Untitled

To Kill A Mockingbird
by Harper Lee
A GCSE English Workbook by Julia Geddes ~ Wessex Publications ~
About the Author of this Workbook
Julia Geddes has taught English Literature to advanced and degree level for a number of years. She has a BA honours degree in English and Philosophy and an MA in English Literature from the University of Leeds. She has a wide range of teaching experience in secondary, further and higher education and is currently a moderator for GCSE English and English Literature and an examiner of 'A' level English Literature. In her spare time she enjoys circuit training, running and cycling. She also plays the piano and is a keen gardener
Other workbooks in this series include: A level The Miller's Tale The Franklin's Tale The Wife of Bath's Tale and Prologue The Merchant's Tale The Pardoners Prologue and Tale The Prologue to the Canterbury Tales Much Ado About Nothing Hamlet Measure for Measure King Lear Othello The Poems of John Donne The Poetry of Edward Thomas Poems of Seamus Heaney Mean Time The Whitsun Weddings Dead Sea Poems Songs of Innocence and Songs of Experience Choice of Christina Rossettis Verse Three Victorian Poets Selected Poems by John Keats Wordsworth - Prelude Women Romantic Poets Great Expectations Jane Eyre Mansfield Park The Handmaids Tale Gullivers Travels Dubliners Return of the Native Hard Times A Passage to India Tess of the dUrbervilles Captain Corellis Mandolin Enduring Love Snow Falling on Cedars Edward II A Dolls House The Rivals The Glass Menagerie Murmuring Judges The Country Wife Dr Faustus The Duchess of Malfi A Street Car Named Desire Volpone A Woman of No Importance The Merchant of Venice English Language Topics English Critical Appreciation Communications - Semiotics and the Media English Language Change GCSE I'm the King of the Castle The Lord of the Flies War Poetry Macbeth An Inspector Calls To Kill a Mockingbird Of Mice and Men Romeo and Juliet Twelfth Night
All materials available from: Wessex Publications Elwell House Stocklinch Ilminster Somerset TA19 9JF Tel/Fax: 01460 55660 or by using sales@wessexpublications.co.uk www.wessexpublications.co.uk
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The contents of this publication remain the copyright property of the publishers. They may be copied only within the purchasing institution. Any copying beyond these limits is illegal. Wessex Publications 2004
Teacher Guide
To Kill a Mockingbird
by Harper Lee
About the Workbook
The material in this package is fully photocopiable for use within the purchasing institution. In addition, you will, of course, need a copy of the novel itself.
Using the Materials

We recommend that students read the novel at least once through first on their own or as a group in order to get a sound grasp of the text. The Workbook examines the chapters one by one and presents the student with ideas, questions, and activities to help her/him develop her or his own understanding and interpretation of them. Sections are also included on Plot and Structure; Characterisation; Dialogue; Setting and Atmosphere; Style; Use of Dialogue; Imagery; Irony; Contrast and Parallel; Themes or Viewpoints. Questions for coursework and revision questions to help students prepare for the examination are also included. It will be necessary to photocopy the Workbook for each student. You could give each student a guide to keep, but we suggest that you spiral bind or staple them and retain them for future use. The answer boxes may, of course, be used but you will probably prefer students to answer in their note books for reasons of cost. However, the size of each box will enable students to gauge how much to write and will make it easier to discuss answers with individuals and groups. The Workbook is written and presented in a similar way to Open College materials and is intended to be interactive and student-centred. The package is far more than a revision aid or potted guide. Its purpose is both to support the student and enable her/him to work at her/his own pace. The Study Workbook is written for the student. It can be used in a variety of ways including:
alongside classwork and group work led by the lecturer/teacher/tutor individual supported-self study (flexible learning) work in class
individual work carried out at home paired or small group work revision work.
Using the CD version of the Workbook

The CD provides you with three versions of the workbook:
the complete workbook with questions, answer boxes and author's responses the workbook with tasks and answer boxes only the author's responses only.
Each of the above may be loaded onto your school/college Intranet or printed off separately. This will give you complete flexibility to use the materials as you see fit.
The Lecturers/Teachers Role

The pack is not intended as a substitute for the teacher/lecturer. In our view it is essential that she/he supports the student throughout by providing:

an introduction to the text explanation when needed guidance and support individually and within small groups regular checks of the students work.
Note All quotations from the novel itself are shown with speech marks. Tasks are written using New Times Roman font, and the author's suggested comments / answers / responses to them are given in a different font (Arial) to enable students to pick them out more easily.
To Kill A Mockingbird
by Harper Lee
A GCSE English Student Guide by Julia Geddes ~ Wessex Publications ~
CONTENTS
1. Using the workbook 2. Harper Lee 3. Plot and structure 4. To Kill A Mockingbird Chapter by chapter guide 5. Characterisation 6. Looking at dialogue by character 7. Setting and atmosphere 8. Style 9. Use of dialogue 10. Use of imagery 11. Use of irony 12. Use of contrast and parallel 13. Themes or viewpoint 14. Questions for coursework 15. Revision questions page 1 page 2 page 3 page 5 page 61 page 63 page 72 page 74 page 76 page 77 page 78 page 79 page 80 page 82 page 83
Using the workbook
1.
USING THE WORKBOOK
The workbook examines various aspects of To Kill a Mockingbird and you will be asked to complete tasks on each of the chapters as you progress through the different sections. All the tasks are designed to help you look carefully at the novel and to come to an appreciation of its meaning and significance. In addition to work in the workbook itself it is advisable to keep your own, fuller notes, in a notebook or ring binder. These will be an important revision aid if you are going to answer on this text in an examination. Some of the tasks require quite short answers and where this is the case a box is provided in the workbook where you can write down your responses if you wish. Some questions may require a fuller response and it would be best if you wrote your comments or answers in your own notebook or file. At the end of the workbook you will find a number of specimen essay questions of the kind that you might find set for GCSE English Literature (or an examination of similar standard) and questions for coursework assignments. If you are going to answer on this text in an examination it would be very useful to you to practise writing answers to several of these and have some idea of how you would tackle any of them.
Good luck and happy studying
www.wessexpublications.co.uk
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Harper Lee
2.
HARPER LEE
Introduction
Born 1926
Harper Lee was born on April 28 1926 in Monroeville, Alabama. She attended local schools and went on to study Law at the University of Alabama. Unlike her sister and father before her she did not complete her law studies but used them to effectively inform her narrative writing. To Kill A Mockingbird was published in 1960 but it is set in the Alabama of the 1930s against a background of economic depression and racial prejudice. Alabama, sometimes described as The Heart of Dixie, lies in Americas deep south between the Appalachian Mountains and the Gulf of Mexico. Until the early 1900s cotton provided Alabama with its wealth and it was known as the Cotton State. The cotton plantations were owned by white people and the black population worked as slaves. Slavery was abolished in 1865 but an enforced government ruling could not alter the attitudes of a large number of southern whites who continued to regard black people as inferior. In To Kill A Mockingbird Harper Lee provides a critique of the Deep South as she raises issues about class, race and gender. In recollections about her childhood Harper Lee has written, The South was a land of villages and small towns Southern village life as I first remember it large tracts of land, professional people (doctors, lawyers, clergy etc), merchants, farmers with independent smallholdings, tenant farmers and labourers. The tenant farmers and labourers were mostly black. There was also a huge labour market for servants housemaids, cooks, handymen for no matter how poor the white population, the blacks were poorer. Public education was at a minimum; black people were not encouraged to vote or go to school or to own property, although they were guaranteed these rights by the Constitution. It is with this background then that Harper Lee provides us with the story of two children, Scout and Jem, growing up in the small southern town of Maycomb. Today the South has changed as prosperity and the influx of new people has brought social change. However, affluence, civil rights and educational opportunities have not brought complete social acceptance and some of the prevailing attitudes highlighted in To Kill A Mockingbird still exist today.
Novel set in 1930s Alabama The Cotton State
Key issues raised by novel: class race gender
Two central characters: Scout and Jem
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Plot and Structure
3.
PLOT AND STRUCTURE
In very basic terms when we talk about the plot of a story we are talking about its storyline, or in other words, WHAT HAPPENS in the story. The plot, then, consists of the series of events and experiences that the characters go through as the story progresses. It is the plot that makes the story interesting to us as readers and makes us want to read on to find out what happens next and how things turn out in the end. The STRUCTURE of the novel really involves HOW the plot is actually put together. Sometimes novels follow a straightforward, chronological structure where the story moves forward in a normal time sequence as one event follows another. Sometimes though, a writer might use flashbacks in time or reveal future events and then go on to describe what had led up to them in the past and so on. The structure of the novel also refers to the way that the various events described are put together to create the impact on the reader that the writer wants. Now, lets think about these features in terms of To Kill A Mockingbird. Lets begin by thinking about the plot. Think carefully about the storyline of the novel and make a list of the important things that happen. Try to do this in no more than TEN points.
TASK 1
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Plot and Structure
Here is my list of key points. Does yours look anything like this? Scout, the narrator remembers when her brother Jem had his arm broken. She looks back over the years and recalls the events that led up to the injury. The education of Scout and her brother Jem. The special relationship the children have with their father. Childhood fears and the mystery the children weave around Boo Radley. The attitudes and values of the insular community of Maycomb and its effect on the lives of Scout and Jem. The court case in which Tom Robinson is accused of raping Mayella Ewell. The developing character of Atticus and the effect that his defence of a nigger has on Scout and Jem. The defeat of Tom Robinson, his death and the effect on the children. Bob Ewells revenge. The first physical appearance of Boo Radley and the effect of his actions on Scout.
Having summarised the plot the basic story of the novel may appear quite simple and straightforward. However, when we look more closely at events we can see that the plot and structure have been carefully crafted to achieve deep and disturbing effects on us as readers. We will now begin to look in more detail at how Harper Lee puts her plot together.
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Chapter Guides Chapter One
4.
TASK 2
CHAPTER GUIDES - CHAPTER 1
Re-read Chapter One. Make brief notes on what is happening at the start of the novel.
The novel opens with the mention of Jems broken arm and then begins to look back at the events that led up to this accident. We should be aware then that some time has elapsed and we are bearing a recounted version of what happened.
TASK 3
We are presented with a picture of Maycomb. What are your impressions of this town?
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Chapter Guides Chapter One
Here are some points I noted: Maycomb is a quiet southern town in which little has changed over the years. It is a place in which time has slowed down, A day was twentyfour hours long but seemed longer. There was no hurry. (p.6)
TASK 4
The Radley place is described in some detail. What do you notice about the way Harper Lee creates a certain atmosphere and tension connected with the house?
If we look at the description of the Radley house on page 9 we can see how the author conjures up an image of neglect coupled with a sense of mystery. We are told, The house was once white but had long ago darkened to the colour of the slate-gray yard around it. The sense of darkness and disrepair is reinforced as we read of the Rain, - rotten shingles (that) drooped over the eaves of the veranda and the oak trees (that) kept the sun away. The Radley place is not just dark but it is also mysterious and this mystery is created by the superstitious inhabitants of Maycomb who conjure images of a malevolent phantom who lives closeted behind the dark shutters and who can be blamed for all the misdeeds of the town. Harper Lees description of the Radley place allows us some insight into the narrow and superstitious views of the Maycomb townsfolk and so we begin to develop a picture of the limiting attitudes of this small southern town.
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Chapter Guides Chapter Two
CHAPTER TWO
TASK 5
In this chapter Scout begins her first year at school. What do you notice about the type of education she receives?
Miss Caroline, the teacher, has set views about the development of children. When she discovers that Scout can read she insists that she should tell her father not to teach her any more, she says, You tell him Ill take over from here and try to undo the damage. (p.19) Miss Carolines teaching does not allow for the development of the individual and so when she sees Scout writing she asserts, We dont write in the first grade, we print. You wont learn to write until youre in the third grade. (p.20)
TASK 6
What is the significance of the incident with Walter Cunningham?
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Chapter Guides Chapter Two
Scouts defence of Walter Cunningham stems from her limited understanding of people generally. She believes that by stating simply that, hes a Cunningham (p.22) Miss Caroline will understand his situation. Scout learns the hard way that you cannot always speak openly and is punished for her outburst. We as readers however, are given the background to the Cunninghams and we learn that they are poor but honest folk who never took anything they cant pay back (p.22).
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Chapter Guides Chapter Three
CHAPTER THREE
TASK 7
Jem invites Walter Cunningham home for lunch. What does Scout learn from this encounter?
We have seen that Scout is quick to level blame and is fighting with Walter in the schoolyard when she is interrupted by her brother Jem. When the three of them go to have dinner Scout is horrified by Walters insistence on putting Molasses all over his dinner and when she is challenged by Calpurnia she replies, He aint company, Cal, hes just a Cunningham (p.27). Here we see an example of Scouts prejudice fired by the community she lives in. What she has to learn is that even if someone is poor and displays unusual behaviour he/she must be treated with courtesy and given the respect that any human being deserves.
TASK 8
During the afternoon Scout has an experience with the Ewells. What do we learn about these people?
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In contrast to the Cunninghams the Ewells are presented as disreputable people who evade the law and are seemingly allowed to do so. They are poor like the Cunninghams but mean and ignorant. It seems they are a special breed of people who do not live like other human beings. Atticus asserts that, the Ewells had been the disgrace of Maycomb for three generations. None of them had done an honest days work in his recollection (p.33). He describes them as, people, but they lived like animals (p.34). Thus the scene is set for the later events when the Tom Robinson case is brought to court.
TASK 9
In her discussions with her father Atticus tells Scout, You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it (p.33). What do you think is the importance of these words?
It seems to me that this is an important concept in the novel and one that Scout continually returns to. She is not always successful in her attempts to empathise with others as with Mrs Dubose or Mr Ewell but she does try. In many ways To Kill A Mockingbird is a novel about learning to see things from someone elses point of view and those who are unable to rise to this challenge are the ones that remain locked in their own limiting and narrow prejudices.
TASK 10
What have you noticed about the way ideas are presented in the last two chapters? Try to jot down some points relating to the authors style.
continues over
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Here are some points I noted: All of the events in the novel so far have been narrated by Scout. Harper Lee allows themes and ideas to grow out of a controlled humour. If we consider Scouts response to school, reading and to the people she encounters we can see that they are presented in a comical way. It is also worth noting how Harper Lee keeps the Radley place in focus even though she is developing new ideas at the same time.
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Chapter Guides Chapter Four
CHAPTER FOUR
TASK 11
Having re-read this chapter what do you consider to be the effect of Harper Lees presentation of formal education?
Scout does not seem to appreciate the education she receives at school and from her comments we gain an impression of a narrow and limiting system that does not encourage individuality or creative thinking. Scout describes it as a treadmill (p.36) and asserts that she could not believe, that twelve years of unrelieved boredom was exactly what the state had in mind for me (p.36). In reality Scouts education comes from her experiences outside of the classroom and Harper Lee contrasts Scouts development as a sensitive and caring human being with the constraint she encounters whilst at school.
TASK 12
The children pass the summer with their friend Dill playing games and making up stories. How does Harper Lee use these stories to develop the plot?
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Chapter Guides Chapter Four
The childrens stories all revolve around Boo Radley and they attempt to act out scenes from Boos life. In this way Harper Lee keeps our attention on the mysterious figure of Boo Radley. Like the citizens of Maycomb the children see Boo as a strange and weird creature who wanders mysteriously about at night. This is contrasted with Atticuss view of the Radleys. In the novel Atticus is the voice of reason and humanity and as the story develops the children move as a result of their experiences towards his point of view.
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Chapter Guides Chapter Five
CHAPTER FIVE
TASK 13
In this chapter we are introduced to Miss Maudie. What is your response to this character and how do you feel she functions in the novel?
Here are some points I noted: Miss Maudie is allied to Atticus in that she belongs to the part of the Maycomb community that is fair minded and open. We are told, Her speech was crisp for a Maycomb County inhabitant (p.47), implying that she is not afraid to give voice to her opinions. Miss Maudie loves flowers and everything that grows although she hated her house. It appears she likes the outdoor life, time spent indoors was time wasted (p.47), and has no time for general gossip or scandal-mongering. Hence she is seen in contrast to Miss Stephanie and Mrs Dubose. Miss Maudie is respected by the children as someone they can trust. She appears then as a reasonable adult who sees people as individuals and treats them as human beings. Her opinion of the Radleys is similar to that of Atticus and she discourages and dismisses any talk of them being phantoms or ghosts.
TASK 14
How is Scouts innocence illustrated in the incident Miss Maudie relates about Miss Stephanie and Boo Radley?
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Chapter Guides Chapter Five
Miss Maudie tells the children that she quietened Miss Stephanies talk of Boo Radley looking in at her window by saying, What did you do, Stephanie, move over in the bed and make room for him? (p.50). As readers we are aware of the sexual implication of Miss Maudies retort but Scouts response is quite different she says, I was sure Miss Maudies voice was enough to shut anybody up (p.51). Harper Lee constantly makes us aware of Scouts ingenious and innocent manner as we hear her narration of the various encounters she experiences.
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Chapter Guides Chapter Six
CHAPTER SIX
TASK 15
In this chapter the children attempt to look in the window of the Radleys house at night. How does Harper Lee build up tension in this chapter?
The childrens fears are made manifest as they stray on to the Radleys porch. We are told, When Jem put his foot on the bottom step, the step squeaked (p.59). Then, The step was silent and Jem attempts to look into the window. The tension is heightened by Scouts sudden view of the shadow. It was the shadow of a man with a hat on (p.59), and it is moving across the porch towards Jem. In this extract all the childrens imagined horrors seem to be made manifest as they struggle to escape. Suddenly the silence is broken by the roar of a shotgun (p.59). The neighbourhood response is to gather together and assert that, Mr Radley shot a Negro in his collard patch (p.60). It seems then that in Maycomb mystery is associated with the Radleys and ill doing with black people.
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Chapter Guides Chapter Seven
CHAPTER SEVEN
In this chapter we see Scout attempting to empathise with Jems position and so she leaves him alone to get over his ordeal. When school starts again the children begin to find small gifts in the knothole of one of the Radleys trees and they come to the conclusion that Boo Radley must be leaving these things for them.
TASK 16
What does Scout learn in this chapter about Boo Radley?
Jem reveals to Scout that when he had returned to the Radley place for his pants they had been neatly folded and there had been some attempt to mend them. This coupled with the offerings in the tree allows Scout to begin to see Boo Radley in a different way. Unlike Jem she is too young to interpret these signs as a means to friendship, but she does begin to alter her opinions and no longer sees Boo as some mysterious creature.
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Chapter Guides Chapter Eight
CHAPTER EIGHT
This chapter opens with the unusual event in Maycomb the falling of snow. What do you consider to be the significance of the building of the snowman by Jem and Scout?
TASK 17
Here is how I see this incident. Jem is forced to make the foundation of the snowman out of dirt as there is not enough snow. Scouts initial reaction is, Jem I aint never heard of a nigger snowman (p.72). Scouts words alert us to the strange nature of the snowman which is half black and half white. It is possible to see this symbol of the snowman in two ways. The merging of the black and white can be seen as the opening up of a link between the two races and a sense of equality emerging. The changing of the snowman from black to white suggests the superficiality of the colour of the skin and illustrates how people should not be judged or divided into categories because of their colour.
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Another way of looking at the symbolism is to see it as a link between black and white people in terms of marriage. People in Maycomb were very prejudiced against anyone who allowed themselves to become involved with a person of another race as we see later in the novel in the case of Dolphus Raymond. Jem describes Raymonds half caste children as sad (p.167) because he says, they dont belong anywhere (p.167). Jems combination in the form of the snowman declares that the mixing of black and white is an acceptable combination. Atticus says of his son, I didnt know how you were going to do it, but from now on Ill never worry about whatll become of you, son youll always have an idea (p.73). We could suggest that Atticus is implying that those people who have healthy beliefs and reject racism and prejudice, like Jem will be most likely to succeed in their lives.
TASK 18
In contrast to the snow we are given details of a fire which destroys Miss Maudies house. What do you feel Jem and Scout learn from this incident?
In the face of adversity it seems the town works together. We learn that even Nathan Radley was at the fire. Atticus says, Looks like all of Maycomb was out tonight, in one way or another (p.79).
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Scout learns that she was covered by a blanket by Boo Radley as she stood shivering by his gate. Her first reaction is to assert, My stomach turned to water and I nearly threw up (p.80). However, it is an important moment as both she and Jem begin to see Boo in a different light and their opinion of him changes significantly. Scout and Jem have learned that one man may be different from another but this does not make him cruel or wicked. From this point in the novel the children no longer seek ways to pry into Boos life.
TASK 19
What is your response to Miss Maudies reaction to the loss of her house?
Miss Maudie asserts, Grieving child? Why, I hated that old cow barn. She is extremely positive in the face of adversity and so reveals to the children a strength of character and determination which leaves a lasting impression upon them.
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Chapter Guides Chapter Nine
CHAPTER NINE
The emphasis of the novel now changes. We leave Boo Radley and the main interest turns to the Tom Robinson case.
TASK 20
What do we learn about Atticus from this chapter?
Scout repeats what she has been told at school that Atticus, defended niggers (p.82). In his response to his daughter we learn several important things about Atticus. Atticus is presented as the voice of calm and reason. He tells Scout there is little chance of him winning the case because, we were licked a hundred years before we started (p.84). He is clearly aware of the prevailing prejudices of the county but he insists on persevering. He tells the children that he is going ahead with the case because, If I didnt I couldnt hold up my head in town, I couldnt represent
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this county in the legislature, I couldnt even tell you and Jem not to do something again (p.83). In these lines we see Atticuss morality, his steady rationalism and his belief in doing what he considers to be morally right. Atticuss strength lies in his calmness and it is this quality that he attempts to pass on to his children. He uses the case as a way of impressing on Scout that she must learn to fight with her head not her fists. He says, You might hear some ugly talk about it at school, but do one thing for me if you will: you just hold your head high and keep those fists down (p.84). Later in the novel we will see the mob fighting with fists but what Atticus desires for his daughter is that she learns to rise above physical violence and use her mind to overcome difficulties.
TASK 21
What is the effect on Scout of her Christmas holiday with her relatives?
Aunt Alexandra begins to play a part in Scouts development as she attempts to feminise her. We are told she was, fanatical on the subject of my attire (p.90). We see the contrast between Aunt Alexandras limited and narrow view of the role of women and that of Atticus who tells Scout that she has no need to change, he didnt mind me much the way I was (p.90).
TASK 22
What learning experiences come out of cousin Francis referring to Atticus as a nigger-lover (p.92)?
continues over
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In this incident and the events that follow we once again see Scouts innocence as she does not understand exactly what Francis means but she knows from the tone it is derogatory. Nevertheless her response to Uncle Jacks spanking acts as a catalyst to his greater awareness. Harper Lee shows us that its not just children who have to learn how to deal with lifes contingencies. Jack finds out that his method of dealing with this situation had been wrong. He acted without gaining all the facts and Scout tells him, Atticus doesnt ever just listen to Jems side of it, he hears mine too (p.95). Jack also learns that he must speak openly to children and not attempt to keep them locked in ignorance. Scout asks him what a whore-lady is and he gives her some unrelated and fantastic answer. This time it is Atticus who asserts, When a child asks you something, answer him, for goodness sake (p.97). Once again we hear the reasonable voice of Atticus who illustrates through his own actions the importance of being honest both with yourself and others regardless of their status in life.
TASK 23
Why do you think Atticus talks about his fears of the coming months when he knows Scout is listening at the door?
continues over
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Once again we see Atticus applying his method of rational, calm behaviour. He outlines the pressures the children will have to undergo and in doing so he knows that Scout, believing she has overheard these things, rather than been told them outright will respond positively and attempt to follow Atticuss advice. We see here Atticus as a shrewd psychologist, understanding his daughters temperament and so taking actions that will have some effect on her behaviour.
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Chapter Guides Chapter Ten
CHAPTER TEN
TASK 24
What do you consider to be the significance of the mad dog incident?
The chapter opens with the children comparing their father to those of their schoolmates and they find him lacking. Our father didnt do anything. He worked in an office, not in a drug store. Atticus did not drive a dump-truck for the county, he was not the Sheriff, he did not farm, work in a garage, or do anything that could possibly arouse the admiration of anyone (p.99). The children desire some kind of acceptable glory for their father and are disappointed and ashamed when none can be dredged up. However, when a rabid dog lurches down the street towards their house Atticus reveals a courage and skill the children had never seen before. They are told that his nickname as a child had been, Ol One-Shot (p.108) and that he had been an excellent marksman. The children are made aware of their fathers humility and his sense of justice. Miss Maudie tells them that, hes civilized in his heart (p.109). She says, I think maybe he put his gun down when he realized that God had given him an unfair advantage over most living things (p.109). Thus the children are given greater insight into their fathers unique virtues.
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Chapter Guides Chapter Ten
TASK 25
It is in this chapter that the title of the novel is introduced. What do you think is the significance of Atticuss words in relation to the novel as a whole?
Atticus says:- Shoot all the bluejays you want, if you cant hit em, but remember its a sin to kill a mocking bird (p.99). The mocking bird contributes beautiful music to the world and cause no damage hence Atticuss warning to the children. On another level we can see the mocking bird as a motif that runs throughout the novel. Boo Radley is an individual who does no harm but is often persecuted. Similarly Tom Robinson, a gentle man is brutally destroyed through false accusation and unthinking prejudice. Thus like the mocking bird both men are vulnerable and at the mercy of peoples whims and fancies.
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Chapter Guides Chapter Eleven
CHAPTER ELEVEN
In this chapter we are introduced to Mrs Dubose. She is directly opposite in character to Miss Maudie being spiteful, nasty and taunting.
TASK 26
Read this chapter through again and consider how Atticus uses Mrs Dubose as a teaching vehicle for Jem and Scout.
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Chapter Guides Chapter Eleven
Here are some points I noted: Mrs Duboses insults levelled against Atticus are cutting and spiteful and reveal more about her character than they do about Atticus. Jems response however, reveals a deep anger as he, cut the tops off every camellia bush Mrs Dubose owned (p.114). Atticuss response is to make Jem talk to Mrs Dubose and then to agree to read to her. By imposing this punishment Atticus attempts to show the children what real courage is. Jem is horrified by the prospect of entertaining Mrs Dubose but he forces himself to undergo the ordeal. Scout accompanies her brother and reports back to Atticus that Mrs Dubose continues to torment Jem with accusations against Atticus. Atticus uses this to help Scout understand the meaning behind the term nigger-lover and to help her to see that it is not in fact an insult. Scout says to Atticus, You arent really a niggerlover, then, are you? and his reply illustrates once again his reasoned acceptance of all humanity. Atticus says:- I certainly am. I do my best to love everybody Im hard put, sometimes baby, its never an insult to be called what somebody thinks is a bad name. It just shows how poor that person is, it doesnt hurt you. By the time Jem is coming to the end of his period of reading to Mrs Dubose we see a stronger, sensitive and calmer young man. Mrs Dubose continues to insult Atticus but we are told, Jems chin would come up, and he would gaze at Mrs Dubose with a face devoid of resentment (p.122). At the end of the chapter we learn of Mrs Duboses death and of her courage in facing the pain she was forced to live with. Once again Atticus reveals to the children an example of enormous courage as Mrs Dubose died free of her morphine addiction. He says to them, I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. Its when you know youre licked before you begin but you begin anyway and you see it through no matter what (p.124). Hence we see Mrs Dubose being used as a symbol both of courage, willpower and determination, a woman who died beholden to nothing and nobody (p.124).
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Chapter Guides Chapter Twelve
CHAPTER TWELVE
TASK 27
In this chapter, the children visit the Negro church. What effect does this visit have on their understanding of the separation between white and black people?
The Negro church is treated with contempt by the white community. We are told, Negroes worshipped in it on Sundays and white men gambled in it on weekdays (p130). The children are made aware that their presence in the Negro church is resented by some of the congregation. Lula asks Calpurnia I wants to know why you bringin white chillon to nigger church (p131). However, not all of the people feel like this and the Reverend Sykes is particularly welcoming.
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Chapter Guides Chapter Twelve
The children gain a new insight into the character of Calpurnia. She lives in two different worlds thus emphasising the gulf that exists between black and white people. The church is bare and the children are shocked to find that they have no hymnbooks because most of the people cannot read. At the end of the service the Reverend Sykes takes a collection for Helen, Tom Robinsons wife and when the children ask why Helen isnt working they are confronted by the stark reality of the narrow and limiting prejudice of Maycomb County. They are told, Helens finding it hard work to get work these days (p.136). The white employers refuse to have anything to do with the Robinson family thus it appears Toms guilt seems to be unquestionable amongst the white community.
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Chapter Guides Chapter Thirteen
CHAPTER THIRTEEN
This chapter sees the arrival of Aunt Alexandra who says she has come to stay, for a while (p.140). However, Scout points out that, For a while in Maycomb meant anything from three days to thirty years. (p.140). How do you respond to the character of Aunt Alexandra?
TASK 28
Here are some points I noted: Aunt Alexandra appears set in her ways and has very determined views on what a girl should be like and in consequence Scout sees her as formidable (p.141). Aunt Alex is a strong and determined character who knows her own mind and does not tolerate fools lightly. Scout asserts that,
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Chapter Guides Chapter Thirteen
When Aunt Alexandra went to school, self-doubt could not be found in any text book, so she knew not its meaning (p.142). As we have seen Maycomb is a community set in its ways, upholding age-old prejudices and taking for granted that attitudes should not change. Scout tells us that, Aunt Alexandra fitted into the world of Maycomb like a hand into a glove, but never into the world of Jem and me (p.145). Aunt Alexandras ideas are used as a contrast to those of Atticus as she represents, on the whole, the formal and accepted values of Maycomb County. She is excessively proud of the family and puts this before any ideas about defending Negroes. However, before we judge her with the same eyes as Scout we must remember that beyond Aunt Alexandras cold and formal exterior is a strong sense of propriety and justice.
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Chapter Guides Chapter Fourteen
CHAPTER FOURTEEN
In this chapter we see a distancing between Jem and Scout and the growing tension in the household as Atticus becomes more and more pre-occupied with the Robinson case. Atticus and Aunt Alexandra openly disagree about the children, particularly Scout. Jem attempts to ally himself with his father seeing himself as superior to Scout in understanding.
TASK 29
Have a look through this chapter and find quotations that illustrate Jems superior attitude.
Here are some quotations that I found: On Saturdays, armed with our nickels, when Jem permitted me to accompany him (he was now positively allergic to my presence when in public). (p.148) Thats because you cant hold something in your mind but a little while, said Jem. Its different with grown folks, we (p.152) Jem was standing in the corner of the room, looking like the traitor he was. Dill, I had to tell him, he said. You cant run three hundred miles off without your mother knowin. (p.156) Hence we see Jem as maturing and attempting to adopt adult values and behaviour.
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Chapter Guides Chapter Fifteen
CHAPTER FIFTEEN
Chapter fifteen presents us with a series of mob scenes. Having re-read 159-162 what do you consider to be the significance of this first gathering of men?
TASK 30
It seems to me that Harper Lee sets up yet another contrast. Later in this chapter we will see a dangerous and determined lynch gang; this first gathering however, illustrates the fact that not all the people of Maycomb are happy to see a black man tortured. Heck Tate expresses his fears when he says, I dont look for any trouble, but I cant guarantee there wont be any (p.160) Atticus makes it quite clear that he intends to see justice, at least in part, carried out as he asserts, Link, that boy might go to the chair, but hes not going till the truths told And you know what the truth is. (p.161).
TASK 31
Now compare the gathering of Heck Tate and his men with those outside the county jail. Consider the importance of Scouts behaviour and its effect on the men.
