Image of teen using a phone surrounded by apps and emojis
Art by Sean McCabe; Shutterstock.com (background, teen, TikTok, Instagram); Brian Donovan/Alamy Stock Photo (microcomputer); Dragon Claws/Alamy Stock Photo (Connect); Roman Milert/Alamy Stock Photo (vintage computer); cometakatie/Alamy Stock Photo (hand); Autodesk (dancing baby)

The Rise of the Internet

Today we can do just about anything online. How did we get here?

By Alex Lim-Chua Wee and Sari Wilson | Art by Sean McCabe
From the September 2025 Issue

Learning Objective: to synthesize key ideas from two nonfiction articles

Lexiles: 890L, 690L
Other Key Skills: key ideas and details, text features, critical thinking, cause and effect

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AS YOU READ

How has the internet changed the world? How did the printing press?

The Rise of the Internet

Today we can do just about anything online. How did we get here?

I was born in the 1960s. Few people knew about me at first. Today few can imagine life without me. I’m often the first thing you use when you wake up, and the last thing you use at night. If you tried to download everything I’ve got, it would take you 1.8 billion years. What am I?

I was born in the 1960s. Few people knew about me at first. Today few can imagine life without me. I’m often the first thing you use when you wake up, and the last thing you use at night. If you tried to download everything I’ve got, it would take you 1.8 billion years. What am I?

If you guessed the internet, you’re correct. And it’s no surprise you knew the answer, since so many parts of our lives involve being online. We rely on the internet for almost everything—to message our friends, to do homework, to watch our favorite TikToks and listen to our favorite songs, to find out if we need to pack an umbrella.

But there was a time when the internet didn’t exist. And even when it first emerged in the 1960s, few people knew or cared about it.

So how did we get to now, when most people can’t imagine life without the internet?

Did you guess the internet? You’re correct. It’s no surprise you knew the answer. We use the internet all the time. We go online to message our friends, do homework, watch TikToks, listen to songs, and check the weather.

But the internet didn’t always exist. It first emerged in the 1960s. But few people knew or cared about it. 

Now most people can’t imagine life without the internet. How did we get here?

Before the Internet

Let’s travel a few decades into the past, to a time before YouTube and Amazon and Google. How did people communicate? How did people do research? How did people do . . . anything?

A lot more slowly.

To research a paper, you’d trek to the library and comb through books. If you needed to know how many centimeters are in an inch, you’d look it up in a book or ask someone. To find out what was going on in the world, you’d watch the news on TV or read a newspaper. If you wanted to tell your friend something, you’d call them on your family’s landline telephone. If they weren’t home, you’d leave a message or try again later.

But today, thanks to the internet, we can do all that and more with the tap of a finger.

Let’s travel a few decades into the past. It’s a time before YouTube, Amazon, and Google. How did people communicate? How did people do research? How did people do anything? 

A lot more slowly.

To research a paper, you’d go to the library. You’d look through books. To learn how many centimeters are in an inch, you’d look it up in a book. Or you’d ask someone. To find out what was going on in the world, you’d watch the news on TV. Or you’d read a newspaper. To tell your friend something, you’d call them on your family’s landline telephone. If they weren’t home, you’d leave a message. Or you’d try again later. 

But today, we can do all that and more with the tap of a finger—thanks to the internet.

via WebArchive.org

These websites are from the 1990s!

The Internet Is Born

The internet is a massive, global network of computers. Each computer is connected via cables, phone lines, or wirelessly.

In its early form in the 1960s, however, the internet looked very different from how it looks today. Social media didn’t exist. Neither did search engines or online shopping. So what did the internet do exactly? It enabled computers to share information with each other.

For scientists, this was a big deal. But for the internet’s first few decades, the average person didn’t understand what it was or why it mattered. At the time, computers were large and expensive, and not many people owned one. Even if you did, you couldn’t do much more with it than type up a letter or play a simple game.

