SuccessLink Missouri Department of Elementary & Secondary Education Friday, November 20, 2009

Great Teaching Ideas

lesson & unit viewer

Author Method and Message in To Kill A Mockingbird: St. Louis’s 2008-9 Big Read

published on: 12/17/2008

Contributing Teacher(s): Diane Tinucci,

Subject Area: Communication Arts/Reading/literature,

Grade Range: High School (9-12)

Materials Needed:

Class set of the same version of To Kill A Mockingbird (as page reference numbers is important)
One classroom computer should the Power Point jeopardy novel review game (file included) be used.

Objective: One objective for ALL St. Louis teachers this year is to study To Kill A Mockingbird in a meaningful context, as reading this classic is our town’s “Big Read” this year!! See http://bigread.wustl.edu/ for continuing information on this: A believer in letting the students in on the backward design of a lesson, I distribute my objectives at the beginning of the unit. As such, that handout is included in the file upload.

Essential Question:

Instructional Strategy: Prior Knowledge & Connections

Process Standards: Goal 1.1 develop questions and ideas to initiate and refine research
Goal 1.2 conduct research to answer questions and evaluate information and ideas
Goal 1.4 use technological tools and other resources to locate, select and organize information
Goal 1.5 comprehend and evaluate written, visual and oral presentations and works
Goal 1.6 discover and evaluate patterns and relationships in information, ideas and structures
Goal 2.2 review and revise communications to improve accuracy and clarity
Goal 2.3 exchange information, questions and ideas while recognizing the perspectives of others
Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
Goal 3.5 reason inductively from a set of specific facts and deductively from general premises
Goal 4.1 explain reasoning and identify information used to support decisions

Content Standards: CA2, CA4, CA5, CA6,

G.L.E.:

Time Allowance: 3-4 week unit including reading, quizzing, discussing, and developing and revising essay.

Technological Resources:
Technology can be used to provide rich context for this novel’s study. Two brilliant retired Clayton teachers provide videoconference opportunities (http://www.roundtrips.org )tailored to teacher needs, and the year before last, they went to Harper Lee’s hometown of Monroeville, Alabama, to interview residents tangent to the author and its story. Roundtrips tells me they will do this again, but the archived presentation: http://www.roundtrips.org/LAArchive.html is PBS quality fabulous and is a must show. Another minor must show is the photo of the Monroeville courthouse (link on resource page) ahead of reading the court scene. Background context for the novel can be found at: http://www.pbs.org/wgbh/amex/scottsboro/ which is the support site for the PBS American Experience treatment of the Scottsboro case which is believed to have been the historical context prompt for the telling of this story. Beyond these resources, more TKAM teaching resources than one can use are available on the Web: Depending on teaching need, they are easily found. Some more valuable to me have been included on a resource page, but, sometimes, one can spend almost too much time mired in collecting such support. TKAM is classic and can be taught as classic literature. On another topic, I have provided a Jeopardy game in Power Point format for novel review. The PowerPoint template was shared by Mark Pennycuick, an Instructional Technology Support Teacher in Rockwood.

Extensions:
As suggested in Technological Resources, instructors can find a wealth of web background information. As such, selected students could report on significant background topics like the Scottsboro case, the KKK, the life of Harper Lee, and the critical reviews of the novel. One enrichment opportunity that becomes happily available when a student or group is reading A Lesson Before Dying is that those students can give periodic reports on connections between the novels. The rest of the class first reads a plot synopsis, and the independent readers draw connections at various significant plot points. This provides variety for all and connection for the “outsiders.” The teacher can “create” enrichment in encouraging selected students to undertake more sophisticated treatments of the final literary analysis essay.

Integration:
Just as the teacher can encourage sophistication in approach to the final literary analysis essay, the teacher can help classmates to choose essay topics commensurate with understanding levels. Students with difficulty reading can listen to the novel on CD while following along and can be directed to view segments of the film - with the additional direction to discuss similarities and differences between the film and novel with the teacher or even in a report to the class. As students work in groups, friends help each other work through difficulties in the variety of requested skills, so a natural “remediation” is ongoing. Certainly, monitoring of student activity and progress can prompt teacher intervention at a more comfortable time for the student.

Differentiation:
Often, students come to the To Kill A Mockingbird lesson having “read” the book on their own or in an earlier grade. I feel it imperative to pretest – just oral, but thoughtfully including consideration of more sophisticated lit analysis issues – to be sure that students have interacted meaningfully with the work. You need to convince a student who feels he or she has read the book that it would be personally beneficial to revisit it. If I determine that the student has explored the book such that he or she wouldn’t benefit or couldn’t be motivated, I ask the student to more independently study another work which dovetails nicely with TKAM study: A Lesson Before Dying by William Gaines. This novel shares themes and a young narrator who grows through the experience. In this instance, you will set this student (or probably small group) to more independent work, that group can share the TKAM objectives and complete the final essay assignment. I have included a few reading question sets for that novel to demonstrate the work. Once, I had a student teacher who led that discussion which was golden for the students and the teacher. The nice thing about respecting the student who has studied TKAM is that occasionally, for the more significant lessons and discussions, you can pull that student back into TKAM study with invitation as an expert. On another topic, offering all students such choice in the final essay is a natural differentiation strategy. Preapproval of topics assures that all will be studying some literary intention of worth. Students will be happier workers in that they had great power over the choice of the topic of their final evaluation instrument. For variety and to support various learning styles, portions could be read out loud or segments from the film could be viewed. One assignment that has been exceedingly popular has been the Readers Theatre reading of the court testimony. It takes a bit of preparation to highlight various characters’ parts in more worn copies of the novel as scripts and, but that done, the students LOVE setting up the courtroom and acting out the scenes. They also LOVE my “CNN” addition, where the designated CNN court analysts review what was significant (positive, contradictory, suspect) after each witnesses’ testimony. On a final note, since there will be several group activities in this unit, I like to create groups that stay constant throughout, to help students learn to work with each other.

Assessment:
As stated, a final literary essay assignment is included in my uploaded files, as is its assessment. For those preferring more traditional testing, I have included a more traditional test; the literary essay could be an essay question on that test. My personal preference is to make the final novel assessment more than literally lower on Bloom. I feel that my reading quizzes – which have been uploaded as well – cover recollection of important details. I personally believe that those details serve reasoning more than are important in themselves. One side objective in this TKAM unit is expansion of vocabulary, which is so rich in this novel, and expansion of the motivation to and ability to decipher meaning in context. Practice in that is offered in my chapter reading quizzes, as you will see. Certainly, a selection of those items can be offered on a final objective test.

