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Running Head: Using Young Adult Literature in the Classroom-Connecting to Classics
Using Young Adult Literature in the Classroom-Connecting to Classics
Amanda Viau
The University of Akron
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It is no surprise that students are not as interested in reading when they are
constantly faced with video games, television shows, movies, and computers. They are so
full of technology that reading seems to become a chore, something they are forced to do
by their English teachers. However, students who read develop better writing, spelling,
and speaking skills so it is necessary as teachers to try and interest them in reading. The
best opportunity to help them become readers is by introducing them to the world of
young adult literature. Young adult literature can help students learn more about
themselves, other cultures or people, current events, or simply learn to enjoy reading. For
a novel to be considered young adult literature it needs to meet a number of criteria,
according to Sarah K. Herz and Donald A. Gallo (2005) in their book From Hinton to
Hamlet. The novels need to have main characters who are teenagers, most often a first
person point of view, be told in the voice of a teenager, have language typical of
teenagers and vocabulary for average readers, have a setting that is most often
contemporary and in the United States, possess characters and issues that are relatable,
have parents who play a minor role, have a plot and literary style that is uncomplicated
but not simplistic, have an outcome that is usually dependent on decisions and actions of
main characters, and the tone and outcome are usually upbeat (10). Herz and Gallo also
write that all traditional literary elements are present and the very best young adult novels
are appealing to adults too. Sarah K. Herz and Donald A. Gallo write ―According to
recent research, young adult literature has proven to be an effective means to motivate
adolescents to read all kinds of literature, including the classics‖ (14). In the book From
Hinton to Hamlet, Herz and Gallo suggest pairing young adult novels with classic novels
that have similar themes. Students read the young adult book first and then read the
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classic. The young adult novel serves as an excellent springboard into the classic and the
students are more familiar with the context and content of the classic.
Many students in elementary school enjoy reading. They continue this love of
reading into middle school and junior high where they are beginning to read the classics.
Most students continue to like to read in sixth and seventh grades. However, when they
reach eighth grade and beyond, they lose interest in reading because they are forced to
only read books they feel cannot be understood or are boring. John H. Bushman (1997)
found that ―Sixth and seventh graders were more likely to read young adult literature as
assigned reading‖ (36). As the students became older, they were less and less likely to
read for pleasure. Many students felt overwhelmed by the assigned reading that they had
no time for any other reading. However, Bushman writes, ―In order to help young adults
through the difficult time of being adolescents, teachers must provide literature that
speaks to the issues facing our students: problems in their physical, intellectual, moral,
and reading development‖ (35). For students to enjoy reading, they need to connect to the
material. They need to relate to the characters. Many urban students cannot relate to Mr.
Darcy in Pride and Prejudice but they can relate to Ponyboy in The Outsiders by S.E.
Hinton or Andy in Tears of a Tiger by Sharon Draper. These characters may seem silly to
adults but they are real to students. Herz and Gallo write, ―Young adult literature contains
many universal themes, including the eternal questions ‗Who am I?‘ and ‗Where do I fit
in?‘‖ (14). Young adult literature authors help students answer these questions by
presenting real situations that students face such as breaking up with a boyfriend or
witnessing their parents go through a divorce. Bushman writes, ―Another task so very
important to middle and senior high school students is the struggle for that personal
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ideology or value system that confronts the adolescent almost everyday. Students just
cannot read about this issue when asked to limit their reading to the classics‖ (39).
When students are given the option to choose a book to read, they almost never
pick a classic. Bushman writes, ―They‘re never going to read Dickens when they get out
of school. You need to introduce them to authors they will read‖ (38). During my student
teaching, the students had to complete a major writing assignment. I chose to have them
write a literary analysis where they analyzed a novel‘s themes, characterization, style,
and plot. The students were taken to the university library where they were allowed to
choose any book as long as it was at or above their reading level. Herz and Gallo write,
―Choice and self-selection are an important component of reading development‖ (5). Out
of 90 students only one chose a classic, Sense and Sensibility by Jane Austen. Most of the
students chose young adult authors such as Walter Dean Meyers and Sharon Draper. For
some of the students, these were the only books they completed all year. When I read
their papers, it was clear they enjoyed the novel and identified with the characters. I have
a group of African-American boys that are at a sixth-eighth grade reading level and never
appear interested when reading Brave New World by Aldous Huxley or Othello by
William Shakespeare. They struggle with the readings assigned in class and have a hard
time understanding the meaning. However, almost all of this subset enjoyed their
independent reading novels. They enjoyed talking about the novels with the rest of the
class and talked about the characters as if they were real people. Herz and Gallo write,
―Book discussions with peers is crucial to teen readers; it makes reading a part of the
socialization process‖ (6). Students need time to discuss the novels they are reading on
their own and also to write about them and reflect. As teachers, we need to realize that
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many times the only place they are reading is in our classrooms so we need to set aside
time where they can read at least a couple times per week. Chris Crowe (2000) writes,
―Give your students time to read in class. Find at least 30 minutes each week when your
students can sit and read silently. For many of your kids this will be the only time they
have for reading‖ (151). At first, it can be difficult for teachers to give up instructional
time but it is vital to give students these opportunities to read. It was truly inspiring to see
these students enjoy reading when they seemed to struggle so much in class.
Many teachers do not want to teach young adult literature because they still feel it
is only for struggling readers. They want to teach the classics because it was what they
were taught and what they know. It is true that the reason many books become classics is
because they are excellent novels with complex characters, beautiful imagery, and a
strong plot. However, young students have a hard time relating to the characters in these
novels, Ophelia in Hamlet and Nick in The Great Gatsby. These characters are facing
situations that most students have never dealt with. At their basic levels, teachers can help
students understand Ophelia by relating it back to relationships that students might be in.
However, it is much easier to have them connect with a character like Hiram in
Mississippi Trial, 1955 by Chris Crowe. Even though the novel is set in 1955, it was
written in 2003. Hiram faces many situations that seem very real to the students, such as
his rocky relationship with his father throughout the novel. The novel Mississippi Trial,
1955 has many themes in common with To Kill a Mockingbird by Harper Lee such as the
injustice of courts and the attitude of a community. The young adult novel by Chris
Crowe can be used to help students better understand Harper Lee‘s novel. Chris Crowe‘s
novel possesses many literary elements that are normally found in classics such as
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imagery, symbolism, figurative language, and foreshadowing. Susan P. Santoli and Mary
Elaine Wagner (2004) write, ―Young adult literature can be a vehicle that allows teachers
to present the same literary elements found in the classics while engaging students in
stimulating classroom discussions and assignments‖ (66). They also write, ―The literary
elements and devices that are found in the classics can also be taught through young adult
fiction‖ (71). Many English teachers seem to think of young adult literature as ―lesser‖
reading, almost as if they were Harlequin Romances. However, the best young adult
novels have all the complexities of a classic but they are more relatable to the students
most teachers have in their classrooms. As students begin to read more, they can better
appreciate the classics but they need to enjoy reading before they can enjoy reading a
classic.
I participated in a reading workshop with eleventh graders at Barberton High
School in the fall of 2010. The students were given book talks about five different books.
The books included The Five People You Meet in Heaven, The Glass Castle, If I Should
Die Before I Wake, Ironman, and Make Lemonade. The students then ranked the books
they would most like to read and were assigned a group. All five books are contemporary
and three of the five are considered young adult literature. Every day the class would start
with a mini literature lesson about a literary element such as symbolism or
foreshadowing. During that day‘s class, the students would read and find examples of the
literary element that had been discussed that day. The students were able to enjoy reading
a novel they could relate to and still were learning about literary elements and the
complexity they add to a novel. Many people think that because the language in young
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adult literature is easy to read and understand that the novel itself is very simple.
However, this is not the case. Young adult novels are complex and enjoyable.
Bushman (1997) writes, ―Statistics from the 1993 National Adult Literacy Survey
show that students are not carrying the reading habit into adulthood‖ (38). As mentioned
previously, students are not going to graduate high school and continue reading Charles
Dickens, Jane Austen, and D.H. Lawrence. As adults, they may choose to read these
authors, but if they are readers they are going to also read authors like Stephen King,
John Grisham, and James Patterson. It is vital that teachers help students find pleasure in
reading not only classics but also more contemporary novels so students realize there are
vast amounts of literature they will enjoy. There are many different categories of young
adult literature such as fantasy, mystery, romance, drama, historical fiction, and the list
goes on and on. Teachers need to get to know their students on a personal level so they
can help the students find books they will enjoy. Teachers need to be familiar with a wide
variety of young adult authors and novels and should assemble a classroom library as
well as receiving help from the school library. Teachers can make surveys that will help
identify what novels a student might be interested in reading. They can also give book
talks about certain books and have students recommend books. Some teachers keep a
Rolex of very short book reviews that students have written to help other students find a
novel that might interest them. It is no surprise that the students who are the best writers
and speakers also enjoy reading so it is paramount that teachers find a way for students to
read more.
Another reason to include young adult literature in the classroom is because it
opens up the possibility to discuss events that are occurring in modern society. Students
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can make connections between Brave New World by Aldous Huxley and modern society
but they can truly analyze modern society when reading Purple Heart by Patricia
Mccormick, which is about the Iraq war. It is simply impossible for students to read
about current events in books that are 200 years old. While connections can be made, it is
more imperative that students read first hand accounts written by people who have
witnessed some of the worst and greatest events of the 21 st century. Thomas Philion
(2009) writes, ―I believe that literature opens up windows on the world just as clear and
powerful as the vantage points provided by statistics, interviews, polls, journalism, and
even science‖ (47). There is an old adage that writers write what they know. In today‘s
society, most writers are writing in a global economy and post-9/11 world. This is the
world that the students are living in and it is the world that they will eventually take over
one day so it is important they understand the world. They can gain understanding
through young adult novels that are based on current events.
Students can be taught social responsibility through young adult literature. They
can also be taught acceptance of other nationalities and ethnicities. There are young adult
novels that cover every topic imaginable from racism to homosexuality to teen violence
and on and on. Steven Wolk (2009) writes, ―The time is urgent for all schools and
teachers to awaken their students‘ consciousness to the world and help them develop the
knowledge and inspiration to make a better world, from local to global‖ (665). Students
can learn about current problems by reading young adult literature. They will find
characters who are facing decisions about the war on terrorism, protecting the
environment, and functioning in a bad economy. These characters can make students
recognize that they can help make a difference. Many times students feel that they are too
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young and that adults do not respect them so they do not try to help their communities.
However, these novels can show them other young adults who are making a difference in
the world. It can also introduce students to people who come from completely different
lives. For example, students who live in a very rural area can read about issues affecting
children who live in inner city New York or vice versa. Young adult literature can
awaken in students the need for social change. It can bring to life a homosexual student‘s
struggles with his family or an anorexic girl‘s struggle with her body. These are issues
that appeal to young adults and make them want to take an active role in their school,
community, or government. When my students chose novels for their independent
reading assignments, they read books about Iraq and Afghanistan, modern technology
and its harmful effects, body image issues, underage drinking, trying to provide for a
family at seventeen, and many other issues that affect our students everyday.
Just because a teacher includes young adult literature in his or her classroom, does
not mean he or she is ―dumbing down‖ the curriculum. The young adult novels can be
used to teach the same literary elements that are found in classic novels. The young adult
novels can also introduce students to issues their peers are facing, as well as issues they
are facing at home and in school. Students who read are better writers and speakers so it
is imperative to help students find an interest in reading. Many times, the only place a
student is reading is in his or her English classroom. Teachers must set aside time each
week for their students to read and allow them the choice of what to read. Self-selection
is an important part of developing strong readers. Reading young adult literature can help
students connect to classic novels more and make connections between the young adult
novel they read and the classic they are reading. Students are faced with many other types
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of entertainment including television, video games, and movies so it is important to help
them establish a love of reading by having them read books that interest them. These can
often be found in the young adult literature genre and can help create lifelong readers.
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Bushman, J.H. (1997). Young adult literature in the classroom--or is it?. The English
Journal, 86 (3), 35-40.
Crowe, C. (2001). Young adult literature: sports literature for young adults. The English
Journal, 90(6), 129-133.
Crowe, C. (2000). Young adult literature: dear knucklehead: wise up. The English
Journal, 90(1), 149-152.
Crowe, C. (2001). Young adult literature: ap and ya?. The English Journal, 91(1), 123128.
Herz, S.K., & Gallo, D.R. (2005). From Hinton to Hamlet. New York: Greenwood.
Philion, T. (2009). the age of----?: using young adult literature to make sense of the
contemporary world. Young Adult Library Services, 7(4), 46-49.
Santoli, S.P., & Wagner, M.E. (2004). Promoting young adult literature: the other "real"
literature. American Secondary Education, 33(1), 65-75.
Wolk, S. (2009). Reading for a better world: teaching for social responsibility with young
adult literature. Journal of Adolescent & Adult Literacy, 52(8), 664-673.
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Prejudice and Social Injustice Unit Plan Overview
Mississippi Trial, 1955 and To Kill a Mockingbird
This is a six-week unit plan designed for ninth grade students as part of a thematic
unit on prejudice, social injustice, and racism. The major part of this unit plan will be
reading To Kill a Mockingbird by Harper Lee. To prepare the students to read To Kill a
Mockingbird, they will spend two weeks reading Mississippi Trial, 1955 by Chris Crowe.
This is a young adult fictional novel based on the murder of Emmett Till. Reading this
novel first will allow the students a glimpse of the time period Harper Lee was writing
during. It will also give them a brief introduction to racism and prejudice. Like To Kill a
Mockingbird it is also a coming of age story in the south. The students will be asked to
evaluate the prejudices and social injustices throughout the novels and decide if they still
occur today. It is the hope that the students will become more sensitive to these issues in
their own lives.
This unit will focus on connecting the students‘ lives to the material. The students
will learn better if they actively take part in the learning. Students will be encouraged to
share their own ideas, opinions, and experiences. The students will be drawing
comparisons between their lives and the lives of the main characters. There will be many
types of activities that range from whole class to group work to individual work.
Students will be responsible for a variety of assignments throughout the unit.
They will have one test, four quizzes, one paper, a collage activity, a reenactment, journal
entries, and class discussions and debates as well as other informal assignments and
assessments.
Unit Assessment
Journal
Quizzes
Test
Papers
Collage
Reenactment
Participation
20%
10%
15%
20%
15%
15%
20%
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Objectives and Standards
By the end of this unit it is expected the students will:
Better understand the views and conflictions regarding education, prejudice,
courage, and respect of individuals
Define their own views on prejudice, social injustice, racism, courage, and respect
Demonstrate their understanding and knowledge of the main events and
characters as it relates to the authors‘ themes
Interpret the main ideas, events, and themes of the novels
Identify and explain connections between what they have read and their personal
opinions
Demonstrate respect for different cultures
Recognize the importance and function of figurative language
Apply reading comprehension strategies to understand grade-appropriate texts
Analyze interactions between characters in a literary text and how the interactions
affect the plot
Explain and analyze how the context of setting and the author‘s choice of point of
view impact a literary text
Identify the structural elements of the plot and explain how the author develops
conflicts and plot to pace the events in a literary text
Identify similar recurring themes across different works
Identify and analyze how an author uses figurative language, sound devices, and
literary techniques to shape plot, set meaning, and develop tone
Write responses to literature that extend beyond the summary and support
references to the text, other works, other authors, or to personal knowledge
Use documented textual evidence to justify interpretations of literature or to
support a research topic
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Overview of Assessment
Journal: Journal entries will be made throughout the unit on assigned topics. This is
intended to give the students a chance to reflect on the readings. Most topics will ask
students to relate the reading to their own lives and their own personal experiences or
opinions. This assignment is to be graded on ideas and creativity only, not on grammar or
spelling. This will hopefully encourage students to write and not be worried about
making a mistake. The journals will be collected periodically throughout the six weeks.
