Description: Set in France in the 16th century, this true
which Gielgud plays British novelist-turned-spy Edgar story revolves around a steward–for the bankrupt Prince de
Brodie. As his assumed identity, Richard Ashenden, Brodie Condé–who is in charge of three days of extravagant dining
is sent on assignment to Switzerland to find a German spy and spectacles for the visit of King Louis XIV. The Prince
who must be stopped from leaving the country. Peter Lorre, thinks that by hosting the King and his court, he will
the “General,” plays the assassin who accompanies him. receive the funds needed to rescue him and his province
Early in the film a secret message is shown being passed in from bankruptcy. Depardieu plays the steward who
the wrapper of a chocolate bar. Later, the two are given a tip orchestrates the meals and events, and the preparations are
that a Swiss chocolate factory is being used by the Germans beautifully filmed with focus on the food and drink served.
as a “post office” for their spy work. Brodie and the General Depardieu, the King, and the Marquis are all smitten with a
go to Mochard Chocolat under the auspices of wanting a young woman of the court (Thurman). The King requests
tour of the facility. The police are notified that there are to “have chocolate with her at midnight in her
British spies present and a climactic chase follows. bedchamber” to which Thurman must agree. This request,
which comes again later from the Marquis, refers to
Distributed by: No distributor found; obtain through
sleeping with the woman. An early scene in the movie
video store or library.
shows the steward ladling chocolate into a chocolatière
(silver server) at one of the banquets.
Title: Strawberry and Chocolate (Fresa y Distributed by: Miramax (Available through Swank)
Chocolate)
Directed by: Tomas Guitierrez Alea and Juan Carlos Title: Who is Killing the Great Chefs of Europe?
Tabio Directed by: Ted Kotcheff
Starring: Jorge Perugorria and Vladimir Cruz Starring: George Segal, Jacqueline Bisset, and Robert
Rated: R Morley
Length: 110 minutes, Color Rated: PG
Year: 1993 Length: 112 minutes, Color
Description: Story of two men who meet at a café (one Year: 1978
eating chocolate ice cream and the other strawberry). They
build an unlikely friendship, since one is gay and the other Description: Dark comedy mystery about a number of
strongly heterosexual, and have differing political views. European chefs who are murdered according to their
Set in Havana in the late 70s. Spanish with English cooking specialty. Bisset character has a connection with
subtitles. chocolate.

Distributed by: Buena Vista (Available through Swank) Distributed by: Warner (Available through Swank)

Documentary & Feature Films for Families/Children

Title: Milton Hershey: The Chocolate King (An Title: I Love Lucy Volume 2: Job Switching
A&E Biography) Directed by: n/a
Directed by: Bill Harris Starring: Lucille Ball, Desi Arnaz, Vivian Vance, and
Rated: Not Rated William Frawley
Length: 50 minutes Rated: not rated
Year: 1995 Length: 25 minutes
Description: Film that documents the life and work of Year: Originally aired September 15, 1952
Milton S. Hershey, founder of the Hershey Chocolate Description: Famous episode where Lucy and Ethel place a
Company. Film traces his early interest in confections and bet with Fred and Ricky about trading jobs. Lucy and Ethel
his many attempts and failures in a number of businesses. agree to find an outside job for a week while Fred and
His Lancaster Caramel Company becomes the key to his Ricky declare that the “girls” have it “easy” and can easily
initial success, but he is inspired by German chocolate take care of the household work for a week. The girls head
making equipment exhibited at the Columbian Exposition to the ACME Employment Agency and get a job in a candy
in Chicago. Hershey knew that “caramels were a fad but factory-Kramer’s Candy Kitchen. Ethel is taken to the
chocolate was permanent.” Vintage photographs and film packing area while Lucy is assigned to the dipping station.
show the creation of Hershey, Pennsylvania, as well as early Lucy ends up in a “chocolate fight” with her co-worker
mechanization. Film also discusses his family history and after a fly lands on the woman, and Ethel keeps pinching
his philanthropic work. the chocolates she is trying to package. The two are
Distributed by: New Video Group, 126 Fifth Avenue, NY, reunited at the wrapping station, in the scene with which
NY 10011, info@newvideo.com most are familiar, where a speedy conveyor belt forces the
two to start stuffing chocolates in their mouths and
blouses to keep up (as they’ve been told that they will be
Title: The Cadbury Family: The Sweet Smell of fired if one piece gets by them). At the end of the day both
are let go and return home to find the house a disaster
Success (An A&E Biography) from Ricky’s attempts at domestic work. They both groan
Directed by: as their husbands present them each with a big box of
Rated: Not Rated candy to call off the wager.
Length: 50 minutes Distributed by: CBS Fox Video (Available through Swank)
Year: 2001
Description: Though Cadbury has been making chocolate
Title: Willy Wonka and the Chocolate Factory
for 175 years, it is still run by family members, a rare
occurrence in the chocolate industry. From the company’s Directed by: Mel Stuart
beginning, their work has been shaped by their Quaker Starring: Gene Wilder, Jack Albertson, and Peter
beliefs; interviews with current and past employees tell Ostrum as Charlie
their history.
Rated: G
Distributed by: New Video Group, 126 Fifth Avenue, NY, Length: 115 minutes
NY 10011, info@newvideo.com
Year: 1971
Description: Popular film version of Roald Dahl’s classic
book, Charlie and the Chocolate Factory. Whimsical and
fun, the musical follows five lucky children and their adult
companions who win tickets to tour the Wonka Chocolate
Factory–a place known for its mystique. (See Book List for
more about the story.) The film depicts the chocolate
waterfall and river, where one of the children, Augustus
Gloop, falls in after greedily drinking the chocolate. The
book includes more detail (albeit not much) about about
the oompa loompas and their love for cacao.
Distributed by: Warner (Available through Swank)

Music/Dance List
Title: The Nutcracker
Composer: Tchaikovsky
Description: Based on a German story, Tchaikovsky and
choreographer Marius Petipa created the ballet in the late
1800s. The little girl, Clara, falls asleep by the tree on
Christmas Eve. She awakens to find her wooden nutcracker
has come to life and takes her to the Kingdom of Sweets,
where there is a series of “Divertissements.” The first
divertissement is “Chocolate”—a Spanish Dance reflecting
the influence of the Spanish in introducing chocolate to the
wider world. Coffee and Tea are among the other
divertissements.

Speaker List
Notes: Information listed is included as given by each speaker Francisco Alarcón, Ph.D.
who responded to the “call for speakers.” The speakers are Department of Spanish
willing to serve as guest lecturers, panelists, and moderators.
See notes for each speaker for exceptions and other program University of California, Davis
format capabilities. Fees, travel, and related expenses refer to One Shields Avenue
lodging, meals, and other related travel costs. Speaker fees Davis, CA 95616
were current as of January 2002; confirm current rates. 530.752.1022
530.752.2184 (Fax)
General/Chocolate Today fjalarcon@ucdavis.edu
(also Literary Speakers)
Biographical Information: Chicano poet and educator
Alarcón was born in Los Angeles, California and grew up in
Diane Ackerman Guadalajara, Mexico. He is the author of 10 volumes of
Author, A Natural History of the Senses poetry including From the Other Side of Night: New and
C/O The Nelson Agency Selected Poems (University of Arizona Press, 2002), Sonnets
to Madness and Other Misfortunes (Creative Arts Book
170 East 79th Street Company, 2001), Of Dark Love (Moving Parts Press, 1991
New York, NY 10021 and 2001), and Snake Poems: An Aztec Invocation
212.744.0262 (Chronicle Books, 1992-10th anniversary edition to be
212.744.2032 (Fax) published by Creative Arts Book Company in 2002). His
books of bilingual poetry for children published by
nelly3940@aol.com Children’s Book Press, Laughing Tomatoes and Other Spring
Biographical Information: Poet, essayist, and naturalist, Poems (1997) and From the Bellybutton of the Moon and
Diane Ackerman was born in Waukegan, Illinois. She Other Summer Poems (1998), both won awards from the
received an M.A., M.F.A., and Ph.D. from Cornell American Library Association. In early 2002, The
University. Her works of nonfiction include, most recently, University of Arizona Press is slated to publish his From the
Cultivating My Delight: A Natural History of My Garden; Other Side of Night/Del otro lado de la noche: New and
Deep Play, which considers play, creativity, and our need for Selected Poems. He has been a recipient of the Danforth and
transcendence; The Rarest of Rare, in which she explores Fulbright Fellowships and has been awarded several literary
the plight of and fascination with endangered animals; The prizes. He currently teaches at the University of California,
Natural History of Love, and the bestseller, A Natural Davis, where he directs the Spanish for Native Speakers
History of the Senses. Her poetry has been published in Program.
leading literary journals; HarperCollins will be publishing Topics: Poetry reading/presentation as described below:
a new collection of her poetry, Origami Bridges, in fall
2002. She is also writing a series of nature books for “After reviewing the scholarly literature available on many
children. Ackerman has received many prizes and awards, Pre-Columbian cultural issues–specifically Mesoamerican
including the rare distinction of having a molecule named topics like cacao and chocolate–from a literary,
after her (dianeackerone). Her essays about nature and mythological, and anthropological point of view, and
human nature have appeared in Parade, National becoming familiar with the most current hardcore findings
Geographic, The New York Times, The New Yorker and other regarding the biological origin of chocolate and its cultural
journals; a five-hour PBS television series, inspired by A significance done by the team of researchers at UC Davis, I
Natural History of the Senses, aired in 1995 with Ackerman have written a collection of bilingual poems (English and
as host. Spanish) titled ‘Chocolate Poems/Poemas chocolate.’
Topics: Ackerman would tailor a talk based on the venue’s These poems deal with the origin of chocolate in the
request. indigenous cultures of Mesoamerica, a region that includes
the lower part of Mexico and most of Central America.
Fees and availability: Contact Ackerman’s agent, Nancy They celebrate the worthy cultural contributions of the
Nelson. native peoples of Mesoamerica and their descendants who
Notes: Essay “The Psychopharmacology of Chocolate” is for the most part have been ignored. There are several other
included in A Natural History of the Senses. See Book List themes within this collection that can be very useful in
for more. She spoke about chocolate at The Field Museum in educational settings: the advanced knowledge of the
March 2002. indigenous cultures of Mesoamerica regarding the natural