continues over
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Chapter Guides Chapter Fifteen
Here are some ideas to add to your own: Once again we are shown Atticuss courage and strength as he faces the lynch mob completely unarmed. We have already been shown his skill with a gun but in this scene he demonstrates his words to Scout that courage is more than a man with a gun in his hand (p.124). The appearance of the children unnerves both Atticus and the mob as they defy their fathers instructions to go home. It is Scouts innocence and naivety that ultimately triumph where adult anger and fear cannot. Scout tells us that, Atticus had said it was a polite thing to talk to people about what they were interested in. (p.169), and so seeing Mr Cunningham she begins a conversation firstly about his entailment and then about his son Walter. The effect of this intrusion into the tense atmosphere is to defuse the situation. Mr Cunningham suddenly sees that he is personally attacking a man who is, like himself, a father and someone who has helped him in the past. The realisation of these factors help overcome his desire to lynch the black man and so he orders the gang to clear out (p.170). The chapter concludes with the sight of Mr Underwood, a person who refuses to have anything to do with coloured people, holding a shotgun in his window to protect Atticus, Had you covered all the time, Atticus (p.170) he calls. It seems then that even those who appear to display their prejudices openly believe in the justice of the law.
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Chapter Guides Chapter Sixteen
CHAPTER SIXTEEN
Re-read pages 171-173 and consider how Atticus explains the behaviour of Walter Cunningham to the children. What lesson do you think they learn from this explanation?
TASK 32
Atticus tells Jem that, It took an eight year-old child to bring em to their senses (p.173). He attempts to illustrate that what Scout was able to do was make Walter Cunningham stand in my shoes for a minute (p.173), and so the children see another example of their fathers philosophy at work. Atticus firmly believes in the importance of the individual and the need to empathise with the ways of others. Scouts actions had enabled Mr Cunningham to break free of the mob and see the situation from Atticuss point of view, albeit for a short time, but nevertheless his behaviour proved that, a gang of wild animals can be stopped simply because theyre still human (p.173).
TASK 33
We are introduced to Mr Dolphus Raymond what makes him different to other white men in Maycomb?
continues over
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Mr Dolphus Raymond allies himself with the coloured people. He is seen sitting drinking with them and Jem suggests that he spends his days drinking whiskey disguised in a Coca-Cola bottle. We learn that he lives with a coloured woman and has sired a series of half caste children whom Jem describes as sad because, They dont belong anywhere (p.178). In a short, almost throw away comment Harper Lee illustrates the difference between the North and South of America as Jem asserts that Dolphus has sent two of his children to the North because, They dont mind em up north (p.178). Interestingly we learn that Mr Dolphus is not a poor man, not trash (p.177) as he owns all one side of the river bank down there, and hes from a real old family to boot (p.177).
TASK 34
What do you consider to be the significance of the childrens taking a seat with Reverend Sykes and the Negro people?
The children accept a seat in the balcony with the Negro people revealing both their innocence and complete lack of prejudice. An
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adult of Maycomb would scorn to accept such a seat but the children show by their actions that prejudice is something that has to be learnt and as yet they are judging people on their behaviour not the colour of their skin.
TASK 35
What do we learn about the judge and the jury?
The jury is made up of farmers similar to the men who gathered outside of the jail. Scout tells us, One or two of the jury looked vaguely like dressed-up Cunninghams (p.181). This, of course, does not augur well for Tom Robinson. Judge Taylor seems to be a fair man whom we are told, kept a firm grip on any proceedings that came before him (p.182).
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Chapter Guides Chapter Seventeen
CHAPTER SEVENTEEN
This chapter concerns itself with the trial of Tom Robinson and gives us greater insight into the character of Mr Bob Ewell.
TASK 36
Having re-read this chapter make notes on what impression we are given of Mr Ewell and how this compares with Tom Robinson.
Here are some ideas to add to your own: Bob Ewell is described as, a little bantam cock of a man (p.187). This image of him as a strutting cockerel is maintained throughout the chapter. His neck is described as crepey and as he swears himself in he is described as crowing. We learn that the Ewells live in extreme poverty and filth, no public health officer could free them from congenital defects, various worms, and the diseases indigenous to filthy surroundings (p.187). We are told of the dirty yard that fronts their house which is situated behind the town garbage dump in what was once a Negro cabin (p.187). They, like the rats lived off the refuse dump giving it a thorough gleaning everyday (p.187).
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There is only one anomaly in all this filth and that is a corner of the yard in which large red, well tended geraniums brightened the general squalor of the place. It is suggested that these belong to Mayella. In contrast we have a description of the Negro cabins which we are told, looked neat and snug with pale smoke rising from the chimneys and doorways glowing amber from the fires inside (p.188). Scout asserts that the only thing that apparently made Bob Ewell any better than his Negro neighbours was that he was white. In this statement Harper Lee lets us see the superficiality of a mans colour. Ewells answers in court are offensive and unpleasant and his vocabulary is of the lowest order as his description of the alleged rape illustrates. Ewell says, I seen that black nigger yonder ruttin on my Mayella (p.190. The irony here is that even though Ewell is behaving in an obscene manner himself the white people in the court room respond with an outburst of rage and sympathy to this statement. After having been reprimanded by the judge Ewell continues to use inflammatory language to press his case. He asserts that he knew Tom Robinson because he lived down yonder in that niggernest Ive asked this county for fifteen years to clean out that nest down yonder, theyre dangerous to live around sides devaluin my property - (p.193). We are again shown the contrast between Ewell and the Negroes that he so readily castigates.
TASK 37
Now look at Atticuss cross-examination of Ewell. Make a list of the ways in which he shows Ewell to be a liar.
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Heres my list: Atticus reveals that theres been no physical examination of Mayella by a doctor. Atticus suggests that a caring father would have ensured that his daughter was treated for her physical injuries, including that of the alleged rape. It is revealed that Tom Robinsons left hand is small and shrivelled and totally useless. In consequence it appears highly improbable that he could have inflicted the bruises on Mayella as they were all on the right side of the face and so would logically have been caused by a left-handed person.
It is clear in this passage that Atticus humiliates Ewell publicly and later we will see how Ewell attempts to take his revenge.
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Chapter Guides Chapter Eighteen
CHAPTER EIGHTEEN
TASK 38
What do we learn about Mayella in this chapter? Make a list of points that illustrate how you feel she is being portrayed in this chapter.
Here are some points I noted: Mayella is described as, a thick-bodied girl accustomed to strenuous labour (p.197). Unlike her father we are told she, looked as if she tried to keep clean (p.197), but it is implied that she lives an isolated and lonely life in which there is no love or even friendship. Mayella, it appears, is so unused to courtesy that she is offended by Atticuss addresses to her. She declares that she will not respond to questioning, longs he keeps on callin me maam an sayin Miss Mayella. I dont hafta take his sass, I aint called upon to take it (p.200). Hence we are presented with a girl who has never known respect or good manners. She is simple, limited and cowed by her bullying father. What Atticus reveals to the court and of course to the reader is that Mayella is a girl that has been denied everything by her father and so in desperation she sought to find love where she could. It is her need for love and friendship that drives her to take advantage of the gentle and kind Tom Robinson.
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Chapter Guides Chapter Nineteen
CHAPTER NINETEEN
In this chapter we see Tom Robinson being questioned. What do we learn about Tom as a character and what is your reaction to Mr Gilmers questioning?
TASK 39
Tom is presented to us as a black-velvet Negro, not shiny, but soft black velvet (p.212). From this description we see him as a soft and gentle man and Atticus goes on to try to prove this. Scout says as she listens to Toms story that, It occurred to me that in their own way, Tom Robinsons manners were as good as Atticuss. (p.215). This is an interesting link between the two men and forms a direct contrast to Bob Ewell. During his questioning by Mr Gilmer Tom is lured into admitting that he felt sorry for Mayella. Mr Gilmer retorts, You felt sorry for her, you felt sorry for her? (p.218). No Negro in the South has the right to feel sorry for a white person and so by this admission Tom damages his credibility in the courtroom. We are told, Mr Gilmer paused a long time to let it sink in (p.218). Mr Gilmer continues to denigrate Tom Robinson, calling him boy (p.219) and implying that his responses are impudent. Once again it is the children, this time Dill, Jem and Scouts friend, who point out the injustice of the situation. Dill says, It aint right, somehow it aint right to do em that way. Hasnt anybody got any business talkin like that it just makes me sick (p.220).
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Chapter Guides Chapter Twenty
CHAPTER TWENTY
TASK 40
Re-read pages 220-222 and make notes on the importance of Mr Dolphus Raymonds admission.
We learn that Mr Raymond does not drink whisky just Coca-Cola and he does this to help people find a reason for his behaviour. He acknowledges their prejudices and so he says, try to give em a reason, you see. It helps folks if they can latch on to a reason (p.221). Dolphus says he has told the children his secret because, youre children and you can understand it (p.222) implying that, as yet, they are not trapped by adult prejudices. He also says that he is responding to Dills sensitivity. He says the children havent seen enough of the world to know how mean people can be to one another but he says, all you gotta do is step back inside the courthouse (p.222).
TASK 41
Now read to the end of the chapter and make notes on what you consider to be the important points of Atticuss summing up.
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Chapter Guides Chapter Twenty
Here are some ideas to add to your own: Mayella is presented as a victim of society. Her loneliness and isolation, it is suggested, drove her to break a rigid and timehonoured code of our society (p.224). She is, Atticus says, the victim of poverty and cruelty (p.224). Atticus reveals to the court their own unquestioned prejudices about coloured people. He says that the witnesses have made the assumption that you the jury will acknowledge that, all Negroes lie, that all Negroes are basically immoral beings, that all Negro men are not to be trusted around our women, an assumption one associates with minds of their calibre (p.225). In giving voice to these prejudices Atticus hopes it will act as a catalyst to enable the jurors to rise above the ingrained prejudice that surrounds this case. In his final summing up Atticus makes a plea to the morality of the men who sit in judgement as he reiterates his belief in the individual. He says, Some Negroes are immoral, some Negro men are not to be trusted around women black and white. But this is a truth that applies to the human race and to no particular race of men (p.226). Thus Atticus, in his own way, calls for equality and for justice to be done.
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Chapter Guides Chapter Twenty-one
CHAPTER TWENTY-ONE
In this chapter we are presented with the verdict of the jury after Atticuss plea for justice. Once again we see the innocence of the children as Jem asserts, Weve won, havent we? (p.228). What do you consider to be significant about the verdict that is delivered?
TASK 42
Here are some ideas to add to your own: The guilty verdict reveals to the children prejudice in action. Reverend Sykes sees clearly how it will be when he says to Jem, I aint ever seen any jury decide in favour of a coloured man over a white man. (p.230). Thus we see the ingeniousness of Jem, Scout and Dills optimistic response to the trial. As yet they have not arrived at an understanding of the complexity of the adult world. The children do not understand all of the events that they have been watching but nevertheless the trial forms one of their most significant learning experiences. As the verdict is delivered Scout says, I peeked at Jem: his hands were white from gripping the balcony rail, and his shoulders jerked as if each guilty was a separate stab between them. (p.233). What the children witness is the terrible effects that prejudice can have on the course of justice as an innocent man is convicted on the colour of his skin.
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Chapter Guides Chapter Twenty-two
CHAPTER TWENTY-TWO
TASK 43
Re-read pages 234-235 and consider the effect of the trial on Atticus.
It seems to me that Atticus feels tired and depressed at the inevitability of the trials outcome. He is not bitter but weary as he tells Jem, Theyve done it before and they did it tonight and theyll do it again and when they do it seems that only children weep. (p.235). In his response Atticus highlights mankinds insistence on inflicting misery and suffering on each other and never being able to move on or acknowledge mistakes.
TASK 44
Now read to the end of the chapter and consider the significance of the Negroes response to Atticus and the words of Miss Maudie.
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Chapter Guides Chapter Twenty-two
In the previous chapter the Negroes stood as Atticus left the courtroom thus demonstrating their support for him. We now see them leaving all types of food by the back steps to show their appreciation of his efforts to bring about justice. As Miss Maudie points out the Negroes are people who seem to have more in common with the likes of Atticus than the white community of Maycomb. She tells Jem when he angrily demands to know, Who in this town did one thing to help Tom Robinson, just who? (p.238) that, His coloured friends and people like us (p.238). Here we clearly see the link between the sensitive and liberal white people and the Negro folk. Miss Maudie attempts to give Jem a more positive view of Maycomb by trying to show him that there are people who are determined to try to change things. She says, Were so rarely called on to be Christians, but when we are, weve got men like Atticus to go for us. (p.237). She also points out that it was no accident that Judge Taylor named Atticus to defend Tom Robinson and that Atticuss efforts were not all in vain. Miss Maudie says, Atticus Finch wont win, he cant win, but hes the only man in these parts who can keep a jury out so long in a case like that. And I thought to myself, well were making a step its just a babystep, but its a step. (p.238). The chapter concludes with the revelation that Bob Ewell has spat in the face of Atticus and sworn to take revenge. Once again the behaviour of the Negroes is seen in direct contrast to that of Bob Ewell who, as Atticus says, can only be described as, White trash.
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Chapter Guides Chapter Twenty-three
CHAPTER TWENTY-THREE
TASK 45
In the first part of this chapter Harper Lee contrasts Bob Ewell with Atticus when she describes the confrontation that takes place outside of the post office. What is the effect of this contrast?
Once again we see Atticuss strength and resolution in the face of adversity. He remains calm and steady and when goaded by Bob Ewell who challengingly questions, Too proud to fight, you niggerlovin bastard? he simply replies, No, too old (p.240). Thus he rises above the violence and ignorance of a man like Ewell and so gains even greater respect and sympathy from his fellow citizens. Atticus tries to explain Bob Ewells actions to the children by asking them to, Stand in Bob Ewells shoes for a minute (p.241). He explains to them that Bob Ewells credibility was completely destroyed by the trial. He may have been the victor in real terms, but in fact the truth was revealed to all of his neighbours that he was in fact a bully and a liar.
TASK 46
Now make your own notes on what Atticus says to Jem about the behaviour of the jury.
continues over
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Here are some points I noted: Atticus tries to show Jem that the Jury were not behaving in a reasoned manner but being guided by long-standing prejudices. He says, These are twelve reasonable men in everyday life, Toms jury, but you saw something come between them and reason. (p.243). Atticus links this to the behaviour of the lynch mob who dispersed not because they were being reasonable but because, we were there (p.243). Atticus outlines very clearly how far-reaching and unreasonable prejudice is in Maycomb County. He says, In our courts, when its a white mans word against a black mans, the white man always wins. Theyre ugly, but those are the facts of life. (p.243). Atticus reinforces the learning experience for Jem when he reveals to him that this is how society operates. Atticus says, As you grow older, youll see white men cheat black men everyday of your life (p.243). However, he then imposes his own particular brand
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of morality on the situation by asserting that, Whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash. (p.243). In this definition Atticus presents the word trash in terms of a persons basic characteristics, for him any white man who takes advantage of a Negro can be given this label. Atticus also informs Jem that one of the Cunninghams who sat on the jury was convinced there should be a complete acquittal and so we see the many shades that make up the nature of mankind. As Jem says, One minute theyre tryin to kill him the next theyre tryin to turn him loose Ill never understand these folks as long as I live. (p.243). Jems response to the enigma of folks is to assert that hes beginning to understand why Boo Radley remains closeted in his house. He says, Its because be wants to stay inside. (p.251), thus implying that like Jem he too finds the vagaries of the adult world too confusing and corrupt.
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Chapter Guides Chapter Twenty-four
CHAPTER TWENTY-FOUR
TASK 47
In this chapter we hear Scout say, I wondered at the world of women (p.257). Why do you think she makes this comment?
Here are some ideas to add to your own. Scout is forced to become involved in a charity meeting held at her house by Aunt Alexandra where true Christian charity seems to be sadly lacking. The ladies we learn are groomed for the occasion and they deliver hypocritical comments to Scout insisting that she is a fortunate girl (p.255) because, You live in a Christian home with Christian folks in a Christian town. Out there in J. Grimes Everetts land theres nothing but sin and squalor. (p.255). Scout is mildly aware of the irony of such comments when set against the backdrop of the Tom Robinson affair.
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Chapter Guides Chapter Twenty-four
The ladies go on to cruelly discuss their ungrateful poor, black servants, who apparently have the audacity to mourn Tom Robinsons fate. This self-righteousness is compounded by Mrs Merriweather who asserts that they should forgive That darkys wife (p.255). She says, If we just let them know we forgive em, that weve forgotten it, then this whole thingll blow over. (p.255). As the meeting progresses we see through Scouts eyes the hypocrisy of such stereotyped women who claim to mourn Toms fate whilst asserting that the trial made their servants sulky. Mrs Merriweather purports, I tell you theres nothing more distracting than a sulky darky. Their mouths go down to here. Just ruins your day to have one of em in the kitchen. (p.256). Scouts response to this world of ladies is to assert that, I was more at home in my fathers world (p.258), a world that was not dominated by insinuations and pretence and where people, did not trap you with innocent questions to make fun of you (p.258). Through the eyes of Scout Harper Lee illustrates how the so-called privileged white Christian women oppress and police each other. Throughout the novel we are presented with a variety of white women and on the whole they are seen as the gossiping ruling group who reinforce the prevailing values and prejudices about class, race and gender. They appear to revel in their superiority and for all their apparent Christian values offer no help either to Helen Robinson or Mayella Ewell.
The chapter concludes with the revelation that Tom Robinson is dead having been shot whilst trying to escape. Atticus says, I guess Tom was tired of white mens chances and preferred to take his own. (p.260). What Scout now sees is Aunt Alexandras fortitude and sympathy. She is deeply disturbed by the news of Toms death but she forces herself to recover and continue to play the expected role of hostess amongst the ladies. It is her Aunts behaviour that inspires Scout to rise above the situation and to put on her best company manners (p.262). Scout says, After all, if Aunty could be a lady at a time like this, so could I. (p.262).
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Chapter Guides Chapter Twenty-five
CHAPTER TWENTY-FIVE
TASK 48
How do people in Maycomb react to the news of Toms death?
We are given two contrasting views of Maycombs reaction to the death. On the one hand we hear the general voice declaring that it was, Typical of a nigger to cut and run (p.265) and that although Tom was said to be legally married and a regular churchgoer, When it comes down to the line the veneers mighty thin. Nigger always comes out in em (p.265). Conversely we hear the views of Mr Underwood, a man who has never employed coloured people or had anything to do with them socially. Nevertheless his sense of justice leads him to damn those who kill cripples. Harper Lee reintroduces the mocking bird motif in this chapter as we are told Mr Underwood, Likened Toms death to the senseless slaughter of songbirds by hunters and children (p.265). This editorial provides another learning experience for Scout in that although she knows Atticus has done everything within the law to save Tom Robinson, he had no hope of winning because Tom was in reality tried in, the secret courts of mens hearts (p.266). She is forced to conclude that, Tom was a dead man the minute Mayella Ewell opened her mouth and screamed (p.266).
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Chapter Guides Chapter Twenty-six
CHAPTER TWENTY-SIX
TASK 49
Having re-read this chapter what do you think Scout learns about prejudice from her current affairs lesson?
Scout defines democracy as Equal rights for all, special privileges for none! (p.270, and she is praised by the teacher, Miss Gates. However, Scout soon begins to question the veracity of Miss Gates views when she asserts, Over here we dont believe in persecuting anybody. Persecution comes from people who are prejudiced (p.270). Scout knows that this is not true having just witnessed prejudice in action with the Tom Robinson case. Scout tries to resolve the duplicity of Miss Gates teaching but she remains bemused by a woman who condones the unjust conviction of Tom Robinson saying, Its time somebody taught em a lesson, they were gettin way above themselves (p.272), but who can preach adamantly against the persecution of the Jews. Scout is left wondering, how can you hate Hitler so bad an then turn around and be ugly about folks right at home? (p.272). The question remains unresolved being an issue the adult world prefers not to countenance. The analogy can be taken further if we think about the Christian ladies in the last chapter. It can be compared to the Missionary Society that is concerned for the Negroes in Africa, but not for the Negroes in their home country.
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Chapter Guides Chapter Twenty-seven
CHAPTER TWENTY-SEVEN
In this chapter we learn of three important events. Bob Ewell is given and loses a job within three days hence he is once again a man with no employment, money or status. Scout tells us, Mr Ewell found himself as forgotten as Tom Robinson. (p.273). Judge Taylors house is broken into and theres every reason to suspect it is Bob Ewell who is the culprit. Bob Ewell tries to intimidate Helen Robinson.
The significance of these three events is to prepare the reader for Ewells attack on Jem and Scout in the next chapter. We see him as a malign individual with a grudge to bear and someone who will stop at nothing to gain his revenge.
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Chapter Guides Chapter Twenty-eight
CHAPTER TWENTY-EIGHT
Chapter twenty-eight brings to a climax the revenge of Bob Ewell. Having re-read this chapter how do you feel Harper Lee builds up tension and mystery as events unfold?
TASK 50
Here are some ideas to add to your own: The plot is all-important in this chapter as Harper Lee contrasts the innocent attempt of the young boy Cecil to frighten Jem and Scout with Bob Ewells sinister attack on them. Harper Lee does not make it immediately obvious who the third person is that enters into the fray. Scout says, It was slowly coming to me that there were now four people under the tree. (p.289). In this way Lee builds up and maintains both mystery and tension. The chapter concludes with the revelation that, Bob Ewells lyin on the ground under that tree down yonder with a kitchen knife stuck in his ribs. Hes dead Mr Finch (p.294). Thus one half of the mystery is resolved and this time it is Atticus who must learn that his assessment of Ewells character has been wrong. His own reasoned attitudes are challenged by the evil displayed by Ewell.
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Chapter Guides Chapter Twenty-nine
CHAPTER TWENTY-NINE
In this chapter Atticus is forced to confront his over optimistic view of humanity. Mr Tate asserts that Bob Ewell meant business but Atticus rejects this idea saying, He was out of his mind (p.296). However, Heck Tate refuses to allow Atticus to maintain this opinion as he insists, - wasnt crazy, mean as hell. Low-down skunk with enough liquor in him to make him brave enough to kill children. (p.296). Thus Atticus is forced to review his opinion of Bob Ewell. He has already dismissed him as trash but at this point he is made to see that, theres just some kind of men you have to shoot before you can say hidy to em. Ewell as one of em. (p.296). We also see for the first time the physical presence of Boo Radley as Scout explains what happened. She describes a man who was staggerin around and pantin (p.297), and then suddenly notices that this man is leaning against the wall. She looks at him and from behind tear stained eyes she recognises Boo who is giving her a timid smile. The ghost of the opening chapters now re-appears in the form of a hero who saved the childrens lives. Thus the theme of Tom Robinson, Bob Ewell and Boo Radley are brought together as the novel closes.
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Chapter Guides Chapter Thirty
CHAPTER THIRTY
In this penultimate chapter not only Scout and Jem but once again Atticus has a learning experience. Having re-read this chapter make notes on what is revealed to us about the murder of Bob Ewell and its effect on the Finch family.
TASK 51
Here are some ideas to add to your own: Atticus mistakenly believes that Jem killed Bob Ewell and even though Mr Tate is adamant that this was not the case he interprets
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Chapter Guides Chapter Thirty
this as a kindness rather than a truth. In his strong and determined way Atticus is intent upon justice being seen to be done and he is insistent that the full weight of the law should fall upon Jem to enable him to prove his innocence. We see Atticuss moral code being strictly enforced here as he tries to explain to Mr Tate the reasons behind his determination to expose Jem to public view. Atticus says, If this things hushed up itll be a simple denial to Jem of the way Ive tried to raise him (p.301). Atticuss concern is to teach by example and he outlines this when he says, Ive tried to live so I can look squarely back at him, if I connived at something like this, frankly I couldnt meet his eye. (p.301). Atticus, as we know is a firm, determined and reasonable man but in this case he has not been able in Mr Tates words, to put two and two together (p.303). Atticus is confronted by the fact that it was Boo Radley who stabbed Bob Ewell and Heck Tate has the sensitivity to know that to offer him up to the courts would be a sin. Mr Tate says, To my way of thinkin, Mr Finch, taking the one man whos done you and this town a great service an draggin him with his shy ways into the limelight to me thats a sin. (p.302). Atticus then is persuaded to take his own advice and to stand in someone elses shoes. This lesson is compounded by Scouts assertion that, Itd be sort of like shootin a mocking bird wouldnt it? (p.304). The mocking bird motif is reiterated and used to show how all of the Finch family have learnt something from this experience.
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Characterisation
5.
CHARACTERISATION
In most novels and short stories the characters are the focal point of the story and this is certainly true of To Kill a Mocking Bird. In fact almost all of Harper Lees attention in the novel is given over to two characters, Scout and Jem Finch. These are the two primary characters in the story and their growth and development is at the heart of the book. The other characters perform important functions in the story, but we see them only through the eyes of Scout and how they effect the childrens lives. We learn about characters in novels in many different ways, just like we learn about people in real life. Make a list of the ways in which you learn things about people that you meet.
TASK 52
Here are some of the things that help me learn about the people I meet: The way they dress. What they look like (sometimes called, physical characteristics). The way they speak (this could be to do with accent or dialect, but it would also be to do with things like tone of voice, eg harsh, loud, gentle etc). The things they say (both abut themselves and/or others. Its also worth watching out for what other people say about them). How they behave in various situations. How they relate to other people.
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Characterisation
Of course, just like in real-life first impressions can count for a lot, but they can also give false impressions. Think about this in relation to Scouts learning experiences throughout the novel. Look back over the incidents she describes and make a note of what she has learned from them. I have written down an example to help get you started.
Incident Evidence of Learning Experience
P.22 Scout speaks to Miss Caroline about She ultimately learns not to take peoples Walter Cunningham. understanding of situations for granted and begins to develop an awareness of the limitations of the adult world. P.27 Scouts Cunningham. behaviour to Walter Scout learns that no matter who you are every individual should be treated with respect.
This idea of giving evidence to support the points you make is an important one to remember when writing about literature you must back up your comments.
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Looking at dialogue by characters
6.
LOOKING AT DIALOGUE BY CHARACTERS
In looking at characters you will discover more still about them from their relationships with other characters through examining carefully what they say in other words their speech and dialogue. Look at this extract from pages 62-63 of the novel: Sleep, Little Three-Eyes? Are you crazy? Shh Atticuss lights out. In the waning moonlight I saw Jem swing his feet to the floor. Im goin after em, he said I sat upright. You cant. I wont let you. He was struggling into his shirt. Ive got to. You do and Ill wake up Atticus. You do and Ill kill you. I pulled him down beside me on the cot. I tried to reason with him. Mr Nathans gonna find em in the morning, Jem. He know you lost em. When he shows em to Atticus itll be pretty bad, thats all there is to it. Gon back to bed. Thats what I know, said Jem. Thats why Im goin after em. I began to feel sick. Going back to that place by himself I remembered Miss Stephanie: Mr Nathan had the other barrel waiting for the next sound he heard, be it nigger, dog Jem knew that better than I. I was desperate: Look, it aint worth it, Jem. A lickin hurts but it doesnt last. Youll get your head shot off, Jem please He blew out his breath patiently. I its like this, Scout, he muttered. Atticus aint ever whipped me since I can remember. I wanta keep it that way. This was a thought. It seemed that Atticus threatened us every other day. You mean hes never caught you at anything. Maybe so, but I just wanta keep it that way, Scout. We shouldna done that tonight, Scout. It was then, I suppose, that Jem and I first began to part company. Sometimes I did not understand him, but my periods of bewilderment were short-lived. This was beyond me. Now note down what you learn about each of these characters from this extract of dialogue and give an illustration for each point you make. I have done one for you to start you off.
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Character Point Scout:
Illustration
1. She is afraid and fearful of what might You cant I wont let you. happen to Jem. 2. In the face of adversity she throws You do and Ill wake up Atticus. herself back upon the secure and familiar adult world that surrounds her.
Now find at least three examples of dialogue for Atticus, Aunt Alexandra and Miss Maudie that tell you something about their characters. Now lets have a more detailed look at the individual characters.
JEAN-LOUISE FINCH-SCOUT
Scout is not just a central character but also the narrator of the story. She is presented to us as an innocent child who does not always understand the significance of the events she narrates.
TASK 53
Think about the role of Scout in the novel and then make a list of key points about her character:
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Here are the points I noted:

TASK 54
Scout is quick to quarrel at the beginning of the novel. She is an open-minded child who accepts people at face value. Scout has a strong sense of right and wrong. She is highly sensitive to most aspects of life. She is nave and innocent.
What do you consider to be the most important things Scout learns throughout the novel?
Here are some ideas to add to your own. Throughout the novel we see Scout changing and developing from a nave and at times belligerent little girl into someone who has a sensitive understanding of the world and a growing belief in the right of everyone to be an individual. Scout begins to change because of her experiences which include: Learning about justice/injustice through the Tom Robinson trial Prejudice and its effect upon society and the processes of the law Courage which goes beyond simply fighting back Respect for the individual and his/her right to live as he/she wishes The difficulty of learning to be a lady When to fight and when to retreat.
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Thus we see how Harper Lee uses Scout as the first person narrator not simply to report events but to reveal to the reader her own personal development.
JEM FINCH
Jem is presented to us as the older brother seen always through the eyes of Scout. We are made aware of his developing maturity, but we are distanced from it as we hear it from the younger sister who often feels left out and alienated from her brother.
TASK 55
Go back through the novel and make notes on Jems character and how he is effected by the events of the novel.
Here are some points to add to your own: Jem has a calmer nature than his sister and he is three years older. Jem always keeps in focus his responsibility for his sister and even though he fights with her he maintains his care of her. Like Scout Jem develops throughout the novel and one major learning experience is his response to Mrs Dubose. Having allowed his temper to get the better of him he slowly comes to realise that Mrs Dubose is courageous in her own way as she fights her morphine addiction. Jem functions as a contrast to Scout as he matures and develops, learning more quickly than his younger sister how to deal with the complexities of the adult world.
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By the end of the novel Jem is presented to us as moving on to the adult world and he is addressed by Calpurnia as Mister Jem. He is not seen discussing the various injustices with Scout, but we see him as one who internalises lifes vicissitudes and thinks about his own reaction to them.
DILL
Dill serves only to present a contrast to the lifestyle of Jem and Scout. Dill represents the unwanted child. His mother has remarried and he is sent away to his aunt every summer to ensure his mother has some freedom. Throughout the novel we often hear Atticuss relatives criticising him for the way he is bringing up his children, but through the presentation of Dill Harper Lee lets us see that the Finch children are very lucky to have such a caring father. This is clearly illustrated at the close of the novel when Scout after her ordeal is able to fall asleep on her fathers knee lulled by the warmth and security that surrounds her.
ATTICUS
TASK 56
Look back through the text and make your own notes on the main features of Atticuss character and how he functions in the text.
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Here are some ideas to add to your own: Atticus Finch is presented to us as a rational man in a world dominated by prejudice and injustice. Atticus is stable, mature and strong and is able to cope with the vagaries of Maycomb County. Atticus has a strong sense of the right of every person to be an individual and he does not allow himself to be biased in terms of colour or race. Overall Atticus represents the justice that exists in Maycomb County. He may seem to be a lone voice, but we learn through the actions and words of others that he has support for the way he conducts himself. Atticus also acts as a teacher of moral values. He frequently demonstrates his compassion and understanding of others and tries to teach by example. He frequently advises his children that they must be able to step into the shoes of others. Atticuss relationship with his children is very important in that he treats them like adults and with every respect. He attempts to help them meet the problems that life presents them with through an inner strength and courage.
MISS MAUDIE
TASK 57
Although a minor character Miss Maudie has an important function in the novel. What are the key features of her character?
Here are some points I noted:
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She, like Atticus, is calm and reasonable Miss Maudie is open and friendly but is quick to defend her beliefs She is resilient in the face of adversity (nb: the fire) She is quick to offer support to Atticus in his defence of Tom Robinson Miss Maudie treats the children with respect and never tries to deceive them.
TASK 58
Why do you think Harper Lee included Miss Maudie in the story? What does she add to it?
Miss Maudie provides us with a female voice of reason amongst a community of women who are, on the whole, presented to us as hypocritical and prejudiced. She provides Scout with some sort of female role model and allows us to see that there may be the possibility of change in Maycomb if the likes of Miss Maudie are given the opportunity to speak out.
CALPURNIA
Calpurnia is the faithful Negro cook who has been largely responsible for bringing up Jem and Scout.
TASK 59
What are the key features of her character?
continue over
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Calpurnia is strict with the children and has a strong sense of right and wrong. She is an educated woman, being able to read and write, and this she passes on to the children. She is able to live in two different worlds, Negro and white and she adapts her language accordingly. Calpurnia is extremely adaptable and she has been able to bridge the gap between the two races successfully. She is an admirable woman who Atticus.
BOO RADLEY
Boo Radley is a mysterious character who never really appears in person. He is in fact a central character but we never really come to know him as a person. Nevertheless as the story unfolds we learn that he is a gentle person who wishes to be friends with the children, but his natural reserve prevents him from doing so. He leaves the children gifts and wraps Scout in a blanket during the fire incident. These acts of kindness foreshadow Boos final action when he saves them from the murderous Bob Ewell. As the novel closes we are left with the view of a man who, in his own quiet way, has become the hero of the novel.
TOM ROBINSON
We only hear the voice of Tom Robinson during his trial. He like Boo is a quiet, self-effacing man who is as we are told, legally married, clean and attends church regularly.
TASK 60
What does the Tom Robinson case add to the story as a whole?
continue over
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Here are some ideas to add to your own: It is with the Tom Robinson case that Harper Lee begins her distinctions between the white and Negro races. Tom is a quiet and considerate Negro who tries to help others and it is for this character trait that he is ultimately condemned. Harper Lee presents the narrow and limited views of the southern American states through the trial and conviction of Tom Robinson. She makes it clear that it is easier for a white mans conscience to condemn a Negro, no matter how unsubstantiated the evidence against him, rather than face the fact that a white woman made sexual overtones to a coloured man.
AUNT ALEXANDRA
Aunt Alexandra is presented as a typical Southern lady who easily fits into the ladies world of Maycomb County. However, there is another side to Aunt Alexandra. She may seem to express all the entrenched values of the time about femininity and family values but in the face of adversity, she shows that she is able to transcend these narrow limitations. Hence we see her responding sympathetically to Atticus after he has been defeated at the trial and displaying tremendous effort to maintain her composure in front of the missionary society after she learns of Tom Robinsons death. In her own way she displays a strength of character that can be compared to Atticus.
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Setting and atmosphere
7.
SETTING AND ATMOSPHERE
Setting is important in this novel because it provides the backdrop to the attitudes and values of the time.
TASK 61
What do we learn about Maycomb in the first part of the novel?
Here is a passage from page 5 of the novel that creates both atmosphere and setting: Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square. Somehow, it was hotter then, a black dog suffered on a summers day; bony mules hitched to Hoover carts flicked flies in the sweltering shade of the lime oaks on the square. Mens stiff collars wilted by nine in the morning. Ladies bathed before noon, after their three oclock naps, and by nightfall were like soft teacakes with frostings of sweat and sweet talcum. The main feature of this passage seems to me to be the sleepiness of the place and the routine with which everything is carried out. It is hot and people move slowly but nevertheless there is a code that everyone adheres to; the men wear stiff collars, the ladies take baths at the same time each day. There is a sense of timelessness about Maycomb and life does not seem to exist beyond the boundaries of Maycomb County.
TASK 62
Now look through the book and consider how Harper Lee varies the setting and atmosphere whilst always keeping this first impression in our minds.
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Setting and atmosphere
The situation at the school serves to reinforce our initial view of Maycomb being narrow, limited, formal and inflexible. (pages 1724) The incident at the Radley place. In this scene Harper Lee changes the setting as we see the children stealing up to the Radley house in the hope of a view of Boo. There is a sense of darkness and mystery that helps to build up the tension of the incident. However, even though the setting has changed the fact that this is Maycomb County with all its narrow prejudice is kept in focus as we hear one of the neighbours assert, Mr Radley shot a Negro in his collard patch (pages 58-60).
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Style
8.
STYLE
When we talk of STYLE in relation to a work of literature we are really talking about the way in which writers use language in a particular way to create the effects they want. This term can cover a whole variety of features and may include such things as the writers choice of vocabulary; the use of descriptive language; the use of imagery and figurative language; the use of dialogue and so on. In other words all the features that contribute to the way a writer actually writes. Now lets think about the style that Harper Lee uses in To Kill A Mocking Bird. Make a list of as many features of her particular style as you can think of.
TASK 63
Here are some that I noted: Her use of simple straightforward prose and southern dialect Her use of dialogue Her use of imagery Her use of irony Her use of contrast.
Now lets have a look at some of these in more detail.
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Style
HARPER LEES PROSE STYLE

