Web quest *Monsters are Due on Maple Street*

Web quest “Monsters are Due on
Maple Street”
Scapegoating throughout history
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.
• 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.
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!
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.
3. All Team Members:
Identify and explain the term
Go to:
Japanese Internment
The topics are as follows:
The Salem Witch Trials
Japanese Internment During WW2
African Americans
Jews as Scapegoats During WW2
Native Americans
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.
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
Click here to explore "Race: The Power of Illusions"
Click here to view the "African American World Timeline"
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"
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
Research Guide
Research Guide
Answer the questions on the
Research Guide as you continue
on through your quest.
Please answer the following questions in as much detail as
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:
Requirements of the presentation:
Prepare a Presentation
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.
• 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
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
Compare and Contrast
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
• 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.
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
• 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
• 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.

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