Speaker List
world and math (the Maya used the concept of zero in Rick Blommer, Vice President
their calculations); the encounter of the Old World and the Blommer Chocolate
New World (chocolate is one of the best examples of the
process of cultural amalgamation). The poetry collection 600 West Kinzie St.
is currently composed of 20 original poems (one exception Chicago, IL 60610
is a Nahuatl poem).” 312.226.7700 or 0364
Fees: Vary according to venue. 312.226.4141 (Fax)
Availability: Presentations need to be coordinated with rick@blommer.com
teaching schedule during academic year (Oct.–June). Biographical Information: Blommer has a BA in
Typically teaches on Monday, Wednesday, and Friday; Economics from the University of Wisconsin. He has been
engagements could be arranged on other days of the week. with the family business for 10 years and has worked there
Notes: Alarcón was the lead presenter for a chocolate sporadically for over 20 years, “from the bottom up”.
symposium held at the Smithsonian through the Resident Topics: General, wide-ranging topics about chocolate and
Associate Program; reports came back that he held the manufacturing.
audience in rapt attention. He prefers to be a guest lecturer or
poetry presenter (for both adults and children in English, Fees: Travel and related expenses.
Spanish, or a bilingual format). Sample children’s poem Availability: Generally available.
follows (he also has written more extensive poems on
chocolate for adults):
Laure Dorchy
El chocolate calientito Grandma’s Hot Author, The Chocolate Mould
de mi abuelita Chocolate
Rue Goffart 109
para una noche for a cold 1050 Brussels, Belguim
sin luna y fría moonless night +32 2 510 05 25
un dulce calor a warm
que da alegría sweet delight +32 2 510 05 31 Fax
_l.dorchy@co-link.be
para deshacer when feeling
a la soledad all alone Biographical Information: Dorchy is a commercial
este familiar this calming engineer by trade, and is the granddaughter of Irene and
sonido del hogar: sound of home: Henry Dorchy, holders of the largest collection of
chocolate molds in Europe. This private collection is
choco shock exhibited periodically. Dorchy wrote a book, The Chocolate
choco shock Mould and frequently lectures on the subject. (Her book is
bate beat available in English, French, and Dutch.)
bate beat
Topics: Lecture tracing the history and legends of
es mi abuelita que it’s Grandma chocolate, the origins of molding chocolate, and the
se pone a sacar working a foam current interest in molds as collectibles.
con su molinillo by making
espuma sin parar: her beater moan: Fees: 250 Euros for one-hour lecture; travel and related
expenses. Prefers to do a book signing after her lecture.
choco shock Availability: Generally available beginning in 2003.
choco shock
bate beat Notes: She usually does her presentation with Chocolaterie
bate beat Galler (a well-known Belgian chocolate maker), where they
demonstrate the use of the antique molds. A tasting of their
¡qué sabroso her chocolate specialties follows including salty recipes using chocolate (e.g.
el chocolate in the heat cocoa soup).
que mi abuelita more delicious
recalienta y bate! with each beat!

Speaker List
Meredith Dreiss 608.741.9596 (Fax)
ArcheoProductions anamari_golf@yahoo.com
3805 Stevenson Avenue Biographical Information: Golf is the lead exhibition
Austin, TX 78703 developer and National Science Foundation project
512.478.7757 director for the The Field Museum’s Chocolate exhibition.
She holds a Master’s degree in anthropology and is an
512.474.8444 (Fax) adjunct faculty member in social science at National-Louis
mldreiss@aol.com University. Her background includes curriculum design
Biographical Information: Dreiss is a Research Fellow at and instruction, development of multimedia educational
the Texas Archaeological Research Laboratory at the materials and The Field Museum’s exhibition and Web site
University of Texas at Austin. She has an M.A. degree in Women in Science: Conversations in Conservation. Her
anthropology from the University of Texas specializing in professional pursuits are grounded in the philosophy that
Mayan archaeology. For over 20 years she has participated translating educational and institutional messages into an
in field work, artifact analysis, academic writing, and experience accessible to public audiences is critical to
speaking. Her company, ArcheoProductions, develops and fostering human inquiry and exploration.
produces anthropology related educational and Topics: General overview of the story of chocolate. The
entertainment projects in a variety of media. development of the Chocolate exhibition.
Dreiss is finishing a documentary film on the history of Fees: Standard institutional honorarium; travel and related
chocolate, A Passion for Chocolate: The History of Our expenses.
2,000-Year Obsession (working title). A special focus of the
film will be Mesoamerican sculpture, ceramics, paintings, Availability: Flexible schedule year-round.
and monuments that contain cacao related motifs, Notes: She spoke about the chocolate exhibition at The Field
including Maya glyphs for the word cacao found on Museum in February 2002.
ceramic burial vessels. Her collaborator on the film is
Grant Mitchell, an award winning filmmaker whose work
has been shown on the BBC, PBS, Showtime, The History Elaine González
Channel, and The Learning Channel. 1135 Cayuga Drive
Topics: Film screening followed by a brief talk about the Northbrook, IL 60062
making of the documentary. The ancient history of 847.498.3971
chocolate in Central America. (Prefers a “question and 847.498.3980 (Fax)
answer” format but can also do a more formal presentation
with slides.)
chocartist@aol.com
Biographical Information: González is well known in the
Fees: $1,500 film rental and discussion by filmmaker; travel
world of chocolate as an artisan and teacher. She has taught
and related expenses.
at culinary schools and lectured throughout the Americas at
Availability: Generally available and flexible with advance sites including The Culinary Institute of America, The
planning. Malley School of Merchandising for Retail Confections, the
Wilton School of Confectionery Art, the Smithsonian
Notes: See Film List for additional information about the
Institution, and The Field Museum. González leads tours to
documentary. Targeted film completion date is February
Mexico, exploring cacao plantations in Tabasco, observing
2002.
current chocolate traditions in Oaxaca, and studying ancient
chocolate rituals in remote Maya and Zapotec villages. She is
Anamari Golf the author of Chocolate Artistry (1983) and The Art of
Curator of Education and Programming Chocolate (1998) as well as a major contributor to the candy
chapter in the revised edition of Joy of Cooking (1997).
Rock County Historical Society
Helen Jeffris Wood Museum Center Topics: Chocolate’s historical and cultural roots in Mexico
(slide-illustrated lecture).
426 North Jackson Street, Janesville, WI 53545
608.756.4509 or 608.752.4519 Demonstrations: Chocolate as an Art Form. Using
Chocolate Fearlessly and Successfully.

Speaker List
Fees: Contact speaker for honorarium rates, travel and granddaughter of a woman known locally as a witch and a
related expenses. healer. Harris always begins each day with hot chocolate;
other novels include Blackberry Wine and her most recent,
Availability: Available year-round; subject to other
Five Quarters of the Orange. The film, Chocolat, was
commitments.
nominated for five Academy Awards and eight BAFTA
Notes: Also presents demonstrations. González led the awards; the novel also received a number of awards
Museum’s exhibition developers on a trip to Mexico to look at including London’s Creative Freedom Award.
traditional methods for growing and making chocolate. Her
Topics: Reading from the novel, Chocolat. Film screening
book and Web site are listed as part of the Book List.
of Chocolat with comments and a question and answer
period.
Jonathan Haas, Ph.D.
Fees: Contact her publicist, above.
MacArthur Curator, North American Anthropology,
Availability: Harris lives in England, so she prefers to
The Field Museum
combine speaking engagements in the U.S.
1400 South Lake Shore Drive
Notes: See Book List and Film List for more. She spoke at The
Chicago, IL 60605
Field Museum in April 2002.
312.665.7829
312.665.7193 (Fax) Alan Hirsch, M.D., F.A.C.P.
jhaas@fieldmuseum.org Neurological Director, Smell & Taste Treatment and
Biographical Information: Dr. Haas’ research focuses on Research Foundation
the evolution of political systems in the southwestern
845 North Michigan Avenue, Suite 990W
United States and South America. More recently, he
completed a ten-year project on the beginnings of warfare Chicago, IL 60611
in the Four Corners Region of the U.S. With colleague 312.938.1047
Winifred Creamer, he also studied the impact of Spanish 312.649.0458 (Fax)
colonialism on the Pueblo peoples of New Mexico. In
dr.hirsch@core.com
addition to serving as a content specialist for Chocolate,
Haas is working on the Museum’s renovation of the halls of Biographical Information: Hirsch, a Neurologist and
the Americas. Psychiatrist who specializes in the treatment of smell and
taste loss, is the Neurological Director of the Smell & Taste
Topics: The cultural history of chocolate on its journey
Research and Treatment Foundation in Chicago. He is a
from a natural product in the rainforest to a commodity
faculty member in the Department of Medicine at Mercy
on the world trade market.
Hospital and Medical Center and Assistant Professor in the
Fees: Contact speaker. Department of Neurology and Department of Psychiatry
at Rush-Presbyterian-St. Luke’s Medical Center. Hirsch
Availability: Contact speaker.
conducts in-depth studies of the olfactory sense and its
Notes: One of the Field Museum curatorial content relation to all aspects of life. An inventor and investigative
specialists for the exhibition. He spoke about the Chocolate researcher in the area of smell and taste, he lectures
exhibition at The Field Museum in February 2002. frequently around the country and has extensively
published many of his findings. Hirsch has appeared on
CNN, Good Morning America and 20/20, and his most
Joanne Harris recent book is What Flavor is Your Personality?
Author, Chocolat
Topics: Chocolate as an aphrodisiac. The addictive power
C/O Louise Page, Publicist of chocolate. What do preferences for chocolate say about
Page.louise@talk21.com your personality and romantic relationships? Chocolate
Biographical Information: Harris, who earned acclaim and weight loss. Impact of chocolate on appetite.
when her novel Chocolat was made into a feature film of Fees: Local: transportation costs only. Out of Town:
the same title, is a former French and German teacher now $2,000; travel and related expenses.
writing full-time. She was raised in her grandparents’
Yorkshire candy shop, Shorts, and is the great

