Standards: County Mandated

Objective: Today, I will explore the DBQ: What Drove the Sugar Trade? I will also analyze the background essay and document one.

Essential Question: What is a DBQ? A Documented Based Question.

Ticket Out: What question is this DBQ asking?

Bell work: Think about everything you eat in one day. How much sugar do you think you consume?

Vocabulary: capital

Agenda:

  1. Bell work
  2. Review objective, bell work and vocabulary
  3. Read background essay as a class
  4. Hook exercise: Practice in making connections between economic events
  5. Organize all documents into analytical categories

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans

Standards: County Mandated – SSD 232 Analyze the impact of economic decisions

Objective: Today, I will examine documents 1 and determine how they relate to the Sugar trade.

Essential Question: How did land and climate drive the sugar trade?

Ticket Out: What are buckets?

Homework: What is your favorite recipe where the main ingredient is sugar?

Bell work: Read 10 minutes of AR.

Vocabulary: auxiliary, mercantilism, industry, cultivation

Agenda:

  1. Bell work
  2. Review
  3. Review Buckets – Land and Climate 1&2/Consumer Demand 3,4,5 /Capital 6,7/Slavery 8,9,10 Complementary Industries11/Mercantilism 12
  4. Examine documents
  5. Analyze documents

Questions:

Document 1

  1. Identify the three major Caribbean colonizers in 1750.
  2. Create a Big 3 Colony Chart- list the islands under their mother country
  3. Define Mercantilism (see document 12) How could mercantilism lead to war?
  4. Are there any events in Mexico (1519) and Peru (1531) that would cause Spain to shift away from cultivation of sugar in the Caribbean?
  5. What drove the Sugar Trade?
  6. Given the map, what transportation industry is likely to benefit from sugar production?

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will examine and analyze documents 1 – 2 and determine how they relate to the sugar trade.

Essential Questions: Which factor contributed the most to the sugar trade (land and climate, consumer demand, capital, slavery, complementary industries or mercantilism and international power)? Explain your answer.

Ticket Out: What are the top three factors that made the sugar trade a success?

Bell work: Re-examine document 1. According to this document what was one of the most important factors that drove the sugar trade?

Vocabulary: irrigation

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class Discussion

Questions:

Document 1

  1. Identify the three major Caribbean colonizers in 1750.
  2. Create a Big 3 Colony Chart- list the islands under their mother country
  3. Define Mercantilism (see document 12) How could mercantilism lead to war?
  4. Are there any events in Mexico (1519) and Peru (1531) that would cause Spain to shift away from cultivation of sugar in the Caribbean?
  5. What drove the Sugar Trade?
  6. Given the map, what transportation industry is likely to benefit from sugar production?

Document 2

  1. Refer back to the Background Essay (Factors of Production). Under which factor (land, labor or capital) would you place climate?
  2. According to Document #2, what climate attributes did the island of the Caribbean have that made them a prime candidate for sugar production?
  3. Was it possible to grow sugar in Europe?
  4. Was it possible to grow sugar in Britain or France? How does this explain the dominance of Britain and France in the Caribbean in 1750?
  5. Is it fair to argue that one of the factors that drove the sugar trade was the ideal growing conditions of the Caribbean?
  6. What drove the sugar trade?

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will understand how consumer demand drove the sugar trade.

Essential Question:Do you think consumer demand drove the sugar trade?

Ticket Out: What do think drove the Sugar trade more land and climate or Consumer Demand?

Bell work: Review document 1.
Vocabulary: relinquish,

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class Discussion

Questions

Document 3

  1. Is this a primary or secondary source? Primary
  2. What is the date? 1846
  3. What is the place? London, England
  4. What details do you see?
  5. What would be an appropriate one-line caption for the drawing? Sugar Craze Continues in London
  6. According to this document, what was one of the important factors that drove the sugar trade? Consumer demand, people loved sugar

Document 4

  1. What is the main idea of this document?
  2. What is the connection between the sugar consumer, colonization in the Caribbean and slavery?
  3. What does the author believe is the” prime mover” of slavery and the sugar trade?
  4. Do we know the name of the writer of this extract?
  5. Does the author have a Point of View or bias about his subject?
  6. What words give the bias away?
  7. Does author bias invalidate his claim that consumer taste is the “ grand cause” behind the sugar trade?
  8. Can a biased person be right?
  9. What drove the Sugar Trade?