Description: As explained in Objectives, this reading of To Kill A Mockingbird is focused on exploring the author’s craft. Why did she do what she did to tell this to us? Why choose Scout at her age to narrate to us about something that happened many years before? Why choose these details and this irony and this humor to report this story? To that end, we briefly put this novel in context and review some author’s strategy to fictionalize another time period to highlight a current one. We speak of the value of decoding unfamiliar vocabulary in context; we discuss the final essay project and the understanding needed to successfully create it, and with those compasses, we read one of the most significant works in the American canon. In between other language arts lessons, students read chapters and take brief recall quizzes to “keep them honest” and to develop their skills in determining new word meaning in context. Lessons are discussed in a variety of ways with a preference in group discussion leading to whole class sharing. Groups brainstorm and plan final essays and support members’ revision. Literary analysis writing skills are reviewed with the eternal reminder to concretely support personal inferences. For variety and review, the court scene is acted out and the novel’s main points are reviewed in a Jeopardy game where the winning team earns dill pickles. (As in Dill? Scout and Jem’s sidekick??) Having chosen essay topics, students contently move through this unit, and agree, maybe not now, but doesn’t Scout talk to us long after her adventure, that they have experienced life through an extraordinary work of art. I joke, but really not so much, that no one should be allowed to become an adult without having read this book.

Comments:

Classroom Component:

Please click here for the picture of the Monroe County Courhouse

Please click here for the Power Point Presentation

A Lesson Before Dying – Exploration Agenda – Friday, February 11, 2005
Stray as you see fit.

As you wrap up reading this novel, it is important to step back and view its experience as a whole. The essay assignment ultimately asks you to so that, yet clear writing is first clear thinking, so I thought you might enjoy discussing some global issues today. With all of these, your opinion gains respect to the degree you can refer specifically back to the novel to back up your thinking. Think in concrete details.

Character, Change, and Connection

Why is Vivian “disgusted” by Grant’s involvement in the fight with the racist bricklayers?
Gaines sets up lots of discussions of faith between Grant and Reverend Ambrose. How do those discussions evolve or change? Is there change in understanding or belief on either side as these discussions progress?
What is Grant’s problem as a person and teacher? As I reread this novel to pick up teaching it to you, I remembered how much his attitude annoyed me. Am I being less tolerant in my annoyance? What characterizes him as a teacher? Does he improve as a teacher and considerate human being?
Gaines gives a lot of attention to the philosophies of Matthew Antoine (page 62-66.) Who is this person? What, specifically, does he believe? Why does he share these ideas with Grant, and, what are the implications of any of these ideas now, as you are nearly done with the novel?
To what degree does Grant believe the long pleas he makes to Jefferson to open up, to be a friend, and to do things to please Miss Emma? (pages: 129+, 139+, 192+, etc.)
One strategy to find theme is to consider character change; reason for change is often statement of a theme. So, who is changing in this novel? In what ways? Grant? Jefferson? Reverend Ambrose? Does “what’s her toes” Vivian change? Discuss “before,” “after,” and possible reasons for the transformations. Discuss “turning point,” or the place in the story where the change begins.
Are there any similarities and/or differences in character changes? In other words, does Gaines want you see parallel change in a set or sets of characters?

Together, look over the four possible essay topics that Mr. Taylor offered you. Discuss the possibilities of each or generate others from which you would feel comfortable choosing.

THE NOVEL

Education is not limited to the classroom but is an important part of a person's everyday life.

a. Do you believe this statement is true? In what ways?
b. What can schooling teach you that everyday life can't or doesn't?
c. What can everyday life teach you that schooling cannot?
d. Can you think of any important lessons you have learned by observing people and events around you?

Prejudice is responsible for much social injustice

a. How would you define prejudice?
b. How is prejudice different from stereotyping?
c. What is the effect of prejudice on those to whom it is directed?
d. What is the effect of prejudice on those who exercise it?

People often fear what they do not understand.

a. Have you ever been afraid of something you did not understand? Why do you think this is so?
b. How can fearing the unknown limit your perception and enjoyment of the world around you?

Courage is doing what you think is right when the odds of succeeding are against you.

a. Do you agree with this statement? Explain and give examples.
b. How would you define courage?
c. Are there different kinds of courage?
d. Have you ever done something or know of someone who did something that required courage? How did that act fit this definition?

Effective parents expect respect and obedience from their children.

a. Do you agree with the above statement? Why or why not?
b. What are three important qualities of an effective parent?
c. Do you know any effective parents? How do you know they are?

A story can change according to the person who tells it.

a. Do you agree with the above statement? Why or why not?
b. If a second grader and a teacher both saw the same two teachers arguing, how might each of their stories of the incident be similar and/or different?
c. Have you ever known a story to change because two different people told it? If so, give an example.
d. What does the above statement have to do with reading short stories and books?

Learning Objectives for reading To Kill A Mockingbird

To enjoy an engaging, classic story
To learn some new vocabulary while learning to figure out new vocabulary in context
To appreciate the author’s rhetorical purpose (rhetorical purpose = what she wanted me to “get” after experiencing her book)
1. themes—intellectual messages built for readers, “deeper” meaning
2. tones – emotional responses built in to readers, author’s feelings toward subject

What did the author want the story to do TO and FOR me?

To identify and identify the purpose of devices an author uses to achieve rhetorical purpose:
1. Point of view – The storyteller is the story

What is being told and why does it make a difference that Scout is doing the telling?
What is Scout learning about these topics and what are we learning through her?

Justice and injustice

Prejudice and its effect on the law

Personal courage

Respect for individuals

Details and images
1. What are we told?
2. What aren’t we told?
3. Why are we or aren’t we told these things?
Humor
1. Where is it?
2. Why is it?
Irony
1. Where is it?
2. Why is it?

Test on To Kill A Mockingbird – Take Home Essay- Tuesday, February 22, 2005

How does Harper Lee use point of view and/or point of view and/or humor and/or irony and/or details and images to achieve her rhetorical purposes?

Name

To Kill A Mockingbird and A Lesson Before Dying Essay - 110points

Writing prompt for TKAM : How does Harper Lee use point of view and/or humor and/or irony and/or details and images to communicate themes and/or tones in To Kill A Mockingbird? (How does the author use devices to communicate theme?)

Writing this essay will demonstrate your skills in:

Formulating a clear, specific, relevant, meaningful thesis for an essay which connects your choice of combination of various literary elements (first person point of view, humor, and/or irony) to communication of theme.
Formulating clear, specific, relevant main ideas for THREE body paragraphs.
Selecting and reporting specific story incidents and examples to support, explain, and clarify the body paragraph main ideas which in turn fully support the essay thesis. (Whereas a body paragraph should contain AT LEAST three “chunks” [chunk=commentary connected to concrete story detail from which it is derived], yours each contain TWO chunks for practice with a bit of a break.)
Writing concisely with no redundancies or “Forbidden Partners.”
Using passages directly from the book and leading smoothly into them.

