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To Kill a Mockingbird Unit Test Questions
COMPREHENSION QUESTIONS (multiple choice)
1) The novel starts with an explanation of…
A. Why Jem has one crooked arm.
B. Why Atticus has a stuffed owl in his office.
C. How Alabama changed a very old law.
D. Why Scout hates eating ham.
2) Which choice identifies the time and place of To Kill a Mockingbird?
A. 1935 in Alabama
B. 1955 in New York
C. 1965 in Virginia
D. 1985 in California
3) The laws that support racial segregation are known as…
A. Jim Crow laws.
B. Antebellum laws.
C. Social order laws.
D. Jefferson Davis laws.
4) In Part I, Scout and Jem’s main complaint about their father is that…
A. He is old and dull (boring).
B. He is foolish and unintelligent.
C. He is gone too often.
D. He is unpredictable and moody.
5) The kids in the story spend a lot of time considering the mystery of…
A. What their teacher is trying to hide.
B. The Radley family.
C. Where Scout and Jem’s mother went.
D. The haunted forest.
6) Miss Caroline (the teacher) is angry when she discovers that Scout…
A. Stole from the donation plate.
B. Has been hiding in the broom closet.
C. Has been reading on her own.
D. Has been passing notes in class.
7) When Scout has a conflict with another kid, her first impulse is to…
A. Surrender and do what they want.
B. Run away and tell Calpurnia or her father.
C. Fight with her words and her fists.
D. Talk it over and work out an agreement.
8) Where does Scout find the hidden goodies?
A. In a school locker
B. In a tree
C. In her father’s desk
D. Buried in the flour sack
9) Why doesn’t Scout see her friend Dill as much as she would like?
A. He is a “scholar” who studies all the time.
B. Dill does not like spending time with her.
C. Dill spends most of the year living in another town.
D. Scout’s aunt prevents them from spending time together.
10) Which choice accurately describes Dill?
A. He is impassive (not emotional).
B. He can be cruel sometimes.
C. He tells the truth no matter what.
D. He lets his imagination run wild.
11) Atticus Finch’s approach to parenting is best described as…
A. Strict and severe.
B. Lazy and disinterested.
C. Unpredictable and moody.
D. Understanding and patient.
12) Scout and Jem get in fights at school over…
A. Scout’s phobias (illogical fears).
B. Jem’s clumsiness.
C. Calpurnia raising them.
D. Their father’s job.
13) Mrs. Dubose is best described as…
A. Friendly and kind.
B. Mean and rude.
C. Cowardly and obedient.
D. Quiet and mysterious.
14) What crime does Jem commit in To Kill a Mockingbird?
A. Stealing from a store
B. Driving without a license
C. Breaking and entering (into the library)
D. Vandalism (damaging property)
15) Aunt Alexandra tries to teach Scout…
A. To sew.
B. To act like a lady.
C. Gymnastics.
D. To fight.
16) During the trial, Atticus asks Mr. Ewell to demonstrate…
A. How he entered the house.
B. How well he can see.
C. How he signs his name.
D. How he mixes paint.
17) What is the nature of Tom Robinson’s disability?
A. He is deaf and uses sign language.
B. He cannot use one arm.
C. He needs two canes to walk.
D. He has myopia (a vision impairment).
18) The kids cannot watch the trial because…
A. Calpurnia keeps them at home.
B. Atticus sends them to Uncle Jack’s.
C. Kids are not allowed in the courtroom.
D. Trick question! They do watch it.
19) Tom Robinson had interacted with Mayella Ewell in the past because…
A. They go to the same church.
B. They work at the same store.
C. Trick question! They were strangers.
D. He did chores for her.
20) Which of these characters was certain that Tom Robinson would go free?
A. Jem Finch
B. Mr. Gilmer
C. Atticus Finch
D. Helen Robinson
21) How does one person shame the town for what happened to Tom Robinson?
A. Miss Maudie hangs a gigantic sign on the courthouse.
B. Mr. Underwood writes an opinion article.
C. Helen Robinson stands on the sidewalk with her children.
D. Trick question! No one shames the town.
22) What makes the ending of the school play hilarious for the audience (and the readers)?
A. Scout misses her cue and messes up the final scene.
B. The set collapses on the performers.
C. The music teacher falls off the stage.
D. Several bored, energetic toddlers wander on to the stage.
23) How does Jem save Boo Radley’s life?
A. He finds the evidence that sets him free.
B. He uses his training to stop the bleeding.
C. He runs for miles to get help.
D. Trick question! Boo Radley saves Jem.
24) Which is NOT an act of kindness performed by Boo Radley?
