1. To Kill a Mockingbird & Primary Sources Real Women of Alabama

2. Objectives: The learner will · Cite evidence from To Kill a Mockingbird to support character analysis. · Analyze how complex characters develop over the course of a text and interact with other characters. · Use research skills to find sources from the Library of Congress’s online collections on the Great Depression and compare them to those described in the novel.

3. Objectives, continued: The learner will · Use technology, including the Internet, to produce, and publish individual writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. · Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

4. Common Core Standards: L.9 - 10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. W. 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W. 9-10. 7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W. 9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SL. 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

5. Step 1: Select a female character to analyze. Scout (Jean Louise Finch) Calpurnia Aunt Alexandra Mrs. Dubose Mayella Violet Ewell

6. Step 2: Find evidence in the novel. Make notes on the character’s appearance, personality, dialogue, and environment as you read the novel.

7. Step 3: Discover primary sources. Search through the website for the Library of Congress for primary sources that could represent the details you discovered in the novel for your character. Lomax Collection FSA/OWI black-and-white photographs or color photographsblack-and-white photographscolor photographs American Life Histories Fort Valley Music Festival collectioncollection Southern Mosaic

8. Sample primary sources for Calpurnia Ask your teacher for more. [Aunt Harriett McClintock at her home near Sumterville, Alabama, with great grandchildren] [Aunt Harriett McClintock at her home near Sumterville, Alabama, with great grandchildren] [1940, detail] [Hettie Godfrey at the home of Mrs. Ruby Pickens Tartt, Livingston, Alabama][Hettie Godfrey at the home of Mrs. Ruby Pickens Tartt, Livingston, Alabama] [1940]

9. Step 4: Create a “Fakebook” page Your fakebook page will include a mixture of details from the novel and primary sources from the Library of Congress online collections.

10. Step 5: Project Checklist – from Library of Congress Primary sources from www.loc.gov should fill the following details for the fakebook page:www.loc.gov ➔ Wallpaper ➔ Profile Picture ➔ Friends - Minimum of 4 (combine names from the novel with real pictures) ➔ “Blocks” to include Photos, Check-ins, Music, & Likes that the character might enjoy

11. Project Checklist – From To Kill a Mockingbird From the novel, include details from the character you selected: ➔ Name ➔ Posts (Minimum of 6): Dialogue from the novel spoken by or to the character. This can create a timeline of main events in the story. ➔ About: Work, Education, Family, Relationship, Movies, Books (pick 4) ➔ “Block”: Create a new block for Moments of the year with 3 highlights

12. Step 6: Express - Email your URL to me. You will present it to the class. As you present your Fakebook profile, what are the most important ideas to share? What were some of the ways in which Harper Lee portrayed female characters?

13. Step 7: Reflect on your learning How can you use what you have learned? What new questions do you have?