That all changed in the 1990s, when Tim Berners-Lee, a British computer scientist, wondered: What if everyone could use the internet?

Berners-Lee went on to create the World Wide Web (or “the web” for short). It was the first version of the system of webpages we use today, and it became available to the public in April 1993. Thanks to Berners-Lee, anyone—not just computer scientists—could visit a website to get information. Not only that, but anyone could create a website too.

The web was a hit. By 1996, just three years later, you could do all sorts of things online: buy books, read the news, connect with fellow sports or music fans, book a flight. Free web-based email services also appeared, leading to one of the first viral videos: a goofy dancing baby. “Instant messaging,” a precursor to texting, and online chats connected people on a global scale.

By 1998, the internet had 2 million websites.

The internet is a massive, global network of computers. Each computer is connected via cables or phone lines, or wirelessly. 

In the 1960s, however, the internet looked very different from how it looks today. Social media didn’t exist. Search engines and online shopping didn’t exist. The internet only allowed computers to share information with each other.

For scientists, this was a big deal. But the average person didn’t understand what the internet was or why it mattered. At the time, computers were large and expensive. Not many people owned one. If you did, you used it only to type a letter or play a simple game.

That all changed in the 1990s. That’s when Tim Berners-Lee, a British computer scientist, wondered: What if everyone could use the internet? 

Berners-Lee went on to create the World Wide Web (or “the web” for short). It was the first version of the system of webpages we use today. It became available to the public in April 1993. Now anyone—not just computer scientists—could visit a website to get information. And anyone could create a website. 

The web was a hit. By 1996, just three years later, you could do all sorts of things online. You could buy books, read the news, connect with fellow sports or music fans, or book a flight. Free web-based email services also appeared. This led to one of the first viral videos: a goofy dancing baby. Online chats connected people on a global scale. So did “instant messaging,” a precursor to texting.

By 1998, the internet had 2 million websites.

Not Fully Free

Today the internet has about 200 million active websites, and more than 5.44 billion people use the internet worldwide. That’s 67.1 percent of the global population!

When Berners-Lee created the web, he envisioned it as a public space where ideas and information could be freely exchanged. But some countries have since restricted access to the internet so they can more closely control what their citizens see. In North Korea, people are allowed to visit only websites that have been approved by the government. Breaking this rule can lead to fines and even prison time. China has created a security system that restricts access to the internet, particularly to any news that doesn’t reflect positively on the government.

Today the internet has about 200 million active websites. More than 5.44 billion people use the internet worldwide. That’s 67.1 percent of the global population!

Berners-Lee created the web to be a public space. He wanted ideas and information to be freely exchanged. But today, some countries restrict access to the internet. They control what their citizens see. In North Korea, people can visit only websites that have been approved by the government. People who break this rule can be fined or sent to prison. China also controls what its citizens see. It blocks news that doesn’t reflect positively on the government.

Information Overload

Nevertheless, the invention of the web changed the world. It transformed the way we learn, shop, and communicate. It allowed ordinary people to easily spread information faster than ever before. It led to the social media sites you love today, like Snapchat and TikTok.

Yet some experts worry that we now have access to too much information. They warn that “information overload” can be bad for our mental health, and that scrolling through endless videos and news articles can leave us feeling overwhelmed. In one 2022 study conducted by the American Psychological Association, 73 percent of Americans reported being overwhelmed by negative news accessed mostly online.

What’s more, anyone can post news, photos, or videos that look or feel real—even if they’re not— making it difficult to know if what you see online can be trusted.

All of this has lead some U.S. lawmakers to call for more regulation of the internet. These lawmakers say that big technology companies have too much power over online spaces, and that they are not doing enough to protect young internet users.

Berners-Lee is proud of his invention—but he also has concerns. He too is worried that big tech companies have too much control over what we see online. He’s also concerned about how easily false stories can spread, noting that misinformation is everywhere online.

