TO KILL A MOCKINGBIRD Project Ideas: 16 Final Assignments

Whether you want to assign the same To Kill a Mockingbird project to the entire class or give students a menu of options, here are 16 ideas for engaging To Kill a Mockingbird projects.

OVERVIEW: To Kill a Mockingbird Projects Menu

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1. Beyond the Mockingbird: Symbol Presentations

Harper Lee uses symbols like the mockingbird to develop her themes. Choose one symbolic element from To Kill a Mockingbird in order to perform analysis and present your understanding to the class. Explain how Lee attaches meaning to the symbol and how it develops a theme.

RL2: Analyze how specific details (symbol) develop a theme.
RL1: Cite strong textual evidence to support main ideas.
SL4: (Presentation of Knowledge) Organize your ideas and supporting evidence in a clear, logical way.

1) CHOOSE A SYMBOL OR MOTIF TO ANALYZE.
BIRDS: Tip: Make sure to discuss Finches, jays, and robins as well.
ANIMALS (NOT BIRDS): Tip: Look for examples focused on turtles, dogs, and insects. Pay attention to the description of Helen Robinson when she receives the terrible news about her husband.
FLOWERS: Tip: The flowers of Miss Maudie, Mayella Ewell, and Mrs. Dubose are connected in symbolic meaning. What theme or themes do they express?
BUILDINGS: Tip: Lee assigns meaning to the Radley home, the town jail, and the courthouse. The fact that the courthouse and the jail seem out-of-place is important.
SEASONS: Tip: Where does the book mention the changing of the seasons? Pay special attention to Scout’s observations from Boo’s porch (toward the very end).
THE RADLEY TREE: Tip: Pay attention to the description of the tree’s roots.
SCOUT’S OVERALLS: Tip: What does Aunt Alexandra do with them after the attack?
TIM JOHNSON: Tip: This is a tough one. If the theme opposes killing innocent creatures, why is it Atticus who shoots the poor dog?
ATTICUS’ CLOTHING, GLASSES, & WATCH: Tip: Pay special attention to the chapters at the end of the trial and after the conclusion of the trial.

2) COLLECT EVIDENCE. Find the best quotes from the novel that connect to your symbol. Use the ANALYZING TEXTUAL EVIDENCE page to record your findings. It helps to have a searchable version of the novel: https://www.raio.org/TKMFullText.pdf.

3) REACH A CONCLUSION. Form the main idea of your presentation. What does the symbol represent and what does it communicate? How does Lee attach meaning to it?

4) ORGANIZE YOUR PRESENTATION. A presentation is organized like an essay, and each slide is like a paragraph. However, a slide should not look like a paragraph. A slide should look like a main idea/topic and a list of details that the presenter will explain.

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2. Judging a Cover by Its Book

RL7 Knowledge and Ideas: Analyze Representations
W2D Informative Writing: Specific Language
NCAS8 (art) Responding: Interpretation and Meaning

VISUAL ARTS CHALLENGE: Turn your expert understanding of To Kill a Mockingbird into original artwork.

With hundreds of editions and adaptations over the decades, To Kill a Mockingbird has worn a wide variety of cover art. Some publishers keep it simple and display little more than the title and a bird silhouette. Other To Kill a Mockingbird covers are packed with ideas and elements.

1) CRITIQUE EXISTING ARTWORK:
Choose one of the examples on the right to analyze. What does the artist try to express or emphasize? What visual techniques does the artist use? Do you find the work effective?

ART TERMS AND CONCEPTS:

• Subject = what is being portrayed
• Medium = the materials and techniques
• Treatment = how a subject is presented
• Emphasis = can be created with color, position, framing, or size
• Theme = the ideas or emotions that the artist wants to communicate
• Mood = the intended emotion of the viewer
• Tone = the artist’s attitude on the subject
• Style = how the artist uses the chosen elements and devices in the work
• More art terms = line, shape, movement, texture, color, dimension, perspective, space, scale, balance, contrast…

2) BRAINSTORM IDEAS.

3) PLAN YOUR ART.
What elements of the novel (theme, image, symbol, mood…) will you explore visually?

What medium (sketch, collage, graphic design, painting, photograph, etc.) will you use?

What aspects of visual design (perspective, contrast, etc.) will you apply to the subjects?

4) CREATE YOUR ART.
Create an original work of art (sketch, collage, graphic design, painting, sculpture, etc.) inspired by To Kill a Mockingbird. Choose one or more elements from the novel (theme, image, symbol, point of view, character, mood, event…) to explore in art. NOTE: You will be graded on your ideas and interpretations, not your artistic skills.

5) WRITE YOUR ARTIST’S STATEMENT (EXPLANATION).
Compare your creation to the original novel. Use literary terminology and art terminology.

