TO KILL A MOCKINGBIRD

I. INTRODUCTION (125)
"To Kill a Mockingbird," both a classic novel by Harper Lee and its celebrated
movie adaptation, offers a profound exploration of justice, morality, and the
complexities of American civilization. Set in the 1930s in the fictional town of
Maycomb, Alabama, the story delves into the fabric of a society marked by
social turmoil and deeply ingrained racial prejudice. Through the eyes of
Scout Finch, a young girl navigating the world around her, the film peels back
the layers of a community divided by inequality and discrimination. "To Kill a
Mockingbird" stands as a poignant examination of the complexities of the
American experience. It urges us to confront the injustices that have shaped
our society and compels us to seek a more equitable and compassionate
future.
II. BODY
1. Setting: (376)
To Kill a Mockingbird takes place in Maycomb, Alabama during 1933–1935.
These years place the events of the novel squarely within two important
periods of American history: the Great Depression and the Jim Crow era. The
Great Depression is reflected in the poverty that affects all the residents of
Maycomb. Even the Finches, who are objectively better off than many of the
other citizens in the area, are ultimately poor and living within the means
available to them. The years depicted in the novel also fall within the much
longer period that modern historians often refer to as the Jim Crow era. This
term describes the time from the late 19th century until the mid-1960s when
Black people in the United States could no longer be held in slavery, but
where laws limited the social, political, and economic possibilities available to
Black citizens. We should remember that when Harper Lee wrote the novel in
the late 1950s, the Great Depression was over, but Jim Crow laws were still
present in substantial portions of the American South.
The fictional town of Maycomb, in the fictional Maycomb County, seems
intended not to represent an exact location in the real world, but a kind of
small Southern town that existed in the 1930s. Scout describes the town as
old, tired, and suffocating. In addition to being appropriate, these descriptions
also apply to more subtle social aspects of the town. The town is burdened,
Atticus might say diseased, by social prejudices in general, and racism.
Maycomb is also sharply geographically divided along class lines. While more
prosperous families like the Finches live in large houses close to the center of
town, the Ewells live in a ramshackle cabin near the dump, out of sight of the
rest of the town except at Christmas, when people drive their trees and trash to
the dump. The only other dwellings in this area are the cabins where Black
families live, an indication that the town is both racially and economically
segregated. The Ewells lack necessities like running water and insulation, and
they frequently forage in the dump for food. “Every town the size of the
Maycomb had families like the Ewells,” Scout says, implying that economic
inequality is endemic to the region.
a. Slavery (136)
In the movie adaptation of "To Kill a Mockingbird," slavery is not a direct
subject of focus as the story is set several decades after the abolition of
slavery. However, the legacy of slavery and its impact on American
civilization can be inferred and explored within the broader context of the
film. While the movie primarily delves into issues of racial inequality and
social injustice in the 1930s South, it indirectly references the history and
consequences of slavery. The racial tensions and systemic discrimination
depicted in the film can be traced back to the historical foundations of slavery
and the lasting effects it had on American society. The portrayal of African
American characters, such as Tom Robinson and Calpurnia, sheds light on the
enduring struggles faced by black individuals even after the official end of
slavery.
b. Segregation (191)
Slavery was abolished in 1890 but this led to segregation in the early and mid-
twentieth century. Segregation laws in the South meant that black people were
kept separate from white people. Black children went to separate schools and
black people worshipped in their church and lived in their separate housing
estates. In To Kill a Mockingbird, Calpurnia the Finch family’s housekeeper
worships in a church just for black people. When Atticus is away one Sunday,
she invites Scout and Jem to visit her church, asking Scout, “How’d you and
Mister Jem like to come to church with me tomorrow?”
