Our pluralistic democracy is based on a set of common principles such as justice, equality, liberty, responsibility that people often interpret quite differently in specific situations. To Kill A Mockingbird can raise several questions regarding these principles. The question posed for this excerpt is based on a potential conflict between a father’s responsibility to justice and to caring for his own family.

This civil conversation is designed to help students gain a deeper understanding of responsibility and justice; identify common ground among differing views; and enhance their reading, speaking, listening, and skills. Conversations for classroom purposes should have a time limit generally ranging from 15 analytical to 45 minutes and an additional five minutes to reflect on the effectiveness of the conversations.

PREPARATION

For homework, everyone should read the text as if it were written by someone they really respected and fill out the civil conversation reading guide. (Question #5 could be rephrased by asking students to think of their own question.)

CIVIL CONVERSATION READING GUIDE

Read through the entire selection. Pay attention to your first impression as to what the reading is about. Look for the main points, and then go back and re-read it. Answer the following questions.

1. This selection is about:
   
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2. The main points are:
   
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3. In the reading, I agree with:
   
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4. In the reading, I disagree with:
   
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5. Is Atticus both a good father and a good citizen? What would the characters in this excerpt say about this? What do you think? (The best questions for discussion are the ones that have no simple answer, ones that can use materials in the text as evidence.)

Before the conversation review and discuss the rules for a good conversation:

1. Everyone should participate in the conversation.
2. Listen carefully to what others are saying.
3. Ask clarifying questions if you do not understand a point raised.
4. Be respectful of what others are saying.
5. Refer to the text to support your ideas.
6. Focus on ideas, not personalities.

Sit in a circle or pair students so there is an inner and outer circle with students able to move in and out when they have something to say. Begin the conversation by reviewing questions 1 through 4. Then ask question 5 in the reading guide.

Debrief the activity by having the class reflect on the effectiveness of the conversation asking:

• What did you learn from the conversation?
• What did you find you had in common with other members of the group?
• For anyone not active in the conversation (those good listeners), what did you learn; what did you agree with; who said something that you would have said?

Are there any ways in which the conversation could be improved? Should rules be added or substracted?

Last updated: January 2, 2002

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