Due Tuesday, February 22, 2005, for no points whatsoever:
The entire rough draft of your essay, either:

Emailed to me sometime Monday, February 21, 2005
Contained on disk or CD or flash drive – Carried in electronic form

Due Friday, February 25, 2005, for 20 completion points.
The revised rough draft:

You have considered the comments offered on your rough draft and you have made improvements that you thought were appropriate.
You have underlined your thesis on the revised draft.
You have underlined the main idea of each of your paragraphs.
You have indicated which TWO body paragraphs I am to read and revise.
On the back or on a separate page, you have written:
1. The single most significant thing you did to revise your paper
2. A question or concern for me regarding this writing

This revised rough draft is double or triple spaced and attached to the rough draft and its related comments.

Failure to submit either of the above on time will result in you having the final draft counted late and receiving the appropriate penalty. Failure to submit an electronic, computer file of your rough draft will result in you having the final draft counted late and receiving the appropriate penalty. If you are absent, you should make every attempt to email your paper to me.

Name

To Kill A Mockingbird and A Lesson Before Dying Essay Grading Guidelines – 110 points

Grading Criteria	Pts Possible
Essay title is creative and relevant. (3) It is not obvious. (1)	1 or 3
Attention Getting strategy is truly engaging and logically connected to thesis idea	______/6
Thesis is clear, specific, relevant and meaningful. Thesis clearly communicates cause and effect connection between communication of theme and chosen literary element(s).	______/6
Body Paragraph One contains: Clear, specific, relevant main idea relevant to thesis Three specifically reported story details illustrating main idea Explanation and elaboration of how each reported story detail, does, in fact, relate, connect and support the paragraph’s main idea	______ /4 ______/8 ______/8
Body Paragraph Two contains: Clear, specific, relevant main idea relevant to thesis Three specifically reported story details illustrating main idea Explanation and elaboration of how each reported story detail, does, in fact, relate, connect and support the paragraph’s main idea	______ /4 ______/8 ______/8
Body Paragraph Three contains: Clear, specific, relevant main idea relevant to thesis Three specifically reported story details illustrating main idea Explanation and elaboration of how each reported story detail, does, in fact, relate, connect and support the paragraph’s main idea	______ /4 ______/8 ______/8
Paper is free of Forbidden Partners. Writing is not redundant and wordy.	______/6
Direct quotations are smoothly blended into sentences.	______/6
Paper is effectively and clearly organized	______/5
Conclusion is appropriate and satisfying	______/8
Mechanical errors (spelling, grammar, usage, etc.) do not detract from communication	______/8
Grade sheet and “commented on” revised rough draft are included with turn in	______/2

To Kill A Mockingbird Vocabulary through Chapter 9

On a quiz, you are responsible for rewriting the sentence and replacing the vocabulary word with a definition that makes sense in the sentence.

Page	Sentence and Vocabulary Word
3	When it healed, and Jen's fears of never being able to play football were assuaged, he was seldom self conscious about the injury. All we had was Simon Finch, a fur trapping apothecary from Cornwall whose piety was exceeded only by his stinginess.
4	So Simon having forgotten his teacher's dictum on the possession of human chattels, brought three slaves. Simon would have regarded with impotent fury the disturbance between the North and the South, ...Alexandra...married a taciturn man.
6	But it was a time of vague optimism for some of the people.
9	The Radleys kept to themselves, ... a predilection unforgivable in Maycomb.
10	...the Cunninghams (were)... an enormous and confusing tribe domiciled in the northern part of the county.
15	Jem condescended to take me to school the first day...
17	...but somehow I had wallowed illicitly in the daily papers...
21	Entailment was only a part of Mr. Cunningham's vexations. I would have saved myself Miss Caroline's subsequent mortification.
27	...and their paw's right contentious. Chuck Little ... was the most diminutive of men.
31	I'm afraid our activities would be received with consideration disapprobation by the authorities.
32	... a man sat on a flagpole for no discernible reason. The remainder of my school days were no more auspicious than the first.
42	Our tacit treaty with Miss Maudie was that we could play on her lawn... Miss Maudie's face likened such an occurrence with Old Testament pestilence.
49	(You were) putting his life history on display for the edification of the neighborhood.
57	Sometimes when we made a midnight pilgrimage to the bathroom we would find him reading.
63	For reasons unfathomable to the most experienced prophets in Maycomb county, autumn turned to winter that year.
65	...they came straight from the Rosetta Stone.
67	You can't go around making caricatures of the neighbors.
68	"... erected an absolute morphodite in the front yard!"
73	She must have seen my perplexity.
81	Aunt Alexandra was fanatical on the subject of my attire.

To Kill A Mockingbird Vocabulary

Page	Sentence and Vocabulary Word
81	Aunt’s vision of my deportment involved playing with … tea sets.
85	Such conduct as your was obstreperous.
86	You told me never to use words like that except in ex-extreme provocation …
87	Her use of bathroom invective leaves nothing to the imagination.
89	A child can spot an evasion quicker than adults.
93	With these attributes, however, he would not remain as inconspicuous as we wished him to be.
97	Jem became vaguely articulate.
100	Tim walked erratically.
102	Mrs. Dubose’s reaction was apoplectic.
	We were followed up the sidewalk with a philippic on our family’s moral degeneration
	I took umbrage at Mrs. Dubose’s assessment of our family’s mental hygiene.
	Jem had recently entered a phase of self-conscious rectitude.
	(I would have done what Jem had) had I not been under Atticus’ interdict.

