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Ms. Johnson English 9

To Kill A Mockingbird

Survival GuideName: _______________Block: ____

BACKGROUNDHARPER LEENelle Harper Lee was born on April 28, 1926, in Monroeville, Alabama. Her father, Amasa Coleman Lee, was a lawyer, newspaper editor, and state senator during her formative years. Harper Lee’s childhood in a small Southern town decades before the triumph of the Civil Rights Movement provided all the material she needed for her celebrated, and only, novel, To Kill a Mockingbird.

Though narrated by a child, Mockingbird was not a story Lee could have written without experience in the larger adult world. She studied at Huntingdon College, the University of Alabama (where she never finished a law degree), and at Oxford University in England. In 1950, she moved to New York City, where she worked as an airline reservation clerk. Convinced she had a story to tell about her own magical childhood, she moved to a cold-water apartment and, in earnest, took up the life of a struggling writer.

In 1957, her attempt to publish the novel failed. On the advice of an editor, she decided to turn what was a manuscript of short stories into a longer, more coherent narrative about the Depression-era South. She gained valuable inspiration when, in 1959, she traveled to Kansas with childhood friend Truman Capote (the inspiration for Dill in Mockingbird). There she helped Capote research In Cold Blood, a work of creative non-fiction published to wide acclaim in 1966.

To Kill a Mockingbird, finally published in 1960, was awarded the Pulitzer Prize in 1961. The following year the book was adapted as a movie with an Academy Award-winning screenplay by Horton Foote. Virtually overnight Lee became a literary sensation. A resolution was passed in her honor by the Alabama Legislature in 1961, and in 1966 she was named to the National Council of the Arts by President Lyndon Johnson.

In the last forty years, Lee has received numerous honors, including several honorary university degrees. Most recently she was awarded the Presidential Medal of Freedom in November 2007.

Expectations notwithstanding, Lee has never published another book. Her entire published oeuvre consists of a brilliant novel and miscellaneous articles, mostly from the 1960s. [Lee published Go Set a Watchman in 2015.]

from National Endowment for the Arts

THE GREAT DEPRESSIONThe Great Depression (1929-39) was the deepest and longest-lasting economic downturn in the history of the Western industrialized world. In the United States, the Great Depression began soon after the stock market crash of October 1929, which sent Wall Street into a panic and wiped out millions of investors. Over the next several years, consumer spending and investment dropped, causing steep declines in industrial output and rising levels of unemployment as failing companies laid off workers. By 1933, when the Great Depression reached its nadir, some 13 to 15 million Americans were unemployed and nearly half of the country’s banks had failed. Though the relief and reform measures put into place by President Franklin D. Roosevelt helped lessen the worst effects of the Great Depression in the 1930s, the economy would not fully turn around until after 1939, when World War II kicked American industry into high gear.

http://www.history.com/topics/great-depression

DISCRIMINATION OF BLACKSIn 1929, the Great Depression devastated the United States. Hard times came to people throughout the country, especially rural blacks. Cotton prices plunged from eighteen to six cents a pound. Two thirds of some two million black farmers earned nothing or went into debt. Hundreds of thousands of sharecroppers left the land for the cities, leaving behind abandoned fields and homes. Even "Negro jobs" -- jobs traditionally held by blacks, such as busboys, elevator operators, garbage men, porters, maids, and cooks -- were sought by desperate unemployed whites. In Atlanta, Georgia, a Klan-like group called the Black Shirts paraded carrying signs that read, "No jobs for niggers until every white man has a job." In other cities, people shouted "Niggers back to the cotton fields. City jobs are for white men." And in Mississippi, where blacks traditionally held certain jobs on trains, several unemployed white men, seeking train jobs, ambushed and killed the black workers.

http://www.pbs.org/wnet/jimcrow/stories_events_depression.html

URBAN LEGENDSAn urban legend is a modern story of obscure (unclear) origin and with little or no supporting evidence. An urban legend typically spreads like wildfire in varying forms, and it often has elements of humor, morality, or horror.