Speaker List
Availability: Call for availability. David Lentz, Ph.D.
Notes: See Book List for more. Director, Graduate Studies Program
New York Botanical Garden
Steve Klc (“Kelch”) Topic: Natural history of chocolate tree (Theobroma cacao
1210 N. Taft Street Suite 605 L).
Arlington, VA 22201 See Aztec/Maya section for further information.
703.312.0006
917.804.6655 (Fax) Jan Longone
chef@pastryarts.com Curator, American Culinary History
Biographical Information: Klc is a pastry chef and partner University of Michigan
of Pastryarts.com who is best known for producing elegant Clements Library
and sophisticated desserts, showpieces, and sculptures in 1207 W. Madison
chocolate. His artistry and passion for chocolate have been
profiled by National Public Radio’s All Things Considered Ann Arbor, MI 48109
and his haute couture chocolate fashion has been featured 734.663.4894
in Flaunt magazine and on the runways of New York and 734.647.0716 (Fax)
Paris. He consults for several international chocolate jblongone@umich.edu
manufacturers and is also a contributing editor at Food Arts
magazine. Biographical Information: Founder and Owner of the
Wine and Food Library in Ann Arbor, Michigan (an
Klc is a frequent guest instructor and lecturer around the antiquarian bookshop), Longone was named Curator of
country. He has developed educational programs for, most American culinary history at the University of Michigan’s
notably, Georgetown University and the Smithsonian Clements Library. She has served as a collection developer
Institution and is unique in his ability to combine hands- and appraiser for institutional and private libraries as well
on technical and artistic ability with chocolate and a broad as a consultant to historical museums, to authors and
knowledge of chocolate history, production, publishers of cookbooks, and to restaurateurs and other
manufacturing, and culture. He is the only chocolatier or food professionals. In addition to her curatorial duties and
pastry chef to be invited to address the “Natural History her book business, Longone is a writer, lecturer, and radio
Roundtable and Material Culture Forum” of the commentator in the general field of gastronomy. She
Smithsonian on the subject of chocolate. He also serves on currently serves on the editorial board for the University of
the Board of Advisors of the annual New York Chocolate California’s new book series, Studies in Food and Culture
Show, the country’s largest and most significant chocolate and its new journal, Gastronomica.
event and is one of a handful of American chocolatiers and
pastry chefs ever invited to demonstrate in Paris. Topics: Can discuss general topics about chocolate but
prefers: The literature of chocolate. Chocolate advertising.
Topics: Diverse and interdisciplinary. “America Loves Chocolate.”
Fees: Variable depending on level of commitment. Fees: Standard honorarium (contact speaker for rate);
Availability: Readily available. travel and related expenses
Notes: Klc can also arrange competitions and exhibitions of Availability: Advance planning necessary.
chocolate artwork. He has previously worked with science
museums to develop educational programs focusing on the
science behind chocolate and also hands-on chocolate Emily Luchetti, Executive Pastry Chef and Co-Owner
discovery programs for children. Farallon Restaurant
Author, Stars Desserts and Four Star Desserts
507 Sausalito Blvd.
Sausalito, CA 94965
415.331.6187

Speaker List
415.332.6697 Fax taste experience for all the senses.
emilyl1@mindspring.com (lower case “L” and the Topics (all covered in class/demo): History of spices in
number one) chocolate and the evolution of chocolate from the drink
into what is known today; the philosophy behind the
Biographical Information: With a degree from The New different types of chocolate and spices used by Vosges
York Restaurant School, Luchetti makes teaching a central Haut-Chocolat; how to make spiced truffles; and an
part of her professional life. In 1997 she opened Farallon adaptation of the Aztec’s recipe for a cacao chili pepper
with partner Chef Mark Franz after working at Stars drink.
restaurant in San Francisco. Luchetti also opened and ran
StarBake, a wholesale and retail bakery. She is currently Fees: $40/person inclusive of presentation and materials;
working on a new book, A Passion for Desserts. Luchetti has see below. Travel and related expenses; Markoff requires an
been chosen by Chocolatier magazine as one of the top ten aisle seat for air travel. Product must also be flown to the
pastry chefs in the U.S. destination by Fed-Ex; shipping charge to be covered by
host. (Daily rate $2,000 for demonstration format only.)
Topics: Everyday desserts with chocolate (as opposed to
fancy chocolate work). Chocolate tasting (like wine Availability: Open in summer, except July. December and
tasting-comparing and contrasting). beginning of February not possible due to chocolate-
centered holidays.
Fees: Dependent on involvement and commitment;
contact speaker to discuss. Notes: Markoff performs a hands-on demo format for classes
(minimum 40 people); class fee includes each participant
Availability: Luchetti prefers no bookings in July and making a 9-piece box of truffles to take home.
August.
Notes: Emily Luchetti can be a resource for pastry chefs and Maricel Presilla, Ph.D.
people interested in chocolate across the country. As a board
member of Women Chefs and Restaurateurs for six years and President, Gran Cacao and Author, The New Taste of
present board member of the Unites States Pastry Alliance Chocolate: A Cultural & Natural History of
Board, she has a number of contacts around the country. She Cacao with Recipes
prefers to serve as a panelist or as a demonstrator. Sister of 15 Fulton Street
Anne Underhill, Field Museum Anthropology Department.
Weehawken, NJ 07087
201.867.2002
Katrina Markoff, Chocolatier/Owner
201.867.5779 Fax
Vosges Haut-Chocolat
Grancacao@aol.com
520 North Michigan Ave., 2nd Floor
Chicago, IL 60611 Biographical Information: Presilla is a culinary historian
and author specializing in the cuisines of Latin America
773.772.5349 and Spain. She studied medieval history and has received
773.772.7917 (Fax) formal training in cultural anthropology. She has
Katrina@vosgeschocolate.com performed considerable research on valuable food crops in
the Americas, with a special emphasis on cacao and vanilla
Biographical Information: Markoff, founder of Vosges agriculture, chocolate production, and tropical crops.
Haut-Chocolat, is a 1995 graduate of Vanderbilt University
with degrees in Psychology and Chemistry. After Her most recent book is The New Taste of Chocolate (2001)
graduating, she left to pursue her dream of culinary arts in and she has completed a Latin American cookbook for
Paris, studying for one year at Le Cordon Bleu and W.W. Norton that explores the cuisines of 21 Latin
graduating with Le Grand Diplome. From Paris, Markoff American countries. Her company, Gran Cacao, is a Latin
embarked on a tour around the world studying food and American food marketing company specializing in
found inspiration in the local spice and food markets in chocolate research and marketing, as well as the heirloom
Asia. Based on these international experiences she cocoa bean trade. Dr. Presilla has worked as a product
developed the concept of “exotic” truffles. Fusing a gamut development and marketing consultant for several food
of exotic spices, flowers, and liqueurs with premium companies such as Chocolates El Rey C.A. from Venezuela,
chocolates, she has created a line of truffles with a unique which she introduced to the American market in 1995.

Speaker List
Topics: Conducts chocolate seminars, tastings, and events Topics: History of chocolate production and consumption
throughout the United States to benefit organizations such along with the scientific aspects of chocolate composition
as The Culinary Institute of America (New York and Napa and consumption (health effects). (Possible title:
Valley), Oldways Preservation and Exchange Fund, The “Chocolate: Magic, Mystery and Science”)
Roundtable for Women in Food Service, and the James
Fees: $200 including travel and related expenses.
Beard Foundation.
Availability: Available year round. Prefers weekends during
Fees: Contact speaker.
the Academic Year.
Availability: Contact speaker.
Notes: Vinson prefers to be a guest lecturer.
Notes: Book included in Book List. Co-owner and chef of
Zafra, a new pan-Latin restaurant in Hoboken, NJ;
Rainforest/Growers
contributes feature articles for Saveur and Food & Wine.

John Buchanan
Robert Steinberg
Director, Agriculture and Fisheries
Scharffen Berger Chocolate
Center for Environmental Leadership in Business
Topics: Appreciating the taste of chocolate. Cacao beans
Conservation International
and health.
1919 M Street, NW
See Manufacturing/World Trade
Suite 600
Washington, D.C. 20036
Joe Vinson, Ph.D. 202.912.1263
Professor of Chemistry 202.912.1047 (Fax)
University of Scranton j.buchanan@celb.org
Scranton, PA 18510
Biographical Information: Buchanan has worked with
570.941.7551 Conservation International (CI) for nearly five years and is
570.941.7510 (Fax) currently a director of the Center for Environmental
Vinson@uofs.edu Leadership in Business’ (CELB) Agriculture and Fisheries
Program. Prior to his work with CELB, he developed and
Biographical Information: Vinson has published two
managed CI’s ongoing Conservation Cocoa™ Program.
articles on chocolate and health. The first measures phenol
With projects in Ghana and Brazil, the Conservation
antioxidants in different types of chocolate, and the second
Cocoa(tm) Program established community-based
proves how chocolate given daily for a month becomes an
enterprises with cocoa farmers in areas of high biological
in vivo antioxidant that increases the good cholesterol in
diversity. His work involved extensive collaboration with
humans. He has submitted two more articles to scientific
farmers’ cooperatives, government organizations, research
journals, one showing the contribution of chocolate to
institutions, and other NGOs, all of which contributed to
antioxidants in the U.S. diet, and the second showing that a
developing land-uses compatible with CI’s conservation
single dose of chocolate is an in vivo antioxidant in humans
corridor strategies. Buchanan came to CI with a sales and
which overcomes the prooxidant effect of the fat in
marketing background from the private sector. Managing
chocolate. His chemical specialty at the University of
domestic and international accounts for a global leader in
Scranton is nutritional biochemistry.
food packaging, he worked with major food companies
Dr. Vinson is a National Tour Speaker for the American throughout the US and Latin America. He graduated from
Chemical Society, the largest scientific society in the world. Washington and Lee University with a degree in political
One of his topics is “Chocolate: A Guilt-Free Food?” science and French.
Lecture venues have included: American Chemical Society
Topics: Environmental impacts of cocoa cultivation–
National Meeting, American Chemical Society Food
positive and negative. Potential role of cocoa cultivation in
Writer’s Seminar “Cooks with Chemistry: The Elements of
biodiversity conservation. Conditions and status of small
Chocolate” and the Federation of American Societies of
scale cocoa producers in Latin America and West Africa.
Experimental Biology.
Fees: Contact speaker for fees.