Kill A Mockingbird Vocabulary

Page	Sentence and Vocabulary Words
117	When Calpurnia stayed overnight with us she slept on a folding cot in the kitchen; that morning it was covered with our Sunday habiliments.
121	Line for line, voices followed in simple harmony until the hymn ended in a melancholy murmur.
124	"The Reverend took a long time unwindin' this morning, he's not usually so tedious."
129	She was never bored, and given the slightest chance she would exercise her royal prerogative: she would arrange, advise, caution, and warn.
131	There was indeed a caste system in Maycomb, (but to my mind it worked this way: the older citizens, the present generation of people who had lived side by side for years and years, were utterly predictable to one another: they took for granted attitudes, character shadings, even gestures, as having been repeated in each generation and refined by time.
133	In his lawyer's voice, with out a shade of inflection, he said: "Your aunt has asked me to try and impress upon you and Jean Louise that you are not from run-of-the-mill people, that you are the product of several generations' gentle breeding-" Atticus paused, watching me locate an elusive redbug on my leg.
135	Atticus looked pensive. "What's that again?"
136	I understood, pondered a while, and concluded that the only way I could retire with a shred of dignity was to go to the bathroom, where I stayed long enough to make them think I had to go.
137	"Scout, try not to antagonize Aunty, here?"
140	He traveled with the show all over Mississippi until his infallible sense of direction told him he was in Abbott County, Alabama, just across the river from Maycomb.
144	"That's a lie. Aunty said God drop 'em down the chimney. At least that's what I think she said." For once, Aunty's diction had not been too clear.
144	It began one evening after supper. Dill was over; aunt Alexandra was in her chair in the corner, Atticus was in his; Jem and I were on the floor reading. It had been a placid week: I had minded Aunty; Jem had outgrown the treehouse, but helped Dill and me construct a new rope ladder for it; Dill had hit upon a foolproof plan to make Boo Radley come out at no cost to ourselves...
149	In Maycomb, if one went for a walk with no definite purpose in mind, it was correct to believe one's mind incapable of definite purpose.
151	We streaked across the square, across the street, until we were in the shelter of the Jitney Jungle door. Jem peeked up the sidewalk. "We can get closer," he said. We ran to Tyndal's Hardware door-near enough, at the same time discreet.
152	"Go home, Jem," he said. Take Scout and Dill home." We were accustomed to prompt, if not always cheerful acquiescence to Atticus's instructions, but from the way he stood Jem was not thinking of budging.
160	"Well," said Miss Stephanie, "I thought I might just look in at the courthouse, to see what Atticus's up to." "Better be careful he doesn't hand you a subpoena."
	We asked Miss Maudie to elucidate: she said Miss Stephanie seemed to know so much about the case she might as well be called on to testify.
	The courthouse square was covered with picnic parties sitting on newspapers, washing down biscuit and syrup with warm milk from fruit jars. Some people were gnawing on cold chicken and cold fried pork chops.The more affluent chased their food with drugstore Coca-Cola in bulb-shaped soda glasses.
162	I found myself in the middle of the of the Idlers' Club and made myself as unobtrusive as possible.
165	After nine hours of listening to the eccentricities of Old Sarum's inhabitants, Judge Taylor threw the case out of court.
	When asked upon what grounds, Judge Taylor said, "Champertous connivance," and declared he hoped to God the litigants were satisfied by each having had their public say.
166	The solicitor, a Mr. Gilmer, was not well known to us. He was from Abbottsville; we saw him only when court convened, and that rarely, for court was of no special interest to Jem and me.

Page	Sentence and Vocabulary Words
169	Atticus was proceeding amiably, as if he were involved in a title dispute. With his infinite capacity for calming turbulent seas, he could make a rape case as dry as a sermon.
170	No truant officers could keep their numerous offspring in school; no public health officer could free them from congenital defects, various worms, and the diseases indigenous to filthy surroundings.
171	We could tell, however, when debate became more acrimonious than professional, but this was from watching lawyers other than our father.
172	At the witness's affirmative nod he continued, "Well, let's get something straight. There will be no more audibly obscene speculations on any subject from anybody in this courtroom as long as I'm setting here.
	Here Judge Taylor glanced sharply at the witness and must have decided his speculations devoid of evil intent, for he subsided sleepily.
177	Never, never, never, on cross-examination ask a witness a question you don't already know the answer to, was a tenet I absorbed wit my baby-food.
178	Mr. Gilmer asked him one more question. "About your writing with your left hand, are you ambidextrous, Mr. Ewell?"
189	As a rule, a recess meant a general exodus, but today people weren't moving.
192	He seemed to be a respectable Negro, and a respectable Negro would never go up into somebody's yard of his own volition.
202	"...absence of any corroborative evidence, this man was indicted on a capital charge and is now on trial for his life..."
	He walked slowly up and down in front of the jury, and the jury seemed to be attentive: their heads were up, and they followed Atticus's route with what seemed to be appreciation.
203	She knew full well the enormity of her offense, but because her desires were stronger than the code she was breaking, she persisted in breaking it.
204	"And so a quiet, respectable, humble Negro who had the unmitigated temerity to 'feel sorry' for a white woman has had to put his word against two white people's.
	The witnesses for the state, with the exception of the sheriff of Maycomb County , have presented themselves to you gentlemen, to this court, in the cynical confidence that their testimony would not be doubted, confident that you gentlemen would go along with them on the assumption-evil Negro men are not to be trusted around our women, an assumption on associates with minds of their caliber.
205	"I'm no idealist to believe firmly in the integrity of our courts and in the jury system-that is no ideal to me, it is a living, working reality.
218	"He meant it when he said it," said Atticus. "Jem, see if you can stand in Bob Ewell's shoes a minute. I destroyed his last shred of credibility at that trial, if he had any to begin with.
221	Atticus was speaking so quietly his last word crashed on our ears. I looked up, and his face was vehement.
	"You mean women in Alabama can't -?" I was indignant.
234	there was something about them, no matter how much they cussed and drank and gambled and chewed; no matter how undelectable they were, there was something about them that I instinctively liked...they weren't-"Hypocrites, Mrs. Perkins, born hypocrites," Mrs. Merriweather was saying.
239	Comfortable, I lay on my back and waited for the first of the month with firm assurances that he would return the minute school was out-he guessed his folks had got the general idea that he liked to spend his summers in Maycomb.
	Barker's Eddy is at the end of a dirt road off the Meridian highway about a mile from town.
245	Miss Gates said, "When you get to high school, Cecil, you'll learn that the Jews have been persecuted since the beginning of history, even driven out of their own country.
248	I suppose his brief burst of fame brought on a briefer burst of industry, but his job lasted only as long as his notoriety: Mr. Ewell found himself as forgotten as Tom Robinson.
252	Miss Tutti was sure those traveling fur sellers who came through town two days ago had purloined their furniture.
269	"He was out of his mind," said Atticus."Don't like to contradict you, Mr. Finch--wasn't crazy, mean as hell. Low-down skunk with enough liquor in him to make him brave enough to kill children.
270	His cheeks were thin to hollowness; his mouth was wide; there were shallow, almost delicate indentions at his temples, and his gray eyes were so colorless I thought he was blind.
278	I was beginning to learn his body English. His hand tightened on mine and he indicated that he wanted to leave.

Assault on Chapters 4-7 of To Kill A Mockingbird

For the first responsibility, each group must create an overhead to use to describe their findings to the rest of us. This overhead contains a column for inference or commentary or conclusion (whatever you like to call it) and condensed supportive example or detail. See below:

inference	Support / example
Atticus champions lost causes-he takes on the difficult cases that others don’t touch	p. 4, 3 “First two clients … hanged.”

For the second responsibility, the overhead is structured like this:

Humor example	Possible author intention
p. 22, 2 “I would have felt sorry for her …”	Role switch, children are sometimes smarter than adults or teachers

Group 1 –

What does the reader learn about Atticus throughout the reading selection? Be sure to study page 24 and 30-31 for significant clues.
List at least two examples of humor and be ready to speculate on why the author included them. Look throughout the reading, but I found humorous comments on pages 41, 44, 51, and 55.

