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?