Justice and Morality Concepts and Ideas SOCIETY JUSTICE

Justice and Morality

Concepts and Ideas SOCIETY JUSTICE INFLUENCE SOCIETY INDIVIDUAL VS PREJUDICE MORALITY

Essential Questions 1) How does a society influence and shape individuals? 2) What is justice? 3) What are the consequences of prejudice on both the individual and on society? 4) What is morality? 5) What shapes our notions of justice and morality? 6) What does it mean to be an individual in society?

Follow Up Questions In real life, does one person always receive the same treatment as another? What causes differences between one person’s justice and another’s injustice? Does justice apply equally to the rich and the poor? To the white and non-white? To the socially prominent and the social outcast? To the male and the female? To the adult and the child? Should we change the way our society deals with all citizens? What are the consequences of prejudice and injustice, and how does an individual’s response to them reveal his/her true character? When is is appropriate to challenge the beliefs or values of society? Does society force it citizens to take unpopular, but moral stances in order to promote change? Can prejudice ever not exist?

Anticipation Activity Do you agree or disagree? ? Explain 1) People are innocent until proven guilty. 2) Jurors are chosen because they are fair. 3) People who are different from me are dangerous. 4) Justice always prevails. 5) The majority is always right. 6) Kids who are in the habit of making trouble are always guilty, 7) Nice people don't make bad decisions.

Pre-Writing Topics - Writing Notebook What is SUPERSTITION? What is PREJUDICE? Who is your HERO? What is the BEST ADVICE you have ever been given and why?

To Kill A Mockingbird

Harper Lee Born April 28, 1926 in Monroeville, Alabama and died in the last few weeks. Her mother was a homemaker and her father was a lawyer. He once defended two black men accused of murdering a white storekeeper. Lee was an unruly tomboy who fought on the playground, fought with teachers and resisted conformity. She pursued a writing career and in 1960, To Kill a Mockingbird was finally published. It won the Pulitzer Prize in 1961 and remained on the bestseller list for 88 weeks. She wrote one other book (published last year) and lived a quiet life away from the spotlight. Until now. She is publishing a new book in July.

The South and the Depression Your task will be to create a DIGITAL informational poster on the historical context of the novel. You will have only 2 class periods to work on this. Requirements: research your topic and present the information in a way that is easily accessible for your class mates. Look for essential information only that gives an overall understanding of the issue. NO COPYING off the internet. NO FULL Sentences. Information must be cited. Create a Work Cited Page Create a graphic organizer that can be distributed to classmates with key information. Topics: Racism, Depression, Jim Crow Laws, School Segregation, Role of Women Class One: gain overview and information, divide jobs, gather and create informational aspects of the poster. Class Two: Put together poster and graphic organizer. The assignment is posted on and will be turned in via Google Classroom.

Chapter 1 -4 - Voices What voices do we see in the book so far? 1) Voice of the Town - Maycomb - re-read the introduction of Maycomb. Record your thoughts and feelings. Support with evidence. 2) Voice of the Characters - Character charts - Inferences and Evidence Scout, Jem, Atticus, Calpurnia, Dill. 3) Voice of the Narrator - Scout is retelling her childhood. She is between the ages of 6 and 9 in the story. The child’s innocent and pure voice is contrasted with hate and discrimination throughout the novel. 4) Voice of the Context - Depression: Ewells vs. Cunninghams. Create a tchart recording what we learn about these two families. 5) Voice of the Outsider - Boo

The Character of Boo - Think - Pair Share Physical Characteristics Why do we have this image of him? Personal Characteristics? What is the Radley place like? What is the Boo Radley game?