A. Putting a blanket over a cold child
B. Leaving hidden gifts for his neighbors
C. Carrying Jem to his father
D. Stacking Miss Maudie’s firewood
25) What does Scout think of the final decision reached by Sheriff Tate and her father?
A. She agrees that it is the right thing to do.
B. She trusts them even though she does not understand.
C. She thinks they are in the wrong.
D. Trick question! They reach no decision.
LANGUAGE ARTS AND LITERATURE (multiple choice)
26) The point of view of To Kill a Mockingbird is best described as…
A. An all-knowing being observes the town without interacting.
B. A reporter recalls events from years ago.
C. A little girl tells what is happening in her life as it happens.
D. A grown woman looks back on important memories.
27) Which of these themes is the MOST important to To Kill a Mockingbird?
A. A loving family can accomplish anything.
B. It is a sin to harm the innocent.
C. Courage can take many forms.
D. If you must choose between your pants and your life, choose life.
28) The references to birds and animals are mainly used as…
A. Characterization.
B. Irony.
C. Symbols.
D. Plot events.
29) “Talking to Francis gave me the sensation of settling slowly to the bottom of the ocean.” (83) This quote is an example of…
A. Plot.
B. Figurative language.
C. Motif.
D. Verbal irony.
30) “An oppressive odor met us when we crossed the threshold, an odor I had met many times in rain-rotted gray houses where there are coal-oil lamps, water dippers, and unbleached domestic sheets.” (109) This quote mainly reflects…
A. Imagery.
B. Conflict.
C. Motif.
D. Irony.
31) “‘Well, Mayella was raisin’ this holy racket so I dropped m’load and run as fast as I could but I run into th’fence, when I got distangled I run up to the’ window and I seen… that * yonder…” (175) This quote is an example of…
A. Foreshadowing.
B. Internal conflict.
C. Ambiguity.
D. Dialect.
32) “The first reason happened the day I rolled into the Radley front yard. Through all the head- shaking, quelling of nausea and Jem-yelling, I had heard another sound, so low I could not have heard it from the sidewalk. Someone inside the house was laughing.” (42) This quote has the LEAST relation to…
A. Foreshadowing.
B. Mystery.
C. Characterization.
D. Symbolism.
33) The story about Jem and Mrs. Dubose’s flowers is an example of…
A. Rhetoric.
B. Subplot.
C. Foreshadowing.
D. Sound device.
34) “Dill was off again. Beautiful things floated around in his dreamy head. He could read two books to my one, but he preferred the magic of his own inventions. He could add and subtract faster than lightning, but he preferred his own twilight world, a world where babies slept, waiting to be gathered like morning lilies.” (145) This quote mainly reflects…
A. Direct characterization.
B. Historical context.
C. Code-switching.
D. Structural effects (tension).
35) Which of these options best represents a dynamic character?
A. Bob Ewell
B. Jem Finch
C. Dolphus Raymond
D. Maudie Atkinson
36) Aunt Alexandra has a premonition (strange prediction) that something bad will happen on Halloween. This detail is an example of…
A. Foreshadowing.
B. Imagery.
C. Theme development.
D. Historical context.
37) ___________ is when the narrator shows clear bias or attitude about events or characters.
A. Tone
B. Rhetoric
C. Sarcasm
D. Omniscience
38) Part I and Part II of To Kill a Mockingbird are most different in terms of…
A. Mood.
B. Point of view.
C. Setting (location).
D. Historical context.
39) Which change in the point of view occurs in To Kill a Mockingbird?
A. One section is from Helen Robinson’s point of view.
B. One chapter is from Atticus’s point of view.
C. Part I is told in the past tense, and Part II is told in the present tense.
D. Sometimes the narrator speaks as her adult self.
40) When analyzing a narrative, a motivation is best described as…
A. A key event that moves the story forward.
B. What a character wants.
C. An element that is emotionally moving.
D. A reader’s purpose for reading.
41) Calpurnia’s _____________ when she attends her church reflects cultural awareness and social adaptability.
A. Figurative language
B. Code-switching
C. Narrative voice
D. Rhetorical questions
42) The reader expects the jury to rule against Tom Robinson. Jem is certain that Robinson will be set free. This difference in understanding/point of view creates _______________.
A. External conflict
B. Figurative Language
C. Historical context
D. Dramatic irony
43) Which choice is the best example of a sub-plot or episode?
A. “The Trial of Tom Robinson”
B. “Growing up in Maycomb”
C. “Getting Even with Mrs. Dubose”
D. “The Mystery of Boo Radley”
44) Which theme connects the flowers of Mrs. Dubose, Miss Maudie, and Mayella Ewell?
