Graphing Sugar Consumption, 1600-present

Context

Sugar is a relatively new commodity in the history of Western food. Unknown in Europe until the interaction between Arab and European worlds as a result of Muslim conquest and Christian Crusades. At first sugar was extremely rare (King Henry II of England was only able to acquire four pounds at a time—and he was the king!) and expensive. by the 1700's sugar was starting to trickle down into the diet of the upper classes of Europe who quickly developed a taste for sugar. Extravagant decorations were created from sugar to demonstrate wealth. By the 1800's with the increase in sugar production sugar was becoming more common in the middle and poor classes. With the onset of the industrial revolution and tax incentives supported by the British government, sugar became affordable and a major source of calories for the working class.

  • Purpose:
    • E9: make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary
    • E10: present economic information by developing charts, tables, diagrams and simple graphs.
  • Standards: Social Studies Standard 4 -Economics, Key Idea 2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
  • Materials: Graphing worksheet
  • Number of class periods needed: 1

Connection

In social studies, we have been learning about the history of sugar and how it influenced world events. We can look at how people's diets changed over time and use our knowledge of history to think about what might have caused this change. Today, we are going to look at some historical data, graph it, and then think about what we can learn from it.

Procedure

  • Hand each student a copy of the worksheet.
  • Review instructions and guide students in setting the graph as needed.
  • Have students complete the graph in small groups or individually.
  • Share out descriptions and hypotheses about the change in sugar consumption over time.

Assessment

  • accuracy and neatness in presentation of graph
  • accuracy in mathematical description of graph
  • use of prior knowledge, information from class timelines and in notebooks to generate and support hypotheses
  • ability to revise or confirm thinking based on the ideas of others