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Bell-work 9/25/13

Bell-work 9/25/13. Tell me what you know about…..SUGAR!!!!! How/where does it grow? What does it look like? What is it used in? Are there different kinds? EQ: What drove the Sugar Trade? TSWBAT evaluate the DBQ question. Objective and Scales.

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Bell-work 9/25/13

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  1. Bell-work 9/25/13 Tell me what you know about…..SUGAR!!!!! How/where does it grow? What does it look like? What is it used in? Are there different kinds? EQ: What drove the Sugar Trade? TSWBAT evaluate the DBQ question

  2. Objective and Scales • Students will be able to analyze the DBQ question, formulate ideas for possible bucket labels, and begin to analyze documents with 90% Accuracy. • Essential Question: What drove the Sugar trade?

  3. Learning Goal Scale

  4. Analyze the DBQ Question What drove the Sugar Trade?? 1. What are they really asking? Do the words “drove” and “trade” have any other meanings? 2. Rewrite in your own words. (ex: What factors moved the growing, shipment, and sale of sugar) 3. Hypothesize: what drove the sugar trade? (the harvesting, sale, and consumption of sugar) 4. Caption this! Caption the illustration on the front of the DBQ

  5. BG Essay: How can I best answer the DBQ question? Background Essay (CLOSE reading): • Read once, uninterrupted • Read the Background essay again and selectively highlight important/critical information (what a reader would need to know to answer the DBQ question) • Circle and define unknown words in the margin (Homework if not finished in class!) • Your background essay should now look BUSY

  6. Bell-work 9/26/13 • In five minutes in your group share your CLOSE reading for step 2 and 3. What information did you highlight, what words did you circle and define. If they have one you don’t…add it! • EQ: What drove the sugar trade • TSWBAT complete a bucketing activity

  7. Objective and Scales • Students will be able to formulate ideas for possible bucket labels and begin to analyze documents with 90% Accuracy. • Essential Question: What drove the Sugar trade? • Announcement: There’s still TIME to sign up for the Colonial Williamsburg trip, the date has been moved to March. Deposits are due October 15th. Please see me for more details.

  8. Learning Goal Scale

  9. Bucketing! Now that you have CLOSE read the background essay, let’s skim through the documents. Describe the document in one word at the top (this will help to define categories) Next, you must create three potential categories to place each document in. (remember we are looking for the factors!) Create potential buckets (3) that the documents can be placed in.

  10. Document analysis • Label the buckets. Geography Enhancement Economy weather Sweetness Slave Labor Soil type Desire to eat amt. of labor Rainfall Addictive Consumer Demand Slavery Climate

  11. Document Analysis #1: Colonial Map of the Caribbean • Look at Document #1Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  Answer these questions at the bottom of the document (facts) • This map is showing what part of the earth? • What nation’s were competing to colonize the islands? Who was winning?  Why do you believe they wanted the islands? • Based off of the latitude (proximity to equator), describe the climate of the islands. • How does this document help you answer the DBQ question? (argument)

  12. Bell-work 9/30/13 • Update Notebooks • EQ: What drove the sugar trade?

  13. Objective and Scales • The student will be able to analyze primary and secondary sources in order to accurately answer, “What Drove the Sugar Trade” as evidenced by completed document analysis with 80% accuracy • Let’s look at the Learning Goal Scale and see what goals we are tackling today!  • Essential Question: What drove the Sugar trade?

  14. Learning Goal Scale

  15. Document Analysis #2: Ideal Climate • Look at Document #2Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  Answer these questions at the bottom of the document (facts) • What is the ideal climate for sugar production, what does it need to grow? • Describe the climate of Jamaica. • Describe the climate of Barbados. • Would these islands be ideal climates for sugar? • How does this document help you answer the DBQ question? (argument)

  16. Document Analysis #3: Sweetness and Sugar • Look at Document #3Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  • Answer these questions at the bottom of the document (facts) • What does it mean that sugar was used as an, “…auxiliary?” • What does Dr. Moseley mean by, “..demand for it, exceed all comparison of any other article…?” • Dr. Moseley argues that once sugar was introduced to the European diet, what happened? • How does this document help you answer the DBQ question? (argument)

  17. Bell-work 10/1/13 (Complete on quarter sheet) • In five minutes preview document 4 and determine: • Primary or Secondary source, how do you know? • Does it have a title? • Does it have a source? • Pull two facts from the document a. b. Congrats to SIERRA, student of the week. “RESPECT” Way to gooooo!

  18. Objective and Scales: • The student will be able to analyze primary and secondary sources in order to accurately answer, “What Drove the Sugar Trade” as evidenced by completed document analysis with 80% accuracy • Let’s look at the Learning Goal Scale and see what goals we are tackling today!  • Essential Question: What drove the Sugar trade?