In case you havent come across the word before, the term PROSE refers to everyday written or spoken language and basically includes most kinds of writing that is not poetry. Newspaper articles, essays, short stories and novels are all written in prose. One of the features about the way To Kill A Mocking Bird is written is that Harper Lees language is simple and straightforward. She chooses to relate the narrative through the voice of a little girl and in consequence her vocabulary is simple and uncomplicated and her syntax (the way she structures sentences) is also straightforward. She tends to use short, simple sentences rather than long and complex ones. This apparent simplicity is one of the novels strengths. By using Scout to report on certain adult actions the novel gains an added level of meaning and enjoyment. We read the words of an ingenuous and innocent child but are confronted with complex issues about justice and the vagaries of the adult world. Instead of relying on lurid and graphic descriptions of some unpleasant events that take place, Harper Lee allows Scout to describe the scenes simply and then leaves our imaginations to do the rest. Look back through the novel and jot down five or six events that Scout describes simply and comment on how we are able to respond in a more mature way through the use of our own imagination and interpretation.
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Use of Dialogue
9.
USE OF DIALOGUE
Dialogue plays an important part in the novel and Harper Lee uses it a good deal to help to portray her characters. The dialogue is simple and straightforward in structure but Harper Lee varies it to suit the particular character. For example the dialogue of Atticus conveys his calm, reasonable character. He always attempts to answer the childrens questions responding to them as mature and reasoning individuals. In contrast we see Bob Ewell revealing his true character in court through his use of unpleasant invective as he describes what he says he saw happening to Mayella. Choose three extracts from the novel where Harper Lee uses dialogue and make notes on the way in which she writes it and the effect that it has on you as a reader. (Try to find parts that involve different characters speaking).
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Use of Imagery
10. USE OF IMAGERY