Famous examples include: Bloody Mary, Big Foot, alligators in city sewers, vanishing hitchhikers, the Hook Man, Slender Man, and that haunted house in your neighborhood (yes, that one).

ANTICIPATION ACTIVITY

Directions: The class will be separated into groups, and each group will be assigned two scenarios. As a group, clarify the problem in each scenario, and then come up with a solution to the problem. Be prepared to share you answers with the class.

1. Your friend has been suspended from school for something he/she did not do.Problem: _____________________________________________________Solution: _____________________________________________________2. A teacher is treating your friend unfairly due to his/her race.Problem: _____________________________________________________Solution: _____________________________________________________

3. You are a shopkeeper, and you’ve had a problem with teens shoplifting. Your manager tells you to let no more than two teens into the store at a time.Problem: _____________________________________________________Solution: _____________________________________________________4. You feel that some of your classmates are constantly bullying you, and you are afraid that asking the teacher for help will only make matters worse.Problem: _____________________________________________________Solution: _____________________________________________________5. After you received a bad grade on an essay, your teacher explains why, but you still do not understand. The teacher is unwilling to explain it to you again.Problem: _____________________________________________________Solution: _____________________________________________________6. You know it’s your responsibility to help around at home, but you don’t want to. Your parents get on you case about it.Problem: _____________________________________________________Solution: _____________________________________________________7. There is a strange person who lives in your town that no one knows much about, and your friends sneer, giggle, or gossip whenever that person walks by.Problem: _____________________________________________________Solution: _____________________________________________________

VOCABULARYA = I know this word; B = I’m not quite sure what it means; C = I don’t know this word

Term A B C Definition

assuage

caliber

chiffarobe

entailment

evasion

exodus

expunge

gavel

guileless

malignant

prerogative

propensity

prosecute

provocation

quell

spurious

stolid

subpoena

undulate

vocation

MAJOR EVENTS CHARTUse this chart to keep track of important events throughout the novel.

Chapters Setting Who is involved? Major events

1 - 3 Scout’s town (Maycomb County);School;Great Depression

Scout; Jem; Atticus;Boo Radley;Miss CarolineWalter; Burris

Scout introduces her town, family, and the Boo Radley legendScout starts 1st grade: meets Walter, Burris, and Miss C.

4 - 6

7 - 9

10 - 11

12 - 14

15 - 17

Chapters Setting Who is involved? Major events

18 - 20

21 - 23

24 - 26

27 - 29

30 - 31

CHARACTER CHART

Use this chart to keep track of the characters and their classifications. Make sure you read the definitions of the classifications first - these are important terms!--The “Wild Card” space is for a character not list who stood out to you.

● Protagonist - main character; faces challenges and changes (mentally) throughout the story; “good guy”

● Antagonist - main character; opposes or “antagonizes” the protagonist; “bad guy”● Round - character who is complicated and interesting● Flat - character who is simple and underdeveloped● Dynamic - character who grows emotionally and learns throughout the story● Static - character who grows very little (or not at all)● Direct Characterization - when the author/narrator directly (outright) tells the reader

what a character is like● Indirect Characterization - when the reader must determine what a character is like

through action, dialogue, or the thoughts of other characters

Character Scout Finch Jem Finch

Direct Characterization

Indirect Characterization

Protagonist/ Antagonist/ Other

Round/ Flat

Dynamic/ Static

Character Atticus Finch Dill Harris

Direct

Characterization



Round/ Flat

Dynamic/ Static

Character Calpurnia Miss Maudie




Round/ Flat

Dynamic/ Static

Character Tom Robinson Boo Radley




Round/ Flat

Dynamic/ Static

Character Robert Ewell Mayella Ewell




Round/ Flat

Dynamic/ Static

Character Aunt Alexandra [Wild Card]




Round/ Flat

Dynamic/ Static

CHAPTER 1-3 QUESTIONS1. Describe Scout - physical appearance as well as personality.

