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Name______________________ Subject ELA

Period___________ Due Date_________

SPRING BREAK INDEPENDENT WORK ASSIGNMENTS To Kill a Mockingbird unit sheet REQUIRED * Read chapters 12, 13, 14, 15, & 16. Audio book info found here http://aoithumanities.weebly.com/videoslinks.html * Answer the following questions based on the chapters. Answer in complete sentences, provide evidence from the text with clear and focused elaboration. Do not repeat yourselves. With each question provide an explanation to how the question is important to the text. Responses to each question should be no less than 4-5 sentences. Ch. 12: What are some of the pros and cons of church that Calpurnia takes Jem and Scout to? What reason does Calpurnia give for her code switching? How is the struggle between whites and blacks felt in this chapter? Ch. 13: What does Aunt Alexandra put Atticus up to at the end of the chapter? How do Scout and Jem react to it? Ch. 14 Who does Alexandra want to leave the house and why? What is Atticuss response to this? Why? Why did Scout and Jem get into another fight? How did Scout feel about the fight? Where was Dill hiding and why was he there? Describe and analyze his journey to get back to Maycomb? Ch. 15 How would you describe as southern womanhood based on the text? Who is it important to and why?

What does Atticus do to protect Tim Robinson? How does Scout, Jem, and Dill end up saving Atticus in a way? Why did Scouts discussion with Mr. Cunningham change the atmosphere of the crowd? Ch. 16 Do you think he is Atticus is silly or understanding for saying that Mr. Cunningham, the mob, Ms. Dubose, Aunt Alexandra and all the other people in the text that have harassed him are still good people? How is the square divided by race and class? How do they show this in the text? What is Jems understanding of the one drop rule? What examples do they discuss? How does where Jem, Scout, and Dill sit in the courtroom, symbolic?

REQUIRED * Look up the definitions to the words below. Learn their meanings. Create 1or more poems/drawings/rap/song/short story etc. that uses all of the words. Evasion, Apoplectic, Inconspicuous, Vehemently, Contemptuously, Indignantly, Obtrusive, Tedious, Formidable, Antagonize, Obscure, Pensive, Elucidate, Dispel, Infallible

Name______________________ Subject ELA

Period___________ Due Date_________

SPRING BREAK INDEPENDENT WORK ASSIGNMENTS To Kill a Mockingbird unit sheet The writing assignments listed below are not required, but they will be counted towards extra credit homework grades. The assignments focus on different skills and different intelligences to appeal to all students. Option A Poster of the Novels Title (15pts) Create a poster/collage/drawing or painting that illustrates the significance of the novels title. The title must be included on the poster. See Ms. Brown for chart/poster paper if you need it. You must use symbols or characters to convey the meaning. All aspects of the paper should be covered. Option B Current Events Article (10pts.) Find a current event article that relates in some way to themes or conflicts in the text. Answer how they relate to one another and what can they both teach us about the world. In your response, draw evidence from both the article and the novel. Remember to write the author, title, source, and date of the article for your works cited. It should be at least 2 paragraphs (10 sentences long) Option C Persuasive Paragraph Writing (25 pts.) Answer the following questions persuasively. Include topic sentences, supporting details, concluding sentences, transitions, and a clear focus for each response. Each response should be at least 3 paragraphs long. 1. How can society solve the problem of discrimination? 2. What causes people to be good or evil? 3. Are class distinctions/ social divisions a good or bad thing? Option D History of Alabama (25 pts.) Alabama was the scene of some of the most intense and most significant struggles in the civil rights movement. Research the Birmingham bus boycott, the march on Selma, which was led by Martin Luther King, Jr., the attempted integration of public schools in Alabama, which Governor George Wallace temporarily blocked, and explore how reading To Kill a

Mockingbird helps to illuminate these events. What does the novel tells us about both the prejudice and the compassion of the people of Alabama that made the civil rights struggles so crucial there? Option E The Authors Voice (10 pts.) Note: This is not speaking about how the author literally speaks. The authors voice is the way they create dialogue, the words they choose to include, their style, how the narrator sounds, etc.

