dAily life in medievAl times dAily life in medievAl times
Daily Life in Medieval Times CHAPTER 1 Vocabulary •U se synonyms to determine word meaning: What does the word arable mean in this book? Look for clues for the meaning of this word on page 10. (Answer: fertile; Clues/evidence: Here, serfs work the fields of arable, or fertile, land.)
Find It! Level 1 Comprehension • Identify facts and details: Vikings from Scandinavia raided the coasts of . . . (Britain, France, and Ireland, page 9) • Identify facts and details: What job might a freeman have? (blacksmith, page 10) LEVEL X/60
CAUSE ?
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the chart of information from page 8. What information belongs in the blank? (Roman troops were called home when invaders threatened Rome leaving lands open to invasions) • Identify sequence of events: What happened to the eastern Roman Empire after Rome fell? (it lasted a thousand years longer, page 8)
Prove It! Level 3 Comprehension t
EFFECT Franks, Saxons, and other Germanic tribes took the lands
• S upport responses using text: People probably had mixed emotions about being a Christian during medieval times. How can you tell? (Every person had to live by the laws of the church and pay taxes to support it. In return, people were promised everlasting life and happiness. page 11) •M ake inferences: What can you infer about Christianity and Crusades in the Holy Land? (Answer: It was not successful; Clues/evidence: By 1291, the Turks had retaken all the European outposts. page 12)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include a direct quote on page 7? (to help the reader understand that real people lived during these times) •A nalyze text structure and organization: What description words did the author use on page 15 to describe the streets of a medieval town? (narrow, crowded, and dirty)
CHAPTER 2 Vocabulary •U se descriptions to determine word meaning: What does the word hermit mean in this book? Look for clues for the meaning of this word on page 26. (Answer: people who lived by themselves; Clues/ evidence: Some followers of Daoism dropped out of society to live as hermits. They lived alone and tended distant mountain shrines.)
Find It! Level 1 Comprehension • Identify facts and details: Chinese society was based on rules that came from the teachings of . . . (Confucius, page 22) • Identify facts and details: Identify three things the Chinese invented. (paper, a form of printing, gunpowder, page 24)
Look Closer! Level 2 Comprehension Confucianism Daoism Buddhism LeaderConfucius
Orderly system of ethics and moral behavior
Leader-
LeaderSiddhartha Laozi Gautama
?
Give up worldly things to reach nirvana
• Identify cause and effect: Buddhism appealed to many people because . . . (it treated everyone as equals, page 27) •C ompare and contrast: Look at the chart of information about Confucianism, Daoism, and Buddhism. What information belongs in the blanks? (looked for ways to live in harmony with nature, pages 22, 26–27)
Prove It! Level 3 Comprehension •D rawing conclusions: What can you conclude about the darker side of the three Chinese religions? (Answer: Even though the three religions focused on good things, the human nature of power and control still dominated people’s actions; Clues/evidence: In each relationship, one person was superior. Women were considered inferior. Buddhism appealed to many people because it treated everyone as equal. But that upset the nobles who liked the rigid order and class structure of Confucian ideas. Daoist emperors persecuted Buddhist and burned down temples and monasteries. pages 22–23 and 26–27) • S ummarize information: Write a one-sentence summary for page 28. (Answer: Farming was an orderly process for the Chinese; Clues/ evidence: Every month brought a new chore and often a new crop. First, the farm family made the autumn sacrifice to the god of earth. A book of farm advice written in 1149 gives specific instructions. Over time farmers were able to raise more and more food, which allowed the population to grow.)
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: The author cites examples of superior people on page 22. Identify two. (father, elder brother) • E valuate author’s purpose: Why did the author include the information on page 25? (to help the reader understand the importance of the Chinese society)
CHAPTER 3 Vocabulary •U se direct definitions to determine word meaning: What does the word Shinto mean in this book? Look for clues for the meaning of this word on page 35. (a Japanese religion based on nature)
Find It! Level 1 Comprehension • Identify facts and details: _____ influenced all of Japan’s arts and culture. (nature, page 33) • Identify facts and details: Identify two kami. (a waterfall, a crooked tree, page 35)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why did Japan develop their own culture? (because Japan’s location kept it separate and isolated from China, page 33) • Identify sequence of events: What happened to women after Japan adopted Confucian ideas of male superiority? Use a sequence-of-events chart to answer this question. (women no longer headed clans, page 34)
Prove It! Level 3 Comprehension • S upport responses using text: Japanese peasants did not have very easy lives. How can you tell? (The members of the imperial court at Heian-Kyo lived different lives from the peasants. Nobles lived a life of leisure, luxury, and perfect manners. page 36) •M ake inferences: What can you tell about warriors from the information on page 38? (Answer: They had many talents. Clues/ evidence: Samurai were skilled archers and excellent swordsmen. Many samurai were artists and scholars. page 38)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include the sidebar on page 36? (to help the reader make connections between the text and real life) •A nalyze text structure and organization: What text structure does the author use on page 39? (description and compare/contrast)
Japan adopted Confucian ideas of male superiority
t
?