Group 2 –

What does the reader learn about Miss Maudie throughout the reading selection? Be sure to study pages 43-46 for significant clues.
List at least two examples of humor and be ready to speculate on why the author included them. Look throughout the reading, but I found humorous comments on pages 41, 44, 51, and 55.

Group 3 –

What does the reader learn about Jem throughout the reading selection? Be sure to study pages 61 and 63 for significant clues.
List at least two examples of humor and be ready to speculate on why the author included them. Look throughout the reading, but I found humorous comments on pages 41, 44, 51, and 55.

To Kill A Mockingbird Passages for Study

For each of the following passages:

Tell what the passage means by itself.
Tell the significance of the passage in the overall story.
Offer any personal reaction or comment as to the significance of the ideas presented
1. 212 P. 10 " This is their home ... cope with it."
2. 213 P. 2 " I don't know...Good night."
3. 215 P. 4 " I simply want ... one of them."
4. 215 P. 8 " We're the safest ... to go for us."
5. 216 P. 2 " 't's all right ... heathen juries."
6. 216 P. 9 "Well, I'm gonna be ... aleady does."
7. 218 P. 7 "He meant it ... understand?"
8. 220 P. 6 "If you had been ... they tried."
9. 221 P. 1 "There's nothing more sickening ... children's time."
10. 221 P. 6 " I do ... to ask questions."
11. 221 P. 8 " With people like us ... wrathfully."
12. 222 P. 1 " You've many more miles ... unpleasant."
13. 226 P. 1 "You know something ... colored folks."
14. 227 P 3 "No, everybody's ... folks."
15. 227 P. 5 "That's what ... stay inside."
16. 231 P. 10 "There's one thing ... blow over."
17. 232 P. 1 "Gertrude ... witness for the Lord."
18. 234 P. 2 "Because ... sure it's so."
19. 235 P. 10 "Oh, yes... help me tell Helen."
20. 235 P. 14 "Atticus leaned ... Ready, Cal?"
21. 236 P. 8 "Be quiet ... that simple."
22. 236 P. 10 "The handful ... they are.

Clear Thinking is Clear Writing: Writing the TKAM and ALBD Essays

Understand the writing prompt or the question you are being asked
How does the author use certain devices to accomplish her intention?
How does the HOW support the WHAT?

Identify the WHAT

Identify the HOWs and mentally consider which HOWs to use in this paper

Write a first thesis
Make this general “thesis” specific to the task:
Harper Lee uses [these devices] to communicate [this theme.]

List examples/concrete details to use in the paper and categorize according to the larger segments of thesis each supports. (use another sheet of paper)

Write main ideas for each body paragraph and organize in some deliberate order
Assign examples/concrete details from list to relevant main idea and organize

Recall an important responsibility as you write and connect concrete details to the ideas they suggest/commentary: You will not only need to explain how the concrete details support the larger main idea of the paragraph, you will also need to suggest and/or explain how such concrete details are examples of your chosen device.

Write your rough draft all in one sitting without worrying about anything other than getting your ideas down.

In your conclusion, describe what your explanation suggests as a whole without repeating your thesis.
If you have time, look through your essay for concise phrasing. You can either work on this improvement before or after your classmates peer revise.

CLS I TKAM or ALBD Literary Analysis Essay - Peer Revision Guidelines

Please open your essay rough draft and save it under a new name, like its title plus the word “revision.” Keep this new file open.

This sheet will remain with and be turned it with the rough draft of its essay. It provides the task of each of the three revisers who will spend fifteen minutes enjoying and interacting with the essay. Each reviser must start the revision session by skimming the entire essay and respond-ing to the assigned issue below. After offering quality comments and suggestions relevant to the required issues, the reviser is free to mark and comment on additional worthwhile writing issues.

Find the thesis and make it BOLD. Is this thesis clear? Is it a specific enough variation of: How does the author use [literary devices] to communicate [theme?] Is the theme part of the thesis more a statement of opinion than just a topic? Is the attention getting part of introduction really interesting and engaging? Does the introduction flow logically from the attention getter to the theme? Is the title engaging and appropriate? If you have time, does the introduction relate well to the conclusion? Is thesis idea revisited but not directly restated in the conclusion?

Issue 1 Reviser ___________________________________________________

Find the main idea of each of the written paragraphs and make them BOLD. Within each body paragraph, does commentary (sometimes called inferences or opinions) relate to the paragraph’s main ideas? Is commentary fully supported and illustrated by specific story references? Are concrete details (story references) REALLY concrete details? (Story references can either be actual quotations or specifically described story examples.) If the author used quotations, did he or she blend them smoothly into sentences, rather than just dropping them in? (OPTIONAL: do even better specific story examples exist to support the author’s inferences?) Do final sentences remind reader of what ideas have been proven within the paragraph?

Issue 2 Reviser ____________________________________________________

Does each body paragraph clearly communicate a different variation or component of the thesis? Within the body paragraphs, has the reader remembered to go beyond describing concrete details to highlighting what literary devices each concrete detail represents? (In other words, if the paper is about how irony has clarified theme, has the reader mentioned or shown how the supportive details are ironic?) Is the order in which the body paragraphs are organized logical and effective? Is the conclusion appropriate and satisfying? Is the conclusion a natural summation of the ideas raised in the introduction? Does the conclusion seem to fit the introduction? Can you suggest a more engaging, less obvious title?

Issue 3 Reviser____________________________________________________

CLS I To Kill A Mockingbird Definition Essay Grading Guidelines - 70 Points

Name ______________________________ Due ____________________

was been have will

Title and introduction are engaging and relevant. Introduction contains mention of commonly understood, “bare bones” definition.	5
Thesis is clearly stated and accounts for all variations of word/concept meaning described in essay	4
Each strategy used to define chosen word/concept is completely developed. Inferences / word implications are well-explained and fully supported by at least three relevant specific story references per paragraph.	36
A range of meanings is explored over the course of the essay. Supportive story references are selected from throughout the novel.	4
Paper has been edited for mechanical distractions	5
Paper is free of Forbidden Partners.	4
Direct quotations are smoothly blended into sentences.	4
Paper is effectively and clearly organized	3
Conclusion is appropriate and satisfying	5

Name March 28, 1995

UNIT TEST - To Kill A Mockingbird - 80 points

Period 3 Sophomore Language Arts

Be sure to staple this test under your essay answers before you turn it in. Do the test sections in whatever order you want.

