Introduction
We are entering a new unit where we will be exploring and discussing themes concerning one of the most riveting American texts of all time, To Kill a Mockingbird by Harper Lee. This novel demonstrates life for the everyday civilian in the 1930's, especially in the southern part of the United States (Maycomb, Alabama to be specific). The novel examines how social structures determine your treatment by other members of society. In other words, the color of your skin, your family heritage and history, and your family's current living status determine your ranking in this town. The novel is told in the perspective of a young girl, Scout Finch, who lives with her father, Atticus, and older brother, Jem, as she learns how her status and her peers' statuses are predetermined by history's past and their families. We grow and learn with Scout as she realizes some of these negative aspects of her community, and begins to stand up for herself, her family, and those who do not have voices. Throughout this webquest you will learn further about this novel and the historical contexts attached to it before beginning to read it.
“Kill all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” Atticus Finch
Task
The main purpose of this webquest is to help you understand more about the author and setting of this book before starting to read in order to achieve greater understanding. The information in this webquest provides you with essential information about the social climate in the South during the 1930s, American history leading up to the social climate in the South, and Harper Lee's background and motivation for writing To Kill A Mockingbird. All of these aspects of the novel play a major role in how Scout learns about the social heirarchies and differences in community members, and what she chooses to do about the injustices that she sees.
You will continue through this webquest clicking on links that will take you to sources that will teach your more about some of the historical topics presented in this text. As you learn about these topics and sources, you will answer the questions that are in accordance or follow the prompt/ guide and record your thoughts.
Finally, after the webquest, you will use the information gathered from the sources to fill out a prediction analysis worksheet that will have you beginning to this about history and this text together before reading.
Process
1. Harper Lee
Go to these websites, skim through the information (remember that skimming requires you to find the information most necessary to understanding a topic, so instead of reading about when Lee was born, maybe reading about her childhood experiences is more important), and follow the prompting questions or thought-provoking comments and then answer them.
Step 1: go to http://www.biography.com/people/harper-lee-9377021
A. how was Lee's childhood and the ways in which she grew up imoprtant to the context you have on the novel so far? What time period did she grow up in? Who were certain members of her family? What role did she play as a daughter/ sister?
B. As Lee was growing up, what events were happening in the country, more specifically her community that potentially could have played a role in her beginning to write? Also, what/ who did she work for?
Step 2: go to http://www.ereferencedesk.com/resources/state-history-timeline/alabama… and scroll down to the 1930's timeline
C. If you had some difficulty answering B, that is okay because this next site might help you out too. Answer B again.
D. Finally, the 1931 portion of the timeline explains a case that refelects a lot about what will happen in the text especailly because of the incorporation of one of the most famous court case scences. Imagine if you grew up in a time where evidence was not a priority in a case, how would you feel? How could you argue and protect yourself?
2. Jim Crow Laws
Step 1: go to http://www.ferris.edu/jimcrow/what.htm
A. Read some of the 'overview' information about Jim Crow. In the space below, write your immediate thoughts about these laws. What emotions did you feel? How do you imagine life being lived at the time for all citizens?
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3. The Great Depression
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