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You will have to be a detective. You will not find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME Social Studies Set A ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
Find It! Level 1 Comprehension • Identify facts and details: Vikings from Scandinavia raided the coasts of . . . (Britain, France, and Ireland, page 9) • Identify facts and details: What job might a freeman have? (blacksmith, page 10) LEVEL X/60
CAUSE ?
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the chart of information from page 8. What information belongs in the blank? (Roman troops were called home when invaders threatened Rome leaving lands open to invasions) • Identify sequence of events: What happened to the eastern Roman Empire after Rome fell? (it lasted a thousand years longer, page 8)
Prove It! Level 3 Comprehension t
EFFECT Franks, Saxons, and other Germanic tribes took the lands
• S upport responses using text: People probably had mixed emotions about being a Christian during medieval times. How can you tell? (Every person had to live by the laws of the church and pay taxes to support it. In return, people were promised everlasting life and happiness. page 11) •M ake inferences: What can you infer about Christianity and Crusades in the Holy Land? (Answer: It was not successful; Clues/evidence: By 1291, the Turks had retaken all the European outposts. page 12)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include a direct quote on page 7? (to help the reader understand that real people lived during these times) •A nalyze text structure and organization: What description words did the author use on page 15 to describe the streets of a medieval town? (narrow, crowded, and dirty)
CHAPTER 2 Vocabulary •U se descriptions to determine word meaning: What does the word hermit mean in this book? Look for clues for the meaning of this word on page 26. (Answer: people who lived by themselves; Clues/ evidence: Some followers of Daoism dropped out of society to live as hermits. They lived alone and tended distant mountain shrines.)
Find It! Level 1 Comprehension • Identify facts and details: Chinese society was based on rules that came from the teachings of . . . (Confucius, page 22) • Identify facts and details: Identify three things the Chinese invented. (paper, a form of printing, gunpowder, page 24)
Look Closer! Level 2 Comprehension Confucianism Daoism Buddhism LeaderConfucius
Orderly system of ethics and moral behavior
Leader-
LeaderSiddhartha Laozi Gautama
?
Give up worldly things to reach nirvana
• Identify cause and effect: Buddhism appealed to many people because . . . (it treated everyone as equals, page 27) •C ompare and contrast: Look at the chart of information about Confucianism, Daoism, and Buddhism. What information belongs in the blanks? (looked for ways to live in harmony with nature, pages 22, 26–27)
Prove It! Level 3 Comprehension •D rawing conclusions: What can you conclude about the darker side of the three Chinese religions? (Answer: Even though the three religions focused on good things, the human nature of power and control still dominated people’s actions; Clues/evidence: In each relationship, one person was superior. Women were considered inferior. Buddhism appealed to many people because it treated everyone as equal. But that upset the nobles who liked the rigid order and class structure of Confucian ideas. Daoist emperors persecuted Buddhist and burned down temples and monasteries. pages 22–23 and 26–27) • S ummarize information: Write a one-sentence summary for page 28. (Answer: Farming was an orderly process for the Chinese; Clues/ evidence: Every month brought a new chore and often a new crop. First, the farm family made the autumn sacrifice to the god of earth. A book of farm advice written in 1149 gives specific instructions. Over time farmers were able to raise more and more food, which allowed the population to grow.)
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: The author cites examples of superior people on page 22. Identify two. (father, elder brother) • E valuate author’s purpose: Why did the author include the information on page 25? (to help the reader understand the importance of the Chinese society)
CHAPTER 3 Vocabulary •U se direct definitions to determine word meaning: What does the word Shinto mean in this book? Look for clues for the meaning of this word on page 35. (a Japanese religion based on nature)
Find It! Level 1 Comprehension • Identify facts and details: _____ influenced all of Japan’s arts and culture. (nature, page 33) • Identify facts and details: Identify two kami. (a waterfall, a crooked tree, page 35)
Look Closer! Level 2 Comprehension • Identify cause and effect: Why did Japan develop their own culture? (because Japan’s location kept it separate and isolated from China, page 33) • Identify sequence of events: What happened to women after Japan adopted Confucian ideas of male superiority? Use a sequence-of-events chart to answer this question. (women no longer headed clans, page 34)
Prove It! Level 3 Comprehension • S upport responses using text: Japanese peasants did not have very easy lives. How can you tell? (The members of the imperial court at Heian-Kyo lived different lives from the peasants. Nobles lived a life of leisure, luxury, and perfect manners. page 36) •M ake inferences: What can you tell about warriors from the information on page 38? (Answer: They had many talents. Clues/ evidence: Samurai were skilled archers and excellent swordsmen. Many samurai were artists and scholars. page 38)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include the sidebar on page 36? (to help the reader make connections between the text and real life) •A nalyze text structure and organization: What text structure does the author use on page 39? (description and compare/contrast)
Japan adopted Confucian ideas of male superiority
t
?
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You will have to be a detective. You will not find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME Social Studies Set A ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
