Author:
Raeanna Carlson
Subject:
Literature, Speaking and Listening
Material Type:
Activity/Lab, Lesson Plan, Module
Level:
High School
Grade:
9, 10
Tags:
  • Cross-curricular
  • Literature
  • NE ELA
  • Project
  • To Kill a Mockingbird
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Video

    Education Standards

    To Kill a Mockingbird Cross-Curricular Project

    To Kill a Mockingbird Cross-Curricular Project

    Overview

    This project is a cross-curricular approach designed to analyze, evaluate, and extend student understanding of To Kill a Mockingbird by Harper Lee. The project would be applied after students have read the novel and completed a final test (or you may use this project in lieu of a test). Teachers may use pieces of this project or can use this project in its entirety.

    Time Estimate: 2-3 weeks

    Objectives:

    • The learner will:
      • connect the novel to the current social and political climate.
      • analyze the differences in treatment of minorities in the judicial system.
      • argue and support with evidence the impact of race in both the novel and the real world. 
      • identify the use of forensic evidence in court cases and argue how forensic evidence is or is not used in the novel.
      • collaborate with peers to create a presentation of findings and analyses. 
      • construct a visual representation of a theme. 

    Teacher Information

    This project is a cross-curricular approach designed to analyze, evaluate, and extend student understanding of To Kill a Mockingbird by Harper Lee. The project would be applied after students have read the novel and completed a final test (or you may use this project in lieu of a test). Teachers may use pieces of this project or can use this project in its entirety.

    Time Estimate: 2-3 weeks

    Objectives:

    • The learner will:
      • connect the novel to the current social and political climate.
      • analyze the differences in treatment of minorities in the judicial system.
      • argue and support with evidence the impact of race in both the novel and the real world. 
      • identify the use of forensic evidence in court cases and argue how forensic evidence is or is not used in the novel.
      • collaborate with peers to create a presentation of findings and analyses.  
      • construct a visual representation of a theme. 


    Nebraska State ELA Standards: 

    • LA 10.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior knowledge, and apply in new situations.
    • LA 10.1.6.b Analyze and evaluate the relationships between elements of literary text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood).
    • LA 10.1.6.d Summarize, analyze, and synthesize the themes and main ideas between a literary and informational work (print, digital, and/or other media).
    • LA 10.1.6.f Interpret and evaluate information from print and digital text features to support comprehension. 
    • LA 10.1.6.g Cite specific textual evidence to analyze and evaluate the effects of historical, cultural, biographical, and political influences of literary and informational text written by culturally diverse authors, to develop a regional, national, and international multicultural perspective.
    • LA 10.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions, analyzing and synthesizing evidence from the text and additional sources to support answers.
    • LA 10.1.6.k Select text for a particular purpose (e.g., answer a question, solve problems, enjoy, form an opinion, understand a specific viewpoint, predict outcomes, discover models for own writing, accomplish a task), citing evidence to support analysis, reflection, or research. 
    • LA 10.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen understanding, and make connections while reading complex text. 
    • LA 10.1.6.m Self-monitor comprehension and independently apply appropriate strategies to understand complex text. 
    • LA 10.1.6.n Formulate and justify inferences with text evidence while previewing, reading, and analyzing literary and informational text in various formats. 
    • LA 10.1.6.o Demonstrate an understanding of complex text by using textual evidence to support analysis, reflection, and research via multiple mediums (e.g., writing, artistic representation, video, other media).
    • LA 10.2.1.a Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information. 
    • LA 10.2.1.b Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience. 
    • LA 10.2.1.c Gather and use relevant information and evidence from multiple authoritative print and/or digital sources including primary and secondary sources to support claims or theses. 
    • LA 10.2.1.d Apply standard rules of grammar and paragraph formation, including parallel structure and subordination. 
    • LA 10.2.1.e Revise to improve and clarify writing through self-monitoring strategies and feedback from others.
    • LA 10.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one source and by following a standard format for citation. 
    • LA 10.2.1.j Publish a legible document using a variety of media, and apply various formatting techniques to enhance the readability and impact of the document (e.g., fonts, spacing, design, images, style conventions, citations, and manuscript requirements).
    • LA 10.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats. 
    • LA 10.2.2.b Provide evidence from literary or informational text to support analysis, reflection, and research.
    • LA 10.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.
    • LA 10.3.1.c Select and utilize appropriate visual and/or digital tools to enhance understanding for specific audiences. 
    • LA 10.3.1.d Convey a perspective with clear reasoning and valid evidence.
    • LA 10.3.3.e Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly and persuasively express one's own views while respecting diverse perspectives.
    • LA 10.4.1.a Locate, organize, analyze, evaluate, and synthesize information from print and digital resources to create new understandings and defend conclusions. 
    • LA 10.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources (e.g., online citation tools, publication guidelines).
    •  LA 10.4.1.c Use or decipher multiple formats of print and digital text (e.g., cursive, manuscript, font, graphics, symbols). 

