Jim Crow Laws and Segregation
Seeing The Great Depression Through the Eyes of Scout Finch
Amanda Hapgood
Olympia High School
Spring 2007
A sign at the Greyhound bus station that says
"Colored Waiting Room" in Rome, Georgia on September 1943.
The photo was taken by Esther Bubley.
To Kill a Mockingbird by Harper Lee is a common text for freshmen students to read, and it is known as one of the
texts about the Great Depression, along with Steinbeck’s The Grapes of Wrath; however, a problem students have
with reading To Kill a Mockingbird is the narrator, Scout, who is only six years old and learns about her world by
what she hears from others. Scout’s father, Atticus, is a lawyer and his family, though poor, does not struggle for
every crust of bread. Harper Lee does provide textual clues to how devastating the Great Depression was to
Americans, but it’s hidden in the dialogue or referenced to briefly. Though To Kill a Mockingbird provides social
commentary on many topics from this era, readers inexperienced with analyzing texts struggle to gain a clear visual
image of the Great Depression. Using primary texts from the LOC gives students an opportunity to associate real
images with the novel and understand larger concepts that are not explained fully within the novel, such as
segregation, Jim Crow laws, and the Scottsboro Trial.
.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 make connections between their own lives and the
lives of people living during The Great Depression.
 gain a clear understanding of what life was like for
real people in the 1930s.
 define and see images connected with segregation
and Jim Crow laws.
 make links between the book, To Kill a
Mockingbird, and the lives of real people during The
Great Depression who faced segregation.
Recommended time frame
2 class periods (Block Four schedule, 80 minutes
classes)
9th
Grade level
An Adventure of the American Mind
Illinois State University
Curriculum fit
Materials
English, near the end of a To Kill a Mockingbird Unit—
could also be used to front load the unit.
 Copies of To Kill a Mockingbird by Harper Lee
 Stations handouts
 At least 6 computer stations that have internet
capabilities. Label each computer—Station 1,
Station 2 and so forth.
The following web sites were also used:
 http://www.ferris.edu/jimcrow/what.htm
 http://memory.loc.gov/ammem/aap/aapprot.html
 http://www.loc.gov/rr/print/list/085_disc.html
 http://dbs.ohiohistory.org/africanam/page.cfm?I
D=19335&Current=01_01A
 http://dbs.ohiohistory.org/africanam/page1.cfm?I
temID=2944
 http://www.law.umkc.edu/faculty/projects/FTrial
s/scottsboro/SB_acct.html
 http://www.loc.gov/exhibits/treasures/trr114.htm
l
 http://memory.loc.gov/ammem/aap/aapmob.html
 http://memory.loc.gov/mss/mesn/010/018012.gif
 http://memory.loc.gov/mss/mesn/010/019013.gif
 http://memory.loc.gov/mss/mesn/010/020014.gif
 http://memory.loc.gov/ammem/snhtml/snintro05
.html
 http://memory.loc.gov/ammem/snhtml/snintro08
.html
 http://memory.loc.gov/ammem/fsahtml/fahome.
html
Illinois State Learning Standards
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Language Arts:
GOAL 2: Read and understand literature
representative of various societies, eras and ideas.
 2.A. Understand how literary elements and
techniques are used to convey meaning.
o 2.A.5d Evaluate the influence of historical
context on form, style and point of view for a
variety of literary works.
GOAL 5: Use the language arts to acquire, assess
and communicate information.
 5.B. Analyze and evaluate information acquired
from various sources.
o 5.B.4a Choose and evaluate primary and
secondary sources (print and no print) for a
variety of purposes.
o 5.B.5b Credit primary and secondary sources in
An Adventure of the American Mind
Illinois State University
a form appropriate for presentation or
publication for a particular audience.
