To Kill a Novel Study

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Purpose: the purpose of a novel study is to allow for you, the reader, to critically analyze a novel. In this case we, as a class, will be reading the classic To Kill a Mockingbird by Harper Lee. While reading this novel you will have to think about what you are reading, not just simply skim through the book or look it up on spark notes. Your reading will be accompanied with chapter questions to spur thinking, as well as writing prompts to analyze the themes of the novel in your own words. There will also be short unit tests to ensure of your understanding of the novel. These unit tests are for your benefit as they keep the book fresh in your mind and will be invaluable study tools at the time of the final. Finally, there will be a final project to demonstrate your understanding of the novel. This is where you get the freedom to express yourself and present your ideas to the class. This can be done individually or in groups. There will be more about this in a later section outlining exactly what I want to see.

Synopsis: To Kill A Mockingbird is a novel based in the Great Depression in the fictional county of Maycomb, Alabama. The story is told through the eyes of Scout Finch looking back upon her childhood and the actions that took place during that time. Her father, Atticus Finch, was a lawyer and is challenged with taking on the case of Tom Robinson; an African-American man who has been charged with raping Mayella Ewell. During this era America was still actively participating in segregation, and in the South racist sentiment was rampant. The choice of the story being portrayed by Scout Finch has a particular effect on the novel; rather than having the jaded view of a worldly adult, the story is told through the eyes of an innocent child who simply knows right from wrong.

Characters:

Scout Finch - the storyteller of To Kill a Mockingbird. It is through the eyes of Scout that we view the events of the novel. She is a precocious young girl that is strong in her convictions; willing to fight at a moments notice, Scout has a unique look at the world and how this case unfolds.

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Jem Finch - the older brother of Scout, and the son of Atticus, Jem is the aged voice of reason to the “immature” Scout. Just like Scout, Jem is also innocent in his views, but gains further understanding as he ages and begins to understand how the world works.

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Dill Harris - a flamboyant storyteller at heart, Dill is an outcast that comes to Maycomb County during the summers. During this time he becomes good friends with both Scout and Jem. The character of Dill explores the themes of belonging amidst the greater themes of innocence, historical racism, and the equality of the law.

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Atticus Finch - an amazing lawyer, and an even better father, Atticus is a beacon of hope during a period of rampant racism. A man of his word, Atticus speaks what he believes to be the truth and acts accordingly. Atticus Finch is arguably one of the most influential characters in a novel when looking at morality and character.

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Tom Robinson - a man who was at the wrong place at the wrong time, he is the man who is on trial for the rape of Mayella Ewell. At this time it is simply the word of a “white” man versus the word of a “black” man. Because of the societal norm of the time, even if Tom Robinson was speaking the truth, the Ewell’s word will win everytime.

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Boo Radley - a mysterious, and ominous, character to the children of Maycomb county. Boo is subject to folklore and legend within such a small town, and is even the main plot for much of Scout, Jem, and Dill’s play during the summer months. It is rumored that Boo, or rather Arthur Radley, is under the strict rules of his father because of some wild times during his childhood.

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Before Reading:

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During Reading:

Chapter Questions

Chapter One to Four:

1. Describe Maycomb County in your own words. What was life like in this small community during the Great Depression? *

a.2. Who is Arthur “Boo” Radley?3. What is school like for Scout? How does the school system then, in the 1930’s, compare

to the school system of today?4. Atticus at one point tells Scout that you cannot understand someone “until you climb into

his skin and walk around in it.” What is the significance of this quote? 5. Why are the Ewell’s and Cunningham’s treated differently than other children? Explain

what class divisions are apparent in the novel. What are these divisions? Are they related to money, or are they related to status?

6. Why do you think Harper Lee chose to have this story told from the point of view of Scout? Why not Jem, Dill, or Atticus? *

Chapter Five to Eight:

1. Describe Miss Maudie Atkinson. How does she differ from the other women in Maycomb County?

2. After Jem’s fiasco at the Radley Place, there is reference that Mr. Radley saw an African-American man in his garden. Do you think that being caucasian would have changed the situation? Why or why not? *

3. The gifts in the tree is a significant part of Scout and Jem’s childhood life. Where do the gifts come from? What effect do the gifts have on Scout and Jem and their perceptions?

4. Who put the blanket around Scout’s shoulders? What significance does this have in the novel?

Chapter Nine to Eleven:

1. Describe the societal views about ethnicity in the 1930’s South. How does this compare to Atticus’ view of defending Tom Robinson? *

2. Jem and Scout are being taunted by other kids because of Atticus defending Tom Robinson. Why is that?

3. Why does Mrs.Dubose taunt Jem when he passes her house? What is Jem’s punishment for lashing out?

4. What is the significance of Harper Lee ending this section of the book here, at the end of chapter eleven? *

Chapter Twelve to Fifteen:

1. Jem and Scout attend Calpurnia’s church. How did this experience affect their views? Why does Calpurnia change her mannerisms at church?

2. Why does Aunt Alexandra come and stay with Scout, Jem, and Atticus?3. Aunt Alexandra demands that Calpurnia be let go from the Finch’s employment. Why

would she want Calpurnia fired?4. What is the Ku Klux Klan (KKK)? What does Atticus have to say about this “group”? *

Chapter Sixteen to Eighteen:

1. Who is Dolphus Raymond?2. Do you think it is suitable for Scout and Jem to be watching the trial? Why or why not?3. Who is Mayella Ewell? What is known about the Ewell family? 4. What is the significance of Bob Ewell being left handed? Could Tom have committed

this crime? *5. Why does Mayella cry in court?

