The Catcher in the Rye Intro Assignment Knowing the context of when a book is written helps with understanding that book. The Catcher in the Rye was written about the late 1940s, during the post-World War II era, a time with significant differences from today. These differences shaped the author’s life and affected what he wrote. The time period also impacts the main character’s life and choices. To help you understand this time period better, we will form seven groups, each of which will create a presentation on a topic important to the background of the novel. Requirements: Create and present a PowerPoint that covers the essentials of your topic (use the guiding questions) Create an interactive class review based on the information you present. The class will participate in this review at the end of your presentation. (The review should involve the class and require that your peers demonstrate their newfound knowledge [the information you just presented].) Your review might be a game, a quiz, etc. Be creative. Each presentation is worth a grand total of 20 points (summative category). Your individual grade can be affected according to your action plan and your groupmates’ review of your work and work ethic. All topics should focus on the years 1945-1950. The topics: 1. Popular fads, fashions, and films 2. US politics, foreign and domestic 3. The beat poets 4. Education (with a focus on prep school life) 5. Popular music and trends in music 6. Popular sports and recreation 7. The life of J.D. Salinger (the author) Once you have formed a group, do some preliminary research, and then decide how you will work together. Complete the action plan for your group. Be specific! Based on this plan, you will be partially assessed on your individual responsibility. Due dates: Monday 10/26 Get vocab Get assignment Form groups 11/2 Work Day Tuesday 10/27 First research day 11/3 Work Day Wednesday 10/28 Late Start Action Plan Due Work Day 11/4 Presentations due to S drive and turnitin.com BEGIN PRESENTATIONS Thursday 10/29 Work Day Friday 10/30 Vocab quiz Work Day 11/5 PRESENTATIONS 11/6 No School For Students *Works Cited Page must be on a Word document, PRINTED OUT and stapled to your rubric. It must include citations for all information and pictures. WHAT YOUR GROUP MUST COMPLETE TO RECEIVE A GREAT GRADE: o Create an engaging and informative presentation at least 7 minutes in length PLUS the review at the end. Your presentation (not including the review) must not exceed 11 minutes. o A printed out Works Cited page stapled to your rubric. If you choose to use a video as part of your presentation, your video must not exceed two minutes. The Catcher in the Rye Intro Presentation Rubric Group Member Names: Period: 4—Meets and Exceeds Expectations 3—Meets Expectations 2—Almost, but not quite 1—Falls short of expectations Content All of the most important aspects of the topic are covered in appropriate detail. All of the most important aspects of the topic are covered but may be lacking appropriate detail. Only some of the most important aspects of the topic are covered. Few or none of the most important aspects of the topic are covered. Citations All sources are reputable. Most information is cited, including pictures. Works Cited page may have errors and/or is on the PPT but not printed. Sources are not reputable. Information is not cited. The bibliography is missing. MAX POSSIBLE SCORE: C PowerPoint is mostly easy to read, but there may be font difficulties (including size and color). Graphics may be missing or randomly chosen. Ideas may be disorganized or lack bullet points. There are more than 10-15 new words on the slide at a time. Transitions are missing or distracting. Animations are distracting. Multiple problems exist with the PowerPoint. PowerPoint is difficult to read (including issues with font size and color). Graphics may be missing or randomly chosen. Ideas may be disorganized or lack bullet points. There are more than 10-15 new words on the slide at a time. Transitions are missing or distracting. Speakers may be difficult to hear or understand at times. Presentation is unrehearsed. Group distracts from its own presentation with side conversations, etc. There are a number of significant spelling, punctuation, capitalization or grammar errors. Review is missing. PowerPoint Presentation All sources are reputable. All information is cited, including pictures. MLA style Works Cited page is correct and stapled to rubric. PowerPoint is attractive, easy to read, uses appropriate font (including size and color) and includes relevant graphics or images on each slide. Ideas are bullet pointed. There are no more than 10-15 new words on the slide at a time. Transitions are effectively used. Presenters speak in loud and clear voices. Presentation is rehearsed and wellplanned. PowerPoint is mostly attractive, easy to read, uses appropriate font (including size and color) and includes relevant graphics or images on each slide. Ideas are mostly bullet pointed. There are no more than 10-15 new words on the slide at a time. Transitions are effectively used. Speakers used loud and clear voices. Presentation is planned but could have used another rehearsal. Conventions There are no significant spelling, punctuation, capitalization or grammar errors. There are few significant spelling, punctuation, capitalization or grammar errors. Review Group has planned a creative, enjoyable interactive concluding review that allows audience to demonstrate newfound knowledge Group has planned an interactive concluding review that allows audience to demonstrate newfound knowledge Group has a review, but it is: 20, 19 18, 17, 16 15, 14, 13, 12 Your Score /20 Note: Works Cited Page must be alphabetized. Speakers are hard to hear or understand. Presentation lacks planning. Speakers read slides directly from the board. Group distracts from its own presentation with side conversations, etc. Significant spelling, punctuation, capitalization or grammar errors impede communication or make your presentation hard to read and/or understand. not interactive not well planned boring/dull doesn’t allow audience to demonstrate newfound knowledge 11, 10 Guiding Questions: These are the kinds of topics and ideas your presentation should cover Fads, fashions, and films What activities, products, clothing, etc., were popular with teenagers? What did teenagers do for fun? What did teenagers wear? What did adults wear? What were the fashion trends of the times? What was happening in the movie industry? Who were famous movie stars of the time? What movies were popular, and what topics were popular? Music What trends were happening in music? What music was popular and with which age groups? What genres were popular, and who were the leaders in those genres? Show us some videos of some of the music of the era! 1945-1950 US politics, foreign and domestic How was the nation impacted by the recovery from WW2? What was happening politically at home? Who was President? What were the issues of the time? What was happening internationally? Who were the US’s allies and foes? Why? What other important events involving politics were making the news? Profile some important political figures (people) of the time Sports What were the popular professional sports of the time? What was the role of college sports? What were people playing for recreation? Olympic highlights How have sports changed since then? What inventions or advancements were new in the 40s? The beat poets Explain the movement What inspired or influenced the poets? What topics did they most write about? Who were the leaders or most well-known beat poets? Provide some examples of their work J.D. Salinger (the author) Early life/childhood/family School years—successes? Failures? College years? Other major life events What inspired him to write? What did like to write about? What was his life like after his success with The Catcher in the Rye? Education (with a focus on prep school life) How was education in the 40s and early 50s different than it is today? Brown v Board of Education—explain the impact of this case on education How many people graduated high school in the 40s and early 50s? (Look at high school completion and graduation rates.) How does that compare with today? Who went on to college? What percentage of people, and what kind of people? What are prep schools? What was their purpose? Who attended them (demographics)? Were they public or private? Free or tuition-based? Do they still exist?