Agriculture – Latin America

This annotated bibliography, supported by The Ohio State University Library, introduces sources available on Where does our food come from? Global Agricultural and Economic Sustainability, in support of the 2020 Global Teacher Seminar. Sources are openly accessible unless otherwise stated.

We welcome your questions and feedback on the sources that were the most helpful to you in the development of a lesson plan. Please contact the Stephanie Porrata (porrata.2@osu.edu), acting Latin American Studies Librarian, for additional assistance locating sources.

 

E-Books/Articles

To access this book, you will need to be affiliated with The Ohio State University Library. Email Mark Hoff (hoff.96@osu.edu) to request guest access.

To access this book, you will need to be affiliated with The Ohio State University Library. Email Mark Hoff (hoff.96@osu.edu) to request guest access.

 

Online Resources

 

Online resource/repository. English and Spanish.

Search the publications of the Food and Agriculture Organization of the United Nations to find reports and resources. Select Agriculture, Livestock and Fisheries and Food, Nutrition Security and Trade and Markets from the drop-down filter available.

Online resource/Case studies. English.

Two case studies that demonstrate the relationship between agricultural, economic and environmental sustainability. The website has other projects in Latin America, including Haiti, Nicaragua, and Guatemala.

       Online resource. English and Spanish.

This page contains a number of activities, lesson plans related to Latin America for K-12 teachers. The strength of this resource is its generality. A good resource for inspiration. Use ctrl+f to search for key words such as food or agriculture.

Instructional Resources

Online Resource. English.

Grades 9-12 lesson plan with accompanying Coffee Migration Map, Coffee Timeline, and presentation.

Online Resource. English – Unit for grades 9-12 which examines eight global commodities from their points of origin and the social, cultural, political, and economic changes they have wrought along their way.

Online Resource. This curriculum is not free, but the preview has some great example assignments and ideas that can be adapted. If you wish to access this curriculum, CLAS may be able to subsidize the cost for teachers. Email Mark Hoff (hoff.96@osu.edu) to request assistance.

Online Resource. English.

An instruction module on exploring rice production in the United States for grade levels 6-12. This may be used as a model for exploring corn production, coffee production, etc. in Latin America.

Additional instructional resources:

The Learning Network resource page developed by the New York Times provides idea on instructional activities for teaching global issues with the New York Times. There are limited activities on Latin America but explore this source for ideas.

Curriculum materials including activities, lesson plans, and sequenced lesson units. Search key words such as “Food”, “Trade” and “Agriculture”

Curriculum materials including general country resources, international resources, activities, lessons, and publications. Another great resource to explore.

 

Media

  • Bananas!*  – Documentary available on Kanopy[1] English with Spanish subtitles.

To access this documentary, you can use Kanopy through your Columbus Metropolitan Library Card. If you need a public library card, you can apply for one online: https://www.columbuslibrary.org/card-application. In the suspenseful documentary BANANAS!, filmmaker Fredrik Gertten sheds new light on the global politics of food. 2009.

To access this documentary, you can use Kanopy through your Columbus Metropolitan Library Card. If you need a public library card, you can apply for one online: https://www.columbuslibrary.org/card-application. This 20-minute documentary film highlights the life of an indigenous Ngabe farmer in Panama. The film threads together the themes of neoliberal ideology, human rights, and the economics of the chocolate industry. While the demand for chocolate in developed nations continues to raise, the farmers in developing countries, like Panama, are rarely awarded the economic incentive promised to them. Note: for study guide, click on the supplemental material box.