AnswersFL-1001340-English 2Sugar Changed the World, Part 5: Developing and Refining Ideas

Sugar Changed the World, Part 5: Developing and Refining Ideas — Unit test Answers

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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.
7

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
8

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."
13

Read the two passages from Sugar Changed the World.Knowing that their slaves were likely to die by the time they reached their thirties, Louisiana sugar planters were extremely selective—they bought only healthy-looking young men in their late teens. On average, the men purchased in Louisiana were an inch taller than the people bought in the other slave states. Those teenagers made up seven to eight out of every ten slaves brought to America's sugar Hell. The others were younger teenage girls, around fifteen to sixteen years old. Their job, for the rest of their short lives, was to have children. Elizabeth Ross Hite knew that, for sure, "all de master wanted was fo' dem wimmen to hav children." Enslaved children would be put to work or sold. The overseer S.B. Raby explained, "Rachel had a 'fine boy' last Sunday. Our crop of negroes will I think make up any deficiencies there may be in the cane crop." That is, a master could sell any slaves who managed to live, if he needed more money than he could make from sugar.Jazz was born in Louisiana. Could it be that a population of teenagers, almost all of them male, were inspired to develop their own music as a way to speak, to compete, to announce who they were to the world? Bomba in Puerto Rico, Maculelê in Brazil, jazz in Louisiana—all gave people a chance to be alive, to be human, to have ideas, and dreams, and passions when their owners claimed they were just cogs in machinery built to produce sugar.The sugar workers in Hawaii were not enslaved—they chose to come. But they still lived hard lives:Hawai'i, Hawai'iI came seeing the dreamBut my tears now flowIn the canefieldsWhen the Africans were brought to work in sugar, they had to form new families, learn new languages—they had to find ways to blend their new lives with what they recalled from their homelands. The holehole bushi hint at one way sugar workers have always found strength and comfort:My husband cuts the caneI carry the stalks from the fieldTogether, the two of usWe get by

A
Both passages share historical details to support the claim that the lives of sugarcane workers in different countries were essentially the same.
B
Both passages use facts and details to support the claim that sugar workers in different places used music to express themselves and relieve the pressures of brutal work.
C
Both passages use facts and details to support the claim that sugarcane was the most powerful economic force throughout the world.
D
Both passages include historical details to support the claim that songs allowed owners to recognize the importance of enslaved people’s cultures.

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