The Coffee Trader, An Interdisciplinary Approach to the Dutch Golden Age via Literature

Victoria Longoria Del Valle High School

Del Valle, Texas

NEH Seminar For School Teachers, 2015, London and Leiden The Dutch Republic and Britain

National Endowment for the Humanities University of Massachusetts Dartmouth

An Interdisciplinary Approach to the Dutch Golden Age via Literature

“Amsterdam, 1659: On the world's first commodities exchange, fortunes are won and lost in an instant. Miguel Lienzo, a sharp-witted trader in a close-knit community of Portuguese Jews, knows this only too well. Once among the city's most envied merchants, Miguel has suddenly lost everything. Now, impoverished and humiliated, living in his younger brother's canal-flooded basement, Miguel must find a way to restore his wealth and reputation.” The Coffee Trader

The Dutch Golden Age, a period roughly spanning the 17th century, is marked by the Dutch Republic's dominance in trade, military, science and art. The novel, The Coffee Trader, by David Liss, encapsulates several key elements of this phenomenal era. This unit endeavors to weave together myriad aspects of the Dutch Golden Age as they are reflected in the book. Student exercises are designed to enrich and elaborate on the contextual backdrop of Liss' tale and can be instructed as independent reading or broken down into reading groups. Introduction Contextual Background Introduce students to the basic historical foundations of the Dutch Republic's Golden Age in this excerpt from a lesson presented by Christopher Salius: http://study.com/academy/lesson/the-rise-of-the-dutch-republic-their-golden-age.html As students read the article, have them answer the following questions:

1) Before launching into a “golden age” what key obstacle did the Dutch Republic have to overcome?

2) What challenging situation did the Dutch face in terms of economic growth and how did they address the matter?

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(excerpt from Christopher Salius)

Dutch Golden Age Hardly a day goes by without you hearing about the stock market. On some days, most companies

appreciate in value, and on other days, their stock prices go down. Considering the vast sums of

money that can be made on the global market, it comes as little surprise that one of the first

countries to pioneer global commodities trading used their financial wherewithal to become a

European superpower.

Indeed, despite their small size and relative lack of natural resources, the fledgling Dutch Republic

of the 16th century was so economically powerful and politically relevant, that the time period is

often referred to as the Dutch Golden Age.

Independence from Hapsburg Spain Prior to the Dutch doing much of anything that could qualify as 'golden,' the Dutch first had to gain

independence from Hapsburg Spain, who ruled over the Dutch provinces. Rebellion was first

instigated for religious reasons, as the Dutch provinces were overwhelmingly Protestant, and many

favored a radical,Calvinist interpretation of the Bible. In 1568, the Dutch stadtholder, William

of Orange, attempted to wrest control of the Dutch provinces from the Spanish but ultimately

failed.

Though the Spanish maintained nominal control of the territories, the provinces' rebellious attitude

sustained, and in 1572, a group known as the Sea Beggars provided the impetus for further

rebellion when they captured the northern city of Brielle. Several northern provinces immediately

declared allegiance to the rebels, and in 1579, the Dutch provinces split between the northern rebels

and a southern group that chose to remain loyal to the Spanish.

Fighting continued until 1609, when a 12 years' truce was declared between the rebellious northern

provinces and the Spanish crown. Though attempts were made at a lasting peace between the two

sides, war resumed in 1621 in the midst of the Thirty Years' War in the neighboring Holy Roman

Empire. Several decisive Dutch military victories in the late 1630s and early 1640s eliminated the

financially ailing Spain's appetite for war, and in 1648, Spain was forced to formally recognize

the Dutch Republic as an independent state.

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Economic Growth Despite the Dutch Republic's unique position as a republic surrounded by absolutist monarchies, on

the face of it, the Republic in the 17th century did not possess the characteristics often necessary for

economic success. The territory controlled by the Dutch Republic contained few minerals or natural

resources, and large portions of its territory were under sea level, prone to flooding if dikes or

windmill pumps failed.

In response, the Dutch fostered the growth of internal industries, such as textiles, sugar refining and

glass blowing. Most importantly, however, the Dutch were accomplished shipwrights and traders.

Their traditional boats, called 'fluyts,' could carry more cargo than the average 17th century trading

vessel while also requiring a smaller crew.

The Dutch further pioneered financial markets as well, first by creating the public Bank of

Amsterdam in 1609 to foster investment and further development of trade and industry. The

Dutch also created a commodities market where the goods being loaded and shipped on the

docks could be traded publicly.