The black inhabitants of Maycomb live in their own ‘quarter’, an area of
housing put aside for black people. Segregation did not mean equality. The
housing used by black people was generally rundown, and the schools for
black children were not well equipped with mainly second-hand and out-of-
date books. In “To Kill a Mockingbird,” the black people of Maycomb live in
wooden cabins, rather like large sheds which were often rundown. The area in
which they live is also near the town dump and therefore far from the middle-
class area of town.
c. US societies (267)
To Kill a Mockingbird successfully employs different symbols for every
character to convey several profound meanings related to the problems hidden
inside American Society at that time. For example, the narrator “Scout”
showed discomfort when being placed in a situation that prevented her from
dressing the way she wants. During the 1930s, many American women were
always seen wearing dresses, hats, and gloves. They believe those items are
the definitions of feminism and women who were against those items were
said to be too different or too manly. Since those standards existed, kids like
Scout were shaped into them so that they wouldn’t be criticized. Secondly, as
the chapter focused on the announcement of Atticus about Tom Robinson’s
tragic death, it reflects the main issue of United States society at that time,
especially in the South, which is racism. Despite Atticus putting so much
effort into trying to prove Tom’s innocence, the powerful effect of profound
racism made Tom lose every drop of hope for a free day from jail. Even Tom
didn’t expect to be proven innocent because the corruption of justice was so
obvious. The system at that time did not want black people to be treated
equally, so there was no empathy for him, and everyone didn’t see him as
Tom, a good person, but just “an escaping prisoner” because of his race. A
piece of information related to Mrs. Merriweather’s mention of Northerners is
that between 1910 and 1970, many African Americans moved to the North of
the United States due to the Jim Crow law in the South of the United States.
2. Themes:
a. Morality (373)
The most important theme of To Kill a Mockingbird is the book’s exploration
of the moral nature of human beings—that is, whether people are essentially
good or essentially evil. The novel approaches this question by dramatizing
Scout and Jem’s transition from a perspective of childhood innocence, in
which they assume that people are good because they have never seen evil, to
a more adult perspective, in which they have confronted evil and must
incorporate it into their understanding of the world. As a result of this
portrayal of the transition from innocence to experience, one of the book’s
important subthemes involves the threat that hatred, prejudice, and ignorance
pose to the innocent: people such as Tom Robinson and Boo Radley are not
prepared for the evil that they encounter, and, as a result, they are destroyed.
Even Jem is victimized to an extent by his discovery of the evil of racism
during and after the trial. Whereas Scout can maintain her basic faith in
human nature despite Tom’s conviction, Jem’s faith in justice and humanity is
badly damaged, and he retreats into a state of disillusionment.
The moral voice of To Kill a Mockingbird is embodied by Atticus Finch, who
is virtually unique in the novel in that he has experienced and understood evil
without losing his faith in the human capacity for goodness. Atticus
understands that, rather than being simply creatures of good or creatures of
evil, most people have both good and bad qualities. The important thing is to
appreciate the good qualities and understand the bad qualities by treating
others with sympathy and trying to see life from their perspective. He tries to
teach this ultimate moral lesson to Jem and Scout to show them that it is
possible to live with conscience without losing hope or becoming cynical. In
this way, Atticus can admire Mrs. Dubose’s courage even while deploring her
racism. Scout’s progress as a character in the novel is defined by her gradual
development toward understanding Atticus’s lessons, culminating when, in the
final chapters, Scout, at last, sees Boo Radley as a human being. Her
newfound ability to view the world from his perspective ensures that she will
not become jaded as she loses her innocence.
b. Social inequality (651)
In Harper Lee’s novel, To Kill a Mockingbird, Lee focuses on social
inequality in a few different forms during her novel. Most of the social
inequality that we see throughout Lee’s story is because of the mindset that
the people of Maycomb have and their unwillingness to change their ways.
This view that the people of Maycomb have is due to the time when many
cases of discrimination included not only race but also wealth status and
gender. The acts of social inequality are seen throughout To Kill a
Mockingbird within reasons of color and wealth, especially in black
communities that are seen to be considered inferior to white social classes.
To Kill a Mockingbird gives an example of the Southern culture that is found
in America during the 1930s. Lee focuses on the social injustice of Tom
Robinson, a black man that was charged with the rape of a white woman.
During the trial of Tim Robinson, there are quite a few instances where Lee
describes social injustice. Some examples are seen in the trial that show that
Robinson was not guilty but showed evidence that was against Mr. Ewell
instead. Proving that Mr. Ewell abused his daughter, Mayella. Having him
write his name, “You’re left-handed, Mr. Ewell,” showed everyone in the
courtroom that the bruises and black eye came from Mr. Ewell and not Tim
Robinson. Even though the evidence was in favor of Tim Robinson, the jury
still decided to vote against him, “Guilty… guilty… guilty… guilty…” With
the jury playing a huge part in this trial, we can understand how the jury uses
their own belief instead of the evidence that they were given during the case.
