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Sugar and the Caribbean

Practise 36 exam-style questions on Sugar and the Caribbean for AQA GCSE History (Migration, empires and the people). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 36 questions
  • 2–20 marks each
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Figure 1 is a flow chart showing how Barbados changed in the 17th century. What should replace X and Y?

Barbados in the 17th century. Flow chart of 5 boxes joined by arrows, read from top to bottom. The first box is "English settlers arrive (1627)", which leads to "Tobacco and cotton grown by servants", which leads to box X, which leads to "Planters buy many enslaved Africans", which leads to box Y.

Model answer

X: the planters switched from tobacco to sugar cane in the 1640s, learning how to grow and process it from Dutch traders who had come from Brazil. Y: enslaved Africans became the majority of the island's people, and Barbados became the richest colony in the English empire.

Explanation

Barbados tobacco was poor compared with Virginia's, so in the 1640s planters such as James Drax turned to sugar. Sugar needed a large, permanent workforce, so planters bought enslaved Africans; by about 1660 they outnumbered Europeans, and the Slave Code of 1661 gave owners almost total power over them.

Mark scheme
  1. 1 mark

    X: planters switched to growing sugar cane (the 'sugar revolution' of the 1640s), learning how to grow and process it from Dutch traders who had been in Brazil.

    Accept 'sugar was introduced' or 'sugar replaced tobacco'. The Dutch link is not required.

  2. 1 mark

    Y: enslaved Africans became the majority of the population / Barbados became the richest English colony.

    Accept another valid consequence of mass enslavement and sugar, e.g. the Barbados Slave Code of 1661; small farmers and former servants pushed out as land was bought up for large plantations; great wealth for the planters. Do not accept a repeat of X.

Question 2

8 marks

Source A: from a letter written by an English planter in Barbados to his brother in London, 1651. (Written for practice.)

'Since we turned our land over to sugar this island is grown wonderfully rich. Land that a man might have had for a song ten years since is now sold for great sums, and the small planters sell up and go. I have bought thirty Africans from the Dutch ships this year and must buy more, for in crop time the mill and the boiling house never stop, day or night, and the servants we bring from England serve but five years and are then gone or dead. I pray you send me copper pots, cloth and an honest overseer.'

How useful is Source A to an historian studying the effects of the 'sugar revolution' on Barbados in the 17th century?

Explain your answer using Source A and your contextual knowledge.

Model answer

Source A is useful for studying the effects of the sugar revolution because it was written in 1651 by a planter living through the change. It shows that sugar made the island 'wonderfully rich' and that land prices rose sharply. This fits what I know: after planters such as James Drax switched from poor-quality tobacco to sugar in the 1640s, Barbados became the richest English colony. The letter also shows the social effects: 'the small planters sell up and go'. Sugar needed large estates, mills and boiling houses, so land was bought up into big plantations, and many small farmers and former servants left for other colonies such as Jamaica and Carolina.

The source is especially useful for the change in labour. The planter has bought 'thirty Africans from the Dutch ships', which matches my knowledge that Dutch traders from Brazil supplied enslaved Africans, as well as knowledge and credit. His complaint that English servants 'serve but five years and are then gone or dead' explains why planters turned to enslaved Africans, who were enslaved for life. By about 1660 Africans outnumbered Europeans on the island, and the Slave Code of 1661 gave owners almost total power over them.

The provenance affects its usefulness. Because it is a private letter to his brother, the writer has little reason to lie about prices or his need for workers, so it is likely to be accurate on these points. However, it gives only the owners' point of view. He mentions Africans only as things he has bought, and says nothing about the brutal conditions, the long hours in the boiling house from the workers' point of view, or the high death rate among the enslaved. He might also exaggerate the island's wealth.

Overall, the source is useful for the economic effects of the sugar revolution and for why planters turned to enslaved labour, but an historian would need other evidence to understand the effects on the enslaved Africans, who became the majority of the island's people.