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3. Mapping Maycomb — Setting and Symbols

RL1 Key Ideas & Details: Textual Evidence | RL3 Key Ideas & Details: Interacting Elements
SL5 Presentation of Knowledge and Ideas: Presentation Media

OVERVIEW
In To Kill a Mockingbird, Harper Lee uses the town of Maycomb not just as a setting, but as a collection of symbols that relate to justice, racism, childhood, fear, courage, and morality.
In this project, you will create a map of Maycomb that highlights important locations and literary symbols from the novel. Each symbol’s inclusion on your map must be supported by textual evidence and a brief explanation of its meaning (Note: Not all locations are symbols).
By the end of this project, you should be able to explain how setting and symbolism work together to create meaning in To Kill a Mockingbird.

REQUIRED LOCATIONS / SYMBOLS
1) The Radley Tree 2) The Courthouse 3) Mayella’s Flowers 4) Mrs. Dubose’s House 5) The African American Neighborhood and/or Calpurnia’s Church 6) Miss Maudie’s House
You are encouraged to include additional features and/or symbols from Maycomb.

STEP 1: LIST IMPORTANT FEATURES OF MAYCOMB.
Create a list of places, landmarks, or features in Maycomb that appear in the novel.
This should include the required locations and any others that you recall.

STEP 2: IDENTIFY THE SYMBOLS.
Which locations or features act as symbols in the novel? Not every location or feature has symbolic meaning, but make sure to identify those that do. Ask yourself:
• What elements or ideas does this feature represent?
• Does it connect to ideas like justice, innocence, understanding, prejudice, or courage?

STEP 3: COLLECT TEXTUAL EVIDENCE.
For each symbol, choose one direct quote from the novel that relates to that symbol.
Example: “The one place where a man ought to get a square deal is in a courtroom…” (Lee 224)

STEP 4: MAP MAYCOMB.
Create a hand-drawn or digitally designed map of Maycomb. You may complete this project as a poster board, a large sheet of paper, a digital document, or a slideshow (one overview slide and then a slide for each important location).

STEP 5: SYMBOL CALLOUTS
For each symbolic feature, include a callout or text box connected to that location.
Each callout must include: the name of the symbol, one piece of relevant textual evidence (with proper citation), and a brief explanation of the symbolism.

STEP 6: WRITE A FINAL CONCLUSION.
Write a one-paragraph conclusion (6-8 sentences) that answers the following:
• Why is Maycomb important as a setting in To Kill a Mockingbird?
• How do the locations/symbols help to shape the story’s themes?
• How does Harper Lee use the entire town as a symbol?

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4. To Kill a Monologue (Character Voice)

RL3 Key Ideas and Details: Characterization
W3A Writing Narrative: Point of View
SL6 Presentation of Ideas: Adapting Speech

The dramatic adaptations of To Kill a Mockingbird have thrilled many actors and audiences. However, many (and by “many,” I mean myself alone) complain that the adaptations fail to include powerful soliloquies that enable deeper characterization.

Demonstrate your understanding of point of view and characterization through creative writing and performance. Write a monologue that gives voice to a character (other than Scout) at a specific point in their story. As the novel recommends, try to see things from their personal point of view. For example, you might give Aunt Alexandra a chance to explain how she came to care so much about social appearances.

PRECISE TERMS
• A monologue is spoken aloud and may be heard by others.
• A soliloquy (a specific type of monologue) is when a character speaks their thoughts as if no one else in the story can hear them, often directly to the audience.

For this task you need to demonstrate a thoughtful understanding of the selected character, a clear point of view, and language adapted to reflect the character and engage the audience.

CHOOSE YOUR CHARACTER:
▢ Tom Robinson ▢ Atticus Finch ▢ Mayella Ewell ▢ Aunt Alexandra
▢ Mrs. Dubose ▢ Calpurnia ▢ Jem Finch ▢ Dolphus Raymond
▢ Rev. Sykes ▢ Arthur Radley ▢ Mrs. Gates ▢ Stephanie Crawford
▢ Judge Taylor ▢ Bob Ewell ▢ Dill Harris ▢ Other: ____________

EXPLAIN YOUR CHOICE: What about this character / role interests you?

PRE-WRITING:CHARACTERIZATION: What are the character’s main traits? What motivates this character? What do they want? Are they conflicted (internal conflict)?

CONTEXT AND BACKGROUND: Where and when is this monologue set? What has happened leading up to this moment?

SUBJECT / CONTENT: What does the character have to say?

AUTHOR’S TREATMENT: Is the monologue perfectly aligned to the original or are you adding a new idea?

POINT OF VIEW / TONE:

LANGUAGE AND PERFORMANCE: What speaking / acting techniques can help bring this monologue to life for the audience?

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5. Primary Source Gallery (Historical Context)

SL2 Integrate multiple sources of information in diverse media or formats.
SL5 Make strategic use of media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding.
W7 Conduct a research project to synthesize multiple sources on the subject and demonstrate understanding of the subject under investigation.

