Historical

The purpose of this lesson is to stimulate student thinking on various historical lenses. For example, how would this text be interpreted in the 1960s when it was published? How would this sort of story be received in the 1930s, when it is supposed to occur? How has the world in general improved since these time periods? Would Tom Robinson's trial have proceeded differently? Would the story be as compelling? How would it feel to be a black reader viewing this text in the 1960s? How would it feel today? In what ways has society progressed?
 * Purpose**


 * Objectives:**

Students will be able to compare and contrast the two historical periods associated with the text.

Students will be able to demonstrate an understanding of the historical periods in which the book was written and in which the narrative is placed.


 * worksheet chart comparing and contrasting time periods with specific elements
 * PBS series on the evolution of Jim Crow laws
 * presentations?

Students will be exposed to American history in the 1930's and the 1955-1968 Civil Rights Movement. They will explore pre-determined elements of the interactive Jim Crow data base at www.pbs.org (see link below). In small groups, students will research life during the Civil Rights Movement. Using the information they gained while exploring the PBS site and researching the Civil Rights Movement, students will complete a worksheet comparing life in the United States today with life for African-Americans in the 1930s and 1960s.
 * Summary of Overt Instruction:**


 * References:**

http://www.answers.com/topic/to-kill-a-mockingbird-novel-6

http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_%281955%E2%80%931968%29

http://www.pbs.org/wnet/jimcrow/

http://www.pbs.org/wnet/jimcrow/tools_unwritten_crime.html