A Mini Research Project

Modified from: Duke, Julie E. “Will the Real Mockingbird Please Stand Up,” 2009,
www.petersmagorinsky.net/Units/index.html.

When reading To Kill a Mockingbird, it is important that you familiarize yourselves with the setting of the
novel. By understanding the context of the novel, you can better understand the themes that make this
text the masterpiece that it is. The setting of a piece of literature involves the background, atmosphere or
environment in
 which characters live and move. In the case of the novel To Kill a Mockingbird, the
setting is the American South during the 1930’s. During the 1930’s there were many issues relating to
race, class and gender that are introduced in the novel. In order to better understand the setting of the
novel and the issues that the characters are faced with, you will have the opportunity to choose a topic to
research and then share a Powerpoint presentation with the class. These topics will include:
● The role of women in the 1930’s
● The Scottsboro Trials
● Jim Crow laws
● The Great Depression
● Franklin D. Roosevelt
● Pop culture (music, art, literature, etc.)
Assignment:
1. Each group member should find one credible source, using a database, that explains an
important aspect of your chosen topic.
2. From your chosen source, choose two important quotes that can be connected back to two
quotes in To Kill a Mockingbird.
3. Write about each of your two source quotes and your two TKAM quotes using the Three Levels of
Thinking (follow the SEA format). Explain the thematic connection (gender, prejudice, justice,
etc.) between the source quotes and the book.
4. Create a slideshow with your group based on the information you’ve found and the connections
you’ve made to TKAM. Each group member should create two slides for each of the pairs of
quotes they’ve found.
5. Each slide should have a visual (one picture) that goes along with it.
6. Create a “works cited” sheet (MLA format) based on the articles and photos you’ve found.
7. Present your slideshow to the class.
Example:
Level 1 Level 2 Level 3
Theme: Gender
In the early 1900s, women did not have jobs, especially during the
depression. The wife of the household not only “bore and raised children”,
but also “cared for the home” (“Women’s Rights”).The wife’s role in society
was limited to the household. Meanwhile, the husband typically had a more
prominent role in society. His job was to go to work and gain income. In To
Kill a Mockingbird, Miss Maudie, a well-opinionated lady, can’t take part in
civil duties. Atticus explains to Scout that it’s “because she’s a woman”(Lee
296). In society, women didn’t participate in jobs or serve on a jury. Changes
weren’t possible because women could not serve. Men were considered the
superior sex. Atticus goes on to explain that the ladies of Maycomb are too
weak to handle a trial like Tom Robinson’s. This shows just how superior
they thought they were.

“Greenbelt Domestic Interiors.” University of Maryland, University of Maryland, 2017.

 Points 4 3 2 1

Presentation Throughout the Throughout Throughout Throughout less

entire most of the half of the than half of the
presentation, presentation, presentation, presentation,
students students stayed students students stayed
stayed focused focused and stayed focused focused and
and used their used their time and used their used their time
time well. well. time well. well.

Completion All elements of the Most elements of Half of all the Less than half of all
project are present: the project are elements of the the elements of the
-2 visuals present: project are present: project are present:
-Citations on the -2 visuals -2 visuals -2 visuals
works cited page -Citations on the -Citations on the -Citations on the
-2 TKAM quotes, -2 works cited page works cited page works cited page
research article -2 TKAM quotes, - -2 TKAM quotes, -2 -2 TKAM quotes,
quotes - 2 research article research article -2 research article
-2 written analyses quotes - quotes - quotes -
per group -2 written analyses -2 written analyses -2 written analyses
member. per group per group per group member.
member. member.

Three Levels Both written One analysis is Two analyses are More than one of the
of Thinking analyses fulfill the missing one of the missing one of the Three Levels of
Three Levels of Three Levels of Three Levels of - Thinking is missing
Thinking Thinking: - Statement - from the analyses:
requirements: - Statement Evidence -Statement -
Statement - -Evidence -Analysis (3-5 Evidence
Evidence -Analysis (3-5 Sentences). -Analysis (3-5
-Analysis (3-5 Sentences). Sentences).
Sentences).

Theme Both written Only one written Both analyses do No connections to a

analyses make a analysis make a not make a clear major theme in the
clear and well- clear and well- and well-develop novel are made.
develop connection develop connection to a
to a major theme in connection to a major theme in the
the novel. major theme in the novel.
novel.

Works Cited All sources and Most sources and Half of the sources Less than half of the
visuals are visuals are and visuals are sources and visuals
accurately cited. All accurately cited. accurately cited. are accurately cited.
articles are credible Most articles are Half of the articles Less than half of the
sources found credible sources are credible articles are credible
through a database found through a sources found sources found
system. database system. through a database through a database
system. system.