INTRODUCTION

1. INTRODUCTION Harper Lee’s To Kill a Mockingbird has many different themes. One of the main themes is racism in the South during the 1930s. In this WebQuest, you will investigate how racism, classism, and historical events impacted the quality of life in the South during the 1930s. You and your assigned group will become reporters and editors as you investigate and create a newspaper that portrays some of historical happenings, entertainment, politics, events, and people of the time. Analysis of the historical facts surrounding the Scottsboro trial, the Great Depression, and Jim Crow laws will lead to a better understanding of each character's frame of mind, as well as the novel as a whole. You will also learn that the historical setting of the novel can also play a significant role in developing a novel’s themes. “I think there's just one kind of folks.  Folks.” - Scout Finch If you have any questions or problems, email me at: ksorise@walden-school.org Introduction Task Process Research Rubric Conclusion Teacher page

2. TASK ** Be sure to you click on all underlined words and photographs** • Using Microsoft Publisher, your group will write and design an issue of The Maycomb Tribune, the local newspaper of the fictional town of Maycomb, Alabama in To Kill a Mockingbird. The newspaper will focus on the historical happenings, politics, events, and people of Alabama during the 1930's. You can click HEREto view some early Kentucky newspapers for layout ideas. • Directions: • Each member of the group will function as a member of a news team. • Each group member must submit at least 2 pieces well written news items. • Each member must submit a “Works Cited” page in MLAformat • Each group member MUST submit one article concerning each of the following topics: • 1. Jim Crow laws in the South • 2. The Scottsboro Trial • 3. Life in the 1930's • The following formats or tips are available to help you structure theinformation in your newspaper. You may utilize any format available; however, each group member may utilize each format only once. • Hard News- Tips for writing hard news • Observation– Tips for being an invisible observer • Opinion/Editorial columns– Tips for writing an editorial • Commercial Advertisement(s) - Check out examples of vintage ads • Political Cartoons- How to read political cartoons • Pictures – Tips for photo journalists Introduction Task Process Research Rubric Conclusion Teacher page

3. Your Individual Roles In addition to writing your individual newspaper pieces, each group member will have an assigned role for constructive criticism and peer evaluation purposes: 1. Editor-in-Chief 2. Layout Editor 3. Copy Editor 4.Research Editor Introduction Task Process Research Rubric Conclusion Teacher page

4. Your Individual Roles • Editor-in-Chief • Complete 2newspaper pieces – as described in the task section- to be submitted for a final grade. • Decide, with the help of the group, what goes in the paper and what should be left out. • Compile a list of stories, articles, and drawings to be included in the newspaper, and be sure that group members stick to the list. • Make sure writers are on task. • Compile your own MLA “Works Cited” list of sites used during the researching process. This "Works Cited" list will be due with your individual completed page on the day of final newspaper submission. • Be able to work well with his/her “staff”! • Complete and HAND IN the following “Editor-in-Chief - Table of Contents List” BEFORE creating the final newspaper submission. • Layout Editor • Complete 2newspaper pieces – as described in the task section - to be submitted for a final grade. • Oversee and review the development of each group member’s news page in Microsoft Publisher – making suggestions concerning layout or design. • Help group members to find photos that might enhance their individual pages. • As Layout Editor consider the addition of political cartoon and advertisements to enhance your layout. • Compile your own MLA “Works Cited” list of sites used during the researching process. This "Works Cited" list will be due with your individual completed page on the day of final newspaper submission. • Complete and HAND IN the following “Layout Editor Commentary Review Sheet”when submitting newspaper for final grade. • Have an eye for design!

5. Editor-in-Chief - Table of Contents listGroup Member (s) and Assigned roles: • Editor-in-Chief ___________________________ • 2. Layout Editor ___________________________ • 3. Copy Editor___________________________ 4. Research Editor _____________________

6. Layout Editor - Commentary Review Sheet • Your Name: • Name of Author: • Title of Newspaper Piece: • What is the main topic of this piece? • What do you like about the design elements? (The way the piece is situated on the page; the font; the graphics; etc.) Explain WHY you liked this part of the design so much! • What recommendations for improvements to the design can you make? • Correct the mechanics of the paper (check off as you review the piece): • ____________ Attractive title • ____________ Easily readable • ____________ Supporting Graphics • ____________ Attractively situated on page

7. Your Individual Roles • The Copy Editor • Complete 2 newspaper pieces – as described in the task section- to be submitted for a final grade. • Proofread everyone’s work (including his/her own). • Complete and HAND IN the following “Copy Editor Review Sheet” when submitting newspaper for final grade: • Compile your own MLA “Works Cited” list of sites used during the researching process. This "Works Cited" list will be due with your individual completed page on the day of final newspaper submission. • Have a knack for spelling and grammar, the ability to constructively criticize classmates, and a desire to make the final copy as perfect as it can be! • The Research Editor • Complete 2 newspaper pieces – as described in the task section- to be submitted for a final grade. • Read every piece of work and double-check for historical accuracy. • Research, re-research, and tell the writers to check their facts. • Send work with historical inaccuracies back to be fixed. • Complete and HAND IN the following “Research Editor Commentary Review Sheet” when submitting newspaper for final grade • Compile your own MLA “Works Cited” list of sites used during the researching process. This "Works Cited" list will be due with your individual completed page on the day of final newspaper submission. • Have a good sense of life in the South during the 1930's! • ** Before beginning the process of creating your newspaper, be sure to review the rubric!