This part of the novel shows how unfair the court system is. His trial going to
court and being in front of a jury show that this is a step forward in the
progression of social injustice. The jury took quite some time in deciding
whether Robinson was guilty, “That jury took a few hours. An inevitable
verdict, maybe, but usually it takes ‘em just a few minutes.” 
The second act of social injustice that Lee shows, is about Mayella Ewell, a
young woman from the impoverished Ewell family. Trapped in a life of
poverty and neglect, Mayella faces the harsh realities of her circumstances.
She bears the weight of traditional gender roles and expectations, limiting her
opportunities for personal growth and fulfillment. Furthermore, she falls
victim to abuse within her own family, enduring mistreatment at the hands of
her father. Despite her vulnerable position, Mayella becomes a target of
victim-blaming and coercion, forced to give false testimony during Tom
Robinson's trial. Her lack of agency and the manipulation she experiences
exemplify the systemic injustices faced by women from marginalized
backgrounds. Mayella's character serves as a poignant representation of the
social injustice that permeates American civilization, shedding light on the
intersecting issues of poverty, gender oppression, and abuse that affect
individuals like her.
Differences in social status are explored largely through the overcomplicated
social hierarchy of Maycomb, the ins and outs of which constantly baffle the
children. The relatively well-off Finches stand near the top of Maycomb’s
social hierarchy, with most of the townspeople beneath them. Country farmers
like the Cunninghams lie below the townspeople, and the Ewells rest below
the Cunninghams. But the Black community in Maycomb, despite its
abundance of admirable qualities, squats below even the Ewells, enabling Bob
Ewell to make up for his lack of importance by persecuting Tom Robinson.
These rigid social divisions that make up so much of the adult world are
revealed in the book to be both irrational and destructive. For example, Scout
cannot understand why Aunt Alexandra refuses to let her consort with young
Walter Cunningham. Lee uses the children’s perplexity at the unpleasant
layering of Maycomb society to critique the role of class status and,
ultimately, prejudice in human interaction.
c. Prejudice (376)
Discussions about prejudice in general, and racism, are at the heart of To Kill
a Mockingbird. Conflicts over racism drive some of the most compelling and
memorable scenes in the novel. Racial conflict causes the two dramatic deaths
that occur in the story. On one level, To Kill a Mockingbird represents a
simplistic and moralistic view of racial prejudice. White people who are racist
are bad, and white people who are not racist are good. Atticus risks his
reputation, his position in the community, and ultimately the safety of his
children because he is not racist, and therefore good. Bob Ewell falsely
accuses a Black man of rape, spits on Atticus publicly, and attempts to murder
a child because he is racist and therefore bad. To Kill a Mockingbird does
attempt to look at some of the complexities of living in a racist society. Both
Scout and Jem confront everything from unpleasantness to murderous
hostility as they learn how their family’s resistance to racial prejudice has
positioned them against the community at large.
The treatment of prejudice in To Kill a Mockingbird is not only simplistic in
terms of morality but also in terms of perspective. To read the novel one
would think racism is a problem that exists between educated, financially
stable, moral white people, and ignorant, dirt poor, vicious white people. The
Black characters in the novel are rarely given a voice on the topic of racism.
When they do speak it is largely in terms of gratitude for the good white
people of the town and not in terms of anger, frustration, resistance, or
hostility towards the culture of racism. When the author does present Black
characters as trying to resist racist abuses, she shows them doing so by
avoiding or retreating, as when Tom Robinson attempts to escape from prison
or when Helen Robinson walks through the woods to avoid going past the
Ewell house. Black characters in the novel never respond to racism actively
and barely respond to it reactively. When a Black character is critical of white
people, as when Lula challenges Calpurnia for bringing Jem and Scout to the
Black church, she is ostracized by the rest of the Black community, suggesting
her complaints against white people are unfounded.
d. Law (444)
One of the worst aspects of life for black people during this period was the
way they were treated by the courts of law and the justice system. This is
something Harper Lee was particularly keen to highlight in To Kill a
Mockingbird. It was unfortunately very common for black people to be
accused of a crime that they are not guilty of committing. Many white people
assumed that black people were guilty of committing crimes and did very little
to ensure they got a fair trial. This is why Atticus is so courageous when he
defends Tom Robinson. He believes in Tom’s innocence and does all he can to
prove that Tom should not be found guilty. Many lawyers would not have
bothered defending Tom in this way.