Speaker List
Availability: Flexible depending on highly variable travel Adrian Forsyth, Ph.D.
schedule; generally tends to be available primarily for President
events in the Washington, D.C. area unless connected to
other business travel or commitments. American Conservation Association
1834 Jefferson Place NW
Notes: Buchanan prefers to serve as a guest speaker or
panelist. Washington, D.C. 20015
202.452.0752
Stephanie Daniels 202.452.0755 (Fax)
Development Coordinator adrianforsyth@msn.com
OCP Chocolate/Organic Commodity Products, Inc. Biographical Information: Forsyth has a Ph.D. from
29 Elm Street Harvard in Tropical Ecology. He has 20 years of
conservation experience and is the founder, with Enrique
Cambridge, MA 02139 Ortiz, of the Amazon Conservation Association. Forsyth
617.661.1100 ext. 222 has worked as vice president of Conservation International
617.661.0100 (Fax) and is currently a research associate at the Smithsonian
sdaniels@ocpchocolate.com Institution and a biodiversity for the Moore Foundation.
He has been published widely and his writing on biology
Biographical Information: Daniels has worked in the field and conservation have won many awards. His books
of sustainable agriculture and community development include Journey Through a Tropical Jungle and How
since 1994. Her expertise lies in the area of organic trade Monkeys Make Chocolate.
and regulations as well as community development in
Latin America. Through her position at OCP Chocolate, Topics: Contact speaker for specific topics.
she has focused on the institutional support necessary for Fees: Contact speaker.
the development of successful organic and sustainable
cocoa programs for Latin American farmer organizations. Availability: Contact speaker.
Daniels has also worked in the fields of labor relations and Notes: How Monkeys Make Chocolate is included in the
rural agricultural training in Guatemala and Nicaragua. Book List.
She holds a bachelors degree in Environmental Studies and
Wildlife Biology from the University of Vermont, and is in
the process of completing a graduate program in Jared Hardner
Organizational Management from Boston College. Managing Partner
Topics: Sustainable agriculture in the tropics, particularly Hardner & Gullison Associates
with cacao as a critical element in a sustainable tropical P.O. Box 1580
farm; current issues facing the chocolate industry Palo Alto, CA 94302
including the need for sustainable cocoa cultivation. 650.566.9610
Organic certification and the role organic cocoa and
chocolate play in the larger world of conventional jared@hg-llc.com
chocolate. Intersectoral collaboration of research, Biographical Information: Hardner is an economist and
industry, and farmers in sustainable development. specialist in conservation. He has worked on the topic of
Economic issues for small cocoa farmers and the effort cocoa cultivation and its impacts on tropical forests in
to incorporate social standards into cocoa purchasing. South America and Africa. His writing on the topic
Fees: Subject to event and sponsoring organization. includes: an evaluation for the World Bank on
deforestation trends in the cocoa growing region of Bahia,
Availability: No particular restrictions. Brazil; a global analysis for the Center for Applied
Biodiversity Science of the deforestation impacts of cocoa
cultivation; supervision of a regional analysis for the
Center on the deforestation trends in the cocoa growing
region of Ghana; and a forthcoming article in Scientific
American on the opportunities and limitations of “green”
consumer actions to slow the negative impacts of tropical

Speaker List
agricultural commodity (including cocoa) cultivation. Barbara Pickersgill, Ph.D.
Hardner holds a B.A. in economics from Princeton Department of Agricultural Botany
University and an M.S. in Natural Resource Economics
from Yale University. He has worked in the field of tropical School of Plant Sciences
conservation for 10 years. The University of Reading
Topics: Ecological impacts of cocoa growing worldwide Whiteknights
and case studies in Brazil and Ghana. Potential for “green P.O. Box 221
consumerism” to mitigate impacts of cocoa growing. Reading RG6 6AS
Economics of cocoa–a classic case of tropical commodity United Kingdom
boom-bust cycles.
0118.931.8096
Fees: $525/day plus travel and related expenses; flexible on 0118.931.6577 (Fax)
rate.
B.Pickersgill@reading.ac.uk
Availability: Generally available.
Biographical Information: Pickersgill’s research interests
Notes: Hardner prefers to be a guest speaker. center on the evolution of cultivated plants, particularly
those of the New World. This involves studying their
B. K. Matlick botany (including changes produced by human selection,
which affects morphological and physiological characters
Agribusiness Consultant and also the mating system), their history and prehistory
309 W. Orchard Drive (including their archaeological and ethnographic record).
Palmyra, PA 17078 Topics: Contact speaker.
717.838.4864
Fees: Contact speaker.
717.832.0655 (Fax)
bmatlic@sprynet.com Availability: Contact speaker.

Biographical Information: Matlick is a cocoa consultant

who worked for many years for Hershey Foods Corporation Joseph Whinney
in their agribusiness department. Since 1994, he has owned President and Founder, Organic Commodity
B.K. Matlick Consulting Group. During the past three
years, he has designed and implemented a cocoa pod borer Products, Inc.
control program in Sulawesi, Indonesia. The program Director, The World Cocoa Foundation
involves training 20,000 small farmers. Matlick has 29 Elm Street
developed a cocoa production industry in Vietnam and a Cambridge, MA 02138
cocoa yield improvement program in Haiti. He developed a
program to help small farmers in the Dominican Republic 617.661.1100 ext. 225
renew cocoa damaged by Hurricane Georges. He has 617.661.0100 Fax
worked in Indonesia, Malaysia, Vietnam, Belize, Jamaica, jwhinney@ocpchocolate.com
Haiti, Peru, Brazil, Ghana, Ivory Coast, and Nigeria.
Biographical Information: Whinney founded OCP in 1994
Topics: Challenges to growing cacao. Farmers and nature after spending several years researching sustainable
working together. agriculture in the humid tropics. OCP develops
Fees: $500/day plus travel and expenses environmentally and socially responsible supply chains of
certified organic cocoa and other raw materials. OCP is
Availability: Travels about 50% of the time, so advance also the leading supplier of organic chocolate and cocoa
planning is appreciated products to food manufacturers in North America and has
recently launched operations in Europe. Whinney has a
unique perspective on the organic food market, from his
understanding of tropical ecology and rural enterprise
development, to manufacturing and retail/consumer
trends. In addition to OCP, he is also the director of The
World Cocoa Foundation.

Speaker List
Topics: See biographical information. Biographical Information: In addition to teaching, Dr.
Berdan has spent the last 30 years researching and writing
Fees: Contact speaker
about ancient Mesoamerican (especially Aztec)
Availability: Contact speaker. civilizations, translating Nahuatl (Aztec) language
documents, analyzing ancient Mesoamerican codices, and
Notes: Additional information about OCP is available on
performing ethnographic research in contemporary native
their Web site: www.ocpchocolate.com.
Mexican villages. Her current projects include the
production of an anthropology fieldwork computer
Allen M. Young, Ph.D. simulation, EthnoQuest. Berdan serves as co-director of
Vice President for Collections, Research & Public the Laboratory for Ancient Materials Analysis at California
State University San Bernardino. She has authored
Programs, Milwaukee Public Museum numerous books and articles including The Aztecs of
800 West Wells Street Central Mexico, The Aztecs, The Codex Mendosa, Aztec
Milwaukee, WI (need zip code) Imperial Strategies (lead author with five others) and The
414.278.2789 Emperor’s Mirror (with Russell Barber).
414.278.6100 (Fax) Topics: Uses and meaning of chocolate in ancient
young@mpm.edu Mesoamerican civilizations.

Biographical Information: Young received a Ph.D. from Fees: $400–$600; travel and related expenses.
The University of Chicago in Zoology and completed Availability: Generally available.
postdoctoral research with the Organization for Tropical
Studies in Costa Rica. He has 33 years of experience in Notes: Primarily interested in being a guest speaker.
tropical field research, 22 of which were devoted to the
ecological studies of cacao (funded by the American Cocoa Gary Feinman, Ph.D.
Research Institute). Young is currently leading a USDA-
Chair of Anthropology and Curator of
funded long-term assessment of how patterns of
biodiversity change in cacao under different kinds of shade Mesoamerican Anthropology, The Field Museum
cover. Author of The Chocolate Tree, 1994, Smithsonian 1400 South Lake Shore Drive
Institution Press. (See Book List.) Chicago, IL 60605
Topics: Natural history of the cacao tree. Pollination of 312.665.7187
cacao. Cultivation of cacao. Challenges to cacao farming. 312.665.7193 (Fax)
Fees: $1,000–$2,000 per lecture; first-class/business-class gfeinman@fmnh.org
travel for air travel plus related expenses.
Biographical Information: Before coming to The Field
Availability: Generally available except when doing Museum, Feinman taught for 16 years at the University of
fieldwork. Wisconsin-Madison. He has authored and edited 15 books
and written over 100 articles on topics ranging from world
Notes: Served as an advisor to development of the Chocolate
archaeology to settlement pattern research, ceramic
exhibition. He spoke at the Field Museum in April 2002.
production, and shell ornament manufacture and
exchange. For more than 20 years, he has been conducting
Maya/Aztec archaeological field research on the emergence and
development of the prehispanic Zapotec civilization in
Oaxaca, Mexico. A series of grants from the National
Frances Berdan, Ph.D. Science Foundation and other agencies support his
Professor of Anthropology research.
California State University, San Bernardino Topics: The use of cacao in ancient Mesoamerica.
San Bernardino, CA 92407
Fees: Dependent on situation.
909.880.5505
909.880.5985 (Fax) Availability: Generally unavailable from December to early
January and from mid-March until the end of June.
fberdan@csusb.edu