Quote Matching

Match the quotes with the characters. Write answers in CAPITAL letters.
1 point each; 20 points total

A. Atticus	B. Boo Radley	C. Calpurnia
D. Mrs. Dubose	E. Bob Ewell	F. Dill
G. Aunt Alexandra	H. Heck Tate	I. Tom Robinson
J. Jem	K. Miss Maudie	L. Scout
M. Mayella

_______ 1.     When I went back for my breeches -- they were all in a tangle when I was gettin' out of 'em, I couldn't get 'em loose. When I went back -- they
were folded across the fence ... like they were expectin' me.
_______ 2.     Shoot all the bluejays you want, if you can hit 'em, but remember, it's a sin to kill a mockingbird.
_______ 3.     I told you you'd live to regret tearing up my camellias.
_______ 4.     Now what if I talked white-folks' talk at church, with my neighbors? They's think I was puttin' on airs to beat Moses.
_______ 5.     Well, your father and I decided it was time I cam to stay with you for a while.
_______ 6.     I won't say you ran out on a dare and I'll swap you The Gray Ghost if you just go up and touch the house.
_______ 7.     Bob Ewell fell on his knife; I can prove it.
_______ 8.   They ain't mean. They buy me everything I want, but it's now-you've-got-it-go-play-with-it.
_______ 9.     Won't answer a word you say long as you keep on mockin' me.
_______ 10. Well, Atticus, I was just sayin' to Mr. Cunningham that entailments are bad an' all that, but you said not to worry, It takes a long time sometimes.
_______ 11. I felt right sorry for her, she seemed to try more'n the rest of 'em..
_______ 12. I saw that, One-Shot Finch.
_______13.    You never really understand a person until you consider things from his point of view -- until you climb into his shin and walk around in it.
______ 14.    Thank you for my children, Arthur.
_______15.     Well, it'd be sort of like shootin' a mockingbird, wouldn't it?
_______16.     I reckon I love you even after what you did, but you don't understand children much.
_______17.     I'll tell you why. Because he is trash, that's why you can't play with him. I'll not have you around him.
_______18.     In the name of God, do your duty.
_______19.     It ain't right, somehow it ain't right to do 'em that way. Hasn't anybody got any business talkin' like that -- it just makes me sick.
_______20.     (Regarding finding Tom guilty) How could they do it? How could they do it? It ain't right.

Multiple Choice

Write the CAPITAL letter of the correct choice on the space next to the question. One point per item. Twenty points total.

____21. Scout had difficulty when she started school because

A. She hated having to sit in a desk.
B. She already knew how to read and write.
C. She missed Jem.
D. She was frightened because the Radley's property backed up to the school.
E. She forgot to bring lunch.

____22. Mrs. Dubose left Jem

A. a novel
B. soap dolls
C. Indian Head pennies
D. a camellia in a box
E. an new baton for Scout

____23. It's a sin to kill a mockingbird because

A. they fertilize azaleas
B. it's in the Bible
C. they sing but don't cause any harm
D. they are dumb creatures

____24. What put a stop to all the surprises found in the knothole?

A. Atticus told the kids to leave the Radleys alone
B. The tree was chopped down
C. The gifts just stopped
D. Mr. Radley filled the hole with cement
E. Nothing. The gifts continued

____25. How does Miss Maudie react to the loss of her home?

A. She moves to a new city?
B. She moves in with the Finches.
C. She said it was too big anyway.
D. She was upset. Atticus had to calm her down.
E. She accuses Boo Radley of setting the fire.

____26. Who dies in the novel?

A. Mr. Avery
B. Uncle Jimmy
C. Harper Lee
D. Miss Rachel
E. Mrs. Dubose

____27. Atticus wanted Jem to read to Mrs. Dubose because

A. He wanted Jem to see real courage
B. He wanted a strong punishment for Jem
C. He wanted Jem to practice his reading
D. Mrs. Dubose is secretly related to their family
E. He didn't read; Scout did

____28. Why did Aunt Alexandra come to Maycomb?

A. to be there during the trial
B. to marry Atticus
C. to replace Calpurnia
D. to provide a role model for Scout
E. she is divorcing her husband

____29. Dill ran away from home because

A. his new father mistreated him
B. he missed Boo
C. he wanted to marry Scout
D. Aunt Stephanie is his favorite aunt

____30. What was Heck Tate worried about when he comes to see Atticus before Tom Robinson's trial?

A. he doesn't think they will find an impartial trial.
B. Tom Robinson may try to break out of jail
C. Atticus' life or his children's may be in danger
D. Tom Robinson is being moved to the county jail.

____31. Who is discussed because they say he is a drunk and has mixed children?

A. Link Deas
B. Walter Cunningham
C. Harper Lee
D. Dolphus Raymond
E. Bob Ewell

____32. Who testified first in the trial?

A. Tom Robinson
B. Heck Tate
C. Mayella Ewell
D. Bob Ewell
E. Calpurnia

____33. Atticus wondered why Bob Ewell

A. had beaten Tom Robinson
B. carried Mayella to her bed
C. didn't call a doctor
D. didn't know who Mayella's mother was
E. didn't get a job

____34. Atticus asked Bob Ewell to write his name to see if

A. Bob could write
B. Bob was ambidextrous
C. Bob was left-handed
D. Bob was right-handed

____35. Who is Mr. Gilmer?

A. judge
B. prosecuting attorney
C. key witness
D. newspaper editor

____36. Who speaks out in defense of Tom at the trial?

A. Braxton Underwood
B. Helen Robinson
C. Calpurnia
D. Link Deas

____37. Mayella Ewell was insulted when Atticus called her "ma'am" because

A. she felt he was making fun of her
B. she thought he was trying to trick her
C. she thought she was too young to be called that
D. she know her father beat her

____38. Atticus' last contact with Bob Ewell was when he

A. gave testimony at the trial.
B. asked him which way the ham went
C. tried to attack Helen Robinson
D. spat in his face and threatened him.

____39. Boo Radley turned out to be

A. a shy and maybe mentally retarded neighbor
B. a deformed and severely retarded man.
C. a murderous butcher
D. a make- believe character.

____40. How did Bob Ewell die?

A. He fell on his own knife.
B. Jem stabbed him
C. Atticus shot him
D. Boo Radley stabbed him.
E. Heck Tate pushed him and he fell and hit his head.

Essay Question - 40 points

Choose one of the following questions to answer in a well-organized and completely explained essay answer. Use the back of this sheet to plan.

What significant lessons does Scout learn about growing up in Maycomb?
Discuss Atticus' effectiveness as a parent. To do so, tell how he specifically hadled at least three parenting opportunities.
Explain the title of the book and describe all the characters it relates to and why.
Some say the theme of this book is: Good triumphs over evil. Support this example with three examples.
Discuss three examples of courage displayed in the book. Who displays each? What type of courage is each? What is the effect on others of that demonstration of courage?

