the crucible - english unit...

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The Crucible

Lesson Plans

Susan Anderson

THE CRUCIBLE www.EnglishUnitPlans.com

www.EnglishUnitPlans.com 2

Contents Lesson #1 ........................................................................................................................................ 4

Power Research ........................................................................................................................... 4 Lesson #2 ........................................................................................................................................ 4

Power Research Presentations .................................................................................................... 4 Lesson #3 ........................................................................................................................................ 4

Begin Reading Aloud .................................................................................................................. 4 Key Characters ............................................................................................................................ 4 Discussion ................................................................................................................................... 4

Lesson #4 ........................................................................................................................................ 5 Reading Aloud ............................................................................................................................ 5 Discussion ................................................................................................................................... 5 Authentic Language .................................................................................................................... 5 Language Assignment ................................................................................................................. 5

Lesson #5 ........................................................................................................................................ 5 Film Version – Act 1................................................................................................................... 5 Questions – Act 1 ........................................................................................................................ 5

Lesson #6 ........................................................................................................................................ 6 McCarthyism Refresher .............................................................................................................. 6 Guilty By Suspicion ..................................................................................................................... 6

Lesson #7 ........................................................................................................................................ 6 Guilty By Suspicion Continued ................................................................................................... 6

Lesson #8 ........................................................................................................................................ 6 Great Quote Competition – Act 1 ............................................................................................... 6 Reading Aloud ............................................................................................................................ 6 Infidelity ...................................................................................................................................... 7

Lesson #9 ........................................................................................................................................ 7 Read Aloud ................................................................................................................................. 7 Film Version – Act 2................................................................................................................... 7 Key Characters ............................................................................................................................ 7

Lesson #10 ...................................................................................................................................... 7 Questions – Act 2 ........................................................................................................................ 7 Power Pyramid ............................................................................................................................ 7

Lesson #11 ...................................................................................................................................... 8



Great Quote Competition – Act 2 ............................................................................................... 8 Mob Mentality ............................................................................................................................ 8 Film Version – Act 3................................................................................................................... 8

Lesson #12 ...................................................................................................................................... 8 Film Version – Act 3................................................................................................................... 8 Key Characters ............................................................................................................................ 8 Character Study ........................................................................................................................... 8

Lesson #13 ...................................................................................................................................... 8 Character Study ........................................................................................................................... 8 Questions – Act 3 ........................................................................................................................ 9

Lesson #14 ...................................................................................................................................... 9 Great Quote Competition – Act 3 ............................................................................................... 9 Questions – Act 3 ........................................................................................................................ 9 Persuasive Assignment ............................................................................................................... 9

Lesson #15 ...................................................................................................................................... 9 Persuasive Assignment Continued .............................................................................................. 9 Film Version – Act 4................................................................................................................... 9 Graffiti......................................................................................................................................... 9

Lesson #16 .................................................................................................................................... 10 Philosophies Related to Themes ............................................................................................... 10 Great Quote Competition – Act 4 ............................................................................................. 10 Questions – Act 4 ...................................................................................................................... 10

Lesson #17 .................................................................................................................................... 10 Creative Assignment ................................................................................................................. 10

Lesson #18 .................................................................................................................................... 10 Creative Assignment Continued ............................................................................................... 10

Lesson #19 .................................................................................................................................... 10 Unit Test.................................................................................................................................... 10



Lesson #1

Power Research • In this assignment, students will have to conduct quick research and prepare a brief

presentation. Students will do all of their research and preparation on day one, and will present on day two. Please refer to the Assignments package for criteria, evaluation, and sign‐up sheets.

Lesson #2

Power Research Presentations • Randomly select groups to present.

• Students take notes on important points.

Lesson #3

Begin Reading Aloud • Now that your students have some background knowledge from their power research, it is time

to start reading the play.

• Ask for volunteers to read the parts of Parris, Abigail, Tituba, Susanna, Thomas Putnam, Mrs. Putnam, Mercy Lewis, Mary Warren, and John Proctor.

• Some of these parts, including Tituba, Susanna, Mercy Lewis and Mary Warren are small.

• Other parts are larger, including Parris, Abigail, and Proctor.

• Make sure those who are assigned to the larger parts are strong readers.

• The narrator’s role should read by the teacher.

• Encourage the students to read with emotion.

• Read from the beginning to when Abigail asks Proctor to pity her (page 25).

Key Characters • Distribute the Key Characters handout.

• Students are to create a section in their notes dedicated to key characters.

• Today they should record information for the first three names.

Discussion • After the students have spent some quiet work time recording character information, lead a

discussion on the impressions of the play so far.

• Why do you think Betty is sick?



• What kind of man is Parris?

• What kind of woman is Abigail? How do you know this?

• Do you think you would have liked living in a community like this one? Explain.

If there is any time left over, continue reading the play as a class.

Lesson #4

Reading Aloud • Ask for volunteers to read the parts of Parris, Thomas Putnam, Mrs. Putnam, John Proctor,

Rebecca, and Giles Corey.

• Read from where you last left off – page 25 – to when Proctor and Giles Corey exit and Reverend Hale enters.

• Again, encourage your students to read with emotion.

Discussion • What types of conflict exist in Salem? Between whom?

• At this point, who do you think you would side with? Who seems to be the most reasonable?

Authentic Language • Arthur Miller creates an historical feel to the language in The Crucible using several techniques.

• Have your students take notes on these techniques – please refer to the ‘Assignments’ pakage.

• You can either write the notes on the board or make an overhead from which your students can copy.

Language Assignment • Students are to write a brief letter from one of the characters in The Crucible to another.

• The letter must use each and all of the seven techniques described in the notes.

• If students are struggling with what to write about, tell them to focus on one of the conflicts in Salem.

Lesson #5

Film Version – Act 1 • I recommend the 1996 film of The Crucible starring Daniel Day‐Lewis and Winona Ryder.

• Watch the film from the beginning to the end of Act 1.

Questions – Act 1 • Please consult the ‘Questions’ package.

• Students are to answer Act 1 questions in writing.



