Background for To Kill a Mockingbird

1. By Harper Lee Background forTo Kill a Mockingbird

2. Born in Monroeville, Alabama, April 28, 1926, Nelle Harper Lee was the youngest of three children. • Lee’s father and older sister both practiced law in much the same way that Atticus practices law • Her family is related to Confederate General Robert E. Lee, a man especially noted for his devotion to honor • Lee received her early education in the Monroeville public schools • She later attended University of Alabama to study law: she left after a year to go to England Harper Lee

3. Lee never wrote another novel, although she planned to write a series of them in which she would somehow preserve what is beautiful about small-town, middle-class, Southern life. • She gave one interview on the subject in 1964to Roy Newquist Why didn’t she write again?

4. The following is a link to Sam Heath’s blog in The Weedpatch Gazette. He attempts to answer the question: Why didn’t she write again? • http://www.tehachapinews.com/home/Blog/samheath/5650 Why didn’t she write again?

5. In his February 5, 2006 article, “Mockingbird Author Steps Out of Shadows,”The Observer’s Paul Harris stated: “The instant success terrified Lee. In one of her few detailed interviews, given in 1964 to author Roy Newquist, she offered an insight into the impact of instant fame, for someone who had been seen as a sidekick to the more glamorous Capote. 'I sort of hoped someone would like it enough to give me encouragement ... I hoped for a little but I got rather a whole lot and in some ways this was just about as frightening as the quick, merciful death I'd expected,' she said.”

6. The novel was an expanded version of a short story • It was on best-sellers lists for more than eighty weeks • In April 1961, Lee was awarded the Alabama Library Association Award • In May 1961 she was the first woman since 1942 to win the Pulitzer Prize for fiction. To Kill a Mockingbird’s Reception

7. Setting is the time and place in which a story is set. While physical setting is plainly revealed in the initial chapter’s exposition, the social and emotional settings are not explicitly stated but can be inferred from the action and dialogue. Setting

8. The physical setting includes: • The region • The climate • The buildings • The size of the location. • In To Kill a Mockingbird, the general physical setting is the South: a small southern Alabama town. • The five main settings follow. Physical Setting

9. In and around the Finch house • In and around the Radley house • Schoolgrounds • Downtown and around the courthouse and jail • The Robinson house. These settings relate to themes about family, superstition and fear, education, justice, and prejudice. Five main physical settings…

10. The social setting is closely related to, and perhaps a product of, the physical setting. The social setting is not stated explicitly, but is developed through the novel. • The chief element of the social setting are the caste system of Maycomb, racial prejudice, and the role of women. It is important to note occasions when members of different castes meet. • Social setting is tied to themes of racial prejudice, boundaries, and injustice. Social Setting

11. Southern Society in the 1930s In the 1930s, when the story takes place, African Americans often worked for white landowners as field hands or for town dwelling whites as servants, or sharecroppers. Sharecroppers were freed slaves who stayed on to farm a chunk of land on the plantation that he had slaved on, but this time for a “share” of the profits. Sound good?

12. Southern Society in the 1930s Unfortunately a lot of the landowners cheated the former slaves to the extent that at the end of the year, many former slaves were actually indebted to their former owners who them turned them in to the police for “bad debt.” The result? They would be arrested and released to the landowner to work the land for free.

13. Discriminatory laws, segregation, and a strict social code governed interactions between the races. Sometimes referred to as Jim Crow Laws, these laws influenced the ways African Americans lived and interacted with whites. Southern Society in the 1930s

14. Some examples of Jim Crow Laws included: Separate drinking fountains and restrooms Races sat in different parts of busses Attend separate schools Interracial marriage was illegal These laws were allowed and emboldened by the Plessy v. Ferguson Supreme Court decision in 1897 and was not righted until 1957 in Brown v. The Board. Southern Society in the 1930s

15. The 13th Amendment to the Constitution prohibits slavery. The 14th Amendment to the Constitution promises all native-born American citizenship, equal protection under the law, and due process, the course of judicial proceeding designed to protect an individual's rights. These amendments were considered very “American” and were supposed to ensure that African-American citizens have a fair trail. HOWEVER... Legalese

16. How were People Denied a Trial by jury? Potential jurors can be struck (eliminated from a list of candidates) in the process called VOIR DIRE Or they can be excused (freed from their obligation to serve because it will cause undue hardship)‏ Theforeman is chosen to speak with the judge on behalf of the jury and delivers the verdict—their vote on guilt or innocence. Either way, either lawyer can appeal the case (take the case to a higher court in an attempt to reverse the decision of a lower court)‏ Legalese

17. Who's Who in the Courtroom? Defendant: accused person on trial Counsel for the Defense: Defendant's lawyer Prosecutor: Lawyer in charge of initiating the trial, represents accuser or state Grand Jury: Group of people who decide wheter a case warrants a trial Witnesses: People who tell what they know, or give testimony about the facts of a case Judge: presides over the courtroom Plaintiff: Accuser in a case, represented by the prosecutor Legalese

18. Southern Society in the 1930s African-Americans were not considered for jury dutyin many places, and in some cases were not provided with legal representation. In fact, many whites administered “justice” to accused African-American citizen themselves, and lynchings increased dramatically in 1930.