2. Summarize the legend of Boo Radley.

3. Why do Scout and Miss Caroline not get along? Describe two arguments.

4. As a result of the Civil War, families looked to their roots for status. Why do you think people are so proud of (sometimes even obsessed with) their histories?

5. What impression do we see of school? Why does Scout get into so much trouble?

6. Describe the similarities AND differences between the Cunninghams and Ewells.

7. Describe Atticus - physical appearance as well as personality.

CHAPTER 1-3 ACTIVITYBoo Radley, Maycomb’s Urban Legend

We learn a great deal about Boo in the first chapter of the story. Look at the quotations in the left column and decide what they tell us about how the neighbourhood views Boo. Record statements in the right column.

Quotation Statement

1. “...when Dill first gave us the idea of

making Boo Radley come out.” (3)

2. “The Radley place was inhabited by an unknown entity the mere description of whom was enough to make us behave for days on end...” (6)

3. “The Radley place fascinated Dill. [...] Inside the house lived a malevolent phantom. [...] Any stealthy small crimes committed in Maycomb were his work.” (9)

4. “The misery of that house began many years before Jem and I were born.” (9)

5. “One night [...] the boys backed around the square in a borrowed flivver, resisted arrest by Maycomb’s ancient beadle...” (10)

6. “Mr. Radley would see to it that Arthur gave no further trouble.” (10)

7. “Mr. Radley’s boy was not seen again for fifteen years.” (10)

8. “The neighbourhood thought that when Mr. Radley went under Boo would come out, but it had another think coming.” (12)

9. “Boo was about six and a half feet tall [...]; he dined on raw squirrels...” (13)

10. “...we thought we saw an inside shutter move.” (15)

CHAPTER 4-6 QUESTIONS

1. What do Jem and Scout find in the Radleys’ tree? Who must it be from, and what does this behavior tell you about that person? What do the children’s reactions tell you about the society they live in?

2. How do you think Boo must feel about the children’s antics: enacting his past, trying to slip a letter into his house, and trying to peek inside at night?

3. Describe Miss Maudie.

4. Why is it so important to Jem to sneak back to the Radley’s to get his pants?

CHAPTER 4-6 ACTIVITY

THE TREASURES IN THE TREE

Directions: Someone has been placing treasures in the tree for Jem and Scout to find. If you wanted to share treasures with someone, what would you share?1. On the outside of the box, draw at least 3 treasures that represent your outer appearances (things people can easily discern about you/things you openly share).2. On the inside of the box, draw at least 3 treasures that represent your inner qualities (things people can’t easily discern about you/things you don’t openly share).3. Be prepared to share your drawing and explain it - so only draw what you are comfortable explaining. Be creative!


1. What truth does Jem reveal about the night he went back for his pants?

2. Why does Mr. Radley put cement in the tree, and what does this tell us about him?

3. What happens during the night of Scout’s first snow? Who do you think discreetly helps Scout?

4. Why is Scout getting into fights: first with Cecil Jacobs and then with her cousin Francis?

5. Why is Atticus defending Tom Robinson? Should he take the case?

CHAPTER 7-9 ACTIVITYTHE MURDER OF EMMETT TILL

Directions: Read the article and then answer the following questions.

While visiting family in Money, Mississippi, 14-year-old Emmett Till, an African American from Chicago, is brutally murdered for flirting with a white woman four days earlier. His assailants–the white woman’s husband and her brother–made Emmett carry a 75-pound cotton-gin fan to the bank of the Tallahatchie River and ordered him to take off his clothes. The two men then beat him nearly to death, gouged out his eye, shot him in the head, and then threw his body, tied to the cotton-gin fan with barbed wire, into the river.