Lesson #6

McCarthyism Refresher • Quiz your students to see if they remember what McCarthyism was all about.

• Discuss.

• Are there any current witch hunts going on?

• How is fear sometimes used to control people?

Guilty By Suspicion • The 1991 film Guilty by Suspicion starring Robert De Nero shows the effects of the Hollywood

blacklist in true‐to‐life form. Not only does it deal with how friendships and families were affected during this period, but it also shows how other American's, such as teachers, were also blacklisted.

• Distribute the viewing guide before starting the film.

• Students are to describe how the HUAC hearings affected the individuals in the film.

Lesson #7

Guilty By Suspicion Continued • Finish watching the film

• Go over the viewing guide and discuss how the hearings affected the various characters.

• Tell the class that The Crucible deals with many of the same themes, and was meant to illustrate the injustice and insanity of McCarthyism.

Lesson #8

Great Quote Competition – Act 1 • Divide your class into groups of no more than four.

• Give each group a copy of the Great Quote Competition for Act 1.

• The first group to answer all questions accurately wins.

• Students can use their books if needed.

• When all groups are finished, go over the quotes together.

Reading Aloud • Assign reading parts for Proctor, Elizabeth, and Mary Warren.

• Read from the beginning of Act 2 to when Hale arrives (pg. 66).

• Again, encourage your students to read with emotion. They should be getting better at it now.



Infidelity • Define infidelity.

• Discuss – is Elizabeth right to still be angry and suspicious? Does Proctor have a point when he suggests that she should let it go?

• Read Susan Stenson’s poem titled “When You Say Infidelity.”

• Connect it to the play – what is the poet saying about infidelity? How does that relate to the relationship and conflict between Proctor and Elizabeth?

Lesson #9

Read Aloud • Assign reading parts for Hale, Proctor, and Elizabeth.

• Read from when Hale arrives at the Proctor home (pg. 66) to when Giles arrives (pg. 74).

Film Version – Act 2 • Watch the film version of The Crucible to the end of Act 2 (when Elizabeth is taken away and

Proctor tells Mary Warren she must come to court with him).

Key Characters • Students are to continue recording information for key characters.

• They can now add details for numbers four through eight.

Lesson #10

Questions – Act 2 • Please consult the ‘Questions’ package.

• Students are to answer Act 2 questions in writing.

Power Pyramid • Distribute the Power Pyramid assignment handout.

• Read over the assignment and answer any questions about expectations and criteria.

• Students are to create a hierarchy of power in Salem. Each entry must be explained in a written section.

• A student sample is included with the assignment sheet.



Lesson #11






Mob Mentality • Discuss the power of the mob.

• How do people change when they are acting as part of a group?

• Have you ever seen someone behave differently when in a group?

• Can you think of any literary or historical examples of mob mentality? Think about riots, gangs, soccer fans, etc.

• How is mob mentality important in The Crucible?

Film Version – Act 3 • Act 3 is very dense and is probably best seen rather than read aloud.

• Watch the film version up to the end of act 3 – when Proctor is arrested and Hale denounces the court.

Lesson #12

Film Version – Act 3 • Finish watching act 3 – if you didn’t last class.

Key Characters • Students can now add details for the rest of the key characters.

Character Study • Distribute the Character Study handout

• Students are to complete the study focusing on one character in detail.

• Refer to the handout for more information.

Lesson #13

Character Study • Give your students some class time to work on their character studies.



• They should be handed in at the beginning of next class.

Questions – Act 3 • Students who finish their character studies can work on the questions for act 3.

Lesson #14






Questions – Act 3 • Some time should be given for students to finish their questions from Act 3.

Persuasive Assignment • Please refer to the handout titled The Crucible – Persuasive Assignment.

Lesson #15

Persuasive Assignment Continued • Give students some time to finish their persuasive assignment.

Film Version – Act 4 • Finish watching the film.

Graffiti • Students must write one thing each on the board about The Crucible.

• They may write a comment, question, observation, criticism, etc.

• Once ever student has contributed at least one thing, read over them together.

• Discuss the comments and questions as a class.



Lesson #16

Philosophies Related to Themes • Divide your class into groups of no more than four.

• Distribute the ‘Philosophies Related to Themes’ handout.

• Groups must provide written answers explaining how each philosophy relates to major themes in The Crucible.

• Have each group share an answer with the class.

• Discuss.






Questions – Act 4 • Some time should be given for students to finish their questions from Act 4.

Lesson #17

Creative Assignment • Please refer to the handout titled ‘The Crucible – Creative Assignment.’

• Students have this and the next class to complete and, if necessary, present their creative projects.

Lesson #18

Creative Assignment Continued • Students must finish their assignments today.

Lesson #19

Unit Test • Please refer to the unit test.

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The Crucible

Assignments and Handouts

Susan Anderson

The Crucible – Act 1 Questions

1. As the play opens Reverend Parris is questioning his niece. What is he questioning her about and what exactly is his real concern?

2. Explain the relationship of John Proctor, Elizabeth Proctor, and Abigail Williams.

3. What is the function of Rebecca Nurse in the play?

4. Exactly why is Reverend Hale in Salem?

5. Why does Abigail Williams accuse people at the end of this act?

6. Why does Betty Parris accuse people?

7. What conflicts are introduced in Act 1?

8. How does John Proctor feel about Reverend Parris?

9. What happened in the woods?

10. What is the dispute between John Proctor and Thomas Putnam?

11. What does Giles Corey reveal to Reverend Hale?

The Crucible - Act 2 Questions

1. Why has Mary Warren disobeyed her employers and gone to Salem?

2. Why hasn’t John Proctor told the court what he knows? What does Elizabeth attribute his not telling to?

3. What news does Mary Warren reveal to John and Elizabeth about the trials?

4. What does Mary Warren mean when she says, “I saved her life today!”?

5. Why does Reverend Hale visit the Proctors’?

6. What information does John Proctor reveal to Reverend Hale? What does the Reverend want John to do with the information?