Chapter 5 -6 Describe the relationship between Miss Maudie and Scout. What do you think of Nathan Radley? Why? Examine theme of Growing Up and how it is connected to gender. Text-Connections - text, self, world

Techniques for Building Tension 1) Repetition 2) Alliteration 3) Long Sentences with commas to slow readers down and make them impatient to read on 4) Setting - usually darkness to create mystery 5) Telling the reader what the character is thinking 6) Using dramatic/effective words 7) Onomatopoeia 8) Short Sentences to speed up the pace as you near the climax 9) Using 5 senses so you know what the character can feel, smell, hear, taste, touch 10) Adjectives Look at chapter 6. Explore how tension is raised. Present ideas as a spider diagram, flow chart or graph

How to post a comment Guidelines for Posting

Personal Blog Assignment 1. In each section of the book (Ch. 1 -11, 12 -24, and 25 -31) you must make at least 5 posts and 5 comments in order to get a full grade. 2. POSTS MUST: Be a minimum of 50 words and ask a thoughtprovoking question. Must be made in your class category of the blog. 3. COMMENTS MUST: Be in response to someone else’s post or comment. Can be made in any class section. 4. These will be done primarily on your own time. Class time will rarely be given for individual blogging. 5. ALWAYS sign your comments or posts with your first name, last initial

Reader’s Workshop HWK 1)Read Excerpt from “Black Boy” by Richard Wright. See the post called “Black Boy” in the Homework section of the class blog. 2)Write 1 Reading Log. 3)Complete 1 Reading Activity. Due in your READING NOTEBOOK on Friday, March 18 th.

Bell Work: Monitoring for Meaning - In READING NOTEBOOK MINI-LESSONS Knowing when you know. Knowing when you don’t know.

Sample Text The Radley Place jutted into a sharp curve beyond our house. Walking south, one faced its porch; the sidewalk turned and ran beside the lot. The house was low, was once white with a deep front porch and green shutters, but had long ago darkened to the color of the slate-gray yard around it. Rain-rotted shingles drooped over the eaves of the veranda; oak trees kept the sun away. The remains of a picket drunkenly guarded the front yard; a yard that was never swept-where johnson grass and rabbit-tobacco grew in abundance. Inside the house lived a malevolent phantom. People said he existed, but Jem and I had never seen him. People said he went out at night when the moon was down, and peeped in windows. When people’s azaleas froze in a cold snap, it was because he had breathed on them. Any stealthy small crimes committed in Maycomb were his work. Once the town was terrorized by a series of morbid nocturnal events: people’s chickens and household pets were found mutilated; although the culprit was Crazy Addie, who eventually drowned himself in Barker’s Eddy, people still looked at the Radley Place, unwilling to discard their initial suspicions. A Negro would not pass the Radley Place at night, he would cut across to the sidewalk opposite and whistle as he walked. The Maycomb school grounds adjoined the back of the Radley lot; from the Radley chicken yard tall pecan trees shook their fruit into the schoolyard, but the nuts lay untouched by the children: Radley pecans would kill you. A baseball hit into the Radley yard was a lost ball and no questions asked. (Page 8 -9)

Monitoring for Meaning - Modelling I will monitor for meaning as I read! Good readers make sure they understand what they are reading. I am reading: Questions I asked myself to help me understand better: Did my reading make sense? Am I still unsure of anything? Words I was not sure of (or words I figured out by reading and thinking) Connections I made:

Chapter 7 -8 OBJ: To examine the Radley family and formulate conclusions for their behaviour. 1) Answer questions using PEEE paragraphs. a) What is the strangeness of Jem’s trousers being returned? b) What is in the tree and who left them there? What do they symbolize? c) Why does Nathan Radley fill the hole in the tree and why is Jem upset by this? d) Who put the blanket on Scout? e) How is the children’s view of Boo changing? f) What do we learn about Miss Maudie?

Chapter 9 -11 1) Brainstorm the definition of courage - how is our perception of courage influenced by society? What is Atticus’s definition of courage? 2) Atticus is “civilized in his heart”. What makes a civilized person? 3) THINK - PAIR - SHARE: a) Why is Atticus defending Tom? b) Why is Jem ashamed of Atticus and how does Atticus redeem himself? c) Scout tries to hit Cecil for what he says about Atticus. What does this show us about her? d) What do we learn about Mrs. Dubose and why does Jem destroy her flowers? 4) Three Big Ideas ( real courage, sin to kill a mockingbird, Tim Johnson) are revealed in this chapter. Summarize them using picture notes. HWK: What is something you consider unjust or amoral? What is a symbol that could represent this idea. Use Atticus’ saying “It’s a sin to kill a mockingbird” as an example. Complete the sentence from to create your own saying: “It’s a sin to…. ” Illustrate.

