Presentation on theme: "Web quest “Monsters are Due on Maple Street” Scapegoating throughout history."— Presentation transcript:
Web quest “Monsters are Due on Maple Street” Scapegoating throughout history
Introduction In the teleplay, "The Monsters are Due on Maple Street" by Rod Serling, a small community becomes alarmed by unexplained (alien) occurrences happening all around them. In turn, certain members of the community are scapegoated, or blamed, for the creepy events taking place. As a result, these innocent individuals suffered many negative events, including death. This idea of scapegoating has occurred all throughout history. And, in many cases, these occurrences have lead to severe negative effects. Take a journey into the past and become an expert on scapegoating and how it has influenced the world we live in today. This Power Point has been designed to address the idea of "scapegoating" which is a major theme in Rod Serling's teleplay, "The Monsters are Due on Maple Street." Through the use of the World Wide Web, students will explore scapegoating throughout history and work together in small groups to synthesize gathered information and make connections between texts.
Task Recently, you have chosen a research team. Now, your team of investigators will examine 5 major groups that have been identified as scapegoats throughout history. Each member will conduct research on a the chosen topics. It will be your responsibility to identify an instance of scapegoating and gather factual information. Hold on to this information because later you will be asked to compare and contrast the information gathered with the events that took place in "The Monsters are Due on Maple Street." Next, your team of researchers will come together and present/share all information with each other. At this point, your team will have selected one of the "scapegoat" groups to further research as a team in identifying who was responsible for their becoming scapegoats, explain why it happened and discuss how the events have influenced our world today. Last but not least your team will present your findings to the class. 1. You may go on this investigation alone or with one or two other classmates. (No group may be larger than 3 members) 2. You will conduct research using websites provided here and found on your own to learn about scapegoating throughout history. 3. Put on your thinking cap and get ready to take a trip back into history!
Process 1. Meet with your team and decide how you will decide which topic to research. 2. There are five topics to choose from. Therefore, teams will have to look at each and decide what they are most interested in. The topics are as follows: The Salem Witch Trials Japanese Internment During WW2 African Americans Jews as Scapegoats During WW2 Native Americans 3. All Team Members: Identify and explain the term "scapegoat." Go to: Japanese Internment
Researchers The Salem Witch Trials Explore the following websites on the Salem Witch Trials: Japanese Internment During WW2 Explore the following websites on Japanese internment during World War 2: African Americans Explore the following sites on African American Civil Rights: Click here to answer the question, "What is African American Civil Rights?“ Click here to explore "Race: The Power of Illusions"here Click here to view the "African American World Timeline" here Click here to learn more about the "American Civil Rights Movement" and even read Dr. Martin Luther King Jr.'s "I Have a Dream Speech"here Jews as Scapegoats during WW2 Explore the following sites on the Holocaust: Native Americans Explore the following sites on the "Trail of Tears": Stories from the National Historic Site Trail of Tears Interactive Map Click here to read a poem about the Trail of Tears here 1.Scroll down to your research area and explore the links to your topic. 2. You may do additional research if you feel necessary. Using search engines like google.
Research Guide Research Guide Directions: Please answer the following questions in as much detail as possible Remember, the more facts and information you collect, the better able you are to present you topic to your class You do not have to write in complete sentences. However, use bullets to separate facts. 1. What does the term “scapegoat” mean? 2. Give an example from history of a group that has been scapegoated (your expertise area). 3. Who was responsible? Who did it? 4. Where did it happen? 5. When did it happen? 6. What happened? What were the negative effects? 8. Why was this particular group scapegoated? 8. What was the outcome? Additional Notes: Answer the questions on the Research Guide as you continue on through your quest.
Prepare a Presentation Requirements of the presentation: Each member of your team must participate in the presentation. You must have at least one prop (i.e. poster, pictures, model, artifacts, etc. Your presentation should be between 3 and 5 minutes in length. On the day of your presentation, each member of your group must hand in: Individual Research Guides ∙ Each group must hand in: 1 typed Presentation Outline ∙ Each member of the group must turn in a group reflection and self reflection 1. As you prepare to present, use your research guide as a start. It is required that all team members explore the links provided for the topic that the team agrees upon. Each member must fill out their own Research Guide. 2. The team members should create an outline for the presentation (i.e. a brief overview of the order information and facts will be presented). 3. Team members should consult with one another when making a final decision on the order. 4. Your presentation should be between 3 and 5 minutes.
Compare and Contrast First: create a Venn Diagram. You may use the traditional or 3 column version shared in class. Next: choose at least 4 facts to include per section of the diagram. You may go back to the links posted in the Power Point or use your completed research guide to complete the Venn Diagram. After your team has had a chance to ready your presentation to the class, It will be your responsibility (individually) to compare and contrast scapegoating as it is portrayed in “The Monsters are Due on Maple Street” with the information you collected through your research.
CCR I can Statements: I can collaborate with peers, teachers, and other experts through technology to enhance my writing. I can analyze the information found in my sources and determine if it provides enough support to answer my question. I can focus my research around a central question that is provided. I can determine textual evidence that supports my analysis, reflection, and or research. I can compose written responses and include textual evidence to strengthen my analysis, reflection and research. I can use organizational/formatting structures( graphic organizers) to develop my writing ideas. W.7.6 Use technology, including internet, to produce and publish writing and to interact and collaborate with others W.7.7 conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.7.4 Present claims and findings in a coherent manner, facts, details, and examples, use appropriate eye contact, adequate volume and clear pronunciation.