Till grew up in a working-class neighborhood on the south side of Chicago, and though he had attended a segregated elementary school, he was not prepared for the level of segregation he encountered in Mississippi. His mother warned him to take care because of his race, but Emmett enjoyed pulling pranks. On August 24, while standing with his cousins and some friends outside a country store in Money, Emmett bragged that his girlfriend back home was white. Emmett’s African American companions, disbelieving him, dared Emmett to ask the white woman sitting behind the store counter for a date. He went in, bought some candy, and on the way out was heard saying, “Bye, baby” to the woman. There were no witnesses in the store, but Carolyn Bryant–the woman behind the counter–claimed that he grabbed her, made lewd advances, and then wolf-whistled at her as he sauntered out.

Roy Bryant, the proprietor of the store and the woman’s husband, returned from a business trip a few days later and found out how Emmett had spoken to his wife. Enraged, he went to the home of Till’s great uncle, Mose Wright, with his brother-in-law J.W. Milam in the early morning hours of August 28. The pair demanded to see the boy. Despite pleas from Wright, they forced Emmett into their car. After driving around in the Memphis night, and perhaps beating Till in a toolhouse behind Milam’s residence, they drove him down to the Tallahatchie River.

Three days later, his corpse was recovered but was so disfigured that Mose Wright could only identify it by an initialed ring. Authorities wanted to bury the body quickly, but Till’s mother, Mamie Bradley, requested it be sent back to Chicago. After seeing the mutilated remains, she decided to have an open-casket funeral so that all the world could see what racist murderers had done to her only son. Jet, an African American weekly magazine, published a photo of Emmett’s corpse, and soon the mainstream media picked up on the story.

Less than two weeks after Emmett’s body was buried, Milam and Bryant went on trial in a segregated courthouse in Sumner, Mississippi. There were few witnesses besides Mose Wright, who positively identified the defendants as Emmett’s killers. On September 23, the all-white jury deliberated for less than an hour before issuing a verdict of “not guilty,” explaining that they believed the state had failed to prove the identity of the body. Many people around the country were outraged by the decision and also by the state’s decision not to indict Milam and Bryant on the separate charge of kidnapping.

The Emmett Till murder trial brought to light the brutality of Jim Crow segregation in the South and was an early impetus of the African American civil rights movement.

http://www.history.com/this-day-in-history/the-death-of-emmett-till

1. Why did the jury really issue a verdict of “not guilty,” and why did it take so little time?

2. How is the capture and treatment of this boy similar to Maycomb’s treatment of Tom Robinson?

3. Do you think this is still a relevant issue today? Explain with a specific example.


1. What does it mean to say that it is a sin to kill a mockingbird?

2. What does the mad dog incident teach Jem and Scout about Atticus (not just about his past but also about his personality)?

3. Describe Mrs. Henry Lafayette Dubose.

4. Why does Jem destroy Mrs. Dubose’s flowers? What is his punishment?

5. What does he learn about Mrs. Dubose after her death?

CHAPTER 10-11 ACTIVITYPREJUDICE DISCUSSION - GENDER, RACE, ECONOMIC STATUS

Directions: Split the class into two groups - girls and boys. As a group, discuss your answers to the following questions. We will then discuss them as an entire class to compare answers.

1. What do YOU think defines “manhood” - what does it take to be a man?

2. What does it take to be a man in society?

3. What do YOU think defines “womanhood” - what does it take to be a woman?

4. What does it take to be a woman in society?

5. Why do the definitions (especially the ones for society) tend to differ between manhood and womanhood? Does society have its definitions right? Explain.

6. Do these definitions vary by skin color? Explain.

7. Can a poor man/woman be as much a man/woman as a rich one? Explain.

8. How are women impacted by society’s definition of what it takes to be a man? What would you like to see changed about society’s perceptions of men and women?


1. Now that Jem has turned twelve, how is he changing? What behaviors does Scout notice?

2. What racial incident happens when Calpurnia takes Jem and Scout to church? Why will no one hire Tom’s wife? What cultural differences does Calpurnia have to explain to Scout after church?