Groups and Roles 1)Chairperson 2)Secretary 3)Blogger 4)Reporter 5)Alternate Chairperson

Chapter 12 -15 Obj: SWBAT gain a better understanding of supporting characters and find textual evidence to support their own points of view. 1) Discuss as a whole group the following: Why did Calpurnia take the children to church and what is the reaction of others? Why does Calpurnia speak in different voice? 2) Find quotes that show the following: a. Ingrained racism in Maycomb. b. Aunt Alexandra’s views on morality and gender roles. c. Atticus’ explanation of rape. d. Atticus’ relationship with Calpurnia and Calpurnia’s with the kids e. Dill’s changing attitude towards Boo 3) Write a paragraph discussing the lynching Party. Who persuades them to give it up? Why? HWK: 10 Facts on the KKK - cite

Themes and Motifs - End of Part 1 1) Discuss and make notes on the following themes: A Sin to Kill a Mockingbird Courage Power Growing Up Shame and Pride Right and Wrong

Group Work 1) Blog - Focus Points 2) Group Timeline - in a shared document Chapter Key Events Questions that Arise Favorite Quotes or Moment

Chapter 16 -24 1) 2) 3) 4) Brainstorm Judge Taylor and his attitude (last page of chapter 16) Evidence Ewells TOM: What is Tom’s evidence? Is his guilt proven? What do we learn about Tom’s character? Why does Tom run? What is Tom’s mistake in saying, “I felt right sorry for her? ” Find evidence to support your responses. 5) Write a journal from Dill’s perspective about the trial. (In notebook)

Evidence Bob Heck Mayella Tom

Ewells: 1)What is Mayella like? 2)What is her relationship with her father like? 3)How are they different? 4)Describe the Ewells home life?

Tom Is his guilt proven? What do we learn about Tom’s character? Why does Tom run? What is Tom’s mistake in saying, “I felt right sorry for her? ”

Perspective Writing - 20 min 1) Write a journal from Dill’s perspective about the trial. (In notebook. )

9 -2 Voices in the Trial - Ewells, Robinsons and the Finches - In your group. 10 minutes. 1) Examine and discuss either the Ewells, the Robinsons or the Finches. Look at the following: a) b) c) d) Descriptive words or phrases (minimum of 10). Quotes that exemplify who they are (minimum of 4). Create a picture of their home life (minimum of 5 bullet points). Impact of the Trial. (minimum of 5 bullet points). Ewells - Gizmos Robinsons - The Saucy Boys and the 5 Finches - J. Ewells and the Thunderbirds

Reporters - 20 min At this point in the novel we have seen all the evidence presented in the case. All that needs to happen now is the closing statements. Imagine you are a reporter outside of the courthouse waiting for the trial to be dismissed for the day. What questions would you ask: (3 -4 for each character) a) Atticus b) Tom c) Bob d) Mayella Find someone who is the other character and ask them your questions. I will number everyone in your group 1 -4. You will meet with your new group and interview each other.

How has the trial impacted the following characters? Think. Discuss. Make notes. Reporter - add to charts on the wall. 15 min a)Dill b)Jem c)Scout d)Atticus e)Tom f)Ewells Gizmos - Dill The Saucy Boys - Jem and Scout The 5 Finches - Atticus J. Ewells - Tom Thunderbirds - Ewells

How has the trial revealed the following themes? Think. Discuss. Make notes. Reporter - add to charts on the wall. How has the trial revealed the following themes? a) Justice and Morality b) Social Inequality c) Empathy d) Courage e) Innocence f) Race/Prejudice g) Growing Up h) Good Vs. Evil i) Family j) Gender Roles The Saucy Boys - a, b, c, j J. Ewells - d, e, f Thunderbirds g, h, i

Closing Activity - 10 minutes Everyone will be given 2 quotes. They refer to either a character or a theme. Tape the quote to the correct brainstorm sheet. Class discussion - agree or disagree with placement.