The term IMAGERY is really a blanket term that covers a whole range of different types of descriptive language. It most commonly refers to SIMILES and METAPHORS (both of which we will look at in a moment), but anything that creates a picture in the mind of the reader can be said to be an IMAGE. An image, then, is basically a likeness, a picture in words, which allows the writer to compare one thing with another in order to create a more vivid impression of the scene or even of character. A SIMILE makes this comparison explicit by actually saying that one thing is like or as another. For example, when Scout describes her first view of the fire she says she could hear, Soft taffeta-like sounds (p.76). Harper Lee uses simile in various parts of the book but what she uses more frequently is METAPHOR. When she describes the fire she says, At the front door, we saw fire spewing from Miss Maudies dining-room windows (p.76). This is a metaphor because it does not say the fire looked like it was spewing, it says that it was actually spewing. The whole image gives an impression of the fire pouring out of the windows in an unstoppable torrent. Another example is when Scout asserts, fire silently devoured Miss Maudies house (p.76). This creates a powerful image of the desecration caused by the fire. Now pick out FIVE or SIX metaphors from the novel that you find particularly effective or striking and examine them carefully. Explain how each works and what kind of effect they have on you as a reader. Imagery is also used in a way that goes beyond description. Some images in the novel are used in what might be described as a SYMBOLIC way. For example the image of the mocking bird is associated both with Boo Radley and Tom Robinson. On one level Atticus uses it as a moral lesson to the children about the rights and wrongs of shooting wild birds, but on a deeper level the mocking birds innocence and vulnerability is linked to that of Boo and Tom. Another way of describing this technique is to see it as a MOTIF that is an image that recurs in various ways throughout the novel. The motif acts as a unifying device, hence we see Boo Radley being linked with Tom Robinson through the use of the mocking bird symbol. Both men, like the mocking bird, are harmless members of society but both men are in different ways hounded and persecuted by the society in which they live.
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Use of irony
11.
USE OF IRONY
The basic term IRONY is present where a word or phrase or occurrence has one surface meaning but another, contradictory meaning beneath the surface. It can happen when characters say things that are opposite to what they mean. In To Kill A Mocking Bird the misunderstandings that occur, particularly as a result of Scouts naivety are full of irony. An example of how Scouts narration produces irony can be seen on page 270 of the novel when she repeats what Miss Gates, the teacher says during a current affairs lesson. We are a democracy and Germany is a dictatorship Over here we dont believe in persecuting anybody. This is particularly ironic in the light of the Tom Robinson case and Miss Gates hypocrisy is reinforced by Scouts repeating what she has overheard Miss Gates say at the trial that, Its time somebody taught em a lesson, they were gettin way above themselves (p.272). Look back through the novel and make notes on Harper Lees use of irony, use FOUR or FIVE examples to illustrate your points.
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Use of Contrast and Parallel
12. USE OF CONTRAST AND PARALLEL

