To Kill a Mockingbird

Day 2

Summary:
Students will review the Jim Crow laws. They will then be introduced into the
Scottsboro Trials. Students will be split up into groups (i.e., attorneys, jury, and
witnesses) and be told that it is their job to arrive at the correct conclusion of the case.
They will work the rest of the hour to find evidence and create their arguments.

Objectives:
Students will be introduced to the Scottsboro trials, but not be told the outcome of
the trials.
Students will be able to work as teams to create a solid argument.
Students will be able together information to support their argument.
Students will also learn about persuasion.

Resources:
24 Copies of the Introduction to the Scottsboro Trials.
24 Copies of the Mock Trial Requirements.
Copies of the “Scripts” (testimonies) for each student.
Paper with the assigned roles on them already.

Activities:
Brief introduction to the Jim Crow Laws. [5 minutes]
o Unwritten laws and a code that all African Americans had to live by.
 Examples:
Segregation
o Schools
o Buses
o Drinking fountains, stores, etc.
Couldn’t walk on the same side of the street as White people
Couldn’t look white people in the eye
o Does any of that ring a bell to you? Basically, African Americans were
being denied their basic human rights as American citizens.
One of the biggest cases during the Civil Rights Movement was the case and trial
of the Scottsboro Boys. (Hand out brief overview on Scottsboro Trials). I need 4
readers, one for each paragraph. (Read overview) [5-7 minutes]
As a class, what we are going to do is decide if these 9 African American boys
are guilty or innocent by doing a mock trial. Basically, we’re going to reenact the
trials and do sort of a Law and Order sort of a thing. We have a defense team
who will defend the 9 boys and a prosecution team who is arguing that they did it
(defending the girls). [4 minutes]
Hand out requirements and the roles. Explain that I have already assigned them
so we can hurry up and just get started. Have students move to different areas of
the classroom depending on their assigned roles.
 Go over how it’s going to work. Let them know that they have the rest of the hour
to work on their assigned part. [rest of class]
o Prosecutors and Defense:
 Pick witnesses, and interview them. Write down anything that you
think is important for the trial. (put the witness’ name at the top)
 Create a list of questions (as a group of either prosecutors/defense)
for your witnesses that paints them in a good light. If you are on
the defense and you think the witness is guilty, don’t make them
look like it with the questions that you ask! Make them look
innocent! Remember: think Law and Order!
 Give the questions to your witnesses.
o Witnesses:
 I’ve given you your testimonies that will be used in court. They are
yours. Do not let anyone else see them!
 When they interview you, don’t give everything away!
 When they give you the list of questions, answer them on a
separate sheet of paper. You might have to make up some
answers, but keep them realistic.
 When you’re done with the questions, give them to me and keep
your answers. You will use them in the trial tomorrow.
o Jurors:
 You need to think like a 1930s man/woman.
 You are going to pour over the overview of the case. Study it like
you are having an exam on it tomorrow.
 You need to be able to describe the background information to me.
As well as answer a few questions.
Discussing the context of the case:
o Jim Crow/Civil Rights
o The Depression
 Listen in on the interviews…you need some background
information too!

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