Explanation

The 'sugar revolution' of the 1640s made Barbados rich, concentrated land in large plantations and replaced indentured servants with enslaved Africans, who soon formed the majority. A Level 4 answer weighs the value of a planter's private letter against its narrow point of view.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of Source A with a sustained judgement about its usefulness for studying the effects of the sugar revolution on Barbados, based on both content and provenance and supported by accurate contextual knowledge, e.g. a private letter from a planter during the sugar boom is valuable, candid evidence of rising wealth, the decline of small farmers and the turn to enslaved African labour, but it shows only the owners' point of view and is silent about the lives of the enslaved.
    Level 3 (5-6 marks): Developed evaluation based on content and/or provenance, supported by contextual knowledge, e.g. explains how the letter's points about land prices, Dutch traders and servants fit what happened in the 1640s-50s; or explains how the writer's position as a planter affects what he includes.
    Level 2 (3-4 marks): Simple evaluation based on content and/or provenance, e.g. it is useful because it says Barbados became rich from sugar; or it is useful because it was written by someone living there.
    Level 1 (1-2 marks): Basic analysis of the source: describes or copies it, or makes general comments about reliability without explaining them.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: great wealth from sugar; soaring land prices; small planters selling up and leaving; the purchase of enslaved Africans from Dutch traders; non-stop work in the mill and boiling house at harvest time; indentured servants serving about five years and dying in large numbers; dependence on goods from England (copper pots for boiling sugar, cloth). Context: sugar cane was introduced in the 1640s, with Dutch traders from Brazil providing knowledge, equipment, credit and enslaved Africans; planters such as James Drax made fortunes; land was bought up into large plantations and many small farmers and ex-servants left for other colonies such as Jamaica and Carolina; by about 1660 enslaved Africans outnumbered Europeans and by 1680 there were about two Africans for every European; the Barbados Slave Code of 1661 gave owners almost total power; Irish and Scottish prisoners were also sent as forced labour; the Navigation Act of 1651 tried to stop the Dutch trading with English colonies; by the 1660s Barbados was the richest English colony. Provenance: a private letter to a relative is likely to be honest about business, prices and labour needs; written in 1651, in the middle of the sugar boom; but it is one planter's view; it treats Africans as purchases and says nothing about their treatment, their resistance or their deaths; it may exaggerate the island's wealth. This source was written for practice. Credit a sustained judgement.

Question 3

8 marks

Explain the significance of the capture of Jamaica in 1655 for Britain's empire in the Caribbean.

Model answer

The capture of Jamaica in 1655 was significant first because it gave England a large, strategic base in the heart of Spain's Caribbean empire. It was the one success of Oliver Cromwell's 'Western Design', a Protestant attack on Catholic Spain: the expedition failed to take Santo Domingo, but captured Jamaica instead. From Port Royal, buccaneers attacked Spanish shipping and towns, protecting the island and enriching its colonists. The most famous, Henry Morgan, sacked Portobelo in 1668 and Panama City in 1671, and was later knighted and made Lieutenant Governor. Spain was forced to recognise English possession of the island in the Treaty of Madrid in 1670.

Secondly, and most importantly in the 18th century, Jamaica became Britain's largest and richest sugar colony. Its land was far larger than Barbados's, and planters copied the Barbados system of sugar and slavery. By 1800 about 300,000 enslaved Africans worked on Jamaica's plantations in brutal conditions, and absentee planters such as the Beckford family used their wealth to buy estates and influence in Britain. So the capture of Jamaica greatly increased both Britain's wealth from the Caribbean and its involvement in the slave trade.

Thirdly, Jamaica was significant as a centre of resistance to slavery. The Maroons, communities of escaped Africans, fought the British until they won treaties in 1739, and Tacky's Revolt in 1760 shook the planters. Above all, the Baptist War of 1831-32, led by Samuel Sharpe, involved tens of thousands of enslaved people and was brutally crushed, but it helped persuade Parliament that slavery could not continue, leading to the Slavery Abolition Act of 1833.