    RESOURCES

    Presentation Rubric

    Group Work Survey 

    Fingerprinting Activity 

    Forensics Notes

    Banjo and Blackface Video & Banjo and Black Face Video Questions

    Short Answer Expectation Rubric

    English & Social Studies

    TEACHER NOTES:

    • Assign the groups and assign the topics to each group. Four topics call for four groups; however, if you have a particularly large class, you can either have some groups repeat a topic or add in another topic. 
    • Here are the resources. It will force a copy when the link is clicked. You can add it to your Drive, and the students can add it to their Drive as well. 
    • Presentation Rubric -- feel free to modify to meet your needs
    • Group Work Survey -- feel free to modify to meet your needs
    • Ensure to follow up with the survey every day to see which students have concerns. This will give you enough time to mediate with students not doing their portion of the work. 
    • When students present to the whole class the work of their group, each student needs to personally present their portion. This is when you will use the rubric. You will grade each student individually. 
    • Remind students to cite their sources

     

    ***Disclaimer: if your students have not created a presentation before, you will need to teach them your expectations.***

    In your assigned groups, you will create a presentation over one of the topics listed. That topic will need to be split into sub categories for each member. Everyone will have their own part to complete, and will present their part when it is presentation day. Below, you will find a link to the rubric that will be used and a survey you will be expected to take every work day between now and the day of your group's presentation. Remember, citations, citations, citations. 

    • Research- students will be placed into four groups to research the following topics in relation to race:

      • Court cases 

      • Jim Crow laws

      • Protesting and rioting

      • Modern racial issues

    • Task- create a presentation that:

      • Analyzes the impact and implications of race in TKM. 

      • Evaluates the effect society had on various aspects of TKM. 

      • Argues and supports the effects of the novel on society. 

    • Present:

      • Presentation of findings and group analysis 

     

    RESOURCES:

    Presentation Rubric

    Group Work Survey

    Forensic Science

    TEACHER NOTES:

    • Forensic Notes
      • I have students complete this before they do the fingerprinting, so they become more familiar with the purpose behind fingerprinting. 
    • Fingerprinting Activity
      • Pick surfaces in your classroom where you will place the fingerprints. 
      • Write clues that refer to the novel and the location of the fingerprint. (Some have been written in the document, but you are free to change the clues to be more specific for your classroom.) EX: Atticus thought it was TIME to change... time would refer to a print being on the clock. 
      • You will want to find three individuals (you can be one of them) with different types of fingerprints. Take an ink pad, and get their fingerprints placed into the "Suspects" section of the Fingerprinting Activity
      • Have them put on lotion (not too much), pick a finger, and press their fingerprint on your identified surface. Write down the location, the fingerprint owner, and the finger. 
      • Dusting for fingerprints:
        • You can either make your own powder or purchase the powder. 
        • You will need a soft brush. If you purchase powder, swing for the special brushes. If you make your own powder, a blush brush should work. 
      • Once a student has found a print, you have two options:
        • One: have the students lift the prints with scotch tape and then identify who they belong to. 
        • Two: have the students identify the print while it is on the surface
      • You can make this a competition between groups to see who can get the most prints. 
      • MONITOR! Ensure you are walking around the classroom while your students are locating the prints. 
      • If they ask questions, don't openly give the location away, but you can add other clues to what is given on the sheet to help with the more difficult ones. 
    • Individual written response:
      • Students will answer the question:
        • How would these have impacted the outcome of the trial in the novel? Use evidence from the activities and the research to support your answer. 
      • You can use the rubric to grade this, or you can make this a completion grade. 