Some white people did not even wait for a black man or woman to be sent to
trial but instead took the law into their own hands. An example of this can be
seen in Chapter 15 of To Kill a Mockingbird. Tom Robinson is in jail waiting
for his trial to begin and a group of men known as a lynch mob arrive fully
intending to kill Tom before his trial even starts. However, they had not
realized that Atticus would be brave enough to wait with Tom to protect him.
Though the trial of Tom Robinson takes up only about one-tenth of the book,
it represents the narrative center around which the rest of the novel revolves.
This trial seems intended as an indictment of the legal system, at least as it
exists within the town of Maycomb. Procedurally, the judge carries out the
trial properly. The lawyers select the jury through normal means, and both the
defense and prosecution make their cases. But the all-white jury does not
interpret the evidence according to the law but rather applies their prejudices
to determine the outcome of the case. Tom Robinson’s guilty verdict
exemplifies the limitations of the law and asks the reader to reconsider the
meaning of the word “fair” in the phrase “a fair trial.” While Atticus
understands that the legal system is flawed, he firmly believes in the legal
process. At the same time, Atticus believes the law should be applied
differently to different people. He explains to Scout that because she has a
good life full of opportunities, she should have to obey the law fully, but he
suggests that others have much more difficult lives and far fewer opportunities
and that there are times when it is just to let those people break the law in
small ways so that they are not overly harmed by the law’s application.
e. Lying (211)
There are two lies at the heart of To Kill a Mockingbird. Mayella Ewell says
that Tom Robinson raped her, and Heck Tate says that Bob Ewell accidentally
stabbed himself. The first lie destroys an innocent man who occupies a
precarious social position in Maycomb because of his race. The second lie
prevents the destruction of an innocent man who occupies a precarious social
position in Maycomb because of his extreme reclusiveness. Taken together,
the two lies reflect how deception can be used to harm or to protect. The two
lies also reveal how the most vulnerable members of society can be the most
deeply affected by the stories people tell about them. Social status also
determines who is allowed to tell a lie. During the trial, prosecutor Horace
Gilmer confronts Tom Robinson, asking Tom if he is accusing Mayella Ewell
of lying. Even though Tom knows full well that Mayella is lying, he cannot
say so because in Maycomb the lies of a white woman carry more weight than
the truth told by a Black man. Atticus, on the other hand, who is white, male,
and of a higher-class status than Mayella, can accuse her of lying when he
suggests that it was Mayella’s father, not Tom, who beat her.
3. Symbolism
a. Boo Radley (145)
As the novel progresses, the children’s changing attitude toward Boo Radley
is an important measurement of their development from innocence toward a
grown-up moral perspective. At the beginning of the book, Boo is merely a
source of childhood superstition. As he leaves Jem and Scout gifts and mends
Jem’s pants, he gradually becomes increasingly and intriguingly real to them.
At the end of the novel, he becomes fully human to Scout, illustrating that she
has developed into a sympathetic and understanding individual. Boo, an
intelligent child ruined by a cruel father, is one of the book’s most important
mockingbirds; he is also an important symbol of the good that exists within
people. Despite the pain that Boo has suffered, the purity of his heart rules his
interaction with the children. In saving Jem and Scout from Bob Ewell, Boo
proves the ultimate symbol of good.
b. Mockingbirds (201)
The title of To Kill a Mockingbird has very little literal connection to the plot,
but it carries a great deal of symbolic weight in the book. In this story of
innocents destroyed by evil, the “mockingbird” comes to represent the idea of
innocence. Thus, To Kill a Mockingbird is to destroy innocence. Throughout
the book, several characters (Jem, Tom Robinson, Dill, Boo Radley, and Mr.
Raymond) can be identified as mockingbirds—innocents who have been
injured or destroyed through contact with evil. This connection between the
novel’s title and its main theme is made explicit several times in the novel:
after Tom Robinson is shot, Mr. Underwood compares his death to “the
senseless slaughter of songbirds,” and at the end of the book Scout thinks that
hurting Boo Radley would be like “shootin’ a mockingbird.” Most important,
Miss Maudie explains to Scout: “Mockingbirds don’t do one thing but . . .
sing their hearts out for us. That’s why it’s a sin To Kill a Mockingbird.” That
Jem and Scout’s last name is Finch (another type of small bird) indicates that
they are particularly vulnerable in the racist world of Maycomb, which often
treats the fragile innocence of childhood harshly.