7. What has Rebecca Nurse been accused of?

8. Why has Martha Corey been accused?

9. Why do Ezekiel Cheever and Marshal Herrick arrive at the Proctor home?

10. Explain why Cheever is both astonished and afraid when he finds the poppet with the needle in it.

11. What does John ask Mary Warren to do? Why is she so afraid to do what he asks? Why does Mary warn John about testifying against Abigail?

The Crucible – Act 3 Questions

1. What accusation does Giles Cory make about Thomas Putnam? What proof does he have? What is he then asked to do because of that accusation?

2. What news do we learn about Rebecca Nurse?

3. What two pieces of evidence are brought out against Proctor in regard to his Christian nature?

4. When John Proctor arrives at court with Mary Warren, what does Reverend Parris accuse him of?

5. What is going to happen to the 91 people who signed the testament stating a good opinion of Elizabeth, Martha Corey, and Rebecca Nurse?

6. What news does Danforth tell John Proctor about Elizabeth? What deal does he try to make with him?

7. What does Abigail do when people begin to suspect that she might be pretending?

8. What does John Proctor do to discredit Abigail?

9. What is Mary Warren’s reaction to Abigail’s performance?

10. What does Hale do when Proctor is arrested?

The Crucible – Act 4 Discussion Questions

1. Did John Proctor make the right decision? Was he a martyr?

2. What does the play have to say to us today? What are some modern witch hunts?

3. Who is most responsible for what happened in Salem? (make a pie chart to show responsibility of several characters)

4. What role does sex and sexual repression play in The Crucible?

5. Why are Danforth, Hathorne, and the other authorities so resistant to believing the claim that Abigail and the other girls are lying?

6. Analyze Reverend Parris. What are his motivations in supporting witch trials?

7. Discuss the changes that Reverend Hale undergoes in the course of the story.

Guilty by Suspicion – Viewing Guide What were the various ways that the following characters were affected by the

HUAC hearings? David Merrill

Ruth Merrill

Paul Merrill

Larry Nolan

Dorothy Nolan

The son of Larry and Dorothy Nolan

Robert “Bunny” Baxter

Darrell Zanack

Guilty by Suspicion – Answer Key David Merrill DeNiro

- fight w/ friends who doubt his loyalty - poor - banned from studio; lost home - move to N.Y. - blacklisted – can’t get work - followed around/spied on by FBI - abandoned by friends - violent & paranoid

Ruth Merrill Annette Bening

- has to go back to work (teaching) - plan to move into sm apt. - her friend Dorothy kills herself - HUAC threatens her job & insults her

Paul Merrill

- scared & upset (compared to Rosenbergs) - afraid they’ll kill Dad - scared by Dad’s violent, paranoid behavior (xmas eve) - had to move houses, schools - Mom back at work instead of home

Larry Nolan - scared : burns books - named names at HUAC – feels guilty - marriage ruined – wife kills herself

Dorothy Nolan redhead - son taken away by husband /FBI who said she was a communist & unfit mother - marriage ruined - becomes mentally unstable, anxious - commits suicide

The son of Larry & Dorothy Nolan (Matthew) - taken from mother by father & FBI - loses mother (suicide)

Robert “Bunny” Baxter (Norm)

- fights w/ friend – doubts loyalty of David & later wants to name him - living in fear

Darrell Zanack runs movie studio (20th

- tells David M. to see lawyer; pressured by studio board of directors C Fox)

- blackmails David & then pulls the picture

The Crucible – Creative Assignment

In groups of 2-4 students, I would like you to demonstrate your understanding and interpretation of the play in a creative format.

Assignment Choices:

1. Write and perform a contemporary version of a scene from the play.

2. Create some kind of visual representation of the play. Focus on setting, themes or motifs. Include a written explanation of your creation. (poster, diorama, mobile, sculpture, etc.)

3. Design a board game that refers to plot events, characters, and themes or motifs from the play.

4. Write and perform “Act 5.” Show what happens next!

5. Stage a performance of a segment of the play. Provide rationale for your interpretation.

6. Come up with an original idea! (See me for approval.)

You will receive a group mark out of 20 based on the following: Evaluation:

Participation of all group members Organized, polished presentation style Depth of analysis and understanding Creativity and effort

DUE DATE:_______________

HAVE FUN !!!!!


/20 EVALUATION

Group Members:

Project:

PARTICIPATION OF ALL GROUP MEMBERS:

ORGANIZED, POLISHED PRESENTATION STYLE:

DEPTH OF ANALYSIS AND UNDERSTANDING:

CREATIVITY AND EFFORT:


/20 EVALUATION

Group Members:

Project:

PARTICIPATION OF ALL GROUP MEMBERS:

ORGANIZED, POLISHED PRESENTATION STYLE:

DEPTH OF ANALYSIS AND UNDERSTANDING:

CREATIVITY AND EFFORT:

The Crucible - KEY CHARACTERS

For each of the following characters listed note Important background details Significant traits Past or potential conflicts with others in Salem

1. Reverend Parris

2. Betty Parris

3. Abigail Williams

4. Thomas Putnam

5. Ann Putnam

6. John Proctor

7. Elizabeth Proctor

8. Mary Warren

9. Tituba

10. Francis Nurse

11. Rebecca Nurse

12. Giles Corey

13. Martha Corey

14. Reverend Hale

15. Judge Danforth

16. Judge Hathorne

The Crucible POWER PYRAMID

Who has the most power in The Crucible?

Your task is to design a power pyramid which identifies the 10 most powerful characters at this point in the play. One each level of the pyramid you must identify a character and write 3-4 sentences explaining why he or she is in the position of power. Evaluation: You will be given a mark out of 10 based on thoughtful content, neatness, organization, and written expression.

1

2

3

4

5

6

7

8

9

10

7. ~Ot\N 11<_~()~ . ~ .. , •• ~<" '''. ~ - • '"

8~. GlLC?~CO~E>{ •~~-B'~"'~"~<m...··~~~ - '. '"

9..ANN 1/u~Nl\~ . '.. .... . . -

. 'RE::BCLLA Nu12SE

1. I ch()se Th()mas Vutnam as the Individual with the mvst oowe because he Is a wealthy man. ~()neY is oowe... and oowe is intimldatinu then and n()w. When he que§ti()ns

~. . IJe{)ple In the IJ()()k they tell him what he wants w hea... because they a ...e friuhtened bY him and the oowe... he has In the oommunib'.

