To Kill a Mockingbird Chapter 9: Family Attitudes
This To Kill a Mockingbird Chapter 9 lesson helps students compare Scout, Atticus, and Aunt Alexandra’s attitudes toward race, gender, and family expectations. Students trace how family conversations reveal contrasting values and contribute to character development.
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Learning Goals
- I will be able to analyze and compare the attitudes and beliefs of Aunt Alexandra, Scout, and Atticus.
- I will be able to critically think about and interpret the underlying reasons behind the characters’ attitudes.
- I will be able to effectively use a chart to organize and visually represent the differences and similarities in their viewpoints.
Materials
TKAM Digital Book
TKAM Chapter 9 Audio (39:24)
Finch’s Family POV Worksheet
Process
- Distribute the Finch’s Family POV worksheet and explain the task to students.
- Read chapter 9.
- Have students complete the worksheet.
- Either collect or take up the worksheet as a class.
- Complete the extension questions.
Finch’s Family Points of View
In To Kill a Mockingbird Chapter 9, we get a glimpse into the beliefs and attitudes of the extended family. In the organizer below, write down a different point of view held by each family member. When the point of view isn’t explicitly stated, try to extract an answer from what you understand about the character.
Aunt Alexandra | Scout | Atticus | |
On gender roles and being “lady-like” | |||
On racial equality | |||
On what it means to be a member of the Finch family |
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Extension Questions
- Discussing the Tom Robinson case with Uncle Jack, Atticus refers to “Maycomb’s usual disease.” What does he mean?
- Why doesn’t he suffer from it?
- How does Atticus explain his reasons for defending Tom Robinson?
- What factors influenced his choice to take the case seriously?
- How does he expect the case will turn out?
- Atticus explains to Scout: “This time we aren’t fighting the Yankees, we’re fighting our friends. But remember this, no matter how bitter things get,
they’re still our friends and this is still our home.”
Curriculum Connections
Ontario Grade 9 English (ENL1W): This lesson supports Strand C and Strand D through comparison of perspectives, characterization, theme, and evidence-based discussion.
Common Core: RL.9-10.1, RL.9-10.3, RL.9-10.6, and SL.9-10.1.
Differentiation and Extensions
Differentiation: Give students a three-character comparison organizer for Aunt Alexandra, Scout, and Atticus, with prompts for race, gender, family identity, and supporting evidence.
Extension: Ask students to explain which character’s beliefs appear most likely to influence Scout’s development and why.
Frequently Asked Questions
What is the central focus of the Chapter 9 lesson?
Students compare family attitudes and character perspectives related to racial equality, gender expectations, and family identity.
Is this primarily a character or theme lesson?
It is both: students use characterization to understand larger themes about prejudice, social expectations, and moral education.
How can I scaffold the comparison?
Use one row per issue and require one quotation or paraphrased detail for each character before students write conclusions.