Berners-Lee is working to find a solution to these problems, but it’s difficult. The internet is still changing, and there’s no telling what will come next.

Even so, the web changed the world. It changed the way we learn, shop, and communicate. It allowed ordinary people to easily spread information faster than ever before. It led to the social media sites you love today, like Snapchat and TikTok.

Some experts worry that we now have access to too much information. They warn that “information overload” can be bad for our mental health. They say that scrolling through endless videos and news articles can leave us feeling overwhelmed. The American Psychological Association conducted a study in 2022. It found that 73 percent of Americans were overwhelmed by negative news accessed mostly online.

In addition, anyone can post news, photos, or videos that look or feel real—even if they’re not. This makes it difficult to know if what you see online can be trusted. 

Now some U.S. lawmakers are calling for more regulation of the internet. These lawmakers say that big technology companies have too much power over online spaces. They say the companies are not doing enough to protect young internet users. 

Berners-Lee is proud of his invention. But he has concerns. He too is worried that big tech companies have too much control over what we see online. He’s also concerned about how easily false stories can spread. He notes that misinformation is everywhere online.

Berners-Lee is working to find a solution to these problems. But it’s difficult. The internet is still changing. And there’s no telling what will come next.

Alamy Stock Photo (old lettering); Authenticated News/Getty Images (printing press); API/Gamma-Rapho via Getty Images (page); iStockPhoto/Getty Images (feather pen); Sarin Images/The Granger Collection (Gutenberg, bookkeeper)

The Print Revolution

Hundreds of years before the internet, the printing press transformed the way we shared information.

Shutterstock.com

Think of your favorite book. How long would it take you to copy the entire thing by hand? Hours? Days? Months?

Believe it or not, there was a time when most books were made this way. In the early 1400s, books were not widely available, and many people could not read or write. If you wanted a book back then, a person known as a scribe would have had to make a copy for you by hand.

Scribes, whose job it was to write out texts, wrote with quills— feathers plucked from large birds. The feathers’ tips were sharpened with a knife and dipped in ink. (Pencils and pens didn’t exist yet.) If a scribe made a mistake, they gently scraped away a bit of the page to erase it.

It could take months or even years to create a single book. This painstaking work was expensive, and as a result, only the rich could afford to own books.

But that would soon change. In 1436, a blacksmith in Germany named Johannes Gutenberg wondered if there might be a better way to make books. This curiosity led him to create a device that would alter history: the printing press.

Think of your favorite book. How long would it take  you to copy the entire thing by hand? Hours? Days? Months? 

Believe it or not, there was a time when most books were made this way. In the early 1400s, books were not widely available. Many people could not read or write. If you wanted a book, a person known as a scribe would make a copy for you by hand.

Scribes had the job of writing out texts. They wrote with quills—feathers plucked from large birds. The feathers’ tips were sharpened with a knife and dipped in ink. (Pencils and pens didn’t exist yet.) If a scribe made a mistake, they scraped away a bit of the page to erase it. 

It could take months or even years to create a single book. This painstaking work was expensive. Only the rich could afford to own books.

But that would soon change.

Johannes Gutenberg was a blacksmith in Germany. In 1436, he wondered if there might be a better way to make books. This led him to create the printing press. It would alter history.

Quick and Cheap

Shutterstock.com

Gutenberg’s printing press wasn’t the first. In China and Korea, people had been printing on paper for hundreds of years. They would carve an entire text into a wooden block and then cover it with ink. Then they’d press paper on top, transferring the ink onto the paper. This process was tedious and costly. Every new text required carving a new block.

Gutenberg’s invention worked differently. He made metal letters and arranged them to spell out a portion of text. Then he coated that text with ink and used a wooden plate to press paper onto the text. The letters could be rearranged and reused. With this movable-type printing press, as it became known, printing was much faster. (There were other kinds of movable-type printing presses in Korea, but they did not catch on like Gutenberg’s.)