Chapter Nineteen to Twenty-One:

1. What type of relationship does Mayella have with her father? What significance does this relationship have concerning the trial?

2. Explain, in your own words, Atticus’ view of equality and people. *3. What kind of man is Dolphus Raymond?4. What does Jem anticipate the verdict to be? What does Atticus expect?

Chapter Twenty-Two to Twenty-Four:

1. This story is set in the 1930’s, but was released in 1960. Do you think attitudes towards racism have changed since then? *

2. Why is Bob Ewell angry with Atticus Finch?3. What does Aunt Alexandra mean when she says “our kind of folks”?4. What happened to Tom Robinson? Why would he attempt to escape?

Chapter Twenty-Five to Twenty-Eight:

1. Describe Maycomb’s reaction to Tom’s death. 2. Explain the contrast Scout draws between the court where Tom was tried and “the secret

courts of men's hearts”. In what way are hearts like courts?3. Miss Gates teaches a lesson about Hitler explicitly stating that “we don’t believe in

persecuting anyone”. Why is this odd? *4. Why does Bob Ewell bear a grudge against Atticus?5. Describe the events of Jem and Scout walking home. What happened? Who saved Jem

and Scout?

Chapter Twenty-Nine to Thirty-One

1. Explain why Bob Ewell attacks Jem and Scout.2. Do you agree with Atticus’ or Heck Tate’s reason of why Bob Ewell attacked? Explain.3. Do you agree with Mr. Tate changing the story of how Bob Ewell died? Explain.4. How do the events of the final chapters explain the first sentence in the whole novel?5. Comment on the way the writer summarizes earlier events to show their significance.

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Vocabulary:

Due to the era this book was written in, and based in, the language used is quite different than our own. Some of these words will be foreign to you. The objective of the vocabulary section is for you to expand your own diction, but is also a helpful memory tool for remembering sections of the book.

You will be tasked with finding YOUR OWN vocabulary words. I could create a rigid sheet of words where you just have to find the definition and the page number, but where is the fun in that? There are nine chapter sections this study is broken down into. You need to have four words per chapter section. This means that you will have THIRTY-SIX WORDS in total.

Example:

Word/ Page Number: Inquisitive, pg. 65Definition: Curious in nature. A longing for understanding of the unknown.Character who said it?: Scout - the narratorWhat is the context?: Scout was describing how Jem and her curious nature was bothering the Radley’s and their lifestyle. They can live how they please, without “inquisitive children” bothering them.

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Postcard Summaries:

Everyone knows what a postcard is, and if you do not here is a quick summary; a postcard is a small, usually paper, object that is used to make all of your friends and family feel bad that they are not where you are. What you are going to be using these “postcards” for are not to brag, but to fill out as chapter section summaries. On one side you will be tasked with drawing an important image from the chapter section. On the other side you will have to fill it out with the

important points of that section. There are NINE sections, so that means there will be NINE postcard summaries.

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After Reading:

This is your major assignment for the To Kill a Mockingbird novel study. Below are three lists. You must choose one assignment from each. Two of the sections will be completed individually, while the third will be completed in groups and presented to the class.

Choose ONE assignment from the visual representation section below- 55th Anniversary Edition! - Create a new book cover for the novel. This must be

creative in nature in its representation of the book. Your new cover must also be accompanied by a one page (250 words) artist statement explaining the significance of the cover and how it represents the novels and its themes

- Collage Cheese - Create a visual representation of themes and characters in the novel in the form of a collage.

- Timeline a Mockingbird - Create a timeline that includes both the events in the novel and historical information of the time.

- Now a Motion Picture - Create a movie poster for the novel

Choose ONE assignment from the linguistic representation section below- Autobiography - you are tasked with choosing a character and writing a two page

autobiography of a character. You will have “conversations” with this character from the book. This autobiography should outline the character’s thoughts, ideals, emotions, basically the essence of who they are that is backed up with evidence from the book.

- P.s. - write an epilogue to the novel from the perspective of either Scout, or another character. It needs to be in the same tense as the novel, but you can make up the events that proceed after the end of the book.

- Read all about it! - write the first page of newspaper complete with a headline. This paper should be written in the setting of TKAM. You must choose a scene to write an article about, but can also include little snippets of other period pieces such as advertisements, side stories, etc..

- What if? - this is an experiment with perspective. Taking the character of Scout, how would the story change if she was male? Older? A different ethnicity? What if she was more timid? Write a one page exposé about how the story would change in these new perspectives and why.

Choose ONE assignment from the group work section below- Lights! Camera! Trailer! - Create a movie trailer for TKAM. The minimum length will

be one minute. This movie trailer should be enticing and accurate to the novel. Creative will be key, but no written component will be necessary as the piece should be self explanatory.

- Human Diorama - Choose a scene and create a roleplay - this roleplay does not have to be a verbatim re-enactment of the scene. This means that you can put the scenes into a

more modern context, but you cannot change the themes. The ideas/themes must still be present in the roleplay. This will be accompanied by a one page statement of why your group chose this scene, why you represented it the way you did, and what themes were prevalent in this scene.

- Children’s Stories - Adapt the theme of TKAM into a children’s book. This should be complete with pictures, and a proper cover. Word choice will be key, because it must convey the theme of TKAM in understandable words.

- Oprah Book Club - Create an interview between a host and certain characters. Allow for some audience interaction/questions.