Students are introduced to the importance of coffee to the Brazilian economy. Then they read and note important features of the Brazilian government and economy, comparing them to features of the United States. Next, they learn about the development of sugarcane-based ethanol in Brazil, which has made the country independent of foreign oil. Finally, students brainstorm ideas for using natural resources to solve problems in their own communities.
Students read an introduction explaining Brazil’s role in the global coffee trade and how the lesson will connect Brazil’s economy and government to those of the United States. They view an image of bags of Brazilian coffee and learn about the Brazilian coffee industry, then respond to a prompt on a class wall explaining how Brazil’s coffee economy relates to the lives and economy of Americans, based on the video Drought in Brazil may hit your coffee mug.
Teacher MovesPreview the experience and objectives, emphasizing the focus on Brazil’s democratic government and its resource-based economy. After students post to the wall, lead a brief discussion to highlight how American coffee consumption links U.S. daily life and economic activity to Brazil, the world’s largest coffee exporter.
Students are introduced to the idea that coffee is only one part of Brazil’s economy and that the economy is closely tied to government. They read Brazil: Government and Economy and use the Government and Economy sections to complete a graphic organizer about Brazil’s government type, independence date, legal system, branches of government, major agricultural products and industries, and the share of the population below the poverty line. Next, they use the online tool Comparison between Brazil and the United States to explore comparative data, selecting one comparison detail they find interesting and explaining why in a wall post. Students then read Brazil Government and take notes in a second organizer on the executive, legislative, and judicial branches. Finally, they participate in a whole-class discussion comparing and contrasting Brazil’s government with that of the United States.
Teacher MovesSupport students as they extract key facts from the overview text to complete the first organizer, clarifying unfamiliar economic and political terms as needed. Model how to use the comparison tool to dig deeper into specific indicators and encourage students to justify why a particular comparison stands out to them. Guide students in note-taking on Brazil’s three branches of government, prompting them to connect structures and powers to those they know from the U.S. system. During the class discussion, surface similarities (democratic system, three branches) and highlight important differences such as compulsory voting for most adults, the presence of many political parties (including some extreme ones), and government-linked monopolies in parts of the economy.
Students examine images of sugarcane harvest and a gas station in Brazil, then consider how Brazil can use far less oil per person than the United States while maintaining a growing economy. They watch the video Tanking Up with Spirits to learn how Brazil uses sugarcane-based ethanol as a major energy source, and then respond on a class wall to the question: Why do you think Brazil turned away from oil and moved toward ethanol?
Teacher MovesFrame the scene by posing the question of how a growing economy can reduce oil use. After students view the video and post their ideas, select and share insightful responses to prompt discussion. Explain the historical context of the 1970s oil crisis, emphasizing how dependence on imported oil threatened Brazil’s economy and how the government responded by investing in sugarcane-based ethanol and working with the auto industry to redesign cars. Clarify that this shift allowed Brazil to eliminate foreign oil imports and strengthened its economic independence.
Students read about how Brazil leveraged its long-standing sugarcane industry to produce ethanol, gaining control over its own energy production, saving government funds, and achieving environmental benefits. They then read Ethanol to learn more about the environmental advantages of ethanol fuel. Using this background, students brainstorm and post an idea on a collaborative wall for how a natural resource in the United States could be used in a way that benefits both the environment and the economy. After posting, they review classmates’ ideas and respond to at least two peers with a question or positive comment.
Teacher MovesReinforce the connection between natural resources, government policy, and economic outcomes by summarizing how Brazil’s sugarcane-based ethanol became central to its energy economy. Encourage creative thinking during the brainstorming activity, reminding students that their ideas do not need to be scientifically proven at this stage and offering concrete examples (such as turning an abundant local plant into a useful product). Monitor the online discussion, prompting students to ask clarifying questions, give constructive feedback, and connect peers’ ideas to broader themes of sustainability and economic development.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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