CURATE A GALLERY: 1930s (SETTING) OR 1960 (PUBLICATION)
Harper Lee wrote To Kill a Mockingbird in the era of the Civil Rights Movement, but her story takes place during the Great Depression, a time when she herself was a little girl in Alabama.

To understand the historical context of To Kill a Mockingbird, one must think about America in the 1930s and in the 1950s-1960s. Choose a topic related to the historical context of the novel and curate a gallery of primary sources to help us understand the time and place.

CHOOSE ONE HISTORICAL CONTEXT TOPIC TO STUDY.
▢ Jim Crow Laws (1870-1965)
▢ “Separate but Equal” (1896)
▢ The 19th Amendment (1920)
▢ The Great Depression (1929-1939)
▢ Women in Pop Culture (1930s)
▢ The rise of the Nazi Party
▢ The Scottsboro Affair (1931)
▢ Senator Hattie Wyatt Caraway
▢ Marcus Garvey
▢ The New Deal (1933-1939)
▢ Eleanor Roosevelt
▢ The Ku Klux Klan (1865-????)
▢ Executive Order 9981 (1948)
▢ Women in Pop Culture (1950s)
▢ Rosa Parks / M.C. Bus Boycott
▢ African American Veterans (WWII)
▢ The Southern Manifesto (1956)
▢ The Little Rock Nine (1957)
▢ Greensboro Sit-ins (1960)
▢ Freedom Rides (1961)
▢ Bloody Sunday (1965)
▢ Working mothers (increasing)
▢ Income inequality
▢ The Voting Rights Act (1965)

FIND PRIMARY SOURCES TO SHARE.
What counts as a primary source? A primary source is an artifact, document, recording, or any other source of information that was created at the time and place under study.

PRESENT YOUR GALLERY TO THE CLASS. For each source explain…
● What is shown.
● The original source and purpose.
● The point of view (also tone and bias).
● Connections to To Kill a Mockingbird.
● How you found it (MLA citation).

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6. Viewing Questions and Film Review

RL7 Interpretation of Knowledge and Ideas: Analyze the representation of a subject or a key scene in two different versions.
W1 Write arguments to support claims with clear reasons and relevant evidence.
W2D Language / domain-specific vocabulary

Write a film review that compares the original novel and the 1962 film version of To Kill a Mockingbird. Assign a rating to the film (0 – 5 stars) with an emphasis on how well the filmmakers adapted the book and captured its qualities in a new medium. Argue for your rating with reasons and evidence.

STEPS:
1) Watch the 1962 film To Kill a Mockingbird and answer the viewing questions.
2) Plan and write your review (argument essay).

VIEWING QUESTIONS: TO KILL A MOCKINGBIRD (1962)

1. (Pre-viewing) What are two theme subjects you expect the film to emphasize (empathy, innocence, moral courage, racism, community pressure, etc.)?
2. (Pre-viewing) The original novel is told in Scout’s reflective first-person point of view. How might a film create a similar effect?
3. (Pre-viewing) Think about the main symbols in the novel. What do you think the film will keep, change, or replace in terms of symbolism?
4. (00:00:30) What mood is established in the opening title sequence? How is it created?
5. (00:02:44) Identify the foreshadowing.
6. (00:03:30) Does the film version of Maycomb match what you imagined? Why or why not?
7. (00:07:50) Identify two characterization details that the film presents right away.
8. (00:21:50) Why use Dill to relay what is happening instead of showing the courtroom?
9. (00:28:50) How do the filmmakers create tension when Jem is scared out of his pants?
10. (00:40:14) What do you notice about the position of the camera as Atticus explains the importance of empathy?
11. (00:56:40) Do the tree gifts feel more symbolic or more literal than in the book? Explain.
12. (01:04:30) What do you think of Gregory Peck’s (Atticus) acting in the jail scene?
13. (01:07:09) Why use such a long shot when Tom Robinson is whispering to Atticus?
14. (01:09:00) What power dynamics are visible in the courtroom (where people sit/stand, who is centered, who is watched)? How does this layout become a symbol?
15. (01:29:00) What creative choices make Tom Robinson’s testimony so dramatic?
16. (01:35:00) Identify one rhetorical or speaking device used by Atticus in his closing.
17. (01:43:53) How would you describe the music in the aftermath of the trial?
18. (01:49:50) Why is it meaningful that they repeatedly show Jem watching from the car?
19. (01:51:22) The voice-over pops in again to talk about the changing of the seasons. Do you find this narration effective or distracting?
20. (01:54:20) Does the Halloween attack scene have more or less tension than the novel? Explain your view.
21. (02:00:20) Boo!
22. (02:05:45) Why is it important that Scout be raised up (literally) to say these lines?
23. (End) Which actor gave the best performance in a major role? Grade each (A+ to F-)

Gregory Peck (Atticus Finch)
Phillip Alford (Jem Finch)
Mary Badham (Scout Finch)
Brock Peters (Tom Robinson)

24. (End) No small parts: Which actor did the best job in a supporting or minor role?
25. (End) Something that the filmmakers got right: _________________
26. (End) Something that the filmmakers got wrong: _________________
27. (End) List three adaptation choices (scenes cut, characters minimized, reordered events, tone shifts). For each, decide: did it strengthen the story, or weaken it? Explain.

