To Kill a Mockingbird by Harper Lee Chapter 1-7 – Maycomb’s Ways

Essential Question:
What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?

Part II: Chapters 1-7 – Maycomb’s Ways

Essential Questions
• How does our identity influence the choices we make? How does analyzing character help us understand the choices
characters in literature make?
• How does the “moral universe” in which we live affect the choices we make? How does analyzing setting help us understand
the choices characters in literature make?

Journal Prompts
1. Think about a community in which you are a member—for instance, your school, religious community, family, or group of
friends. What are some of the most important rules in that community? Are these rules written down?
What are the most important unwritten rules, those not written down but which everyone knows about?
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2. Write about a pivotal choice you have made in your life or an experience you have had that was influenced by the setting.
What other options might have been available to you if you lived in a different place and time? What circumstances would have
influenced you to make a different decision?
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Chapters 1-7 Questions

1. What do Scout, Jem, and Dill know about Boo Radley? What parts of their understanding of Boo are based on facts and
reliable information? What parts are based on gossip and legend? How can the reader tell the difference between the facts
about the Radley family and the legends?
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2. How does the relationship between Scout and Jem change over the first seven chapters? How does Scout understand the
changes Jem undergoes?
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3. In Chapter 3, Atticus and Scout talk about “Maycomb’s ways.” What stands out to you most about the customs, traditions,
and unwritten rules of Maycomb’s society?
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4. What is “the other”? Who are “the others” in Maycomb? What roles do race, class, and gender play in establishing who is
the other? What role does gossip and superstition play? What about stereotypes? What about fear?
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5. What events and experiences begin to change Jem’s feelings about Boo Radley in these chapters? What does this suggest
about how we can better understand people different from us?
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6. How does race complicate the circumstances of the characters we have met so far? What role does Calpurnia play in the
Finch family? What authority does she have in the Finch household that she might not have elsewhere in Maycomb?
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Journal Prompts
1. Choose a character that stands out to you—a character you most relate to or a character you are curious about. Write a
paragraph describing your first impression of this character. Who is the character? What are the character’s circumstances?
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2. Who is “the other”? Who are “the others” in Maycomb? Who are “the others” in a community you belong to? What can we
do to understand people who are different from us?
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3. How does knowing more about the period in history in which a novel is set help you understand the characters and the
choices they make?
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Chapter 3 Close Reading Questions

Questions created by David Pook.
PASSAGE BEGINS: “After supper, Atticus sat down with the paper. . . .”
PASSAGE ENDS: “So to school you must go.”

1. Why does Scout go to the front porch?

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2. What news does Scout deliver on the porch? How does Atticus initially react? How do their reactions to the news differ?
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3. What reasons does Scout initially give for why she doesn’t need to go to school? Is Atticus convinced by them?
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4. Scout eventually tells Atticus what happened at school, and Atticus takes a patient stroll before responding. What is his
advice to Scout, and how does he apply that advice to the situation Scout found herself in at school?
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5. How does Scout’s reaction show that she disagrees with Atticus?
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6. Why does Atticus interrupt her response this time? What does his response tell the reader about his view of the law and of
rules generally?
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Create an Identity Chart for Scout, Jem, or Atticus Finch