 5.C. Apply acquired information, concepts and ideas
to communicate in a variety of formats.
o 5.C.5a Using contemporary technology,
create a research presentation or prepare a
documentary related to academic, technical
or occupational topics and present the
findings in oral or multimedia formats
Social Science
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
 16.C. Understand the development of economic
systems.
o 16.C.5b (US) Analyze the relationship
between an issue in United States economic
history and the related aspects of political,
social and environmental history.
Procedures
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Students will complete a set of six stations set up in
the classroom or computer lab. The stations are
designed for students to be able to access primary
sources and LOC sources about segregation, and
then to make some connections about Jim Crow laws
and segregation with the novel To Kill a Mockingbird.
Day One:
o Each station uses photos or some form of
media, so it is recommend that students form
groups of 2-3; students may start at any
station—the order is not critical—and spend
between about 15-20 minutes per station,
then have them rotate to another station, until
they have been to them all. This should
allow enough time for them to thoroughly
explore and analyze each primary source and
to fill out the handouts.
1. Station 1—What is Jim Crow?
2. Station 2—Images of Jim Crow Laws
3. Station 3—The Scottsboro Trials
4. Station 4—Disturbing Images of Jim Crow Law
5. Station 5—Interview Charity Anderson, part of
the Federal Writer’s Project
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Illinois State University
Day Two:
 Allow some time for students to complete the
stations activity if time expired the day before.
 Lead the students in a discussion about what is
segregation, Jim Crow Laws and racism.
 Ask them to provide examples from both the
primary sources and the novel of both segregation
and racism.
 Encourage students to discuss how they would feel
as both white and black Americans living in this
time period—How would they feel about the
injustice? What could they do? Are there similar
injustices today?
 I also like to discuss lynching with the students
since it is such a violent part of American history.
In a class discuss, we define lynching and talk about
the Klu Klux Klan.
 Ask students what bothered them about the lynching
primary sources.
 Connect it to the book by discussing Chapter 15 and
what the mob wanted to do with Tom Robinson.
Ask student how they would feel if this kind of
violence occurred near them? What would they do?
What would make it hard to stop this violence?
The last activity for the day would be the assigning
of the essay prompt.
 Give them time to start it in class, so they can ask
questions and refer to the primary sources.
Evaluation
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
Extension
Students will turn in their station packets fully
completed. Then students will answer this essay
question in complete sentences being very detailed
and specific in the answers—the more details, the
better. Students may use their To Kill a
Mockingbird book and any other primary sources
from this lesson to supplement and provide evidence
for their answer.
Essay is in the Handout Section.
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This novel also covers the difficulties people, especially
children, faced during the Great Depression. An
additional activity could include an exploration of the
lives of children during the Great Depression, seen
through the eyes of Scout, the 6 year old narrator. Try
this activity.
An Adventure of the American Mind
Illinois State University
This extension uses the American Memory America
from The Great Depression to World Ward II Black and
White Photographs from the FSA-OWI collection-http://memory.loc.gov/ammem/fsahtml/fahome.html
The extension instructions are in the Handouts section.
An Adventure of the American Mind
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
"A sign at the
Greyhound bus
station."
[Sign: "Colored
Waiting Room."]
Rome, Georgia.
September 1943.
photographer Esther
Bubley,
Citation
A Greyhound bus trip
from Louisville,
Kentucky, to Memphis,
Tennessee, and the
terminals. Sign at bus
station. Rome,
Georgia. Library of
Congress, Prints &
Photographs Division,
FSA-OWI Collection,
[reproduction number,
LC-USZ62-75338
DLC (b&w film copy
neg. from file print)]
"Negro man entering
Library of Congress,
movie theater by
Prints & Photographs
"Colored" entrance."
Division, FSA-OWI
[Signs: "Colored-Collection,
Adm." and "White
[reproduction number,
Men Only."]
LC-DIG-ppmscaBelzoni, Mississippi, in 12888 DLC (digital file
the delta area. October from print)]
1939.
Marion Post Wolcott,
photographer.
"Man drinking at a
water cooler in the
street car terminal."