3. How has Scout grown (find the quote about the necessity of lying - beginning of chapter 13)?

4. Why does Aunt Alexandra come to stay? What difference does this show between the expectations/treatment of girls and boys who are growing up?

5. Why does Aunt Alexandra hate Calpurnia and want to get rid of her (more than one reason)?

6. In chapter 14, Scout considers running away for the second time. What was the reason for the first time (chapter 3), and why does she consider it now? What do these two instances have in common?

CHAPTER 12-14 ACTIVITYTHE BIRDS

Songbirds are considered nature’s gift (singing all day long, blind to the world’s troubles), and their names are brought up throughout TKAM. Atticus Finch is defending Tom Robinson in court, and Atticus warns his children that it is a sin to kill a mockingbird.

Why is it a sin to kill a mockingbird? _____________________________________________________

What does a songbird, especially a mockingbird, symbolize? __________________________

“Caged Bird” by Maya Angelou 1. What interests you about this poem?A free bird leapson the back of the wind and floats downstream till the current endsand dips his wingin the orange sun raysand dares to claim the sky.

But a bird that stalksdown his narrow cagecan seldom see throughhis bars of ragehis wings are clipped and his feet are tiedso he opens his throat to sing.

The caged bird sings 2. How can you connect this to TKAM? To you?with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

The free bird thinks of another breezeand the trade winds soft through the sighing treesand the fat worms waiting on a dawn bright lawnand he names the sky his own

But a caged bird stands on the grave of dreams 3. What would you like to know more about this?his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing.

The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom.

http://www.poetryfoundation.org/poem/178948


1. Why does Atticus need to guard the jail? What does Scout do to stop the mob - what about her presence changes the situation?

2. How does using the word “them” relate to racism?

3. How to people behave in a mob? Would they react differently on their own? Why?

4. How does Jem describe Mr. Dolphus Raymond before the trial?

5. What two crucial points of evidence does Atticus address when questioning Sheriff Heck Tate?

6. What did Atticus point out about Mr. Ewell in relation to one of his questions for Mr. Tate?

CHAPTER 15-17 ACTIVITYPRESENCE AND PUBLIC SPEAKING

Part of what makes the movie TKAM so great is Gregory Peck’s stunning portrayal of Atticus Finch. Atticus is an excellent public speaker and a compelling lawyer.

Let’s take a look at another great speaker…

1. What does it take to be a good public speaker?

2. What is “presence,” and how does one achieve it?

3. Why do these matter in a courtroom?

4. How does Scout compare the prosecuting lawyer to her father?


1. Why does Mayella assume Atticus is mocking her when he questions her? She misunderstands him 3 times - list them.

2. Atticus’ initial questions for Mayella are seemingly trivial - what do they tell the jury about her life at home?

3. How does Atticus disprove Mayella’s accusation that Tom Robinson beat and raped her (two ways)?

4. Summarize Tom’s version of the story. Why did he run? What is Tom’s big mistake when Mr. Gilmer questions him - what does this mean about society?

5. Why does Dill start to cry during Mr. Gilmer’s cross-examination?

6. What truth do Dill and Scout learn about Mr. Dolphus Raymond? Why does he really behave the way he does?

7. How has the trial progressed? Is it simply black and white (note the irony)? Explain.

CHAPTER 18-20 ACTIVITY“OTHERNESS”

What does it mean to be an “other” - what factors make one not fit in?

What factors do you see in TKAM - provide at least 3 examples?

With a partner, examine these scenes. Describe the “otherness” - who is the outsider, what makes the character an outsider, and what new insight do we gain about these characters?1. School scene: Walter Cunningham with no lunch money

2. The Ewells: A depiction of their home

3. The children acting a play about Boo Radley

4. The Mob Scene: With Scout asking her questions

5. Introduction of Dolphus Raymond: before the trial and during recess

6. Calpurnia taking the children to her church


1. What is the verdict? What happens as Atticus leaves the courtroom?

2. What does Calpurnia show Atticus in the morning? Why is Atticus assured that hope is not lost?

3. What does Miss Maudie explain to the children about Atticus’ role in the case? What was Atticus’ small success in the trial - why is it significant?

