Harper Lee’s To Kill a Mockingbird follows the life of Scout Finch and her family during the Great Depression in Macomb, Alabama. Scout and her older brother, Jem, are raised by their widower father, Atticus, who is a prominent lawyer in their town. As the two children grow up, they learn their most important lessons from their father, who teaches them about the importance of empathizing with others and thinking about situations from others’ point of views. The novel’s central event is Atticus’ decision to defend Tom Robinson, a black man who is on trial for raping and beating a white woman. Their father’s participation as Tom’s defense attorney in the trial forces Scout and Jem to face insults, judgments, and racial slurs directed at their family. As Atticus remains loyal to Tom, he explains to Scout the immorality of racism and his motivations behind defending Tom: “Before I can live with other folks I’ve got to live with myself. The one thing that doesn’t abide by majority rule is a person’s conscience” (Lee 120). Despite the stark racism in their society, Atticus chooses to live with himself rather than living with the rest of society. His moral consciousness and empathetic point of view plays a vital role in seeing beyond society’s racist beliefs. In teaching his children about the harsh reality of racism, Atticus encourages them to recognize the good in all people. Atticus’ lessons to his children are best summarized by his famous words of advice to Scout: “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it” (33). In thinking about this advice in the context of the rest of the novel, let us consider the impact racism has on a person’s willingness or ability to empathize. As we consider other contexts of racism in other texts, let us analyze if, and how, people are able and/or willing to practice empathy. Does society’s bigotries affect a person’s ability to see beyond skin color and connect with others regardless of differences?
Forgiarini, Gallucci, and Maravita’s research on racism and empathy discusses the role of race in moderating empathetic reactions. Their article, “Racism and the Empathy for Pain on our Skin,” reveals that one’s ability to feel empathy is “affected by similarity between the witness and the person in pain” (Forgiarini et al). Empathy is an important emotion that regulates behavior among individuals and social groups, and without it, society suffers from “violence, abuse, and deterioration of interpersonal and intergroup relationships” (Forgiarini et al). Michalinos Zembylas explores a similar idea with the connection between race and empathy. His research article, “Pedagogies of Strategic Empathy,” considers the emotional complexities of teaching about racism. He points out, “Emotions play a crucial role in the ways that individuals come together, and move toward or away in relation to others…emotions shape and are shaped by perceptions of race, for example” (Zembylas 116). With this idea about the relationship between racism and emotion in mind, it is important to think about the emotions that racism might evoke, such as fear or hatred. If such strong, negative feelings are aroused by race, how are one’s empathetic abilities impacted? Thinking about the importance of empathy in social environments and its intertwined relationship with race will be a starting point for students to consider their own experiences with racism and feelings for another’s suffering.
Because racism has been an issue throughout history, it is important to offer students a historical perspective on the issue of race and empathy. There are many parallel texts that could draw upon students’ existing knowledge of our country’s history. For example, Martin Luther King, Jr.’s “Letter from a Birmingham Jail” is a letter written on April 16, 1963 by Dr. King defending the strategy of nonviolent resistance to racism. The letter draws on the similarities between all Americans and tugs at people’s moral consciousness as a persuasive technique to reach the hearts and minds of the audience. King writes, “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny” (King 78). Deeply moving, this letter demonstrates the intertwined relationship between race and empathy, and connects back to Atticus’ advice about recognizing the similarities between every one.
In considering King’s metaphor that we are “tied in a single garment of destiny,” we can turn to Langston Hughes poem “I, Too,” which emphasizes the commonality he shares with others simply because he is American: “I, too, sing America” (Hughes 1). This poem is somewhat unique among the other texts explored, however, as it is not advocating for justice and absolute equality between races. Instead, “I, Too” recognizes his differences as “the darker brother,” and makes clear distinctions between ‘I’ and ‘they’ (2). Hughes uses the shared commonality of America to invoke empathy, however feelings of equality and sameness are not plainly present. Kwame Alexander offers a similar emotional outlook on biases and America in his video poem, “Take a Knee.” The video uses common-day phrases starting with the word “take” to generate real emotions and consider new ways of considering dividing issues in America. Alexander evokes empathy in his words and images to show how we are all united under the term “American.”