To further contextualize the novel, direct students to: https://en.wikipedia.org/wiki/Dutch_Golden_Age As they read, have students answer the following questions:

1) What characterized the Golden Age? 2) What was the main cause of the Golden Age? 3) In what ways did the surrender of Antwerp influence migration to the Netherlands? 4) What were the Netherlands main energy sources and how did they affect economic interests? 5) What economic innovations did the Dutch make in the 17th century? 6) What was the Dutch relationship to trade with Japan and other European countries? 7) How would you describe 17th century Dutch social structure? 8) What was the religious climate of the Dutch Republic? 9) What were the key scientific accomplishments of the 17th century Dutch Republic? 10) What characterizes Dutch Republic culture? 11) What is most notable about Dutch Republic painting? 12) In what ways did economic expansion influence Dutch architecture?

NOTE: This activity lends itself to a “jigsaw” process of assigning small groups to each read a particular section of the article and answer only one question, which the group then reports to the whole class. Conclude the introductory lesson by informing students that as they read The Coffee Trader that they will discover elements of all the just learned in the introductory readings and that they will revisit these topics as the unit develops.

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Topical Background To further engage students, it is beneficial to introduce them to a bit of coffee history, as it is pertinent to the novel's plot and intrigue. Begin by asking students where they think the first coffee came from. You might expand on this idea by suggesting that Starbucks was not the first coffee house or business to take coffee to global levels. Pique their curiosity by asking them to track a cup of Starbucks coffee from its point of origin, exportation, receipt, production, sale etc. Conclude their speculations with a reading of: http://yaleglobal.yale.edu/content/how-coffee-went-global Additional resources can be found here: http://www.businessinsider.com/facts-about-the-coffee-industry-2011-11?op=1&IR=T http://www.rd.com/slideshows/10-weird-facts-about-coffee/#slideshow=slide21 (quiz) http://www.corsinet.com/trivia/vv-triv.html http://www.globalization101.org/cup-of-joe-globalization-and-coffee-2/ (globalization and coffee overview) http://yaleglobal.yale.edu/about/coffee.jsp (intro) http://yaleglobal.yale.edu/content/how-coffee-went-global http://blackgoldmovie.com/story (documentary – globalization/workers Ethiopia) https://www.youtube.com/watch?v=uiWDjObe_fs black gold trailer http://consumeronomics.anoj.net/2013/09/caffeinonomics-1-pricing-cup-of.html (cost of Starbuck’s – pricing by country) http://www.theatlantic.com/china/archive/2013/09/why-is-starbucks-so-expensive-in-china/279394/ English Language Arts Connections Point of View Review the different types of point of view by having students view the video and taking notes. https://www.youtube.com/watch?v=SKi56cPUSFk

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Direct students' attention to the fact that point of view is a key element in The Coffee Trader. The novel's character development, conflict, rising action, and overall plot development is contingent on the varying points of view represented in the book. Questions for discussion or written response: Readers are first introduced to the protagonist, Miguel Lienzo through a third person, omniscient narrator. His character is further revealed with dialogue. What is Miguel's attitude towards his current dilemma? How does he view Geertruid? In contrast, readers are acquainted with the character of Alonzo Alferonda in separate chapters which are further denoted as: from The Factual and Revealing Memoirs of Alonzo Alferonda, which are written in first person. How does this affect the reader's perception of the character? Why is this character's presence in the book seemingly disconnected by way of distinguishing the “memoirs” from the rest of the narrative? Character Development Character development is established by what the characters say and do or by how other characters react to them. Consider the following quotes regarding the characters Miguel, Hannah, and Daniel, respectively:

““Things always go well with me,” he answered, as he twisted his neck to see if any prattling troublemaker might lurk behind him. The Ma'amad, the ruling council among the Portuguese Jews, forbade congress between Jews and “inappropriate” gentiles, and while this designation could prove treacherously ambiguous, no one could mistake Hendrick, in his yellow jerkin and red breeches, for anything appropriate.” (p. 6, The Coffee Trader) “She would say it with a laugh and a turn of her pretty head, as though a laugh and a turned head made everything amicable. Hannah would let her pretend that it did make everything amicable, though she'd be biting back the urge to slam the half wheel of cheese into the girl's face.” (p. 39, The Coffee Trader) “”I only want to make myself clear,” Daniel said sulkily, as he pushed his food around his plate, waiting for it to reach the same temperature as the interior of his mouth so he could eat it without difficulty.” (p. 49, The Coffee Trader)

As students read the novel, have them collect ten quotes (per character) from various chapters of the book that illustrate character development in Miguel, Hannah, and Daniel. The quotes should also specifically reveal Miguel's relationship with members of the Ma'amad, Hannah's relationship with her maid, and Daniel's relationship with Daniel. Next, direct students to create a two axis graph for each character. The vertical axis should run above and below the horizontal axis. The horizontal line represents neutrality or zero. Have students then plot and number one to ten above and below the horizontal axis, with numbers below the line being negative. Students should then plot each quote as it occurred chronologically in the book. Each quote must be designated a plot point that reflects the character's level of emotional intensity, with negative ten being very sad or angry, and positive ten

