Sugar Parts 1-3 Review

1. What is the authors' main purpose in writing “The Age of Honey” (p. 6-8)? (RI 8.6)

• A. The authors' main purpose in writing "The Age of Honey" is to inform the reader of the differences between honey and sugar.

• B. The authors' main purpose in writing "The Age of Honey" is to persuade the reader that honey was a better sweetener than sugar.

• C. The authors' main purpose in writing "The Age of Honey" is to persuade the reader that the spread of sugar only had negative consequences, such as slavery.

2. Reread the section titled "The World's First True University" on p. 13-16. How did Jundi Shapur contribute to the spread of sugar?  (RI 8.3)

• A. Jundi Shapur was mainly a teaching hospital; therefore, it played no role in spreading sugar cane.

• B. Scholars at Jundi Shapur used sugar as medicine and created new ways to refine sugar cane into sugar.

• C. The land around Jundi Shapur was turned into a sugar plantation.

3. Which of the following is not one of the effects of the Crusades as described in “Out of War Comes Sweetness” on p. 24-26? (RI 8.3)

• A. Conflict between Christians and Muslims still rages in the Middle East today.

• B. Europeans remained isolated and did not interact with people from other parts of the world.

• C. Muslims taught Christians about mathematics and how to build windmills.

4. Which of the following statements best expresses the central idea of “The Problem with Sugar Cane” on pp. 26-29? (RI 8.2)

• A. A new system of farming had to be developed to process sugar cane.

• B. Processing sugar required a great deal of wood to keep the vats boiling.

• C. Sugar cane had to be processed quickly.

5. Reread “The Problem with Sugar Cane” on pp. 26-29. What is the purpose of using the problem/solution text structure? (RI 8.5)

• A. The purpose of using the problem/solution text structure is to describe life on a sugar plantation, including the daily schedules of the overseer and each role a slave could potentially have.

• B. The purpose of using the problem/solution text structure is to inform the reader of important events in the development of sugar plantations in the Middle East.

• C. The purpose of using the problem/solution text structure is to inform the reader of issues early sugar cane growers faced and how the plantation system overcame these obstacles.

6. Reread the last paragraph on p. 27 (it continues on p. 29). What key concept does this paragraph develop? (RI 8.5)

• A. This paragraph explains contrasting views between the Muslims and the Christians when running the sugar plantations.

• B. This paragraph explains why the Muslims preferred to enslave people rather than use farm animals on the sugar plantations.

• C. This paragraph provides information regarding how many and what kinds of people worked on the sugar plantations.

7. What is the impact of the last sentence of Part 1: From Magic to Spice (p. 29) on the reader? (RI 8.5)

• A. The last sentence enables the reader to visualize “white gold.”

• B. The last sentence foreshadows Columbus' involvement with the history of sugar.

• C. The last sentence provides a solid conclusion about how Muslims and Christians used slaves on sugar plantations.

“From the 1750s on sugar transformed the way Europeans ate. Chefs who served the wealthy began to divide meals up. Where sugar had previously been either used as a decoration...or as a spice to flavor all courses, now it was removed from recipes for meat, fish, and vegetables and given its own place--desserts. Desserts as the extremely sweet end to the meal was invented because so much sugar was available. But the wealthy were not the only ones whose meals were changing. Sugar became a food, a necessity, and the foundation of the diet for England’s poorest workers” (Aronson and Budhos 67).

8. How do the authors organize this excerpt of the text? (RI 8.5)

• A. The authors begin with a summary statement and then provide chronological details in support of this statement.

• B. The authors begin with a rhetorical question then provide an answer to the question, including evidence and reasoning.

• C. The authors begin with a claim, provide evidence to support the claim, and then expand the claim to include the similarities between two groups.

“Those relationships were the real evil of the sugar plantation: A master could do anything he wanted, and a slave could not resist. That was the essence of sugar Hell... The slave had no rights; the masters had no fear. Worse yet, men would assault the women trying to make a bit of money, leaving them "poor, wretched, and helpless” (Aronson and Budhos 61).

9. How does this excerpt contribute to the reader’s understanding of an African slave’s experience on a plantation? (RI 8.3)

• A. The reader understands how only male slaves lived in a difficult and brutal experience.

• B. The reader understands how especially horrific and dangerous conditions were for slaves on sugar plantations.

• C. The reader understands why the Atlantic slave trade was so profitable.

10. The central idea of “Hell” is that since there was an increased demand for sugar, slaves were forced to live and work on sugar plantations under very brutal living conditions. How does the map “Sugar Crosses the Atlantic” on p. 33 support the central idea of the section “Hell”? (RI 8.1 & RI 8.7)

• A. The map supports the central idea by showing how many slaves were brought from Africa to the Caribbean.

• B. The map supports the central idea by showing the peak production time periods for sugar plantations.

• C. The map supports the central idea by showing when sugar plantations were introduced in Israel.