Unit 9: Grains and Oilseeds

Lesson 10: Outstanding Olives- Teacher’s Guide

Estimated Time for Completion – approximately 60 minutes

Student Learning Objectives:

  • As a result of this lesson the student will…
  • Explore olive production in the U.S.
  • Examine olive production, marketing, and consumer concerns in the U.S.
  • Understand production-related issues facing olive enterprises.

Purpose: Though technically not a vegetable or an oilseed according to the USDA, the olive fruit is a delightful food as well as a great producer of oil. Originally olives were brought to the United States from Mexico, who got their olives from European countries in the Mediterranean region. Commercial olive production in the United States has been a reality since the 1800s and California has maintained its existence in the United States. Two main types of olives are grown in California, but how are they different and how do those differences effect their use?

Directions:Access the commodities and products tab on the AgMRC website ( and find the link to grains and oilseeds. Utilize information located here to answer the questions below:

  1. Olives were originally cultivated to produce oil. What caused a shift in olive production toward canning olives? How do you think this impacted the olive industry?
  • First, select the “Commodities and Products” link.
  • Then select the “Grains and Oilseeds” link.
  • Select the “Olives” link.
  • Click on the blue “Olives” link in the main “Overview” section to expand the page.
  • Look in the “Background” section to find the desired information.
  • Note: It is expected that students may also have to rely upon their critical-thinking skills to address this question’s content.
  1. According to the AgMRC, “California remains the only U.S. state to commercially produce olives.” What factors make California an ideal area in which to produce olives?
  • First, select the “Commodities and Products” link.
  • Then select the “Grains and Oilseeds” link.
  • Select the “Olives” link.
  • Click on the blue “Olives” link in the main “Overview” section to expand the page.
  • Look in the “Overview” section to find the desired information.
  • Note: It is expected that students may also have to rely upon their critical-thinking skills to address this question’s content.
  1. What has historically been the purpose of the olive oil industry in California? What role have European processors had in the olive oil industry? How do producers feel that they could better compete with European producers and processors?
  • First, select the “Commodities and Products” link.
  • Then select the “Grains and Oilseeds” link.
  • Select the “Olives” link.
  • Click on the blue “Olives” link in the main “Overview” section to expand the page.
  • Look in the “Value-added Marketing for Olive Oil” section to find the desired information.
  • Note: It is expected that students may also have to rely upon their critical-thinking skills to address this question’s content.
  1. In terms of production tactics, what methods have producers used in order to increase efficiency? How have these methods helped to improve productivity?
  • First, select the “Commodities and Products” link.
  • Then select the “Grains and Oilseeds” link.
  • Select the “Olives” link.
  • Click on the blue “Olives” link in the main “Overview” section to expand the page.
  • Look in the “Production” section to find the desired information.
  • Note: It is expected that students may also have to rely upon their critical-thinking skills to address this question’s content.
  1. Where have most of the olives imported into the U.S. come from? What makes these regions suitable for olive production? (Hint: Think geography and climate)
  • First, select the “Commodities and Products” link.
  • Then select the “Grains and Oilseeds” link.
  • Select the “Olives” link.
  • Click on the blue “Olives” link in the main “Overview” section to expand the page.
  • Look in the “Imports” section to find the desired information.
  • Note: It is expected that students may also have to rely upon their critical-thinking skills to address this question’s content.

Reinforcement activity:I love olives

This activity will require you to use some basic knowledge of economics (supply and demand) to predict the future. The question you need to answer is, what do you think olive production and usage will look like in the United States 100 years from today? Is there a place in the market for olive usage to expand? Do you think olive production or usage will decrease? Use researched information to support your prediction and prepare to submit your written prediction to you teacher and present your thoughts to the class.