Speaker List
Notes: Content specialist for development of Chocolate Joyce Marcus, Ph.D.
exhibition. 1109 Geddes
Museum of Anthropology
David Lentz, Ph.D. University of Michigan
Director, Graduate Studies Program Ann Arbor, MI 48109
New York Botanical Garden 734.763.5164
200th Street and Kazimiroff Blvd. joymar@umich.edu
Bronx, NY 10458
Biographical Information: Marcus is the Curator for
718.817.8171 Lowland Mesoamerica at the University of Michigan’s
718.817.8101 (Fax) Museum of Anthropology.
dlentz@nybg.org Topics: Prehispanic uses of chocolate, before A.D. 1580.
Biographical Information: As director of the graduate Fees: No fee required.
studies program, Lentz serves on the graduate faculty and
teaches at several universities in the New York City area. He Availability: Contact speaker for availability.
is a paleoethnobotanist interested in the plant-use practices
of modern and ancient peoples of Mesoamerica,
particularly the Maya. His research focuses on the way Joel Palka, Ph.D.
people, especially indigenous groups, use plants for food, Anthropology Department
medicine, fuel, and in the manufacture of artifacts. University of Illinois
Topics: Chocolate as a commodity and element in 939 Clinton Ave.
ceremonial activities among the ancient Maya and their Oak Park, IL 60304
neighbors. Natural history of the chocolate tree
(Theobroma cacao L.). 312.996.0789
312.413.3573 (Fax)
Sample lecture description: The chocolate (Theobroma
cacao L.) tree is a viable domesticate which was largely jpalka@uic.edu
developed by the ancient Maya, who appear to have Biographical Information: Dr. Palka has been studying
cultivated it from very early times. Archaeological plant Mayan archaeology and hieroglyphic writing for 15 years.
evidence for the production, distribution, and He teaches anthropology, archaeology, and Latin American
consumption of this valuable cultigen has been revealed Studies at the University of Illinois-Chicago.
through research at the Cerén site in El Salvador, the Copán
site in Honduras, and the Xochicalco site in Mexico. A Topics: Precolumbian chocolate use. Ancient Maya culture
discussion of the paleoethnobotanical data from each of and chocolate. Maya hieroglyphs and chocolate use.
these archaeological sites will be presented along with an Fees: Honorarium (contact speaker for rate); travel and
examination of the Mesoamerican cultural milieu in which related expenses
the ceremonial and commercial roles of chocolate were key
elements. Availability: Currently available year-round but seeking
funds to do research in Guatemala during the summers
Fees: Standard fees; contact speaker for details (May–August).
Availability: Generally available Notes: Palka prefers to be a panelist or guest speaker. He spoke
Notes: Discovered presence of cacao in vessels at Cerén site at the Field Museum in February 2002.
and reported on it in National Geographic.

Speaker List
Dorie Reents-Budet, Ph.D. Availability: Flexible schedule with spring and summer
Research Associate fieldwork of no more than 14 days at a time.
Smithsonian Center for Materials Research and Notes: Section in recent book about the Maya; see Book List.
Education
Museum Support Center, Smithsonian Institution Europe/Slavery
Visiting Curator, Department of the Art of the
Americas Jared Diamond, Ph.D.
Museum of Fine Arts Boston Author, Guns, Germs and Steel
27 Chestnut Bluffs Lane Professor of Physiology, UCLA School of Medicine
Durham, NC 27713 Department of Physiology
919.489-6525 Phone and Fax Los Angeles, CA 90095-1751
budet@gte.net 310.825.6177
Biographical Information: Reents-Budet is a specialist in 310.206.5661 (Fax)
ancient Mesoamerican culture history with a focus on the jdiamond@mednet.ucla.edu
Maya. Her interdisciplinary approach includes Biographical Information: Diamond’s combined
archaeology, anthropology, art history, studio art backgrounds in physiology, evolutionary biology, and
(ceramics), epigraphy (hieroglyphic writing), and nuclear environmental history facilitated his best-selling book,
chemistry. Her award-winning book, Painting the Maya Guns, Germs and Steel in 1997 about the domestication and
Universe: Royal Ceramics of the Classic Period explores the spread of crops and their importance in human history. He
uses of Maya painted ceramics as elite service ware for lectures frequently at museums, universities, and other
kakaw (cacao) drinks, tamales, and other savory foods. Her public settings. His awards include a Pulitzer Prize, a
research studies hieroglyphic texts painted on the vessels National Medal of Science, and a Tyler Prize for Ecology.
used to record the types of chocolate drinks served in
them, the names of their owners, and sometimes the Topics: Why only certain wild plants have been
master artists who painted the vessels. domesticated, why they transformed human societies, and
how they became adopted at sites distant from their
Dr. Reents-Budet’s current research focuses on Mayan original site of domestication.
painted ceramics as gifts exchanged among the nobility
during feasting rites that she believes were central to Fees: Contact Dr. Diamond’s lecture agent: David Lavin,
ancient Mayan economics. By using the scientific The Lavin Agency, 77 Peter Street, Suite 400, Toronto,
technique of neutron activation analysis in combination Ontario, M5V 2G4, Canada.
with analyzing painting style and archaeological data, she 416.979.7979
can identify where a vessel was made in the eighth century 416.979.7987 (Fax)
C.E. By comparing that to where it was recently found, she dlavin@thelavinagency.com
can recover ancient patterns of Mayan trade and social and Availability: Subject to negotiation.
political interaction. Not surprisingly, she is finding that
the best kakaw-growing areas in Central America were Notes: Primary interest is being a guest speaker.
important economic and political players in ancient
Mesoamerica and as far south as Panama. Marcy Norton, Ph.D.
Topics: The history of chocolate in the ancient Americas. Assistant Professor, History Department, The
Ancient Mesoamerican (or Mayan) feasting, politics, and Georgetown University
the economics of chocolate. Ancient Mesoamerican (or
Mayan) ceramics as records of social history, politics and (2001 academic year: Fellow, Davis Center, History
religious ideology. Ancient Mesoamerican (or Mayan) Dept., Princeton University)
ceramics as art. Ancient and modern Mayan chocolate Davis Center, History Department
recipes. 129 Dickinson Hall
Fees: $300–$800; travel and related expenses (no special Princeton University
travel requirements). Princeton, NJ 08540

Speaker List
609.924.0873 1992, Brenner wrote a cover story for The Washington Post
mnorton@gwu.edu Sunday Magazine about the highly secretive candy-maker
Mars, Inc. She is the first and only journalist to gain access
Biographical Information: Norton received her Ph.D. from to the $20-billion multinational company. She frequently
the University of California, Berkeley (dissertation: “ New lectures on all subjects related to the chocolate/confection
World of Goods: A History of Tobacco and Chocolate in the industry.
Spanish Empire, 1492-1700”). The dissertation forms the
foundation of the book she is currently writing and is based Topics: General history of chocolate. History of the
on materials from Spanish archives, published treatises chocolate industry in America. Current events in the
from the period, and literary sources. The book studies how chocolate/confection industry. Growing cacao and the
the ritual uses, symbolic associations, and material forms world trade markets. Inside Mars, Inc. Inside Hershey
of tobacco and chocolate have changed or stayed the same Foods. The History of Chicago’s Candy Industry. Europe
as they migrated from indigenous American societies to versus United States in the Chocolate Industry. Milton S.
post-conquest colonial society, and finally to Spain in the Hershey. Forrest E. Mars.
late sixteenth and early seventeenth century. It explores Fees: $1,000–$5,000 plus travel and related expenses.
such issues as the relation between ritual and psychotropic
substances, collective memory and material culture, cross- Availability: Generally available.
cultural exchange and influence, and the emergence of Notes: The Emperors of Chocolate is included in the Book
modern, secular consumer society. List. Brenner also has a Web site: www.joelglennbrenner.com .
Topics: Tobacco and Chocolate Usage in Colonial Latin She spoke at The Field Museum in March 2002.
America. Tobacco and Chocolate Usage in Early Modern
Spain (16th & 17th century). Robert Steinberg, M.D.
Fees: Rates are negotiable; presently about $250, plus travel Chairman and Chocolate Maker, Scharffen Berger
and related expenses. Chocolate Maker, Inc.
Availability: Varies considerably 914 Heinz Ave.
Notes: Prefers to be a speaker or panelist. She spoke at Berkeley, CA 94710
The Field Museum on Chocolate in the Spanish Empire in Biographical Information: Steinberg is co-founder and
April 2002. Chairman of Scharffen Berger Chocolate Maker, Inc.
Scharffen Berger, founded in 1996, begins its process of
Manufacturing/World Trade making chocolate with cacao beans from all over the world
and is the only such company founded in the United States
in the last 50 years. Steinberg is a family physician who now
Joël Glenn Brenner practices medicine part-time and spends most of his time
Author, The Emperors of Chocolate overseeing the process of chocolate manufacturing. He
945 President Street trained in chocolate making at Bernachon, a chocolatier in
Lyon, France, has visited cacao farms in Venezuela, and is
Suite 1 particularly interested in cacao flavors and the role they
Brooklyn, New York 11215 play in making chocolate. His background in science has
718.857.8597 allowed him to explore in detail many of the technical
jgbrennr@aol.com issues involved in chocolate manufacturing. Recent
speaking engagements have included The Culinary
Biographical Information: Brenner’s first nonfiction book, Institute of America (Hyde Park) and Xerox PARC Forum
The Emperors of Chocolate, debuted on the Business Week (Palo Alto).
bestseller list in February 1999. It was named one of
Booklist’s Top Ten Business Books of 1999. Before Topics: Cacao bean buying. Fermentation and chocolate
Emperors, Brenner worked as a financial reporter for The flavor. Appreciating the taste of chocolate. Cacao beans and
Washington Post. During her seven-year tenure at the health. Tempering chocolate in-depth. The (in)complete
newspaper, she was recognized five separate times by The demystification of chocolate. What is natural cocoa powder
Financial Times Journalism Report as one of the best and why make it? The art and science of transforming cacao
financial journalists in the nation under the age of 30. In into chocolate.

