Dr. Michael Calvert
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Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Essay assignment
Analyzing Character Development in 'To Kill a Mockingbird'
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Grade 9LiteratureEnglish Language ArtsHumy team
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Analyzing Character Development in 'To Kill a Mockingbird'
PreviewInstructions
Harper Lee's To Kill a Mockingbird is a timeless novel that deeply explores themes of justice, race, and moral growth.
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Harper Lee's To Kill a Mockingbird is a timeless novel that deeply explores themes of justice, race, and moral growth. Set in the 1930s in the fictional town of Maycomb, Alabama, the story is narrated by Scout Finch, a young girl whose father, Atticus Finch, is an esteemed lawyer. Through Scout's eyes, we witness the innocence of childhood clash with the harsh realities of prejudice and injustice.
In this essay assignment, you will critically analyze the development of key characters, such as Scout, Atticus, and Jem, and discuss how their experiences shape their perceptions of justice and race. Consider how these characters evolve from the beginning to the end of the novel and what these changes signify about the broader societal themes.
Your goal is to examine the following questions:
- How do Scout, Jem, and Atticus change over the course of the novel?
- What events and experiences are crucial to their character development?
- How do themes of justice and race manifest through these characters and their development?
- What lessons do these characters learn, and how do those lessons reflect the novel’s message about society?
Use textual evidence to support your arguments and ensure your essay offers a nuanced exploration of the characters' growth and the intertwining themes of justice and race. This assignment will help you develop critical thinking skills and your ability to interpret complex literary themes. Your essay should be well-organized, with a clear thesis, coherent arguments, and a strong conclusion.
Rubric
Students can open this rubric while they write. Humy grades the essay against it with feedback for each criterion.
Maximum Points: 20
Evaluation Criteria:
- Thesis and Argumentation (5 points): Clear and insightful thesis statement; well-developed arguments that logically flow and address the prompt questions.
- Textual Evidence (5 points): Effective use of textual evidence to support arguments; quotes and examples are relevant and well-integrated within the analysis.
- Character Analysis (5 points): Detailed and thoughtful analysis of the development of Scout, Jem, and Atticus; connections to themes of justice and race are clearly articulated.
- Organization and Mechanics (5 points): Essay is well-organized with a clear introduction, body, and conclusion; proper grammar, punctuation, and syntax are used throughout.
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Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
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