Scout ages two yearsfrom six to eightover the course of Lee's novel, which is narrated from her perspective as an adult. Did you find the account her narrator provides believable? Were there incidents or observations in the book that seemed unusually "knowing" for such a young child? As you read this story, how conscious are you of the author? Do you feel like the authors tone is too adult to be speaking for Scout? What are her purposes, in your view? Does the language that she uses take away or add to the story? Option F Creative Short Story (20 pts.) Think about an incident that happened in the story (Scouts first day of school, the mad dog, Jem going back for his pants, the fire at Ms. Maudies house, Mrs. Duboses death, etc.) and write a creative narrative describing an alternative ending to the event. Use sensory details from all five senses as well as at least five vocabulary words in your narrative. You are allowed to have dialogue, as well as introduce new characters. The narrative should be realistic. This assignment must be at least 2 pages long. It should be broken up into paragraphs with appropriate punctuation. Option G Create a Found Poem (10pts.) A found poem is when you take phrases from an article or a book and put them together to create a poem with a larger meaning. Create a Found Poem of your own using any words or phrases found in the text that you like. Below is a sample: This is a truth that applies to the human race, yet to no particular race of men: You never really understand a person, until you consider things from his point of view, climb inside of his skin, and walk around in it. One thing that doesn't abide, by majority rule; a person's conscience.

It was times like these When; you rarely win, only children weep, the dead bury the dead, one does not love breathing, and theres just one kind of folks: folks. I don't pretend to understand, Why reasonable people, go stark raving mad, simply because they're still human; that the one place, where a man ought to get a square deal, is in a courtroom, be he any color of the rainbow. It was times like these, That, food comes with death, flowers with sickness, and little things in between; two soap dolls, a broken watch and chain, a pair of good-luck pennies, and our lives. It made me sad. Yet delete the adjectives, and I'd have the facts; it's a sin to kill a mockingbird. Option H Morality Study (25 pts.) Kohlberg was a famous psychologist that studied morality in children. One of the best known of Kohlbergs (1958) stories concerns a man called Heinz who lived somewhere in Europe. Read the passage below: Heinzs wife was dying from a particular type of cancer. Doctors said a new drug might save her. The drug had been discovered by a local chemist and the Heinz tried desperately to buy

some, but the chemist was charging ten times the money it cost to make the drug and this was much more than the Heinz could afford. Heinz could only raise half the money, even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemists and stole the drug. Kohlberg asked a series of questions such as: 1. Should Heinz have stolen the drug? 2. Would it change anything if Heinz did not love his wife? 3. What if the person dying was a stranger, would it make any difference? 4. Should the police arrest the chemist for murder if the woman died? * Write your responses to the questions above. Use details and explain your reasoning. Then, look at the measurements below. Which level of morality do you fall in to? What stage? Next do the same exercise and pretend that you are Atticus Finch. How would he respond to the questions? What stage and level would he fall into? In your own words, define morality. Is it usually the same for everyone (universal) or does it change depending on the culture or background you are from?

Level 1 -Pre-conventional morality At the pre-conventional level (most nine-year-olds and younger, some over nine), we dont have a personal code of morality. Instead, our moral code is shaped by the standards of adults and the consequences of following or breaking their rules. Authority is outside the individual and reasoning is based on the physical consequences of actions. Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished they must have done wrong.

Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. Level 2 - Conventional morality At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned and reasoning is based on the norms of the group to which the person belongs. Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers are related to the approval of others. Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society so judgments concern obeying rules in order to uphold the law and to avoid guilt. Level 3 -Post-conventional morality Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice (1015% of adults, not before mid-30s). Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear cut. For example, in Heinzs dilemma the protection of life is more important than breaking the law against stealing. Stage 6: Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g. human rights, justice and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage.

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