In the Heat of the Night

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Consider the long-term effects of the Jim Crow laws on American institutions. How have these laws become systemic within American contemporary society?

Teaching Suggestion: This question orients students with the historical context of the novel, as well as the central theme of Systemic Racism Hurts Everyone. Jim Crow laws, or the infrastructure established during the Reconstruction period in Southern United States, were an attempt by southern lawmakers to continue the disenfranchisement of former enslaved persons and uphold segregation in the wake of the postbellum period. As a result, many former Confederate states adopted unequal laws and policies, which only further entrenched newly freed enslaved persons further into poverty and unemployment. Although the Jim Crow laws were abolished with the civil rights movement in the 1960s (the same time period of Ball’s novel), many states still struggle with the systemic racism and inequality for people of color that has been perpetuated by poor social and economic infrastructure. To help students understand Jim Crow laws and their long-term effects, it may be helpful to assign sections from the first resource below and have students report on or share their findings in groups.

• This overview from the Jim Crow Museum provides readers with background information about the racial caste system and lists typical Jim Crow laws.
• This article from the Center for American Progress explores the connection between systematic inequality and democracy.

2. How does infrastructure shape the needs of communities? For example, how does a lack of necessary support systems affect the actions of individuals?

Teaching Suggestion: This question invites students to consider the sociological context of the novel, namely the argument that Poor Infrastructure Harms Communities, especially in rural, post-Confederate communities with segregation. Poor infrastructure not only refers to the lack of access to transportation, but also to the establishment of social safety nets and economic support systems. In Ball’s novel, many of the characters do not want to change their small town of Wells; even the introduction of a music festival, which would bring in income into the town, is met with some apprehension from community members. This moment is particularly revealing in the novel, when many of the councilmen remind the chief of police Gillespie that they do not want Wells to become integrated. As a result, infrastructure is not only lacking, but also actively avoided and discouraged by some of the characters, perpetuating cycles of poverty and racism for the town of Wells. To encourage student engagement and discussion, consider first reviewing an example of what infrastructure is composed of, such as roads and transportation systems, which may help students see how such developments can impact society.

• This article from Asian Development Bank explores the connection between infrastructure and poverty reduction.
• “Report: South Urgently Needs an ‘Infrastructure of Opportunity‘“ from The American Prospect explores access to infrastructure in the Southern United States.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Consider the meaning of the words compassion and empathy. What is the difference between them? Should one have empathy for all people, regardless of their beliefs and actions? Or should empathy only extend to those who are deserving? Explain.

Teaching Suggestion: This Personal Connection Prompt invites students to connect their own understanding of the terms with the novel’s theme of Compassion and Empathy. In lieu of dictionary definitions, it may be helpful to gather and present a variety of definitions from students, and to consider the similarities and differences between those definitions together as a class. This Prompt may be used as preparation for the main Activity and segues directly to the Discussion/Analysis Prompt.

• This article from MasterClass defines compassion and empathy, and it discusses the key differences between them.

Differentiation Suggestion: For a more creative exercise, the above Prompt may be amended to the following: Identify a character in a novel that is “empathetic.” What qualities does this character possess? What qualities are absent in this character? Explain.