2. l?eve...end tiale is at numbe... tw() because he als() oossesses a u...eat deal ()f oowe.... tie has c()me W salem w help cu...e the ~sick~~ chlld...en. The wmmunlb' dves n()t kn()W mum aoout this svrt ()f thinU S() what he p ...ep{)uessJ p. as a cu...e w them~ they will believe. -rhis uives hinl oowe... ()ve... ()then.

3. At numbe... th...ee the...e Is l?eve...end Va...ris. tie has oowe... because he is the l?eve...end and m()n ()f the oommunllY looks UP ro him. tie als() saw the ui....s PeJ1()rmlnu thei...v ~dance" in the w()()ds~ sv he is the ()nly eyewitness w the event thatwas n()t PartidPatJnu.

4. l3ettY Vanis has oowe... ()ve... 4.biuail because she can name he.... 4.bIUaii wants Ilizabeth V ...ocw... dead and l3ettY kn()WS that. Ifshe we e ro wme ()utand tell~

Abiuail w()uld be hunu f()... p actidnu wltchc...aft. lie Abiuall Williams is in the middle because she can be

named~ but is naminu ()theB. She names Tituba S() that she will be ques(i()ned and n()t henelf. 4.biuall als() lOOks

v bad;th()uu~.becausethe e a ...e rum()n aoout he... and J()hn V...ocro.... If l3etIY we e w tell that 4.biuail wanted (7()()dy V ...OCW... dead it Is qlfit believable w ()the...s.

C3. Tituba doosn" have mum oowe... because she has been named and oonfesses that the devil talked w he.... At the same time she doos have oowe... w still name ()theBwhich she doos.

7. J()hn V ...ocw... is I()we... ()n the p()we... level. tie can~tsay v much that ()then~ sum as l?eve...end Varns~ will listen w.

-rhe wmmunib' als() has p ...()bably 1VS,t s()me ...esPeCt f()... him because ()f the mm()n ()f him an1Abluail Williams.

S. (liles C()...ey is an ()Ide... man wh() has s()me oowe.... tie has kn()wledlle that the...e is infact wltchc aft in wwo~ in his

. \ !/ ()wo h()me. tie SPeaks brieflY ro l?eve end tiale ab()ut h()W \ 0' ~(}l .eO

~ .; .to" . ( he has been unable w p ...ay. . '':;1')\,\0.r, .,' (1'1 ,.n '.~ ,J <;). At numbe... nine I putAnn Vutnam because she has

/ named s()me()ne. tie... babies died in the hands ()f he...-11i v midwife and she has claimed It Is because the lady Is a

witch. The ()the... ui...ls name the midwife as will sv they themselves a ...e n()t hunu.

1(). l?ebe«:a ~une is a wise ()Id lady~ but n()t When itoomes w t/ witch craft and the devil~ aoc()...dinu ro ()theB. She tries ro

tell eveO'()ne that the child en a ...e just beinu mild...en~

but b n()t listened w. The eas()n I put he... ()n the pYramid is because she is stili a ...esPeCted lady.

The Crucible – Philosophies Related to Themes

How do the following philosophies relate to the themes in The Crucible?

Socrates (before his execution) “Acquit me or not, whatever you do, know that I shall never alter my ways even though I have to die many times.” Voltaire “Liberty of thought is the life of the soul.” Shakespeare (Hamlet) “This above all: to thine own self be true and it must follow as the night the day thou can’st not then be false to any man.” Martin Luther “It is neither safe nor prudent to do aught – against.” Shakespeare (Hamlet) “Whether ‘tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles, and by opposing end them…” John Milton (poet) “Give me the liberty to know, to utter and to argue freely according to conscience above all liberties.”

The Crucible – Persuasive Assignment

One of the questions implicit in The Crucible is what does it mean to be a good person? The play’s central character, John Proctor, struggles with being a good man and at times experiences self-loathing over his inability to live up to his own standards.

The questions for you to consider for this assignment are: What is the measure of a good person? How does John Proctor compare to that measure?

Assignment:

In a persuasive composition, argue that John Proctor either is, or is not, a good person.

You may not “sit on the fence” for this assignment. Choose a position, and argue it intelligently and persuasively. Use evidence for the play to support your position and employ persuasive techniques to make your arguments convincing.

*In writing this composition, you may find it helpful to think of it as a speech, rather than as an essay.

Length: 300 works

Evaluation: This assignment will be given a mark out of 24. It will be graded using the 6-point scale.

DUE DATE:_______________________

THE CRUCIBLE Act 1: Character Study

The first Act of The Crucible is very heavy in terms of the amount of information that we learn about the characters. This assignment is intended to give you a better understanding of the characters, their physical appearance, their traits and their history with the other characters in the play in order to better portray then in our class readings. What: - Create one picture each, for 4 of the characters in Act 1 - Explain their physical features and character traits - Explain their relationships with the other characters in the play How: - ON THE FRONT

o Cut and paste/draw/computer generate a full body picture of the character

o Include their full name o Include a list of physical features

• You may include more than are given in the play o Include a list of character traits

- ON THE BACK o List the other characters in the play who have a relation (good or

bad) with the character • These may be family relationships or social relationships

CAUTION !!!! You will have to re-read Act 1 to get this information! When: This will be due________________________ Example: FRONT BACK Thomas Putnam Thomas Putnam Relations Physical Features Character Traits - Thomas is the husband of Ann Putnam * ------- * ------- - Thomas has a grudge against Parris because * ------- * ------- Thomas’ brother was supposed to be the minister * ------- * ------- of Salem. He was turned down for unclean * ------ * ------- reasons and Parris took his spot. - ---------- - ------------

SUSAN STENSON

When You Say Infidelity

it sounds like something in the garden

planted beside foxglove, forget-me-not.