PBL Project Title: “You never really understand a person until. . . until you climb into his skin and walk around in it. ” - Atticus Finch Project Idea: Students will develop a representation of theme of empathy as related to To Kill a Mockingbird. Project will be shared publicly on our blog. Music or poetry must be included. Entry Event

PBL Project 1 post per week by 1 member of the group. Guiding Questions for posts: What did we do? How did we work? Key topics of discussion? Strengths and Weaknesses? Incorporate poetry/music

Chapters 20 -24 The Trial - Discuss in bullet points. Independent. Why does Atticus defend the right of his children to be in court (even though he does not want them there)? Significance of sitting in the gallery? Why does Dill want to be a clown when he grows up? Jury deliberation? Jem cries. Realizations about Boo. Prisoner or refugee? Atticus’ explanation for Tom’s attempted escape? Alexandra meets with her missionary circle - hypocrisy? Irony? Ewell’s anger with Atticus - why? Threat real? Atticus’ reaction? Atticus leaving the courthouse.

Voices in Chapters 12 -24 Build on what we have learned about: 1)Voice of the Town and Context 2)Voice of the Narrator 3)Voice of the Outsider (Not Boo) Voice Quote (1 -2) Reaction

1) Blog - Focus Points 2) Group Timeline - in a shared document Chapter Key Events Questions that Arise Favorite Quotes or Moment

Chapter 25 -27 Quiz How does Maycomb react to the news of Tom’s death? In her lesson on Hitler, Miss Gates says that “we (American people) don’t believe in persecuting anyone. ” What seems odd to the reader about that claim? What are three things Bob Ewell does that alarm Aunt Alexandra? Boo is no longer frightening. Why? Death of Tom Robinson - Script a chat show following the death of Tom Robinson trying to decide who was to blame. Was it Mayella Ewell for making the accusation of rape? Was it the jury who convicted an innocent man? Was it Tom himself for not waiting for Atticus to get an appeal heard? Was it the guards at the camp who opened fire on an unarmed and disabled prisoner? Was it the society of Maycomb whose prejudice made it possible for these things to happen? You will need to script these and have a presenter who will introduce the programme and sum up the results at the end.

Reader’s Workshop HWK Using our class blog, find the post “Little Things are Big. ” It is in the homework category. Write a 10 mark reading log responding to the short essay.

Chapter 28 -31 - Discuss - NO NOTES Jem and Scout attacked. Bob Ewell is dead. Boo is Scout’s saviour. Heck orders Atticus to accept that Bob fell on the knife. Best place to solve things? Scout’s story from Boo’s point of view? HWK: Bring in 2 pictures in black and white which sum up the main theme of the story. They should be cut out and ready to paste in a collage.

Perspective Writing - Notebook Diary perspectives - 5 minute writings on the last events of the novel - Heck, Atticus, Jem, Boo. Consider the following: Who is to blame, Boo as Scout’s saviour, Heck believes that Bob fell on the knife; who Atticus thinks killed Bob? What happened?

Courage and Other Themes 1) Discuss and analyze: Atticus says, “Courage is when you know you’re licked before you begin, but you begin anyway and you see it through no matter what. ” 2) Other characters in the novel show courage too. Look at these examples and comment on them. Miss Maudie during the fire incident. Jem’s visit to Mrs. Dubose after he destroyed her flowers. Atticus says that Mrs. Dubose showed ‘real courage’ in the way she dealt with her illness. Other examples? ? 3) In your groups, discuss and make notes on the following themes and motifs: courage, growing up, prejudice, coexistence of good and evil, social inequality, destruction of innocence, empathy.

Group Work Timeline Focus Points Themes: Courage, Growing Up, Prejudice, Coexistence of good and evil, Social Inequality, Destruction of Innocence, Empathy

Personal Response Writing Create collage on wall with images that were brought in for homework. Write a personal response journal about the collage and the book. Use first person. Include your thoughts and feelings. Write about any topic you would like in order to connect to the book. IT IS YOUR RESPONSE. WRITE WHATEVER YOU WOULD LIKE.