REVIEW THE FILM:
RL7 Integration of Knowledge and Ideas: Comparing interpretations
W1A Writing Argument: Organizing information | W2D: Using domain-specific vocabulary

Write a review of the To Kill a Mockingbird film adaptation based on your expert knowledge of the novel. As an expert on the original, what grade (0 – 5 stars) would you give this movie? What did the filmmakers get right? What are the film’s shortcomings?

Make sure to…
• Organize an effective argument. Defend your judgment (0 – 5 stars).
• Compare the film adaptation to the original.
• Support your conclusions with details from the film and novel.
• Use literary terms such as theme, symbol, mood, point of view, structure, etc.
• Use filmmaking terms like soundtrack, editing, effects, lighting, acting, shots, etc.

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RECOMMENDED PRODUCTS:

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7. Theme Development (Informative Essay)

RL2 Main Ideas: Theme Development
W2B Informative Writing: Evidence
W2C Informative Writing: Transitions

A literary work’s message about life is called the theme. As a complete thought, a theme is always expressed as a complete sentence. The message may be stated directly by the narrator or a character or developed subtly and gradually by connected literary elements.

Analyze Lee’s development of a theme in an informative essay. Start by choosing a theme subject from the novel. Then think about how the subject connects to other elements.

THEME SUBJECTS IN TO KILL A MOCKINGBIRD:

▢ Prejudice / racism
▢ Generosity
▢ Parenting
▢ Familial love
▢ Misunderstanding
▢ Ignorance
▢ Schooling
▢ Honesty
▢ Sexism
▢ Dignity / self-respect
▢ False perceptions
▢ Empathy / understanding
▢ Gossip / rumors
▢ Family history
▢ Imagination
▢ Appearances / propriety
▢ The justice system
▢ Growing up
▢ Innocence
▢ Courage
▢ Hypocrisy
▢ Tradition
▢ Community
▢ Cruelty
▢ Vulnerability

SELECTED SUBJECT: Identify some of the most important elements in relation to this theme subject.

KEY CHARACTER:

KEY POINT OF VIEW on this subject. (A character’s? The narrator’s? The author’s? The reader’s?)

KEY QUOTE: (This need not be dialogue.)

KEY PLOT MOMENT:

KEY CONFLICT: (Internal or external)

KEY LOCATION:

KEY SYMBOL:

Theme Statement:

Inference: How apparent does the author make this message? (Circle one.)

COLLECT TEXTUAL EVIDENCE.
Consider the elements you identified and find excerpts that develop the theme. Take notes.

FORM A THEME STATEMENT. Through several elements, Lee develops the theme that…

ORGANIZE YOUR IDEAS AND EVIDENCE.
Use an ESSAY ORGANIZER. Focus each section or paragraph on a key element in the theme development (a symbol, a point of view, a character arc, a plot event, a conflict, etc.).

DRAFT YOUR COMPOSITION USING APPROPRIATE TRANSITIONS.

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8. One Scene for Stage or Screen

SL1 Comprehension and Collaboration (teamwork)
RL2-3 Key Ideas and Details (literary elements)
W10 Range of Writing (variety)

For this group project, you will produce an original dramatic adaptation. Select one episode or plot event from To Kill a Mockingbird, determine your treatment of its key elements, compose a script, and stage a performance. You may choose between performing live (in the form of a play) or recording a video in advance to be screened for the class.

You will be graded on:
• Your collaboration as a group
• Your identification and treatment of key elements (e.g., symbol, point of view, suspense, etc.)
• Your production of a thoughtful, polished script.

1) CREATE A PLAN FOR COLLABORATION: COLLABORATION WORKSHEET

• What are the rules for the treatment of others?
• How will ideas be shared?
• How can we ensure that all voices are heard?
• How will the group reach decisions?

2) CHOOSE AN EPISODE / PLOT EVENT (that was not in the 1962 film):
▢ Calpurnia’s Church
▢ Christmas with Francis
▢ Uncle Jack Learns a Lesson
▢ How to Make a Mud-man
▢ Miss Caroline’s First Day
▢ Jem and Mrs. Dubose
▢ Dill’s Daring Escape
▢ Jem’s Angry Outburst (after the trial)
▢ The Maycomb Missionary Society
▢ Maudie Loses her House / A Blanket from Boo
▢ Scout’s Big Scene / On Being a Ham
▢ The Confession of Dolphus Raymond