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being very happy or encouraged. Once all quotes have been graphed, students should write a conclusive paragraph for each character in which the character's emotional development in regards to the specified relationship is explained. Inference Based on students' introductory readings, consider the following quote:

“Once they departed from the main street, the Jordaan lost its charm. The neighborhood was new –where they stood had been farmland only thirty years before—but already the alleyways had taken on a decrepit cast of a slum. Dirt replaced the cobblestones. Huts made of thatch and scraps of wood leaned against squat houses black with tar. The alleys vibrated with the hollow clacking of looms, as weavers spun from sunup until late into the night, all in the hope of earning enough to keep their bellies full for one more day.” (p. 8, The Coffee Trader)

Instruct students to respond to the following question in writing:

1) What inferences can be drawn about the economic climate of the setting referred to in the quote?

Social Studies Connections Mapping with Imagery Activity Consider the following quote:

“He never thought to stop walking. He was part of the procession that formed each day when the bells of Nieuwe Kerk struck two, signaling the end of trading on the Exchange. Hundreds of brokers poured out onto the Dam, the great plaza at Amsterdam's center. They spread out along the alleys and roads and canal sides. Along the Warmoesstraat, the fastest route to most popular taverns, shopkeepers stepped outside, donning wide-brimmed leather hats to guard against the damp that rolled in from Zuiderzee. They set out sacks of spices, rolls of linen, barrels of tobacco. Tailors and shoemakers and milliners waved men inside; sellers of books and and pens and exotic trinkets cried out their wares.” (p. 4, The Coffee Trader)

Print the map of Amsterdam circa 1660. As students read the novel, direct them to gather quotes and cite page numbers where specific areas of the city are described. Have them then number the quotes and label them on the map. They should also provide a written list of the quotes with the numbered key to indicate the referenced locations on the map. http://www.lasalle.edu/~mcinneshin/325/wk04/images/NieuwAmsterdam1660.gif Webquest: Sea Beggars

“They stopped to look at a sloppily erected stage where the players performed some

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adventures of the Sea Beggars, maritime rebels who fought off the Spanish tyrants to win the United Provinces their freedom.” (p. 163, The Coffee Trader)

Direct students to the following websites and have them answer these questions in writing:

1) Who were the Sea Beggars? 2) What exactly did they do and who were their leaders?

http://www.cindyvallar.com/SeaBeggars.html http://www.historylearningsite.co.uk/the-revolt-of-the-spanish-netherlands/ Webquest: Jewish History of Amsterdam

“You needn't fear.” She puffed on her pipe with obvious satisfaction. “I found him through my lawyer in Antwerp, a city you know, that retains many ties with Spain. I'm assured he can be trusted with my very life.” “Your life is in no danger, but you had better hope he can be entrusted with your wealth. If the Inquisition suspects he is a Jew's agent, he'll be tortured until he reveals all.” “That's the very beauty of it. He has no knowledge that he works for a Jew, only that he works for a delightful Amsterdam widow. He can't betray what he doesn't know, and his motions shall attract no suspicion, for even in his own mind he does nothing worthy of notice.” (p. 253, The Coffee Trader)

Direct students to the following websites and have them answer these questions in writing:

1) When did Jews first arrive to Amsterdam? 2) What is freedom of conscience and how is it illustrated in the novel (cite textual

evidence from The Coffee Trader to support your answer)? http://jewishhistoryamsterdam.com/the-jewish-history-of-amsterdam/

1) Who were the conversos and New Christians and through which characters of The Coffee Trader are they portrayed (cite textual evidence from The Coffee Trader to support your a answer.)

2) Why was Amsterdam known as the “Dutch Jerusalem”? https://www.jewishvirtuallibrary.org/jsource/Judaism/Marranos.html Webquest: Women in the Dutch Republic Direct students to read the following blog on women and domesticity in the Dutch Republic. Then, have students create a Venn Diagram in which they compare and contrast, based on the reading of the blog, the characters of Hannah and her maid Annetje. Finally, have students cite examples from The Coffee Trader that depict the ideas reflected in the blog.