The journal entries will often act as a springboard to discussion. 20%
Quizzes: There will be four quizzes throughout the unit. These will be used to
objectively assess the students‘ comprehension of what they have been reading. The
quizzes will consist of mostly factual questions. They will be spread throughout the unit
with two quizzes for each unit. Each quiz will have approximately 15-20 questions and
will take 10-15 minutes to complete. 10%
Test: There will be one comprehensive test over both novels. This test will take one full
class period. It will consist of matching, multiple choice, short answer, quotations, and
extended response questions. It will include factual questions and will also ask students to
make inferences about the novels. 15%
Papers: The students will write one short paper during the unit. One paper will be an
opinion paper. At the beginning of Mississippi Trial, 1955 they will be asked to give their
own definition of courage and how they see it. They will also write about who has
courage in their opinion. At the end of the novel, they will write a short paper discussing
whether their definition of courage has changed and who demonstrated courage
throughout the novel. 20%
Collage: This will be a partner project and the students will be given class time to work
on it. Students will be asked to create a collage of a character, theme, or scene from
Mississippi Trial, 1955. The purpose of this project is to allow students to demonstrate
their knowledge in an alternative way. The students will be asked to bring in magazines
and newspapers and the teacher will provide some as well. The students will also write a
short paragraph explaining the collage. The collage will be graded on creativity as well as
how it demonstrates understanding of the novel. 15%
Reenactment of Tom’s Trial: The students will have the opportunity to reenact Tom‘s
trial. They will read the chapters on the trial for homework and will come to class
prepared to choose a role. Students will play Atticus, Tom, Mayella, Mr. Ewell, the
judge, Heck Tate, and jurors. The students will receive a partial script for the trial,
however, they will be required to finish the script during one class period in groups
(defense, prosecution, jurors, and witnesses). The trial will be performed the next two
days in class. After the trial is over, the jurors will need to make a ruling that can be
different than the one in the novel, however, they must base it on evidence from the trial.
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Students will be graded on participation as well as understanding their roles and not
changing their characters‘ attitudes or beliefs. 15%
Participation: It is vital that all students participate in discussions and have the
opportunity to share their opinions. Therefore, it is expected that students will come to
class prepared to actively participate everyday. This means bringing all materials and
completing the assigned reading. Students will be respectful to everyone‘s opinions. 20%
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Lesson #1: Introduction to Mississippi Trial, 1955
Objective(s)
Students will be able to define the NAACP and Jim Crow Laws
Students will demonstrate comprehension of the word courage and how it relates
to them
Students will demonstrate an understanding of how to create journal entries
Materials:
Powerpoint (Attachment A)
Study guide
Books
Procedure
1. Pass out the journal guidelines, explain journal entries
2. Journal prompt: ―What does courage mean to you? Define courage in your own
words. Who do you know that has courage?‖
3. Discuss the meaning of courage as a class, share journal entries (volunteers only)
4. Civil rights overview-powerpoint. Ask students what they already know about the
south in the 1950s. What was happening during that time? It is important students
understand the NAACP and Jim Crow laws to better understand the novel.
5. Pass out the novels
6. Pass out the study guides. Explain that the purpose of the study guides is to help
make sure the students understand all the important events throughout the novel.
7. Begin chapter 1 in class. The teacher will read aloud to help set the tone of the
novel. The teacher will stop as necessary to point out important information.
8. Assign homework
Homework
Finish reading chapter one, read chapter two
Complete study guide questions
Evaluation
Participation points
Journal
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Journal Writing Guidelines
This journal will be worth 20% of your final grade for this unit. The journals will
be collected approximately three times throughout the unit. These collections will be
unannounced so you need to stay up to date. If you miss a class it is your responsibility to
get the prompt from the teacher or a classmate.
This journal is intended to allow you to express your opinions on important issues
and events throughout the novels. This journal will not be graded on grammar or spelling,
but rather on the ideas you discuss. Most topics will be assigned.
General Guidelines:
Each entry should be at least one page. If you do not finish in class, you may
bring it home and finish. You are strongly encouraged to write as much as you
can and your points for the journal will reflect that.
You must put all your entries into the same journal. I do not want 10 different
sheets of loose paper. I will not accept that!
Do not give me a ―good‖ copy. I want whatever your first thoughts were! You
will lose points if you hand in anything typed or edited.
The journals should come with you to class everyday. If you would like to leave
them in the classroom, you may leave them in the bin marked with your period.
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Name__________________________________ Period_______ Date_______________
Mississippi Trial, 1955 Study Guide
Directions: Answer the questions as best you can while reading. If you are unsure of any leave
them blank and we will go over them in class the next day. This will be collected at the end of the
unit on the test day for part of your participation points.
Chapter 1:
1. Why does Hiram get angry with his dad? What does he say starts to change his mind
about his dad?
2. What does his Grampa own? Who has he never seen working there?
3. Why does his Grampa get angry when they’re out in the fields?
4. What does his Grampa say about the African-Americans?
Chapter 2:
1. Who is RC? Give a brief description of his attitude.
2. Who are the Remington brothers? What makes them unique?
3. What does RC do to the fish? How does Hiram feel about it?
Chapter 3:
1. Who dies?
2. What do the Remingtons say about Florence?
3. Compare and contrast what you know about Gramma and Grampa.
4. Where does Hiram move to at nine years old? Where does he want to stay?
Chapter 4:
1. When was the last time Hiram’s Grampa and Dad talked?
2. Why won’t his Dad let him visit his Grampa?
3. Why does Hiram’s Dad finally allow him to go back to visit his Grampa?
Chapter 5:
1. Who is introduced in chapter 5? Describe his general attitude so far.
2. What does Ruthanne say about RC?
3. How does Hiram feel to be back?
Chapter 6:
1. Who does Ralph say Hiram looks like? How does that make him feel?
2. What does Hiram decide to do for the day?
3. Who does Hiram see while he’s out on the river? What does he do to him?
4. When Hiram and his Grampa go out to lunch what does Hiram learn about?
5. How does Hiram’s Grampa feel about desegregation?
Chapter 7:
1. How does Mr. Paul describe the African-American schools?
2. What does Hiram say his Grampa said about desegregation? What is Mr. Paul’s
response?
3. What does Hiram realize about the Jim Crow laws?
4. How does Hiram feel about his Dad towards the end of the chapter?
Chapter 8:
1. Where do Hiram and RC go?
2. Why won’t RC eat the food Ruthanne made for them?
3. What does RC say Ruthanne is doing with Hiram’s Grampa?
4. What does RC say he once did to Ralph Remington?
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5. How does Hiram feel about RC?
6. Who do Hiram and RC run into while fishing?
7. What does RC do to Emmett? How did it make Hiram feel?
Chapter 9:
1. What is Grampa’s response when Hiram tells him what happened?
2. What does Hiram say his Dad realized?
3. What does Naomi say to Hiram? What does she want to do?
4. What does RC tell Hiram about the sheriff? Why does he ask Hiram to lie? (Other than so
he won’t get in trouble!!!)
5. Where does RC say he’s going that night? What happened to the white woman and who
supposedly did it to her?
Chapter 10:
1. Why does Hiram feel helpless? Who is he worrying about?
2. Who comes to get Grampa late at night?
3. What happened to Emmett?
4. Who does Hiram think is the third man? Why?
5. What does Hiram tell the sheriff?
Chapter 11:
1. What does Hiram tell his Mom?
2. Where do they find Emmett?
3. Who is being charged with murder?
4. Why does Grampa seem upset? Why does this make Hiram angry?
Chapter 12:
1. Does Hiram want to testify or not? Does he feel like he has to? Why or why not?
2. What does his Grampa say about him testifying?
3. What does Grampa say could have saved Emmett?
4. What does Naomi say about Hiram testifying?
Chapter 13:
1. What does Mr. Paul say he would do if he had to testify?
2. What does Hiram decide to do? How does he make his decision?
Chapter 14:
1. Who makes up the jury? What type of people?
2. Who donates to the defense fund? How much money is in the jar?
3. What does Emmett’s uncle testify to? How does Mr. Breland cast doubt on his testimony?
4. Who’s testimony gets thrown out? Why?
5. What does Sheriff Strider say about the body?
6. Who testifies that the body was Emmett’s? How did she know?
7. What does Mrs. Bryant say happened at the store? How does the courtroom feel about
it? Hiram?
Chapter 15:
1. How long was the jury out for? What was the verdict?
2. How does the verdict make Hiram feel?
3. What does Milam do at the end of the chapter?
Chapter 16:
1. What does his Grampa say about the trial?
2. What does RC do to this father? What does the sheriff tell him?
3. Why couldn’t RC be the third man?
4. What is Hiram’s Grampa trying to get rid of?
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5. What does Ronnie Remington tell Hiram about his Grampa and the truck?
6. What does Hiram’s Grampa say about that night and about Emmett?
Chapter 17:
1. What happens to Naomi?
2. Who picks Hiram up at the train station?
3. How does he feel about his father compared to the beginning of the book?
Lesson #2: MT Chapters 1 and 2
Objectives
Students will demonstrate comprehension of the first two chapters
Students will compare and contrast Grampa and Dad and RC and Hiram to more
clearly understand their similarities and differences
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Materials
Compare and Contrast handout
Study guide
Novels
Procedure
1. Bell Work-Journal Prompt: ―Do you know people like RC? Should Hiram stay
friends with him?‖ RC acts as a bully during the first two chapters of Mississippi
Trial, 1955. Bullies still exist in today‘s culture and the students should be able to
list a few people who act like bullies.
2. Discussion about bullies. Do they exist in our school? What do they do today that
is different from how RC acts?
3. Answer any confusing questions about the novel. At this time students can ask
questions about the study guide or about the reading in general. It is an open
forum.
4. Break into groups of no more than 4 in each group.
5. Complete the compare and contrast handout. Compare and contrast Grampa and
Dad. Then compare and contrast Hiram and RC. Students should have three
similarities and three differences for each.
6. Share the handout answers. Discuss what influences may make the characters act
the way they do. The students should discuss their backgrounds and the type of
environment they grew up in. Tell students to keep the handout because it will be
used later.
7. Assign homework
8. If any time is left over, students may silently begin the homework
Homework:
-Read chapters 3 and 4
-Complete study guide questions
Evaluation:
-Participation in group work
-Participation in class discussion
Compare and Contrast: Write the similarities and differences between Grampa and Dad
and between Hiram and RC. You should have 3 similarities and 3 differences for each.
Grampa
Dad
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Hiram
RC
Lesson #3 MT Chapters 3 and 4
Objectives
Students will demonstrate comprehension of chapters 3 and 4
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Students will demonstrate understanding and respect for cultural differences from
2011 and 1955
Materials
Study guide
Novel
Procedure
1. Answer any confusing questions. Open forum.
2. Discussion as a whole class about the town‘s treatment of Ralph and Ronnie
compared to the treatment of African-Americans. Who is treated better? How
would this be different if the novel was set in Chicago in 1955? In New York in
2011? Chapter 3 deals with the sensitive issues of race and homosexuality. The
students need to understand the cultural differences between 1955 and today. It
would be best to have a whole class discussion on the issue. In the novel the
homosexual men are treated better than the African-Americans, which could
prompt an interesting discussion.
3. Break into small groups of no more than 4
4. Brief discussion of Gramma and Grampa. How are they similar? How are they
different? What do Ralph and Ronnie think of Gramma?
5. Begin reading chapter 5 aloud
6. Assign homework
Homework
Finish chapter 5, read chapter 6
Complete study guide questions
Evaluation
Participation during discussion
Participation during group work
Lesson #4 MT Chapters 5 and 6
Objectives
Students will demonstrate comprehension of chapters 5 and 6
24
Students will define the differences between how Emmett acts and how he
―should‖ act in accordance with Jim Crow Laws
Students will apply prior knowledge to list things they already know about
desegregation
Materials
KWL chart
Study guides
Novels
Procedure
1. Bell Work-Journal Prompt: ―What are your first impressions of Emmett? Would
you be friends with him?‖
2. Discuss first impressions of Emmett. Do you like him? Why or why not? Do you
think Hiram likes him? Why or why not? How does Emmett act compared to how
African-Americans are ―supposed‖ to act according to Jim Crow laws?
3. Answer any questions about the reading
4. Individual work: Complete a KWL chart about desegregation. What do you think
you know about desegregation of schools in the south in 1955? What do you want
to learn about desegregation?
5. Share what students already know about desegregation from their own experiences
and the reading. Ask for opinions about what Grampa thinks about desegregation.
The students will learn more about African-American schools and desegregation
in chapter 7.
6. Assign homework
Homework
Read chapters 7 and 8
Complete study guide questions
Evaluation
Participation in class discussions
Participation in creating a KWL chart about desegregation
Desegregation KWL Chart
Name_____________________________ Date___________ Period________
25
What you think you
know about
desegregation
What you want to learn
about desegregation
What you learned about
desegregation
Lesson #5 MT Chapters 7 and 8
Objectives
Students will demonstrate comprehension of chapters 7 and 8
26
Students will use critical thinking skills to list three things Hiram could have done
differently at the river
Students will list what they learned about desegregation
Materials
KWL chart
Study guide
Novel
Procedure
1. Complete KWL chart from yesterday. Students will fill out what they learned
about desegregation from last night‘s reading.
2. Answer any questions about the reading.
3. Whole class discussion: Students will share their opinions on Mr. Paul and the
African-American schools. What does Hiram‘s Grampa think about AfricanAmericans? What does Mr. Paul say in response? Discussion of the fact that Mr.
Paul is blind but he may be the only one in Greenwood who can truly see what is
going on around him. What does this tell you about the conflicts so far?
4. Discussion of RC‘s treatment of Emmett when he seems him by the river. Ask the
students to share how it made them feel to hear about how badly RC treated
Emmett. Ask the students what they would have done.
5. Break into small groups of no more than 4 students in each group
6. Small group: Come up with a list of at least 3 things Hiram could have done
differently at the river. How could he have protected Emmett?
7. Each group will share at least one thing from their list to compile a class list of
things Hiram could have done differently.
8. Assign homework
Homework
Read chapters 9 and 10
Complete study guide questions
Evaluation
Participation in class discussion
Participation in group work
Lesson #6 MT Chapters 9 and 10
Objectives
27
Students will demonstrate comprehension of chapters 9 and 10, as well as the
entire first half of the novel
Students will define soliloquy
Students will create their own soliloquy for Hiram
Materials
Soliloquy instructional sheet
Study guide
Novel
Quiz #1
Procedure
1. Bell Work-Journal Prompt: ―What do you think happened to Emmett and who is
the supposed third man?‖
2. Quiz #1. Students will take a quiz over the first half of the novel.
3. Discuss journal prompt. What happened to Emmett? What does this tell you about
the south during this time? What do you think the outcome will be? Why does it
seem possible RC could be the third man? What happened at the end of chapter 9
to make you think that? Who else could it be?
4. Answer any questions
5. Create a soliloquy for Hiram after RC confronts him about the sheriff in chapter
nine. What would Hiram be thinking after he hears the sheriff was asking about
the river incident? Pass out soliloquy instructions.
6. Assign homework
Homework
Finish soliloquy if you didn‘t finish in class
Read chapters 11 and 12
Complete study guide
Evaluation
Participation in discussion
Quiz #1
Soliloquy assignment (due tomorrow)
Soliloquy Instructions
You should be familiar with a soliloquy after reading Romeo and Juliet earlier this
year. Today you will be creating a soliloquy that could be added to the novel.
28
Soliloquy: an utterance or discourse by a person who is talking to himself or
herself or is disregardful of or oblivious to any hearers present
1. Brainstorm: What did RC tell Hiram? How would you react? What might
Hiram be thinking? You already know some of it since the novel is written
from Hiram’s point of view.
2. Come up with a list of AT LEAST 5 different things Hiram might be
thinking.
3. Write a ¾-1 page soliloquy of Hiram’s thoughts after his visit from RC.
This should include all the things from your list.
4. You should write this as if Hiram were actually speaking so it should be in
first person present. Remember not to use slang or colloquial modern
English as the story is set in 1955.
Points-This will count towards your participation points
Possibility of 25 points
10 points for stating at least 5 things Hiram is thinking about RC comes
over
5 points for writing in the same dialect Hiram uses
5 points for writing from Hiram’s point of view
5 points for grammar and mechanics
Mississippi Trial, 1955 Quiz 1 Chapters 1-10
Name____________________________________ Date____________ Period_______
29
Directions: Short answer. You must answer in complete sentences or else the answer
is WRONG!
