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, learn that they will explore the Brazilian coffee industry, and watch Drought in Brazil may hit your coffee mug to understand how Brazil’s coffee economy connects to everyday life and the U.S. economy. Students then post to a collaborative wall explaining how Brazil’s coffee economy relates to the life and economy of Americans.
Teacher MovesPresent the lesson overview and objectives. After students view the video and post to the wall, lead a discussion of their responses, emphasizing that heavy U.S. coffee consumption links American life and the U.S. economy to Brazil, the world’s largest coffee exporter.
Students view images related to Brazil’s economy and read a short introduction explaining that coffee is only one part of Brazil’s economy and that the economy is closely tied to its 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, key agricultural products, major industries, and poverty levels. Next, they use the online tool Comparison between Brazil and the United States to compare basic facts about the two countries and post to a wall one comparison detail they found interesting and why. Students then read a brief prompt to learn more about Brazil’s government from Brazil Government and take notes in a second graphic organizer on the executive, legislative, and judicial branches. Finally, as a class, they discuss and compare the Brazilian and U.S. systems of government.
Teacher MovesGuide students as they read and complete the first graphic organizer, clarifying unfamiliar economic and governmental terms as needed. After students explore the comparison tool and post to the wall, highlight an interesting or exemplary response and explain how such comparisons deepen understanding of the raw facts they recorded. During the government discussion, prompt students to identify similarities—such as democratic government and three branches—and key differences, including compulsory voting for adults 18–69, the presence of many political parties (some extreme), and government monopolies in many economic sectors.
Students view images of sugarcane harvest and a gas station in São Paulo and read that Brazil uses far less oil per person than the United States despite its growing economy. They watch Tanking Up with Spirits to learn how Brazil’s use of sugarcane-based ethanol affects its energy use and economy. Afterward, they respond on a class wall to the question of why Brazil turned away from oil and moved toward ethanol.
Teacher MovesEnsure students understand the connection between Brazil’s energy choices and its economy before they post to the wall. Share a strong student response and explain that the 1970s oil crisis led Brazil to see imported oil as a threat to its economy, prompting government investment in sugarcane-based ethanol and collaboration with the auto industry to redesign cars. Emphasize that these decisions enabled Brazil to eliminate foreign oil imports.
Students read about how Brazil used its long-standing sugarcane industry—an abundant natural resource—to produce ethanol, gaining economic and some environmental benefits by controlling its own energy production. They read Ethanol to learn more about the environmental advantages of ethanol as a fuel. Then, on a collaborative wall, they brainstorm creative ideas for using a natural resource in the United States to benefit both the environment and the economy. Students review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesReinforce how Brazil’s use of sugarcane illustrates leveraging natural resources to solve economic and environmental challenges. Encourage students to be imaginative in their brainstorming, reminding them that ideas do not need to be scientifically proven yet (for example, turning abundant weeds into useful products). Prompt constructive peer feedback by modeling how to ask clarifying questions and offer supportive comments on classmates’ ideas.
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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