3) READ THE ORIGINAL VERSION IN YOUR GROUP AND TAKE NOTES.
What are the essential elements in this part of To Kill a Mockingbird?
❏ Characterization
❏ Character motivation
❏ Character arc (changing)
❏ Pacing
❏ Dialogue
❏ Theme
❏ Point of view / narration
❏ Tone
❏ Mood
❏ Imagery / sensory details
❏ Sound devices
❏ Word choice:
❏ Sense of time and place
❏ Word connotations
❏ Figurative language
❏ Symbolism
❏ Reference / allusion
❏ Conflict (internal or external)
❏ Plot structure (climax, resolution…)
❏ Narrative interruption
❏ Manipulation of time and space:
❏ Foreshadowing
❏ Flashback
❏ Prolepsis (flash-forward)
❏ Structure effects:
❏ Suspense
❏ Mystery
❏ Tension
❏ Surprise

4) PLAN YOUR TREATMENT AND ADAPTATION.
How can you emphasize the key elements in your production? Do not hesitate to make changes, additions, and omissions so long as you can explain your choices.

5) COMPOSE YOUR SCRIPT.
There are many formatting rules for writing a script for television/film, radio, or the stage. Ignore all that. Make a simple, 2-column script by using the SIMPLE SCRIPT TEMPLATE.

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9. Themes for Kids: Children’s Book

RL2 Main Ideas and Details: Theme development
W3A Narrative: Point of view
W3B Narrative: Elements and techniques

As Miss Caroline’s first day of teaching shows, the kids of Maycomb do not appreciate children’s books. That’s their problem. In this creative writing task, you will compose a children’s book that develops one of the themes from To Kill a Mockingbird. Make sure to establish a point of view, develop a theme, and use a variety of narrative elements to engage the reader.

NOTE: YOU MAY CREATE A NEW CHILDREN’S STORY FROM SCRATCH OR ADAPT A SUBPLOT FROM THE NOVEL FOR YOUNGER READERS.

1) CHOOSE A THEME FROM TO KILL A MOCKINGBIRD.

2) BRAINSTORM STORY IDEAS AND MAKE YOUR CHOICE.

3) THINK ABOUT POINT OF VIEW.
Who is the narrator? Is the story teller identified? ______________________

⬜ First, ⬜ second, or ⬜ third-person? This is usually what is meant when discussing point of view. The person (first, second, or third) correlates to the pronouns of the same categories.

⬜ Present tense or ⬜ past tense? Present tense can add immediacy and personal connection, whereas past tense can provide separation and space for reflection.

⬜ Omniscient or ⬜ limited knowledge? An omniscient (all-knowing) narrator can talk about characters’ hidden thoughts, events from the obscure past, or things that will happen later. A first person narrator, a character involved in the story, probably has limited knowledge.

⬜ Reliable or ⬜ unreliable? Is your narrator telling the whole truth? Is the story a tall tale?
Tone? What is the narrator’s attitude toward the characters and events of the story?

4) WHAT LITERARY ELEMENTS / TECHNIQUES WILL YOU HIGHLIGHT?
❏ Characterization
❏ Character motivation
❏ Character arc (changing)
❏ Imagery / sensory details
❏ Sound devices (rhyme, rhythm, parallelism, …)
❏ Word choice:
❏ Sense of time / place
❏ Word connotations
❏ Figurative language
❏ Manipulation of time:
❏ Foreshadowing
❏ Flashback
❏ Prolepsis (forward)
❏ Structure effects:
❏ Suspense
❏ Mystery
❏ Tension
❏ Surprise
❏ Symbolism
❏ Reference / allusion
❏ Conflict
❏ Plot climax
❏ Narrative interruption
❏ Dialogue
❏ Reader participation
❏ Illustrations
❏ Pacing

How will you develop the theme? How will you engage the readers?

5) MAKE YOUR CHILDREN’S BOOK. Remember: theme, point of view, and elements.

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10. Truth and Fiction (Research Report)

W7 Research: Inquiry Project | W2B Informative: Relevant Details | W8 Research: Sources

Write a comprehensive research report exploring one topic related to To Kill a Mockingbird. Make connections to the details of the novel when appropriate. You will record formal research and write a report that includes in-text citations (Modern Language Association).