While offering a historical perspective is necessary for a wholesome exploration of the question, it is also critical for students to apply their understanding to current issues. The issue of racism continues to haunt our modern culture. In his farewell speech in January 2017, former president Barack Obama directly references Atticus’ advice to remind Americans of the importance of empathy in the face of racism in our increasingly diverse nation. He discusses how easy it is to be blinded by our racial biases and prejudices, and encourages our country to recognize the similarities we share and the struggles that others have faced and continue to deal with. Highlighting the important role empathy must play in fighting racism, Obama says, “Laws alone won’t be enough. Hearts must change” (Marina). Obama’s speech encourages us as a class to examine the enduring problem of racism and the impacts of empathy: how does racism have a blinding-effect on one’s empathetic feelings, and how does empathy have the power to break down racist beliefs?
While thinking about the moral obligations to empathize Obama places on our nation in his speech, we can turn to Ernest Gaines’ novel A Lesson before Dying, which depicts a story of Jefferson, an innocent black man, who is wrongfully accused, tried, and sentenced to death. Jefferson’s lawyer, a middle-aged white man, defends Jefferson in court by dehumanizing him as a hog: “What justice would there be to take this life? Justice, gentlemen? Why, I would just as soon put a hog in the electric chair as this” (Gaines 8). Comparing this passage to Atticus’ defense of Tom Robinson can help further explore the question of the differing potential impacts racism can have on one’s ability or willingness to empathize. While Atticus shows disgust with the ugly truth of racism in the courts, explaining sadly that white people take advantage of a black person’s ignorance, Jefferson’s lawyer promotes these bigoted ways in the court by posing Jefferson as ignorant as a wild animal for his defense strategy.
The novel I, Tituba: Black Witch of Salem by Maryse Condé is a fictional text based on a historical figure named Tituba, a biracial slave who is falsely accused of witchcraft, arrested, and put on trial. The story is told by Tituba herself, lending power to the narrative and evoking feelings of empathy as she struggles under the oppression of racism, violence, and slavery. Tituba’s story offers a different perspective on the similar themes that are considered in To Kill a Mockingbird and A Lesson before Dying. While Jefferson’s lawyer promotes the bigoted ways of oppression and injustice against black people, and Atticus shows disgust for the way white people take advantage of black people’s ignorance, Tituba personally experiences these ugly truths as she endures continuous cruel treatment at the hands of white men. By reading a novel narrated in first person, students will easily be able to take Atticus’ advice and crawl around in her skin to experience Tituba’s hardships with her.
Nat Turner, by Kyle Baker, is a graphic novel comprised of emotionally powerful images vividly relaying Nat Turner’s story and experiences of slavery. The images show how the slaves were humiliated and the hopelessness and cruelty they experienced. Coupling this graphic novel with Tituba’s first-person narrative will allow students to see and feel the hardships and horrors of racism, potentially encouraging an empathetic reaction as they read. This will enable the students to become actively engaged in the essential question, as they will be equipped to understand what influenced their personal ability and willingness to empathize with the characters as they read.
By exploring our essential question through these various texts, students will have the opportunity to understand the reality behind racism, decipher differences in various perspectives, and grasp the potential power of empathy. This exercise demonstrates that not all minds share the same thoughts, and opens up a space for students to analyze and explore the various reactions, including their own, surrounding the same themes.
Forgiarini, Gallucci, and Maravita’s research on racism and empathy discusses the role of race in moderating empathetic reactions. Their article, “Racism and the Empathy for Pain on our Skin,” reveals that one’s ability to feel empathy is “affected by similarity between the witness and the person in pain” (Forgiarini et al). Empathy is an important emotion that regulates behavior among individuals and social groups, and without it, society suffers from “violence, abuse, and deterioration of interpersonal and intergroup relationships” (Forgiarini et al). Michalinos Zembylas explores a similar idea with the connection between race and empathy. His research article, “Pedagogies of Strategic Empathy,” considers the emotional complexities of teaching about racism. He points out, “Emotions play a crucial role in the ways that individuals come together, and move toward or away in relation to others…emotions shape and are shaped by perceptions of race, for example” (Zembylas 116). With this idea about the relationship between racism and emotion in mind, it is important to think about the emotions that racism might evoke, such as fear or hatred. If such strong, negative feelings are aroused by race, how are one’s empathetic abilities impacted? Thinking about the importance of empathy in social environments and its intertwined relationship with race will be a starting point for students to consider their own experiences with racism and feelings for another’s suffering.