Atticus Finch Carousel Brainstorm Activity - Atticus Finch: List his physical qualities. Why does the incident with the dog gain him new respect from his children? Which characters call Atticus a ‘nigger-lover’ and what does this show us about Maycomb? How does Atticus show courage in defending Tom Robinson? How does Atticus instruct the children to behave when they hear taunts about him? Best Quotes Thoughts Opinions Values Lessons

Movie To Kill a Mockingbird

Poetry 1)Bell Work: Review Terms 2)How to examine and discuss a poem 3)“The Road Not Taken” - as a class 4)“If” - with a partner 5)“As I Grew Older” - independently 6)“Strange Fruit” - independently 7)Found Poem

How to Examine a Poem 1) Read through the poem once for basic understanding. 2) Read through a second time making notes. a) Identify devices used. b) What is the figurative and literal meaning of each stanza? 3) Answer the following questions: a) What is the poem about? b) Who is speaking? To whom? c) How does the poem convey its message? (Imagery, Words, Mood, Rhyme, Rhythm) 4) What is the purpose of the poem? 5) Who is the intended audience?

“The Road Not Taken” - Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.

“If” By Rudyard Kipling If you can keep your head when all about you Are losing theirs and blaming it on you, If you can trust yourself when all men doubt you, But make allowance for their doubting too; If you can wait and not be tired by waiting, Or being lied about, don’t deal in lies, Or being hated, don’t give way to hating, And yet don’t look too good, nor talk too wise: If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss, And lose, and start again at your beginnings And never breathe a word about your loss; If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: ‘Hold on!’ If you can dream—and not make dreams your master; If you can think—and not make thoughts your aim; If you can meet with Triumph and Disaster And treat those two impostors just the same; If you can bear to hear the truth you’ve spoken If you can talk with crowds and keep your virtue, Or walk with Kings—nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much; If you can fill the unforgiving minute

“As I Grew Older” Langston Hughes It was a long time ago. I have almost forgotten my dream. But it was there then, In front of me, Bright like a sun— My dream. And then the wall rose, Rose slowly, Slowly, Between me and my dream. Rose until it touched the sky— The wall. Shadow. I am black. I lie down in the shadow. No longer the light of my dream before me, Above me. Only the thick wall. Only the shadow. My hands! My dark hands! Break through the wall! Find my dream! Help me to shatter this darkness, To smash this night, To break this shadow Into a thousand lights of sun, Into a thousand whirling dreams Of sun!

“Strange Fruit” Lewis Allen Southern trees bear a strange fruit, Blood on the leaves and blood at the root, Black body swinging in the Southern breeze, Strange fruit hanging from the poplar trees. Pastoral scene of the gallant South, The bulging eyes and the twisted mouth, Scent of magnolia sweet and fresh, And 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 a tree to drop, Here is a strange and bitter crop.

Connections? ? To World To Self To Text To To Kill a Mockingbird

Found Poem Using only words or phrases from To Kill a Mockingbird, write a found poem. It must be at least 20 lines long. Peer edit rough draft. Final Draft - white paper, by hand, illustrated/decorated.

You find a poem. . . 1)Find a poem that is connected thematically to To Kill a Mockingbird. 2)Responding to the following: a)What is the poem about? (3 -5 sentences) b)What is the mood of the poem? (PEEE) c)Who is the persona and the intended audience?

Videos and Quizzes Themes 1 Sparknotes Race, Class and Gender Quiz your Partner Quiz Yourself

Final Exam Review Section 1: Grammar - Run-On Sentences and Comma Usage (See Google Site Homework page for Review Handouts). There will be sentences with errors. You will have to fix them. Complete at least 3. Section 2: Themes and Voice - you will be given a number of quotes and asked to explain which voice or theme they represent and how. Make 5 bullet points about each theme and each voice. Section 3: Essential Questions - answer all essential questions as tied to the novel. Answer each essential questions in bullet points. Section 4: Perspective Writing Everything that is written in red, must be completed in order to get marks for the Final Exam Review must be emailed to me by 7: 30 am on FRIDAY to get marks.