Speaker List
Fees: $250–$600/engagement (will do select appearances
gratis); travel and related expenses.
Availability: Unlimited at present.
Notes: Dr. Steinberg is also helping with festivals, as their
company is very interested in educating the public. Company
also offers tours with an educational focus (rather than a
marketing one).

Speakers who declined being part of the listing due to other

commitments:

William Burger, Ph.D.

Botany Department, The Field Museum

Michael Coe, Ph.D.

Author, The True History of Chocolate

Robin Foster, Ph.D.

Environmental Conservation Programs
The Field Museum

Sidney Mintz, Ph.D.

Author, Sweetness and Power

Stanley Tarka, Ph.D., Hershey

Tarka and his team of chemists isolated chocolate
residue in a 1,500 year old vase found in Guatemala.

Hall Activities
On-Site Hall Activities How To: The game can be played in different ways. The
facilitator can engage the visitor with a hint card and all of
Interpretive Stations Developed by The Field Museum the pictures laid out in front. The clues are read until the
Note: “Hall Activities” have a long history at The Field visitor guesses the plant and selects the matching button;
Museum–the materials developed for the activities have been the facilitator then asks the visitor to guess the country of
used for various program formats over the past 15 years. In origin or region (hints provided; see Appendix). The
the last several years, activities have been revised and facilitator can focus just on the countries of origin/region
developed by the Museum’s educators to highlight both the or can discuss more about interchange and how cultures
permanent collections and a number of temporary have influenced each other in the use of plant products
exhibitions. When leading the activities, facilitators also help through history.
link visitors to other Museum resources that are related- In another format, the visitor may want to choose a plant
exhibitions, resource centers, and materials for (tomato, corn, cacao) and try to guess its origin. Again,
educators/teachers. there are hints on the cards for the facilitator’s use.
Custom-crafted, mobile “interpretive stations” were built Additional Information: The original game was created
to house a specific activity, which inspired the station’s with 25 activity cards and buttons. For the purposes of
design. Examples of this more recent development include sharing the activity idea, we have focused on the plants
Mud Management, The Great Interchange, and the Mega originating in Central and South America–one of which is
Map. These activities will be adjusted with a special feature cacao. A copy of the hint cards and artwork for the buttons
or focus in support of the Chocolate exhibition. Two new are included in the Appendix. The Museum’s station posts
activities were being developed at the time of this the world map on a large magnetic board, making it
publication; initial concepts are included for these. Finally, possible for the magnetized buttons to adhere. Other
a listing of additional ideas for on-site activities is formats/methods are possible for this activity as desired.
included.

Title: The Great Interchange

Description: Through a map activity and guessing game,
visitors explore the origins of specific plants and animals.
They discover how people have interchanged resources,
such as the cacao featured in the Chocolate exhibition, and
dramatically influenced global cuisine, population growth,
and environments.

Goal: To introduce visitors to the basic concept of the

“interchange” of fruits, vegetables, animals, and technology
over the past 500 years and how it has changed the lives of
people all over the world.

Objective: The visitor will learn to 1) make the correct

choice of plant or animal that fulfills the information on
the clue card and 2) position it on the correct country of
origin or region.

Materials:
World Map
8 Activity Cards with hints, answers and additional
“factoids”
8 Magnetic Buttons with pictures of the plants

Hall Activities
Title: Mud Management highlights the soil environment and its inhabitants.
Description: This activity complements the rainforest section of The Museum has received assistance in developing this activity
the Chocolate exhibition. Cacao trees only grow in rainforest and in securing materials for it from the Natural Resources
regions of the world (20° North and South of the Equator). Conservation Service (NRCS). NRCS is an agency of the U.S.
Visitors can compare characteristics of rainforest soils to soils Department of Agriculture and keeps offices in most counties
local to their region. Activity components demonstrate soil throughout the country. NCRS soil scientists provided the
classification, tools soil scientists use and what lives in the soil. Museum with tools used for sampling, describing, and
mapping soils as well as profiles of Illinois soils. Additional
Goal: To exhibit the physical properties of different types of materials came from catalog sources: Carolina Biological
soils. To display examples of tools used by soil scientists, to see Supply, Delta Forestry, etc.
critters that live in the soil, and to emphasize the importance of
the soil environment and conservation. The NRCS National Soil Survey Center (NSSC) Web site
(www.statlab.iastate.edu/soils/nssc) is the easiest way to find
Objective: The visitor will receive hands-on experience with the information on your NRCS state office. On the left of the NSSC
tools of soil scientists, as well as an up-close look at the home page is a button,“Directory and Staff.” Then click on
difference between the particles in soil and the critters that live “State Offices;” full information on how to contact your NRCS
in and around the soil. state soil scientist is given.
Materials: See Appendix for inventory list. Additional information on soils can be found through the NRCS
home page. Their Web site address is: www.nrcs.usda.gov. The
How To: The facilitator will pick one of the tools and ask the home page houses “Quick Links” with an option for State Offices
visitor,“What do you think this does?” Soil samples and pictures on the pull-down menu. By choosing a state, you will be taken to
of soil profiles can help make comparisons of local soils with their home page where one should find a directory locating
those found in a rainforest. Comparison example given below. NRCS county offices. Educational material about soil is also
available on the NRCS home page. Click the “Teachers and
Additional Information: This activity was developed for Students” button on the left or click on the icons at the bottom
Underground Adventure, a permanent exhibition that of the home page.

Side by side comparison: Prairie Soils of Northern Rainforest Soils

and Central Illinois
Mineral Content: Low iron oxides & quartz High iron oxides & quartz
Many weatherable minerals Very few weatherable
remain minerals remain
Age: Young <20, 000 years Old >500,000 years
Formation: Glacial deposits and Ancient erosional
wind-blown silts (loess) sediments or rock high
in iron and magnesium
Organic Matter available to plants: High Low
Natural Fertility: Very High Very Low
(especially phosphorus)
Available Water-Holding
Capacity for plants: Very High Very Low
Silt Content: High-Very High Very Low
Permeability Very slow-moderately Moderately rapid-
(water movement through soil) rapid rates very rapid rates
Physical Stability Variable Very Stable
Soil Profile Distinct horizons (layers) Uniform profile
(indistinct horizons)
Soil Classification (Order) Mollisols Oxisols

Hall Activities
Title: North South America Mega Map Maps can also be made to show historical regions rather
than current countries. If a world map is used, the Ivory
Description: Visitors learn the geography through the use Coast could be noted as the largest producer of chocolate
of a giant floor puzzle of the countries of the Americas. and parts of Asia could show where cacao is now being
Chocolate “Points of Interest” will be indicated on the map. cultivated. Numerous links to European countries would
Goal: To teach visitors the geography of the continents of also be possible.
North and South America in a fun puzzle format. To relate
geography to pertinent exhibitions.
Activities In Development: Concepts
Objective: Visitors will learn where the countries are
located on their continents as well as the countries’
political borders. Working Title: The Great Chocolate Race
Materials: Working Description: Through an interactive matching
game, visitors learn the basics of the chocolate-making
Large congruent pieces of countries process, from rainforest tree to consumption.
Laminated, color-keyed continental maps Concept: Pictures will depict the steps that cacao takes
Black & white printed handout sheets of the continents from the tree in the rainforest up through the stages of
production. Approximately eight steps will be selected and
How To: Visitors select puzzle pieces and figure out how to shown; hints on separate cards will help identify the step
put the continents together (including islands in the and its place within the order. The activity leader will give
Caribbean). The facilitator helps guide the process as hints and assist visitors in finding the correct order.
needed and takes the countries apart so it can be re-made.
Fun facts about the exhibition will be placed on the map in
various locations; see below. Working Titles: The Giant Chocolate Candy
Additional Information: This activity has been immensely Working Description: Using a giant replica of an attractive
popular and well received by all ages and is very effective chocolate candy, the major themes of the exhibition will be
for attracting people. explored through related 2D and 3D objects. A “So what do
The map is about 22' long and 18' wide at its widest points. you think this has to do with chocolate?” line of
For relative scale, Cuba is 1' long. Each country is a separate questioning will be used.
puzzle piece; pieces are made out of a Centra-like material. Potential Objects: Mayan object
Some images from the exhibition will be selected to make Molinillo Mole sauce
links to Chocolate. Location links may include (in
Stuffed monkey Bag of sugar
development at publication time):
Chocolate mold Fake money (as cacao
Mayan regions where cacao was grown
beans were once used as
Burlap sack
Cerén site in El Salvador, where archeological evidence currency)
has been found for production of cacao Cacao pod
Cowry shells (valued as
(model or photograph)
Río Azul in Guatemala, where cacao residue was found in currency by some
a vessel (with the glyph for cacao on the vase) Cacao flower cultures the way cacao
(model or photograph) beans were used in
Aztec region, and Tenochtitlán, capital of the empire
Mesoamerica)
Midge (preserved
Dorchester, Massachusetts, where the first chocolate
specimen and magnified
company (Walter Baker and Company) in North America
photograph; life-size
was founded.
midge is extremely small)
Hershey, Pennsylvania (formerly Derry Church), where
Vanilla (often used
Milton Hershey founded his company.
to flavor chocolate)
Chicago, Illinois, Columbian Exposition, where Hershey
Aztec object
was inspired by German machinery to mass produce
chocolate.

