On the Chocolate Trail

Lesson Plan III: B’rachot for Chocolate and Chocolate Making (PDF download available)

For Grades 5 and above. This lesson depends on Lesson II. Please feel free to adapt and modify to suit your needs.

This material may be used to supplement units about b’rachot, kashrut, community service, Jewish food, Pesach, or Chanukah.

Objectives for the Students:

By the end of the lesson my students will be able to:

• Recite the correct blessing for chocolate

בָּרוּךְ אַתָּה יְיָ אֱלֹהֵינוּ מֶלֶךְ הָעוֹלָם בּוֹרֵא פְּרִי הָעֵץ

בָּרוּךְ אַתָּה יְיָ אֱלֹהֵינוּ מֶלֶךְ הָעוֹלָם שֶהַכָּל נִהְיֶה בִּדְבַרוֹ

• Explain some of the issues related to chocolate blessings — haeitz or shehakol

Set Induction: (approximately 5-10 minutes)

1. Review the class decision of the previous lesson to use this particular type of chocolate. Discuss briefly the values they see in and expressed through the selection of chocolate. A Consumer’s Guide to Buying Ethically Produced Chocolate, page 177.

2. Why do we say blessings/b’rachot? Why does Judaism teach blessings for chocolate? What is the correct blessing for chocolate?

3. Listen to an app or a clip of the two possible b’rachot or read them.

Planned Activities to Make the Lesson Work:

1. How cacao grows and chocolate is made (approximately 5-10 minutes)

Use a video clip/s, if possible. The amazing wonders of chocolate. The species name for chocolate is theobroma, meaning, food of the gods. Review or learn about the basics of chocolate growing and processing. Consider the several steps which definitely deserve gratitude and appreciation

• How Stuff Works (cacao origins video)

• How Stuff Works (cacao processing video)

• How Stuff Works (making chocolate video)

2. Blessings help us pause to appreciate our food and to recognize the sanctity of God’s creation.

3. Debate the pros and cons of each blessing. Which one best applies? Read and recite them. (approximately 10-15 minutes)

• Haeitz: from tree

• Hakol—no longer see the cacao fruit and mixed with other ingredients

4. Decide: Which b’rachah makes most sense to you? Review the arguments for each and then vote. Explain reasons for using shehakol. (approximately 5 minutes)

5. Use melted chocolate to make Chanukah or Passover shapes for gifts to give to nursing home or food pantry and, of course, enough for the class to taste (approximately 15 minutes). To melt chcolate use a large heat-proof bowl set over a pan of simmering water. Meling in a micorwave could work as well.

6. Or, use recipes from the book for relevant cakes, cookies and treats such as Peanut Butter Gelt Cookies, Chocolate Matzah Brickle, Chocolate Charoset Truffles

Create Closure:

1. Say the b’racha shehakol over the chocolate and taste.

2. Read this quote and ask students to consider its meaning: Rabbenu Bachya ben Asher: “See how one’s eating is considered a perfect act of worship like one of the forms of the divine sacrifices.”

Materials and Supplies

• Copies of On the Chocolate Trail

• A Consumer’s Guide to Buying Ethically Produced Chocolate, p. 177.

• Enough chocolate (of the type selected in previous week) and molds/equipment for forming chocolate for gifts to deliver to shelter or food pantry, as well as samples for the class

• Texts of the two b’rachot in handout or slide

• Apps/video clips of the b’rachot and for how chocolate is grown/processed