From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

In European history, the Renaissance was a period of artistic and scientific advancement spanning the 15th and 16th centuries. What do you know about this period and its notable figures, such as Leonardo da Vinci, Galileo, and Michelangelo?

Teaching Suggestion: It may be useful to explain the root of the word Renaissance, which means rebirth in French. Like being born again, the period saw a flowering in artistic and intellectual endeavors after the relatively stagnant Middle Ages. Showing images of well-known works from the Renaissance, such as the Mona Lisa, may also prepare students to visualize some of the art Claudia and Jamie encounter in the museum. In discussion, you may encourage students to think about how things that happened during the Renaissance affect us today, as well as what significance the artistic and historical artifacts from this period hold, connecting with the novel’s theme of The Enriching Influence of Art.

• “Renaissance” - This Britannica Kids article on the Renaissance gives an overview of major developments during the era and is available in three different versions based on grade level.

Short Activity

At the beginning of the novel, Claudia decides to run away from home. She comes up with an elaborate plan, including a destination, a method of travel, a budget, a list of luggage, and someone to accompany her. Suppose you, like Claudia, wanted to run away for a few days. Create a plan for your own trip, considering factors such as these:

• Where would you go?
• How would you travel there and back?
• How long would you stay, and what would you do while there?
• Who would you invite to come with you?
• How much money would you need, and what would you spend it on?
• What would you bring with you?

Teaching Suggestion: To connect students’ writing with the novel, you might discuss the kinds of challenges they would expect to face in running away from home. To add a historical perspective, you could invite them to think about whether it would be easier or harder to do so in the 1960s, when the story takes place, or today. After they are finished, you might also review some of their plans together, looking for things they may have forgotten to include or consider to show how complicated and difficult such an undertaking would be.

Differentiation Suggestion: Visual learners might appreciate the option to produce one or more images related to their plan rather than writing it down. For instance, they could draw the items they intend to bring with them or sketch a map showing their planned route.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

In this novel, Claudia and Jamie spend much of their time in an art museum and are drawn to one particular piece of art. Have you ever been touched by a work of art, such as a painting, sculpture, or piece of music? If so, how and why did it affect you so powerfully? If not, how would you describe your experiences with art?

Teaching Suggestion: It may be helpful to review the many types of art and the varied settings where art is found apart from museums, including homes, libraries, parks, schools, and more. Depending on how you want to focus the discussion, you may wish to limit students to the types of art typically on display in museums (paintings and sculptures) or you could broaden to include narrative forms, such as literature and film. Sharing an example from your own life might also help students brainstorm.