1) SELECT A TOPIC OF INQUIRY.
NOTE: Some of the events occurred after the book’s publication but help us to understand the era.
1930s Topics (Setting) Circa 1960 Topics (Publication)
▢ The Scottsboro Case (1931–1937)
▢ Norris v. Alabama (1935)
▢ Lynchings in the 1930s
▢ Chain gangs and convict leasing
▢ Jim Crow segregation laws
▢ Poll taxes / poll tests
▢ Segregated public spaces
▢ The Great Depression in the rural South
▢ Sharecropping / tenant farming
▢ Causes of The Great Depression
▢ New Deal programs (WPA, CCC)
▢ Hollywood portrayals / the Hays Code
▢ Jazz and blues during the Depression
▢ Segregation in professional sports
▢ Boxing and race (Joe Louis)
▢ The NAACP in the 1930s
▢ W.E.B. Du Bois
▢ Marcus Garvey (legacy)
▢ The Great Migration
▢ League of Women Voters (founded 1920)
▢ Women and social norms
▢ Women entering the workforce
▢ Eleanor Roosevelt
▢ Mary McLeod Bethune
▢ Ida B. Wells (legacy)
▢ Women & the legal system
▢ Depictions of femininity (film, ads, etc.)
▢ The Little Rock Crisis (1957)
▢ Boynton v. Virginia (1960)
▢ Civil Rights Act of 1957
▢ Civil Rights Act of 1960
▢ Loving v. Virginia (1967)
▢ NAACP v. Alabama (1958)
▢ The murder of Emmett Till (1955)
▢ Rosa Parks / Montgomery Bus Boycott
▢ Greensboro sit-ins (1960)
▢ SNCC (Student Nonviolent Coordinating Committee)
▢ Freedom Riders (1961)
▢ Birmingham Campaign (1963)
▢ Thurgood Marshall
▢ African Americans in film (Sidney Poitier)
▢ Editorial cartoons about civil rights
▢ Gospel and the Civil Rights Movement
▢ Jackie Robinson (legacy)
▢ Athletes as role models for social change
▢ Women and workplace discrimination
▢ Betty Friedan
▢ Second-Wave Feminism
▢ Black veterans / Executive Order 9981
▢ Women in the Civil Rights Movement
▢ Portrayals of women (film, ads, etc.)
▢ Medgar Evers
▢ Martin Luther King Jr.

2) POSE RESEARCH QUESTIONS TO GUIDE INQUIRY.
These should be open-ended questions that cannot be answered simply.

3) CONDUCT AND RECORD RESEARCH.

Use the RESEARCH TEMPLATE to refine research questions, take notes, reach conclusions, and record source information for your Works Cited page.

4) ORGANIZE YOUR IDEAS.

Break your topic down into logical sub-topics. You might want to use section headings to add clarity.

Create a complete plan using the EXTENDED ESSAY ORGANIZER page.

5) COMPOSE YOUR REPORT.
You will be graded on how you conduct research and include relevant details in your report. You must have in-text citations and a Works Cited page in the MLA format.

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11. Hypocrisy Editorial (Argument)

W1A Writing Argument: Organizing claims, reasons, and evidence
W1B Writing Argument: Addressing counterclaims

TASK: WRITE AN EDITORIAL ADDRESSING A HYPOCRISY THAT YOU FIND UNACCEPTABLE.

B.B. Underwood, the reporter in Maycomb, writes an editorial after the killing of Tom Robinson. He puts his outrage in writing for all the world to see.

TERMS:
Argument: A claim or position that a writer puts forward and supports with reasons and evidence in order to persuade the reader.
Editorial: An article that argues a reporter’s or newspaper’s position on a specific issue. Editorials may explain, criticize, praise, or call readers to act. Editorials try to influence public opinion by convincing readers to agree with that position.
Hypocrisy: When an individual or group claims to have certain beliefs, values, or standards while behaving in a contradictory way. For example, a gossip who claims to despise gossip.

HYPOCRISY IN TO KILL A MOCKINGBIRD

• The courthouse and trial
• Miss Caroline forbidding Scout’s reading
• Jem’s class celebrating the Egyptians
• Miss Gates’ lesson opposing prejudice
• Mrs. Merriweather’s Christian spirit
• Sheriff Tate’s response to Ewell’s death
• Bob Ewell as concerned parent

EXPLAIN ONE HYPOCRISY WITH AN EMPHASIS ON POINT OF VIEW:
(Typically, the person in question cannot see their hypocrisy from their own point of view.)
Example from the list (choose 1):

• Stated or supposed belief or value:
• Contradictory behavior:
• The hypocrite’s point of view:
• Opposing point of view:

BRAINSTORM EDITORIAL TOPICS (EXAMPLES OF HYPOCRISY).
You might find hypocrisy in social expectations, the behavior of people you know, an institution, your own school, laws, the media, social media, even in…(GASP!) YOURSELF!

ORGANIZE YOUR IDEAS.
Identify which of your ideas deserves exploration in your editorial. Write an outline or use the Writing Argument Page to structure your claims, reasons, and details.

Balance your views by including and addressing counterclaims (opposing views). It’s easy:
• State the opposing claim: Some believe that…
• Recognize their reasons: They form this conclusion based on…
• Give your response: This does not change the fact that…

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12. To Keep a Mockingbird? (Debate)

SL1A Comprehension and Collaboration: Prepare material.
SL1D Comprehension and Collaboration: Respond thoughtfully to diverse perspectives.
W1L Argument: Write arguments to support claims in an analysis of substantive topics.

Many consider To Kill a Mockingbird a timeless classic with messages that still resonate today—a book that everyone should read. For others, To Kill a Mockingbird is overrated, outdated, or even wrong-headed. In terms of its popularity, TKM continues to be one of the most widely used literary texts in secondary schools.