    GRADING

    • Completion and participation
    • You can set specifc critieria. 

    RESOURCES:

    Fingerprinting Activity 

    Forensics Notes

    Short Answer Expectation Rubric

     

    Students, click into the documents. The links will make you create copies for yourself. As a group, you will complete the notes, and as a group, you will complete the fingerprinting activity. In the discussion section, document the answers your groups develops and use those answers to guide you in answering the individual written response section. 

    • Research- students will continue to work with their previously assigned group to answer the questions and take notes on the Forensic Evidence document.
      •  History of how forensics’s development and impact on criminal justice 
      • Judge, jury, and court use of forensic evidence 
      • MATERIALS: Graphic Organizer
    • Task- Fingerprinting and DNA testing
      • Activity: dust for fingerprints and identify who they belong to.
    • Discussion:
      • How would modern forensic evidence benefit the trial?
      • Identify the evidence that was identified that should have cleared Tom’s name. 
      • Why was this ignored? What factors came into play? 
      • What type of evidence holds up in court?
      • What are the conviction rates for sexual assault and domestic violence?
    • Individual written response:
      • How would these have impacted the outcome of the trial in the novel? Use evidence from the activities and the research to support your answer. 

     

    RESOURCES:

     

    Fingerprinting Activity 

    Forensics Notes

    Short Answer Expectation Rubric

    Ratios and Statistics

    Students, you will complete the steps listed below. 

    Math- Ratios and Statistics 

    • Research: 1935-1964 (pick a year) vs. Today
      • White & Black
      • Population
      • Income
      • Education
      • Crime Rate
    • Turn the above numbers into ratios
      • Ex: If there are 20,000 dogs and 10,000 cats, divide the number of dogs by the number of cats. 20,000/10,000=2 which means there are 2 dogs for every 1 cat. The ratio would be 2:1. 
    • Graph:
      • Create bar graphs using the above information
      • In a short response paragraph, describe what the graphs are showing. 
    • Writing and Speaking:
      • Discuss the differences between the two years and write an analysis of the information. 
      • Identify the differences and possible reasons for those differences. 
      • How do these proportions reflect the impact of race on society as well as on the outcome of court cases in America? 
      • Do you believe there is a large difference between the two time periods or a small difference? Explain your reasoning and provide evidence from your research to support the claim. 

    Short Answer Expectation Rubric

    Fine Arts

    TEACHER NOTES:

    • These two projects can become time consuming. Set specific time constraints and stick to them. 
    • Art Project
      • Preapprove the project. Have them write up or draw up a proposal. 
      • See if the art room has some supplies that you may need. 
      • The art project can be done digitally. 
      • Grade using the rubric
    • Music
      • The answers come directly from the video 

     

    RESOURCES

    TKM Thematic Art Project

    Banjo and Blackface Video & Banjo and Black Face Video Questions

    Students, you will need complete the following items listed below. All ideas must be preapproved before you may begin on the project. 

    Fine Arts

    • Art 
      • Students will use various mediums including at least three historical photos to create a visual representation of one theme found in the novel. 
    • Music

     

    RESOURCES

     

    TKM Thematic Art Project

    Banjo and Blackface Video & Banjo and Black Face Video Questions

     

    Final Reflection

    • Final Reflection

      • In a short essay, explain what all of these projects have done for you as a student and as a human. How have they changed your perspective? What beliefs did you have going in that have changed now that you know more information? How do these relate to the novel? What impact do these projects have on your understanding of this novel? Which project was your favorite, and why?

     

    Short Answer Expectation Rubric