Part 2: Sweet Success - Beyond Barbados: The Carolina Connection

• The teacher will divide the class into working groups of four students. Each student will be assigned a topic about which they will take notes.
• Students within the group will share information discerned and discovered in “real time” using Google Keep. This is a Google application that is part of the Google suite of programs in Google Drive. This is a free application that is an extension of Google Docs and allows students to work collaboratively. It can be accessed through Google Drive, or by going to https://keep.google.com/u/0/.
• Beyond Barbados: The Carolina Connection is divided into six individual short modules. The modules show a connection that is chronological and will help students answer a driving question that is connected to the individual modules. Collaborative work on the six modules will lead to overall conclusions that can be made about an overarching essential question.
• Each module is a separate lesson with an individual driving question and evaluation.  Each separate module will include a grading rubric for ease of assessment. Rubric links are found under assessment and in the resources.
• The work of each module is meant to be completed within a class period. (45 to 50 min.)
• Each of the driving questions is intended to help students answer the essential question.
• It is important to remember that with both the driving and essential questions, students must analyze and interpret data, which can lead to many conclusions. Students are graded on the process and the validity of their conclusions. Each group may infer data differently and therefore reach different conclusions.
• Students will be asked to use Google Keep so that they can take/share notes within their group.
• Once all notes are taken, each group member will be expected to share a “topic discovery” with the class, as prompted by their teacher. The teacher will create a slide of each topic, listing student observations and notes taken from the video. The teacher will add to the notes if appropriate.  
• The slide presentation will be shared with students for their review and to help answer the driving question.
• Once the teacher is satisfied that students understand expectations, the teacher will show the first module to the whole class. Each module will be shared with the groups so that students can review and take notes based on their individual topics. Notes taken by students will be shared within their group and with the teacher.
• Modules are designed to be shown chronologically.
• Notes taken for each topic, from each group, will be shared with the class.
• The groups will be asked to answer the driving question based on the total information, from each topic which has been shared with the class. Each group will post their answer on a slide, which can be added to the class presentation of topic notes.

When grouping, it is not always possible to have equal groups of four students to cover each topic. To help teachers make pertinent decisions concerning topics and group composition, we have provided bullet points about each topic which is intended for teacher use. This information is a teaching tool to help you, the teacher, decide how groups should be arranged and how topics can be divided among students and/or groups. The answers provided are suggestions, teachers can add to, or take away from, the bullets provided. All information can be changed to fit teacher and student needs.
 

Sephardic Jews

• They were Dutch colonists who migrated from Spain to Holland during the Spanish Inquisition
• ​Brazil was controlled by the Dutch and many Sephardic Jews migrated from Holland to Brazil
• While in Brazil they became plantation owners and importers of African labor
• They provided money and a network which made it easier to buy and sell African labor
• They moved to Barbados when the ideas of the Spanish Inquisition reached Brazil
• Sephardic Jews brought the knowledge of how to grow sugarcane from Brazil to Barbados
• They brought with them their knowledge about windmill technology which allowed sugarcane cultivation
• Sugarcane cultivation transformed the economy of Barbados

Indentured Servants

• Sephardic Jews initially used indentured servants from Ireland and Scotland as their primary source of labor
• Indentured service generally lasted between five to seven years
• White indentured servants were more susceptible to yellow fever and died in higher numbers
• Heat and long hours in the sun also killed many white indentured servants who came from cooler climates

Enslaved Africans

• Africans were less susceptible to yellow fever and had a greater tolerance to heat, having come from hotter climates - this made them better suited to work the harsh conditions of sugar plantations
• Slave traders generally sought individuals from Western Africa to capture.
• Places like Ghana, and Nigeria were favorite Western African countries in which to capture slaves
• Slave ships were harsh, cruel with awful conditions
• Africans were forced to change their cultural identity
• Most Africans worked on more rural plantations but some worked in the larger urban areas of Bridgetown, Oistins, Holetown, and Speightstown
• Because so many Africans were needed to work, the demographics of Barbados changed
• Slaves were controlled through violence and their social behaviors reflected the fear of corporal punishment

Sugarcane/Sugar Plantations

• Because of the success of sugar plantations, 500 plantations popped up over Barbados
• Most enslaved Africans living in Barbados lived on sugar plantations
• Clearing land for sugar cultivation was very labor intensive work
• Plowing, planting, and reaping was done manually
• Sugarcane is a tropical grass
• Grows well in dryer conditions
• Sugarcane must be ripened and reaped during dry periods to ensure the highest sucrose content
• After harvesting, a mill was utilized that was powered by wind or oxen
• Cut cane was fed into wooden rollers that squeezed it and extracted juice
• Juice was boiled to a molten form of sugar
• Molten sugar was cooled and sugar crystals formed
• Process was very elaborate and required skill and resources
• A successful sugar plantation would have a minimum of 300 working enslaved people
• Sugar changed the landscape, demographics, and culture of Barbados

An alternative site to Google Slides which students can use to share and post information is Scrumblr.  Scrumblr is a site that provides an online space to create and share sticky notes with a group. Please note, teachers will have to create a separate board for each class with a specific class URL. This allows students to use a common board and share information. A board has been created as an example. The link is listed in the resources.

Driving Question Rubric - Part 2 - Sweet Success
https://docs.google.com/document/d/1Pra7FPB7F1TqnBHGjJVAzvYwC6_kMUnpRZ-g...