Name

To Kill A Mockingbird Quiz: Chapters 1, 2 and 3 -23 points

One point questions can be answered in a word or two. Two point answers need a phrase or two. No answer needs to be written in complete sentences.

EXTRA CREDIT:

If , on any of these reading quizzes, you don't know the answer to a comprehension question, you are invited to make up one replacement comprehension question of similar importance and answer it. Be sure to tell if it is a one or two point question.
Be sure to cross out the question you aren't answering.

From what general age was Arthur "Boo" Radley shut up in his house and why? (2)

In what month did Dill leave Maycomb? (1)

What did Miss Caroline, Scout's new teacher, tell Scout to stop doing? (1)

Why didn't Walter Cunningham have his lunch the first day of school? (2)

What did Scout scold Walter Cunningham for doing at dinner? (2)

When do the Ewell family children come to school? (2)

What agreement did Atticus make with Scout that he advised her to keep secret from the teacher? (3)

Vocabulary - Choose five of the following vocabulary items and rewrite the phrase containing each and replacing the underlined vocabulary word with its meaning. Feel free to rearrange the phrase or sentence any way you please; just be sure you convey the original sense of the idea and the complete, correct definition of the word. (2 points each/10 points total)

page 3	When it healed, and Jen's fears of never being able to play football were assuaged, he was seldom self conscious about the injury.
	All we had was Simon Finch, a fur trapping apothecary from Cornwall whose piety was exceeded only by his stinginess.
page 10	...the Cunninghams (were)... an enormous and confusing tribe domiciled in the northern part of the county.
page 15	Jem condescended to take me to school the first day...
page 17	...but somehow I had wallowed illicitly in the daily papers...
page 21	Entailment was only a part of Mr. Cunningham's vexations.
page 27	...and their paw's (papa’s) right contentious.
	Chuck Little ... was the most diminutive of men.
page 31	I'm afraid our activities would be received with consideration disapprobation by the authorities.

Name

To Kill A Mockingbird Quiz: Chapters 4 through 7 - 24 points

One point questions can be answered in a word or two. Two point answers need a phrase or two. No answer needs to be written in complete sentences.

INSURANCE:
If , on any of these reading quizzes, you don't know the answer to a comprehension question, you are invited to make up one replacement comprehension question of similar importance and answer it. Be sure to tell if it is a one or two point question. Be sure to cross out the question you aren't answering.

What gift does Scout first find hidden in the tree? (1)

List two other items the kids found in the tree. (2)

What did Scout ride into the Radley yard? (1)

What were Scout, Jem, and Dill hoping to do with a fishing pole? (2)

What, according to Scout is a “hot steam?” (2)

Why did Mr. Radley say he was cementing up the hole in the tree? (2)

Jem lost his pants in the Radley yard. How does Dill say Jem lost his pants? (2)

Jem went to retrieve his pants. What was peculiar about where and how he found them? (2)

page 32	The remainder of my school days were no more auspicious than the first.
page 42	Our tacit treaty with Miss Maudie was that we could play on her lawn... Miss Maudie's face likened such an occurrence with Old Testament pestilence.
page 49	(You were) putting his life history on display for the edification of the neighborhood.
page 57	Sometimes when we made a midnight pilgrimage to the bathroom we would find him reading.
page 63	For reasons unfathomable to the most experienced prophets in Maycomb county, autumn turned to winter that year.
page 65	...they came straight from the Rosetta Stone.
page 73	She must have seen my perplexity.

Name

To Kill A Mockingbird Quiz: Chapters 12 through 14 - 22 points

One point questions can be answered in a word or two. Two point answers need a phrase or two. No answer needs to be written in complete sentences.

EXTRA CREDIT:
If , on any of these reading quizzes, you don't know the answer to a question, you are invited to make up one replacement comprehension question of similar importance and answer it. Be sure to tell if it is a one or two point question. Be sure to cross out the question you aren't answering.

In what unusual way were hymns sung in Calpurnia's church? (2)

What was the church collection going to go for the week Jem and Scout attended? (2)

Of what crime is Tom Robinson accused? (1)

After church, Scout asked Calpurnia a question about the way Calpurnia talked.
What was that question? (2)

What relative came to live with family and why? (2)

What squishy thing did Scout step on before she went to bed? (1)

Why did Dill say he had run away from home? (2)

Vocabulary - Choose five of the following vocabulary items and rewrite the underlined phrase containing each and replacing the bolded vocabulary word with its meaning. Feel free to rearrange the phrase or sentence any way you please; just be sure you convey the original sense of the idea and the complete, correct definition of the word. (2 pts. each/10 points total)

page 124	"The Reverend took a long time unwindin' this morning, he's not usually so tedious."
page 129	She was never bored, and given the slightest chance she would exercise her royal prerogative: she would arrange, advise, caution, and warn.
page 131	There was indeed a caste system in Maycomb, (but to my mind it worked this way: the older citizens, the present generation of people who had lived side by side for years and years, were utterly predictable to one another: they took for granted attitudes, character shadings, even gestures, as having been repeated in each generation and refined by time.
Page 133	In his lawyer's voice, with out a shade of inflection, he said: "Your aunt has asked me to try and impress upon you and Jean Louise that you are not from run-of-the-mill people, that you are the product of several generations' gentle breeding-" Atticus paused, watching me locate an elusive redbug on my leg.
Page 135	Atticus looked pensive. "What's that again?"
page 137	"Scout, try not to antagonize Aunty, hear?"
page 140	He traveled with the show all over Mississippi until his infallible sense of direction told him he was in Abbott County, Alabama, just across the river from Maycomb.

Name

To Kill A Mockingbird Quiz: Chapters 21 through 25 - 27 points

Answer these questions with phrases offering essential information.

EXTRA CREDIT:
If , on any of these reading quizzes, you don't know the answer to a question, you are invited to make up one replacement comprehension question of similar importance and answer it. Be sure to give the new question’s point value and to cross out the question you aren't answering.