2.1 and 2.4 After reading about the Great Depression, answer the following questions.
Handout 2.1 The Great Depression
The following historical overview of the Great Depression was created for the American Experience website for the film
Surviving the Dust Bowl:
During the economic boom of the Roaring Twenties the traditional values of rural America were challenged by the Jazz
Age, symbolized by women smoking, drinking, and wearing short skirts. The average American was busy buying automobiles
and household appliances, and speculating in the stock market, where big money could be made. Those appliances were
bought on credit, however. Although businesses had made huge gains—65 percent—from the mechanization of
manufacturing, the average worker’s wages had only increased 8 percent.
The imbalance between the rich and the poor, with 0.1 percent of society earning the same total income as 42
percent, combined with production of more and more goods and rising personal debt, could not be sustained. On Black
Tuesday, October 29, 1929, the stock market crashed, triggering the Great Depression, the worst economic collapse in the
history of the modern industrial world. It spread from the United States to the rest of the world, lasting from the end of 1929
until the early 1940s. With banks failing and businesses closing, more than 15 million Americans (one-quarter of the workforce)
became unemployed. President Herbert Hoover, underestimating the seriousness of the crisis, called it “a passing incident in
our national lives,” and assured Americans that it would be over in 60 days. A strong believer in rugged individualism, Hoover
did not think the federal government should offer relief to the poverty-stricken population. Focusing on a trickle-down
economic program to help finance businesses and banks, Hoover met with resistance from business executives who preferred
to lay off workers. Blamed by many for the Great Depression, Hoover was widely ridiculed: an empty pocket turned inside out
was called a “Hoover flag”; the decrepit shantytowns springing up around the country were called “Hoovervilles.” Franklin
Delano Roosevelt offered Americans a New Deal, and was elected in a landslide victory in 1932. He took quick action to attack
the Depression, declaring a four-day bank holiday, during which Congress passed the Emergency Banking Relief Act to stabilize
the banking system. During the first 100 days of his administration, Roosevelt laid the groundwork for his New Deal remedies
that would rescue the country from the depths of despair.
The New Deal programs created a liberal political alliance of labor unions, blacks and other minorities, some farmers
and others receiving government relief, and intellectuals. The hardship brought on by the Depression affected Americans
deeply. Since the prevailing attitude of the 1920s was that success was earned, it followed that failure was deserved. The
unemployment brought on by the Depression caused self-blame and self-doubt. Men were harder hit psychologically than
women were. Since men were expected to provide for their families, it was humiliating to have to ask for assistance. Although
some argued that women should not be given jobs when many men were unemployed, the percentage of women working
increased slightly during the Depression.
 Traditionally female fields of teaching and social services grew under New Deal programs. Children took on more
responsibilities, sometimes finding work when their parents could not. As a result of living through the Depression, some
people developed habits of careful saving and frugality, others determined to create a comfortable life for themselves.
African Americans suffered more than whites, since their jobs were often taken away from them and given to whites. In 1930,
50 percent of blacks were unemployed. However, Eleanor Roosevelt championed black rights, and New Deal programs
prohibited discrimination. Discrimination continued in the South, however, [and] as a result a large number of black voters
switched from the Republican to the Democrat party during the Depression. The Great Depression and the New Deal changed
forever the relationship between Americans and their government. Government involvement and responsibility in caring for
the needy and regulating the economy came to be expected.

Handout 2.4 Firsthand Accounts of the Great Depression

Virginia Durr, who later became a civil rights activist, describes the shame and humiliation people experienced:
It was a time of terrible suffering. The contradictions were so obvious that it didn’t take a very bright person to realize
something was terribly wrong.
Have you ever seen a child with rickets? Shaking as with palsy. No proteins, no milk. And the companies pouring milk
into gutters. People with nothing to wear, and they were plowing up cotton. People with nothing to eat, and they killed the
pigs. If that wasn’t the craziest system in the world, could you imagine anything more idiotic? This was just insane.
And people blamed themselves, not the system. They felt they had been at fault: . . . “if we hadn’t bought that old
radio” . . . “if we hadn’t bought that old secondhand car.” Among the things that horrified me were the preachers— the
fundamentalists. They would tell the people they suffered because of their sins. And the people believed it. God was punishing
them. Their children were starving because of their sins.
People who were independent, who thought they were masters and mistresses of their lives, were all of a sudden
dependent on others. Relatives or relief. People of pride went into shock and sanitoriums. My mother was one.
Up to this time, I had been a conformist, a Southern snob. I actually thought the only people who amounted to anything were
the very small group which I belonged to. The fact that my family wasn’t as well off as those of the girls I went with—I was vice
president of the Junior League—made me value even more the idea of being well-born . . . .
What I learned during the Depression changed all that. I saw a blinding light like Saul on the road to Damascus.
(Laughs.) It was the first time I had seen the other side of the tracks. The rickets, the pellagra—it shook me up. I saw the world
as it really was . . . .
The Depression affected people in two different ways. The great majority reacted by thinking money is the most
important thing in the world. Get yours. And get it for your children. Nothing else matters. Not having that stark terror
come at you again . . . .
And then there was a small number of people who felt the whole system was lousy. You have to change it. The kids
come along and they want to change it, too. But they don’t seem to know what to put in its place. I’m not so sure I know,
either. I do think it has to be responsive to people’s needs. And it has to be done by democratic means, if possible.