In the long term, Jamaica's links with Britain lasted long after slavery. It remained a colony until independence in 1962, and many of the Caribbean migrants who came to Britain after the arrival of the Empire Windrush in 1948 were Jamaican. So an island captured almost by accident in 1655 shaped the British Caribbean for three centuries and helped shape modern Britain too.

Explanation

Jamaica became a buccaneer base, then Britain's richest sugar colony, a centre of resistance that helped end slavery, and later a source of migration to Britain. Level 4 explains how these aspects of significance connect across the short and long term.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex explanation of aspects of the significance of the capture of Jamaica, showing how they relate to each other, e.g. it gave England a large base in the heart of the Spanish Caribbean, used by buccaneers such as Henry Morgan; it became Britain's largest sugar colony, worked by hundreds of thousands of enslaved Africans; resistance there, from the Maroons to the Baptist War of 1831-32, helped bring the end of slavery; and its links with Britain continued into the 20th century; supported by specific, accurate knowledge.
    Level 3 (5-6 marks): Developed explanation of aspects of significance, e.g. explains how Jamaica became a base for buccaneers and then the most important sugar colony.
    Level 2 (3-4 marks): Simple explanation of one aspect of significance, e.g. Jamaica produced a lot of sugar for Britain.
    Level 1 (1-2 marks): Basic explanation of significance: general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Capture: Oliver Cromwell's 'Western Design' (1654-55), a Protestant attack on Catholic Spain and its wealth; the expedition under Penn and Venables failed to take Santo Domingo (Hispaniola) and captured Jamaica instead in May 1655; Spain recognised English possession in the Treaty of Madrid (1670). Base: Jamaica lay in the middle of the Spanish Caribbean; buccaneers based at Port Royal attacked Spanish ships and towns - Henry Morgan sacked Portobelo (1668) and Panama City (1671), was knighted and became Lieutenant Governor; Port Royal was destroyed by an earthquake in 1692. Sugar: Jamaica became Britain's largest and most valuable sugar colony in the 18th century, with about 300,000 enslaved people by 1800; absentee planters such as the Beckford family became very rich and powerful in Britain. Resistance: the Maroons (escaped Africans) fought the British until treaties in 1739; Tacky's Revolt (1760); the Baptist War led by Samuel Sharpe (1831-32), involving tens of thousands of enslaved people, helped persuade Parliament to pass the Slavery Abolition Act (1833). Long term: Jamaica remained a British colony until independence in 1962; many of the Caribbean migrants who came to Britain after the Empire Windrush (1948) were Jamaican, shaping modern British society and culture. Credit a judgement.

Question 4

20 marks

Has the role of individuals been the main factor in the development of Britain's empire?

Explain your answer with reference to the role of individuals and other factors. Use a range of examples from across your study of Britain: Migration, empires and the people: c790 to the present day.

[16 marks] [SPaG 4 marks]

Model answer

Individuals have played an important part in the development of Britain's empire, often acting as the spark for important changes. However, they were only able to succeed because of wider factors, especially the search for economic resources, war and government support, and so individuals were not the main factor.

There are many examples of individuals shaping the empire. In the 12th century Henry II built the Angevin Empire and in 1171 went to Ireland, beginning centuries of English rule there. In the 16th century John Hawkins began the English slave trade with his voyages of 1562-68, and Francis Drake's plunder of Spanish treasure on his voyage round the world (1577-80) showed the wealth to be won in the Americas. Walter Raleigh organised the Roanoke colonies of 1585 and 1587, the first English attempts to settle North America. In India, Robert Clive's victory at Plassey in 1757 gave the East India Company control of Bengal, and in Africa Cecil Rhodes used his wealth from diamonds to push British power north into the lands that became Rhodesia. Individuals also shaped the empire's later development: William Wilberforce and Olaudah Equiano helped bring the abolition of the slave trade in 1807, and Mahatma Gandhi, Kwame Nkrumah and Jomo Kenyatta led movements that ended British rule in India, Ghana and Kenya.