Another technique that Harper Lee employs is the use of contrasts and parallels. Make a list, like the one below, of characters who seem to have things in common and those who are contrasted with one another. Below are some examples to get you started. CONTRASTS AND PARALLELS Parallel Atticus, Miss Maudie Atticus, Tom Robinson both believe in the rights of the individual both are reasoning and calm and show courage in the face of adversity gentle mannered, quiet, thoughtful people. Both men care about others and live in a peaceful and rational way.
Contrast Atticus, Bob Ewell Bob Ewell is loud, smug, ignorant, lazy and rude and, ultimately, he is shown to be evil. He can be seen in contrast both to Atticus and Tom Robinson who is mild mannered, polite and self-effacing.
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Themes or viewpoint
13. THEMES OR VIEWPOINT

The idea of VIEWPOINT can involve you, as the reader, looking at a number of aspects of the novel. One area to consider is the authors viewpoint. We need to consider the writers attitudes, approaches and intentions of writing the book. Connected with this are the issues and ideas that the novel is concerned with. Thinking about To Kill A Mocking Bird what ideas or issues do you think that Harper Lee is concerned with explaining. (These ideas or issues are sometimes called THEMES of the book).
TASK 64
Here are some of the key issues or themes that I felt Harper Lee was interested in: Growing up and learning to understand how to cope with the adult world Justice and injustice Prejudice and its effect on society and the processes of law Courage The importance of being an individual Learning to be a woman within the confines and restrictions of the southern community Learning to see things from someone elses point of view.
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Themes or viewpoint
Think about Harper Lees view of the above issues (and any others that you have identified). Make notes on her viewpoint as you see it from the way she presents and deals with these issues in the novel. It is also possible to imagine the viewpoint of the different characters to the events that take place and therefore see things in the novel from different perspectives. It is fairly easy to imagine Atticuss viewpoint of the Tom Robinson case but what about Bob Ewells point of view? Is it possible to feel any sympathy for him or Mayella? What about Helen Robinson or Mrs Dubose? Try to see the events of the novel through the eyes of each of the characters in turn and make brief notes on the viewpoint of each as you imagine it.
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Questions for coursework
14. QUESTIONS FOR COURSEWORK