Eileen Barth worked as a case worker in Chicago. Her job was to work with those who needed government assistance during the
Great Depression. In one case, a family asked for government assistance in getting clothing, and Barth was instructed by her
supervisor to look in their closets to determine how badly they needed the clothing they asked for. She describes what
happened:

I’ll never forget one of the first families I visited. The father was a railroad man who had lost his job. I was told by my
supervisor that I really had to see the poverty. If a family needed clothing, I was to investigate how much clothing they had at
hand. So I looked into this man’s closet—[pauses, it becomes difficult]— he was a tall, gray-haired man, though not terribly
old. He let me look in his closet—he was so insulted. [She weeps angrily.] He said, “Why are you doing this?” I remember his
feeling of humiliation . . . the terrible humiliation. [She can’t continue. After a pause, she resumes.] He said, “I really haven’t
anything to hide, but if you really must look into it. . . .” I could see he was very proud.
He was so deeply humiliated. And I was, too. . . .”
Emma Tiller describes sharecropping during the Depression:
In 1929, me and my husband were sharecroppers. We made a crop that year, the owners takin’ all of the crop.
This horrible way of liven’ with almost nothin’ lasted up until Roosevelt. There was another strangest thing. I didn’t
suffer for food through the Thirties, because there was plenty of people that really suffered much worse. When you go
through a lot, you in better condition to survive through all these kinds of things.
I picked cotton. We weren’t getting but thirty-five cents a hundred, but I was able to make it. ’Cause I also worked
people’s homes, where they give you old clothes and shoes.
At this time, I worked in private homes a lot and when the white people kill hogs, they always get the Negroes to help.
The cleanin’ of the insides and the clean up the mess afterwards. And then they would give you a lot of scraps. A pretty
adequate amount of meat for the whole family. The majority of the Negroes on the farm were in the same shape we were in.
The crops were eaten by these worms. And they had no other jobs except farming.
In 1934, in this Texas town, the farmers was all out of food. The government gave us a slip, where you could pick up
food. For a week, they had people who would come and stand in line, and they couldn’t get waited on. This was a small town,
mostly white. Only five of us in that line were Negroes, the rest was white. We would stand all day and wait and wait and wait.
And get nothin’ or if you did, it was spoiled meat. . . .
The Government sent two men out there to find out why the trouble. They found out his man and a couple others had
rented a huge warehouse and was stackin’ that food and sellin’ it. The food that was supposed to be issued to these people.
These three men was sent to the pen.

 How did this resource deepen your understanding of the characters and setting of To Kill a Mockingbird?
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 How did this resource help you understand factors that might influence the worldviews and choices of individuals who
live in the world of Maycomb, Alabama, during the Great Depression?
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After reading and discussing Chapters 1-7, answer the essential questions.
Essential Question:
 What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?
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Part II: Chapters 1-7 – Maycomb’s Ways

Essential Questions
 How does our identity influence the choices we make? How does analyzing character help us understand the choices
characters in literature make?
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 How does the “moral universe” in which we live affect the choices we make? How does analyzing setting help us
understand the choices characters in literature make?
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