[Sign: "Reserved for
Colored."]
Oklahoma City,
Oklahoma. July 1939.
Russell Lee,
photographer.
Library of Congress,
Prints & Photographs
Division, FSA-OWI
Collection,
[reproduction number,
LC-DIG-fsa-8a26761
DLC (digital file from
original neg.)]
"A drinking fountain
on the county
courthouse lawn."
[Sign: "Colored."]
Halifax, North
Carolina. April 1938.
John Vachon,
Library of Congress,
Prints & Photographs
Division, FSA-OWI
Collection,
[reproduction number,
LC-DIG-fsa-8a03228
DLC (digital file from
URL
http://lcweb2.loc.gov/p
np/ppmsc/00200/00209
t.gif
http://memory.loc.gov/
cgibin/query/r?ammem/fs
aall:@field(NUMBER
+@band(cph+3b22541
))
http://lcweb2.loc.gov/p
np/ppmsc/00200/00217
t.gif
http://memory.loc.gov/
cgibin/query/r?ammem/fs
aall:@field(NUMBER
+@band(cph+3c15416
))
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p/ppmsc/00200/00224t.
gif
http://memory.loc.gov/
cgibin/query/r?ammem/fs
aall:@filreq(@field(N
UMBER+@band(fsa+
8a26761))+@field(CO
LLID+fsa))
http://memory.l
oc.gov/pnp/fsa/8a0300
0/8a03200/8a03228t.gi
f
http://memory.loc.gov/
cgibin/query/r?ammem/fs
An Adventure of the American Mind
Illinois State University
photographer.
Farm Security
Administration - Office
of War Information
Photograph Collection
(Library of Congress)
original neg.)]
aall:@filreq(@field(N
UMBER+@band(cph+
3c00414))+@field(CO
LLID+fsa))
"A drinking fountain."
[Sign: "White."]
Bethlehem-Fairfield
shipyards, Baltimore,
Maryland.
May 1943.Arthur
Siegel, photographer.
Farm Security
Administration - Office
of War Information
Photograph Collection
(Library of Congress)
Library of Congress,
Prints & Photographs
Division, FSA-OWI
Collection,
[reproduction number,
LC-USZ62-131028
DLC (b&w film copy
neg. from print)]
http://lcweb2.loc.gov/p
np/ppmsc/00100/0019
6t.gif
"A cafe near the
tobacco market."
[Signs: Separate doors
for "White" and for
"Colored."]
Durham, North
Carolina. May 1940.
Jack Delano,
photographer.
Farm Security
Administration - Office
of War Information
Photograph Collection
(Library of Congress)
[Samuel S. Leibowitz
(center), attorney for
the Scottsboro case
defendants, flanked by
court appointed
bodyguards L.M.
Ouzts (left) and W.L.
Snow (right)]
Library of Congress,
Prints & Photographs
Division, FSA-OWI
Collection,
[reproduction number,
LC-USZ62-129840
DLC (b&w film copy
neg. from file print)]
http://lcweb2.loc.gov/p
np/ppmsc/00200/0021
3r.jpg
Acme Newspictures,
Inc. photograph.
[Samuel S. Leibowitz
(center), attorney for
the Scottsboro case
defendants, flanked by
court appointed
bodyguards L.M.
Ouzts (left) and W.L.
Snow (right)] 1933
Library of Congress,
Prints & Photographs
Division, NYWT &S
Collection,
http://memory.loc.gov/
service/pnp/cph/3c200
00/3c21000/3c21500/3
c21574t.gif
1933
Acme Newspictures,
Inc. photograph.
http://memory.loc.gov/
cgibin/query/r?ammem/fs
aall:@filreq(@field(N
UMBER+@band(cph
+3c31028))+@field(C
OLLID+fsa))
http://memory.loc.gov/
cgibin/query/r?ammem/fs
aall:@filreq(@field(N
UMBER+@band(cph
+3c29840))+@field(C
OLLID+fsa))
http://memory.loc.gov/
cgibin/query/r?pp/ils:@fil
req(@field(NUMBER
+@band(cph+3c21574
))+@field(COLLID+c
ph))
An Adventure of the American Mind
Illinois State University
New York WorldTelegram and the Sun
Newspaper Photograph
Collection
[reproduction number,
LC-USZ62-121574]
Christmas dinner in
home of Earl Pauley.
