Mr. Leab
Final Socratic Seminar Prep
Name: __________
To Kill a Mockingbird
Read and respond to the following questions. Use MLA Format for citations, but no Works
Cited page is needed. Each answer should be at least 100 words and should use textual
evidence. Questions from this will be used for the final discussion of the book.
1. In To Kill a Mockingbird, Atticus states, "our courts are the great levelers, and in our courts all
men are created equal." Using text-based evidence from the novel, defend, challenge, or qualify
Atticus' statement.
2. Discuss the importance of boundaries in the novel. Boundaries of houses (Boo Radley's, the
Ewell's) and boundaries of bodies (Mayella Ewell and Southern Womanhood). Is there any
significance to the architecture of the "colored jail" (p. 150)? Consider physical, psychological,racial
and other boundaries. Who crosses boundaries in the novel and what happens when they do?
Consider both positive and negative boundary crossings. How does this motif relate to the meaning
of the work as a whole?
3. At one point Jem describes four kinds of "folks" in Maycomb County:"our kind of folks don't like
the Cunninghams, the Cunninghams don't like the Ewells, and the Ewells hate and despise the
colored folks." What does To Kill a Mockingbird teach us about how people cope with issues of race
and class? Do you classify people in your world as different "folks?" Do you see those sort of
distinctions today?
4. How do the children's games and "dramas" (such as the Boo Radley "plays," playground fights,
Scout “playing” at being a lady for Aunt Alexandria, even the school pageant) correspond to or
contrast with the games and "dramas" enacted by adults in the novel? What’s the larger significance
of the connection Lee forges between the “games” of children and adults?
5. Discuss the concept of outsiders as “monsters” as it appears in the novel. What characters are
treated as “monsters”? (Not just Boo!) How does this idea of the “monstrous” outsider relate to the
meaning of the work as a whole?
6. Explain how the statement “it’s a sin to kill a mockingbird” pertains to characters in the novel. In
other words, how are the situations and fates of certain characters analogous to a mockingbird
getting killed? How does the title relate to the meaning of the work as a whole?
7. The British novelist Fay Weldon offers this observation about happy endings:
“The writers, I do believe, who get the best and most lasting response from readers are the writers
who offer a happy ending through moral development. By a happy ending, I do not mean mere
fortunate events - a marriage or a last-minute rescue from death - but some kind of spiritual
reassessment or moral reconciliation, even with the self, even at death.”
Explain how the ending of To Kill a Mockingbird meets these criteria.
8. Explain how Harper Lee’s use of a child as the narrator affects our understanding of the events
in To Kill a Mockingbird. Do your own thinking – no Spark Notes drivel!
9. What is the significance of singing hymns by "linin'" at Calpurnia's church? Does Calpurnia
adhere to any stereotypes? If so does Harper Lee intend to subvert or call into question these
stereotypes?
10. What was Harper Lee's purpose in having Aunt Alexandra come to live with Scout, Jem, and
Atticus? What is her role in the larger scheme of the book?
11. In the last few lines of To Kill a Mockingbird Scout says, "he was real nice..." and Attiucus
replies, "most people are, Scout, when you finally see them” (Lee 281). Do you agree that most people
in the novel are nice once you see them? How is Atticus able to see the good side of people despite all
he has experienced? Can you?
12. Rank in order of culpability (blameworthiness or responsibility) for the death of Tom Robinson
the following characters: Bob Ewell, Mr. Gilman (prosecuting attorney), Mayella Ewell, individuals
on the jury, and Tom Robinson.
13. One of the chief criticisms of TKAM is that the two central storylines -- Scout, Jem and Dill's
fascination with Boo Radley and the trial of Tom Robinson -- are not sufficiently connected in the
novel.
Why do you think Harper Lee divided the book into two parts? Do you think it worked effectively?
Find evidence to support your assertion.
14. Why does the author tell the story through the voice of Scout instead of Jem, Atticus, or Tom
Robinson?
15. African American activist W.E.B. DuBois speaks of "double-consciousness" - the sense of having
to look at oneself through the eyes of others. Think of at least two examples of characters in To Kill a
Mockingbird who are basically forced to look at themselves through the lens of others, and are
expected to behave as other people want them to behave. How does this influence the characters and
the plot? What lessons do we learn as a result?
16. Decide whether women are portrayed in a positive or a negative way in the book. No matter
which side you choose, select two female characters as evidence to support your argument. Please be
sure to mention specific plot events and tell how the two women you’ve selected prove that the novel
shows women in either a positive or negative light.
17. Think about how the idea of courage works in the lives of Atticus, Scout, and Tom Robinson. Are
there other characters that illustrate this theme? Find examples.
18. What one element of this book (plot event, character, etc.) did you find especially memorable,
humorous or inspiring? Have any events in this book caused you to reconsider your memories,
experiences or opinions in a new light?