8. Copy Editor - Review Sheet • Your Name: • Name of Author: • Title of Newspaper Piece: • What is the main topic of this piece? • What is the best part of this piece? Explain WHY you liked this part so much!! • What recommendations for improvements to the writing can you make? • If appropriate, are transitional words/phrases used? If so, were they effective, and can you suggest others? • Correct the mechanics of the paper (check off as you review the piece): • ____________ Spelling • ____________ Punctuation • ____________ Format • ____________ Capitalization • ____________ Wording

9. Research Editor - Commentary Review Sheet Your Name: Name of Author: Title of Newspaper Piece: What is the historical relevance of this piece? What is one fact that you can re-research to be sure it is historically accurate?  What recommendations for improvements to the historical relevancy/research can you make? List at least one piece of information that could be added. (Be sure to list the site from which you located this piece of information)

10. PROCESS Get your group assignment. Read the Introduction and Task sections of the WebQuest carefully, as well as click on all links for further understanding of Task. 3. Assign roles to every student in the group and review responsibilities. 4. Explore the websites listed. Begin your research, and take notes. 5. Brainstorm stories, articles, and ideas for your newspaper. Meet with your group to decide what each group member will contribute to the newspaper. The Editor-in- Chief leads this discussion. Each student must submit 2 pieces of work or at least one page. 7. Obtain teacher approval for newspaper entries. 8. Individually write your articles and work on your contributions to the newspaper. 9. Individually review your group member’s work and complete appropriate attached sheets for: Research Editor, Copy Editor, Layout Editor, and Editor-in-Chief. 10. Make necessary changes as recommended by group members. 11. Submit newspaper and “Works Cited” page (MLA citation) to teacher for final grade. 12. Most importantly, be creative and have fun! • “Gentlemen, a court is no better than each of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up.” • - Atticus Finch Introduction Task Process Research Rubric Conclusion Teacher page

11. RESEARCH Click on the photographs and links to access the following websites and films to help with your research: The Scottsboro Boys Trail In their own words: Letters from the Scottsboro Boys Jim Crow Laws – Interactive Maps Photographs Enforcing Racial Discrimination Life in the South in the 1930s Growing up White in the 1930s Growing up Black in the 1930s Introduction Task Process Research Rubric Conclusion Teacher page

12. RUBRIC Introduction Task Process Research Rubric Conclusion Teacher page

13. CONCLUSION Watch Dr. Seuss’ The Sneetches and create a blog entry that discusses Dr. Seuss’ take on racism, and what you have learned in your research on racism in the 1930s. What do you think? • How much do you know: Take the Jim Crow Quiz SUMMARY: Through your research of the Scottsboro trial, Jim Crow laws, and life in the South you should now have an in depth understanding of each character's frame of mind, as well as the novel as a whole, and how historical context can develop a novel’s themes. “You never really understand a person until you consider things from his point of view--until you climb inside of his skin and walk around in it.” - Atticus Finch Introduction Task Process Research Rubric Conclusion Teacher page

14. TEACHER’S PAGE • This lesson is intended for a seventh grade language arts class. • Objectives: • Students will research life and historical events in the 1930s. • Students will create a newspaper that incorporates their research. • Modifications: • Students will work in groups for research as well as in writing • Students will be given choice within the WebQuest to meet various learning strategies • Core Content: • Reading and Literature Standards • 1. Read text and make inferences; cite text evidence in discussion & writing • 2. Articulate the text’s main idea & themes, provide summary & supportive details • a. Summarize text without expressing personal opinion to draw on specific events • b. Determine how key concepts build on one another to reveal themes or ideas • Observing Craft and Structure • 2. Explain text structure and how words, sentences etc. build and contribute to whole • text. • 3. Compare and contrast how two or more texts written on similar topics differ in detail • b. Describe organization of argument • c. Examine electronic text and information organization and additional resources Introduction Task Process Research Rubric Conclusion Teacher page

15. TEACHER’S PAGE Core Content Continued: Integrating Information and Evaluating Evidence 1. Interpret information presented graphically or visually in print, video, Web-based texts a. Interpret factual & quantitative data presented in diverse formats 10. Develop a habit of reading independently, sustaining stamina for increasingly demanding texts Writing and Research Standards 1. Write informational & expository texts Conducting Research 1. Perform short, focused research projects 2. Gather information independently using a variety of sources 5. Represent and cite data, quoting & paraphrasing them into own work while avoiding plagiarism 6. Provide full bibliographic information Revising Writing 7. Editing support from peers and adults. Tool and technology 8. Use technology to produce, revise and distribute writing, as well as interact online about writing. Language Development Skills Grammar and Usage Mechanics Word Choice Introduction Task Process Research Rubric Conclusion Teacher page