Document 5

  1. Read the chart deciphering terms like hundred weight and per capita. Given the British Imperial System value of 112 pounds per hundredweight, id the accuracy of this chart discredited?
  2. What generalization can you make about the consumption of sugar in England during the 1800’s?
  3. Speculate how the British sugar planters in the Caribbean felt about the increase in English Sugar Consumption?
  4. Referring both to the chart and to the notes, how much does population increase account for the growth of the 18th century sugar consumption?
  5. How does this document help explain what drove the Sugar trade?

Analysis sheets done in pairs

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will understand how consumer demand and capital drove the sugar trade.

Essential Question:What is the main idea of document 4?

Ticket Out: What do think drove the Sugar trade more land and climate or Consumer Demand?

Bell work: Start document three (3rd, 4th and 6th periods) and document four (1st and 2nd period).
Vocabulary: stimulants, relinquish

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class Discussion

Questions

Document 3

  1. Is this a primary or secondary source? Primary
  2. What is the date? 1846
  3. What is the place? London, England
  4. What details do you see?
  5. What would be an appropriate one-line caption for the drawing? Sugar Craze Continues in London
  6. According to this document, what was one of the important factors that drove the sugar trade? Consumer demand, people loved sugar

Document 4

  1. What is the main idea of this document?
  2. What is the connection between the sugar consumer, colonization in the Caribbean and slavery?
  3. What does the author believe is the” prime mover” of slavery and the sugar trade?
  4. Do we know the name of the writer of this extract?
  5. Does the author have a Point of View or bias about his subject?
  6. What words give the bias away?
  7. Does author bias invalidate his claim that consumer taste is the “grand cause” behind the sugar trade?
  8. Can a biased person be right?
  9. What drove the Sugar Trade?

Document 5

  1. Read the chart deciphering terms like hundred weight and per capita. Given the British Imperial System value of 112 pounds per hundredweight, id the accuracy of this chart discredited?
  2. What generalization can you make about the consumption of sugar in England during the 1800’s?
  3. Speculate how the British sugar planters in the Caribbean felt about the increase in English Sugar Consumption?
  4. Referring both to the chart and to the notes, how much does population increase account for the growth of the 18th century sugar consumption?
  5. How does this document help explain what drove the Sugar trade?

Analysis sheets done in pairs

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions.

Objective: Today, I will learn what role capital and slavery played in the sugar trade.

Essential Question: After critiquing the documents we’ve completed so far, what do you think drove the sugar trade?

Ticket Out: List five reasons why capital and slavery was important in the sugar trade.

Homework: None

Bell work: Compare documents 1 – 5. Which document best explains what drove the sugar trade? Explain.

Vocabulary: capital - material wealth in the form of money or property, enterprises - organized business activities aimed specifically at growth and profit

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class Discussion

Document #6

  1. Look at the image in Document #8 (look at the size of the boiling house) Name the other buildings mentioned on the Plantation requirement list.
  2. What does this start up requirement list suggest a planter must have before launching into the sugar business?
  3. What was the costliest item on the list?
  4. According to the note, how much money in the early 1700’s did one slave cost on the West Indian Market? How much did 300 cost?
  5. How much was 7500? Look at the day wage laborer note
  6. Given the cost of a slave, of land, and of cattle, can you guess as to what this 500 acre operation might have cost to get started?

Document #7

  1. What is the meaning of “capital intensive”?
  2. According to historian Sidney Mintz, were did the money come from that paid for sugar plantations in the West Indies?
  3. How does the “Four Family Snapshot” chart helps to answer the question, What drove the sugar trade?
  4. Could absentee ownership have in any way been responsible for the growth of the slave trade and therefore the sugar business?

Document #8

  1. Compare document #8 to the sugar production steps in the background essay, along with the list of visual requirements in Document #6. Are there instances where the images match items on the list?
  2. Do the illustrations suggest how the slaves were regarded and treated?
  3. Our analytical question asks What drove the sugar trade? Is planter attitude about slaves and slavery relevant to the question?

Accommodations:

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions.

Objective: Today, I will continue to learn what role slavery played in the sugar trade.

Essential Question: Would the sugar trade survive without the use of slaves for labor? Explain your answer.

Ticket Out: Did slavery drive the sugar trade?

Homework: None

Bell work: Read 10 minutes of AR.