Near Smithfield, Iowa.
Dinner consisted of
potatoes, cabbage and
pie.
Lee, Russell,
Christmas dinner in
home of Earl Pauley.
Near Smithfield, Iowa.
Dinner consisted of
potatoes, cabbage and
pie, 1936, Dec. Library
of Congress, Prints &
Photographs Division,
FSA-OWI Collection
[reproduction number,
LC-USF34-010125-D
DLC]
http://memory.loc.gov/
cgibin/query/r?pp/fsaall:
@field(NUMBER+@
band(fsa+8b30046))
Lee, Russell, Children
of H.H. Tripp
wrapping presents for
Christmas. Near
Dickens, Iowa. Tripp
operates his mother's
farm, 1936
Dec/Library of
Congress, Prints &
Photographs Division,
FSA-OWI Collection,
[reproduction number,
LC-USF34-010128-D
DLC]
http://memory.loc.gov/
cgibin/query/r?pp/fsaall:
@field(NUMBER+@
band(fsa+8b30048))
Lee, Russell, 1903photographer.
1936 Dec.
Children of H.H. Tripp
wrapping presents for
Christmas. Near
Dickens, Iowa. Tripp
operates his mother's
farm.
Lee, Russell, 1903photographer
1936 Dec
An Adventure of the American Mind
Illinois State University
Rubric
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Persuasive Essay : To Kill a Mockingbird Segregation
Essay
Teacher Name: a hapgood
Student Name:
CATEGORY
________________________________________
4321Above Standards Meets Standards Approaching Standards Below Standards Score
Attention
Grabber
The introductory
paragraph has a strong
hook or attention
grabber that is
appropriate for the
audience. This could
be a strong statement,
a relevant quotation,
statistic, or question
addressed to the
reader.
The introductory
paragraph has a hook
or attention grabber,
but it is weak,
rambling or
inappropriate for the
audience.
The author has an interesting
introductory paragraph but the
connection to the topic is not
clear.
The introductory
paragraph is not
interesting AND is not
relevant to the topic.
Focus or
Thesis
Statement
The thesis statement
The thesis statement
names the topic of the names the topic of the
essay and outlines the essay.
main points to be
discussed.
The thesis statement outlines
some or all of the main points to
be discussed but does not
name the topic.
The thesis statement
does not name the
topic AND does not
preview what will be
discussed.
At least one of the pieces of
evidence and examples is
relevant and
specific, relevant and relevant and has an explanation
explanations are given explanations are given that shows how that piece of
that show how each
that show how each
evidence supports the author's
piece of evidence
piece of evidence
position.
supports the author's
supports the author's
position.
position.
Evidence and
examples are NOT
relevant AND/OR are
not explained.
Evidence and All of the evidence and Most of the evidence
examples are specific, and examples are
Examples
Transitions
A variety of thoughtful
transitions are used.
They clearly show how
ideas are connected
Transitions show how
ideas are connected,
but there is little
variety
Some transitions work well, but The transitions
some connections between
between ideas are
ideas are fuzzy.
unclear OR
nonexistant.
Closing
paragraph
The conclusion is
strong and leaves the
reader solidly
understanding the
writer's position.
Effective restatement
of the position
statement begins the
closing paragraph.
The conclusion is
The author's position is restated There is no conclusion
recognizable. The
within the closing paragraph,
- the paper just ends.
author's position is
but not near the beginning.
restated within the first
two sentences of the
closing paragraph.
