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Type, Ink, and Change: Evidence from Printing History worksheet preview

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Type, Ink, and Change: Evidence from Printing History

Students read an original article about printing history and cite evidence for direct statements and inferences.

Grade 6ELAInteractive · Printable

Aligned toRI.6.1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students identify textual evidence that supports direct statements about printing history.
  • Students support inferences with precise details from an informational article.
  • Students distinguish supported conclusions from claims that go beyond the evidence.

How to use

Have students read and annotate the article independently. Discuss the claim-and-evidence pairs, then ask students to cite paragraph numbers in their written responses.

Curriculum

Common Core standard covered

RI.6.1

Cite evidence from an informational text to support what it says directly and what can be inferred from it.

Preview

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Name Date

Type, Ink, and Change: Evidence from Printing History

Support direct statements and inferences with precise evidence.

Read the article

Notice how printing methods changed and which limits remained. Use the numbered paragraphs when citing evidence.

Type, Ink, and Change

1Before printing spread through Europe, scribes copied many books by hand. Producing a long book required substantial time and skilled labor. A scribe might also decorate pages or leave space for an artist to add illustrations. Books were valuable objects, but copying was not the only way to reproduce writing. Elsewhere, people had already developed methods of transferring inked words onto paper.

2Printing existed in East Asia centuries before Johannes Gutenberg developed his system in Europe. In woodblock printing, workers carved a page into a wooden block, inked its raised surface, and pressed paper against it. In eleventh-century China, Bi Sheng developed movable type made from baked clay. Later, Korean printers used metal movable type. These methods show that printing history had several centers of invention.

3Around the middle of the fifteenth century, Gutenberg developed a printing system in Mainz, in what is now Germany. His system used separate metal letters that workers arranged to form pages. After printing, workers could take the letters apart and arrange them into different pages. A carved woodblock, by contrast, held the words of a particular page. With movable type, the same letters could serve many texts.

4Loose letters alone did not produce a finished book. Gutenberg's system combined metal type, suitable ink, and a press that applied pressure to transfer the ink to paper. Workers set lines of type, spread ink, positioned paper, and operated the press. Setting a page took care, but once it was ready, workers could print many copies without copying each one by hand. Printing remained skilled, coordinated work.

5Producing copies more quickly helped books and other printed materials circulate more widely. Printers issued religious works, practical guides, and texts about learning. Yet printing did not guarantee accuracy. If workers placed a wrong letter in a page of type and failed to correct it, that mistake could appear in every copy printed from that arrangement. Readers still needed to question what they read, even when the words looked neat and consistent.

6Printing workshops spread across Europe, but older ways of making books did not disappear immediately. Handwritten manuscripts continued to be produced after printed books became available. Some printed books also received hand-painted decoration. Over time, printing helped expand access to written material, though books could still be costly and literacy remained uneven. A machine could multiply pages; it could not, by itself, give every person the means to read them.

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