19. In March 1931, nine black youths were arrested in Alabama for allegedly raping two white women • The jury consisted of only white men, and all nine “Scottsboro boys” were found guilty • Local Alabamans assembled outside the jail and demanded the youths’ lynching • Many aspects of the Tom Robinson case in the novel are based on the Scottsboro incident The Scottsboro Incident

20. Southern Society in the 1930s African Americans were supposed to address whites with titles such as “Mr.” or “Mrs.” It was acceptable for whites to call African Americans by their first names, regardless of their age or position.

21. What was hot in the 20s? • Mah Jongg • The Charleston • Charlie Chaplin, Mary Pickford, and Rudolph Valentino • Ernest Hemingway, Sinclair Lewis, and F. Scott Fitzgerald • George Gershwin 1920s Culture

22. What was hot in the 30s? • Bingo • Shirley Temple • The Lindy • “Brother, Can You Spare a Dime?” • Gone With the Wind • “The Lone Ranger,” “Little Orphan Annie,” and “The Shadow” 1930s Culture

23. Southern Dialect that you may not know... All-fired: extremely, very Britches: pants or trousers Knowed: variation of knew Po': pronunciation of poor Sho': pronunciation of sure Tol'able: pronunciation of tolerable, meaningfair, or pretty good Totin': pronunciation of toting, meaning carrying All Things Southern

24. All Things Southern • Chillun- • Collards- • Crockersack- Southern pronunciation of the word children A variety of greens grown principally in the South Originally a crocus sack: a burlap sack, named because the bulbs of crocus flowers were shipped in similar sacks.

25. Rabbit Tobacco- All Things Southern A nickname for balsamweed, a plant used as a tobacco substitute by children

26. A Chifforobe is a piece of furniture that has drawer on one half and a hanging closet on the other half. All Things Southern

27. Allusions Everything in the Garden is Lovely Why does Mrs. Dubose behave so differently to Atticus than to his children? Maybe because he is extravagant in his compliments to her! He compares her front yard to Bellingrath, one of the biggest tourist attractions of Alabama. Located southwest of Mobile, the Bessie Morse Bellingrath house and gardens include over 60 acres and are specially noted for azaleas and chrysanthemums.

30. Heck Tate uses the biblical expression, “Let the dead bury the dead” when he recalls the events surrounding Jem’s assault. This is a quotation from the Gospel of Matthew in the New Testament of The Bible. Allusions

31. One of the scribes then came up and said to {Jesus}, “Master, I will follow you wherever you go.”…Another man, one of his disciples, said to him, “Sir, let me go and bury my father first.” But Jesus replied, “Follow me, and leave the dead to bury their dead.” (Matthew 8:19, 21-22) Allusion

32. Praised in songs and poem, the mockingbird mainly resides in the South. It is pale gray and white, about the size of the robin. • While its call is a harsh-sounding “tchack,” its song is beautiful and characterized by repeated notes and phrases. • It’s gift for imitation is how it got it’s name. Mockingbirds

33. Atticus: • Scout and Jem’s father • Central figure in the plot • The name Atticus is the English respelling of the Greek word “Attikos.” This word, meaning “an Athenian” was used by an Athenian poet and legal reformer named Solon (640-559 BCE) in his writings. It ties Atticus to Solon, who was responsible for instituting the democratic laws of Athens” • Also refers to the city of Athens (implies learning, culture, and heroism) • Atticus is a father both Scout and Jem can love and respect who they can look for comfort and reasonable advice • Source of strength and of help Characters

34. Respected because people know he recognizes their personal dignity and that he will fight to protect it • Symbol of integrity • Unconsciously, they know that they can count on him to do those things for them that they lack the courage to do for themselves Atticus

35. Name history: Calpurnia was the third wife of the Roman Emperor Gaius Julius Caesar (100-44 BCE), who was noted for her faithfulness. • Finch family cook and surrogate mother for the children • Link between the black and white worlds of Maycomb • Dual personality • Accepted as a member of the Finch family • Atticus is not afraid to talk openly in front of her because he knows that she understands • Character also suggests a lesson for blacks • Both whites and blacks are guilty of racism Calpurnia Characters

