Back to Pract Learn | Next [Elevator Speech]

Bloom’s Taxonomy (Bloom, 1956)

Knowledge – recall historical events from American History class, remember how to annotate a text for comprehension, retrieve previously learned reading and writing skills, define vocabulary words, and outline ideas.  

Comprehension – summarize and describe paramount occurrences in the novel, express ideas, recognize themes, and infer meaning from visual and audible materials.

Application – demonstrate understanding of the novel through various activities and assessments, relate the Scottsboro Trials to the case of Tom Robinson, make connections to today’s society and justice system, and make predictions about Tom Robinson’s fate based on prior knowledge and understanding of the time period.

Analysis – examine today’s laws and society, question the American justice system, and analyze quotations and themes in the novel to construct an argumentative, expository essay.

Synthesis – formulate ideas, synthesize research information to eventually plan, prepare, outline, write and revise a well-developed, cohesive and coherent essay.

Evaluation – support claims with evidence from the novel to argue, evaluate, judge, and describe the current American justice system with comparison to Maycomb County’s justice system. 

Multiple Intelligences (Gardner, 1983)

Verbal-Linguistic – thinking in words and using them effectively. Students will submit several blog posts, write multiple journal entries, and construct a well-developed final research paper.

Logical-Mathematical – reasoning and calculating by thinking conceptually and abstractly; having the ability to discern logical or numerical problems. Students will use deductive reasoning when examining the trial of Tom Robinson. They will also be looking at numbers at the beginning of the unit as they respond to anticipatory questions using and then analyze the results.

Musical – having sensitivity to rhythm and sound. Students will listen to songs that are relevant to the novel or songs that were part of the Civil Rights Movement. Students also have the opportunity to listen to music with headphones while they work independently during class.

Visual-Spatial – thinking in terms of physical space; visualizing accurately and abstractly. Students will look at several images throughout the unit, especially during the lesson on social perceptions, as they will have to judge and form opinions based solely on visual profiles of others.

Bodily-Kinesthetic – having a keen sense of body awareness and using the body effectively. Students will use fine motor skills during stand-up/sit-down activities, where the students need to stand if they agree with a statement made or remain seated if they disagree. Students will also be moving around during small group activities and while giving presentations to the class.

Interpersonal – learning through interaction by having the ability to understand and empathize with others. Students will work together to complete certain classroom activities, and they will have the opportunity for small group discussions to express ideas and collaboratively analyze the novel.

Intrapersonal – understanding one’s own interests and goals, and being in tune with one’s inner feelings. Students will evaluate their own beliefs and values when watching videos on racism and bigotry and while reading about the current trials in the news. They will also self-reflect while discerning the case of Tom Robinson in Harper Lee’s To Kill A Mockingbird

Naturalistic – having sensitivity to the natural world. Students will be able to experience life during the Great Depression and the 1930s by researching and viewing several images and videos on the time period.

Existential – having the sensitivity and capacity to ponder human existence. Students will understand the intent of Tom Robinson’s trial and the reason behind the judge assigning Atticus Finch to defend Robinson. They will view the case from ethical and philosophical standpoints and relate it to today’s society and their own lives. 

Learning Styles (Gregorc, 1984)

Concrete sequential learners will appreciate the structured lessons and tasks, the step-by-step directions, and the thorough rubrics for all projects and essays.

Concrete random learners will bring insights to their group members and will be creative with projects and assignments. They might enjoy using their intuition when questioning and challenging the American judicial system, and when examining the case of Tom Robinson.

Abstract sequential learners will want to voice their own views and opinions, and consequently, the journal entries and blog posts will probably appeal most to them. They might also enjoy stimulating group environments, but will most likely prefer to be the leader of the group, facilitating the discussions.

Abstract random learners prefer collaborative assignments to independent ones. They will probably experience the greatest emotional connection to Tom Robinson and the victims involved in the current United States trials that seem to deal with racism and prejudices.