1. Why does Grampa get angry with Hiram?
2. Why is Hiram finally allowed to go visit his Grampa?
3. Who does Hiram save at the river?
4. What does Hiram’s Grampa say about desegregation?
5. Tell me one aspect of an African-American school according to Mr. Paul.
6. Why does Mr. Paul say we were all put here?
7. What does Hiram realize about Jim Crow laws?
8. What is one thing RC did to Emmett at the river?
9. How does Hiram feel after seeing what RC did to Emmett?
10. Who is RC going to teach a lesson? What did that person do?
11. What happened to Emmett?
12. Who does Hiram think is the third man?
Lesson #7 Chapters 11 and 12
Objectives
30
Students will demonstrate comprehension of chapters 11 and 12
Materials
Study guide
Novel
Procedure
1. Discussion: Would you testify? Why or why not? What decision do you think
Hiram will ultimately make?
2. Silent conversation: Students will sit in a u-shape. Each student will take out a
piece of paper and write their opinion about one thing from the novel. They could
ask a question, write something that bothers them about the novel, or write
something they enjoy. The only thing that is off limits is a summary of the novel.
They will then pass the paper to the person on their right. They will read what the
previous person wrote and then respond with their own opinion. They will have
one minute with each paper and they will keep passing the papers until they get
their own paper back.
3. Discussion: Students will have the opportunity to discuss or debate anything
about the novel with little input from the teacher (ie the teacher will not influence
the students‘ opinions).
4. Assign homework
Homework
Read chapters 13, 14, and 15
Complete study guide questions
Evaluation
Participation in class
Silent conversation participation
Lesson #8 MT Chapters 13, 14, and 15
Objectives
31
Students will demonstrate comprehension of chapters 13, 14, and 15
Students will read and comprehend Gwendolyn Brooks‘ poem
Students will compare and contrast the poem to the novel
Materials
Study guide
Novel
Poem handout
Procedure
1. Bell Work-Journal Prompt: ―Were you surprised by the outcome of the trial? Why
or why not? Do you think it was fair? Do you think they were guilty?‖
2. Discussion: Allow students the opportunity to have an open discussion about the
trial.
3. Poetry connection: ―A Bronzeville Mother Loiters in Mississippi. Meanwhile, a
Mississippi Mother Burns Bacon.‖ Read aloud in class. Gwendolyn Brooks wrote
this about the Emmett Till trial. What are the connections between the poem and
the novel? How might the woman have felt while watching the trial? How do you
think the woman really feels?
4. Begin reading chapter 16
Homework
Read chapters 16 and 17 (finish the novel)
Complete study guide questions
Evaluation
Participation in discussion
―A Bronzeville Mother
Loiters in Mississippi.
Meanwhile, a
Mississippi Mother
Burns Bacon‖ (1960) by
Gwendolyn Brooks
From the first it had
been like a
Ballad. It had the beat
inevitable. It had the
32
blood.
A wildness cut up, and
tied in little bunches,
Like the four-line
stanzas of the ballads
she had never quite
Understood—the ballads
they had set her to, in
school.
breadth, undisputed
height,
And a harsh kind of
vice.
And best of all, when his
history was cluttered
With the bones of many
eaten knights and
princesses.
Herself: the milk-white
maid, the ―maid mild‖
Of the ballad. Pursued
By the Dark Villain.
Rescued by the Fine
Prince.
The Happiness-EverAfter.
That was worth
anything.
It was good to be a
―maid mild.‖
That made the breath go
fast.
Her bacon burned. She
Hastened to hide it in
the step-on-can, and
Drew more strips from
the meat case. The eggs
and sour-milk biscuits
Did well. She set out a
jar
Of her new quince
preserve.
The fun was disturbed,
then all but nullified
When the Dark Villain
was a blackish child
Of fourteen, with eyes
still too young to be
dirty,
And a mouth too young
to have lost every
reminder
Of its infant softness.
That boy must have
been surprised! For
These were grown-ups.
Grown-ups were
supposed to be wise.
And the Fine Prince—
and that other—so tall,
so broad, so
Grown! Perhaps the boy
had never guessed
That the trouble with
grown-ups was that
under the magnificent
shell of adulthood,
just under,
Waited the baby full of
tantrums.
It occurred to her that
there may have been
something
Ridiculous in the picture
of the Fine Prince
Rushing (rich with the
breadth and height and
Mature solidness whose
…But there was a
something about the
matter of the Dark
Villain.
He should have been
older, perhaps.
The hacking down of a
villain was more fun to
think about
When his menace
possessed undisputed
lack, in the Dark Villain,
was impressing her,
Confronting her more
and more as this first
day after the trial
And acquittal wore on)
rushing
With his heavy
companion to hack
down (unhorsed)
That little foe.
So much had happened,
she could not remember
now what that foe had
done
Against her, or if
anything had been done.
The one thing in the
world that she did now
and knew
With terrifying clarity
was that her
composition
Had disintegrated. That,
although the pattern
prevailed,
The breaks were
everywhere. That she
could think
Of no thread capable of
the necessary
Sew-work.
She made the babies sit
in their places at the
table.
Then, before calling
Him, she hurried
To the mirror with her
comb and lipstick. It
was necessary
To be more beautiful
than ever.
The beautiful wife.
For sometimes she
fancied he looked at her
33
as though
Measuring her. As if he
considered, Had she
been worth It?
Had she been worth the
blood, the cramped
cries, the little stuttering
bravado,
The gradual dulling of
those Negro eyes,
The sudden,
overwhelming littleboyness in that barn?
Whatever she might feel
or half-feel, the lipstick
necessity was something
apart.
He must never conclude
That she had not been
worth It.
He sat down, the Fine
Prince, and
Began buttering a
biscuit. He looked at his
hands.
He twisted in his chair,
he scratched his nose.
He glanced again,
almost secretly, at his
hands.
More papers were in
from the North, he
mumbled. More
meddling headlines.
With their pepperwords, ―beastiality,‖ and
―barbarism,‖ and
―Shocking.‖
The half-sneers he had
mastered for the trial
worked across
His sweet and pretty
face.
What he‘d like to do, he
explained, was kill them
all.
The time lost, The
unwanted fame.
Still, it had been fun to
show those intruders
A thing or two. To show
that snappy-eyed
mother,
That sassy, Northern,
brown-black—
Nothing could stop
Mississippi.
He knew that. Big Fella
Knew that.
And, what was so good,
Mississippi knew that.
Nothing and nothing
could stop Mississippi.
They could send in their
petitions, and scar
Their newspapers with
bleeding headlines.
Their governors
Could appeal to
Washington….
―What I want,‖ the older
baby said, ―is lasses on
my jam.‖
Whereupon the younger
baby
Picked up the molasses
pitcher and threw
The molasses in his
brother‘s face. Instantly
The Fine Prince leaned
across the table and
slapped
The small and smiling
criminal.
She did not speak. When
the Hand
Came down and away,
and she could look at
her child,
At her baby-child,
She could think only of
blood.
Surely her baby‘s cheek
Had disappeared, and in
its place, surely,
Hung a heaviness, a
lengthening red, a red
that had no end.
She shook her head. It
was not true, of course.
It was not true at all.
The
Child‘s face was as
always, the
Color of the paste in her
paste-jar.
She left the table, to the
tune of the children‘s
lamentations, which
were shriller
Than ever. She
Looked out of a
window. She said not a
word. That
Was one of the new
Somethings—
The fear,
Tying her as with iron.
Suddenly she felt his
hands upon her. He had
followed her
To the window. The
children were
whimpering now.
Such bits of tots. And
she, their mother,
Could not protect them.
She looked at her
shoulders, still
Gripped in the claim of
34
his hands. She tried, but
could not resist the idea
Over her white
shoulders, her own
shoulders,
And over all of Earth
and Mars.
He whispered something
to her, did the Fine
Prince, something
About love, something
about love and night and
intention.
She heard no hoof-beat
of the horse and saw no
flash of the shining
steel.
He pulled her face
around to meet
His, and there it was,
close close,
For the first time in all
those days and nights.
His mouth, wet and red,
So very, very, very red,
Closed over hers.
Then a sickness heaved
within her. The
courtroom Coca-Cola,
The courtroom beer and
hate and sweat and
drone,
Pushed like a wall
against her. She wanted
to bear it.
But his mouth would not
go away and neither
would the
Lesson #9 Chapters 16 and 17
Decapitated exclamation
points in that Other
Woman‘s eyes.
She did not scream.
She stood there.
But a hatred for him
burst into glorious
flower,
And its perfume
enclasped them—big,
Bigger than all
magnolias.
The last bleak news of
the ballad.
The rest of the rugged
music.
The last quatrain.
35
Objectives
Students will demonstrate comprehension of chapters 16 and 17, as well as the
second half of the novel
Students will demonstrate comprehension of the Look magazine article and
compare it to the novel
Materials
Study guide
Novel
Look magazine article
Paper assignment handout
Quiz #2
Procedure
1. Quiz #2 over the last half of the novel.
2. Discussion: What role do you think Grampa played? Would you still love Grampa
if he were your grandfather? What did you learn about Hiram? How have your
opinions about RC changed from before?
3. Read the article from Look magazine where Milam and Bryant confess to
murdering Emmett.
4. Discussion: How do you feel now knowing the truth? Brief definition of double
jeopardy. What were Emmett‘s ―crimes‖ and why was he punished for them?
Does this still happen? Are people ever convicted for something they didn‘t do?
Do people ever confess after they‘re acquitted?
5. Pass out paper assignment.
Homework
Paper #1 due Monday
Bring magazines and newspapers to class tomorrow
Evaluation
Paper
Participation in discussion
Quiz #2
36
The Shocking Story of
Approved Killing in
Mississippi
This article is the infamous
confession of J. W. Milam
and Roy Bryant to the
kidnapping and killing of
Emmett Till. Reporter
William Bradford Huie
reportedly paid the men
$4000 for their story. It
appeared in Look 20 (24
January 1956): 46–50. Each
section is divided and
numbered with the original
pagination.
________________________
________________________
________________________
______
[46]
The Shocking Story of
APPROVED KILLING
IN MISSISSIPPI
EDITOR‘S NOTE: In the
long history of man‘s
inhumanity to man, racial
conflict has produced some
of the most horrible examples
of brutality. The recent
slaying of Emmett Till in
Mississippi is a case in point.
The editors of LOOK are
convinced that they are
presenting here, for the first
time, the real story of that
killing – the story no jury
heard and no newspaper
reader saw.
By WILLIAM
BRADFORD HUIE
Disclosed here is the true
account of the slaying in
Mississippi of a Negro youth
named Emmett Till.
Last September in Sumner,
Miss., a petit jury found the
youth's admitted abductors
not guilty of murder. In
November, in Greenwood, a
grand jury declined to indict
them for kidnapping.
Of the murder trial, the
Memphis Commercial
Appeal said: "Evidence
necessary for convicting on a
murder charge was lacking."
But with truth absent,
hypocrisy and myth have
flourished. Now, hypocrisy
can be exposed; myth
dispelled. Here are the facts.
Carolyn Holloway Bryant is
21, five feet tall, weighs 103
pounds. An Irish girl, with
black hair and black eyes, she
is a small farmer's daughter
who, at 17, quit high school
at Indianola, Miss., to marry
a soldier, Roy Bryant, then
20, now 24. The couple have
two boys, three and two; and
they operate a store at a dusty
crossroads called Money:
post office, filling station and
three stores clustered around
a school and a gin, and set in
the vast, lonely cotton patch
that is the Mississippi Delta.
Carolyn and Roy Bryant are
poor: no car, no TV. They
live in the back of the store
which Roy's brothers helped
set up when he got out of the
82nd Airborne in 1953. They
sell "snuff-and-fatback" to
Negro field hands on credit:
and they earn little because,
for one reason, the
government has been giving
the Negroes food they
formerly bought.
Carolyn and Roy Bryant's
social life is visits to their
families, to the Baptist
church and, whenever they
can borrow a car, to a drivein, with the kids sleeping in
the back seat. They call
Shane the best picture they
ever saw.
For extra money, Carolyn
tends store when Roy works
outside -- like truck driving
for a brother. And he has
many brothers. His mother
had two husbands, 11
children. The first five -- all
boys -- were "Milam
children"; the next six -- three
boys, three girls -- were
"Bryant children."
This is a lusty and devoted
clan. They work, fight, vote
and play as a family. The
"half" in their fraternity is
forgotten. For years, they
have operated a chain of
cottonfield stores, as well as
trucks and mechanical cotton
pickers. In relation to the
Negroes, they are somewhat
like white traders in portions
of Africa today; and they are
determined to resist the revolt
of colored men against white
rule.
On Wednesday evening,
August 24, 1955, Roy was in
Texas, on a brother's truck.
He had carted shrimp from
New Orleans to San Antonio,
proceeded to Brownsville.
Carolyn was alone in the
store. But back in the living
quarters was her sister-in-law
Juanita Milam, 27, with her
two small sons and Carolyn's
two. The store was kept open
till 9 on week nights, 11 on
Saturday.
When her husband was away,
Carolyn Bryant never slept in
the store, never stayed there
alone after dark. Moreover, in
the Delta, no white woman or
group of white women ever
travels country roads after
dark unattended by a man.
This meant that during Roy's
absences -- particularly since
37
he had no car -- there was
family inconvenience. Each
afternoon, a sister-in-law
arrived to stay with Carolyn
until closing time. Then, the
two women, with their
children, waited for a
brother-in-law to convoy
them to his home. Next
morning, the sister-in-law
drove Carolyn back.
Juanita Milam had driven
from her home in Glendora.
She had parked in front of the
store to the left; and under the
front seat of this car was Roy
Bryant's pistol, a .38 Colt
automatic. Carolyn knew it
was there. After 9, Juanita's
husband, J. W. Milam, would
arrive in his pickup to
shepherd them to his home
for the night.
About 7:30 p.m., eight young
Negroes -- seven boys and a
girl -- in a '46 Ford had
stopped outside. They
included sons, grandsons and
a nephew of Moses
(Preacher) Wright, 64, a
'cropper. They were between
13 and 19 years old. Four
were natives of the Delta, and
others, including the nephew,
Emmett (Bobo) Till, were
visiting from the Chicago
area.
Bobo bragged about his white
girl. He showed the boys a
picture of a white girl in his
wallet; and to their jeers of
disbelief, he boasted of his
success with her.
"You talkin' mighty big, Bo,"
one youth said. "There's a
pretty little white woman in
the store. Since you know
how to handle white girls,
let's see you go in and get a
date with her?"
"You ain't chicken, are yuh,
Bo?" another youth taunted
him.
Bobo had to fire or fall back.
He entered the store, alone,
stopped at the candy case.
Carolyn was behind the
counter; Bobo in front. He
asked for two cents' worth of
bubble gum. She handed it to
him. He squeezed her hand
and said: "How about a date,
Baby?"
She jerked away and started
for Juanita Milam. At the
break between counters,
Bobo jumped in front of her,
perhaps caught her at the
waist, and said: "You needn't
be afraid o' me, Baby. I been
with white girls before."
Bobo Till was 14 years old:
born on July 25, 1941. He
was stocky, muscular,
weighing about 160, five feet
four or five. Preacher later
testified: "He looked like a
man."
At this point, a cousin ran in,
grabbed Bobo and began
pulling him out of the store.
Carolyn now ran, not for
Juanita, but out the front, and
got the pistol from the Milam
car.
Bobo's party joined a dozen
other young Negroes,
including two other girls, in
front of the store. Bryant had
built checkerboards there.
Some were playing checkers,
others were wrestling and
"kiddin' about girls."
Outside, with Bobo being
ushered off by his cousins,
and with Carolyn getting the
gun, Bobo executed the "wolf
whistle" which gave the case
its name:
[47]
THE WOLF-WHISTLE
MURDER: A NEGRO
"CHILD" OR "BOY"
WHISTLED AT HER
AND THEY KILLED HIM.
That was the sum of the facts
on which most newspaper
readers based an opinion.
The Negroes drove away; and
Carolyn, shaken, told Juanita.
The two women determined
to keep the incident from
their "men-folks." They didn't
tell J. W. Milam when he
came to escort them home.
By Thursday afternoon,
Carolyn Bryant could see the
story was getting around. She
spent Thursday night at the
Milams, where at 4 a.m.
(Friday) Roy got back from
Texas. Since he had slept
little for five nights, he went
to bed at the Milams' while
Carolyn returned to the store.
