Brainstorming and Discussing: Heroes

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Place the words "heroes" and "heroism" on the chalkboard. Ask students to state words, phrases, and names that come to mind as they consider heroes and heroism. Jot down their responses as they brainstorm. As the responses wane, consider whether it would be useful to ask for further or more varied reactions. For example, if students have given only names, ask for common nouns - perhaps synonyms or near - synonyms such as "courage;" or ask for places or objects that they associate with heroes and heroism. If the heroes named are mostly in a particular category such as sports or TV stars, ask whether any figures from the past are heroes to them; or whether fictional figures are heroes; or people who are not necessarily famous; or people who are highly regarded by their parents, or by people in other times and cultures.

The final student list should provide excellent raw material for follow-up discussion on points such as the following:


• Choose two or more heroes on the list and tell what they have in common. Choose two or more and tell how their heroic qualities differ.
• Do people from different cultures and different generations seem to have different kinds of heroes? If so, how do they differ?
• Which heroes, if any, are people who did not necessarily show physical bravery but showed courageous moral character?
• Is the list dominated by particular categories of heroes - e.g., celebrities, males, whites, people of color, younger people, older people, Americans, living people, dead people, etc.? If so, what might be the reasons for these emphases?

Consider whether these and other points of discussion can be related to the characters in TKM, helping your students explore and assess Harper Lee¹s ideas about heroes and heroism as expressed in her characters.

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Our Words, Others' Words

Ask your students to think of words and phrases they commonly use that older generations don't use. Write the words they cite on the chalkboard. For each word, ask them to identify a parallel word or phrase that older generations used. List the words or phrase pairs side by side on a chart. (You can be a resource if students have difficulty coming up with a "generational" word or phrase by giving the word or phrase used when you were a teenager.)

Many of the words will be slang. The students might state a slang usage such as "digs" for "house," and a different slang usage such as "pad" can be identified for their parents¹ generation. Further, an obsolete word such as "domicile" might be associated with even earlier generations. Common objects often undergo slang evolutions - consider, for example, generational slang words for car, money, or clothing.

Interjections are another interesting and often amusing source of language differences among generations. Students might seek different expressions over time for interjections such as gee whiz, right on, fiddlesticks, yuk, hip, oh my goodness, etc.

Next ask your students to work in small groups to develop five or six sentences of dialogue that make use of words peculiar to their own generation, and another five or six sentences of dialogue - preferably but not necessarily on the same subject - as spoken by people from another generation. Stress that the critical point is to keep the language of each dialogue appropriate to the speakers in their own time period.

After the groups read aloud and discuss their original dialogues, introduce the concept of realistic dialogue. Point out that skilled authors attempt to portray speech patterns and vocabulary that reflect the language of the times and the environments in which the characters live. To ascribe words or language styles that are historically or culturally inaccurate for the characters in a work would be a literary flaw.

The writer's concern with realistic language may result in words and passages that some readers find offensive. In TKM, Harper Lee uses the racial epithet "" and words such as "damn" and "rutting" (for sexual intercourse). Realism is also evident in negative events in the novel, such as a rape and a murder. Point out that such language and events are only part of the larger theme and moral vision of the author. Also point out that some writers go beyond the need for realism in depicting language and events, using inflammatory words and phrases and horrid events sensationalistically or for shock value. Note that distinguishing between dialogue handled skillfully and dialogue that is exaggerated, used sensationalistically, or otherwise off target is an important critical thinking skill for readers and viewers. In this manner your students can be prepared to discuss Harper Lee's use of words/dialogue in TKM during the first teleconference.

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Opinionnaire

Ask your students to give their initial, gut reactions to the 12 statements in preparation for a discussion of the statements. Assure them that their responses can be simply first impressions - starting points for further discussion about degrees of agreement or disagreement with the ideas in the statements. Ask them to write "1" beside the statement if they strongly agree, "2" if they agree somewhat; "3" if they disagree somewhat; and "4" if they strongly disagree. They might jot down comments about a statement that aroused mixed feelings or about the wording of or the premise underlying a particular statement.

Discuss the statements, perhaps inviting students to begin with those that struck a strong chord of response in them. Encourage different viewpoints, but ask students to talk through their ideas beyond their first impressions - e.g., by considering the fuller implications of their positions and giving concrete examples to support their views.

The items in the Questionnaire all relate to themes and issues - e.g., equal justice, heroism, vigilante action, language differences - in To Kill a Mockingbird. The discussion sets the scene, then, for the teleconference or for study or review of the novel or the film.

1. All men are created equal.
2. Girls should act like girls.
3. It's okay to be different.
4. Nobody is all bad or all good.
5. Some words are so offensive that they should never be stated or written.
6. Under our justice system, all citizens are treated fairly in our courts of law.
7. The old adage, "Sticks and stones may break your bones, but words will never hurt you," is true.
8. Speaking standard grammar proves that a person is smart.
9. A hero is born, not made.
10. No one is above the law.
11. Education is the great equalizer.
12. When the law does not succeed in punishing criminals, citizens should do so.

Exploring Stereotypes

After students have developed an understanding of stereotyping and are comfortable with your learning environment, ask them to read the interviews, growing up in McCulley Quarters, Alabama which describes the personal experiences and memories of an African American woman. Or have them read the interview with three white women who relate their experiences from the same time period.

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