Hall Activities and Festival Ideas

Additional Activity Ideas children/all ages can observe and create their own
interpretation of what they see or feel.

Create a “chocolate bar/cocoa box” timeline with: Learn the word for chocolate in various languages and
discover the word’s origins.
• Baker’s® chocolate (first American manufacturing
company) Celebrate one of the “holidays” associated with chocolate
such as National Chocolate Chip Day (May 15) or National
• A box of “Dutch processed” cocoa (explaining Van Chocolate Milkshake Day (September 12). For additional
Houten’s invention of the press) ideas use the search engine www.google.com and search for
• A Cadbury’s® bar (who made some of the first chocolate “bizarre food holidays.”
bars in the mid 1800s)
• A Nestlé® milk chocolate bar (Nestlé developed the Festival Ideas
method to condense milk in order to make milk
chocolate).
Notes on Chocolate Festivals:
Develop activities and hands-on materials to support the
interactives in the Exhibition: looking at parts of the cacao Most chocolate festivals researched were primarily focused
tree, examining the pollinator (midge), deciphering Maya on learning to cook with chocolate, create fanciful desserts
glyphs, “shopping” at an Aztec market, and the statistics from it, or eat it. It was harder to find more educational
surrounding chocolate (the largest consumers and largest components to the ones reviewed. The exhibition is a great
producers). way to create a different approach to a “festival.”

Create a hands-on space to grind cacao beans or mix a Various on-site activities as noted in section above.
chocolate drink with a molinillo. Include film screenings and short presentations on various
See if a local botanical garden has any fruiting cacao trees; aspects of the exhibition.
they may be willing to give a fresh pod or two for Displays can come from local culinary schools, cooking
dissection. (A source for fresh pods has been difficult to instructors, chocolatiers, and related organizations, such
find based on agricultural regulations.) as Culinary Historians.
Create a “chocolate wizard” program for an interpreter to Suggested changes to “chocolate library” listing under
present some information about the history of chocolate, Festival ideas:
its properties, how we taste foods, how it is used in
different cultures, etc. Chocolate collectibles and candy/confection books are
available (by advance reservation) for research and
Create a small “sculpture” from chocolate clay (recipe in recreational reading at the Chocolate Research &
book by Elaine González; see Book List). Confection History Library in Robinson, IL. The candy
Let visitors sample a chocolate nib, the roasted and librarian has established “Candy College,” an educational
crushed inner part of the bean (after shell has been program focused on reading, cultural contributions,
removed), where chocolate flavor has begun to develop. science, and the importance of global candy ingredients
See Web site list for suppliers. that can be taught at the Library or at other locations. The
Library is housed in the Heath Confectionery & Museum,
Look at the other natural ingredients often added to 109-125 S. Court Street, Robinson, IL 62454,
chocolate: lecithin, vanilla, flavorings, nuts, sugar, etc. Do a www.crawfordcountytrourism.org, 618.546.1558 or
cross-section of a candy bar-how many ingredients can be 312.388.0656.
recognized? How many continents do they represent?
Explore fermentation and its processes: examine other Demonstrations of:
foods and beverages that need to be fermented, such as • Tempering, with explanation of what is taking place
wine, beer, and bread.
• Various techniques of working with chocolate, with
Build a cacao tree or rainforest using simple materials. explanations: enrobing, molding, etc.
Paint a rainforest mural.
• Chocolate sculpture
Host a drawing or poetry/creative writing activity where

Adult Courses
FAQs about chocolate such as, What is the white coating Additional Course/Program Ideas
that chocolate sometimes has?
Why is it toxic to dogs? etc. Chocolate and wine pairings with tasting
The science of chocolate Tasting and comparing different types and brands of
chocolate

Adult Courses Learning about chocolate from different parts of the world
with tasting
Learning about chocolate use in different parts of the world
The Field Museum is sponsoring a semester-long course,
“Unwrapping Chocolate: History and Culture,” with the History and use of beverages made from plant products:
Humanities Laboratory at the University of Illinois at tea, coffee, and chocolate
Chicago. The course integrates the many cultural and Related commodities: sugar and coffee
environmental facets surrounding chocolate; speakers were
chosen from a variety of fields and disciplinary Famous chocolate shops and chocolatiers worldwide
perspectives. Featured speakers scheduled include: Global/economic issues surrounding chocolate–who grows
makes the most profit from it–and a history of slavery and
Dr. Jonathon Haas and Anamari Golf, The Making of the current day issues in West
Chocolate Exhibition
Africa: does chocolate remain a product for the elite?
Dr. Joel Palka, Cacao and the Maya Gender roles and chocolate–historically and
contemporarily
Diane Ackerman, author, A Natural History of the Senses
Economics of cacao-use as currency and how it is currently
Jöel Glenn Brenner, The Secret World of Hershey and Mars bought and sold as a commodity
How cacao is grown; the biodiversity of its rainforest
Dr. Carl Keen, Chocolate and Nutrition environment
Dr. Michael Coe, author, The True History of Chocolate Sustainable agriculture and organic chocolate
History of advertising/marketing, chocolate, and images
Joanne Harris, author, Chocolat used to sell chocolate over time
Dr. Marcy Norton, Chocolate in the Spanish Empire How advertising had impacted consumption
Chocolate as it is portrayed in literature and film
Dr. Allen Young, author, The Chocolate Tree
Future trends
(These speakers are included in the Speaker’s List–with the History of manufacturing in the U.S.
exception of Drs. Keen and Coe.)
Chocolate molds: their history and use
Perception of chocolate around world
Traditional methods for preparing chocolate
How different types of chocolate products are made
Cooking/baking with chocolate
The science/chemistry of chocolate
Holidays/Rituals and their association with chocolate
In-depth course which mirrors the sections of the
exhibition

Related Organizations
Culinary Historians

Chapters exist in Chicago, Hawaii, New York, and

Southern California.
See www.foodhistorynews.com/linkhistorians for
contact information.

American Institute of Wine & Food

Chapters in many states;
see www.aiwf.org for more information.

Volunteers
Volunteer Training Current Field Museum Rainforest Research
Doug Stotz, Ph.D.
For the Chocolate exhibition, volunteers underwent
three sessions of training (held on Saturdays). Session Two:
The overall goals of the training were to provide Anthropological components of Chocolate–Maya,
volunteers with an overview of the exhibition, Aztec, Europe, Manufacturing, World Trade,
explore its botanical, zoological and anthropological Growers, Chocolate Today
components, and learn about new on-site activities. Jonathan Haas, Ph.D.,
Speakers were primarily Field Museum staff and Field Museum Curator, Anthropology
volunteers.
Mayan Glyphs
Session One: Beth Spencer, Field Museum Education Volunteer
Introduction
Mary Ann Bloom, Facilitating Techniques
Administrator, Education Jack MacRae,
Department Volunteer Program DuPage County Forest Preserve Naturalist

Overview of the Chocolate Exhibition Session Three:

Anamari Golf, Exhibition Walk-Through
Lead Field Museum Exhibition Developer Anamari Golf,
Exhibition Developer
Botanical components of Chocolate–Rainforest,
Cacao Tree, World Trade, Growers Interpretive Stations Activities–Interchange and
William Burger, Ph.D., Mega Map
Field Museum Curator Emeritus, Botany Angelina Mendoza,
Education Floor Facilitator
Zoological components of Chocolate–Rainforest,
Cacao Tree Comparisons of Prairie and Rainforest Soils
Doug Stotz, Ph.D., Interpretive Station Activity–Mud Management
Field Museum Conservation Ecologist/Zoology Don Fehrenbacher,
USDA Soil Scientists

Volunteers
At The Field Museum, volunteers have been used in
two primary ways:

Group Tour Docents/Facilitators

Due to space constraints within the exhibition,
traditional tours are not given to groups. A docent
meets the group and gives a general overview of the
exhibition–approximately 15-20 minutes with some
accompanying visuals to illustrate key points or
objects to look for in the exhibition. The docent
accompanies the group through the exhibition as they
view on their own. If anyone in the group has
questions, the docent can speak with group members
on an individual basis. The goal is to keep people
moving in the space and to prevent “bottlenecks”
resulting from large groups stopping at various
points. Tours are offered on a reservation basis for
adult group visits.

Exhibition and Activity Facilitators

Volunteers are placed at fixed locations to answer
questions and provide one on one interaction with
visitors. They also facilitate the on-site interpretive
stations that are placed outside the exhibition.

Recruitment
Volunteers are being recruited from the existing pool
of Museum volunteers; information on volunteering
is also being published on the Museum’s Web site.

I. Interchange Plant Hint Cards: Plants of North and South America

Tomato–Peru, South America

Lycopersicon esculentum

Product hints Location hints

I am located at 10 S, 76 W.
1 My plant originally grew in Peru but most people think I border Bolivia, Brazil,Chile, Colombia,
I’m from Italy. and Ecuador.
My capital is Lima.
2 The Spanish took me to Europe where some people thought I begin with “P” and rhyme with Shamu.
I was poisonous. Other people called me a love apple.
I was even used in medicine.

3 Americans like me in salads as well as in catsup and in sauces for pizza and pasta.

More About Tomatoes

Tomatoes come in different sizes, shapes, and colors. They are important sources of vitamins A and C. Tomatoes are
actually a fruit. They are known as vegetables because of the ways that we eat them. Tomatoes are very popular not only
because they make food more interesting but also enhance the flavor of many other foods.

Chile - Bolivia, South America

Capsicum species

Product hints Location hints

I am located at 17 S, 65 W.
1 I am a very spicy vegetable that originally grew in I share Lake Titicaca with Peru.
Bolivia. Birds carried my seeds throughout Central and My capital is La Paz.
South America. I begin with “B” and rhyme with Olivia.

2 Columbus took me to Europe; within a century, people all

over the world were adding my fiery pods to their food.