During Friday afternoon, Roy
reached the store, and shortly
thereafter a Negro told him
what "the talk" was, and told
him that the "Chicago boy"
was "visitin' Preacher."
Carolyn then told Roy what
had happened.
Once Roy Bryant knew, in
his environment, in the
opinion of most white people
around him, for him to have
done nothing would have
marked him for a coward and
a fool.
On Friday night, he couldn't
do anything. He and Carolyn
were alone, and he had no
car. Saturday was collection
day, their busy day in the
store. About 10:30 Saturday
night, J. W. Milam drove by.
Roy took him aside.
"I want you to come over
38
early in the morning," he
said. "I need a little
transportation."
J.W. protested: "Sunday's the
only morning I can sleep.
Can't we make it around
noon?"
Roy then told him.
"I'll be there," he said.
"Early."
J. W. drove to another
brother's store at Minter City,
where he was working. He
closed that store about 12:30
a.m., drove home to
Glendora. Juanita was away,
visiting her folks at
Greenville. J. W. had been
thinking. He decided not to
go to bed. He pumped the
pickup -- a half-ton '55
Chevrolet -- full of gas and
headed for Money.
J. W. "Big Milam" is 36; six
feet two, 235 pounds; an
extrovert. Short boots
accentuate his height; khaki
trousers; red sports shirt; sun
helmet. Dark-visaged; his
lower lip curls when he
chuckles; and though bald,
his remaining hair is jetblack.
He is slavery's plantation
overseer. Today, he rents
Negro-driven mechanical
cotton pickers to plantation
owners. Those who know
him say that he can handle
Negroes better than anybody
in the country.
Big Milam soldiered in the
Patton manner. With a ninthgrade education, he was
commissioned in battle by the
75th Division. He was an
expert platoon leader, expert
street fighter, expert in night
patrol, expert with the
"grease gun," with every
device for close-range killing.
A German bullet tore clear
through his chest; his body
bears "multiple shrapnel
wounds." Of his medals, he
cherishes one: combat
infantryman's badge.
Big Milam, like many
soldiers, brought home his
favorite gun: the .45 Colt
automatic pistol.
"Best weapon the Army's
got," he says. "Either for
shootin' or sluggin'."
Two hours after Big Milam
got the word -- the instant
minute he could close the
store -- he was looking for
the Chicago Negro.
[48]
Big Milam reached Money a
few minutes shy of 2 a.m.,
Sunday, August 28. The
Bryants were asleep; the store
was dark but for the all-night
light. He rapped at the back
door, and when Roy came, he
said: "Let's go. Let's make
that trip now."
Roy dressed, brought a gun:
this one was a .45 Colt. Both
men were -- and remained -cold sober. Big Milam had
drunk a beer at Minter City
around 9; Roy had had
nothing.
There was no moon as they
drove to Preacher's house: 2.8
miles east of Money.
Preacher's house stands 50
feet right of the gravel road,
with cedar and persimmon
trees in the yard. Big Milam
drove the pickup in under the
trees. He was bareheaded,
carrying a five-cell flashlight
in his left hand, the .45 in the
right.
Roy Bryant pounded on the
door.
Preacher: "Who's that?"
Bryant: "Mr. Bryant, from
Money, Preacher."
Preacher: "All right, sir. Just
a minute."
Preacher came out of the
screened-in porch.
Bryant: "Preacher, you got a
boy from Chicago here?"
Preacher: "Yessir."
Bryant: "I want to talk to
him."
Preacher: "Yessir. I'll get
him."
Preacher led them to a back
bedroom where four youths
were sleeping in two beds. In
one was Bobo Till and
Simeon Wright, Preacher's
youngest son. Bryant had told
Preacher to turn on the lights;
Preacher had said they were
out of order. So only the
flashlight was used.
The visit was not a complete
surprise. Preacher testified
that he had heard of the
"trouble," that he "sho' had"
talked to his nephew about it.
Bobo himself had been
afraid; he had wanted to go
home the day after the
incident. The Negro girl in
the party urged that he leave.
"They'll kill him," she had
warned. But Preacher's wife,
Elizabeth Wright, had
decided that the danger was
being magnified; she had
urged Bobo to "finish yo'
visit."
39
"I thought they might say
something to him, but I didn't
think they'd kill a boy,"
Preacher said.
Big Milam shined the light in
Bobo's face, said: "You the
nigger who did the talking?"
"Yeah," Bobo replied.
Milam: "Don't say, 'Yeah' to
me: I'll blow your head off.
Get your clothes on."
Bobo had been sleeping in
his shorts. He pulled on a
shirt and trousers, then
reached for his socks.
"Just the shoes," Milam
hurried him
"I don't wear shoes without
socks," Bobo said; and he
kept the gun-bearers waiting
while he put on his socks,
then a pair of canvas shoes
with thick crepe soles.
Preacher and his wife tried
two arguments in the boy's
behalf.
"He ain't got good sense,"
Preacher begged. "He didn't
know what he was doing.
Don't take him."
"I'll pay you gentlemen for
the damages," Elizabeth
Wright said.
"You niggers go back to
sleep," Milam replied.
They marched him into the
yard, told him to get in the
back of the pickup and lie
down. He obeyed. They
drove toward Money.
Elizabeth Wright rushed to
the home of a white neighbor,
who got up, looked around,
but decided he could do
nothing. Then, she and
Preacher drove to the home
of her brother, Crosby Smith,
at Sumner; and Crosby
Smith, on Sunday morning,
went to the sheriff's office at
Greenwood.
The other young Negroes
stayed at Preacher's house
until daylight, when Wheeler
Parker telephoned his mother
in Chicago, who in turn
notified Bobo's mother,
Mamie Bradley, 33, 6427 S.
St. Lawrence.
Had there been any doubt as
to the identity of the
"Chicago boy who done the
talking," Milam and Bryant
would have stopped at the
store for Carolyn to identify
him. But there had been no
denial. So they didn't stop at
the store. At Money, they
crossed the Tallahatchie
River and drove west.
Their intention was to "just
whip him... and scare some
sense into him." And for this
chore, Big Milam knew "the
scariest place in the Delta."
He had come upon it last year
hunting wild geese. Over
close to Rosedale, the Big
[50]
River bends around under a
bluff. "Brother, she's a 100foot sheer drop, and she's a
100 feet deep after you hit."
Big Milam's idea was to
stand him up there on that
bluff, "whip" him with the
.45, and then shine the light
on down there toward that
water and make him think
you're gonna knock him in.
"Brother, if that won't scare
the Chicago -------, hell
won't."
Searching for this bluff, they
drove close to 75 miles.
Through Shellmound,
Schlater, Doddsville,
Ruleville, Cleveland, to the
intersection south of
Rosedale. There they turned
south on Mississippi No. 1,
toward the entrance to Beulah
Lake. They tried several dirt
and gravel roads, drove along
the levee. Finally, they gave
up: in the darkness, Big
Milam couldn't find his bluff.
They drove back to Milam's
house at Glendora, and by
now it was 5 a.m.. They had
been driving nearly three
hours, with Milam and
Bryant in the cab and Bobo
lying in the back.
At some point when the truck
slowed down, why hadn't
Bobo jumped and run? He
wasn't tied; nobody was
holding him. A partial answer
is that those Chevrolet
pickups have a wraparound
rear window the size of a
windshield. Bryant could
watch him. But the real
answer is the remarkable part
of the story.
Bobo wasn't afraid of them!
He was tough as they were.
He didn't think they had the
guts to kill him.
Milam: "We were never able
to scare him. They had just
filled him so full of that
poison that he was hopeless."
Back of Milam's home is a
tool house, with two rooms
each about 12 feet square.
They took him in there and
began "whipping" him, first
Milam, then Bryant smashing
him across the head with
those .45's. Pistol-whipping:
40
a court-martial offense in the
Army... but MP's have been
known to do it.... And Milam
got information out of
German prisoners this way.
But under these blows Bobo
never hollered -- and he kept
making the perfect speeches
to insure martyrdom.
Bobo: "You bastards, I'm not
afraid of you. I'm as good as
you are. I've 'had' white
women. My grandmother was
a white woman."
Milam: "Well, what else
could we do? He was
hopeless. I'm no bully; I
never hurt a nigger in my life.
I like niggers -- in their place
-- I know how to work 'em.
But I just decided it was time
a few people got put on
notice. As long as I live and
can do anything about it,
niggers are gonna stay in
their place. Niggers ain't
gonna vote where I live. If
they did, they'd control the
government. They ain't gonna
go to school with my kids.
And when a nigger gets close
to mentioning sex with a
white woman, he's tired o'
livin'. I'm likely to kill him.
Me and my folks fought for
this country, and we‘ve got
some rights. I stood there in
that shed and listened to that
nigger throw that poison at
me, and I just made up my
mind. 'Chicago boy,' I said,
'I'm tired of 'em sending your
kind down here to stir up
trouble. Goddam you, I'm
going to make an example of
you -- just so everybody can
know how me and my folks
stand.'"
So big Milam decided to act.
He needed a weight. He tried
to think of where he could get
an anvil. Then he
remembered a gin which had
installed new equipment. He
had seen two men lifting a
discarded fan, a metal fan
three feet high and circular,
used in ginning cotton.
Bobo wasn't bleeding much.
Pistol-whipping bruises more
than it cuts. They ordered
him back in the truck and
headed west again. They
passed through Doddsville,
went to the Progressive
Ginning Company. This gin
is 3.4 miles east of Boyle:
Boyle is two miles south of
Cleveland. The road to this
gin turns left off U.S. 61,
after you cross the bayou
bridge south of Boyle.
Milam: "When we got to that
gin, it was daylight, and I was
worried for the first time.
Somebody might see us and
accuse us of stealing the fan."
He staggered under its
weight... carried it to the river
bank. They stood silently...
just hating one another.
Milam: "Take off your
clothes."
Slowly, Bobo pulled off his
shoes, his socks. He stood up,
unbuttoned his shirt, dropped
his pants, his shorts.
He stood there naked.
It was Sunday morning, a
little before 7.
Milam: "You still as good as
I am?"
Bobo: "Yeah."
Milam: "You still 'had' white
women?"
Bobo: "Yeah."
Bryant and Big Milam stood
aside while Bobo loaded the
fan. Weight: 74 pounds. The
youth still thought they were
bluffing.
They drove back to Glendora,
then north toward Swan Lake
and crossed the "new bridge"
over the Tallahatchie. At the
east end of this bridge, they
turned right, along a dirt road
which parallels the river.
After about two miles, they
crossed the property of L.W.
Boyce, passing near his
house.
About 1.5 miles southeast of
the Boyce home is a lonely
spot where Big Milam has
hunted squirrels. The river
bank is steep. The truck
stopped 30 yards from the
water.
Big Milam ordered Bobo to
pick up the fan.
That big .45 jumped in Big
Milam's hand. The youth
turned to catch that big,
expanding bullet at his right
ear. He dropped.
They barb-wired the gin fan
to his neck, rolled him into
20 feet of water.
For three hours that morning,
there was a fire in Big
Milam's back yard: Bobo's
crepe-soled shoes were hard
to burn.
Seventy-two hours later -eight miles downstream -boys were fishing. They saw
feet sticking out of the water.
Bobo.
The majority -- by no means
all, but the majority -- of the
white people in Mississippi
1) either approve Big
Milam's action or else 2) they
41
don't disapprove enough to
risk giving their "enemies"
the satisfaction of a
conviction.
END
Mississippi Trial, 1955 Opinion Paper
At the beginning of the novel you wrote a journal entry about the definition of
courage in your own words and who you thought had courage. I want you to look back at
that journal entry and reread it. Decide whether you agree with it still or not. If you do
42
not, write a new definition of courage. Then choose one person in the novel who you
thought had courage based on your definition. This will be a 5 paragraph paper.
Introduction:
Give your definition of courage
Identify the character you think possessed character throughout the novel
Thesis statement about courage and your character; why does your character have
courage
Body Paragraphs (each body paragraph should have):
One action that your character took that you believe demonstrated courage
Why you think this action took courage
Whether the character struggled with his or her action or not
Conclusion
Why your character has courage
How your character demonstrated courage (brief summary)
Insightful statement about your character and his or her courage
Grading:
Introduction
Definition of courage _____/5
Character that possessed courage _____/5
Thesis statement _____/10
Body Paragraphs
Three different courageous actions _____/15
Why the action was courageous _____/30
Did the character struggle _____/15
Conclusion
Why you think your character has courage _____/10
Brief summary of how your character demonstrated courage _____/10
Insightful comment _____/10
Grammar
Grammatical conventions, spelling _____/10
Mississippi Trial, 1955 Quiz #2 Chapters 11-17
Name________________________________ Date_______________ Period________
43
Directions: Fill in the blank and short answer. Write in complete sentences or else
the answer is WRONG.
1. Emmett’s body is found in the _________________________. He was
______________.
2. Why doesn’t Hiram’s Grampa want him to testify?
3. What does Grampa say Emmett did wrong? What should he have done?
4. Hiram decides ___________ testify.
5. Who donates to Milam and Bryant’s defense?
6. What did Emmett supposedly do to Bryant’s wife?
7. The jury’s verdict is ________________________.
8. Give ONE possibility of who the third man could be according to the novel?
9. Hiram’s Grampa is trying to get rid of the __________________________.
10. What does Ronnie say Ralph saw?
11. Hiram’s Grampa says _______________________ was
____________________ when he left.
Lesson #10 Collage Project
Objectives
44
Students will demonstrate comprehension of one aspect of the novel from their
choosing
Materials
Magazines and newspapers
Scissors
Glue/tape
Collage instruction sheet
Procedure
1. Explain collage project, pass out instruction sheet
2. Get into groups of two
3. Choose from one of the topics on the list
4. Work in groups for the rest of the period. You will have one more class period to
work on it and then it will be due.
5. Reminder that papers are due on Monday
Homework
Paper
Evaluation
Participation in groups
Collage (due at end of class on Monday)
Mississippi Trial, 1955 Collage Project
45
You will be creating a collage to represent a character, scene, or theme from
Mississippi Trial, 1955. You should choose a topic from the list below. Once you
choose a topic you will look through the magazines and newspapers to find images
or words that represent your topic. You will glue these onto your poster. We should
be able to tell what your topic is simply by looking at your collage. You probably
won’t find any images from 1955 so you will need to be creative! Think about the
characteristics of the novel! You should have AT LEAST 10 pictures or words. You
must have pictures, you cannot just have words! When you are finished you need to
write one paragraph explaining your collage. Glue this to the back of your poster.
Characters:
Emmett
Hiram
RC
Grampa
Mr. Paul
Ralph and Ronnie
Dad
Themes:
Prejudice
Racisim
Coming of age
Social injustice
Scenes:
You may choose any scene from the novel
Points:
Creativity _____/30
At least 10 pictures or words _____/30
Paragraph _____/20
Ease of identifying topic from collage _______/20
46
Lesson #11 Collage Project
Objectives
Students will demonstrate comprehension of one aspect of the novel of their
choosing
Students will write an opinion paper about one character from the novel
Materials
Magazines and newspapers
Scissors
Glue/tape
Collage instruction sheet
Procedure
1. Finish working on project
2. Opportunity to share collages with class
3. Hand in collages
4. Collect papers
Homework
None! Day off!
Evaluation
Collage
Participation
Paper
Lesson #12 Introduction to To Kill a Mockingbird
47
Objectives
Students will be able to summarize Harper Lee‘s background
Students will be able to summarize the setting of TKAM
Students will create and share a story with the class
Students will display oral reading skills
Materials
Novel
Study guide
Handout on Harper Lee and TKAM
Procedure
1. Write a brief, interesting story of something that happened to you but tell us the
ending first without giving anything away! Example: ―And that‘s how I learned to
never stick my tongue to any frozen metal.‖ Teacher will share a full example.
―When I was 8 years old I learned to never stick my tongue to any frozen metal.
My mother always froze the metal candleholders to get the wax off. One day we
had just finished watching A Christmas Story and she wanted to know if her
tongue would really stick. She took the candlestick out of the freezer and sure
enough her tongue stuck. She ran around the kitchen panicking until my Dad and I
could stop laughing enough to run her tongue under hot water. And that‘s how I
learned to never stick my tongue to any frozen metal.‖
2. Share some of the backwards stories. Explain that TKAM starts with the end but
tells nothing about the whole story.
