Monday, September 21, 2015

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will examine documents one and two of the Sugar Trade. Upon completing document number two, I will be able to explain how Land and Climate drove the Sugar Trade.

Essential Question: Is it fair to argue that land and climate were major factors that drove the sugar trade?

Ticket Out: In your opinion, which of the following factors was a more significant factor in making the sugar trade successful: land and climate or demand? Explain

Higher Level Thinking Question/ Real World – What if the British decided to abandon the sugar industry because of its need for intensive labor … how would that effect the United Stated today?

Homework: Learning Log

Bell work: Freedom Week Activity # 1—Watching Celebrities read the Declaration of Independence

reading the Declaration ofIndependence

1. You may want to give your students a copy of the so they can follow along.

2. ELL students- you may want to give them a student friendly version of the Declaration…Please see Activity #5

Ask the students to make a list of the complaints that the colonists had against Great Britain.

Then ask, do these list ofgrievances justify the 13 Colonies separated and ultimately declaring war on Great Britain?

Vocabulary: Caribbean, climate, latitude, longitude geography, location

Agenda/ Gradual Release

I DO- Review- DBQ Procedures

WE DO - Freedom Week- FLORDIA LAW

YOU DO- Examine documents, Analyze documents and answer questions

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?

Group Work

ONE on ONE

Extra time will be provided to those students with IEP’s and 504 plans

Teacher will check for comprehension

Provide One on One instruction

ESOL Accommodations: According to individual plans.

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?

Tuesday, September 22, 2015

Standards: SSD 232 Analyze the impact of economic decisions

Objective: Today, I will understand how consumer demand drove the sugar trade and made it a worldwide industry.

Essential Question:How did consumer demand drove the sugar trade?

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

Bell work: Activity #2 Freedom Week

Girlfriend/Boyfriend break-up letter.

Read this Letter to the students... Tell them you found this note in class

Dear ______...insert male student’s name

We have known each other for 2 years now, and even though sometimes we get along really well, I feel like there are some things that just aren’t working for me.

We are supposed to be in this relationship together, but sometimes I feel like you don’t listen to me. That really hurts my feelings. I think that you should listen to my feelings, ask me how I’m doing, and tell me you love me every day. I just really feel like you’ve been doing a lot of things that are not very nice. If you don’t know what they are, I’ll tell you.

You don’t tell me how you’re feeling.

You said something mean to your friends about me.

You lied about where you were.

You hardly ever listen to my side of a story.

Your friends are more important to you than I am.

You don’t think my jokes are funny.

Sometimes I feel like you’re using me.

You didn’t notice my new haircut and outfit.

You bring me down.

I have told you over and over that I hate it when you do all those things and you never do anything to change. It just seems like I am annoying you when I tell you how I feel.

I think that it would be better for both of us if we broke up. I have made my decision, so from now on please do not try to call me or text me. It will be better for us if we are alone and can spend more time on school and our own lives.

From,

______--- Insert female student’s name

Ask the students...

How can we compare this letter to the Declaration of Independence?

Vocabulary: primary source, secondary source, hogshead, demand, consumption, generalization

Agenda/ Gradual Release

I DO- Introduce lesson

WE DO- Bell work

YOU DO

1.Examine documents

2.Analyze documents

3.Class Discussion

ACTIVITY DBQ GROUP 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?

ESOL/ESE Accommodations

Group Work

ONE on ONE

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

ESOL Accommodations: According to individual plans.

Wednesday, September 23, 2015

Standards: SSD 232 Analyze the impact of economic decisions

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

Bell work: Freedom Week

Activity #3. DBQ style

We hold these truths to be self-evident: that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these [rights] are life, liberty and the pursuit of happiness.

That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed,

That whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.

1. What do you think “unalienable rights” (or “inalienable rights”) means?

According to the document:

2. Where do unalienable rights come from?

3. What is the purpose of government?

4. From where does government get its power?

5. Are the powers given to the government by the people limited or unlimited?

6. When should government be changed?

7. How could the Continental Congress approve this document when so many of its members owned slaves?

8. Does the fact that many of these men owned slaves mean these ideas are wrong or less important?

Essential Question: How did absentee owners help to drive the sugar trade?

Ticket Out: What did the start-up list in document 6 suggest a planter must have before launching into the sugar industry?

Vocabulary: capital, investment, laborer, British monetary system, pence, shilling, plantation, absentee, slavery, overseer

Agenda/ Gradual Release

  1. I DO- Introduce lesson
  2. WE DO – Freedom Week
  3. YOU DO-

-Examine documents

-Analyze documents

-Class Discussion

Questions

. 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?

Thursday, September 24, 2015

Standards: SSD 232 Analyze the impact of economic decisions.

Objective: Today, I will learn what role 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: Explain at least reasons why capital and slavery was important in making the sugar trade successful.

Homework: Learning Log

Bell work: Activity #4

Have students read the following quotes and answer the question below. You may to introduce the word hypocrite or hypocritical

  1. He [the King] has waged cruel war againsthuman nature itself, violating its most sacred

rights of life and liberty in the persons of a distant people who never offended him, captivating and carrying them into slavery in another hemisphere, or to incur miserable death in their transportation hither. …

Determined to keep open a market where MEN should be bought and sold.…

–Original draft of the Declaration ofIndependence, 1776

2. Article the Sixth. There shall be neither Slavery nor involuntary Servitude in the said territory otherwise than in the punishment of crimes, whereof the party shall have been duly convicted; Provided always, That any personescaping into the same, from whom labor orservice is lawfully claimed in any one of the

original States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labor or service as aforesaid.

–Northwest Ordinance, 1787

3. There is not a man living who wishes more sincerely than I do, to see a plan adopted for the

abolition of it [slavery].

–George Washington, 1786

4. We have seen the mere distinction of color made in the most enlightened period of time, a

ground of the most oppressive dominion ever exercised by man over man.

–James Madison, 1787

5. Slavery is … an atrocious debasement of human nature.

– Benjamin Franklin, 1789

6. Every measure of prudence, therefore, ought to be assumed for the eventual total extirpation

[removal] of slavery from the United States. …I have, through my whole life, held the practice

of slavery in … abhorrence.

–John Adams, 1819

7. It is much to be wished that slavery may be abolished. The honour of the States, as well as

justice and humanity, in my opinion, loudly call upon them to emancipate these unhappy people. To contend for our own liberty, and to deny that blessing to others, involves an inconsistency not to be excused.

–John Jay, 1786

THE DECLARATION, THE FOUNDERS, AND SLAVERY 1

Select one quotation and write a response. How, if at all, does this information help you understand the topic of the Founders’ view on slavery? Do you find it surprising that James Madison and George Washington owned slaves? Why or Why not? How would you explain their quotes?

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

Agenda/ Gradual Release

I DO- Introduce lesson

WE DO- Bell Work- Freedom Week

-Class Discussion/ Debrief documents

YOU DO

-Examine documents

-Analyze documents

The document questions

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?

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.

Friday, September 25, 2015