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TO KILL A MOCKINGBIRD :

TO KILL A MOCKINGBIRD :. A WEBQUEST. Designed by Chris, Jackie, and Pari. INTRODUCTION :. GUILTY?.

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TO KILL A MOCKINGBIRD :

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  1. TO KILL A MOCKINGBIRD: A WEBQUEST Designed by Chris, Jackie, and Pari

  2. INTRODUCTION: GUILTY? The time is the early 1930s in the town of Maycomb, Alabama; racism and prejudice are as much a part of the town as cornbread and grits – and Maycomb is about to explode. Ever since blacks attained freedom under the Emancipation Proclamation and voting rights under the Fifteenth Amendment, racial prejudice has ensued. Now, a black man, Tom Robinson, is on trial for allegedly raping a white girl. Is this true? Or is it a racially-motivated accusation? Your job is to come to Robinson’s aid by helping the town’s leading trial lawyer, Atticus Finch, disprove the accusation. You must find out whether or not the trial is racially motivated and what evidence you can use to clear Robinson’s name. Read the novel by Harper Lee, view the movie starring Gregory Peck, research historical documents about black punishments and justice during the period 1863-1930, and read literary essays about the novel, especially its racial undertones. Also consider Harper Lee’s own life and experiences in what you choose to say to defend Tom. Finally, prepare your argument in the form of a lawyer’s case before a jury, as Atticus does in the novel and movie. You will be a part of his defense team; it is your job to deliver a convincing case. Follow the rules of court argument in order to prove Robinson’s innocence!

  3. YOUR TASK • Students will gain insight into the timeless, powerful themes of To Kill a Mockingbird and the life of its author, Harper Lee, by amassing biographical and literary criticism from a variety of scholarly sources. • By completing the project as directed, students will gain valuable experience in mock courtroom situations and the writing of legal cases and briefs. • The content of your argument ought to be original and creative; however, it must convincingly prove Tom Robinson’s innocence as if it were being delivered before a jury. • It is imperative that the student watch the movie version of the novel starring Gregory Peck as Atticus Finch in order to see an example of courtroom argument in the context of the novel. • Be sure to include historical references about unjust punishments of African Americans in your argument, utilizing these facts to debase the racist accusations of the plaintiff.

  4. PROCESS Slide One • First, gather and read background information about black discrimination and prejudice during the period 1863-1935. Use a variety of sources, but utilize the following links: • http://www.crfc.org/viol/lesson2.pdf • http://memory.loc.gov/learn/features/timeline/depwwii/race/race.html • http://www.english.uiuc.edu/maps/poets/g_l/lynching/lynching.htm • http://www.yale.edu/ynhti/curriculum/units/1979/2/79.02.04.x.html • http://www.cals.lib.ar.us/butlercenter/lesson_plans/lesson%20plans/Lesson%20plans-retained/Jim%20Crow%20and%20the%20poll%20tax.pdf • Next, using the sources above and any other of your own, write an essay in MLA format addressing the following question: What kind of prejudice did blacks encounter during the period 1865-1930, and what effects did these prejudices have in courts of law? 3. Read the novel To Kill a Mockingbird by Harper Lee.

  5. PROCESS Slide Two 4. View the movie version of the novel starring Gregory Peck as Atticus Finch. 5. Write a movie review according to these guidelines. • For the final defense speech, use elements of your historical research, the novel’s literary elements, and the movie version in order to craft a convincing argument on behalf of Tom Robinson. Use the guidelines on the following website when you write your professional defense case: • http://www.criminaldefense.homestead.com/Argument.html

  6. MOVIE REVIEW GUIDELINES -Step one: View the movie. Be sure you are doing more than just watching it – actively engage your mind by observing the similarities and differences between the movie and the novel. Consider the movie’s strengths, weaknesses, and merits as a visual representation of the novel. -Step two: It is recommended that you take notes on the movie as you are watching it. Record your opinions on the literary and thematic merits of movie, as well as what weaknesses it may have. Watch the courtroom scene carefully, taking notes on how Atticus presents his case. -Step three: Write a well-organized essay that includes each of the following elements: -The differences and similarities between the novel and movie. -The thematic and literary elements of the movie. -How Atticus presents his case, and how you will use this in your own presentation. Be sure to mention the specific techniques of legal argumentation he uses.

  7. EVALUATION -The essay on prejudice from 1863-1935 must conform with all proper conventions of an MLA format. In addition, the essay will be graded according to the following rubric and converted to a 100-point scale as the individual teacher pleases: http://www.csusm.edu/lwap/lessessayrubric.html -The movie review sheet will be reviewed subjectively by your instructor to see what observations you made about the novel’s theme and the legal process of argumentation while viewing the film. -The oral defense argument must take the form of an authentic attorney’s case in a court of law. Extra points will be added for creativity! (i.e., costume). It will also be evaluated according to the following rubric: http://www.ncsu.edu/midlink/rub.pres.html

  8. CONCLUSION • By completing this Webquest, students will gain experience in a variety of fields, including literary analysis, film criticism, and legal argumentation. • Students will use close examination techniques in evaluating the novel and connecting it across disciplines to history, law, and society. • Students will gain new insight into the themes and literary legacy of To Kill a Mockingbird. • By making a case on behalf of Tom Robinson, students will develop skills in rhetoric and argumentation. Students will also gain knowledge in the legal process and how literature can be brought to life.

  9. CREDITS • -http://www.crfc.org/viol/lesson2.pdf • -http://memory.loc.gov/learn/features/timeline/depwwii/race/race.html • -http://www.english.uiuc.edu/maps/poets/g_l/lynching/lynching.htm • -http://www.yale.edu/ynhti/curriculum/units/1979/2/79.02.04.x.html • -http://www.cals.lib.ar.us/butlercenter/lesson_plans/lesson%20plans/Lesson%20plans--retained/Jim%20Crow%20and%20the%20poll%20tax.pdfhttp://www.criminaldefense.homestead.com/Argument.html • -http://www.csusm.edu/lwap/lessessayrubric.html • -http://www.ncsu.edu/midlink/rub.pres.html

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