36. Aunt Alexandra • Represents traditional (read: not necessarily honorable) values of the South: home, family, heredity, gentility, and white supremacy • She does not change throughout the novel, which makes her a ______?_______ character. • Represents the crucial problem of the South: an unwillingness to forsake a false value structure even in the face of evidence that it is meaningless and unjust. Characters

37. Miss Maudie Atkinson • One of the most colorful characters • Benevolent, brave woman who loves floral beauty (read archetypal qualities of a character so at home with nature) and the Finch children (earth mother?) • Most rational feminine character in the novel • Female role model Scout most likes and admires, particularly for her willingness to be direct and honest Characters

38. Mayella Ewell • Scout describes Bob Ewell’s daughter as the loneliest person in the world • Victim of circumstances • Desire for affection • Fearful of her father • Closely associated with nature, like Miss Maudie (Ask yourself: What luxury does she work for? And, what is the symbolic value of that?) Characters

39. Jeremy Finch • Jeremy is Scout’s older brother • 10 years old when story begins, 13 years old at the end • Events of the story parallel his transition from child to young man • Nicknamed “Jem” • Emerges at the end of his experience completely changed by his contact with the adult world • Changes most during the course of the story • Becomes more sensitive to the meaning of the happenings around him • Develops a compassionate attitude toward Atticus, Tom, Boo Radley, and Mrs. Dubose

40. Jean Louise Finch • Most important character in the story because we view the action through her eyes and her opinions about what is happening • 5 years old at start, 8 years old at end • Above average in intelligence • Perceptive • Temper • Two characters who are in reality one person: grown Jean Louise who is telling the story, and the little girl Scout who is a part of the story • Jean Louise is recalling what happened to her as a child, Scout is the child herself going through the actions

41. Charles Barker Harris • Charles Barker Harris is the character whom the reader might regard as the outside influence on the story • Not from Maycomb • Dill Harris is put into the story to flavor it • He has been shuffled from relative to relative • Dill is both imaginative and sensitive

42. Arthur Radley • Known as Boo, only appears once in the story • Shy man, living in total seclusion • His real place in the story is as a symbol: unknown, bravery, and innocence • Becomes a symbol of kindness as he leaves various things in the tree for the children to find and then covers Scout with a blanket on the night of Miss Maudie’s fire • He is a phantom that goes out only at night • The town freak, has a more genuine sense of values and greater compassion than most of the citizens of Maycomb. The children learn lessons of greater importance from Boo than they do from almost anyone else. They learn to judge him by his actions and not by town gossip

43. The Historical Setting includes the dates during which the action takes place and the major historical events that shape the action. The action of this novel begins in 1932, during the Depression. Historical Setting

44. The novel is set in the midst of the Great Depression, which began in October of1929 and is considered the worst economic depression in modern times. In 1933, the United States had a 25% unemployment rate. Home loss followed this trend. In contrast, the rate in September 1995 was 4.2%. In March 2009 the rate was8.5%. In Washington right now it is 9.4%. The Great Depression

45. The Great Depression ended in the late 1930s because of the need for war materials at the beginning of WWII, and government job creation. Once people went to work, money went back into circulation and the economy grew. The Great Depression

46. The man most associated with the economic recovery of the 30’s is Franklin Delano Roosevelt, the 32nd president of the United States, inaugurated on March 4, 1933. In his historic speech he encouraged Americans to put aside their fears and support his efforts to get America back on track… “This great nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert myfirm belief thatthe only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.” The Great Depression

47. Bust: Bankrupt • Economic Depression: a period of drastic decline in the national economy, characterized by decreasing business activity, falling prices and unemployment • Spending Spree: overindulgence in spending money The Great Depression

48. Stocks: the shares sold by a corporation that entitle the holder to benefits of ownership including dividends • Play the Market: gamble using stocks • Goods and Services: the two categories of things one can purchase—these two categories make up the gross national product The Great Depression

49. Bank Failure: when a bank goes bankrupt or becomes unable to meet its debts or discharge its liabilities • Stock Market: a stock exchange where stocks are bought and sold according to fixed regulations • Bankrupt: a legal declaration of inability to pay debts • Relief: aid or help due to need or poverty. The Great Depression

50. Themes are the Universal Meanings derived from art. They are usually not stated directly. To uncover the theme pay attention to a few things: Characters and what happens to them in the end The title Symbols and figurative language Tone Imagery Details Phrases that are repeated Theme