3. Introduction to Harper Lee and the 1930s
4. Pass out the novels
5. Pass out study guide
6. Begin reading chapter 1
7. Assign homework
Homework
Finish reading chapter 1
Read chapters 2, 3
Complete study guide questions
Evaluation
Participation
Harper Lee Background
Born April 28, 1926 in Alabama
48
It is often said that Maycomb has many similarities with Lee‘s hometown of
Monroeville
In 1949 she moved to NYC with the goal of becoming a writer
By 1957 she had finished a draft of To Kill a Mockingbird
Scottsboro Nine
Happened in the 1930s, Lee would have read about it in the newspapers
In March 1931, nine African-American youths were charged with raping two
white women
Over a five-year period, a series of trials were held.
In spite of evidence of the men‘s innocence, eight of the nine men were found
guilty and sentenced to death
By 1937 after appealing all the way to the Supreme Court, four defendants were
freed and the others were sentenced to long prison terms
Scottsboro Nine v. Tom Robinson
Charged with raping a white woman
Atticus Finch and Judge James E. Horton both acted in the interest of justice
when an African American was wrongly accused
Both had all white juries
It is likely that Lee used her knowledge of the Scottsboro Nine as well as her
knowledge of living through the Emmett Till trial while writing her novel
Name______________________________ Date________________ Period_________
49
To Kill a Mockingbird Study Guide Questions
Directions: Answer these questions to the best of your abilities in COMPLETE
SENTENCES as you read at night. If you have trouble answering a question do your best
but ask in class the next day.
Chapter 1
1. Who is the narrator of the novel? How old is she when the story takes place?
2. Describe the town of Maycomb.
3. Who is Dill? Why does he come to Maycomb?
4. What was summertime for?
5. Who is Boo? What does Dill want to do to him?
6. What does Dill dare Jem to do?
Chapter 2
1. What is Scout‘s ―crime‖ on her first day of school?
2. What is the teacher confused about? How does Scout try to help her?
3. How do the Cunninghams pay Atticus?
Chapter 3
1. Why does Scout attack Walter? Who makes her stop?
2. Why don‘t the Ewells have to go to school?
3. What does Atticus say about the Ewells?
Chapter 4
1. What does Scout find in an oak tree?
2. What else do they find in the tree?
3. Who do you think may be leaving things in the tree?
Chapter 5
1. What does Jem say they‘re going to write to Boo?
2. Who catches them? What does he tell them?
Chapter 6
1. What are Dill and Jem planning to do now?
2. What do Dill and Jem see?
3. Who does Nathan Radley think he saw?
Chapter 7
1. Why do Scout and Jem now consider everything in the knothole their property?
2. What do they find in the tree?
3. What happens to the knothole? Who does it?
Chapter 8
1. What happens to Miss Maudie‘s house?
50
2. What happens to Scout while she‘s standing outside?
Chapter 9
1. Who is Atticus defending?
2. Atticus says they won‘t win because they were beat 100 years before. What does
he mean by this?
3. Why is Atticus worried about the case?
Chapter 10
1. What does Atticus say it‘s a sin to do? Why?
2. What does Atticus do when he hears about the mad dog?
3. Why does Jem think Atticus tell them about his skill?
Chapter 11
1. What does Jem do to get back at Mrs. Dubose?
2. What is Jem‘s punishment?
3. Why does Mrs. Dubose have Jem do his penance?
Chapter 12
1. What makes Scout upset?
2. Where does Cal take Scout and Jem?
3. What is the church collecting for?
4. What is Tom Robinson accused of?
5. Who is waiting on the porch?
Chapter 13
1. Why does Aunt Alexandra come to visit?
2. What does Aunt Alexandra want the kids to know?
Chapter 14
1. What does Aunt Alexandra try to get Atticus to do?
2. Who is found in Scout‘s room?
3. Why is that person there?
Chapter 15
1. Why does Atticus go to the jail on Sunday night?
2. Who shows up? Why?
3. Who breaks up the near altercation?
Chapter 16
1. Where does Atticus not want Jem and Scout to go?
2. What is the one-drop rule?
3. Who do they sit with?
Chapter 17
1. Who alerted Heck Tate?
51
2.
3.
4.
5.
What did Tate find when he went to the house?
What happened to Mayella?
What does Bob Ewell say he saw?
Mayella‘s right eye was black and Ewell is left handed. What is Atticus trying to
prove?
Chapter 18
1. Why does Mayella think Atticus is mocking her?
2. Who does Atticus say is missing when this happened? What is he implying?
3. What is wrong with Tom‘s left arm?
Chapter 19
1. Where did Mayella send the children?
2. What did Mayella do to Tom?
3. What does Scout think about Mayella?
Chapter 20
1. Who does Atticus say it‘s worse to cheat?
Chapter 21
1. What does Jem think the verdict will be?
2. What is the jury‘s verdict?
3. How long does it take them to decide?
Chapter 22
1. Jem asks how the jury could have returned a guilty verdict. What is Atticus‘s
answer?
2. What does Cal find in the morning?
3. Why does Miss Maudie think Atticus defended Tom?
4. What does Bob Ewell do and say to Atticus?
Chapter 23
1. When it‘s a white man‘s word against a black man‘s word, who always wins
according to Atticus?
2. Why doesn‘t anyone from Maycomb serve on juries?
3. Who wanted an acquittal? What does Atticus think about it?
4. What kind of folks are there according to Scout?
5. Why does Boo stay inside according to Jem?
Chapter 24
1. What does Scout say she wants to grow up to be?
2. Where is Scout more at home?
3. What happens to Tom?
Chapter 25
1. What is Mr. Underwood‘s editorial about?
52
Chapter 26
1. What two things does Scout compare?
2. Why does Jem get mad at Scout? What does Atticus tell her?
Chapter 27
1. What is happening for Halloween?
2. Who takes Scout to the pageant?
Chapter 28
1. What happens to Jem and Scout on their way home?
2. What happened to the person who attacked them? Who is it?
Chapter 29
1. What saved Scout?
2. Who rescued Jem and carried him home?
Chapter 30
1. Who does Atticus think stabbed Bob Ewell?
2. What does Heck say?
3. What does Atticus think Heck is doing?
Chapter 31
1. Who left Scout and Jem the gifts?
Lesson #13 TKAM Chapter 1, 2, and 3
53
Objectives
Students will demonstrate comprehension of chapters 1, 2, and 3
Students will briefly describe the main characters
Materials
Study Guide
Novel
Character worksheet
Procedure
1. Bell Work-Journal Prompt: What is Maycomb like? How does this compare to the
town you live in? How is it similar, how is it different?
2. Group activity-worksheet on descriptions of characters so far. Each group will be
assigned one character to describe what we know about the characters so far.
3. Whole class discussion about the characters-Each group will share what they
wrote about the character they were assigned. Other groups will be allowed to
contribute if they feel anything was left out.
4. Brief discussion of Scout‘s first day at school. Ask students how it compares to
what they remember from their first day of school.
5. Students will have the opportunity to ask any question they are confused about.
6. Assign homework
7. Begin reading if time allows
Homework
Read chapters 4, 5, and 6
Complete study guide questions
Evaluation
Participation
Name_______________________________ Date___________ Period_______
54
Character Descriptions Chapters 1-3
Scout
Jem
Atticus
Dill
Lesson #14 Chapters 4-6
55
Objectives
Students will demonstrate comprehension of chapters 4-6
Students will define urban legends
Students will create their own urban legend
Materials
Novel
Study guide
Procedure
1. Bell Work-Journal Prompt: Jem and Scout find trinkets and small gifts in a tree.
Who do you think is leaving the gifts? Have you ever found something
interesting?
2. Discussion of urban legends-Boo Radley can be considered an urban legend. An
urban legend is a secondhand story told as true and just plausible enough to be
believed about some horrific, ironic, terrifying, or embarrassing series of events
that supposedly happened to a real person. Ask students to try and brainstorm a
brief list of urban legends from the area. One example could be the numerous
crybaby bridges. Ask students why the stories surrounding Boo could be urban
legends.
3. Partner work-With a partner brainstorm an urban legend. It should be just
plausible enough to be believed but not completely true. This could be something
you know from your town or you could write a completely new urban legend.
Write a paragraph describing your urban legend.
4. Share urban legends as time permits
5. Assign homework
Homework
Read chapters 7 and 8
Complete study guide questions
Evaluation
Participation
Lesson #15 Chapters 7-8
56
Objectives
Students will demonstrate comprehension of chapters 7 and 8
Students will consider the novel from another character‘s point of view
Materials
Novel
Study guide
Procedure
1. Discussion of the gifts in the tree. It is clear that someone is leaving Scout and
Jem gifts. Ask students who is leaving the gifts. Ask students why think Mr.
Radley cemented the hole.
2. Various images will be drawn on the board including a square with dots in it, a
triangle with circles in it, and a circle with squares in it. Students will be
instructed to describe each image in as much detail as they can without actually
saying it‘s a square with dots in it, etc…
3. Students will then share their descriptions. This will be an opportunity to show
students how people can see the exact same thing but describe it in completely
different ways.
4. Group work-Each group will choose a minor character (Cal, Boo, or Miss
Maudie). Ask students to consider the viewpoint of their character. What might
they see that the children don‘t about the gifts in the tree? What might they see
differently?
5. Have groups share their responses.
6. First collection of journals
7. Assign homework
Homework
Read chapters 9 and 10
Complete study guide questions
Evaluation
Participation
Journals
Lesson #16 TKAM Chapters 9 and 10
57
Objectives
Students will demonstrate comprehension of chapters 9 and 10
Students will make predictions for the trial
Materials
Novel
Study guide
Procedure
1. Return journals
2. Discussion-Students were introduced to the Tom Robinson trial in the previous
night‘s reading. Ask the students why Atticus is worried about the case. Ask why
Atticus says they were beat 100 years before.
3. Group work-Get into groups of 4 and make predictions about the trial. What will
happen? Will the kids be okay? What will the outcome be?
4. Discussion-Share predictions of the outcome of the trial. Allow each group to
share.
5. Assign homework
Homework
Read chapter 11
Review first part of the novel
Evaluation
Participation
Lesson #17 TKAM Chapter 11
58
Objectives
Students will find examples of figurative language including imagery, similes,
and metaphors
Students will define how Lee uses figurative language to assist in telling the story
Materials
Novel
Study guide
Quiz
Procedure
1. Bell Work-Journal Prompt: Atticus says it‘s a sin to kill a mockingbird. Why?
How do you think this fits into the novel and ties into the title?
2. Quiz over Part One
3. Group work-Break into 5 groups. Each group will have two-three chapters. Each
group needs to identify at least three examples of figurative language including
imagery, similes, and metaphors. The students should describe how the figurative
language assists in telling the story.
4. Discussion-Have each group share their examples. Ask the students if all of the
characters should be taken literally. Ask if they can find clues as to when the
author is using words figuratively.
5. Round table-Students can use the remainder of the period to discuss anything from
the novel they would like as long as it‘s appropriate. This should include minimal
interaction from the teacher.
6. Assign homework
Homework
Read chapters 12-14
Complete study guide questions
Evaluation
Participation
Quiz #3
Name______________________________ Date___________ Period_________
59
To Kill a Mockingbird Part One Quiz
Directions: Write your answers in complete sentences or else the answer is
WRONG.
1. Who is the narrator? How old is she approximately when she is telling the story?
How old is she when the story takes place?
2. Who is Boo Radley? What do the children try and do to Boo?
3. What is Scout‘s ―sin‖ on the first day of school?
4. Why does Scout attack Walter Cunningham?
5. Name two things the children find in the tree.
6. What happens to Miss Maudie‘s house?
7. Who is Atticus defending? Why is he worried about the trial for the children?
8. What does Aunt Alexandra think Atticus is doing to the family because of the
trial?
9. What does Jem call Atticus in chapter 10? Why?
10. What does Jem do to Mrs. Dubose? What is his punishment?
Lesson #18 Chapters 12-14
60
Objectives
Students will demonstrate comprehension of chapters 12-14
Materials
Novel
Study guide
Procedure
1. Bell Work-Journal Prompt: Tom‘s wife, Helen, is having trouble finding a job.
Would you hire the spouse of a suspected criminal? Why or why not?
2. Discussion-Tom is accused of raping Bob Ewell‘s daughter. The church takes up
a collection to help Tom‘s family while he is unable to work. Ask the students
what they think of the church and the reverend‘s idea to raise money. Ask the
students what they think Helen is going through and how she‘s reacting.
3. Scout‘s Top Ten List-Students break into groups of 3 to create a top 10 list of
things Scout has learned so far throughout the novel about herself and about the
character‘s of people in general.
4. Share the lists as a class and compile one list.
5. Assign homework
Homework
Read chapters 15, 16, and 17
Complete study guide questions
Evaluation
Participation
Lesson #19 Chapters 15, 16, and 17
61
Objectives
Students will demonstrate comprehension of chapters 15, 16, and 17
Students will use critical thinking skills to make predictions about the outcome of
the trial
Materials
Novel
Study guide
Procedure
1. Answer any difficult questions
2. Silent conversation-Students must make one prediction or comment about the
trial. This cannot be a plot summary, it has to be the student‘s opinion. After the
students are done writing they pass the paper to the right. They read the previous
person‘s comment and then they pass the paper again. This keeps going until they
have their own paper back or the teacher tells them to stop.
3. Round table-Students are allowed to share any comments they may have about the
trial. Take a poll and see how many students think Tom is guilt and how many
think he is innocent. Ask the students to compare this trial to the trial from
Mississippi Trial, 1955. How are Scout and Hiram similar? How are they
different?
4. Assign homework
Homework
Read chapters 18-21
Complete study guide questions
Evaluation
Participation
Lesson #20 Chapters 18-21
62
Objectives
Students will demonstrate comprehension of chapters 18-21
Students will use critical thinking skills to find examples of social injustice still
occurring today
Materials
Novel
Study guide
Introduction to Trial Reenactment
Script
Procedure
1. Discussion-What surprised you about the trial? What did you expect? Do you
have any questions about the trial? What do you think Hiram would say about this
trial?
2. Discussion-Do social injustices still occur today? Ask the students to think of any
form of social injustice they are aware of. This could be something minor just in
their school or town to something major that is occurring across the world.
3. Explain trial reenactment. Assign parts-Heck, Atticus, Judge, Mayella, Bob
Ewell, Prosecutor, and jury.
4. Begin prep for trial reenactment. Pass out scripts. Explain that any character who
chooses may deviate from the script. For example, the student playing Atticus
may decide to ask another question. However, inform students that all the
questions and responses in their scripts must be part of their reenactment. They
may only add, they cannot take anything out.
Homework
Finish preparing for the trial reenactment if not ready
Evaluation
Participation
Mr. Gilmer: ―In your own
words, Mr. Tate, would you
please tell the jury what you
know.‖
63
Heck Tate: ―I was fetched by
Bob-Mr. Ewell, one night-―
doctor, Sheriff? Did anyone
call a doctor?‖
Atticus: ―Please repeat what
you just said.‖
Mr. Gilmer: ―What night
would that be?‖
Heck Tate: ―No‖
Heck Tate: ―I said it was her
right side and she had more
bruises. Do you want to hear
about them?‖
Heck Tate: ―November 21st. I
was just leaving my office
when Mr. Ewell came in. He
was very upset and said to go
to his house quick, that
someone had just raped his
daughter.‖
Mr. Gilmer‖ ―And did you
go?‖
Heck Tate: ―Of course. I got
in the car and drove out as
fast as I could.‖
Mr. Gilmer: ―And what did
you find?‖
Atticus: ―You didn‘t call a
doctor?‖
Heck Tate: ―No‖
Atticus: ―Why not?‖
Heck Tate: ―I didn‘t think it
was necessary. She was
really banged up. Something
happened, it was obvious‖
Atticus: ―But you didn‘t call
a doctor? Did anyone call for
a doctor while you were
there?‖
Heck Tate: ―No‖
Heck Tate: ―I found her lying
in the middle of the floor in
the first room of the house.
