TKaM+Activities


 * Class work Activity Instructions and Resources **

1. Begin Map of Maycomb:
Start a map of Maycomb (beginning on page 7) that you will complete as you read the rest of the book; cite evidence from the text that proves your map to be true (must have page numbers and quoted text). Add to it using information you find in chapters 4, 6, 11, 15, 28, and any other chapter that gives information about where things are in relation to one another.

2. Character Map:
Start a character map in a web format, connecting the characters that are connected to one another in the book. Make sure to include the relationship the characters have to each on the line that connects them. Add to it as you read about new characters. You may have to edit and rewrite as you go. (Hint: Scout will be connected to almost everyone, so she should go somewhere in the middle.)

3. Relationship with Parents:
Describe the relationship Scout and Jem have with their father, Atticus. Is your relationship with your parents similar or different? Explain using at least two examples from the book (with page numbers) and two examples from your own life. Each example should be one paragraph.

4. Personality types:
Read the Myers-Briggs Type Indicators for determining personality type ( [] ). Decide which personality type you fit into and explain why. Then choose three characters from the book and tell which personality type you believe best describes each of them. Give evidence from the book to defend your choices (with page numbers and quoted text). You should have four paragraphs, one for each explanation.

5. Jim Crow Stories: Personal Narratives:
Listen to one of the personal narratives from someone who lived during the Jim Crow era ( [] ). After you listen, write a personal response: What was the story about? How did you feel while listening to this person’s story? What effect did hearing the person’s voice have on you? As you listened to the interview, could you hear emotions that are similar to your own? If so, describe what emotions you heard and how you know. If not, why do you think you would feel differently? Response should be three paragraphs.

6. Write script and perform a scene:
Choose a scene that you think is important to the story. Rewrite the scene as a script, putting it into modern language and context. Make sure that the main theme of your scene (courage, friendship, justice, growing up, equality) is translated into your modern version. You may work with a group, but every member must have a part in the performance. If you have recording equipment, you may record the performance and show it to the class, or you may choose to perform it in the classroom. Your performance should be 4-5 minutes.

7. Compare to a modern injustice/case:
What are some stories you’ve seen in the news of false accusations or prejudice recently? How does that case compare to the trial against Tom Robinson? Give specific examples from the modern case and the book and fill in the compare/contrast chart with 5 points of comparison under the “In Regard To” column. Write a summary of your conclusions (one paragraph).



8. Jeopardy game with 5 themes:
__To Kill a Mockingbird__ explores many different themes, such as: growing up, family, class prejudice, racial prejudice, courage, language, equality, kindness, tolerance, and truth. Choose five of the themes and create a Jeopardy game in which you ask and answer five questions that relate to each theme. Answers must include page numbers and quoted text.

9. Write and perform (or record) a theme song/rap:
This option can be either a retelling of the story or can focus on a theme with references to the story. The song/rap should be at least three verses with a refrain that repeats. You may perform it for the class or record it using Garage Band or other technology. Extra points will be awarded if you write your own music (+10 points) and/or create a music video version (+10 points).

10. Story Soundtrack or Character Playlist:

 * Story Soundtrack: Choose 10-15 songs that would represent certain scenes in the book. Give the title and performer’s name on the playlist. With each song, explain which scene it goes with (giving page number) and why you think it fits well.
 * Character Playlist: Choose 10-15 songs you think fit that character’s personality. Give the title and performer’s name on the playlist. With each song, explain why you think the character would like that song, giving evidence from the book (with page numbers).

11. Vocabulary Picture Book:
Create your own vocabulary list (30 words) throughout the book. These must be words that you didn’t already know. Give the page number each word is found on, and the definition. Use your words to create a picture book with one w ord represented on each page.

12. Compare/Contrast Jem & Dill:
Jem, Scout, and Dill share quite a few experiences. Looking past the obvious difference that Jem is Scout’s brother and Dill is her friend/fiancé, how are Jem and Dill similar and different? Ask for a compare/contrast chart or print the one below. Fill in the compare/contrast chart with 5 points of comparison under the “In Regard To” column. Write a summary of your conclusions (one paragraph). You must provide evidence from the text to defend your assertions (with page numbers and quoted text). Then write a summary of your conclusions (one paragraph). Are they more alike or more different? Why do you think that is?