Why did Calpurnia enter the courtroom and ask the judge’s permission to speak to Atticus? (2)

What was the reaction of the Negroes in the balcony section when Atticus left the courtroom? In other words, what did they do when Atticus walked out of the courtroom? (2)

What situation made Atticus hopeful that the verdict would go his way? (2)

What did Mr. Ewell (Mayella's father) do to Atticus at the post office? How did Atticus explain Mr. Ewell’s action to the children that evening? (4)

How did the Negro community show their feelings towards Atticus' efforts to defend Tom Robinson? In other words, what did they do to or for the Finch family the day after the trial to communicate their attitudes?(2)

What was Aunt Alexandra's response when Scout announced that she would be inviting Walter Cunningham over for several more meals? (2)

How did Tom Robinson die? In other words, what was he doing when he died and what killed him? (3)

Scout wanted to mash a "roly-poly" (an insect). Why did Jem tell her not to mash it?(2)

What was Helen Robinson's first reaction to the news that her husband, Tom, was dead? In other words, what did she do or say first? (2)

Vocabulary - For each of the three items below, rewrite the underlined phrase containing each vocabulary word and replace the bolded vocabulary word with its meaning. Feel free to rearrange the phrase or sentence any way you please; just be sure you convey the original sense of the idea smoothly, and clearly and the complete, correct definition of the word. (2 pts. each/6 points total)

page 218	"He meant it when he said it," said Atticus. "Jem, see if you can stand in Bob Ewell's shoes a minute. I destroyed his last shred of credibility at that trial, if he had any to begin with.
Page 221	Atticus was speaking so quietly his last word crashed on our ears. I looked up, and his_face was vehement.
Page 239	`Comfortable, I lay on my back and waited for the first of the month with firm assurances that he would return the minute school was out-he guessed his folks had got the general idea that he liked to spend his summers in Maycomb.

Name

To Kill A Mockingbird Quiz: Chapters 21 through end - 24 points

One point questions can be answered in a word or two. Two point answers need a phrase or two. No answer needs to be written in complete sentences.

Scout wanted to mash a "roly-poly" (an insect). Why did Jem tell her not to mash it?(2)

What was Helen Robinson's first reaction to the news that her husband, Tom, was dead? In other words, what did she do or say first? (2)

What ongoing class assignment caused students to discuss Hitler and democracy? (1)

Scout says three notable things happened. What happened to each person below? (2 point each)
1. Bob Ewell -
2. Judge Taylor -
3. Helen Robinson (Tom's widow)-

What kept Scout from going on stage at the right moment in the Halloween pageant? (1)

Who saved the children from being seriously hurt in an attack on them as they walked home from the pageant? (1)

Bob Ewell dies at the end of the story. How does Heck Tate say it happened? (2)

Vocabulary - Choose four of the following vocabulary items and rewrite the underlined phrase containing each and replacing the bolded vocabulary word with its meaning. Feel free to rearrange the phrase or sentence any way you please; just be sure you convey the original sense of the idea and the complete, correct definition of the word. (2 pts. each/8 points total)

page 218	"He meant it when he said it," said Atticus. "Jem, see if you can stand in Bob Ewell's shoes a minute. I destroyed his last shred of credibility at that trial, if he had any to begin with.
Page 221	Atticus was speaking so quietly his last word crashed on our ears. I looked up, and his face was vehement.
Page 245	Miss Gates said, "When you get to high school, Cecil, you'll learn that the Jews have been persecuted since the beginning of history, even driven out of their own country.
page 248	I suppose his brief burst of fame brought on a briefer burst of industry, but his job lasted only as long as his notoriety: Mr. Ewell found himself as forgotten as Tom Robinson.
Page 252	Miss Tutti was sure those traveling fur sellers who came through town two days ago had purloined their furniture

TKAM Tech Prep Resources

Harper Lee Biography

http://mockingbird.chebucto.org/bio.html

To examine or review Understanding To Kill a Mockingbird go to www.litincontext.com, click on Mockingbird on the timeline on the top, then click on logon and enter "chicago" as the user name and "library" as the password.

Introduction

Literary Analysis: Unifying Elements of To Kill a Mockingbird
Historical Context: The Scottsboro Trials
Historical Context: The Civil Rights Movement
Realities and Stereotypes
The Issue of Heroism
The Issue of Censorship

Glossary

Digital Photography – A question of ethics

http://www.fno.org/may97/digital.html

Scottsboro images

http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_imag.html

Listed below are two quotations from Susan Sontag's book, On Photography. Read both carefully, then select the one that you find most compelling and, after carefully examining the photographs of the Scottsboro boys and their accusers, write a response to it.
"To photograph people is to violate them, by seeing them as they never see themselves, by having knowledge of them they can never have; it turns people into objects that can be symbolically possessed."
"A photograph is not just the result of an encounter between an event and a photographer; picture-taking is an event in itself, and one with ever more preemptory rights—to interfere with, to invade, or to ignore whatever is going on. Our very sense of situation is now articulated by the camera's interventions."

After reading the biographies and viewing the photographs of the Scottsboro boys, discuss the ways in which Tom Robinson is and is not a composite character of these "boys."
The NAACP and a number of other groups supported the Scottsboro boys during their trial, helping to affect popular opinion in the process. Find another trial during this century for which overt public lobbying by a particular group or groups helped affect the outcome. Compare and contrast this trial to those of the Scottsboro boys. The following websites provide detailed accounts of many such trials:

After reading the articles from the New York Times covering the Scottsboro boys, write an analysis of the Northern media's coverage of the case.
The Photographic Essay/Multimedia Presentation: A Group Project
Assemble a multimedia presentation or a photo essay of a theme pertaining to the years 1930-1935 in Alabama, utilizing film, video, recordings, and text. Possible themes include segregation, the Great Depression, education, working conditions, the relationship between the North and the South, stereotyping, and censorship.

Images:
Plan to use a minimum of seven to ten photos for this project. Consult the following websites for such photographs and do your own searching.

Make sure you provide dates, names, locales, and titles for each picture when appropriate.
Text:

Prologue - At the beginning of your photo essay/multimedia presentation, include a one-page description of the making behind it, answering questions such as the following:

Why did your group choose this particular subject? (What is interesting and important about it?)
What did you hope to accomplish here?
What do you hope your viewers will learn or appreciate from viewing this project?
What were some of the difficulties in completing this project?
What were the surprises?

Description of images - Unless you feel that you'd like some of your photos to remain "unexplained," you should provide descriptions of each image you use. Ask yourselves the following questions as you compose these descriptions:

What do you want your readers to note about these images?
What do these images convey?
Do you see any problems-or limitations-with the photos in terms of their representational abilities?

Background information - In addition to describing the photos, you'll need to provide information based on your research. Ask yourselves: what should the reader know about this topic?

Division of labor: We all have different talents, different strengths. One benefit of doing this photographic essay or multimedia presentation as a group project is that you can divide the labor, each person doing what he or she is most comfortable with and talented at. One person or two, for example, may be in charge of collecting the photographs. Responsibilities would include web searching, writing captions, checking dates. One or two people could do the library research, collecting pamphlets, brochures, looking up local histories at the library. One, two,or three people could be in charge of writing the essay itself, organizing the material, making sure the parts cohere, writing the prologue. These writers would, however, base their writings on material and comments gathered from the group as a whole.

Also try www.roundtrips.org

What do you think of this lesson? SuccessLink needs to know. Click here to tell us.

For additional information contact :
Diane Tinucci
Lafayette High
Rockwood R-VI
(816) 671-4220
EMAIL: tinuccidiane@rockwood.k12.mo.us