Suddenly, books could be printed quickly—and cheaply.

Gutenberg’s printing press wasn’t the first. In China and Korea, people had been printing on paper for hundreds of years. They would carve a text into a wooden block. They covered it with ink. Then they’d press paper on top, transferring the ink onto the paper. This process was tedious and costly. A new block had to be carved for each new text. 

Gutenberg’s invention worked differently. He made metal letters. He arranged them to spell out a portion of text. Then he coated that text with ink. He used a wooden plate to press paper onto the text. The letters could be rearranged and reused. His invention became known as a movable-type printing press. It made printing much faster. (Korea had other kinds of movable-type printing presses. But they did not catch on like Gutenberg’s.) 

Suddenly, books could be printed quickly—and cheaply.

A World Transformed

Interfoto/Sammlung Rauch/The Granger Collection

Gutenberg’s printing press made it possible to print 250 pages an hour.

Gutenberg’s printing press transformed Europe—and the world. Before it, there were only about 30,000 books in all of Europe. About 50 years later, that number was closer to 9 million. A vast reserve of knowledge and information could now be purchased by almost anyone. Over the next few centuries, books became even cheaper and more plentiful, which allowed more people to learn to read and write. After the printing press was invented, the number of literate Europeans doubled every century.

As literacy spread, so did information. In fact, by the end of the 1400s, a new kind of news network had taken shape. Printers used their new printing presses to create news pamphlets, which were sold to sailors. When the sailors arrived in a new city, local printers copied the pamphlets. Then people on horseback took those copies to other towns and villages.

It wasn’t real-time news like we have today, but it was a big step. Even if you lived in a tiny village, you had access to the news of the day much sooner than before. News and information began to spread more and more rapidly.

Gutenberg’s printing press transformed Europe—and the world. Before it, there were only about 30,000 books in all of Europe. About 50 years later, that number was closer to 9 million. Knowledge and information could now be purchased by almost anyone. Over the next few centuries, books became even cheaper and more plentiful. More people learned to read and write. After the printing press was invented, the number of literate Europeans doubled every century. 

As literacy spread, so did information. By the end of the 1400s, a new kind of news network had taken shape. Printers used their printing presses to create news pamphlets. They were sold to sailors. When the sailors arrived in a new city, local printers copied the pamphlets. Then people on horseback took those copies to other towns and villages. 

It wasn’t real-time news like we have today. But it was a big step. Even if you lived in a tiny village, you had access to the news of the day much sooner than before. News and information began to spread more and more rapidly. 

New Ideas

Shutterstock.com

As with any new technology, not everyone was happy about the print revolution. People were concerned that anyone with a printing press could print anything they wanted, whether it was true or not. Scribes lost their jobs as they were replaced by printers. Some leaders feared the explosion of knowledge and information. As literacy spread, so did new ideas—some of which challenged their authority.

In Europe in the 1400s, the Catholic Church held enormous power, and the countries of Europe were ruled by kings and queens. Before the printing press, anyone who criticized the church or those leaders was easily silenced. Written materials in which people expressed their ideas could be swiftly destroyed because there weren’t many copies. But with the printing press, ideas could spread too quickly to be squashed.

Not that some leaders didn’t try. In France, for example, soldiers were sent to confiscate or destroy printing presses when leaders didn’t like what was being printed.

But nothing could stop the print revolution. The number of books and other printed materials in the world just kept growing.

As with any new technology, not everyone was happy about the print revolution. People were concerned about misinformation. Anyone with a printing press could print anything—true or not. Also, scribes lost their jobs. They were replaced by printers. Some leaders feared the rise of knowledge and information. As literacy spread, so did new ideas. Some new ideas challenged the leaders’ authority.

In Europe in the 1400s, the Catholic Church held enormous power. And the countries of Europe were ruled by kings and queens. Before the printing press, anyone who criticized the church or those leaders was easily silenced. Written materials they made could be quickly destroyed. That’s because there weren’t many copies. But with the printing press, ideas could spread too quickly to be stopped.

