La leçon de chocolat

BASIC INFO	LANGUAGE LEVEL	COMPREHENSION-AIDING FEATURES
Book Title La leçon de chocolat The chocolate lesson Author Theresa Marrama Illustrators Nikola Kostovski & Sumit Roy Other Contributors Acknowledgements: Françoise Piron, Jennifer Degenhardt, Wendy Pennett, Anny Ewing, Melanie Tupaj This book also exists in Spanish. La lección del chocolate, the Spanish version, takes place in Mexico. This book also exists in German. Schokolade, the German version, takes place in Switzerland. Frequently asked question (FAQ): “I am looking for a review of a book in one language, but LLLAB has only reviewed the book in a different language. Are the reviews for books published in multiple languages the same?” Published by Self-published Publication date 2021 Genre Realistic Fiction	From the author/publisher’s website Level 1 Total Word Count 2,600 words 150 unique words	Illustrations YES Glossary YES Guiding Questions NO Context NO Other Teacher’s guide available for separate purchase

IDENTITIES PRESENT IN THE TEXT		SYNOPSIS
Races, Ethnicities, and Nationalities Claude is of Moroccan descent. Languages spoken French Sex and Genders Claude is male. Ages Child: 6-12 Social classes Middle Class	Sexual Orientation Heterosexual (Dis)Abilities and Neurotypes No (dis)abilities or neurotypes mentioned. Religions, Syncretism, and Spirituality Not mentioned in the text. Relationship and Family Structures Heteroparental Body Descriptions Claude is the smallest boy in the class. “Claude est un des petits garçons.” (p.7) Luc is the biggest boy in the class. “le plus grand de la classe“ (57)	From the author/publisher’s website School… It’s the one thing Claude truly hates. Why? Because it’s difficult for him and some of the boys are mean. Things get even worse when he is paired up with Luc, the meanest boy in his class, to prepare and present a research project. On the bright side, he is assigned to research chocolate, something which sparks his interest! Who doesn’t love chocolate? Surprisingly, through his research on Belgian chocolate, Claude learns that chocolate and people have a lot in common. Will his newfound knowledge be enough to teach a valuable lesson to the meanest kid in class?

ILLUSTRATIONS	STORY	SOCIAL JUSTICE
To what extent do the illustrations present positive and thoughtful representations of identities? Many simple illustrations depict the main character, his mother, his dog, a map of Belgium, the chocolate shop and posters from the store. The illustrations are in black and white and there is no shading to indicate skin color.	We understand identities are complex and no single story represents the spectrum of identity-based experiences. Also, a text may address a stereotype, misrepresentation, or generalization without relying on it. *Does any stereotype, misrepresentation, or generalization affect any positive and thoughtful representations of identities in the text?* Yes. -Social situations and problems are seen as individual problems, not situated within a societal context. -Characters of diverse backgrounds are represented stereotypically, or presented as foreign or exotic or are tokenized (microaggressions): The research projects on Belgium that the students must do are based off of Belgian stereotypes: chocolate, watches and waffles. -Besides being described as Moroccan, there is nothing else in the book that demonstrates Moroccan identity (illustrations, descriptions, etc.).	This section is for teachers who are working towards sourcing more texts within the four domains of anti-bias education. We are excited about reading all books and we understand that not all books are written for this specific purpose. *Does this text work toward goals within any of the* four domains of anti-bias education as defined by Learning for Justice? No.

LLLAB’s REVIEW
This is a book about a seven-year-old boy named Claude who does not like school. However, when his teacher assigns him a research project about chocolate, he gets excited about the assignment and about school for the first time in his life. His mother takes him to a chocolate shop where he learns about the origins of chocolate, its many varieties, and how it is made. The teacher pairs Claude with a classmate, Luc, to work on this project. Luc refuses to help. When the teacher is not looking, Luc throws a threatening note at Claude: “Tu vas faire le projet! Tout le projet! Sinon, gare à toi!” / You will do the project! The whole project! If not, watch out! (p. 24). Claude describes Luc as one of the “mean boys” at school who often bullies others (pp. 7-8). Claude resents the teacher for assigning him to work with Luc, but he is too shy to talk to speak up about it. Teachers may want to coach students on how to self-advocate if placed in a situation that feels unsafe. Claude does the entire project by himself. The day before the presentation, Claude and Luc realize that they have things in common when they read what the other has written about how they each are different from others. The teacher leads the class in a discussion about personal differences and Claude contributes that “On a beaucoup en commun, même avec nos différences” / We have a lot in common even with our differences (p. 61). Claude also notices that, after the students share their writings, Luc seems “… un peu différent. Il n’est pas méchant. Il semble … plus sympa” / … a little different. He is not mean. He seems … nicer (p. 62). While the characters view these outcomes are positive, the activity may have put these characters in a vulnerable situation in which they may have felt coerced to disclose private reflections, which could have led to harmful effects such as increased bullying. On the day of the presentation, Luc tells Claude that he would understand if Claude were to tell the teacher that Luc had not helped with the project (p. 69). While Claude realizes that he has no reason to help Luc, he decides to give Luc a second chance by providing him with an info sheet that allows him to deliver part of the presentation. Luc responds “Je veux être plus sympa. Je ne veux pas être méchant” / I want to be nicer. I don’t want to be mean (p. 71). Teachers may want to point out that Luc, the bully, misses an opportunity to own up to his past behavior by admitting to the teacher that he had not done any work for this project. At the end of the book, Claude compares people to chocolates, and asserts that even though people are different, we all have things in common, and that people are made of the same ingredient: compassion (pp. 73-74). Ironically, the person who learned this lesson and extended compassion is Claude, who was bullied, rather than Luc, the bully. This underscores a problematic dynamic in which victims are expected to reach out to bullies to improve the situation whereas perpetrators are offered second chances or allowed to maintain the status quo. The story takes place in Belgium but does not offer much information about the country other than “La Belgique est un pays en Europe. La Belgique est un petit pays” / Belgium is a country in Europe. Belgium is a small country (p. 4). The teacher presents topics for research about Belgium: watches, waffles, soccer, and chocolate. While these are very concrete topics appropriate for 7-year-olds such as Claude and his classmates, they may reduce Belgium to stereotypes. When Claude is introduced at the beginning of the book, the text mentions that “Il est marocain” / He is of Moroccan origin (p. 2). The text does not identify other characters by their ethnic origins; it only says that “il y a d’autres garçons de différentes origines ethniques” / There are other boys of different ethnic origins (p. 7). The book states that the “mean boys” judge everyone–those who are small, those who are shy, and those of different ethnic origins (p. 8)–all of which apply to Claude. The readers must infer that these are reasons why Claude is bullied, as it is not implicitly stated. Older students may benefit from a discussion on how societal perceptions of people of different ethnic origins may affect personal opinions and judgements. Claude’s mother, who takes an active role in his life, asks Claude about school several times throughout the story. She wishes he had a friend, but only asks him about the boys at school: “Tu parles a des autres garçons de la classe?” / Do you talk to other boys in class? (p.18). She does not ask Claude about girls or use a general term for ‘classmates.’ This may reinforce a notion that boys and girls should exist in separate circles at school. Claude’s father is only mentioned once in the story “Claude habite avec son père et sa mère” / Claude lives with his father and his mother (p. 3). This may perpetuate stereotypes of familial gender roles in which mothers take care of their children and tend to their needs, both emotional and educational.

