Name: Score: To Kill a Mockingbird: A Reader Response on Courage (THIS IS A TAKE HOME TEST - DUE MONDAY JUNE 1 st ) In Harper Lee s To Kill a Mockingbird, Atticus doesn't necessarily see courage as a grand gesture applauded by nations but rather as those difficult personal struggles that all of us quietly face every day. According to the great American writer and humorist Mark Twain, this type of courage is all too rare in the world. He once wrote: It is curious that physical courage should be so common in the world and moral courage so rare. As we have discussed, Scout learns this in the novel as she grows up; first fighting with her fists to defend her honor and later coming to think that Atticus who hated guns and had never been to war, was the bravest man who ever lived. Read and consider Atticus quote on courage: I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It s when you know you re licked before you begin but you begin anyway and you see through it no matter what (End of Chapter 11, End of Part I). In the space below, explain what Atticus means and provide specific examples from the novel that illustrate this idea:
Carefully read the following quote from American writer, Mark Twain: Pulpit - the place where a preacher delivers a religious sermon Republic A nation where supreme power is held by the people Prerogative a right or privilege held by a particular group or social class Conviction a firmly held belief or opinion Shirk avoid or neglect a duty or responsibility Somber serious or earnest In a republic, who is the country? Is it the government which is for the moment in the saddle? Why, the government is merely a temporary servant: it cannot be its prerogative to determine what is right and what is wrong, and decide who is a patriot and who isn't. Its function is to obey orders, not originate them. Who, then is the country? Is it the newspaper? Is it the pulpit? Why, these are mere parts of the country, not the whole of it, they have not command, they have only their little share in the command. In a monarchy, the king and his family are the country: In a republic it is the common voice of the people each of you, for himself, by himself and on his own responsibility, must speak. It is a solemn and weighty responsibility, and not lightly to be flung aside at the bullying of pulpit, press, government, or the empty catchphrases of politicians. Each must for himself alone decide what is right and what is wrong, and which course is patriotic and which isn't. You cannot shirk this and be a man. To decide it against your convictions is to be an unqualified and inexcusable traitor, both to yourself and to your country, let men label you as they may. If you alone of all the nation shall decide one way, and that way be the right way according to your convictions of the right, you have your duty by yourself and by your country. Hold up your head. You have nothing to be ashamed of'." In the space below, paying particular attention to the last paragraph, briefly explain how the Mark Twain quote is illustrated in the novel, using specific examples from the story:
Now read the following quote from another great American fictional character: Extended Response: In the lines provided on the following pages, write an essay in which you explain how Atticus ideas about courage are illustrated in both the Mark Twain quote and the Captain America quote. Use specific examples from the novel to explain your answer. In other words, what examples from the novel illustrate both the Mark Twain quote and the Captain America quote? (You may choose to only use one of the quotes, but you will not achieve the highest score. Also, you do not have to use all of the lines and you may, if you wish type this essay and attach it). REMEMBER TO USE THE ESSAY STRUCTURE I TAUGHT YOU THIS YEAR. You may use your copy of To Kill a Mockingbird, and the Internet to help you with the essay.
Write your essay here:
Student-Friendly Extended-Response Reading Rubric GRADE 8 SCORE 4 CRITERIA I demonstrate understanding by explaining the key ideas from the text, both stated and unstated. I use information from the text to interpret or connect the text to other situations or texts through analysis, evaluation, inference, and comparison. I include specific text examples and important details to fully support my explanation. I effectively weave text examples into my interpretation. 3 I demonstrate understanding by explaining some key ideas from the text, both stated and unstated. I use information from the text to interpret or connect the text to other situations or texts, but there are some gaps in my analysis, evaluation, inference, or comparison. I include some examples and important details to support my explanation, but they may not be specific. I partially weave text examples into my interpretation. 2 I demonstrate understanding by explaining only the stated or the unstated key ideas from the text. I use information from the text with little or no interpretation (a summary). I include only limited text examples to support my explanation. I use mostly the author's ideas or mostly my own ideas (unbalanced). 1 I explain little or nothing from the text. I use inaccurate, unimportant or no text examples. I write too little to show understanding of the text. 0 I write nothing. I write nothing related to the text. I write about something other than the assignment.