13. Parenting Article:
Atticus is a single parent, though he receives a lot of help from Calpurnia. In chapter eight, Ms. Maudie says, “Atticus, you’ll never raise ‘em.” From what you’ve read thus far, is Atticus a good parent? Read WebMD’s “Ten Commandments of Good Parenting” ( [] ) and then find some evidence from the text for each commandment. Your evidence should help form your opinion regarding Atticus’ parenting skills.

14. Rank the neighbors:
From the neighbors you have met thus far (Ms. Maudie, the Radleys, Mr. Avery, Ms. Crawford, etc….), rank them from the best (#1) to the worst, supporting your opinion by with evidence from the text for each neighbor (give page numbers).

15. “We Wear the Mask”:
Read Paul Laurence Dunbar’s poem “We Wear the Mask.” What does the poem mean? What is “the mask”? Who must wear a mask in __To Kill a Mockingbird__? How can this poem apply to anyone’s life? How do people wear “masks” in their everyday lives? Response should be at least two paragraphs.

“We Wear the Mask” by Paul Laurence Dunbar (1872-1906)
We wear the mask that grins and lies, It hides our cheeks and shades our eyes,— This debt we pay to human guile; With torn and bleeding hearts we smile, And mouth with myriad subtleties.

Why should the world be over-wise, In counting all our tears and sighs? Nay, let them only see us, while We wear the mask.

We smile, but, O great Christ, our cries To thee from tortured souls arise. We sing, but oh the clay is vile Beneath our feet, and long the mile; But let the world dream otherwise, We wear the mask!

16. Depression Article:
Ask for a copy of the article or read the one below. Read the article “When ‘Father took my piggy bank’: The Depression’s Darkest Days” about a young girl’s perspective on the Depression. What were the biggest struggles she and her family faced? What is her reaction to the changes? Do you think you would have the same reactions and emotions? Explain why or why not.

17. Jim Crow South Articles:
Ask for a copy of the compare/contrast chart and the articles or read the ones below. Read the articles “Life with Jim Crow” and “Growing up white in the Jim Crow South.” Compare and contrast the two writers. Fill in the compare/contrast chart with at least 5 points of comparison under the “In Regard To” column. Write a summary of your conclusions (one paragraph). You must provide evidence from the text to defend your assertions (with page numbers and quoted text). Then write a summary of your conclusions (one paragraph). What can you conclude about their different perspectives?



18. Scottsboro Boys:
Read the timeline of what happened to the Scottsboro Boys ( [] ). Then read the “Excerpts from Summation” to find out about the lawyer’s closing statements in the case ( [] ). What do the prosecutors’ closing arguments reveal about race relations in the south in 1933? Is the defense’s summation persuasive or not? What does the defense reveal about race, regional, and religious views in 1933 America? How does the defense’s summation compare to Atticus’ summary from the book? Your response should be three paragraphs. Cite quoted material in quotation marks with the webpage title.

19. “Strange Fruit”:
Watch Billie Holiday’s performance of the song “Strange Fruit.” The video and lyrics are below. After you have watched her performance, go to the PBS page about “Strange Fruit: A Song of Protest.” Watch the short clip about the song, then under “Support Materials” tab, read the Background and answer the Discussion Questions ( [] ). Your response should be three paragraphs. Cite quoted material in quotation marks with the webpage title. media type="youtube" key="h4ZyuULy9zs" height="315" width="420"

Performed by Billie Holiday
Southern trees bear strange fruit, Blood on the leaves and blood at the root, Black bodies swinging in the Southern breeze, Strange fruit hanging from the poplar trees.

Pastoral scene of the gallant South, The bulging eyes and twisted mouth, The scent of magnolias, sweet and fresh, Then the sudden smell of burning flesh.

Here is a fruit for the crows to pluck, For the rain to gather, for the wind to suck, For the sun to rot, for the trees to drop, Here is a strange and bitter crop.

20. Tell the story in 20 images:
Draw what you believe to be the 20 most important images to tell the story. Make sure they are presented in the order they take place in the book. For each image, give an explanation of about 2-3 sentences discussing why that image is so important.