A. Love is a battlefield.
B. Life can end suddenly and unexpectedly.
C. People seek the good in life even in harsh circumstances.
D. Be positive, and good things will happen.
45) Which character is LEAST represented by the symbol of the mockingbird?
A. Aunt Alexandra
B. Scout Finch
C. Tom Robinson
D. Boo Radley
46) Which choice is NOT a major aspect of Harper Lee’s style in TKM?
A. Dialect
B. Sensory details / imagery
C. Building tension
D. Sound devices
47) Bob Ewell functions as a foil because he…
A. Changes his personality over the course of the story.
B. Highlights Atticus Finch’s integrity through contrast.
C. Interrupts the telling to narrate key events.
D. Serves as comic relief to break the tension.
48) Which of these historical events has the greatest similarity to the events of the novel?
A. The Little Rock Crisis
B. The Scottsboro Affair
C. “A Letter from The Birmingham Jail”
D. Plessy v. Ferguson
49) Miss Gates condemning Hitler’s persecution of Jews while supporting segregation shows…
A. Foreshadowing of her later behavior.
B. Parody of the Great Depression.
C. Hypocrisy and irony.
D. Authorial intrusion from Harper Lee.
50) Bob Ewell’s attack on the children serves which structural purpose?
A. Comic revelation
B. Fulfillment of foreshadowing and the climax
C. Introduction of a new conflict and subplot
D. A shift in point of view to third-person
51) In a formal argument, a statement that acknowledges and responds to the opposing viewpoint is called a ________________.
A. Closing statement
B. Counterclaim
C. Transition
D. Editorial
52) Tension, mystery, suspense, and surprise are all types of…
A. Structural effects.
B. Figurative language.
C. Reader moods.
D. Points of view.
53) Which choice is NOT an example of a primary source?
A. A letter
B. A photograph
C. A textbook
D. Artifacts (objects)
54) Which literary device is present in the phrase “Maycomb was a tired old town”?
A. Hyperbole
B. Personification
C. Alliteration
D. Irony
55) “He had to stoop a little to accommodate me, but if Miss Stephanie Crawford was watching from her upstairs window, she would see Arthur Radley escorting me down the sidewalk, as any gentleman would do.” (282) This moment relates to the theme on…
A. Familial love.
B. Lineage and family.
C. Racism.
D. Incorrect perceptions.
56) What is one criticism of TKM as a piece of foundational (respected) literature?
A. It makes light (humor) of serious issues.
B. It fails to include African American perspectives and voices.
C. It was written for children, but it contains mature content.
D. The plot has obvious holes and disconnected events.
57) “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough.” (283) This quote mainly relates to the theme on…
A. Innocent creatures.
B. Empathy and understanding.
C. Courage in the face of loss.
D. Leading by example.
SHORT RESPONSE
58) Themes: Many consider To Kill a Mockingbird a masterpiece due to Lee’s ability to weave themes together. Use the graphic to explain TWO interconnected themes in To Kill a Mockingbird.
59) Explain how this quote develops TWO themes in To Kill a Mockingbird at the same time:
“You gonna run out on a dare?” asked Dill. “If you are, then-”
“Dill, you have to think about these things,” Jem said. “Lemme think a minute… it’s sort of like making a turtle come out…”
“How’s that?” asked Dill.
“Strike a match under him.”
I told Jem if he set fire to the Radley house I was going to tell Atticus on him.
Dill said striking a match under a turtle was hateful.
“Ain’t hateful, just persuades him—‘s not like you’d chunk him in the fire,” Jem growled.
“How do you know a match don’t hurt him?”
“Turtles can’t feel, stupid,” said Jem.
“Were you ever a turtle, huh?” (14)
60) Matching: Match the idea to its corresponding symbolic element. (Use each letter once.)
- ____ Appearances over truth
- ____ A friendly connection
- ____ Hope for a better life
- ____ The lessons of growing up
- ____ Innocence and benevolence (goodness)
- A. The jailhouse
- B. Flowers
- C. Seasons
- D. The Radley tree
- E. The mockingbird
61) Structure: Why does Lee split To Kill a Mockingbird into two parts? Use the table to compare and contrast Part I and Part II. Think about setting, point of view, mood, plot, and theme.
62) Explain the following quote with an emphasis on point of view and historical context:
Calpurnia’s message had been received by the neighborhood. Every wood door within our range of vision was closed tight. We saw no trace of Tim Johnson. We watched Calpurnia running toward the Radley Place, holding her skirt and apron above her knees. She went up to the front steps and banged on the door. She got no answer, and she shouted, “Mr. Nathan, Mr. Arthur, mad dog’s comin’! Mad dog’s comin’!”
“She’s supposed to go around in back,” I said.