But some leaders tried. In France, soldiers were sent to confiscate or destroy printing presses when leaders didn’t like what was being printed. 

But nothing could stop the print revolution. The number of books and other printed materials in the world just kept growing.

A Lasting Revolution

Shutterstock.com

Gutenberg’s printing press sparked a revolution not just in reading and writing but in science and the arts too. The invention helped fuel a period of scientific and cultural advancement in Europe called the Renaissance. During this time, there was an explosion of new ideas, artwork, and scientific discovery. William Shakespeare wrote some of his most famous plays. Leonardo da Vinci painted the Mona Lisa. The telescope and the microscope were invented.

As for Gutenberg, he didn’t live to see the impact of his invention or to profit from it. He died fairly poor—without even a tombstone to mark his grave.

But if he were alive today, he’d probably be proud. Thanks to his invention, the world became richer in many ways.

Gutenberg’s printing press sparked a revolution in reading and writing as well as in science and the arts. The invention helped fuel a period of scientific and cultural advancement in Europe called the Renaissance. During this time, there was an explosion of new ideas, artwork, and scientific discovery. William Shakespeare wrote some of his most famous plays. Leonardo da Vinci painted the Mona Lisa. The telescope and the microscope were invented.

Gutenberg didn’t live to see the impact of his invention or to profit from it. He died fairly poor. His grave was not even marked with a tombstone. 

But if he were alive today, he’d probably be proud. Thanks to his invention, the world became richer in many ways.

Icon of a lightbulb

Writing Prompt

What impact did the printing press have on people’s lives? What impact has the internet had? Use details from both articles to support your ideas.

Writing Prompt

What impact did the printing press have on people’s lives? What impact has the internet had? Use details from both articles to support your ideas.

This article was originally published in the September 2025 issue.

This article was originally published in the September 2025 issue.

video (1)
Audio ()
Activities (6)
Quizzes (1)
Answer Key (1)
video (1)
Audio ()
Activities (6)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential Questions: How does the internet affect our lives? How do people react to new technologies? How does access to information empower people?

Essential Questions: How does the internet affect our lives? How do people react to new technologies? How does access to information empower people?

1. Prepare to Read

(15 minutes)

Do-Now: Contemplate the Internet (5 minutes)

Write “The Internet” in the center of your board or a large sheet of paper. Invite students to come up one at a time or in small groups and write words and phrases that come to mind when they think about the internet. 

After three minutes, either read aloud what students have written or invite them to come up and read it themselves. 

As a class, briefly discuss what students wrote. You might ask: Are most of the words and phrases people wrote positive, negative, or neutral—or is it a pretty even mix? Were you surprised by anything your classmates wrote? Were you surprised by anything that came to your own mind?

Write “The Internet” in the center of your board or a large sheet of paper. Invite students to come up one at a time or in small groups and write words and phrases that come to mind when they think about the internet. 

After three minutes, either read aloud what students have written or invite them to come up and read it themselves. 

As a class, briefly discuss what students wrote. You might ask: Are most of the words and phrases people wrote positive, negative, or neutral—or is it a pretty even mix? Were you surprised by anything your classmates wrote? Were you surprised by anything that came to your own mind?

Preview Vocabulary (10 minutes)

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: confiscate, literate, misinformation, painstaking, precursor, regulation, tedious. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link to your LMS and have students preview the words and complete the activity independently before class.

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: confiscate, literate, misinformation, painstaking, precursor, regulation, tedious. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link to your LMS and have students preview the words and complete the activity independently before class.

2. Read and Discuss

(45 minutes)

“The Rise of the Internet”

Read the article once as a class. (Differentiation: Share the lower-Lexile version of the article.) Optionally, have students listen to the audio read-aloud of the article while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

Divide students into groups to read the article again and respond to the following Discussion Questions, also located in the Resources tab.

