Catcher in the Rye WebQuest

Introduction

There is a little Holden Caulfield in each and every one of us. Catcher in the Rye is a deceivingly simple text; however, the implications of its themes and motifs are relevant to high school aged students.

How is the time era from which Catcher in the Rye is written influence our understanding of the novel in current times? How does learning about the world surrounding Holden Caulfield add to our understanding of the novel? Of Holden as a product of the 1950's? How does the issue of banned books reflect the values of the 1950s and 1960s and how are these issues still present in many present-day school systems?

After reading this book and reflecting upon the following sources, each group should decide if Catcher in the Rye merits a place in a high school curriculum, then present its argument in an oral presentation to the class.

Task

Students are to collaborate in groups of three. Each student is responsible for one of the three aspects below. Once each student has read and responded to their particular aspect of the project, students are to then to share their findings with one another in an attempt to thoroughly respond to the questions posed in the introduction. Use information, pictures, facts, etc. from the webpages you explored to support your viewpoints and opinions in relation to your team's answer to the Task/Questions. Your WebQuest team should write out answers to the big questions. Your group will be presenting this to our class. Each group is required to present its findings in an oral presentation (see rubric below).

Process and Resources

Each group member should choose one of the three areas below to study. Each group member should respond in writing to the questions posed by their particular area of study. After all group members are finished reviewing and responding to their individual questions and issues, the group members should then discuss the question “Does Catcher in the Rye merit a place in a high school curriculum?” The groups should formulate a response backed by information found through the individual web quests and be prepared to present their argument to the class with reasons and facts to support the position taken.

Time Period Perspective

Use the Internet information linked below, on American culture in the 1950’s.
1. Go through the novel and locate specific references to singers, writers, actors, films, etc. of the period. Research these subjects.

2. What is the significance of these cultural representations of the 1950s to the novel?

3. Why do they play such an important role in Holden's development?

  • Literature and Culture of the American 1950s
  • American Culture History 1950s
  • History of Fashion 1950s

Geological Perspective

Use the Internet information linked below to retrace Holden's footsteps and discover the role New York City plays in The Catcher in the Rye.
1. Which specific sites in New York City does Holden visit, and for what purpose?
2. What major events were taking place in New York City during this time period?
3. How have these sites changed in the past fifty years, since Holden first visited? Provide a 'before and after' perspective.

  • 100 Years of NYC
  • A Walk Through Central Park

Banned Books

Use the Internet information linked below to think about and answer the basic questions of
1. Who supports/disagrees with book banning?
2. What are the criteria for banning books?
3. Where are books being banned and for what reasons?
4. When did banning books begin and for what reasons?
5. Why are books being banned currently?

6. What is the danger of banning books in the classroom?
**Be creative in exploring the information so that you answer these questions as fully and insightfully as you can.

  • Challenged and Banned Books - From the American Library Association Discusses why books are bands, authors that have the most books banded, the top banned books of 2004
  • Bill of Rights– Information on challenged and banned books as well as notable First Amendment cases. See links Challenged and Banned Books to locate why and who challenges books and more.
  • Banning books/ Parents have the ultimate responsibility for what - advocate
  • The Forbidden Library - Alphabetical index of who and why of the challenged books.

Evaluation and Conclusion

Groups are to formulate and present a response to the question “Does Catcher in the Rye merit a place in a highschool curriculum?” making sure to support the position with facts and findings from research.

CATEGORY / 4 / 3 / 2 / 1
Preparedness / Student is completely prepared and has obviously rehearsed. / Student seems pretty prepared but might have needed a couple more rehearsals. / The student is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Collaboration with Peers / Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. / Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Comprehension / Student is able to accurately answer almost all questions posed by classmates about the topic. / Student is able to accurately answer most questions posed by classmates about the topic. / Student is able to accurately answer a few questions posed by classmates about the topic. / Student is unable to accurately answer questions posed by classmates about the topic.
Content / Shows a full understanding of the topic. / Shows a good understanding of the topic. / Shows a good understanding of parts of the topic. / Does not seem to understand the topic very well.
Stays on Topic / Stays on topic all (100%) of the time. / Stays on topic most (99-90%) of the time. / Stays on topic some (89%-75%) of the time. / It was hard to tell what the topic was.