3 My plant is in the same family as potatoes and tomatoes. Columbus thought that I was a pepper
and I am still known as a hot pepper in the U.S.

More About Chiles

Chiles were part of the Incan Creation legend and were also revered by Mayan and Aztec societies. Chiles are hot because
they contain a substance called capsaicin. Capsaicin is so strong that it can be used as a substitute for mace or to drive
away grizzly bears.

I. Interchange Plant Hint Cards: Plants of North and South America

Cassava or Manioc - Brazil, South America

Manihot esculenta

Product hints Location hints

I am located at 10 S, 55 W.
1 I’m a tropical plant from the Americas. I have been grown I am the largest country in South America.
for my root for about 3000 years. I border every other South American
country except Chile and Ecuador.
2 Products made from my root are flour, starch, juice or soup, My capital is Brasilia.
I rhyme with hand drill.
and preservatives.

3 I am used in many traditional dishes in Middle and South America, but you may know me as tapioca.

More About Cassava or Manioc

This plant is an important part of the diet for people who live in the tropics, but it has not replaced other sources of flour
elsewhere. Manioc’s major use in many countries has been as a starch to thicken foods such as desserts.

Peanut - Bolivia, South America

Arachis hypogaea

Product hints Location hints

I am located at 17 S, 65 W.
1 I first grew in South America. Now I’m an important source I share Lake Titicaca with Peru.
of food and vegetable oil in most parts of the world. My capital is La Paz.
I begin with “B” and rhyme with olivia.
2 I’m known as a nut, but I’m really the bean of a low growing
plant. I’m different because my flower stems bend down and
my beans develop and ripen beneath the ground.

3 You probably think of me as a good snack or a spread to put on bread with jelly.

More About Peanuts

Peanuts are an excellent source of protein and cooking oil. After the oil is expelled, the remainder of the bean can be used
as good quality animal feed. Peanuts are used in many different ways throughout the world– as snacks, cooked with meats
or other vegetables, as peanut butter, or in sauces with seasonings such as chilies.

I. Interchange Plant Hint Cards: Plants of North and South America

Potato - Peru, South America

Solanum tuberosum

Product hints Location hints

I am located at 10 S, 76 W.
1 I am part of the root of a plant which has been cultivated by I border Bolivia, Brazil, Chile, Columbia,
Peruvian Indians for many centuries. and Ecuador.
My capital is Lima.
2 I wasn’t much larger than a golf ball until I came to Ireland, I rhyme with Shamu.
where climate and selective breeding tripled my size. Now
I’m often called Irish or Idaho.

3 I’m prepared many ways: boiled, baked, or made into flour or starch. But you probably like me
best when I’m made into a chip or French fried.

More About Potatoes

The Spanish were impressed with the Incas’ system for planting, preserving, and storing potatoes; their mountain climate
enabled them to develop a freeze-drying process. Europeans began to raise potatoes because they were easy to grow and
produced a high yield even in difficult soils. In 1845, a disease killed potato plants in Ireland and Northern Europe,
resulting in famines and causing a large immigration to the U.S.

Vanilla - Mexico, North America

Vanilla planifolia

Product hints Location hints

I am located at 23 N, 102 W.
1 I’m the seed pod of a rainforest plant which has been used I am strategically located on the southern
by Mexican peoples for flavoring for more than 8000 years. border of the U. S.
My capital is Mexico City.
2 The complex fermentation process developed by ancient I rhyme with Texaco.
peoples is still the best way to cultivate my flavor.

3 I am one of the most expensive flavoring ingredients, especially popular in ice cream.

More About Vanilla

The vanilla plant is a member of the orchid family. The Spanish named this plant “vainilla” which means “little
sheath” referring to the bean-like shape of the fruit. It may take up to six months to develop the vanilla bean’s flavor.
The fermentation process the Indians developed is still the best. The fruits are exposed to the warm sun and then
wrapped in cloth for the remainder of the day. After fermenting, the beans are dried and placed in a liquid–such as
alcohol–to extract the flavor.

I. Interchange Plant Hint Cards: Plants of North and South America

Chocolate - Mexico, North America

Theobroma cacao

Product hints Location hints

I am located at 23 N, 102 W.
1 The tree I grow on is a native of Middle and South America. I am strategically located on the southern
border of the U. S.
2 In Mexico, people have been drinking a beverage made with My capital is Mexico City.
my seeds for 3000 years. I rhyme with Texaco.

3 My seeds were used for money.

4 People all over the world love candies, desserts, and drinks flavored with my dark brown roasted seeds.

More About Chocolate

Chocolate is an English word derived from chocolatl, its Nahuatl (Mexican) name. Aztec emperors thought chocolate to be
a love potion sent from the gods. Today its scientific name means food of the gods, and we often give chocolate candies on
Valentine’s Day to people we love. The Spanish took chocolate to Africa and it now grows in many tropical regions. Ivory
Coast is now the largest producer of chocolate. Dutch and Swiss candy makers developed ways to improve the flavor and
texture so that today we enjoy chocolate as candy, as a flavoring, and as a beverage.

Corn or Maize - Mexico, North America

Zea mays

Product hints Location hints

I am located at 23 N, 102 W.
1 I’m probably a native of Mexico. Indian traders carried my I am strategically located on the southern
seeds throughout the Americas. Later, Spanish explorers border of the U. S.
introduced me to Europe. Now I’m one of the most My capital is Mexico City.
important crops in the world. I rhyme with Texaco.

2 Flour ground from my dried seeds was an important food for Indians. I’m still harvested for flour,
eaten as a vegetable, used as a cooking oil, fed to animals, and also have many industrial uses.

3 You may like me best as flakes for breakfast, cooked on the cob, or popped.

More About Corn

Anthropologists think that Indians went from nomadic hunting and gathering societies to farming after they developed corn.
Its productivity enabled them to build trade centers of up to 200,000 people. Corn was developed with careful breeding,
beginning with a tiny cob found on a type of grass. Corn enabled European farmers to increase the number of animals they could
raise for milk, meat, and eggs. These new food sources led to expansion of the human population and major increases in the size
of cities. There are now many specialized varieties of corn–for eating, popping, producing corn oil, and feeding to animals.

II. Mud Management Materials List

UNDERGROUND ADVENTURE - Mud Management Interpretive Station Inventory
ITEM DESCRIPTION PURPOSE/USE QUANTITY/#
What is soil? Soil Community Diorama Illustrates what lives in soil One (1)
(Harris Loan display case) (black box with glass front) Take out chart

Compound Microscope Includes “Life in the Soil” Allows visitors to view slides Microscope - one (1)
booklet and Micro-Slide of : Algae, Bacteria, Tardigrades, Micro-Slide Viewer - one (1)
Viewer Nematode, Nematodes on “Life in the Soil” Booklet -
Tomato Root, Predaceous one(1)
Fungi, Springtail, Mite

SOIL SCIENCE TOOLS - Mud Management Interpretive Station Inventory

The majority of these items can be obtained by contacting your local USDA office. You may
also wish to contact a forestry supply company or check your local hardware store.
ITEM DESCRIPTION PURPOSE/USE QUANTITY/#
Aerial Photos Binder of pairs of photos Illustrates one method one (1)
scientists use to get data about
soil

Stereoscope Always stored in brown To use with aerial photos to one(1)

cardboard box show 3D effect

Basic Photo Interpretation Basically a text/reference book one (1)

Book used to teach soil scientists

USDA Soil Survey Book Soil scientists put all their one (1)
aerial photos into this resource
publication to be used by
anyone to learn more about
the soil

“From the Surface Down” Booklet Shows picture of soil horizons one (1)
and includes great
explanations of what soil is

Core sampler Long metal tube with handle - Takes sample of soil to show two (2)
T shape different horizons. Variety of
sizes, some are so large they
necessitate a truck

Penotrometer Silver, metal pen-like object in Measures compaction of soil one (1)
a storage wallet

II. Mud Management Materials List

SOIL SCIENCE TOOLS (continued)- Mud Management Interpretive Station Inventory
ITEM DESCRIPTION PURPOSE/USE QUANTITY/#
Soil Thermometer Looks like a meat thermometer Measures temperature of soil one (1)

Earth Colors Book - Pocket sized blue binder with Soil scientists uses to compare one(1)
Scientists often call it a color sample pages soil samples–universal color
“Munsell Book” - the most coding system
famous brand.

Soil sorting sieve Clear cylinder with gray frame Used to sort soil by particle one(1)
size, largest particles to
smallest, top to bottom

Tape Measure garden shovel A variety of trowels, shovels, one (1)

and large digging equipment,
such as back hoes are used in
the field

Soil Sedimentators Sealed, clear plastic tubes with Used to sort soil by particle one (1)
(Mud shakes) water and soil size, largest particles to
smallest, top to bottom

Soil Test Kit Package containing four Shows how soils can be mixed one (1)
rectangular test tubes and with water and indicators to
indicators show chemical composition

Trowel Retractable Used in the field, plots depths one (1)

and horizon thickness

III. Credit Line

Chocolate Curriculum Images

Man holding pod: Anamari Golf

Pods on cacao tree: Anamari Golf
Green pods: Anamari Golf
Candy factory: Teresa Murray
Chocolates on board: Anamari Golf
Hand holding cup of foam: Teresa Murray
Incense burner: John Weinstein
Women with sugar cane: Anamari Golf
Woman making cacao drink: Teresa Murray
Bag of cacao beans: Teresa Murray
Man in chocolate factory: Anamari Golf

Appendix Images

Green pods: Anamari Golf

Molinillos: Teresa Murray
Aztec and Maya map: Lori Walsh
Copper pots: Photodisc
Fermenting beans: Anamari Golf
Bag of cacao beans: Teresa Murray
Pods on cacao tree: Anamari Golf
Roll out of Maya vessel: Justin Kerr
Maya vessel: Justin Kerr
Rainforest map: Lori Walsh
Painting of public chocolate house:
The British Museum, London
World of Chocolate map:
The Newberry Library, Chicago

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