Read the article once as a class. (Differentiation: Share the lower-Lexile version of the article.) Optionally, have students listen to the audio read-aloud of the article while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

Divide students into groups to read the article again and respond to the following Discussion Questions, also located in the Resources tab.

Discussion Questions (25 minutes)

1. How has the internet changed since it made its debut in the 1960s? Draw on information from the main article and the sidebar “The Internet Through Time.” (key ideas and details, text features) When the internet debuted, it was used by scientists but not by average people. None of the internet tools and features we use today, such as search engines, social media, or even websites, existed. Today more than 67 percent of the global population uses the internet, in pretty much every area of life. Online shopping is now a huge part of the internet. But as the sidebar explains, when the internet first emerged people were skeptical of it. The way people keep in touch on the internet has also changed. It has moved from email to instant messaging services like AOL Instant Messenger to the texting and social media apps we use today. In addition, the way we access the internet has changed. We’ve gone from connecting to the internet through a telephone line to smartphones that allow us to connect to the internet wirelessly from virtually anywhere.

2. According to the article, how did the invention of the internet improve people’s lives?
(key ideas and details) According to the article, the invention of the internet improved people’s lives by making it faster and easier to accomplish many tasks, such as staying in touch with friends, doing research, reading the news, checking the weather, shopping, and listening to music. In fact, says the article, the web—which would not exist without the internet—“transformed the way we learn, shop, and communicate” and allowed ordinary people to spread information faster and more easily than ever before.

3. According to the article, what problems and risks are associated with the internet?
(key ideas and details) Experts have warned that the internet has made it possible for people to access an unhealthy amount of information—particularly negative news. Information overload, as it is known, can make us feel overwhelmed and can be bad for our mental health. What’s more, because anyone can post almost anything on the internet, it can be hard to know if what you see online is trustworthy; fake news, photos, and videos can look very realistic, and misinformation can spread quickly. Some lawmakers believe that big technology companies have too much power over what we see online and that these companies are not doing enough to protect kids.

4. The article notes that in certain countries, the government restricts access to what citizens can see online. Do you think it’s OK for a government to do this? Why or why not?
(critical thinking) Answers will vary.

1. How has the internet changed since it made its debut in the 1960s? Draw on information from the main article and the sidebar “The Internet Through Time.” (key ideas and details, text features) When the internet debuted, it was used by scientists but not by average people. None of the internet tools and features we use today, such as search engines, social media, or even websites, existed. Today more than 67 percent of the global population uses the internet, in pretty much every area of life. Online shopping is now a huge part of the internet. But as the sidebar explains, when the internet first emerged people were skeptical of it. The way people keep in touch on the internet has also changed. It has moved from email to instant messaging services like AOL Instant Messenger to the texting and social media apps we use today. In addition, the way we access the internet has changed. We’ve gone from connecting to the internet through a telephone line to smartphones that allow us to connect to the internet wirelessly from virtually anywhere.

2. According to the article, how did the invention of the internet improve people’s lives?
(key ideas and details) According to the article, the invention of the internet improved people’s lives by making it faster and easier to accomplish many tasks, such as staying in touch with friends, doing research, reading the news, checking the weather, shopping, and listening to music. In fact, says the article, the web—which would not exist without the internet—“transformed the way we learn, shop, and communicate” and allowed ordinary people to spread information faster and more easily than ever before.

3. According to the article, what problems and risks are associated with the internet?
(key ideas and details) Experts have warned that the internet has made it possible for people to access an unhealthy amount of information—particularly negative news. Information overload, as it is known, can make us feel overwhelmed and can be bad for our mental health. What’s more, because anyone can post almost anything on the internet, it can be hard to know if what you see online is trustworthy; fake news, photos, and videos can look very realistic, and misinformation can spread quickly. Some lawmakers believe that big technology companies have too much power over what we see online and that these companies are not doing enough to protect kids.