It is not beautiful

but your friends will recognize

the stems and furry leaves, hungover,

may even whisper its Latin name.

How would we classify it?

A border plant?

One that prefers shade?

How to describe the bloom?

The species you are most likely to find

thrives anywhere, the guidebooks will say

under the cozy light of a neighbour’s kitchen,

in Best Westerns, close to the nearest exit,

at the party where I play

piano. Upstairs on a guest bed

I find you with a friend, I’ll call Margery.

My Margery. If it was a movie,

I could close my eyes.

Later walk in the garden.

Margery planting roots

in that hard place between

the heart and a bad day

or above the trellis

thin and reserved in this light

where infidelity now hangs.

The Crucible – Background Information POWER RESEARCH

The class will be divided up into five groups to research and present some information on topics which will allow you to better understand The Crucible. You will have one day in the library to research and you will be presenting your findings the next day. Your group must prepare a poster or an overhead to accompany your oral presentation. Topics: 1. Arthur Miller Key events in his life Other works His beliefs/political outlook (including communist connections) Arraignment by the House of Un-American Activities

2. Witchcraft Background What was witchcraft? Who practiced it? Describe the social responses to witchcraft in Europe in the 16th and 17th

What social and religious factors are given to account for the harsh response to witchcraft?

centuries.

What can you find out about modern witchcraft or wicca? 3. New England in the 1690’s What type of people settled in Massachusetts? How did they survive? What were their main fears and anxieties? What can you find out about their social structures/hierarchies?

4. The Salem Witch Trials of the 1690’s What events led to these trials? Who was involved – as prosecutors? As victims? What were the outcomes of the trials? How do historians interpret these events?

5. McCarthyism and the crackdown on communists in the 1950’s What was the Cold War? What was McCarthyism? Who was Joe McCarthy? What were his aims?

Methods? Who were his victims? What lead to his eventual downfall?

Evaluation: You will receive a group mark out of 20 based on the following criteria: Participation of all group members Accurate information on all required topic elements Poster/overhead is neat, organized and contains relevant information Confident presentation style (eye contact, voice projection, posture)

Suggested Websites: 1. Arthur Miller

www.kennedy-center.org/programs/specialevents/honors/history/honoree/miller.html www.levity.com/corduroy/millera.htm

2. Witchcraft Background

The Witching Hours http://shanmonster.lilsproutz.com/witch

What About Witches www.salemweb.com/guide/witches.htm

3. New England in the 1690’s

The Massachusetts Enquirer www.mayflowerfamilies.com/enquirer

Puritanism in New England www.scholars.nus.eud.sg/victorian/religion/puritan2/html

Puritanism www.infoplease.com/ce6/society/A0840557.html New England Background http://english.unitecnology-ac.nz/resources/units/crucible/background.html 4. The Salem Witch Trials of the 1690’s

The Salem Witchcraft Trials www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm Salem Witchcraft Hysteria www.nationalgeographic.com/features/97/salem/html A Chronology of Events www.salemweb.com/memorial/default/htm

The Carey Document: On the Trial of a Salem Death Warrant http://earlyamerica.com/review/summer97/carey.html 5. McCarthyism and the crackdown on communists in the 1950’s

Senator Joe McCarthy www.webcorp.com/mccarthy/mccarthypage.htm

Senator Joe McCarthy – A Multimedia Celebration http://dept.english.upenn.edu/~afilreis/50s/mccarthy-bio.html Communism and National Security: The Menace Emerges http://dept.english.upenn.edu/~afilreis/50s/state-agenda.html The Growth of the Anti-Communist Network http://dept.english.upenn.edu/~afilreis/50s/menace-emerges.html The State Steps In: Setting the Anti-Communist Agenda http://dept.english.upenn.edu/~afilreis/50s/anticom-network.html

The Crucible – Background Information POWER RESEARCH - EVALUATION

Topic: /20 Group Members:

� Participation of all group members

� Accurate information on required topic elements

� Poster/overhead is neat, organized and contains relevant information

� Confident presentation style (eye contact, voice, posture)

The Crucible – Background Information POWER RESEARCH - EVALUATION

Topic: /20 Group Members:

� Participation of all group members

� Accurate information on required topic elements

� Poster/overhead is neat, organized and contains relevant information

� Confident presentation style (eye contact, voice, posture)

The Crucible – Background Information POWER RESEARCH

TOPIC SIGN UP

1. Arthur Miller 1. 2. 3. 4. 5. 2. Witchcraft Background 1. 2. 3. 4. 5. 3. New England in the 1690’s 1. 2. 3. 4. 5. 4. The Salem Witch Trials of the 1690’s 1. 2. 3. 4. 5. 5. McCarthyism and the crackdown on communists in the 1950’s 1. 2. 3. 4. 5.

The Crucible – Language Miller creates an historical feel to the language, which makes it easier for us to feel we are being transported back to the community of that time (1690’s) Features of the language:

1. old-fashioned, archaic words: bid (told) aye (yes) and nay (no) hearty (well)

2. unfamiliar expressions

blink (ignore) Goody (Mrs.) Open with me (tell the truth)

3. unfamiliar use of the verb “to be”

“it were” instead of “it was” “there be” instead of “there is”

4. double negatives

“he cannot discover no medicine” “I don’t compact with no devil”

5. changing the normal word order

“I like not to search a house”

6. a rustic, colloquial feel to the language is achieved by dropping the final “g” from words dreamin’ carryin’ nothin’

7. Biblical and religious allusions – confirming the nature of this strongly

religious community “Where she walks, the crowd will part like the sea for Israel.”

The Crucible Great Quote Competition - Act 1

You must identify all of the following for each quote:

a) Who said it? c) About? b) To whom? d) Importance?

1. "...I have laid seven babies unbaptized in the earth."

2. "They're thirsting for you word."

3. "Oh, we'll be whipped."

4. "Betty you never say that again!"

5. "Give me a word. John. A soft word."

6. "We vote by name in this society, not by acreage."