LLLAB’s REVIEW

This is a book about a seven-year-old boy named Claude who does not like school. However, when his teacher assigns him a research project about chocolate, he gets excited about the assignment and about school for the first time in his life. His mother takes him to a chocolate shop where he learns about the origins of chocolate, its many varieties, and how it is made.

The teacher pairs Claude with a classmate, Luc, to work on this project. Luc refuses to help. When the teacher is not looking, Luc throws a threatening note at Claude: “Tu vas faire le projet! Tout le projet! Sinon, gare à toi!” / You will do the project! The whole project! If not, watch out! (p. 24). Claude describes Luc as one of the “mean boys” at school who often bullies others (pp. 7-8). Claude resents the teacher for assigning him to work with Luc, but he is too shy to talk to speak up about it. Teachers may want to coach students on how to self-advocate if placed in a situation that feels unsafe.

Claude does the entire project by himself. The day before the presentation, Claude and Luc realize that they have things in common when they read what the other has written about how they each are different from others. The teacher leads the class in a discussion about personal differences and Claude contributes that “On a beaucoup en commun, même avec nos différences” / We have a lot in common even with our differences (p. 61). Claude also notices that, after the students share their writings, Luc seems “… un peu différent. Il n’est pas méchant. Il semble … plus sympa” / … a little different. He is not mean. He seems … nicer (p. 62). While the characters view these outcomes are positive, the activity may have put these characters in a vulnerable situation in which they may have felt coerced to disclose private reflections, which could have led to harmful effects such as increased bullying.

On the day of the presentation, Luc tells Claude that he would understand if Claude were to tell the teacher that Luc had not helped with the project (p. 69). While Claude realizes that he has no reason to help Luc, he decides to give Luc a second chance by providing him with an info sheet that allows him to deliver part of the presentation. Luc responds “Je veux être plus sympa. Je ne veux pas être méchant” / I want to be nicer. I don’t want to be mean (p. 71). Teachers may want to point out that Luc, the bully, misses an opportunity to own up to his past behavior by admitting to the teacher that he had not done any work for this project.

At the end of the book, Claude compares people to chocolates, and asserts that even though people are different, we all have things in common, and that people are made of the same ingredient: compassion (pp. 73-74). Ironically, the person who learned this lesson and extended compassion is Claude, who was bullied, rather than Luc, the bully. This underscores a problematic dynamic in which victims are expected to reach out to bullies to improve the situation whereas perpetrators are offered second chances or allowed to maintain the status quo.

The story takes place in Belgium but does not offer much information about the country other than “La Belgique est un pays en Europe. La Belgique est un petit pays” / Belgium is a country in Europe. Belgium is a small country (p. 4). The teacher presents topics for research about Belgium: watches, waffles, soccer, and chocolate. While these are very concrete topics appropriate for 7-year-olds such as Claude and his classmates, they may reduce Belgium to stereotypes.

When Claude is introduced at the beginning of the book, the text mentions that “Il est marocain” / He is of Moroccan origin (p. 2). The text does not identify other characters by their ethnic origins; it only says that “il y a d’autres garçons de différentes origines ethniques” / There are other boys of different ethnic origins (p. 7). The book states that the “mean boys” judge everyone–those who are small, those who are shy, and those of different ethnic origins (p. 8)–all of which apply to Claude. The readers must infer that these are reasons why Claude is bullied, as it is not implicitly stated. Older students may benefit from a discussion on how societal perceptions of people of different ethnic origins may affect personal opinions and judgements.

Claude’s mother, who takes an active role in his life, asks Claude about school several times throughout the story. She wishes he had a friend, but only asks him about the boys at school: “Tu parles a des autres garçons de la classe?” / Do you talk to other boys in class? (p.18). She does not ask Claude about girls or use a general term for ‘classmates.’ This may reinforce a notion that boys and girls should exist in separate circles at school. Claude’s father is only mentioned once in the story “Claude habite avec son père et sa mère” / Claude lives with his father and his mother (p. 3). This may perpetuate stereotypes of familial gender roles in which mothers take care of their children and tend to their needs, both emotional and educational.

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