To Kill a Mockingbird Chapter 16 and the Scottsboro Boys
This To Kill a Mockingbird Chapter 16 lesson places the novel’s trial in conversation with the historical Scottsboro Boys case. Students consider racism, due process, and social power while carefully distinguishing Harper Lee’s fictional narrative from the real historical record.
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Learning Goals
- I will be able to analyze the parallels and contrasts between the fictional trial of Tom Robinson in To Kill a Mockingbird and the historical Scottsboro Boys case.
- I will be able to evaluate the role and impact of organizations like the ACLU and individuals such as Hollace Ransdell in the Scottsboro Boys case.
- I will be able to examine and discuss the concept of ‘blind spots’ in societal attitudes towards race, as depicted in To Kill a Mockingbird and exemplified by the Scottsboro Boys case
Materials
TKAM Digital Copy
TKAM Audio Chapter 16 (28:05)
Scottsboro Boys Worksheet
Chapter 16 Worksheet
Link to Scottsboro Boys Information
Process
- Read through the Scottsboro Boys worksheet with the students.
- Direct students to the Scottsboro Boys information page.
- Have students fill in the handout.
- Introduce the Chapter 16 questions for To Kill a Mockingbird.
- Read Chapter 16 of To Kill a Mockingbird.
- Answer the questions in the Chapter 16 handout.
Scottsboro Boys Questions
Link to Scottsboro Boys Information
- What was the main focus of the ACLU’s “Black Justice” report released in 1931?
- What were the Scottsboro Boys accused of, and how did this case highlight the failings of the justice system in the South?
- What was the reaction of the South to the Scottsboro case initially, as described by Paul Peters in 1932?
- How quickly did the case against the Scottsboro Boys move from arrest to trial?
- What was the basis of the indictment against the Scottsboro Boys?
- Who were Ruby Bates and Victoria Price, and what role did they play in the Scottsboro case?
- What were the initial convictions and sentences for the Scottsboro Boys?
- How did the ACLU become involved in the Scottsboro case, and who was Hollace Ransdell?
- What contradictions did Ransdell find in the testimonies of Victoria Price and Ruby Bates?
- What significant contributions did lawyers like Walter Pollak and Clarence Darrow make to the case?
- What were the outcomes of the various appeals and retrials in the Scottsboro case?
- What was the final resolution for the Scottsboro Boys, and how did it reflect on the justice system of the time?
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Chapter 16 Questions
- What “subtle change” does Scout notice in Atticus at the beginning of this chapter?
- What other evidence in this chapter supports her observation?
- When Scout asks if the Cunninghams are still their friends, Atticus responds, “Mr. Cunningham’s basically a good man, he just has his blind spots like the rest of us.” What does Atticus mean by “blind spot?”
- Do you agree with Atticus’s assessment of the Cunninghams?
- Does the setting in which this story takes place make Mr. Cunningham’s “blind spot” understandable? Explain.
- Why do you think the trial draws so much interest from the people of Maycomb?
- What do we learn about Mr. Dolphus Raymond in this chapter?
- What is a “mixed child,” according to Jem? Why does he think they are “real sad”? Whose universe of obligation do they belong to?
- What does Scout learn about Atticus and Tom Robinson that she did not know before? What is confusing to her about the revelation?
- Why, exactly, are so many townsfolk upset at Atticus?
Curriculum Connections
Ontario Grade 9 English (ENL1W): This lesson supports Strand C and Strand D through comparison of literary and historical texts, source-based interpretation, and discussion of justice and prejudice.
Common Core: RL.9-10.1, RI.9-10.1, RI.9-10.9, and SL.9-10.1.
Differentiation and Extensions
Differentiation: Provide a short timeline and key-person chart for the Scottsboro Boys case, then use a side-by-side comparison organizer before asking students to write about similarities and differences.
Extension: Ask students to evaluate one meaningful parallel and one important limitation in comparing the historical case with the fictional trial.
Frequently Asked Questions
Why pair Chapter 16 with the Scottsboro Boys case?
The comparison gives students historical context for examining prejudice, courtroom inequality, and public attitudes while keeping fiction and history distinct.
Should students treat Tom Robinson’s trial as a direct retelling?
No. Students should identify parallels while also recognizing that Harper Lee’s novel is fictional and does not reproduce one historical case exactly.
How can I support students with the historical reading?
Use a concise timeline, define legal and historical terms in advance, and focus the comparison on a few clearly stated dimensions.