7. "She made me do it! She made Betty do it!"


ANSWER KEY

1. "...I have laid seven babies unbaptized in the earth."

a) Anne Putnam b) to Rev. Parris c)7 of her babies didn't survive d)believes someone or something supernatural is responsible

2. "They're thirsting for you word."

a) Thomas Putnam b) to Rev. Parris c) trying to convince Parris to speak with villagers waiting in the parlour d) shows importance of Rev. in the community

3. "Oh, we'll be whipped."

a) Abigail b) to Mary Warren c) afraid they'll be punished for what they did in the forest d) motivation for lying and naming others

4. "Betty you never say that again!"

a) Abigail b) to Betty c) tells her not to mention drinking of blood charm d) shows Abigail's threatening, dominant nature

5. "Give me a word. John. A soft word."

a) Abigail b) to John Proctor c) they had an affair 7 months ago d) Abigail still has feelings for Proctor and wants his affection

6. "We vote by name in this society, not by acreage."

a) John Proctor b) to Mr. Putnam c) reminding Putnam that every citizen carries the same worth regardless of wealth d) indicates that Putnam uses he wealth as power over the community, and reveals dispute between Proctor and Putnam

7. "She made me do it! She made Betty do it!"

a) Abigail b) to Rev. Hale c) blames Tituba for making her drink blood d) Abigail discovers the power she has when she blames others. This is when the naming begins.




1. "Spare me! You forgot nothin and forgive nothin! Learn charity, woman."

2. "It is her dearest hope, John. I know it: There be a thousand names, why does she call mine?"

3. "A fire, a fire is burning! I hear the boot of Lucifer."

4. "I am amazed you do not see what weighty work we do."

5. "There is a promise made in any bed."

6. "I will fall like an ocean on that court!"


ANSWER KEY

1. "Spare me! You forgot nothin and forgive nothin! Learn charity, woman."

a) John Proctor b) to Elizabeth Proctor c) talking about his infidelity d) Elizabeth still angry

2. "It is her dearest hope, John. I know it: There be a thousand names, why does she call mine?"

a) Elizabeth Proctor b) to John c) Abigail has called her a witch in court d) Elizabeth believes Abigail is doing this because she hopes to usurp her position and be with John

3. "A fire, a fire is burning! I hear the boot of Lucifer."

a) Proctor b) to Danforth et al c) after Marry accuses him of being "the devil's man." d) this shows the extent of Proctor's anger and frustration. The true evil in Salem is the court, and Proctor blames himself for not stopping it sooner.

4. "I am amazed you do not see what weighty work we do."

a) Marry Warren b) to Proctor c) Speaking of her role in the court d) enjoying the power

5. "There is a promise made in any bed."

a) Elizabeth Proctor b) to John c) intimacy implies a bond and loyalty d) Abigail has a bond with John

6. "I will fall like an ocean on that court!"

a) John Proctor b) to Elizabeth c) promises to set things right and have her released d) shows his loyalty to Elizabeth and his desire to protect her.




1. "But you must understand, sir, that a person is either with his court or he must be counted against it, there be no road between."

2. "Damn the village! I confess to God, and God has seen my name on it."

3. "We burn a hot fire here; it melts down all concealment."

4. "Do that which is good, and no harm shall come to thee."

5. "This man is killing his neighbours for their land!"


ANSWER KEY

1. "But you must understand, sir, that a person is either with his court or he must be counted against it, there be no road between."

a) Danforth to Francis Nurse b) Francis bringing deposition to court c) shows inflexibility, irrationality of the court

2. "Damn the village! I confess to God, and God has seen my name on it."

a) Proctor b) to Parris c) Parris wants Proctor to confess to the entire village d) shows Proctor's pride

3. "We burn a hot fire here; it melts down all concealment."

a) Danforth b) to Proctor c) responding to news that Marry Warren was pretending; warning Proctor of the court's power d) this statement is ironic because the court actually fails to "melt down concealment," and in fact encourages it

4. "Do that which is good, and no harm shall come to thee."

a) Proctor b) to Marry Warren c) encouraging her to tell the court the truth about lying d) for a brief moment, Marry admits to lying and intends to set things right

5. "This man is killing his neighbours for their land!"

a) Giles b) to Danforth c) accusing Putnam d) reveals Putnam's incentive




1. "It's you folks - you riles him up 'round here."

2. "There is danger for me. I dare not step outside at night."

3. "I cannot mount the gibbet like a saint. It is a fraud. I am not that man."

4. "...it may well be God damns a liar less than he that throws his life away for pride."

5. "It were a cold house I kept."

6. "I have given you my soul; leave me my name!"

7. "He have his goodness now. God forbid I take it from him!"


ANSWER KEY

1. "It's you folks - you riles him up 'round here."

a) Tituba b) to Herrick c) says Salem is doing evil d) the court and the villagers who support it are the ones truly "riling" up the devil.

2. "There is danger for me. I dare not step outside at night."

a) Parris b) to Danforth c) he's scared of the villagers d) shows the depth of anger in Salem

3. "I cannot mount the gibbet like a saint. It is a fraud. I am not that man."

a) Proctor b) to Elizabeth c) debating whether or not to confess d) Proctor does not see himself as a "saint." Though he has no pact with the devil, he is a sinner like many others.

4. "...it may well be God damns a liar less than he that throws his life away for pride."

a) Hale b) to Elizabeth c) trying to convince here to persuade John to confess d) Hale knows John is innocent and thinks it less a sin to lie than to die for pride.

5. "It were a cold house I kept."

a) Elizabeth b) to John c) talking about what precipitated John's affair d) Elizabeth takes some of the blame. She finally forgives John and wants John to forgive himself.

6. "I have given you my soul; leave me my name!"

a) John Proctor b) to Danforth c) doesn't want signed confession made public d) shows pride

7. "He have his goodness now. God forbid I take it from him!"

a) Elizabeth b) to Hale c) refuses to plead with John to confess d) John is redeemed in her eyes

The Crucible - Unit Test 45 marks PLEASE DO NOT WRITE ON THIS TEST PAPER. RECORD YOUR ANSWERS ON LINED SHEETS OF PAPER. Section A: Reading Comprehension (12 marks) The following questions may be answered in point form

.