Jem shook his head. “Don’t make any difference now,” he said. (97)
To Kill a Mockingbird Test: Extended Response
63) Use this table to analyze the point of view used in the novel.
⬜ IDENTIFIED
⬜ UNIDENTIFIED
Do we know who is telling the story? How do you know? What is the effect?
⬜ FIRST-PERSON P.O.V.
⬜ SECOND-PERSON P.O.V.
⬜ THIRD-PERSON P.O.V.
This is what is usually meant when discussing point of view in literature. The person (first, second, or third) correlates to the pronouns of the same categories. (Second-person is rare.) How do you know? What is the effect?
⬜ PRESENT TENSE
⬜ PAST TENSE How do you know? What is the effect?
⬜ OMNISCIENT
⬜ LIMITED KNOWLEDGE
An omniscient (all-knowing) narrator can talk about any character’s hidden thoughts, secret events from the past, or future events. A first-person narrator probably has limited knowledge. How do you know? What is the effect?
⬜ RELIABLE
⬜ UNRELIABLE
Is the narrator telling the whole truth? Is the story a tall tale? Can we trust them? How do you know? What is the effect?
⬜ INTERRUPTED NARRATION
⬜ UNINTERRUPTED NARRATION
Does the point of view ever change? Does the author ever add commentary? How do you know? What is the effect?
⬜ NEUTRAL TONE
⬜ BIASED TONE
Does the narrator show any attitudes toward the events or characters? How do you know? What is the effect?
Test Items on Unfamiliar Symbolism
The sample novel test does not include the challenge of analyzing symbolism in an unfamiliar text, which may be ideal for assessing mastery. The test bank includes two unfamiliar texts to aimed at this skill:
Symbol Poem: “A Poison Tree” by William Blake
I was angry with my friend;
I told my wrath[1], my wrath did end.
I was angry with my foe[2]:
I told it not, my wrath did grow.
And I waterd it in fears,
Night & morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles[3].
And it grew both day and night.
Till it bore[4] an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole[5],
When the night had veild[6] the pole;
In the morning glad I see;
My foe outstretched beneath the tree.
[1] Anger
[2] Enemy
[3] Lies and tricks
[4] Grew
[5] To trespass in a sneaky way
[6] Veiled or hidden
Symbol Short Story: “Ripe Figs” by Kate Chopin
Maman-Nainaine said that when the figs were ripe Babette might go to visit her cousins down on Bayou-Boeuf, where the sugar cane grows. Not that the ripening of figs had the least thing to do with it, but that is the way Maman-Nainaine was.
It seemed to Babette a very long time to wait; for the leaves upon the trees were tender yet, and the figs were like little hard, green marbles.
But warm rains came along and plenty of strong sunshine; and though Maman-Nainaine was as patient as the statue of la Madone, and Babette as restless as a humming-bird, the first thing they both knew it was hot summer-time. Every day Babette danced out to where the fig-trees were in a long line against the fence. She walked slowly beneath them, carefully peering between the gnarled, spreading branches. But each time she came disconsolate[1] away again. What she saw there finally was something that made her sing and dance the whole day long.
When Maman-Nainaine sat down in her stately way to breakfast, the following morning, her muslin[2] cap standing like an aureole[3] about her white, placid[4] face, Babette approached. She bore a dainty porcelain platter, which she set down before her godmother. It contained a dozen purple figs, fringed around with their rich, green leaves.
“Ah,” said Maman-Nainaine, arching her eyebrows, “how early the figs have ripened this year!”
“Oh,” said Babette, “I think they have ripened very late.”
“Babette,” continued Maman-Nainaine, as she peeled the very plumpest figs with her pointed silver fruit-knife, “you will carry my love to them all down on Bayou-Boeuf. And tell your tante[5] Frosine I shall look for her at Toussaint–when the chrysanthemums are in bloom.”
[1] Unhappy to the point where you cannot be consoled
[2] Lightweight cloth
[3] Halo, a circle of light
[4] Peaceful
[5] “Aunt”
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As you wrap up your To Kill a Mockingbird unit test preparation, I hope these questions and insights help you assess comprehension, spark thoughtful discussions, and deepen your students’ engagement with Harper Lee’s powerful novel. Whether you’re using the ready-made questions, adapting them to fit your classroom, or combining them with additional activities, this unit test offers flexibility and rigor that aligns with your instructional goals. Thanks for exploring these resources — and be sure to check back for more To Kill a Mockingbird teaching tools, discussion ideas, and assessments to support meaningful learning all year long.
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M. Towle is a veteran Language Arts and Social Studies teacher with fourteen years of classroom experience in urban schools in Los Angeles and Philadelphia. M. Towle holds an M.A. in Holocaust and Genocide Studies and is the founder of TeachNovels.com.