An Adventure of the American Mind
Illinois State University
Sentence
Structure
All sentences are well- Most sentences are
constructed with varied well-constructed and
structure.
there is some varied
sentence structure in
the essay.
Most sentences are well
constructed, but there is no
variation is structure.
Most sentences are
not well-constructed or
varied.
Grammar &
Spelling
Author makes no
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more
than 4 errors in
grammar or spelling
that distract the reader
from the content.
Capitalization
&
Punctuation
Author makes no
errors in capitalization
or punctuation, so the
essay is exceptionally
easy to read.
Author makes 1-2
errors in capitalization
or punctuation, but the
essay is still easy to
read.
Author makes a few errors in
capitalization and/or
punctuation that catch the
reader's attention and interrupt
the flow.
Author makes several
errors in capitalization
and/or punctuation that
catch the reader's
attention and interrupt
the flow.
An Adventure of the American Mind
Illinois State University
Handouts
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Station 1 Handout
What was Jim Crow?
“Jim Crow was the name of the racial caste system which operated primarily, but not exclusively in southern
and border states, between 1877 and the mid-1960s. Jim Crow was more than a series of rigid anti-Black laws. It was
a way of life. Under Jim Crow, African Americans were relegated to the status of second class citizens,” according to
the Jim Crow Museum of Racial Memorabilia at Ferris State University. This is a concept that Harper Lee addresses
in her novel, To Kill a Mockingbird, especially through the trial of Tom Robinson, a black man accused of raping a
white woman. In order to fully comprehend the novel, exploring the history of Jim Crow, first go to this web site
from Ferris State University and read about Jim Crow, then answer the questions below:
http://www.ferris.edu/jimcrow/what.htm
1. What are Jim Crow Laws?
2. What are a few things that African Americans were forbidden to do that white Americans were allowed?
3. Describe some examples of Jim Crow Laws in To Kill a Mockingbird.
4. Describe the attitude of white people in To Kill a Mockingbird about the Jim Crow Laws.
5. Describe the attitude of black people in To Kill a Mockingbird about the Jim Crow Laws.
6. To Kill a Mockingbird is a book reflecting the author’s interpretations of what happened in the South during the
Thirties. Go to this link and listen to what Bishop B. W. Arnett, an African-American educator, minister, and elected
official, had to say about Jim Crow laws in his piece "The Black Laws":
http://memory.loc.gov/ammem/aap/aapprot.html What does he think about it? Give a brief summary of his reaction
to these laws.
7. How does the trial in To Kill a Mockingbird relate to these Jim Crow Laws? Why did Atticus Finch, the novel’s
defense lawyer, feel so pressured to take this case?
An Adventure of the American Mind
Illinois State University
Station 2 Handout
Images of Jim Crow Laws
These images are from the Photographs of Signs Enforcing Racial Discrimination Collection at this web site:
http://www.loc.gov/rr/print/list/085_disc.html Study them carefully and read the captions below and then answer
these questions below about each image.
Image 1: What do you think this man is thinking as he climbs the staircase? Going to the movies is supposed to be a
fun! How would segregation affect your entertainment experience if you had to sit upstairs?
http://memory.loc.gov/pnp/fsa/8a41000/8a41100/8a41115t.gif
“Every Saturday morning there was a matinee at these movies, and we would pay 15 cents ... but we were
separated; we went upstairs, the white kids went downstairs.”—Willie Wallace, Eyewitness Narrative,
Natchez, MS
Image 2 and 3: Discuss what you think this man felt every time he wanted a drink of water or had to use the
restroom. Discuss the little boy and what his feelings would be about the Jim Crow Laws. How would you react?
