AnswersSY2026-27 - 1001340 English 2 Sem 1 CRSugar Changed the World, Part 2: Central Ideas

Sugar Changed the World, Part 2: Central Ideas — Unit test Answers

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Which details do the authors include to support the claim in this passage? Select two options.

A
information about organizing the meeting in Alligator Woods
B
explanations of how revolutionary ideas spread to Saint Domingue
C
descriptions of the difficult conditions the enslaved people faced
D
examples of revolutionary ideas from other countries
E
specifics about how the English freed the enslaved people
4

Read the passage from Sugar Changed the World.Then Gandhi invited each person in the theater to join him in an exceptional oath, a pledge not to register, not to accept the government's rules, even if that resulted in severe punishment. Gandhi insisted that every person weigh the commitment and make a personal choice. "Every individual," he explained, must make the oath him- or herself,facing not to his neighbor, but his God. Nor should it be taken in order to gain power over anybody but oneself, for the power of an oath is defined by what one man can promise to do, and what he is willing to suffer: insult, incarceration, hard labor, flogging, fine, deportation, and even death.Everyone in the audience raised his or her hand.Gandhi bound the crowd together to follow a new path, which he called Satyagraha—which means "truth with force," or "firmness." It is also called "love-force." While the goal of violence is to defeat and vanquish the enemy, the goal of Satyagraha is to convince or convert the opponent. "He must be weaned from error by patience and sympathy." A person who believes in Satyagraha will not fight physically, but instead resists through his or her own inner courage, knowing he might be jailed or beaten.

A
The authors want to inform readers about Gandhi's experiences in South Africa.
B
The authors want to persuade readers that Gandhi had a strong influence on the Indian workers.
C
The authors want to inform readers about Gandhi’s practice of Satyagraha.
D
The authors want to persuade readers that Satyagraha is an effective way to solve problems.
7

Read the passage from Sugar Changed the World.Slave labor was valuable because it produced cheap sugar that everyone wanted to buy. But if people stopped buying that sugar, the whole slave system would collapse. In the years leading up to the American Revolution, the women of New England refused to buy English products and English tea. The loss of income made London rescind some of the taxes it had imposed on America. Now this same tactic—boycotting—was used to fight slavery. Some 400,000 English people stopped buying the sugar that slaves grew and harvested. Instead, they bought loaves of sugar that carried a label that said, "Produced by the labor of FREEMEN"—the sugar came from India.When the English looked at the sugar they used every day, Clarkson and the other abolitionists made them see the blood of the slaves who had created it. The very fact that slave-made sugar was so popular made it harder for the English to ignore the reality of slavery. Sugar was a bridge—like the sneakers and T-shirts and rugs that, today, we know are made by sweatshop labor. If you wanted the product, abolitionists forced you to think about how it was made. Slavery—a practice as ancient as human civilization—was becoming unacceptable, a form of inhumanity people could no longer tolerate.

A
Sugar was so cheap that it made economic sense for people in England to buy loaves of it.
B
It was wiser for English people to buy sugar from India instead of the Caribbean.
C
Slavery was so widespread that it would have been foolish for the English to oppose it.
D
Boycotting was an effective and persuasive tool in the fight against slavery.
9

Read the passage from Sugar Changed the World.No one interviewed the Africans who labored in the sugar fields to ask them about their hard labor. They were meant to work and die. But there is one way we can hear them. The Africans invented music, dances, and songs that carry on the pulse, the beat, of their lives. (To hear examples of music from the sugar lands, go to www.sugarchangedtheworld.com.) In Puerto Rico, bomba is a form of music and dance that the sugar workers invented. It is a kind of conversation in rhythm involving a woman, the man dancing with her, and the drummers who watch her and find the right rhythm for her movements. A master coming by would see dancing—no words of anger or rebellion. But as she moved and swayed, as the drummers "spoke" back in their beats, the workers were saying that they were not just labor, not just bodies born to work and die. Instead, they were alive and speaking to one another in movements and sounds that were all their own.In Cuba, sugar workers told their stories in the words and sounds of rumba. As one song said, "The boss does not want me to play the drum.” Overseers feared the slaves were using drums to send messages and spread thoughts of rebellion.Similarly, in Brazil there is a dance called Maculelê, which some trace to the sugar fields. Maculelê is danced with sticks or sugar cane stalks, and it looks very much like training for combat. On many of the sugar islands, Africans created similar dances in which people spin, jump, and seem to menace each other, then, just on the beat, click sticks and twirl away. The dances were a way of imitating warfare without actually defying the master.