Food for thought:
● “Let’s Stop Pretending To Kill a Mockingbird Is Progressive on Race.” by Millie Davis
● “Why Are We Still Teaching ‘To Kill a Mockingbird’ in Schools?” by Alice Randall
● “Why To Kill a Mockingbird Keeps Getting Banned” by Becky Little

RESOLVED: To Kill a Mockingbird is overrated and/or problematic. It should be removed from the secondary curriculum.

Work with your team to argue whether the novel should be included in the curriculum. Consider contemporary (our current time) value in terms of student engagement, relevance, point of view, cultural sensitivity, controversy, and literary merit.

ASSIGNMENT STEPS:

1. Brainstorm the novel’s weaknesses and its strengths. (Independent)
2. Choose one claim to argue in detail. Include reasons and evidence. (Independent)
3. Anticipate a counterargument and prepare a response. (Independent)
4. Join a team and prepare for the debate. (Group)
5. Participate in the debate and take notes to prepare for rebuttal. (Group)
   BRAINSTORM REASONS for affirmative (remove the book) and negative (keep it).

COMPOSE: Make a claim and support it with ONE reason and supporting evidence (details, expert opinions, hypothetical examples, facts from history, textual evidence, etc.).

EXPECTED COUNTERARGUMENT and your REBUTTAL:

PLAN WITH YOUR TEAM. (Decide who will deliver each part of the debate.)
Moderator Comments

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13. To Kill a Mockingbird in Context — Timeline

RL.7.9 History and fiction
W9 Short research projects

Thinking about the historical context of To Kill a Mockingbird is a bit complicated. The book was published in the heat of the Civil Rights Movement, but it takes place decades earlier during the Great Depression and the Jim Crow Era.

To think about how this work of fiction relates to real history, you will create a timeline of key events for a classroom display. You must research the required topics and place them in chronological order (from earliest to latest). You will also identify two key events to add.

1) CONDUCT PRELIMINARY RESEARCH.
Sort (chronologically) and explain the required items by completing the next page.

• Letter from Birmingham Jail
• The conviction of Edgar Ray Killen
• The trial of Bryant and Milam
• The Little Rock Nine
• The setting of To Kill a Mockingbird
• Violence at Edmund Pettus Bridge
• To Kill a Mockingbird published
• Executive Order 9981
• The Black Panthers (founding)
• The Scottsboro Case
• Loving v. Virginia

2) IDENTIFY TWO ADDITIONAL EVENTS TO ADD TO YOUR TIMELINE.

3) MAKE YOUR FINAL TIMELINE FOR CLASSROOM DISPLAY.
Somewhere on your timeline, write a one paragraph explanation of how the novel itself holds a place in the history of the Civil Rights Movement.

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14. Campaign for Robinson’s Defense

W1: Write arguments and support claims with evidence.
W4: Produce clear, coherent writing appropriate to task and audience.
SL4: Present information and arguments persuasively.

HYPOTHETICAL SCENARIO:
Imagine that Tom Robinson was NOT killed in custody. Atticus Finch is filing an appeal, arguing that the trial was fundamentally unfair due to racial bias, unreliable testimony, and a failure of justice. To reverse this injustice, Atticus calls for support.

The NAACP, which provided support in many high-profile cases, creates a Robinson Defense Fund and a public advocacy campaign. They aim to raise money for Robinson’s defense, increase awareness of racial injustice in the courts, and build support for a possible pardon.

CLARIFICATIONS: An appeal is not a completely new trial (no new witnesses or evidence).
Public pressure doesn’t directly affect judges or juries.
A pardon is political. In Alabama, it comes from the Board of Pardons.

TASK: YOU WORK FOR A PUBLIC RELATIONS AND MARKETING FIRM.
PITCH A PROPOSAL FOR THE ROBINSON CAMPAIGN.

You will design and pitch a persuasive advocacy campaign with the NAACP’s goals in mind.
• Demonstrate an understanding of the case and trial.
• Employ persuasive appeals (ethos, pathos, logos).
• Argue by organizing claims, evidence, and reasoning.
• Address counterarguments.
• Make thoughtful choices about media, audience, and message.

ROBINSON CAMPAIGN PROPOSAL REQUIREMENTS

SECTION 1. CONTENT AND STRATEGY OVERVIEW
This introduction will identify your general approach and media strategy.

SECTION 2. PERSUASIVE APPEALS / ARGUMENT (CLAIMS AND REASONS)
Your campaign must thoughtfully use ethos (credibility, morality, justice); pathos (emotion, empathy, outrage, hope); and logos (logic, facts, contradictions in testimony). Supporting evidence may come from the Robinson trial, Maycomb information, and/or outside research.

SECTION 3. COUNTERARGUMENTS
People will oppose your position with reasons of their own. Prepare for this by addressing at least one opposing point. E.g., “The court proceedings followed the law correctly.”

SECTION 4. MEDIA STRATEGY: Choose at least three forms of media from the list. For each medium, explain the target audience, message/approach, and intended effect.