  19. Learning Goal Scale

  20. Document Analysis #4: Sweetness and Power • Look at Document #4Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  • Answer these questions at the bottom of the document (facts) • According to Mintz, how did English tea-drinking help drive the sugar trade? • Economists call chocolate and sugar, “complementary goods.” What does that mean? • The presence of sugar affected the fate of what other products, why? • How does this document help you answer the DBQ question? (argument)

  21. Document Analysis #5: Sugar Consumption • Look at Document #4Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  • Answer these questions at the bottom of the document (facts) • Sugar consumption amounted to what percent of money spent on food in England? • What happened to sugar imports after 1660? • What happened to the per capita consumption of sugar between 1700 and 1770? Use data as evidence. • How does this document help you answer the DBQ question? (argument)

  22. Objective and Scales: • The student will be able to analyze primary and secondary sources in order to accurately answer, “What Drove the Sugar Trade” as well as begin an essay outline as evidenced by completed document analysis with 80% accuracy • Let’s look at the Learning Goal Scale and see what goals we are tackling today!  • Essential Question: What drove the Sugar trade?

  23. Bell-work 10/2/13 • On document #8, write down if it is primary or secondary and why? • Determine if it has a title and/or source? • Write down 2 facts from the illustrations? • TSWBAT analyze documents and begin an outline • EQ: What drove the sugar trade?

  24. Objective and Scales: • The student will be able to analyze primary and secondary sources in order to accurately answer, “What Drove the Sugar Trade” as evidenced by completed document analysis with 80% accuracy • Let’s look at the Learning Goal Scale and see what goals we are tackling today!  • Essential Question: What drove the Sugar trade?

  25. Learning Goal Scale

  26. Document Analysis #8: Illustrations • Look at Document #4Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  • Answer these questions at the bottom of the document (facts) • Describe what you see in both pictures including the terms “setts” and “boiling house” in your description. • What similarities to the illustrations have? • What differences do the illustrations have? • How does this document help you answer the DBQ question? (argument)

  27. Document Analysis #10: Slave Population • Look at Document #4Is it primary or secondary? What is the source? What is the title? • How can we analyze the document? Develop facts and inferences!  • Answer these questions at the bottom of the document (facts) • What is the correlation between slave population and sugar production? • Why was the cost of slaves more in the sugar islands than other places? • Which colony had the highest jump in slave population and sugar produced? • How does this document help you answer the DBQ question? (argument)

  28. Ticket Out: Reflection • What are you scoring on the unit LGS right now? • What can you do to increase your mastery of these goals?

  29. Bell-work 10/3/13 • Complete bellwork on a quarter sheet of paper What things need to be included in a formal essay? Write down as many components to a well written essay you can think of. (five minutes) EQ: What drove the Sugar Trade? TSWBAT create an essay outline and become a “consumer” HW: Finish essay outline is necessary 

  30. Objective and Scales: • The student will be able to complete an essay outline in preparation for writing a final DBQ essay including all essay components as evidenced by a completed house outline with 80% accuracy • Let’s look at the Learning Goal Scale and see what goals we are tackling today!  • Essential Question: What drove the Sugar trade?

  31. Learning Goal Scale

  32. What is demand? • Unfold the paper towel on your desk. • Mark an “R” in the right square • Mark and “L” in the left square • Reflection: Why did you dislike the first chocolate? Why did you enjoy the second? Describe what demand is in terms of sugar

  33. How can I prepare to write my essay?! • Be becoming a construction worker, houses are build from the foundation up…and do are formal DBQ essays (Let me show you!) • Create a usable thesis that answers the DBQ question in the foundation of your house • Add a grabber and background information for your reader • Fill in the walls and roof with details, evidence, facts, arguments, ect. • Feel confident, you are ready!

  34. How do I cite sources and avoid plagiarism?! • You should use the “source” information provided on the documents to cite borrowed ideas and thoughts (if you don’t..you are plagiarizing…yikes!) • What should you cite? • Statistics • numbers • years • Quotations • Personal opinions/ thoughts

  35. You can do this multiple ways: • (Parenthetical documentation): Ex: The sugar island of Jamaica produced 59,400 tons of sugar in 1789 (The Caribbean). • Introduce the source in the beginning of your sentence: According to Sydney W. Mintz, sugar became connected to other products such as, “…tea, coffee, and chocolate.” • Introduce the source at the end of your sentence: Once sugar was introduced in Europe, “…no person was ever known to have the power of relinquishing the desire for it,” as described by Dr. Moseley.

  36. What else?! • When you include quotes or cited material you must explain why you used it, not just include it • Ex: • According to Sydney W. Mintz, sugar became connected to other products such as, “…tea, coffee, and chocolate.” Sugar increased the consumption of these items because as an additive it made them more pleasing.

  37. What things do I HAVE to have in my essay?

  38. What do I need to write a great essay? • Grabber (hook), used to grab reader’s attention • Thesis: Blueprint of essay, must answer DBQ question • Background information: three or four sentences of background information you reader will need • Transitions (To begin, following, next, finally, ect) to start all paragraphs except introduction • Topic Sentences (baby thesis: break thesis up into 3 topic sentences) Ex: To begin, climate was one factor that drove the sugar trade. • Facts • An argument (“Therefore” statement) ending every body paragraph. • Citations • Restated Thesis • Argument Clincher in conclusion (strongest bits of evidence) • Must use at least 6 documents and have a point of view • Formal grammar, conventions, capitalization, ect.

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