4. The article notes that in certain countries, the government restricts access to what citizens can see online. Do you think it’s OK for a government to do this? Why or why not?
(critical thinking) Answers will vary. 

“The Print Revolution”

Break students into groups again to read and discuss the folktale. Optionally, have students listen to the read-aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

As a class, discuss the following Discussion Questions.

Break students into groups again to read and discuss the folktale. Optionally, have students listen to the read-aloud while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

As a class, discuss the following Discussion Questions.

Discussion Questions (10 minutes)

1. How did the invention of Gutenberg’s printing press affect literacy in Europe? Why did it have this effect? (cause and effect) The invention of Gutenberg’s printing press led to a drastic increase in literacy in Europe. Before the invention of Gutenberg’s printing press, all books in Europe were made by hand. This slow and difficult work was expensive, and therefore, only the rich could afford to own books. Because so few people had access to books, few people knew how to read and write. Gutenberg’s printing press made it possible to print books quickly and cheaply. As more and more people gained access to books, more and more people became literate.

2. What concerns did people have about the invention of Gutenberg’s printing press? In what ways are these concerns similar to concerns people have today about the internet?
(synthesis) Some people were concerned about the invention of Gutenberg’s printing press because they worried it would lead to people printing information that was untrue. These concerns are similar to current concerns about how easy the internet has made it for people to share misinformation. Some leaders, both in the government and in the Catholic Church, were concerned that the spread of new ideas made possible by the printing press would lead people to question their authority. This is similar to how today, the governments of certain countries limit their citizens’ access to the internet and try to prevent people from seeing anything that doesn’t reflect positively on the government.

3. What is similar in the way the invention of the printing press and the invention of the internet affected the world?
(synthesis) The invention of the printing press and the invention of the internet both led to faster, easier access to information for not just a small group of people but for many. 

1. How did the invention of Gutenberg’s printing press affect literacy in Europe? Why did it have this effect? (cause and effect) The invention of Gutenberg’s printing press led to a drastic increase in literacy in Europe. Before the invention of Gutenberg’s printing press, all books in Europe were made by hand. This slow and difficult work was expensive, and therefore, only the rich could afford to own books. Because so few people had access to books, few people knew how to read and write. Gutenberg’s printing press made it possible to print books quickly and cheaply. As more and more people gained access to books, more and more people became literate.

2. What concerns did people have about the invention of Gutenberg’s printing press? In what ways are these concerns similar to concerns people have today about the internet?
(synthesis) Some people were concerned about the invention of Gutenberg’s printing press because they worried it would lead to people printing information that was untrue. These concerns are similar to current concerns about how easy the internet has made it for people to share misinformation. Some leaders, both in the government and in the Catholic Church, were concerned that the spread of new ideas made possible by the printing press would lead people to question their authority. This is similar to how today, the governments of certain countries limit their citizens’ access to the internet and try to prevent people from seeing anything that doesn’t reflect positively on the government.

3. What is similar in the way the invention of the printing press and the invention of the internet affected the world?
(synthesis) The invention of the printing press and the invention of the internet both led to faster, easier access to information for not just a small group of people but for many. 

3. Write About It: Synthesis

(45 minutes)

Have students complete the Featured Skill Activity: Synthesis. This activity prepares them to respond to the writing prompt on page 17 in the printed magazine and at the bottom of the digital story page:

What impact did the printing press have on people's lives? What impact has the internet had? Use details from both articles to support your ideas.

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story or article.)

Have students complete the Featured Skill Activity: Synthesis. This activity prepares them to respond to the writing prompt on page 17 in the printed magazine and at the bottom of the digital story page:

What impact did the printing press have on people's lives? What impact has the internet had? Use details from both articles to support your ideas.

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story or article.)

Connected reading from the Scope archives about technology and revolutionary inventions

Text-to-Speech