What could he do to change this?
http://lcweb2.loc.gov/pnp/ppmsc/00200/00224t.gif
Oklahoma City, Oklahoma, July 1939: “Colored” water fountains were fixtures throughout the South
during the Jim Crow era. Photo by Russell Lee.
http://memory.loc.gov/pnp/fsa/8a03000/8a03200/8a03228t.gif
Image 4, 5 and 6: Describe how you would feel about yourself every time you stepped out in public and were faced
with these signs. What would you do? How would you explain the reasons why these signs were posted everywhere
in the South to children younger than you?
http://lcweb2.loc.gov/pnp/ppmsc/00100/00196t.gif
Bethlehem-Fairfield shipyards, Baltimore, Maryland.
May 1943.Arthur Siegel, photographer. "A drinking fountain." [Sign: "White."]
http://lcweb2.loc.gov/pnp/ppmsc/00200/00209t.gif
Rome, Georgia. September 1943. Esther Bubley, photographer. "A sign at the Greyhound bus station."
[Sign: "Colored Waiting Room."]
http://lcweb2.loc.gov/pnp/ppmsc/00200/00213r.jpg
"A cafe near the tobacco market." [Signs: Separate doors for "White" and for "Colored."]
Image 7: Read this newspaper article about Jim Crow laws and how they apply to street cars (similar to
buses). http://dbs.ohiohistory.org/africanam/page.cfm?ID=19335&Current=01_01A Summarize the
article. Did a mass number of African Americans (or any Americans) protest the implementation of this
law? Why/why not?
Image 8: Now read this clipping from a newspaper in the 1920’s about Jim Crow Law.
http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=2944 What did the article say the Supreme Court
decided to do in this case? Why do you think the court did this? Was it justice—like the Supreme Court is
supposed to provide?
Station 3 Handout
The Trials of the Scottsboro Boys
One of the main reasons that Harper Lee wrote her novel, To Kill a Mockingbird, is because of the Scottsboro
Trial. She was living in Alabama at the time of the trials (she was in early elementary school) and grew up hearing
about it and the outcome.
Please go to this website and read the account about The Scottsboro Trial.
http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html
Also examine these newspaper pages from the LOC at: http://www.loc.gov/exhibits/treasures/trr114.html
[Samuel S. Leibowitz (center), attorney for the Scottsboro case defendants, flanked by court appointed bodyguards
L.M. Ouzts (left) and W.L. Snow (right)]
http://memory.loc.gov/service/pnp/cph/3c20000/3c21000/3c21500/3c21574t.gif
1. Summarize the trial. What were the boys accused of doing? What was the evidence? What was the outcome of
the trial?
2. List similarities between the Scottsboro Trial and the Tom Robinson Trial.
3. Why did Harper Lee write To Kill a Mockingbird, her only novel?
Station 4 Handout
Disturbing Images of Jim Crow Laws
Jim Crow was more than just segregating the different races—it was a violent time in American history with
little justice for African Americans. Any African American who violated the Jim Crow Laws could be prosecuted by
the law or worse. Fear of the consequences of breaking Jim Crow laws made it unbelievable difficult to stop—for
both African Americans and white people. These images make the entire Civil Rights Movement and those involved
in it, even more heroic. Go to this web site and look at the photo on it and also listen to the audio file and read the
entire pamphlet of "Lynch Law in Georgia" by Ida B. Wells-Barnett:
http://memory.loc.gov/ammem/aap/aapmob.html The image, pamphlet and the audio clip are disturbing and
upsetting, but this was a real part of history that needs to be remembered, so it can be prevented from ever happening
again.
1. Record your immediate feelings and reactions to the image and audio file on the web site.
2. What is lynching?
3. Do you think people wanted this behavior stopped? Explain.
4. What made it difficult for communities to halt this kind of action?
5. How would you feel if this was a reality in your life now? What would you do? How would you react if these
actions occurred in your community?
6. In the novel, Chapter 15, Atticus Finch, the night before the trial, goes downtown and sits on the jail steps,
reading. Scout, Jem and Dill follow and watch him, hidden by the bushes. What happens next? Who shows up at the
jail? What do they want? How do the children help Atticus? Even though Atticus knew actions like this could take
place (and endanger his entire family), why did he agree to be the defending attorney in the Tom Robinson case?
