Alyssa Mason
EDC 448
14 February 2013
To Kill a Mockingbird
Grade 9/10
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Essential Questions:
1.) What happens when you take the perspective of another person? What do you gain and what
do lose?
2.) How does the social and historical context of a time period impact the meaning of literature
written in that time period?
3.) How does change happen in our world? Who are the change-makers?
4.) How would you define courage? What makes someone courageous?
Texts:
Lee, Harper. To Kill a Mockingbird. Pleasantville: The Reader's Digest, 1960. Print.
To Kill a Mockingbird is a classic fictional text commonly taught in high schools and
college-level courses. For some, To Kill a Mockingbird is one of the first books that introduces
critical themes, such as racism and social justice. Along with these themes, Harper Lee conveys
the essence of growing up throughout the novel via the narrator Scout Finch. At the start of the
novel, Scout is six and in the end she is eight and has gained a deeper perspective in
understanding others. The book itself can be complex for a majority of readers, and typically
needs to be supplemented with texts that describe the historical and social context of the time
period, (i.e. the 1930s), to help readers truly grasp the importance of the text's main themes.
The themes throughout To Kill a Mockingbird are what make the text so influential to
young readers; as students read, they grow with Scout's character and are forced to learn about
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the social injustices that plague American history. The text is written in a chapter format; the
overall language and tone of the text is accessible to a majority of readers, however certain
passages may require clarification because the passages may contain advanced and/or out-dated
vocabulary. As mentioned before, to fully appreciate the themes in To Kill a Mockingbird,
students need to have prior knowledge and/or a working knowledge of the historical and social
climate of the time period it was written in, (i.e. 1960), as well as the time period of the book's
setting (i.e. 1930's). As such, readers may need to be educated on the historical events within that
time period, such as The Great Depression and the Jim Crow Laws. Students would also benefit
from understanding the mindset people had during the 1930s and the 1960s regarding race and
segregation to fully comprehend the text.
In regards to text complexity, To Kill a Mockingbird earns a 67 out of 90 on the FleschKincaid Readability Index, meaning that the text is of moderately high complexity. This score
could be attributed to the vocabulary that is used throughout the novel, for the book is peppered
with higher-level words such as "assuaged" and "chattels" that may be unfamiliar to younger
readers. That said, the text also scores a ten in grade level, meaning that the text should be
accessible to students within the tenth grade. Such scores reveal that Lee's text is satisfactory to
assign to advanced ninth graders and on-grade-level tenth graders without requiring too much
remediation; however, one must also keep in mind that all students are different and therefore
will have varying needs that need to be met to ensure that students understand and appreciate the
text. This can be remedied by providing students with alternative "texts"(as discussed below) that
can further each student's base knowledge.
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"Captured: America in Color from 1939-1943." Web log post. Plog RSS. Denver Post, 26 Jul
2010.
This online source is a compilation of photographs taken in the late 1930s and early
1940s. The pictures are in color and portray what daily life resembled in this time period.
Majority of the photos come from small, rural communities in the southern states. A notable
quality of these photos, is that they depict the effects of The Great Depression on small
communities--one will notice that multiple children and adults in these photos do not wear shoes
and wear worn-out clothing.
The main purpose for using this source in connection with To Kill a Mockingbird
(TKAM) is to give students a sense of what life looked like in small-town communities like
Maycomb County in the 1930s. In Lee's text there are multiple characters, like the Ewell Family,
who live in poor conditions; these pictures can serve as visual aids to help students imagine
what life may have been like for the Ewell characters and for people who lived like the Ewell
characters in that era. The photos are very accessible and should aid students' understanding
about the setting/ location of TKAM. The students should not need any prior knowledge to use
and appreciate the photographs. However a general understanding of The Great Depression may
extend the connections students make between the photos and TKAM.
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To Kill a Mockingbird. Dir. Robert Mulligan. By Horton Foote. Perf. Gregory Peck, Mary
Badham, and Phillip Alford. Universal-International, 1962. Videocassette.
Like most great novels, To Kill a Mockingbird (TKAM) was made into a film. For the most
part, the film compares well to the original text in chronology and content. The movie was
directed by Robert Mulligan and stars Gregory Peck as Atticus Finch, Mary Badham as Scout,
and Robert Duvall as Boo Radley. Although the movie is lengthy (a little more than two hours
total), it would be a nice closing source to the unit on TKAM.