4. Why does Dill want to become a clown? Explain.

5. Why does Mr. Ewell spit in Atticus’ face the day after the trial?

6. What does Jem’s argument with Atticus about the trial tell you about our country’s court system?

7. Why does Atticus consider the Cunninghams above the Ewells? Why does Aunt Alexandra consider the Cunninghams beneath the Finches? Why does Scout get upset?

8. What new idea does Jem ponder about Boo Radley? Do you agree? Why?


12 Angry Men is a movie about a jury on a murder case. 11 are convinced that the boy killed his father, but one man is not so sure and wants to discuss the case further. His ability to stand up to 11 men who all voted guilty without even flinching, all of whom are ready to go home and get on with their lives, would determine the life or death of a teenager.

1. In TKAM, who had Atticus put on the jury to serve as the one man who might try to sway the others?

2. Why was he willing to trust this person?

3. Did his plan work? Explain why or why not.

4. If you were a juror on Tom Robinson’s case, what would you say to the other jurors? How would you try to convince them to make the verdict “not guilty”? Remember, Atticus has already poked holes in the victim’s story, so this is not just a matter of evidence.


1. Explain the hypocrisy/irony of of Aunt Alexandra’s tea party. Provide at least two examples.

2. How does Scout prove herself to be a lady during a tea party?

3. Why did Tom go mad in prison? What happens when he tries to escape?

4. How does the white community react? How does Mr. Underwood react? Why?

5. Why did Jem not want Scout to squish the bug on the porch - what is the metaphor?

6. What new reflection does Scout have about Boo Radley?

7. What hypocrisy does Scout notice in school?

CHAPTER 24-26 ACTIVITYIRONY AND HYPOCRISY

“irony” = when there is a contrast between what is said and what is meant, what is known to others, or what happens in the situation

“hypocrisy” = when a speaker intends to be understood as meaning what his words usually do, but the situation contrasts his words (this can be consciously OR unconsciously done)

1. When have you seen irony or hypocrisy in your daily life? Provide at least 1 example.

2. Who is hypocritical at Aunt Alexandra’s tea party (more than one person)? Who tries to address the irony of the situation?

3. Why is irony effective in stories like this?


1. What three things does Mr. Ewell do after the trial (chapter 27)?

2. What happens to Jem and Scout on their way home from the Halloween pageant?

3. What has happened to Mr. Ewell - where is he found and in what circumstances?

4. What does Scout think happened (step-by-step)? What do you think really happened, and was the act justified? Explain.


Pick ONE scene. Then write a paragraph of at least 5 sentences in a different point of view (someone other than Scout). Be prepared to share your response.

● Trying to see Boo Radley

● Reading to Mrs. Dubose

● The end of the trial

● The attack on Jem and Scout

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1. What does Atticus think happened during the attack? Why is he determined to not have it “hushed up”?

2. Why does Mr. Tate demand that Atticus agree that Mr. Ewell fell on his knife? Who is he protecting?

3. Mr. Tate says he does not want to punish someone who is essentially good by sending this to the court. What does this tell you about “justice” vs. “law” and “right” vs. “correct”?

4. Why does Scout support Mr. Tate’s story? What lesson does she remind Atticus?

5. Is it right that Atticus changes his mind? Why or why not?

6. How does Scout change? Into what new point of view does she gain insight?

CHAPTER 30-31 ACTIVITYBEFORE AND AFTER PICTURE

At the end of the novel, Scout is able to put herself in Boo Radley’s shoes. The way she sees Boo Radley drastically changes. Draw Scout’s impression of Boo Radley in the beginning and in the end of the novel (two halves).

This example is from the novel Dorian Gray.

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