III. CONCLUSION (330)
In conclusion, "To Kill a Mockingbird" serves as a powerful exploration of
social injustice within the context of American civilization. It delves into the
complexities of a society grappling with deep-rooted prejudices and systemic
inequalities. Through its thought-provoking narrative and compelling
characters, the story exposes the harsh realities faced by marginalized
individuals and challenges us to confront our own biases. The themes of racial
discrimination, moral integrity, and the pursuit of justice resonate deeply,
urging us to reflect on the ongoing struggle for equality. "To Kill a
Mockingbird" remains a timeless reminder of the importance of empathy,
compassion, and the collective responsibility to challenge injustice. It calls
upon us to strive for a more equitable society, where fairness and dignity
prevail for all individuals, regardless of their race or background.
"To Kill a Mockingbird" highlights the deep-rooted racism and prejudice that
exists within the community of Maycomb. Throughout the movie, the
characters employ powerful symbolism to underscore the fragility of
innocence and the harsh realities of racial injustice in the United States. The
courtroom scene depicts the pervasive influence of societal norms and
expectations on individuals and communities. As Atticus attempts to defend
Tom Robinson, he faces intense criticism and even physical threats from
community members who are unwilling to challenge the deeply ingrained
prejudices and inequalities of their society. Even characters who are
sympathetic to Tom's plight, such as Miss Maudie, feel helpless to change the
outcome of the trial. Ultimately, the movie serves as a sobering reflection on
the need for continued efforts toward equality and justice in the United States.
Through its use of powerful symbolism and poignant imagery, all scenes
highlight the fragility of innocence and the harsh realities of racial injustice
that still exist in many communities today. As we continue to grapple with
issues of race and inequality in America, "To Kill a Mockingbird" serves as a
timeless reminder of the importance of speaking up for justice, even when that
justice may seem unattainable.
 CROSS – CULTURAL COMMUNICATION
1. Pop Culture and Social Change (564)
Pop culture, short for popular culture, refers to widely recognized ideas,
trends, and entertainment that are widely recognized within a society at a
given time. It includes music, film, television, fashion, and more. Besides, pop
culture has a profound influence on society and can serve as a powerful
catalyst for social change by shaping societal norms, identities, and trends.
One of the key strengths of pop culture is its ability to represent immense
transformative power. The TV show "Pose" exemplifies this by providing
authentic representation and visibility for the transgender and LGBTQ+
community. With its predominantly transgender cast, "Pose" challenges
stereotypes, normalizes transgender experiences, and promotes acceptance.
The show's visibility fosters empathy, broadens perspectives, and contributes
to social acceptance and advocacy for marginalized communities. By
humanizing individuals from these communities and showcasing their stories,
"Pose" creates a platform for understanding, inclusion, and ultimately, social
change.
Moreover, pop culture also plays a pivotal role in reflecting and promoting
inclusivity, enabling individuals to see themselves represented and validated.
"Crazy Rich Asians" stands as a remarkable example. The film showcases a
predominantly Asian cast and portrays diverse cultural experiences,
challenging the lack of representation prevalent in mainstream Hollywood. By
placing Asian characters at the forefront and celebrating their stories, "Crazy
Rich Asians" highlights the importance of diverse representation, amplifies
marginalized voices, and fosters a sense of belonging and pride among Asian
communities. This representation and visibility contribute to a more inclusive
societal narrative and pave the way for broader acceptance and understanding
among Western as well as global viewers.
The most significant case that has been impacted by pop culture is the
#MeToo Movement. Originating as a social media hashtag, it quickly spread
across various platforms, gaining momentum through the participation of
celebrities and influencers, including Jennifer Lawrence, Lady Gaga, and
Terry Crews. With pop culture platforms, the #MeToo movement has sparked
public discourse and raised awareness about the pervasiveness of sexual
misconduct. The movement's impact lies in its ability to leverage pop culture's
reach and resonance to shed light on the prevalence of sexual harassment and
assault, especially in the workplace. By utilizing the platforms provided by the
entertainment industry and social media, #MeToo has created a space for
survivors to share their stories, sparking a global conversation on consent,
power dynamics, and gender inequality. The movement's success can be
attributed to its ability to disrupt established narratives and challenge societal
norms perpetuated by popular culture, compelling industries, and institutions
to address the issue and enact tangible changes. The movement has
emphasized that experiences of misconduct are not limited to a single gender
or community and highlighted the importance of inclusivity by amplifying the
voices of survivors from marginalized backgrounds who may face unique
challenges in seeking justice and support.