However, the search for economic resources was more important, because it explains why these individuals acted and why others followed them. Hawkins, Drake and Raleigh were backed by investors who expected profits. Jamestown survived not because of any one leader, although John Smith's discipline helped, but because John Rolfe's tobacco made money. Barbados became rich through sugar, and the empire in India was built by the East India Company, a business run for its shareholders. Rhodes himself was driven by the gold and diamonds of southern Africa.

War was also more important than individuals in many cases. Jamaica was captured in 1655 by an expedition sent by Cromwell, but it was the Seven Years' War (1756-63), won by the navy and army as a whole, that gave Britain Canada and control in India. Clive's success at Plassey depended on the Company's troops, many of them Indian sepoys, and on Mir Jafar's betrayal of the Nawab. In the 20th century, the Second World War weakened Britain so much that the empire could not be held, whatever its leaders wanted.

Government and technology also played a vital part. Monarchs and Parliament granted charters, passed the Navigation Acts and, after the Indian Rebellion of 1857, took direct control of India. Technology such as better ships, steamships, quinine and the Maxim gun made expansion possible: at Omdurman in 1898 machine guns, not leadership, decided the battle.

Overall, individuals were important as leaders who took opportunities and made decisions at key moments, but they were not the main factor. The empire was built mainly because of the search for economic resources, backed by war, government and technology. Even the greatest individuals, from Drake to Gandhi, succeeded because these wider forces were on their side.

Explanation

Individuals such as Hawkins, Drake, Raleigh, Clive, Rhodes and Gandhi shaped key moments, but economic motives, war, government and technology explain why they could succeed. Level 4 needs a sustained judgement weighing individuals against other factors with examples from across the period.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of individuals and of other factors (e.g. economic resources, war, government, religion, ideas, science and technology) in the development of Britain's empire, leading to a sustained judgement about whether individuals were the main factor; uses a range of accurate, detailed examples from across the period (e.g. Henry II, Hawkins, Drake, Raleigh, Clive, Rhodes, Gandhi) and may show that individuals mattered most when wider forces gave them the opportunity.
    Level 3 (9-12 marks): Developed explanation of individuals and other factors, with specific examples from more than one period; a judgement may be reached but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of individuals and/or other factors, with some relevant examples, perhaps from a narrow part of the period.
    Level 1 (1-4 marks): Basic explanation of one or more factors, with limited knowledge; may be descriptive or general.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Individuals: Henry II created the Angevin Empire and began English rule in Ireland (1171); Edward III and Henry V won lands in France; John Hawkins began the English slave trade (1562) and reformed the navy; Francis Drake's plunder and voyage round the world (1577-80); Walter Raleigh's Roanoke colonies (1585, 1587); John Smith and John Rolfe saved Jamestown (tobacco from about 1612); Oliver Cromwell's Western Design captured Jamaica (1655); Robert Clive won Bengal at Plassey (1757); Warren Hastings organised Company rule; Cecil Rhodes expanded British power in southern Africa (Rhodesia, the Jameson Raid 1895-96); Wilberforce and Equiano helped end the slave trade (1807); Gandhi, Nkrumah and Kenyatta led independence movements. Other factors: economic resources (sugar, tobacco, Indian trade, gold); companies and investors rather than single heroes (the Virginia Company, East India Company, Royal African Company); war (the Seven Years' War, the Napoleonic Wars, the Second World War weakening Britain); government (royal charters, the Navigation Acts, the Government of India Act 1858, decolonisation decisions); ideas (imperialism, social Darwinism, the 'civilising mission', nationalism); science and technology (galleons, chronometers, steamships, the telegraph, quinine, the Maxim gun); religion (Pilgrim Fathers, missionaries). Possible judgements: individuals often triggered key developments, but they succeeded because of the economic, military and technological forces behind them; many developments (the slave trade, decolonisation) were driven by thousands of people and broad forces rather than single leaders.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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