Like the novel, TKAM presents themes of racism, social injustice, growing up and
perspectivism. Staying true to the novel, the movie is narrated by Scout and thus provides
viewers with the same essence of witnessing a young child mature over time as she bears witness
to the inequalities within her community. This source can enhance students' visualization and
understanding of the time period in TKAM because it provides a visual depiction of the events
described in the text. Screening the movie may make the recollection of noteworthy passages,
like the scene where Boo Radley saves Scout and Jem, easier for students who are primarily
visual learners. Although students will have read the book before viewing, the themes of TKAM,
may become easier for students to track because they will have a visual aid to help them create
meaning. In order to comprehend the magnitude of the themes presented in TKAM, students
should have a prior and/or working knowledge of The Great Depression as well as the Jim Crow
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Laws and segregation, (just as they should prior to reading the primary text). By being aware of
these issues, students will be more apt to understand the importance of Tom Robinson's trails and
Atticus Finch's beliefs.
The Murder of Emmett Till. Prod. Maragret Drain. Perf. Mamie Till Mobley. WGBH
Educational Foundation, 2003. Documentary. YouTube. YouTube, 16 Nov. 2012. Web. 11
Feb. 2013.
The documentary of Emmett Till's murder is an important source for students to view in
relation to Lee's text. The duration of the documentary is under an hour and provides a retelling
of who Emmett Till was and the reason behind his untimely death. The information provided
comes from first-hand accounts of people who knew Emmett Till and from people who were
exclusively affected by Emmett Till's death. The source is very compelling and can help students
empathize with past and present victims of hate crimes and racism.
The central purpose for using this source is to give students a real-world example to
compare to the events that cause Tom Robinson's court case. Like Tom's character, Emmett Till
was accused of inappropriately interacting with a white woman. As a result of his actions, he was
abducted and murdered as a form of punishment. The overall structure of the documentary
begins with a back story of Emmett Till and the social climate of that time period (1940s-1950s).
As the documentary progresses, Till's murder and the trials that ensued thereafter his murder are
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explained in great detail. Majority of the information presented in the documentary is from
interview clips with Emmett Till's friends and relatives as well as from eye-witnesses involved in
the trials. The documentary is very straightforward and does not require prior knowledge to
understand the situation presented. Rather, the source provides an (unfortunately) exact example
of what transpired during times of segregation and the crimes that were committed against
African Americans. This source can make the events that surround Tom Robinson's trial more
relevant to the students as they read.
"This Is a Siren" Perf. Jonathan Lykes. Facing History and Ourselves. Facing History and
Ourselves, 5 May 2010. Web. 11 Feb. 2013.
"This Is a Siren" is a spoken word poem that is performed by Jonathan Lykes. The video
is less than five minutes in length and centers on the theme of perception. Specifically, Lykes
focuses on the way people view one another based on stereotypes, and as a result gain an
inaccurate perception of individuals. The performance is very engaging and the elucidation of
Lykes' vernacular is very crisp and eloquent. Despite the performance being live, Lykes never
falters over his words and uses his vocal range and facial expressions to hook listeners into his
poem.
The message of Lykes' performance is similar to the theme of perspectivism in To Kill a
Mockingbird. For the most part, this source will be used to convey how the concept of "stepping
in another person's shoes" is a significant practice in order to truly understand others.
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Furthermore, the example of being judged on a college campus (something that Lykes focuses on
in his poem) may make the message of perspectivism more relatable to the students because
they will be able to connect to being judge by someone of higher rank in a school setting.
Although Lykes is verbose in his performance, the sentiment of his poem (i.e. the effects of
perception) is easy to grasp. Since Lykes performance is about a social issue, the students do not
need any specific prior knowledge in order to comprehend Lykes' message. However, students
may need some assistance in connecting Lykes' poem to that of TKAM. In order to forge this
connection, Lykes' performance can be directly compared to Scout's altered perception of Boo
Radely and Mrs. Dubose throughout the book. By doing so, students may be more apt to
personally connect to TKAM because they will be able to see similarities between their lives and
that of the character's lives.
Music Portion (3 songs):
Strange Fruit. Perf. Billie Holiday. 1959. Video Recording. Youtube. Youtube, 25 Nov. 2006.
Web. 11 Feb. 2013.
Brother, Can You Spare A Dime? Perf. Bing Crosby. 1931. Video Recording. YouTube.
