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WOMEN IN THE RENAISSANCE
INTRODUCTION & CHAPTER 1
Vocabulary
• Use direct definitions to determine word meaning: What does the
word layperson mean in this book? Let’s look for clues for the
meaning of this word on page 11. (a person who had special religious
training)
Find It! Level 1 Comprehension
• Identify facts and details: Humanists studied the art, books, and
buildings of . . . (ancient Greece and Rome, page 3)
• Identify facts and details: What were the main duties of working
women during the Renaissance? (raising children and taking care of
the household, page 4)
LEVEL W/60
Look Closer! Level 2 Comprehension
CAUSE
church leaders were
very
powerful
CAUSE
they controlled what
people
could do,
think, and learn
• Identify cause and effect: Before the Renaissance, much of life
focused on religious beliefs because . . . Use a cause and effect chart
for help in answering the question. (church leaders were very powerful;
they controlled what people could do, think, and learn, page 2)
• Identify sequence of events: What happened after girls from small
villages moved to larger towns? (they found jobs as household
servants or were hired as apprentices, page 7)
Prove It! Level 3 Comprehension
M
M
EFFECT
much of life focused on religious beliefs
• Identify main ideas: The second paragraph on page 5 is mainly about
. . . (Answer: the education of girls in working-class or poor families;
Clues/Evidence: there was no formal education for working-class or
poor families; girls learned at home; they learned how to spin wool,
weave cloth; and make clothing; mothers taught daughters to care
for livestock and to make cheese, bread, beer, and wine; they
showed them how to cook and use wild plants to make medicine;
girls learned skills they would need for a life as a wife)
• Make inferences: The information about apprentices on page 7
suggests that they were not treated . . . (Answer: equally to men;
Clues/Evidence: they did not receive the same wages as men did)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: Why does the author probably include the
information in Primary Source on page 9? (to give readers an idea of
what life was like for a female servant during the Renaissance)
• Analyze text structure and organization: What text structure does
the author use to explain why the word Renaissance was used to
describe the time period after the mid-1300s on page 2? (cause and
effect)
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CHAPTER 2
Vocabulary
• Use synonyms to determine word meaning: What does the word
wealthy mean in this book? Let’s look for clues for the meaning of
this word on page 12. (rich)
Find It! Level 1 Comprehension
• Identify facts and details: In the 14th century Europe was made up
of many . . . (small city-states, page 12)
• Identify facts and details: What did humanist tutors teach their
female students to do? (read classical books and study ancient art;
page 13)
Married him when
she was twelve
M
Marriage ended when Isabella’s
army
attacked Edward’s
Look Closer! Level 2 Comprehension
• Identify sequence of events: When Isabella was a baby, her parents
arranged for her to marry Edward II, then . . . Use a sequence chart for
help in answering this question. (she married him when she was twelve;
the marriage ended when Isabella’s army attacked Edward’s; in the end,
Isabella took the English throne for her eldest son, pages 14–15)
• Identify stated main idea: What sentence best tells the main idea of
the first paragraph on page 18? (“Europe’s ruling class helped spread
knowledge during the Renaissance.”)
M
Isabella took English
throne away
from eldest son
Prove It! Level 3 Comprehension
• Identify main idea: What is the information in They Made a
Difference on page 13 mainly about? (Answer: the school started
by Vittorino da Feltre; Clues/Evidence: in 1423 a famous humanist
named Vittorino da Feltre opened a school in Mantua; a wealthy
family supported the school; girls studied there, too; so did children
from poor families; students learned to play sports as well as such
subjects as religion and math)
• Analyze character: From the information on page 19, you can tell
that Catherine de’ Medici. . . (Answer: was an important woman
during the Renaissance; Clues/Evidence: she became queen, she
ruled as regent for her young son)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: The author probably included the map
on page 13 to . . . (show the location of the city-states during the
Renaissance)
• Analyze text structure and organization: The author uses comparisons
to tell about men of the ruling class on page 16. Find the words that
tell you this on page 16. (“Some” “Others”)
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CHAPTER 3 & CONCLUSION
Vocabulary
• Use direct definitions to determine word meaning: What does
the word anatomy mean in this book? Let’s look for clues for the
meaning of this word on page 27. (the study of the human body)
Find It! Level 1 Comprehension
• Identify facts and details: During the Renaissance, people thought that
women should paint pictures of . . . (nature or family life, page 20)
Look Closer! Level 2 Comprehension
• Compare and contrast: How was the artist Sofonisba Anguissola
different from other women artists of the Renaissance? (most
women of the Renaissance stopped painting when they married;
Sofonisba painted for most of her life, page 22)
• Identify sequence of events: What events led to some church
leaders refusing to put Properzia’s work on display? Use a sequence
chart for help in answering the question. (some male artists didn’t
like competing with her; they said she painted improper subjects,
page 23)
Prove It! Level 3 Comprehension
• Make inferences: The third paragraph on page 25 supports the inference
that the work of Christine de Pizan was . . . (Answer: valued by others;
Clues/Evidence: sometimes people hired her to produce works)
• Draw conclusions: What can you conclude from the information in
chapter 3 about women of the Renaissance? (Answer: studying the
arts and sciences did not come easy; Clues/evidence: fathers trained
them, sometimes breaking rules so their daughters could learn the
craft, male artists didn’t like competing with Properzia, if she
weren’t hired, de Pizan would write a book and hope the patron
would reward her, women were not allowed to study at universities
so they were unable to become doctors)
Take It Apart! Level 4 Comprehension
• Evaluate author’s purpose: The author probably included the
information in In Their Own Words on page 26 to . . . (give an
example of the poetry of a Renaissance woman)
• Evaluate author’s purpose: The author probably included They Made
a Difference on page 21 . . . (to show the reader that women of the
Renaissance did incredible things)
male artists didn’t
like competing with her
M
they said she painted
improper subjects
M
some church leaders
refused to
display her work
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Page 4
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’ll have to be a detective. You won’t 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 she/he write
the book?”
Navigators Set D
Copyright © 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.