1. The play is based on the 1950's fear of what? (1)

2. Identify the following characters: (5)

a) Proctor's servant: b) Putnam's daughter: c) Visiting expert on witches: d) The "voice of reason" in Salem: e) The character that believes a faction is against him or her:

3. What is the combination of Church and State called? (1)

4. Explain what happened to the following characters by the end of the play: (5)

a) Giles Corey b) John Proctor c) Elizabeth Proctor d) Rebecca Nurse e) Abigail Williams

Section B: Analysis (15 marks) The following questions must be answered in complete sentences

.

1. How does the title of The Crucible relate to the events and characters in the play? (2)

2. Describe the setting of the play (time, place, mood) (3)

3. Explain the significance of the following motifs to the characters and events of the play: (6)

a) personal reputation b) power

4. Identify two themes and explain their significance. (4)

Section C: Quotes (6 marks) For each of the following quotes:

a) identify the speaker b) explain its significance in the play

1. "I will fall like an ocean on that court! Fear nothing Elizabeth."

2. "She made me do itl She made Betty do it!"

Section D: Paragraph (12 marks) Write a detailed, well-organized paragraph on ONE

of the following topics.

1. Discuss the power of mob mentality and how it relates to the play.

2. Explain the conditions in Salem society which allowed the injustice and frenzy of the witchcraft trials to occur.

3. Who is responsible for what happened in Salem?

The Crucible Unit - Test Answer Key

Section A 1. Communism 2. a) Mary Warren b) Ruth Putnam c) Rev. Hale d) Rebecca Nurse e) Rev. Paris 3. Theocracy 4. a) Killed by the court b) hanged for dealing with the devil c) in jail d) hanged for being a witch

e) ran away after stealing Rev. Paris' money

Section B 1. Answers will vary. 2. 1690's; Salem, Massachusetts; frenzy and paranoia, etc. 3. Answers will vary. 4. Answers will vary.

Section C 1. John Proctor; He is standing by Elizabeth and will do whatever he can to clear her name; Shows

his loyalty and love. 2. Abigail Williams; She blames Tituba for the ritual in the woods; She will do anything and hurt

anyone to save herself.

Section D Answers will vary.

The Crucible Unit Test (B) Part I: Multiple-Choice Choose the best answer (1 mark each). 1. The play was set in. the period:

A. 1660 B. 1776 C. 1692 D. 1492 E. 1822

2. The tragic events had their origin in the girl's desire to:

A. gain importance in the eyes of the community B. escape punishment for their escapades in the woods C. destroy the credibility of Rev. Parris D. use the older women of the town as scapegoats E. learn about witchcraft from Tituba

3. The only person of some authority who displayed a real concern for justice was:

A. Rev. Hale B. Governor Danforth C. Ezekiel Cheever D. Mr. Parris E. Marshall Herrick

4. The two women who were safe from hanging because of pregnancy were:

A. Elizabeth Proctor and Abigail Williams B. Mrs. Putnam and Rebecca Nurse C. Elizabeth Proctor and Sarah Good D. Sarah Good and Mrs. Putnam E. Mercy Lewis and Abigail Williams

5. John Proctor's Christian beliefs are brought into question because of all but one of the following:

A. he ploughed on Sundays B. he attended Church irregularly C. one of his children had not been baptized D. he had not been married in church E. he stumbled over reciting the Ten Commandments

6. A social organization in which the Church is the supreme authority is called: A. an oligarchy B. a theocracy C. a democracy D. anarchy

7. Giles Corey refused to say "aye or nay to his indictment" because:

A. he was a cantankerous old man B. so that his sons would inherit the farm C. to get his own back on Thomas Putnam D. he was afraid of being hanged E. he thought he would be granted clemency

Part II: Short Answer Complete each of the following sentences (1 mark each). 1. Hale was called into Salem because ______________________________________________________ _____________________________________________________________________________________ 2. Putnam accused others of witchcraft because _____________________________________________ _____________________________________________________________________________________ 3. John at first tried to protect Abigail because _______________________________________________ _____________________________________________________________________________________ 4. Danforth refused to grant pardons because _______________________________________________ _____________________________________________________________________________________ 5. John ripped up the confession because ___________________________________________________ _____________________________________________________________________________________ 6. Giles requested "more weight" because __________________________________________________ _____________________________________________________________________________________ 7. Ann Putnam resented Rebecca Nurse because _____________________________________________ _____________________________________________________________________________________

Part III: Quotations Name the speaker of each of the following, and in a sentence, explain its significance to the play. (2 marks each) 1. “I like it not that Mr. Parris should lay his hand upon my baby. I see no light of God in that man, I'll not conceal it.” A) Speaker: ______________________________________________ B) Significance: ________________________________________________________________________ _____________________________________________________________________________________ 2. “The wings! Her wings are spreading! Mary, please don't, don't....!” A) Speaker: ______________________________________________ B) Significance: ________________________________________________________________________ _____________________________________________________________________________________ 3. “He have his goodness now; God forbid I should take it from him.” A) Speaker: ______________________________________________ B) Significance: ________________________________________________________________________ _____________________________________________________________________________________ Part IV: Paragraph Answers Answer in short paragraphs on a separate sheet of paper 1. How is McCarthyism analogous to the Salem Witch Trials? Provide three examples of comparison. (6 marks) 2. Discuss three symbols used in the play, and what they represent. (9 marks) 3. Provide three examples of irony in the play, and explain why they are ironic. (9 marks) 4. Discuss two themes developed in the play, using examples for support. (10 marks)

Projects for The Crucible Listed below are a number of options for you to choose from. Some of the options can only be done individually or in a small group, no larger than three. If a project is completed and created by a small group, everyone in the group receives the same mark. Consider the options below and sign up for the project of your choice. All projects are to be presented to your classmates, and you will receive a mark for your presentation. For further information, please see the presentation evaluation component.

