Read the passage from Sugar Changed the World. I wanted to know more about the beguiling Nina, and
my cousin had plenty of stories to share. He told me
that her grandfather was a Russian seri-a farmer who
could be bought and sold by the noble who owned his
land. Family legend has it that this seri, a remarkable
and intelligent man, helped to change the course of the
history of sugar. In the early 1800s, the British
controlled most of the sugar plantations of the
Caribbean and the sea routes to Europe. As a result,
their rivals were desperate to find a new way to create
sugar. They turned to beets.
We don't know exactly what Nina's grandfather's
invention did, but as the story goes, he found a way to
give raw beet sugar sparkling hues. People from
Russia to the cafés of Vienna could now buy cheap
and attractive sugar produced on European soil.
How does the timeline support the text?
It emphasizes the problem-solution structure of the
passage.
It explains further the connection between the sugar
industry and slavery.
It supports the central ideas of the passage with
specific dates.
It provides key locations to events described in the
passage.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?