Because racism has been an issue throughout history, it is important to offer students a historical perspective on the issue of race and empathy. There are many parallel texts that could draw upon students’ existing knowledge of our country’s history. For example, Martin Luther King, Jr.’s “Letter from a Birmingham Jail” is a letter written on April 16, 1963 by Dr. King defending the strategy of nonviolent resistance to racism. The letter draws on the similarities between all Americans and tugs at people’s moral consciousness as a persuasive technique to reach the hearts and minds of the audience. King writes, “Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny” (King 78). Deeply moving, this letter demonstrates the intertwined relationship between race and empathy, and connects back to Atticus’ advice about recognizing the similarities between every one.
In considering King’s metaphor that we are “tied in a single garment of destiny,” we can turn to Langston Hughes poem “I, Too,” which emphasizes the commonality he shares with others simply because he is American: “I, too, sing America” (Hughes 1). This poem is somewhat unique among the other texts explored, however, as it is not advocating for justice and absolute equality between races. Instead, “I, Too” recognizes his differences as “the darker brother,” and makes clear distinctions between ‘I’ and ‘they’ (2). Hughes uses the shared commonality of America to invoke empathy, however feelings of equality and sameness are not plainly present. Kwame Alexander offers a similar emotional outlook on biases and America in his video poem, “Take a Knee.” The video uses common-day phrases starting with the word “take” to generate real emotions and consider new ways of considering dividing issues in America. Alexander evokes empathy in his words and images to show how we are all united under the term “American.”
While offering a historical perspective is necessary for a wholesome exploration of the question, it is also critical for students to apply their understanding to current issues. The issue of racism continues to haunt our modern culture. In his farewell speech in January 2017, former president Barack Obama directly references Atticus’ advice to remind Americans of the importance of empathy in the face of racism in our increasingly diverse nation. He discusses how easy it is to be blinded by our racial biases and prejudices, and encourages our country to recognize the similarities we share and the struggles that others have faced and continue to deal with. Highlighting the important role empathy must play in fighting racism, Obama says, “Laws alone won’t be enough. Hearts must change” (Marina). Obama’s speech encourages us as a class to examine the enduring problem of racism and the impacts of empathy: how does racism have a blinding-effect on one’s empathetic feelings, and how does empathy have the power to break down racist beliefs?
While thinking about the moral obligations to empathize Obama places on our nation in his speech, we can turn to Ernest Gaines’ novel A Lesson before Dying, which depicts a story of Jefferson, an innocent black man, who is wrongfully accused, tried, and sentenced to death. Jefferson’s lawyer, a middle-aged white man, defends Jefferson in court by dehumanizing him as a hog: “What justice would there be to take this life? Justice, gentlemen? Why, I would just as soon put a hog in the electric chair as this” (Gaines 8). Comparing this passage to Atticus’ defense of Tom Robinson can help further explore the question of the differing potential impacts racism can have on one’s ability or willingness to empathize. While Atticus shows disgust with the ugly truth of racism in the courts, explaining sadly that white people take advantage of a black person’s ignorance, Jefferson’s lawyer promotes these bigoted ways in the court by posing Jefferson as ignorant as a wild animal for his defense strategy.
The novel I, Tituba: Black Witch of Salem by Maryse Condé is a fictional text based on a historical figure named Tituba, a biracial slave who is falsely accused of witchcraft, arrested, and put on trial. The story is told by Tituba herself, lending power to the narrative and evoking feelings of empathy as she struggles under the oppression of racism, violence, and slavery. Tituba’s story offers a different perspective on the similar themes that are considered in To Kill a Mockingbird and A Lesson before Dying. While Jefferson’s lawyer promotes the bigoted ways of oppression and injustice against black people, and Atticus shows disgust for the way white people take advantage of black people’s ignorance, Tituba personally experiences these ugly truths as she endures continuous cruel treatment at the hands of white men. By reading a novel narrated in first person, students will easily be able to take Atticus’ advice and crawl around in her skin to experience Tituba’s hardships with her.
Nat Turner, by Kyle Baker, is a graphic novel comprised of emotionally powerful images vividly relaying Nat Turner’s story and experiences of slavery. The images show how the slaves were humiliated and the hopelessness and cruelty they experienced. Coupling this graphic novel with Tituba’s first-person narrative will allow students to see and feel the hardships and horrors of racism, potentially encouraging an empathetic reaction as they read. This will enable the students to become actively engaged in the essential question, as they will be equipped to understand what influenced their personal ability and willingness to empathize with the characters as they read.
By exploring our essential question through these various texts, students will have the opportunity to understand the reality behind racism, decipher differences in various perspectives, and grasp the potential power of empathy. This exercise demonstrates that not all minds share the same thoughts, and opens up a space for students to analyze and explore the various reactions, including their own, surrounding the same themes.