Station 5 Handout
Interviews of the Federal Writers’ Project
Charity Anderson
Mobile, Alabama
Interviewed by Ila B. Prine
April 16, 1937.
Go to these web sites and read the account of Charity Anderson’s life. She was interviewed in the 1930s as part
of a New Deal relief project. Writers were employed by the government to travel around the nation and interview
people—collecting their stories and preserving them in the Library of Congress for the sake of history. Each link is to
a page from her recollections. It is three pages in length.
http://memory.loc.gov/mss/mesn/010/018012.gif
http://memory.loc.gov/mss/mesn/010/019013.gif
http://memory.loc.gov/mss/mesn/010/020014.gif
1. What do you learn about her life from reading this account?
2. What is her impression of white people?
3. What do you think her view (though not stated) would be of the Jim Crow laws?
4. Read this section on the Library of Congress Slave Narratives page:
http://memory.loc.gov/ammem/snhtml/snintro05.html
How is this whole interview done with Charity Anderson with —the process of collecting it by the Federal Writers’
Project—ironic? Meaning what seems so odd about collecting the stories of former slaves, considering the time
period and the nation’s racial relations strife.
5. Also read this page from the Library of Congress about how African Americans were often left out of the Federal
Writer’s Project to collect slave narratives in the South. What do you think Ms. Anderson’s opinion of this would
be? http://memory.loc.gov/ammem/snhtml/snintro08.html
Handout 6
Essay Prompt
To Kill a Mockingbird by Harper Lee is a complex novel dealing with The Great
Depression, racism, segregation, justice, growing up, human behavior and social castes. The
stations activity that you competed recently was designed to provide with an opportunity to
explore primary sources involving racism, Jim Crow and segregation. You will write an essay
answering the following questions about the stations activity and how it connects to the novel.
The novel itself uses a 6 year old narrator to tell this complicated story—what do you
learn from Scout about racism and segregation? Give examples from the novel of racism,
segregation, and Jim Crow laws. How do the primary sources that you looked at during the
stations, help illustrate the problems of this era? Give specific examples from the stations
activity of racism, segregation, and Jim Crow laws. What were the attitudes of Americans
during the 1930s about segregation and racism based on the primary sources you examined?
What lessons does Lee want you to take away from this novel and how does the addition of
primary sources help you do this? How is this novel an example of protest against racism?
Please make sure to fully answer all the above questions in your essay, include an
introduction and a conclusion as well. Using examples from the novel and the primary sources
as evidence to prove your points is important. All manners of correct grammar, spelling,
punctuation and general rules of writing apply.
Extension Activities
Seeing the Great Depression Through Scout’s Eyes:
The Interesting Images Handout
The main character of the novel, To Kill a Mockingbird, Scout, is only six years old and learns about her
world by what she hears from others. Even though she lives during the Great Depression in this novel, her father,
Atticus, is a lawyer and his family, though poor, does not struggle for every crust of bread. The author of the novel,
Harper Lee does provide clues to how devastating the Great Depression was to Americans, but it’s hidden in the text.
For you, the reader, to gain a clear image of what people during this era were experiencing, you will go to the Library
of Congress and look at a collection of images taken during the 1930’s of real people.
1. Access the link to the Library of Congress’ web site of Great Depression photos that has been emailed to you
by the instructor.
2. First just explore the black and white collections. There are over 100,000 images, so you are recommended to
browse through the photographers list or the subject list to narrow this exploration. One of the most famous
photographers was Dorthea Lange—you are suggested to look at hers first.
3. Use the GALLERY VIEW, so they can see all the photos at once.
http://memory.loc.gov/ammem/fsahtml/fahome.html
4. Then select three images that you found most interesting—print them.
5. Answer these questions for all three photos—
 What kind of life does this person lead?