YouTube, 21 July 2009. Web. 13 Feb. 2013.
Somewhere Over the Rainbow - The Wizard of Oz. Dir. Victor Flemnig. Perf. Judy Garland.
Warner Brothers, 1939. Videocassette. YouTube. YouTube, 26 May 2011. Web. 13 Feb.
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2013.
The abovementioned sources are all songs that were produced between the 1930s and the
1950s. All of the songs can be located on the site Youtube and are three to four minutes in
length. However, each song, as revealed in the citations, are by different artists. Furthermore, the
lyrics of each song vary in their overall meaning. The inclusion of these songs in connection to
the text, can add to students' comprehension of the social climate between the 1930s and the
1960s.
In "Strange Fruit" the overall theme is lynching. The main purpose of Billie Holiday's
chilling song is to describe a lynching and the aftermath of a lynching. The reason for including
this song, is to give student an alternative way of understanding lynching in relation to American
history and the central role it played in segregation. The song "Brother, Can You Spare A
Dime?" is listed to give students a better understanding of The Great Depression and the effects
it had on the economy. Like "Strange Fruit" this song provides students with a different way of
comprehending The Great Depression via music. The last song, "Somewhere Over the
Rainbow" is included more for student recognition rather than for the content of the song. Since
this song is in the film The Wizard of Oz it is most likely more well-known to the students than
the other songs listed and therefore may make the students more willing to listen to the other
songs from this time period because they already know of "Somewhere Over the Rainbow." By
providing songs as sources, students can conceptualize the 1930s and 1960s based on the music
from that time. Moreover, this source enables students with musical intelligence to learn about
the social and historical context of the time period in a more favorable format. Although the
sources are not explicit about the content that they are singing about, students should be able to
understand the importance of the material by being told what each individual song is about
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before listening to them. Upon being told what each song represents, students should be able to
connect the themes in the songs to the setting and problems found in Lee's book. Moreover,
students may gain a better sense of what the overall culture was like during those time periods,
and in turn, the culture of the Maycomb County community.
Allen, James, and John Littlefield. "Without Sanctuary: Lynching Photography in America."
Without Sanctuary: Lynching Photography in America. James Allen and John Littlefield,
2005. Web. 12 Feb. 2013.
This website is a source that dives into the core of lynching in America and the odd
practice of using pictures from lynchings as postcards. The photos on the site are primary sources
and have been collected over time by James Allen. Because the pictures are from the aftermath
of lynchings, some photos can be startling. However, students who are mature enough to look at
such material may enhance their understanding of the severity and callousness that surrounded
segregation in America, thus making their understanding of moments that allude to lynching in
To Kill a Mockingbird even more significant.
Although students can flip through the photo files on the website, it would be more
effective if their access where limited to the short film video. In the video, the collector, James
Allen, provides the historical and social context for the photos (i.e. segregation, the Ku Klux
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Klan, etc.). This source can expand students' knowledge about the cruelty involved in
segregation and the unjust events of the mid-twentieth century. The material is very clear; yet
misunderstanding could arise in regards to the lack of judicial involvement in crimes of racism-students may not being able to wholly grasp why such incidents happened without police action.
By reviewing these sources, students will be put into a similar position that Scout experiences in
the book when she is forced to learn about the evils involved in her community. These sources
will make students aware of the heinous crimes that transpired in American history and in turn,
allow them to better conceptualize the events in the book. Aside from a general understanding of
racism and segregation, students should not need any prior knowledge to comprehend the
visuals, nor should they need assistance in connecting the material on the site to the book.
Gladwell, Malcolm. "The Courthouse Ring: Atticus Finch and the Limits of Southern
Liberalism." The New Yorker (2009): n. pag. The New Yorker. 10 Aug. 2009. Web. 12
Feb. 2013.
The article from The New Yorker makes the connection between real life and To Kill a
Mockingbird seamless. "The Courthouse Ring" compares the character Atticus Finch to the real
life, now deceased, James Folsom. Like Atticus Finch, Folsom saw African Americans and
Caucasians as equals. During his term as governor he tried as much as he could to make the
people of Alabama see African Americans as people worthy of a good life. Yet, like Atticus
Finch, Folsom lived in a community where his opinion was the minority. Even so, this text will
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enrich students' understanding of Atticus Finch's character as well as about the social climate in
the 1930s.