A
"Bomba is a form of music and dance that the sugar workers invented."
B
"They were not just labor, not just bodies born to work and die."
C
"Similarly, in Brazil there is a dance called Maculelê."
D
"People spin, jump, and seem to menace each other."
10

Read the passage and study the image from Sugar Changed the World.The owner of a sugar plantation built a home—called the Great House—usually high on a hill, where the tropical breezes blow. The open windows provided a kind of air conditioning, making even the hottest days more pleasant. These grand homes, with their high, cool rooms, their polished mahogany furniture, and their servants flitting between the main house and the separate cooking building, were meant to command attention, to show power and wealth. A plantation owner was a kind of god or king, ruling over his empire of sugar.In the Great House the owners could sit on the verandahs, rest their legs on special chairs made for pulling off high rubber boots, drink their rum swizzlers, while their slaves labored on hundreds and hundreds of acres of cane fields. The furniture was imported from abroad, along with all the other comforts—silverware, silk-covered chairs, white christening gowns, porcelain washing bowls.To this day, you can find the Great Houses of old plantations on hilltops throughout the Caribbean, and yet the strange thing is that the men who built and owned the homes hardly used them. For as soon as a sugar planter made enough money, he took his family and moved back to Europe. You can find the planters in the great English novels of the 1800s, such as Jane Austen's Mansfield Park, settled into their English homes and watching, through their account books, how the sugar crop was doing back in the Caribbean. While the masters enjoyed the life of wealth in Europe, the daily routine of the plantations was left in the hands of the overseers. Most often poor men who came to the New World to make their fortunes, the overseers had not the slightest sympathy for their enslaved workers.This is a picture of a Great House in Jamaica.

Question illustration
A
The text describes the purpose of a Great House, but the illustration shows only the enslaved people’s quarters.
B
The text describes the enslaved people’s quarters of a Great House, but the illustration shows only the Great House.
C
The illustration shows what a Great House looked like from the outside, while the text explains what a Great House looked like from the inside.
D
The illustration shows an empty Great House, while the text explains that wealthy plantation owners lived mostly in their European residences.
11

Read the passage from Sugar Changed the World.A stream of pale ash-colored syrup gushed out from the mills, bubbling white with foam. The liquid rushed down a wooden gutter directly into the boiling house, a building of massive furnaces and cauldrons, where the syrup was heated and strained and turned into crystals. A giant copper kettle—often about four feet across and three feet deep—waited for the pale river. This was the first in a series of ever-smaller cauldrons, and beneath each gaped what the Brazilians called the "great open mouths"—the huge furnaces that had to be constantly filled with the wood that workers had chopped down and hauled to be ready for this moment. The boiling house was as perilous as the mills, for if a person nodded off for a second, he or she could slip into a bubbling vat.Mammoth fires burned in the "mouths," clouds of steam billowed above the kettles, and the heat was so intense that the boiling houses had to be sprayed with water so they would not go up in flames. Then there was the smell, or rather, the stench of the boiling liquid. As the [sugar cane] juice boiled, a foul scum rose to the top—which a slave had to keep skimming off with a long-handled ladle. Over and over again the liquid had to be strained and purified, even as it kept boiling, boiling, boiling in the copper vats.

A
"A stream of pale ash-colored syrup gushed out from the mills."
B
"Then there was the smell, or rather, the stench of the boiling liquid."
C
"As the [sugar cane] juice boiled, a foul scum rose to the top."
D
"Over and over again the liquid had to be strained and purified."
12

Read the passage from Sugar Changed the World.The seeds for this system were sown in 1823 in the sugar colony of British Guiana—now Guyana—where John Gladstone, father of the future British prime minister William Gladstone, owned over a thousand slaves. John Smith, a young and idealistic English preacher who had recently come to the area, was becoming popular with those slaves. His inspiring sermons retold the story of Moses leading the Jews out of Egypt and to freedom. The sugar workers listened and understood: Smith was speaking not about the Bible, but about the present. That summer, after hearing one of Smith’s sermons, over three thousand slaves grabbed their machetes, their long poles, and rose up against their masters. The governor of the colony rushed toward the burning plantations, where he met a group of armed slaves, and asked them what they wanted."Our rights," came the reply. Here was Haiti—and for that matter America and France—all over again. The slaves insisted they were not property; like the Jews in Egypt, they were God's children, who were owed their basic human rights.

A
anecdotal, because it tells a narrative about enslaved people taking action for basic human rights.
B
logical, because it tells why enslaved people were justified in using violence to gain freedom.
C
empirical, because it provides research to show that enslaved people’s actions were effective.
D
logical, because it provides facts to support the conclusion that violence was the best option.
14

What evidence from the passage best supports the inference that making sugar was difficult? Select two options.

A
"growing and grinding took place in the same spot"
B
"the work was governed by extremely tight, rigid discipline"
C
"Muslims began to put together the rules for this new kind of farming"
D
"experimented with using their slaves to run the plantations"
E
“many of the slaves working sugar plantations in the Mediterranean were Russians”
F
"careful organization did not solve the second problem with sugar"
15

On what basis should a reader evaluate evidence for effectiveness? Select three options.similarity to the reader’s viewsrelevance to the central ideaconnection to one part of the claimsufficiency to support the purposecredibility of the source

A
similarity to the reader’s views
B
relevance to the central idea
C
connection to one part of the claim
D
sufficiency to support the purpose
E
credibility of the source

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