 What kind of life did they lead before the Great Depression, do you think?
 What is the mood (emotion) of the persons in the photo right now?
 What information does the caption give you? What is not given?
 What else do you want to know from these photos?
 What questions do you want answered?
Seeing the Great Depression Through Scout’s Eyes in Color
Often when looking at old photographs, it is hard to consider them as REAL events that have occurred—the
black and white images are just dusty, aged and out of date. The people in the photos seem disconnected and isolated
from the viewer. What difference would it make if the photos looked more like the ones in your photograph albums
(or web photo buckets) at home?
1.
The LOC has a collection of color photos from the same era. The link has been emailed to you.
There are far fewer in this collection because color photography was newer at the time. Browse the
collection. http://memory.loc.gov/ammem/fsachtml/fsowhome.html
2.
Select three photos—print and answer these questions.
3.
Compare these images to the black and white ones.
 Describe the photos.
 Does the color make a difference in your connection to the photo?
 Which look more life like to you—the b/w or the color?
 What differences in your understanding of the life during the Great Depression are given with the
color photos?
 It is the same time period—which do you connect more with—the black and white or the color?
Why?
Seeing the Mothers and Children of the Great Depression Through Scout’s
Eyes Handout
Life changing events can strengthen families or rip them apart—The Great Depression was one of these times.
Some families pulled tight together and faced the Dust Bowl, crop failures, racial tensions, starvation, and union
strife, while other families collapsed under the strain. Family is a key part of To Kill a Mockingbird; the Finch family
must face down an entire town defending an innocent man. Jem, Scout, Atticus and their extended family relied on
one another to survive the strain of the trial and its aftermath. How did other families make it through the Great
Depression? Take a look at these images and see what Americans were faced with during this era.
1. Go to the main page of the American Memory America from The Great Depression to World Ward II Black
and White Photographs from the FSA-OWI collection. http://memory.loc.gov/ammem/fsahtml/fahome.html
2. Do a subject search for Mothers and Children.
3. Browse this collection in Gallery View—there should only be about 8 pages to look through.
4. Locate five images that strike you. Print the images and answer these questions about each image:
 What are the ages of the kids?
 How do the kids appear—describe them.
 What are they doing? Describe their actions.
 Compare them with kids today. How are they the same? Different?
 Does everyone look strained and beaten down? Do people look tough and ready to face any
challenge?
 How do the mothers look?
 How do you think the mothers feel?
5. Select one photo and then write a paragraph putting yourself in the place of one of those pictured—either a
child or a parent.
 Describe your life.
 Where are you?
 What is your daily life like? Do you attend school? Do you work?
 What does your family do to make ends meet and survive?
 How you feel about where you and your family are right now?
 What are you and your family going to do?
Seeing the Great Depression Through Scout’s Eyes at Christmas Handout
Christmas was celebrated during the Great Depression, even though times were hard and money was tight. Scout
and her family celebrate Christmas with her family at Finch’s Landing.
1. Find the description of the Finch family Christmas. Summarize it below:
2. Now go to the main page of the Library of Congress American Memory America from The Great Depression
to World Ward II Black and White Photographs from the FSA-OWI collection and click on the two links
below—both connect to a family’s Christmas celebration.


Christmas dinner in home of Earl Pauley. Near Smithfield, Iowa. Dinner consisted of potatoes,
cabbage and pie. Lee, Russell, 1903photographer.http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30046t.gif
Children of H.H. Tripp wrapping presents for Christmas. Near Dickens, Iowa. Tripp operates his
mother's farm. Lee, Russell, 1903photographer.http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30048t.gif
3. Write a paragraph where you discuss the differences between the Christmas celebrations of these families.
4. Then search for Christmas photos in both the color section and the black and white one—print off two that
interested you.
5. Write a paragraph where you discuss the photos
 What is going on in the two?
 What impression does it give you of this time period?
6. Now write a Christmas Wish List of items these families may want or need.