She was really beat up, but I
pulled her up and she washed
her face in a water bucket in
the corner and said she was
all right. I asked her who had
hurt her and she said it was
Tom Robinson. I asked her if
she was sure it was Tom who
beat her up so badly and she
said yes. I asked her if he had
taken advantage of her and
she said yes he did. I went
down to the Robinson‘s
house and brought him back.
She identified him as the one
who had hurt her so I arrested
him. That‘s all there was to
it.‖
Judge Taylor: ―He answered
three times, Atticus. No one
called a doctor!‖
Mr. Gilmer: ―Thank you.‖
(sits down)
Atticus: ―Wait a minute, was
it her left facing you or her
left looking the same way
you were?‖
Judge Taylor: ―Any
questions, Atticus?‖
Atticus: ―Yes‖ (Atticus
stands up and walks towards
Heck Tate) Did you call a
Atticus: ―Yes, what were her
other injuries?‖
Atticus: ―I‘m just making
sure, Judge. Sheriff, you said
that she was really banged
up. How? Describe her
injuries‖
Heck Tate: ―Her arms were
bruised and she had finger
marks on her neck.
Atticus: ―Were they all
around her throat or at the
back of her neck?‖
Heck Tate: ―All around. She
has a small neck, anyone
could have reached around it―
Atticus ―That will be all,
Sheriff‖ (sits back down)
Judge Taylor: ―You may be
seated, Sheriff. Robert E. Lee
Ewell to the stand!‖
Mr. Gilmer: (stands up) ―Mr.
Robert Ewell?‖
Heck Tate: ―Well, she had
been beaten around her head
and there were bruises on her
arms. And she had a black
eye.‖
Bob Ewell: ―That‘s my
name‖
Atticus: ―Which eye?‖
Bob Ewell: ―If I‘m not, I
can‘t do anything about it
now, her mother is dead.‖
Heck Tate: Let‘s see…
(points to a spot in front of
him), her left.‖
Heck Tate: ―Oh, that would
make it her right. I remember
now, she had been beat up on
the right side of her face.‖
Mr. Gilmer: ―Are you the
father of Mayella Ewell?‖
Judge Taylor: ―Are you the
father of Mayella Ewell?‖
Bob Ewell: ―Yes, sir‖
Judge Taylor: ―I believe this
is your first time in court so
let me make something clear;
there will be no more
obscene speculations on any
subject in this courtroom
while I am sitting here. Do
you understand?‖
64
(Bob Ewell nods)
Judge Taylor: ―Good. All
right, Mr. Gilmer?‖
Mr. Gilmer: ―Thank you,
Judge. Mr. Ewell, will you
tell us in your own words,
what happened on November
21st?‖
Bob Ewell: ―Well, I was
coming back from the woods
with a load of firewood. Just
as I got to the fence I heard
Mayella screaming like a
stuck pig inside the house.‖
Mr. Gilmer: ―What time was
this?‖
Bob Ewell: ―Just before
sundown. As I was saying,
Mayella was screaming at the
top of her lungs so I dropped
my load of wood and ran as
fast as I could to the window
and I saw that boy (pointing
to Tom Robinson) taking
advantage of my Mayella!‖
Mr. Gilmer: ―What did you
do when you saw the
defendant?‖
Bob Ewell: ―I ran around the
house to get in, but he ran out
of the front door just before I
got there. I saw who he was
though. I was too distracted
by Mayella to chase after
him. I ran in the house and
she was lying on the floor
screaming and crying. ‖
Mr. Gilmer: ―What did you
do then?‖
Bob Ewell: ―I ran for the
sheriff as fast as I could.‖
Mr. Gilmer: ―Thank you, Mr.
Ewell‖ (sits down)
(Bob Ewell starts to leave the
witness stand)
Atticus: (standing up) ―Just a
moment, sir. Could I ask you
a few questions?‖
(Bob Ewell sits back down)
Atticus: ―Mr. Ewell, you
were doing a lot of running
that night. You ran to the
house, you ran to the
window, you ran inside, you
ran to Mayella, you ran for
the sheriff. Did you ever run
for a doctor?‖
Bob Ewell: ―Didn‘t need to. I
saw what happened.‖
Atticus: ―Weren‘t you
concerned with Mayella‘s
physical condition? Didn‘t
you think that her injuries
required immediate medical
attention?‖
Bob Ewell: ―I never thought
of it. I‘ve never called a
doctor to see anyone in my
family and if I had it would
have cost me five dollars. Is
that all you need to know?‖
Atticus: ―Not quite. Mr.
Ewell, you heard everything
Mr. Tate said when he was
on the stand didn‘t you?‖
Bob Ewell: ―Yes‖
Atticus: ―Do you agree with
his description of Mayella‘s
injuries? That her eye was
blackened and that she was
beaten around the head?‖
Bob Ewell: ―Yes. I agree
with everything Tate said.‖
Atticus: ―Do you? Do you
have anything to add to it?
Do you agree with the
sheriff?‖
Bob Ewell: ―I agree with
Tate. Her eye was black and
she was really beat up.‖
Atticus: ―Mr. Ewell, can you
read and write?‖
Mr. Gilmer: (standing up)
―Objection! What does the
witness‘s literacy have to do
with this case?!‖
Atticus: ―Judge, if you will
allow the question, plus
another one, you will see.‖
Judge Taylor: ―All right, but
make sure we see, Atticus.
Overruled.‖
Atticus: ―Mr. Ewell, can you
read and write?‖
Bob Ewell: ―Of course, I
can!‖
Atticus: ―Will you write your
name and show us?‖
Bob Ewell: ―Of course, I
will! How do you think I sign
my relief checks?‖
Atticus: (gives Bob a piece of
paper and a pen) ―Would you
write your name very clearly
so the jury can see you do
it?‖
Bob Ewell: (writes on the
paper) ―What‘s so
interesting?‖
Judge Taylor: ―You are lefthanded, Mr. Ewell.‖
Bob Ewell: ―What does that
have to do with anything?! I
am a Christ-fearing man and
Atticus Finch is taking
advantage of me! Tricking
lawyers like you take
advantage of me all the time!
I told you what happened! I
65
looked through the window,
ran that boy off, and then ran
for the sheriff!‖
like he did to Papa; trying to
make him out to be lefthanded.‖
Atticus: ―No more
questions.‖ (sits down)
Judge Taylor: ―How old are
you?‖
Mr. Gilmer: (stands up)
―About your writing, are you
ambidextrous, Mr. Ewell?‖
Mayella: ―Nineteen-and-ahalf‖
Bob Ewell: ―Absolutely not!
I can use one hand just as
good as the other!‖
Judge Taylor: ―You may be
seated, Mr. Ewell. Mayella
Violet Ewell to the stand!‖
Mr. Gilmer: ―Miss Ewell,
would you please tell the
jury, in your own words,
what happened on November
21st? Where were you at dusk
on that evening?‖
Mayella: ―On the front
porch‖
Mr. Gilmer: ―What were you
doing on the porch?‖
Judge Taylor: ―Mr. Finch has
no intention of scaring you.
And if he did, I‘m here to
stop him. That‘s one reason
why I‘m sitting here. Now,
you are a big girl, so just sit
up straight and tell us what
happened to you. You can do
that can‘t you?‖
Mayella: ―Well, I was on the
porch and he came along and,
you see, there was a cabinet
in the yard that Papa had
brought in to chop up for
firewood. Papa told me to do
it while he was in the woods,
but I wasn‘t feeling strong
enough just then, so he came
by-―
Mr. Gilmer: ―Who is ‗he‘?‖
Mayella: ―Nothing‖
Judge Taylor: ―Just tell us
what happened. You can do
that, can‘t you?‖
(Mayella starts crying)
Judge Taylor: ―That‘s enough
now. You don‘t have
anything to be afraid of as
long as you tell the truth. All
of this is new to you, I know,
but you have nothing to be
ashamed of and nothing to
fear. What are you afraid of?
Mayella: ―Him‖ (pointing to
Atticus)
Judge Taylor: ―Mr. Finch?‖
Mayella: (nods) ―I don‘t want
him making me look silly
Mayella: (pointing to Tom
Robinson) ―That one there.
Robinson‖
Mr. Gilmer: ―Then what
happened?‖
Mayella: ―I told him to come
over and chop up this cabinet
for me; I have a nickel for
you. So he came in the yard
and I went into the house to
get the nickel and I turned
around and before I knew it
he was on me. He just ran up
behind me. He got a hold of
my neck and started cussing
at me. I fought and yelled but
he had me around the neck.
He hit me again and again
and then threw me on the
floor and choked me and took
advantage of me.‖
Mr. Gilmer: ―Did you
scream? Did you scream and
fight back?‖
Mayella: ―I sure did. I
screamed for all I was worth.
Kicked and screamed as loud
as I could.‖
Mr. Gilmer: ―Then what
happened?‖
Mayella: ―I don‘t remember
much, but the next thing I
knew Papa was in the room
standing over me and yelling
‗Who did it? Who did it?‘
Then I fainted and the next
thing I knew, Mr. Tate was
pulling me up off the floor
and leading me to the water
bucket.‖
Mr. Gilmer: ―You say that
you fought him off as hard as
you could? Fought him tooth
and nail?
Mayella: ―I absolutely did!‖
Mr. Gilmer: ―You are
positive that he took full
advantage of you?‖
Mayella: ―He did what he
was after‖
Mr. Gilmer: ―That‘s all for
now. Stay there though, I
expect big bad Mr. Finch will
have some questions to ask
you.‖
Judge Taylor: ―Mr. Gilmer,
you will not prejudice the
witness against Mr. Finch. At
least not now.‖
Atticus: (stands up and walks
towards Mayella): ―Miss
Mayella, I won‘t try to scare
you for awhile. Let‘s get to
know each other. How old
are you?‖
66
Mayella: ―I already told the
judge that I‘m nineteen‖
Atticus: ―So you did, so you
did, ma‘am. You will have to
bear with me, Miss Mayella,
I‘m getting older and can‘t
remember as well as I used
to. I might ask you things that
you‘ve already answered
before, but you will give me
an answer though, won‘t
you? Good?‖
Mayella: ―I won‘t answer
anything as long as you keep
making fun of me.‖
Judge Taylor: ―Mr. Finch
isn‘t making fun of you.
What‘s the matter with you?‖
Mayella: ―As long as he
keeps calling me ma‘am and
Miss Mayella. I don‘t have to
listen to him make fun of
me!‖
Judge Taylor: ―That is just
Mr. Finch‘s way. We‘ve
worked together for many
years and Mr. Finch is always
polite to everybody. He‘s not
trying to make fun of you,
he‘s trying to be polite.
That‘s just his way. Atticus,
let‘s get on with this. And let
the record show that the
witness has not been sassed.‖
Atticus: ―Did you ever go to
school?‖
Mayella: ―I can read and
write just as well as my
Papa‖
Atticus: ―How long did you
go to school?‖
Mayella: ―Two or three
years. I don‘t know.‖
Atticus: Miss Mayella, a
nineteen-year-old girl like
you must have friends. Who
are your friends?‖
get on with this case. You
said that you asked Tom to
chop a cabinet. Did you know
Tom? Did you know where
he lived?
Mayella: (nods) ―I knew who
he was. He passed the house
everyday.‖
Atticus: ―Was this the first
time you asked him to come
inside the fence?‖
Mayella: ―Yes, it was‖
Atticus: ―Did you ever ask
him to come inside the fence
before?‖
Mayella: ―Friends?‖
Atticus: ―Yes. Don‘t you
know any boys or girls your
age?
Mayella: ―Are you making
fun of me again, Mr. Finch?‖
Mayella: ―I certainly did
not!‖
Atticus: ―You never asked
him to do odd jobs for you
before?‖
Atticus: ―Do you love your
father, Miss Mayella?‖
Mayella: ―Maybe. There
were several other black men
around.‖
Mayella: ―What do you
mean?‖
Atticus: ―Can you remember
any other cases?‖
Atticus: ―I mean, is he good
to you, is he easy to get along
with?‖
Mayella: ―No‖
Mayella: ―He does fine.
Except when…‖
Atticus: ―You said you are
nineteen. How many brothers
and sisters do you have?‖
Atticus: ―Except when he is
drinking?‖
Mayella: ―Seven‖
(Mayella nods)
Atticus: ―Are you the
oldest?‖
Atticus: ―Has he ever beaten
you?‖
Mayella: ―Yes‖
Atticus: ―How long has your
mother been dead?‖
Mayella: ―My Pa has never
touched a hair on my head in
my life! He never touched
me!‖
Mayella: ―I don‘t know. A
long time.‖
Atticus: ―Well, we‘ve had a
good talk but now it‘s time to
Atticus: ―You said that Tom
Robinson was right behind
you in the room when you
turned around, correct?‖
Mayella: ―Yes‖
Atticus: ―You said that he
grabbed you around the neck
and cussed at you, correct?‖
Mayella: ―Yes‖
Atticus: ―You said he
grabbed you and choked you
and took advantage of you,
correct?‖
Mayella: ―That‘s what I
said!‖
67
Atticus: ―Do you remember
him punching you in the
face? You were sure that he
choked you. And you were
fighting all this time, correct?
You kicked and screamed as
loud as you could. Do you
remember him punching you
in the face? It‘s an easy
question, Miss Mayella, so
I‘ll ask again. Do you
remember him punching you
in the face? Do you
remember him punching you
in the face?‖
Mayella: ―I don‘t remember
him punching me in the face.
I mean yes I do, he hit me!‖
Atticus: ―What is your
answer?‖
Mayella: ―Yes, he hit—I just
don‘t remember, I just don‘t
remember…it all happened
so fast.‖
Judge Taylor: ―Now, don‘t
start crying, young lady‖
Atticus: ―Let her cry, Judge.
We have all the time in the
world‖
Mayella: ―I‘ll answer any
question you ask me. You get
me up here and make fun of
me but I‘ll show you. I‘ll
answer any question you ask
me.‖
Atticus: ―Good, I only have a
few more. I want to be sure I
understand everything
correctly. You said that the
defendant hit you, grabbed
your neck, choked you and
took advantage of you. Will
you identify the man who
raped you?‖
Mayella: ―Yes, I will. That‘s
him there.‖ (points to Tom)
Atticus: ―Tom, stand up and
let Miss Mayella have a good
look at you. Is this the man,
Miss Mayella? Is this the
man who raped you?‖
(Tom stands. His left arm
hangs dead at his side)
Mayella: ―Yes it is!‖
Atticus: ―How?‖
Mayella: ―I don‘t know how
he did it, but he did! It all
happened so fast—―
Atticus: ―He punched you in
your left eye with his right
fist?
Mayella: ―I ducked and it—it
glanced off‖
Atticus: ―You are
remembering things better
now aren‘t you? You
couldn‘t remember anything
a while ago. All right, he
choked you, then hit you,
then he raped you, correct?‖
Mayella: ―Absolutely!‖
Mr. Gilmer: ―Objection! Mr.
Finch is browbeating the
witness!‖
Judge Taylor: ―Oh sit down
and be quiet. He‘s doing no
such thing.‖
Atticus: ―Miss Mayella, you
have testified that Tom
choked and beat you. You
didn‘t say that he sneaked up
behind you and knocked you
cold, but that you turned
around and there he was. Do
you want to change anything
you‘ve said?
Mayella: ―Do you want me to
say something that didn‘t
happen?‖
Atticus: ―No, I want you to
tell us something that DID
happen. Tell us again, please,
what happened?‖
Atticus: ―You‘re a strong
girl. What were you doing
during all this? Just standing
there?‖
Mayella: ―I told you, I
screamed and kicked and
fought‖
Atticus: ―Why didn‘t you try
to run away?‖
Mayella: ―I tried‖
Atticus: ―What kept you from
doing so?‖
Mayella: ―I—he threw me
down and sat on top of me‖
Atticus: ―And you were
screaming all this time?‖
Mayella: ―Of course!‖
Mayella: ―I already told you
what happened‖
Atticus: ―You said that you
turned around and there he
was. Did he choke you then?‖
Mayella: ―Yes‖
Atticus: ―Then he released
your throat and hit you‖
Mayella: ―That‘s what I said‖
Atticus: ―Then why didn‘t
your brothers and sisters hear
you? Where were they? Why
didn‘t they hear your screams
and come to help you? Or
didn‘t you scream until you
saw your father at the
window? You didn‘t think to
scream until then, did you?