Vocabulary: monopolized

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class discussion

Document #9

  1. Calculate the difference between the 1768 purchase price of a male adult slave in West Africa with the price that slave was sold for in the West Indies. (£25)
  2. Is this proof of big profits? No. We don't know anything about shipping costs.
  3. What evidences is there in the Williams document that profits were made in the slave trade business? (4 or 5 slave ships successfully completed their run, well over the 2-out-of-3 success ration needed to secure a gain.)
  4. Put yourself in the shoes of the Liverpool barber who has invested his life savings of £100 in the outfitting of a slaver. What opinion might the barber have on each of the following, and why?
  • An attempt by British abolitionists to end the transatlantic slave trade.
  • A rebellion by slaves in the French colony of Haiti.
  • The opening of new coffee houses in London, Birmingham and Liverpool.
  • The Molasses Act of 1733 which placed 6 pence a gallon tax on all molasses shipped to English colonies from a non-British colony.
  • War with France.
  1. What does this document tell us about what drove the sugar trade?

Questions Document #10

  1. Make 3 inferences from the data in the chart.
  • The number of slaves progressively increased in the 1700’s.
  • The slave number grew in tandem with increases in sugar production.
  • The French had more slaves and produced more sugar on Saint Domingue (Haiti) than the British did in Jamaica.
  1. Does the data on the chart support or challenge this statement” Sugar and slavery in the Caribbean went together hand in glove.” What data can you cite to back your position?

(The data would seem to provide general support. Slave and sugar figures rise together. However, the fit isn't perfect. In Saint – Domingue, for example, slave numbers more than double between 1764 and 1791. At the same time, sugar production only increases by one-third.)

  1. Why do you think Jamaican planters wanted to restrict the number of slaves on the island? (Rebellion)
  2. What happened to the slave numbers in Jamaica, Haiti and Cuba in the later 1700’s? (They shot up.)
  3. Why would British officials allow slavery to increase? (Damage to the economy. There was too much money being made in slave trading and the business of sugar production.)
  4. Haiti experienced a serious slave rebellion at the end of the 1700’s which led to independence. Do these figures help to explain why? (Yes. Slave population on the island double in the fifteen years between 1776 and 1791. Population pressure is often a factor in revolutions.)

Accommodations:

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions.

Objective: Today, I will learn what role complementary industries and mercantilism played in the sugar trade.

Essential Question: What evidence, if any, supports the theory that mercantilism drove the sugar trade?

Ticket Out: List three reasons complementary industries was important to the sugar trade.

Homework: None

Bell work: Write a paragraph on how you would live without sugar.

Vocabulary: mercantile system

Agenda:

  1. Bell work
  2. Review
  3. Examine documents
  4. Analyze documents
  5. Class discussion

Document#11

  1. What is triangular trade? What leg of the triangle does this document involve? (The first leg)
  2. List some of the manufactured products mentioned in the document?
  3. Did workers employed in the manufacture of these products have reason to oppose the abolition of slavery in the Caribbean? (Yes. Abolition might mean their jobs until new markets were found.)
  4. How might this document explain what drove the sugar trade in the 18th century?

Document #12

  1. Explain the suffix “ism.” What does it suggest? (A practice or an ideology). Name some “isms.” (Terrorism, capitalism, pacifism, communism…)
  2. Explain the theory of mercantilism.
  3. Is it responsible to argue that the philosophy of mercantilism helped to drive the sugar trade? Explain.
  4. Were there ways in which mercantilism may have hurt the sugar trade?

Accommodations:

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will review what I learned from all twelve documents and start my essay on “What Drove the Sugar Trade?”

Essential Question: After analyzing all twelve documents, what three factors (buckets) drove the sugar trade?

Ticket Out: List two different ideas for your conclusion paragraph.

Bell work: Write down at least three different ideas for a title for your essay on “What Drove the Sugar Trade?”
Vocabulary: thesis – a subject for a composition or essay.

Agenda:

  1. Bell work
  2. Review
  3. Writing workshop
  4. Begin essay
  5. Title
  6. “Grabber”
  7. Thesis
  8. “Road Map” (essay outline)

Homework: Write paragraph # 2 two for your essay.

Technology

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Objective: Today, I will finish my essay on “What drove the sugar trade?”

Accommodations:

Technology

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Date: Thursday, November 4, 2010

Objective: Today, I will finish my essay on “What drove the sugar trade?”

Accommodations:

Technology

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.

Objective: Today, I will finish my essay on “What drove the sugar trade?”

Accommodations:

Technology

ONE on ONE

Extra time will be provided to those students with IEP’s

ESOL Accommodations: According to individual plans.