Mainly, this text will enable students to view Atticus Finch as a real person rather than a
fictional character. By being able to think of Atticus as Folsom (or vice versa), students may be
more open to considering what Atticus' life may have been like in the 1930s; or rather, students
may be more willing to take on the perspective of Atticus Finch with the mindset that they are in
the minority. In doing so, students will not only understand Atticus' character on a deeper level,
but they will also gain the similar experience of perspective-taking that Scout has in the book
because the material presents Atticus in a new light. The language and length of the article are
meant for a more advanced audience, however if broken up into manageable parts it may be
more enjoyable to read, rather than viewed as a task that needs to get done. Aside from needing
assistance with the vocabulary, students should be able to understand this article without any
prior coaching and be able to connect what they read immediately back to the text.
Finch, Atticus. "I Would Say 'To Kill A Mockingbird' Captured The Most Interesting Part of Our
Lives." Editorial. The Onion. The Onion, 14 May 2008. Web. 12 Feb. 2013.
This satirical source is one that literally brings the perception of Atticus Finch to the
forefront. The writer of this piece is anonymous, but signs his article as "Atticus Finch." As
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expected, the article is written from the point of view of Atticus and relays what life has been
like for him and his children a few years after the publishing of To Kill a Mockingbird (TKAM).
With the source coming from The Onion, it is unsurprising that the tone is comedic, nevertheless
it gives students another example of perspectivism.
The main purposes for including this source, is to provide students with an alternative
perspective of Atticus Finch as well as to invite students to put themselves in the shoes of other
characters in the text, aside from Scout. After reading this source, students may be more willing
to look at TKAM from other character's perspectives, and in turn create meaning in an alternative
way. For instance, the boys in the class may consider taking on the perspective of Jem rather
than Scout because they relate to him more. The overall structure of this article humanizes the
character of Atticus Finch and thus, makes him seem like someone who could in fact be alive
today. The language of the piece is informal and is easily relatable. Aside from understanding the
plot line, and knowing Atticus' character, students will not need any prior knowledge to
understand the material.
"The Rise and Fall of Jim Crow." PBS. PBS, 2002. Web. 12 Feb. 2013.
This website will be a central source in understanding the social climate and historical
background depicted in To Kill a Mockingbird. Through various mediums, (i.e. interactive
timelines and games, photographs, videos and historical recounts, etc.) students will learn about
the history of The Jim Crow Laws and how they influence(d) societies. Majority of the
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information is from primary sources and can provide students with a thorough understanding of
the time period as well as the laws that fostered and abolished segregation.
The ultimate reason for using this source is to ensure that students have a background
knowledge of segregation and the evolution of African Americans' rights. Mainly, this source
will assists students' understanding of the historical and social climate that framed segregation
and racism. By frontloading them with this information, students will be able to comprehend the
significance of Atticus' actions in the text. The site is very easy to navigate and provides a
plethora of avenues for students to investigate. The sources provided on the site are easily
accessible and written with a general audience in mind (i.e. the language is not overly
complicated). The only downside to this site is that some students may become overwhelmed by
the amount of information on the site and may need guidance when searching the site. Since this
site is teaching students about segregation and the Jim Crow Laws, students do not need prior
knowledge in order to understand the material. If anything, students may need assistance in using
the site, but even then, most students today are well equipped with technology skills and most
likely do not need a course in computer usage.
"Harper Lee Biography." HarperLee.com. N.p., n.d. Web. 12 Feb. 2013.
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The biography of Harper Lee is a third person account of Lee's life growing up in
Alabama. Specifically the text discusses how her personal life strongly influenced the content for
To Kill a Mockingbird (TKAM). Aside from discussing Lee, the text recounts memorable
moments in TKAM to stress the themes found in her text. The biography is very short and does
not provide a huge amount of detail about Lee's life, however it provides just enough to make
readers pinpoint the connection between Lee's upbringing and the characters and locations found
in TKAM.
The overall benefit of reading the brief biography of Lee is to give students a general
understanding of the author. Moreover, by gaining biographical information about Lee, students
may better understand the motive and importance behind the location and setting of the text, or
even the personalities of the characters in her book. The source is very accessible and can be an
extra aid in helping students recall prominent passages from TKAM because the biographer takes
the time to briefly cite and discuss their importance in relation to Lee's life. Aside from reading
TKAM, students should not need any "extra" knowledge in order to comprehend the biography
because the content is limited to the scope of Lee's childhood in connection to her famous text,
TKAM.