You didn‘t scream at Tom,
you screamed at your father,
68
didn‘t you? Who beat you up,
Tom Robinson or your
father? Why don‘t you tell
the truth, didn‘t Bob Ewell
beat you up?
(Atticus sits down)
Mayella: ―I have something
to say.‖
Atticus: ―Would you like to
tell us what really
happened?‖
Mayella: ―I have something
to say and then I won‘t say
anymore. That boy took
advantage of me and if you
fine, fancy gentleman don‘t
want to do anything about it
then all of you are cowards!‖
Atticus: ―Did he succeed?‖
Tom: ―Yes, sir. Just a little,
though, not enough to hurt‖
Atticus: ―And you were both
convicted?‖
Tom: ―Yes, sir. I had to serve
30 days in jail because I
couldn‘t pay the fine. The
other man paid his, though.‖
her that I didn‘t have
anything except the hoe, but
she told me that she had a
hatchet that I could use. She
gave me the hatchet and I
chopped up the cabinet. Then
she said, ‗I suppose I‘ll have
to give you a nickel.‘ I told
her no, there wasn‘t any
charge and I left and went
home. But that was last
spring, over a year ago!‖
Atticus: ―Were you
acquainted with Mayella
Violet Ewell?‖
Tom: ―Yes, sir. I had to walk
past her house every day to
get to the field.‖
Atticus: ―Did you ever go
there again?‖
Atticus: ―Whose field?‖
Tom: ―I was there lots of
times‖
Tom: ―Yes, sir‖
Atticus: ―When?‖
Tom: ―Mr. Link Deas.‖
Judge Taylor: ―You may be
seated Mayella. Atticus, how
many witnesses do you
have?‖
Atticus: ―One‖
Judge Taylor: ―Well, call
him.‖
Atticus: ―Tom Robinson‖
(Tom walks to witness stand
and sits down)
Atticus: ―Tom, let me get this
straight, you are 25 years old,
married with 3 children, and
you have been in trouble with
the law before. You received
30 days in jail for disorderly
conduct. Is this correct?‖
Atticus: ―Why?‖
Atticus: ―Were you picking
cotton in November?‖
Tom: ―No, sir. I work in his
yard during the fall and
winter. I work for him pretty
much all year around.‖
Atticus: ―Is there any other
way to get to work other than
to walk past the Ewell
place?‖
Tom: ―No, sir. None that I
know of‖
Atticus: ―Tom, did Mayella
ever speak to you?‖
Tom Robinson: ―Yes, sir‖
Tom: ―Yes, she did. One day
she asked me to come inside
the fence and chop up a
cabinet for her.‖
Atticus: ―What was so
disorderly about your
conduct?‖
Atticus: ―And when did she
ask you to chop up this
cabinet?‖
Tom: ―I got into a fight with
another man who tried to cut
me‖
Tom: ―It was last spring. I
remember because it was
chopping time and I already
had my hoe with me. I told
Tom: ―It seemed like every
time I walked past the house,
she had a job for me to do
like chopping wood or
carrying water buckets.‖
Atticus: ―And did she pay
you for your work?‖
Tom: ―No, sir, I was happy to
help. Mr. Ewell didn‘t seem
to help her at all and neither
did the other children and I
knew that she didn‘t have the
money to spare.
Atticus: ―Where were the
other children?‖
Tom: ―They were always
there. They watched me work
or sit in the window.‖
Atticus: ―Did Miss Mayella
talk to you?‖
Tom: ―Yes, sir‖
Atticus: ―Did you ever enter
the Ewell property without an
invitation from one of them?‖
69
Tom: ―No sir, I never did. I
would never do that.‖
Atticus: ―Tom, what
happened on November 21st
of last year?‖
Tom: ―I was going home as
usual that night and when I
passed the Ewell house, Miss
Mayella was sitting on the
porch just like she said. She
asked me to come in the
fence and help her for a
minute. I went in the fence
and looked around for some
firewood to chop up, but I
didn‘t see any. She told me
that she needed something
done inside the house; the
door had come off its hinges.
I asked her if she had a
screwdriver and she said yes.
I went inside and looked at
the door and told her that it
looked just fine with me.
Then she shut the door in my
face. I then realized that the
house was really quiet
because all of the other
children were gone. I asked
Miss Mayella where the
children were. She kind of
laughed at me and said that
they had all gone in town to
get ice cream. She said it
took her over a year to collect
seven nickels but she finally
did it and they were all in
town.‖
dresser. As I reached for the
box she grabbed me around
my legs. She scared me so
much that I jumped off the
chair and turned it over. That
was the only thing that was
messed up in that room when
I left, I promise!‖
Atticus: ―What happened
after you turned the chair
over?‖
Tom: ―I jumped down off the
chair and turned around and
she jumped on me. She
hugged me around the waist.‖
Atticus: ―Then what did she
do?‖
Atticus: ―Did you hurt her in
any way?‖
Tom: ―I did not‖
Atticus: ―Did you resist her
advances?‖
Tom: ―I tried to. I tried to
without being mean. I didn‘t
want to be mean to her. I
didn‘t want to push her or
anything.‖
Atticus: ―Who was Mr. Ewell
talking to when he spoke
through the window?‖
Tom: ―He was talking and
looking straight at Miss
Mayella‖
Atticus: ―Then you ran?‖
Tom: ―She kissed the side of
my face. She said that she
had never kissed a grown
man before and that she
might as well kiss me. She
told me to kiss her back. I
asked her to let me leave and
I tried to run away but she
had her back to the door and I
didn‘t want to hurt her by
pushing her out of the way. I
told her to let me out and
that‘s when I saw Mr. Ewell
through the window.‖
Atticus: ―What did Mr. Ewell
say, Tom?‖
Atticus: ―What did you say
then, Tom?‖
Tom: ―He said, ‗I‘m going to
kill you, you slut!‘‖
Tom: ―I said that was very
nice of you to treat them like
that and then I told her that I
would be leaving since I
couldn‘t help her with the
door. She told me that there
was something else I could
help her with. I asked her
what that could be and she
told me to step on a chair and
get a box down off of a
Atticus: ―Then what
happened, Tom‖
Tom: ―I ran away, Mr.
Finch‖
Atticus: ―Did you rape
Mayella Ewell, Tom?‖
Tom: ―I did not‖
Tom: ―Yes, sir. I was
scared.‖
Atticus: ―Why were you
scared?‖
Tom: ―If you were like me
you would be scared too, Mr.
Finch‖
Link Deas: (stands up) I just
want everyone to know that
that boy has worked for me
for eight years and he has
never given me one
moment‘s trouble!‖
Judge Taylor: ―Be quiet! If
you have anything to say, you
can say it under oath and at
the appropriate time! Until
then, get out of here! Go
ahead Mr. Gilmer.‖
Mr. Gilmer: ―You were given
30 days for disorderly
conduct?‖
Tom: ―Yes, sir‖
Mr. Gilmer: ―What did the
other guy look like when you
got done with him?‖
70
Tom: ―He beat me up, sir.‖
Mr. Gilmer: ―But you were
convicted though, weren‘t
you?‖
Tom: ―Yes, sir, I got thirty
days.‖
Mr. Gilmer: ―Robinson, you
are pretty good at chopping
up cabinets and firewood
with one hand aren‘t you?‖
Tom: ―Yes, sir. I felt sorry
for her. She seemed to try
harder than the rest of them‖
Mr. Gilmer: ―YOU felt sorry
her HER? You felt SORRY
for her? When you walked
past the Ewell house on
November 21st, she asked
you to come in the fence and
chop up a cabinet?‖
Tom: ―No, sir. She said she
had something to do inside
the house‖
Tom: ―Yes, sir. I guess so.‖
Mr. Gilmer: ―Are you strong
enough to choke the breath
out of a woman and throw
her to the floor?‖
Tom: ―I‘ve never done that,
sir‖
Mr. Gilmer: ―But are you
strong enough to?
Mr. Gilmer: ―She says she
asked you to chop up the
cabinet. Are you calling her a
liar?‖
Tom: ―No, sir, I don‘t think
she is lying. I just think she is
mistaken‖
Mr. Gilmer: ―Did Mr. Ewell
chase you away from the
house?‖
Tom: ―I guess so.‖
Mr. Gilmer: ―You were
awfully nice to do all those
jobs for Miss Mayella,
weren‘t you?‖
Tom: ―I was just trying to
help her out, sir‖
Mr. Gilmer: ―That was nice
of you. Didn‘t you have your
own chores do to at home?
Tom: ―Yes, sir‖
Mr. Gilmer: ―Then why were
you so willing to do her
chores then?‖
Tom: ―It looked like she
didn‘t have anyone to help
her.‖
Mr. Gilmer: ―And you did all
this for free?‖
Tom: ―No, sir, I don‘t think
he did. I didn‘t stay long
enough for him to chase me
away.‖
Mr. Gilmer: ―Why did you
run away so fast? What were
you afraid of?‖
Tom: ―I was afraid of being
in court, just like I am now. I
was scared that I would be
put on trial for something I
didn‘t do.‖
Mr. Gilmer: ―That‘s all‖
Judge Taylor: ―You may be
seated, Tom. Atticus, your
closing statement?‖
Atticus: (stands up and walks
towards the jury)
―Gentleman, I will be brief. I
would like to remind you that
this case is an easy one, but it
does require you to be
ABSOLUTELY sure of the
defendant‘s guilt. This case
should never have come this
far. This case is as simple as
black and white. Mr. Gilmer
has not produced any
evidence to prove Tom‘s
guilt in this case. Instead, he
has built his entire case on
the testimony of two
unreliable witnesses. The
defendant is not guilty, but
someone involved in this case
is. I feel nothing but pity for
Miss Mayella, but not after
she puts an innocent man‘s
life on the line in order to
hide her own guilt. Yes, I
said guilt. She has broken a
time-honored code of our
society. She is a victim of
poverty and ignorance, but I
can‘t pity her because she is
white. And what is she guilty
of? She tried to seduce a
black man. And now she is
trying to destroy the evidence
of her crime, Tom Robinson.
Her father witnessed it and
Tom has told us of his
reaction. And what did Bob
Ewell do about it? We don‘t
know specifically, but we do
know that Mayella was
beaten up by someone who is
left-handed. These two
witnesses have testified under
the assumption that simply
because they are white their
words will be considered
truth and that you gentleman
also believe in the idea that
all blacks lie. Well, we know
what the truth is. The truth is
that some blacks lie just as
some whites lie. There is not
one person in this courtroom
who has never told a lie. One
last thing before I quit.
Thomas Jefferson once said
that all men are created equal.
We know that this is not
always the case since some
people are smarter than
others, some people make
more money than others, and
71
some people have more
opportunities than others.
However, there is one way
that all men in this country
are created equal, and that is
in the courtroom. In our
courts, all men are created
equal. And a courtroom is
only as good as its jury, and
the jury is only as good as the
men who make it up. I am
sure that you gentlemen will
review this case without
prejudice and come to a
decision and send this man
back to his family. In the
name of God, do your duty.‖
72
TKAM Tom Robinson Trial Script Directions
Requirements:
Everyone must participate and choose a role. We may have more than 12 jurors
but we will start with 12 until all the roles are decided. You will write down your
top three roles on a sheet of paper and then I will assign roles.
You must look over your script. Try to memorize your lines as best as possible
but you may use your script during the trial.
The jury will have to work as a group. You will be responsible for listening and
taking notes throughout the trial. I will collect your notes. After the trial you will
need to meet as a group to decide a verdict. You MUST tell us your reasoning for
the verdict. You can choose a foreman to do all the talking when you present your
verdict and rationale.
You must dress in some sort of costume! The lawyers, judge, and Heck Tate need
to dress in nice pants/skirt and a shirt! Mayella and Bob should have on old/rough
looking clothes (like overalls with a checkered shirt). The jurors can wear nice
jeans and a nice shirt or they can dress up. Tom should have on some sort of jail
looking uniform (sweats and a shirt that match would be a good choice!)
Pay close attention to the directions. For example, Atticus stands and walks
towards the witness stand. You need to follow these!
You will be graded based on your participation and performance (speaking clearly
and loudly, etc…) The jurors will be graded on their notes instead of their
performance but points will be deducted if jurors are not paying attention to the
trial.
Lesson #21 Trial Reenactment
73
Objectives
Students will reenact the trial of Tom Robinson in order to better understand the
trial and the decisions of the people
Materials
Completed Scripts
Novel
Classroom should be set up to mimic a courtroom
Procedure
1. Brief reminder of the rules of the reenactment
2. Begin the reenactment with Heck Tate‘s testimony
3. Brief closure at the end to discuss the trial so far. Ask the students if they are
learning anything new. Ask the students if they could see why the people of
Maycomb acted as they did.
Homework
None-finish reenactment tomorrow
Evaluation
Trial reenactment
Lesson #22 Trial Reenactment
74
Objectives
Students will reenact the trial of Tom Robinson in order to better understand the
trial and the decisions of the people
Materials
Completed Scripts
Novel
Classroom should be set up to mimic a courtroom
Procedure
1. Brief reminder of the rules of the reenactment
2. Begin the reenactment with wherever the class left off yesterday
3. Brief closure at the end to discuss the end of the trial. Discuss the verdict. Ask the
jurors to defend their decision and explain their reasoning.
4. Assign homework
Homework
Read chapters 22-24
Complete study guide questions
Evaluation
Trial reenactment
Lesson #23 Chapters 22-24
75
Objectives
Students will demonstrate comprehension of chapters 22-24
Students will use critical thinking skills to begin to identify the themes of the
novel
Materials
Novel
Study guide
Theme handout
Procedure
1. Bell Work-Journal Prompt: Atticus says when it‘s a white man‘s word against a
black man‘s the white man always wins. Do you agree that this happens in the
novel? What about in today‘s society?
2. Introduction of social injustice as one of the novel‘s main themes. Briefly ask the
students to identify examples of social injustice in the novel. Ask the students to
find examples of social injustice in society today. Remind the students of the
social injustice in Mississippi Trial, 1955 with Emmett‘s murderers‘ trial and the
plot of that novel.
3. Group work-Students should be in groups of 3-4 students. Pass out the theme
handout and assign each group a theme. Each group must find two examples of
the theme from the book as well as one theme from today‘s society and one
example from Mississippi Trial, 1955. Students may need to look back at their
notes as is necessary. This will also act as a mini review for Mississippi Trial,
1955.
4. Share answers as a class. Allow students to make other suggestions as well that
are not mentioned.
5. Assign homework
Homework
Read chapters 25-27
Complete study guide questions
Evaluation
Participation
Name________________________________ Date__________________ Period_______
76
Themes of To Kill a Mockingbird and Mississippi Trial, 1955
Directions: Each group will be assigned one theme. You then must find two examples of
that theme in TKAM, one example of the theme in MT, and one example of the theme in
today‘s society. We will then share the answers as a class.
Theme: the fundamental and often universal ideas explored in a literary work.
To Kill a Mockingbird examples
(2)
Mississippi Trial, 1955
example (1)
Coexistence of Good and Evil
Education
Social Inequality
Perspective
Prejudice
Bravery
Lesson #24 Chapters 25-27
Example from modern
society (1)
77
Objectives
Students will demonstrate comprehension of chapters 25-27
Students will make predictions about what will occur next
Students will demonstrate fluency in Mississippi Trial, 1955 as it relates to To Kill
a Mockingbird through an in-class writing assignment
Materials
Novel
Study guide
Procedure
1. Bell Work-Journal Prompt: Scout says they began their longest journey together
as they head to the Halloween pageant. What do you think is going to happen to
them? Why? What evidence from the book supports this?
2. Discussion: Students will share their journal prompts on a voluntary basis.
Students will make predictions about the end of the novel. They will share their
reasoning behind their predictions and support them with evidence from the
novel.
3. In-class writing assignment: Students will have two options. Both options include
choosing a scene from TKAM. Option 1: Rewrite a brief scene from TKAM as if
Hiram was there. What would he say? What would he do? What would he tell the
other characters? This needs to resemble how Hiram would actually speak. Option
2: Describe how Hiram would react to a specific scene. What would he be
thinking?
4. Assign homework
Homework
Read chapters 28-31-END OF THE NOVEL!