OPTIONS

1. Compare the movie Guilty by Suspicion with The Crucible • May be done individually or in a small group. • Be prepared to have the movie cued in areas, when presenting, to support your arguments. • Show the similarities and differences between the two. • In proper essay format hand in 350-500 word essay showing your comparisons.

Guidelines: • Are the main themes similar or different? • How are the trials viewed in both? • How is authority portrayed? • How do the children feature in Guilty by Suspicion compared to The Crucible? • What happens to innocent people in both? • How does Dave Merrill's character compare to the characters in The Crucible? • How do John and Elizabeth Proctor compare to Dave and Ruth Merrill? • How are people's lives destroyed in both? • How are fear and paranoia viewed in both? What does it do to people?

2. Jeopardy • May be done individually or in small group. • The game must have six categories all relating to The Crucible. • A double jeopardy round is not necessary. • You have to decide how to divide the class into teams, who gets to answer the questions, how

to keep score, a timer, and if there is a prize. • With the game you must submit in writing your categories, and your questions and answers. • Questions need to be challenging and thought provoking, but not unattainable. • Your presentation will consist of implementing the game and explaining the importance of your

questions.

3. Board Game • Create The Crucible board game. • This may be done individually or in a small group. • Your presentation will consist of playing some of the game. Even though it may only be played

by a small number of people, the rest of the class can watch. • It will be up to you to make it relevant to The Crucible. • You will have to explain to the class why you created the game in your chosen format.

4. Mobile • May be done individually or in a small group. • Create a workable mobile i.e. it is properly balanced. • It must symbolically represent The Crucible. i.e. through color, symbols, objects, themes. • Your presentation will consist of you explaining how your mobile is representative of The

Crucible.

5. Detailed Character Portrait • Must be done individually. • Choose a character from The Crucible and pretend they have come into your studio for a sitting. • Draw the character from the bust up. • The portrait must be detailed, but it can be done in pencil, pen or ink, or in color. • When presenting your portrait to the class you must support your artistic ideas through the text.

For example, "I pictured John as having... because in The Crucible, John is described as..."

6. Create a character's diary • May be done individually or in a small group. • Pretend you are digging in your backyard in Salem Massachusetts and you find John Proctor's

diary, or Abigail's or even Elizabeth's. What would it say? • Choose any character from The Crucible and have .the diary start where the play commences or

even slightly before then. Use your imagination and creativity. Give us some insight into the character. You must keep closely with the play. Have the diary end a little after the play.

• Your presentation will consist of you reading portions of the diary to the class. Guidelines

• The historical information on the Salem witch trials would be very helpful to you. • They did not have computers back then, so try to make the diary look authentic.

7. Create two collages • Must be done individually. • Create one collage to represent the plot of The Crucible.

• The other collage should portray the internal conflict of a character of your choice. • Your presentation will consist of you explaining the materials in your collage and why they are

relevant.

8. Front page of the newspaper • May be done individually or in a small group. • Create the front page of the Salem newspaper during the witch trials. What would it say? What

would it look like? • Your front page must look authentic, be the proper size, and have at least on picture (drawn or

photocopied). • You write the articles. • Your presentation will consist of you reading and showing the front page to us.

9. Creating written dialogue • To be done in a small group. • Your presentation will consist of your group acting out the dialogue.

Although the conversations described below probably did occur in 1692, Arthur Miller did not choose to include them in his play about the era. Select ONE of them to put into dialogue as Miller might have. Strive to catch both the traits of the individuals as you have come to know them and the differences between them and to include references to events which would further the action of the drama. Add stage directions to describe significant gestures or moves and to show intonation and pacing. A. After Elizabeth Proctor, Martha Corey, and Rebecca Nurse have all been arrested, their distraught husbands meet to plan their strategy to rescue them from the court. John Proctor is angry and exasperated with the court for believing Abigail, yet concerned about his own secret sins; Giles Corey is cantankerous and mildly belligerent, but also aware that his mention of her reading led to her arrest; and Francis Nurse is, as usual, calm and rational. B. A farmer and a reverend in neighboring Beverly discuss the rumors that have reached them from Salem now that their own Reverend Hale has arrived there. As mentioned in Act One, accusations of witchcraft are not unknown in Beverly, and consequently most residents have definite opinions about what might or should happen in Salem. C. As Reverend Hale's certainty about and confidence in evidence of witchcraft in Salem begin to waver, he approaches Reverend Parris to discuss with him his growing doubts. He is understandably uncomfortable about bringing up the subject. Parris, as usual, is concerned primarily with his own position and image.

10. Literary Cards • To be done individually • Literary cards are modeled after hockey cards. • One of your cards should be devoted to the plot and your other ten on characters featured in

the play. • The front of the card should contain the character's picture (you may use magazine cut outs)

and name • The back of the card should contain statistics relating to the character, such as, occupation, age,

sex, role in the play, if s/he is a major or minor character, personality traits. • You need to create a box to put the cards in and decorate it.

11. Essay • In proper essay format write a 500 word essay on a topic of your choice. • Your topic and thesis must be passed through me first.

12. Your choice • If you have another idea for a project, that relates to The Crucible, and shows your

understanding of it which you wish to pursue; please come to me to discuss it.

Evaluation Projects are out of 40 points

• Imagination/creativity/thoughtfulness /10

• neat /orderly /5

• relates to The Crucible /5 Shows an understanding of:

• main themes/characters/plot/conflict /15

• fulfilled task requirements /5 Essays are out of 40 points

• thesis/introduction/conclusion /5

• content /15

• grammar/spelling /5

• neat/orderly /5

• clear/concise/flows smoothly /5

• transition sentences/proper paragraph structure /5 Presentations are out of 10 points

• explains project well /4

• voice is clear and audible /3

• maintains eye contact /2

• presentation is precise and to the point /1

Common Core State Standards Alignment Grid

Grades 9-12

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 11-12

Reading: Literature and Informational Text

Key Ideas and Details

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Speaking and Listening

Comprehension and Collaboration

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

the crucible - english unit...

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