• Articles / pamphlets
• Buttons / shirts / stickers
• Radio broadcasts
• Posters or billboards
• Public speeches
• TikTok, Reels, etc.
• Influencers / sponsored posts
• Short documentaries
• Websites / banner ads

SECTION 5. FREE SAMPLE: Show one media sample for your campaign plans.

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15. Someone Else’s Shoes (Point of View)

RL6 Craft and Structure: Point of view
W3A Narrative: Consistent point of view
W3B Narrative: Effective techniques

Lee’s choice of point of view is essential in the telling. To Kill a Mockingbird would be very different from the point of view of any other character or a disembodied voice who is not personally involved (third-person narrator).

Thematically, Scout learns to see from other points of view—to “stand in someone else’s shoes.” Similarly, Lee asks us to view racial injustice in a small town through the eyes of two youngsters.

PART 1: ANALYZE THE POINT OF VIEW IN TO KILL A MOCKINGBIRD.
Complete the organizer on the next page. Explain the effects of the novel’s point of view.

PART 2: REWRITE PART OF TKM FROM AN ALTERNATE POINT OF VIEW.
Tell part of the novel from “someone else’s shoes.” The next page will help you think about the various options (shown in bold) for point of view in a narrative. After your altered version, include an explanation of the new point of view and how it changes the telling of the story.

1) ANALYZE POINT OF VIEW IN TO KILL A MOCKINGBIRD

⬜ 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. The person (first, second, or third) correlates to the pronouns of the same categories. (Second-person is rarely used.) 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?

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16. A Speech for Atticus (Public Speaking)

W1A Writing Argument: Organizing
W1B Writing Argument: Developing claims fairly
SL6 Presentation of Knowledge and Ideas: Speech

The Maycomb County court has failed in its duty to uphold justice for all. When the courts do not provide the outcome that some desire, those people may turn to “the court of public opinion.” This means convincing the public to exert political pressure on officials.

Imagine that Tom Robinson was NOT killed in custody. Atticus might decide that the best path to his client’s freedom is through a pardon. Public pressure might be able to influence the Governor and the Alabama Board of Pardons and Paroles to free Tom Robinson.

TASK: WRITE A SPEECH FOR ATTICUS TO DELIVER AT RALLIES, IN DEMONSTRATIONS, OR ON THE RADIO.

Your speech should loosely follow the format of an argumentative essay. Make sure that your speech moves clearly from one idea to the next. Your speech might break up the structure with a refrain, a demonstration, audience participation, an emotional outburst, etc.

1) PLAN A LEGITIMATE ARGUMENT (fair and reasonable persuasion).
Logos: A logical appeal based on sound and reasonable thought.
Pathos: An appeal to emotions like anger, sadness, affection, etc. to persuade.
Ethos: Moral expertise and knowledge—determining right and wrong.

Addressing counterarguments: This convinces the audience that you have considered both sides before reaching the “right” conclusion. Example: “Some might say that the time of deliberation proves that the jury did their duty. However, we know that…”

2) INCLUDE UNDERHANDED RHETORIC. These misleading or unfair methods of persuasion are also known as propaganda techniques. This is not for a debate club following fairness rules. Choose three underhanded methods to use for this good cause.

3) ADD EFFECTIVE SPEECH DEVICES.
Public speaking allows you to combine argument and a more performative style. You can use devices that would be inappropriate in an essay or formal debate to win over the audience. The best ideas in the world will fall flat if the listeners are not engaged or even entertained. Think about what you can do to captivate the audience and enhance understanding.

4) COMPOSE YOUR SPEECH.
Put it all together. Combine your legitimate persuasion, unfair rhetoric, and speech devices.

5) PRACTICE YOUR DELIVERY.
Be familiar enough with the text to allow for eye contact and physical movement.

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RECOMMENDED PRODUCTS:

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Thank you for visiting TeachNovels and checking out the To Kill a Mockingbird project ideas.

As you think about closing your unit on To Kill a Mockingbird, the 16 project options on this menu give you flexible, meaningful ways to assess student understanding and deepen engagement with Harper Lee’s classic. These tasks aren’t just busy work — they invite students to make connections between theme, character, context, and craft, and to express their insights in ways that suit diverse learners and learning styles.

Whether students choose to create a presentation, write a persuasive piece, explore historical context, or bring their own creativity to a project, each choice supports critical thinking and ownership of learning. These assignments help students return to the heart of the novel’s big ideas — justice, empathy, and moral growth — and reflect on their own perspectives in relation to Scout, Atticus, and the world of Maycomb.

Use this menu to spark lively discussion, encourage thoughtful analysis, and celebrate the many ways students can show what they’ve learned. By offering choice and a range of creative challenges, you’re empowering students to engage with To Kill a Mockingbird in personally meaningful and academically rigorous ways — the kind of engagement that lasts well beyond your final class period.

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