There follows a number of questions that you might like to use for GCSE coursework. 1. Imagine you are Boo Radley and describe how you see your position in Maycomb. 2. Write a report for the Mobil Register on the Tom Robinson case. 3. Write an account of what happened at the trial from three different points of view eg you could write in the voice of Bob Ewell, Reverend Sykes and Judge Taylor. Make sure you choose three characters with differing viewpoints. 4. In the character of Calpurnia describe your life with the Finches. 5. Imagine that you are Tom Robinson on trial for the rape of Mayella Ewell and write your feelings and opinions about the people and events you were involved in. 6. Imagine that you are Jem and write a letter to Dill explaining how you feel about the Tom Robinson case. 7. In the person of Scout write a series of diary entries leading up to the trial of Tom Robinson. 8. Imagine you are Aunt Alexandra writing home to your husband about your feelings towards Atticus, Scout and Jem.
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Revision questions
15. REVISION QUESTIONS

The following questions are similar to those you will have to answer under examination. In the actual examination you will only have to answer one question but for revision purposes it is worth attempting several of them. 1. Choose TWO from the following list of characters and say what you feel they contribute to the development of the plot as a whole: Atticus Scout Jem Tom Robinson Boo Radley Aunt Alexandra
2. How important is the relationship between Atticus and his children in terms of their growth and maturity? 3. What key issues are raised by the Tom Robinson case? 4. Choose two minor characters and say what they contribute to the novel as a whole. 5. Choose ONE episode in the novel where you feel that setting adds to the effect of what is happening. Write about your chosen episode, showing what has impressed you in the description of the place and its atmosphere. 6. Most of Harper Lees language is coloured by Southern colloquialisms. How do you feel this contributes to the realism of the novel? 7. Examine the language of ONE episode of your choice from the novel. Consider how the words and the ways they are used, help to make the episode vivid for the reader. 8. Is it possible to have any sympathy for Bob and Mayella Ewell? 9. What do you feel this novel has to say about prejudice? 10. How effective do you find the use of Scout as the narrator of the novel? In your answer you should consider how you, as a reader, respond to Scouts narration.
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To Kill A Mockingbird

A GCSE English Workbook by Julia Geddes ~ Wessex Publications ~

About the Author of this Workbook

Using the Materials

Using the CD version of the Workbook

The Lecturers/Teachers Role

A GCSE English Student Guide by Julia Geddes ~ Wessex Publications ~

Using the workbook

USING THE WORKBOOK

Good luck and happy studying

Novel set in 1930s Alabama The Cotton State

Key issues raised by novel: class race gender

Two central characters: Scout and Jem

Plot and Structure

PLOT AND STRUCTURE

Plot and Structure

Chapter Guides Chapter One

CHAPTER GUIDES - CHAPTER 1

Chapter Guides Chapter One

Chapter Guides Chapter Two

What is the significance of the incident with Walter Cunningham?

Chapter Guides Chapter Two

Chapter Guides Chapter Three

Chapter Guides Chapter Three

Chapter Guides Chapter Three

Chapter Guides Chapter Four

Chapter Guides Chapter Four

Chapter Guides Chapter Five

Chapter Guides Chapter Five

Chapter Guides Chapter Six

Chapter Guides Chapter Seven

What does Scout learn in this chapter about Boo Radley?

Chapter Guides Chapter Eight

Chapter Guides Chapter Eight

Chapter Guides Chapter Eight

Chapter Guides Chapter Nine

What do we learn about Atticus from this chapter?

Chapter Guides Chapter Nine

Chapter Guides Chapter Nine

Chapter Guides Chapter Nine

Chapter Guides Chapter Ten

What do you consider to be the significance of the mad dog incident?

Chapter Guides Chapter Ten

Chapter Guides Chapter Eleven

Chapter Guides Chapter Eleven

Chapter Guides Chapter Twelve

Chapter Guides Chapter Twelve

Chapter Guides Chapter Thirteen

Chapter Guides Chapter Thirteen

Chapter Guides Chapter Fourteen

Chapter Guides Chapter Fifteen

Chapter Guides Chapter Fifteen

Chapter Guides Chapter Sixteen

Chapter Guides Chapter Sixteen

Chapter Guides Chapter Sixteen

What do we learn about the judge and the jury?

Chapter Guides Chapter Seventeen

Chapter Guides Chapter Seventeen

Chapter Guides Chapter Seventeen

Chapter Guides Chapter Eighteen

Chapter Guides Chapter Nineteen

Chapter Guides Chapter Twenty

Chapter Guides Chapter Twenty