To Kill a Mockingbird Unit Design Map

Unit Theme: Resistance and Oppression

Grade
8

Unit Relevance
Students should be familiar with terms such as oppression and power structures before reading the novel
To Kill a Mockingbird. Acknowledging power structures and oppression within society is relevant because
these ideas factor into culturally relevant conversations on a daily basis.

Duration
5+ Days

Essential Questions?

Culminating Learning Action / Product / Assessment?

1. What is Power? Who holds power and how do they achieve

power?
2. What does it mean to be oppressed? Why are some people
oppressed?
3. How can a person challenge or overcome oppression?
4. What are current examples of oppression within society?
How do people react to these forms of oppression?

Essential Threads
Class(ism) X
Culture X
Economics X
Gender X

Labor X
land / geography
migration
Oppression X

politics / gov. X
race(ism) X
resources
Resistance X

(What will students do to present their learning and take action?)

Learning Product #1:

Students will compose daily journal activities relating to their

personal reactions to power and oppression.
Learning Product #2:

Students will read, listen to and analyze the lyrics to poetry and
music directly relating to oppression. Students will compare
and contrast the different texts, and compose their own
oppression poem
Learning Product #3:

Students will create their own action plan in order to challenge

or resist oppression within their own communities

Other Understandings Students Will Gain

Applicable Disciplines and Specific Standards

Local: Current and/or Historical Understandings

Student Protests in Philadelphia
Philadelphia Student Union
MOVE
Global Connections (Current / Historical)
Historical Protest and Resistance Movements
Emmitt Till and Racial Violence
Black Lives Matter

Place an X for applicable disciplines (write in details)

Main Texts
To Kill a Mockingbird
Mother to Son by Langston Hughes
Changes by Tupac Shakur
Juicy by Notorious BIG
Anti-Oppression Artwork
The Murder of Emmitt Till Presentation

Critical Vocabulary Terms

Oppression
Power

Language Arts X
Mathematics
Media / Tech X
Music X

Natural Sciences
Psychology X
Social Sciences X
Theater / Drama X

Visual Arts X
Specific subject:

Key Competencies (Common Core, ACT, or ILS)

ELA:
CC.1.2.8.B,CC.1.2.8.D,CC.1.2.8.F,CC.1.2.8.G,CC.1.2.8.H
CC.1.2.8.I,CC.1.2.8.L,CC.1.3.8.A,CC.1.3.8.B,CC.1.3.8.C
CC.1.3.8.D,CC.1.3.8.E,CC.1.3.8.G,CC.1.3.8.H,CC.1.3.8.K
CC.1.4.8.A,CC.1.4.8.B,CC.1.4.8.C,CC.1.4.8.D,CC.1.4.8.E
CC.1.4.8.G,CC.1.4.8.S,CC.1.4.8.X,CC.1.5.8.C

Primary Instructional Approaches

Incorporation of Film and Music
Graphic Organizers

Cycle of Power
Discrimination
Classism
Sexism
Racism

Modifications / Differentiation
Graphic Organizers for structuring research
Alternate Presentations for Final Research (Oral,
Visual)

Group Discussion
Journaling
Jigsaw Reading
Group Research
Think Pair Share

Community Connection
Speaker from the Philadelphia Student Union
Field Trip to the African American History Museum