Complete study guide questions
Evaluation
Participation
Writing
Lesson #25 Chapters 28-31
78
Objectives
Students will demonstrate comprehension of chapters 28-31
Materials
Novel
Study guide
Procedure
1. Bell Work-Journal Prompt: If you could ask any character from TKAM a
question or questions who would you ask? What would you ask them?
2. Discussion: What did you think about the attack? Did you know who was he
behind it? Did you know who rescued them? What did you think about Heck
Tate? Do you think Bob did fall on the knife?
3. Discussion: What did you think about Boo? Did he surprise you? Did you expect
him to act how he did? Do you think he‘ll start to come out of the house more? If
the novel had an epilogue what do you think it would say?
4. Interrogation/Hot seat: Call students to the front of the room and assign them a
character. Ask another student from the ―audience‖ to ask them a question they
would want to ask that character. The student must answer as if he or she was
that character. This is voluntary and students do not have to be in the ―hot seat.‖
5. Collect journals
Homework
Begin reviewing both MT and TKAM
Evaluation
Participation
Journals
79
Lesson #26 Character Review
Objectives
Students will demonstrate comprehension of major characters from To Kill a
Mockingbird and Mississippi Trial, 1955
Materials
Facbook handout (Attachment B)
Study guides (as needed)
Procedure
1. Return journals
2. Explain to students that they have completed both novels and will begin
reviewing for the test. Give a brief overview of the test and what they can expect.
Emphasize that the test will be over BOTH novels, not just TKAM.
3. Character review: The students will be completing a facebook page for every
major character from the novels in groups. Pass out sheets. Explain under the
information section they need to have the character‘s age, hometown, and any
pertinent information they decide. Under friends they should have at least 3
friends from the novel. Under likes they need to list 5 interests the characters
exhibited from the novel. On the wall the students need to have six comments
from other characters about events that took place in the novel. For example if
you are doing Atticus you could have Boo saying, ―I‘m so happy I could help
Scout and Jem the night of the Halloween pageant. They are great kids and I
really like seeing them in the neighborhood.‖ These need to be specific and
relevant to the novel!
4. Split students into groups of two or three and assign the following characters:
Hiram, Emmett, RC, Grampa, Scout, Jem, Atticus, Bob Ewell, Cal, and Boo
Radley. Tell them to begin working.
5. Share answers as a class.
Homework
Study for the test
Evaluation
Participation
80
Lesson #27 Compare and Contrast
Objectives
Students will compare and contrast the main characters, setting, trial, and the
main characters‘ realizations at the end of the novel (Scout and Hiram) in order to
review for the test
Materials
Compare and contrast worksheet
Novels
Study guides
Procedure
1. Remind students that everything they are doing for the next few days is to prepare
for the test. Remind them of the date of the test.
2. Pass out the compare and contrast worksheets. Explain the categories. They
should discuss the main characters, at least three from each novel, the setting, the
trials, and the main characters‘ realizations.
3. Instruct them to work individually for 20 minutes. Walk around and answer
questions as necessary.
4. After 20 minutes, tell the students to pair up and discuss their answers for 10
minutes.
5. Answer any questions for the remainder of the period and go over any specific
information the students would like to know about.
Homework
Study for test!
Evaluation
Participation
Name______________________________________ Date_____________ Period______
81
Compare and Contrast REVIEW
Category:
Mississippi Trial,
1955
To Kill a
Mockingbird
Similarities
Main
characters:
At least
three!
Setting
Trial
Main
Hiram
Characters‘
Realizations
Scout
Lesson #28 MT Review
Differences
82
Objectives
Students will review Mississippi Trial, 1955 by playing Last Person Standing
The review is divided into two days to review both novels in depth
Materials
Study guides
Novels
List of questions
Procedure
1. Explain the rules for Last Person Standing. The students will all stand up at their
desks. The teacher will start with the first row and ask the first student a question.
If the student gets the question correct then they remain standing. If the student
cannot answer correctly then he or she sits down and anyone in the class can
answer the question. The last person left standing wins a small prize (two bonus
points on the test).
2. Complete the game. See attached questions. The questions get progressively
harder.
3. If there is any time remaining ask students if they have any questions. If they do
not have questions then continue asking review questions or give them the
remaining time to look over their study guides.
Homework
Study for test!
Evaluation
Participation
83
Last Person Standing MT Questions
1. Who is originally suspected as the third man involved in Emmett‘s murder? (RC)
2. Who comes of age because of racial inequality in his own town and learns about
the racism of his relatives during a trial? (Hiram)
3. Who comes from Chicago and doesn‘t know the ways of the south? (Emmett)
4. Who believes in segregation because desegregation will ruin the schools?
(Grampa)
5. Who does Hiram develop a relationship with beyond normal friendship? (Naomi)
6. Whom do Ralph and Ronnie call the queen of kindness? (Gramma)
7. Who are accused of Emmett‘s murder? (Milam and Bryant)
8. Who donates to the Milam and Bryant trial fund? (Grampa)
9. At the end of the novel what is Grampa trying to get rid of? (His truck)
10. What did Ralph see the night of the murder? (Milam and Grampa in Grampa‘s
truck leaving)
11. What happened to Emmett when he was alone at the river? (He was drowning and
Hiram saved him)
12. What did RC do to Emmett? (Calls Emmett trash, drags him over to the riverbank,
takes out a knife, guts a fish, and spreads it in Emmett‘s face)
13. What is Emmett accused of doing? (Whistling at a white woman in a shop)
14. Where was RC at the time of the murder? (Out of town)
15. Where does Hiram move when he is nine years old? (Tempe, AZ)
16. How does Mr. Paul describe African-American schools? (Very bad, run down, no
supplies, etc…)
17. When RC and Hiram go to the river why does RC originally say he won‘t eat the
food Ruthanne made? (She‘s African-American)
18. How does Hiram feel after RC attacks Emmett? (Dirty, weak, and ashamed)
19. Why does RC ask Hiram to lie to the sheriff? (RC says Hiram is just as much at
fault as he is)
20. What happens to Emmett? (He is abducted in the middle of the night and
murdered)
21. Who does Hiram think is the third man involved in the murder? (RC)
22. What is Hiram‘s Grampa upset about instead of being upset about the fact that a
boy was murdered? (The murder is getting national interest)
23. What does Hiram‘s Grampa want him to do about testifying at the trial? (He
doesn‘t want him to testify in court)
24. What does Grampa say about Emmett‘s death? How could he still be alive? (If he
had just stayed in his place he‘d still be alive)
25. Why does Hiram want to testify? (He feels he owes Emmett something)
26. What does Mr. Paul tell Hiram to do about testifying? (Tell the truth)
27. How does Hiram make his decision? (Makes a list of pros and cons and then
decides to do what‘s right)
28. Who makes up the jury? (Only white men)
29. What does the sheriff say about the body? (It was unidentifiable)
30. Who says they were able to identify the body as Emmett? (His mother)
31. How long was the jury out? (One hour)
32. What was the jury‘s verdict? (Not guilty)
84
33. How does Hiram feel about the verdict? (Makes him sick)
34. What does Milam do after the verdict? (Gives Grampa a thumbs up)
35. How does Hiram feel about his dad at the beginning of the novel? (Thinks he‘s
crazy for not liking Mississippi and too politically correct and involved in racial
equality)
36. How does Hiram feel about his dad at the end of the novel? (Understands him
better and appreciates where he‘s coming from)
Lesson #29 TKAM Review
85
Objectives
Students will review To Kill a Mockingbird by playing jeopardy
Materials
Jeopardy questions
Procedure
1. Explain jeopardy rules. There should be approximately 4 teams with 5-6 students
in each team. Simply count off by four to make teams. Explain that each group
will take turns choosing the question. If they answer the question wrong then the
other groups have a chance to ―steal‖ the question to earn points. The winning
team gets two points each on their test.
2. Play the game with attached questions.
3. If any time remains then give students a chance to look over study guide
questions.
Homework
Study for test
Evaluation
Participation
TKAM Jeopardy Questions
86
Characters:
100-Narrator, tomboy, develops a more adult perspective throughout the novel (Scout)
200-Old brother, ideals are badly shaken by the trial (Jem)
300-Moral backbone of the novel, lawyer, committed to racial equality (Atticus)
400-Recluse, interests the children, strong symbol of goodness (Boo)
500-Lives out in the woods, considered low class, attacks the children (Bob Ewell)
Trial:
100-Tom Robinson is accused of ____ Mayella Ewell (Rape/Beat)
200-Tom Robinson‘s lawyer (Atticus)
300-The verdict of the trial (guilty)
400-Person who stalled the jury (a Cunningham)
500-Fate of Tom Robinson (shot in prison)
Quotations:
100-―You never really understand a person until you consider things from his point of
view--until you climb inside of his skin and walk around in it.‖ (Atticus to Scout about
considering things from other people‘s point of view)
200-―Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up
people's gardens, don't nest in corncribs, they don't do one thing but sing their hearts out
for us. That's why it's a sin to kill a mockingbird.‖ (Miss Maudie to Scout when Scout
asked why it‘s a sin to kill a mockingbird)
300-―I think there's just one kind of folks. Folks.‖ (Scout about the differences in people)
400-―I wanted you to see what real courage is, instead of getting the idea that courage is a
man with a gun in his hand. It's when you know you're licked before you begin but you
begin anyway and you see it through no matter what. You rarely win, but sometimes you
do.‖ (Atticus to Scout after shooting the rabid dog)
500-―So it took an eight-year-old child to bring 'em to their senses.... That proves
something - that a gang of wild animals can be stopped, simply because they're still
human. Hmp, maybe we need a police force of children.‖ (Atticus after Scout stopped the
men from attacking him at the jail)
Themes:
100-What is the major example of social injustice in the novel? (Tom Robinson‘s trial
because he was found guilty but was actually innocent)
200-If you kill a mockingbird bird what are you destroying? (Something innocent)
300-What is Boo a symbol of? (Mockingbird or the good that exists within people)
400-What is a minor example of social injustice in the novel? (No women on the jury;
class differences; Aunt Alexandra not allowing Scout to play with Walter)
500-What is one example of a gothic detail in the novel? (unnatural snowfall, the fire,
children‘s superstitions, the mad dog, or the ominous details of Halloween night)
Part 1:
100-Who comes to visit every summer? (Dill)
200-What do Dill and Jem plan to do to Boo? (Try and make him come out of his house)
87
300-Why does Scout get in trouble on her first day of school? (She‘s reading and writing)
400-Name two things the kids find in the tree. (twine, gum, soap angels)
500-What does Jem have to do with Mrs. Dubose? (Read to her every afternoon)
Part 2:
100-Who shows up Sunday night when Atticus is sitting outside the jail? (a group of men
who want to hurt Tom)
200-What does Mayella say happened to her and who did it? (She was raped by Tom
Robinson)
300-What is important about Tom‘s left arm being crippled? (Mayella was beaten mostly
on the right-hand side of her face, which would have to be done with a left hand)
400-How long was the jury out and what was the verdict? (One hour-guilty)
500-Who attacked Scout and Jem and who saved them? (Bob Ewell attacked and Boo
saved them)
Lesson #30 Final Unit Test
88
Objectives
Students will demonstrate comprehension of both novels in multiple forms
including multiple choice, short answer, and extended response.
Materials
Test
Procedure
1. Pass out tests
2. Instruct students to write their names, the date, and the period at the top.
3. Remind the students that all answers must be in complete sentences or else they
will be marked wrong.
4. Students take the test.
Evaluation
Test
Name________________________________ Date__________________ Period_______
89
Mississippi Trial, 1955 and To Kill a Mockingbird Unit Test
Matching-Characters: 1 point each
1. _____ Bully; mean to Emmett; originally suspected
as one of the men who killed Emmett
2. _____ Older brother; typical American boy; ideals
badly shaken by the evil and injustice of
the trial
3. _____ Recluse; dominates the imagination of the
children; powerful symbol of goodness
4. _____ Comes of age because of the social injustice
in his beloved town; learns about prejudice
and racism of his own relatives
5. _____ Committed to racial equality; strong sense of
wisdom and empathy. Good moral backbone.
6. _____ From Chicago; no sense of the south‘s morals;
murdered by white men
7. _____ Takes part in trying to keep the south segregated;
suspected to have some role in the murder
8. _____ Tomboy; combative streak; strong sense of faith
in her community; develops a more adult
perspective
A. Hiram
B. RC
C. Emmett
D. Grampa
E. Atticus
F. Scout
G. Jem
H. Boo
Multiple Choice: 1 point each
1. Who was stabbed with a kitchen knife?
a. Jem
b. Scout
c. Boo
d. Bob Ewell
2. Where does Hiram spend his summer?
a. Mississippi
b. Chicago
c. Tempe
d. Alabama
3. Who did Scout find under her bed?
a. Bob Ewell
b. Dill
c. Jem
d. Boo Radley
4. How does Hiram‘s Grampa feel about desegregation?
a. It‘s a great idea because everyone can learn from each other
b. It will ruin the schools and America
c. He has no opinion
d. He will not discuss his opinion with Hiram because he wants Hiram to
make his own opinion
5. Mayella Ewell said Tom Robinson:
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a. Raped her
b. Strangled her
c. Beat her
d. All of the above
6. What are Jim Crow laws?
a. Laws to help African-Americans rise in status
b. Laws to desegregate schools
c. Laws to keep African-Americans stuck where the have no hope of a future
d. Laws to allow African-Americans to vote
7. Who saved Scout and Jem?
a. Heck Tate
b. Boo Radley
c. Atticus
d. Cal
8. Emmett is accused of:
a. Murdering a white man
b. Stealing from a shop
c. Whistling at a white woman
d. Robbing Hiram‘s house
9. Atticus always said, ―To understand someone you have to _____________‖
a. Live with them
b. Know their family
c. Talk to them
d. Walk in their shoes awhile
10. ________ and _________ are accused and put on trial for Emmett‘s murder
a. Hiram and RC
b. Milam and Bryant
c. Grampa and RC
d. RC and Milam
11. Who followed Scout and Jem home after the pageant?
a. Boo Radley
b. Atticus
c. Bob Ewell
d. Miss Maudie
12. Hiram‘s Grampa is trying to get rid of his ________
a. Truck
b. House
c. Clothes
d. Friends
13. Why did Jem cry during the Tom Robinson trial?
a. He had something in his eye
b. He felt it wasn‘t fair
c. He got a sliver
d. Someone was punching him
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14. ______ saw Hiram‘s Grampa and Milam in his truck on the night of Emmett‘s
murder.
a. Hiram
b. RC
c. Ralph
d. Naomi
15. Who said it was a sin to kill a mockingbird?
a. Cal
b. Atticus
c. Miss Maudie
d. Aunt Alexandra
Short Answer: 1-2 sentences: 3 points each
1. What brave thing did Atticus do in Chapter 10? Why were Jem and Scout
shocked?
2. How does Hiram save Emmett?
3. What was Tom‘s handicap and why was it important to the case?
4. What does RC do to Emmett at the river?
5. Why do Dill and Jem want to give Boo Radley a note? What does Atticus say
when he finds out about their plan?
6. What was the verdict in the Milam and Bryant trial? What did they do after the
trial? (Not in your book but we discussed it in class)
7. What was the importance of Mayella‘s bruises being primarily on the right-hand
side of her face?
8. Who does Hiram originally think is the third man involved in the murder? Why
can‘t it be this person?
9. Why does Scout get in trouble on her first day of school? What does Atticus say?
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10. At the end of the novel, who does Hiram think was involved in the murder? Why?
Extended Response: 1-2 paragraphs: 10 points each
1. Explain how Harper Lee‘s use of Scout as the narrator affects our understanding
of the novel.
2. Explain how Hiram‘s opinions change of the south throughout the novel and who
he believes in, his father or his Grampa.
Quotations: Identify the speaker and if he/she is speaking to someone. Explain the
importance and meaning of the quote. At least three sentences each. 5 points each
1. ―How could they do it? How could they?‖ ―I don‘t know but they did it. They‘ve
done it before and they did it tonight and they‘ll do it again and when they do itseems that only children weep.‖
2. "Whether Maycomb knows it or not, we're paying the highest tribute we can pay a
man. We trust him to do right. It's that simple."