To Kill a Mockingbird: An Historical Perspective Struggle for Equality

Activity One: Readings on Racial Violence (2 days)

1. Lesson Preparation: Print out 4-8 copies of each of the following five articles:

   • "The Average Congressman--What He Don't Know", from "The Voice of the Carpet Bagger.
   • "Lynch Law in Georgia" by Ida B. Wells-Barnett (1862-1931).
   • "Clippings From Some of Our Leading Southern Newspapers," Part II. Mob violence is inexcusable and all matters should be determined in a lawful assembly" from "A Sermon on Lynch Law and Raping," by Emanuel K. Love (1850-1900).
   • "A Protest Against the Burning and Lynching of Negroes" by Booker T. Washington.
   • "To the Members of the Anti-Lynching Bureau" by Ida B. Wells-Barnett (1862-1931).

2. Explain to the students that they are going to read and discuss a selection of news clippings, sermons, and narratives that depict the continued struggle for equality and mistreatment of African American citizens.
3. In American Memory, open African American Perspectives: Pamphlets from the Daniel A. P. Murray Collection, 1818-1907 and read the Introduction.
4. Divide the class into groups of 10 students each and have the students within each group pair off.
5. Pass out paper copies of the five articles from African American Perspectives.
6. Assign one of the five articles to each pair of students in each group. Explain to the students that each pair will read the assigned article and discuss it with their partners.
7. Students will have one day to read and discuss the assigned article with their partners. Each pair should become thoroughly familiar with the assigned reading and prepare to share their knowledge with the class. Additional research on the background of the article may be necessary. Students should carefully note other sources consulted.

Activity Two: In the News (3 days)

1. Each student pair presents the information they have compiled about their assigned article to their group.
2. Each group plans a "60 Minutes"-style news program reporting events from the struggle for equality as depicted in the readings. The program should include the following:
   • A lead-in to the program including an original title.
   • Feature stories on authors of the selected reading.
   • Complete credits for works consulted.
   • Feature stories on the "Race Problem."
   • Feature stories on potential solutions to the "Race Problem."
   • Historical background to the "Race Problem."
   • Students may choose to video tape the production and add visuals and music. (Optional)
3. On the final day of the project, each group presents its news program to the class.

Activity Three: Literary Response (1 Day)

1. Lesson Preparation: For classroom distribution, photocopy the poem "Strong Men" by Sterling Brown. The poem is available in Collected Poems of Sterling A. Brown. Evanston, Ill.: TriQuarterly Books, 1996.
2. Distribute copies of the poem to the students.
3. Read the poem, both silently and aloud.
4. Complete the Reader's Guide for "Strong Men"