10th Grade English

Lord of the Flies

Introduction WebQuest

Part 1: World War II Evacuees

Read the article “Evacuees on World War II -  The True Story” , and answer the following questions.

1. What population was most commonly evacuated? Why?

The population that was most commonly evacuated was children because there was a threat of
bombing from German bombers.
2. List the possible effects of the evacuation? These effects may come directly from the source
or inferred.
Some effects of evacuating the city were the separation of families, the development of fear and
isolation of the children, and confusion and chaos throughout the country. While most children
were reunited with their parents or caretakers, there were most likely some that did not find their
guardians, or did not have guardians to come back to anymore, after the conflict. Going away on an
"adventure" may be fun at first for children, but the real consequences sink in soon after. It would
not be unreasonable to assume that some children suffered the effects of emotional trauma long
after their ordeal. Lastly, attempting to organize and execute such a massive operation is a precise
endeavor that is near impossible to do perfectly. The evacuation most likely caused confusion and
chaos in many cities that were involved.
3. Reflect: What tends to happen when people are under stress or overcome with fear? How
does it shape their actions? Can you think of any contemporary situations where people
have operated out of fear or stress? What happened?
When people are under stress or overcome with fear, people tend to act irrationally. The actions of
the aforementioned people become less dictated by logic and more by emotion and the
subconscious. Some recent examples of a community acting out of fear and stress are the reactions
to the Covid-19 pandemic. At the start of the pandemic, many people rushed to buy out certain
supplies, such as non-perishable food and toilet paper. Not only was this irrational, but it was also a
shared sentiment among a large national community.

Part 2: 1950s - The Cold War

After the United States dropped two atomic bombs to end World War II, many people lived in
constant and sometimes irrational fear of atomic attack. Posters, videos, and drills were
commonplace at schools, businesses, and even at home. 

Review the images included in this document and choose a few of the links to review some images
and videos from the Cold War Era. You do not need to watch the videos in their entirety, but get an
idea of a few of them. Then answer the following questions

Fallout Shelter Handbook - Image

Atomic Anxious America - Image
Duck and Cover Video
Atomic Attack - Fallout PSA - Video

Atomic Alert - Video

(Pictures from: http://www.npr.org/sections/pictureshow/2011/03/17/134604352/images-of-the-atomic-
age)

Questions:
1. What purpose does each image or video serve? To inform? To protect? To scare? How did
the artists/producers go about meeting this purpose? Explain.  
The general idea found throughout was to first teach the proper safety procedure for children,
while preventing the participating children from becoming fearful or paranoid by using fun games
and cartoons. The adults, on the other hand, were informed of the threat and instilled with purpose
to believe that they were benefiting their country.
2. What would your reaction have been after seeing this image or video in 1954? 
Depending on my age I would have a few different responses. If I was young enough to still be
ignorant of the entirety of the situation then I would most likely be slightly confused at the drills
but would still do them. If I were older, however, I would most likely be immediately clued in as to
how severe the threat to the country was at the moment.
3. How might these images and videos address the theme of “man’s inhumanity to man?”
Beneath the cheery exterior and lighthearted narration, the video reveals the extent of what
humanity is willing to do and what humanity can really do when pushed too far. The fact that
children had to be taught how to protect themselves against bombing attacks uncovers the ugly
side of mankind.

Part 3: Dystopian Literature

1. Read the definition from ReadWriteThink and summarize the genre in your own words.
The genre describes a fictional world, set in the future, where control is exerted over society by a higher
power in order to present the facade of a utopia.
2. Brainstorm dystopias and dystopian protagonists you have seen in literature and film.
Blade Runner 2049
Alita: Battle Angel
The Matrix Resurrections
Hunger Games
The Maze Runner
The Giver

3. Read Moira Young’s “Why is Dystopia so Appealing to Young Adults?” here.

a. What is Young’s argument?
Young's argument is that teens enjoy dystopia because the trials and situations that the
protagonists of dystopia novels experience and struggle through are relatable and
exciting for teen readers.
b. Do you agree?
I do agree with Young, in a sense, but I also tend to think that her reasoning for the
popularity of dystopian novels is also the reasoning for the popularity of teen and
young adult fiction novels.
c. What are some other potential arguments for the popularity of dystopian fiction?
One potential argument for the popularity of dystopian fiction could be that people tend
to enjoy reading about universes and worlds that are drastically different from our
own but are still mirror it in certain ways. Another could be that people enjoy the
cathartic story of oppression and then liberation.
Adapted from Penguin Book Teacher’s Guide