In conclusion, pop culture has emerged as a significant force in driving social
change. Through its wide reach, diverse mediums, and influential platforms,
pop culture shapes societal attitudes, challenges established norms, and sparks
critical conversations. By promoting inclusivity, amplifying marginalized
voices, and shedding light on social issues, pop culture has the power to
inspire empathy, provoke thought, and ignite activism. It serves as a mirror
that reflects the values and aspirations of society, while also shaping and
reshaping cultural narratives. The ongoing relationship between pop culture
and social change highlights the transformative potential of entertainment,
media, and art in creating a more progressive and inclusive world.
2. Cultural Shock (581)
The most frequent issue that students and students have when fulfilling their
ambition of studying abroad in a foreign country is culture shock, which is
also one of the things that cause students to hesitate when considering the
possibility. Experiencing cultural shock as a Vietnamese student in a foreign
country is not uncommon. Moving to a different country with its unique
cultural norms, values, and practices can be both exciting and challenging.
Venturing into a foreign land, with its distinct customs, values, and practices,
can evoke a range of emotions and reactions. Many Vietnamese students
studying abroad often experience cultural shock when encountering East
Asian cultures. Japan, for example, is known for having a relatively high
Uncertainty Avoidance Index (based on Hofstede’s Cultural Dimensions
Theory), which influences social customs and etiquette in the country.
Japanese society places a strong emphasis on formality, adherence to
protocols, and respect for authority. Also, social interactions are guided by
strict rules and traditions, and hierarchical relationships are highly regarded.
Communication often involves indirect cues and non-verbal expressions. As a
result, Vietnamese students may experience cultural shock when encountering
these high UAI customs in Japan, since Vietnam has a low preference for
avoiding uncertainty. Such societies maintain a more relaxed attitude in which
practice counts more than principles and deviance from the norm is more
easily tolerated. To be able to integrate, Vietnamese students may need to
adjust to the formalities and hierarchical structure so that they can navigate
social interactions more effectively and fit into the formal protocols of
Japanese etiquette.
On the other hand, Western countries, characterized by a higher level of
individualism (Individualism vs. Collectivism), may present cultural shocks to
Vietnamese students in terms of food and cuisine. The emphasis on personal
preferences and customization in Western culinary practices can be
overwhelming for those who are accustomed to communal dining and shared
meals. The concept of ordering individual portions and the wide range of
choices available may initially be unfamiliar and challenging to navigate.
Additionally, the fusion cuisine prevalent in Western countries, combining
diverse ingredients and flavors, may diverge from the traditional Vietnamese
culinary style, causing a challenge in terms of taste and familiarity.
Vietnamese might also experience a sense of isolation or individualization in
their dining experiences, which contrasts with the collective and communal
nature of Vietnamese cuisine. Adapting to these differences requires a
willingness to explore new tastes and understand the cultural context behind
Western cuisine.
Adapting to a new cultural environment while preserving one's own cultural
identity requires an open mind, resilience, and a willingness to embrace the
unknown. Regarding the etiquette shock, Vietnamese students can engage in
cultural awareness and education programs, learning about the social norms
and etiquette of the host country by observing and learning from locals, or
seeking guidance from supportive networks. Similarly, embracing the
diversity of food options, researching local cuisine, seeking familiarity in
Vietnamese communities, experimenting with new flavors, and engaging in
culinary exchanges can help Vietnamese students adapt to the foreign food
culture.
To sum up, the most crucial step in overcoming culture shock when studying
abroad is to psychologically get ready for new situations and to maintain
confidence in oneself. International students are frequently valued by foreign
businesses and major enterprises because they are highly adaptable due to
having gone through cultural shock. As a result, they will be able to master
their tasks and fit into the workplace culture, and they will also be able to
collaborate well in interpersonal situations.