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http://underthegables.blogspot.com/2008/02/dutch-domesticity-in-golden-age.html (If link does not work, cut and paste directly into URL line or as a Google search.) Have students watch and take notes on Professor Martha Peacock's lecture, Heroines, Harpies, and Housewives: Women of Consequence in the Dutch Golden Age. Then, in a well-crafted essay, have students examine the three primary female characters of The Coffee Trader, Geertruid, Hannah, and Annetje according to Professor Peacock's claims. https://www.youtube.com/watch?v=p3cbIEyUwrY Economics Application To introduce students to a basic understanding of Dutch trade, guide them to watch the following video and take notes. Encourage them to think critically as to how the basic historical economic premises, as conveyed in the video, are reflected in the novel, The Coffee Trader. https://www.youtube.com/watch?v=zPIhMJGWiM8 Direct students to carefully watch the following We the Economy video on supply and demand. https://www.youtube.com/watch?v=gDYvwUQ8e6w&list=PLoZSFrXf8lQoTT-wb27D1hg1rx22OPy4N After viewing the video, students will consider the following quotes and then write an explanation as to how the laws of supply and demand might play out in The Coffee Trader.

“Miguel had come across coffee once or twice, but only as a commodity traded by East India merchants. The business of the Exchange did not require a man to know an item's nature, only its demand—and sometimes, in the heat of the trade, not even that.” (p. 14, The Coffee Trader) “”The taverns are nothing. We must put ourselves in a position to supply them.” She took his hand. “The demand is coming, and if we prepare ourselves for that demand, we can make a great deal of money.”” (p. 16, The Coffee Trader)

Visual Arts Connections Literary and visual art comparative activity:

“Now he tried to lose himself in one of his favorite stories, that of a rich burgher who, entranced by Goodwife Mary's beauty, had thought to cuckold Pieter. While she provided a distraction with her wit and artful ways, Pieter and his men carried off all of the burgher's possessions. After turning the burgher out of his own home, naked to the world, Pieter and Mary opened up the man's larder to the people of the village and allowed them to feast upon his wealth. And so, in his own way, Charming Pieter carried out the justice of the common folk.” (p. 55, The Coffee Trader)

Ask students to consider the characters of Lienzo and Waagenaar. Generate a T-chart listing their

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character traits and then guide students to summarize their personalities as social reflections of accepted behavior during the Dutch Golden Age. Next, have students examine Jan Steen's painting In Luxury, Look Out. Next, solicit a discussion and have students “quick write” responses to the following question: In what ways are Lienzo’s and Waagenaar’s points of view manifested in Steen’s morally instructive painting, In Luxury, Look Out? https://www.sartle.com/artwork/in-luxury-look-out-jan-steen https://commons.wikimedia.org/wiki/File:Jan_Steen_-_In_Luxury,_Look_Out_-_WGA21744.jpg Literary and visual art comparative activity: Literary and visual art comparative activity: Consider the following quotes:

“Hannah had made a habit of eavesdropping, despite her intentions to obey her husband's wishes. A year before, she had found Annetje, in the great tradition of Dutch servant girls. Pressing her ear against the heavy oak door to the antechamber. Inside, Daniel's nasal voice vibrated, muffled and incomprehensible, through the walls. Now she could no longer recall to what the girl had been listening. Daniel with a tradesman? Daniel with a business partner? It might have been Daniel with that nasty little portrait painter who once, when he had got Hannah alone, had tried to kiss her. When she protested, he'd said it was no matter and that she was too for his taste anyhow.” (p. 51, The Coffee Trader) “Miguel passed through the kitchen, where Hannah and Annetje busied themselves moving carrots and leeks from this place to that in an effort to appear as though they had been tending to the meal and not listening at the door.” (p. 152, The Coffee Trader) “Domestic treatises exhorted the housewife to ensure that servants carried out orders and lived a wholesome moral life. Servants frequently lived in, and in this circumstance yielded rich gossip about their laziness, thieving, and sexual license. Similar to midwives in their unclear position in the family, servants, too, became mythic – and actual – destabilizers of family. In several paintings Nicholas Maes (1634-93) explored the relationship between household, mistress, and servant, representing the housewife catching the maid asleep or, more mischievously, the maid eavesdropping on the family. In a witty painting of 1655, a maid quietly smiles at us as she points to the room upstairs, making us complicitous in overhearing a scolding mistress. Maes generated ambiguity by hiding the object of the woman's wrath with the illusionistic curtain, the painter literally reveals a badly managed household: the maid spends more time listening than working, and the mistress does not create domestic harmony.” (p. 124-125, A Worldly Art: The Dutch Republic 1585-1718, Mariet Westermann)

How does Annetje's character compare to Westermann's commentary on Dutch domestic households? What other similarities and differences can you drawn on from the novel, The Coffee Trader, to support Westermann's claims? Use textual evidence to support your answers.

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For more information and lesson ideas on art and the Dutch Republic: http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/28709.html#name4