Courage, Heroism and Goodness:
Interpreting The Crucible
Dear Students,
This study packet is a valuable resource for you and contains the majority of the homework assignments for this entire unit. You MUST keep this in your binder. This packet will explain what we are doing in this unit, what to expect, and provide you with due dates whenever possible. Please DO NOT LOSE this packet.
Ms. Smith
Essential Questions
What makes a person a hero?
What does intolerance cost a democratic society, and what is the result of tolerating “too much”?
How much influence should religion exert in a democratic, pluralistic, and multiethnic society?
How does literature reflect American society’s ongoing struggle to live up to the ideals of democracy?
What constitutes true courage?
How do both art and hysteria influence society’s perception of justice, heroism, courage and intolerance?
Unit Goals
Describe and explain the evolving nature of heroism and courage.
Answer the “Essential Questions” using examples from the text, both orally and in writing.
Define a tragedy, plot, rising action, irony, theme, characterization, motif, symbolism, and other literary devices using examples from the text.
Identify tragic hero, tragic flaw, antihero, antagonist, protagonist.
Identify and explain character motivation and dramatic structure (plot, rising action, climax, resolution).
Respond to class texts in journals and analytical writing assignments.
Complete a “critical lens” essay which analyzes “Half-Hanged Mary” and The Crucible through a quotation on themes shared by these texts.
Unit Assessments
Maintain a journal of reading reflections which demonstrate mastery of analytical writing, text interpretation, and understanding of literary devices used in the text.
Participation in class discussions and activities.
Planning, composing, editing, and publishing an analytical essay exploring themes in the class texts through a quotation used as a “critical lens”.
Various quizzes on vocabulary, reading comprehension, and text interpretation.
Reading Assignments
A note on the reading assignments—because we are not all using the same edition of the play, I have divided most of the reading assignments by “French Scenes”, i.e., the entrance or exit of a major character. I included the page numbers in my book, but if your page numbers differ you are still responsible for reading the assigned passages. See me if you have questions.
Reading #1: “A Note on the Historical Accuracy of This Play”, and Act One, up to Ann Putnam’s entrance (p. 12).
Reading #2: “Enter Mrs. Ann Putnam” through “I say shut it, Mary Warren!” (p. 20)
Reading #3: “Enter John Proctor”, through “Enter Reverend John Hale of Beverly” (p. 32).
Reading #4: “Enter Reverend John Hale of Beverly” through “The Curtain Falls” (p. 48).
Reading #5: Beginning of Act II, through Reverend Hale’s entrance into the Proctor home, (p. 62).
Reading #6: Reverend Hale’s entrance through the end of Act II (p. 81).
Reading #7: Appendix to Act II, Scene 2, entire scene. (p. 148-152) AND the beginning of Act III, through “Giles Cory makes a rush for Putnam…” (p. 98).
Reading #8: Giles’ Cory’s attack on Putnam, through Elizabeth’s entrance, “Come here, woman” (p. 112).
Reading #9: Elizabeth’s entrance, through the end of Act III (p. 120).
Reading #10: Beginning of Act IV, through John Proctor’s entrance (p. 133).
Reading #11: John Proctor’s entrance, through the end of the play, AND “Echoes Down the Corridor” (p. 146).
Reading #12: “Half-Hanged Mary” by Margaret Atwood. Read the entire poem.
For each reading assignment, you will be assigned comprehension questions, as well as a reading response journal entry. These will be collected as homework, and you should keep completed assignments in your binder for your use when writing your paper.
Reading Response Journal Questions
Directions: All journal entries must discuss the relationship between the personal examples you provide and examples provided in The Crucible. If you choose not to relate your journal to The Crucible, you will not receive credit for your journal entry. All journal entries must be written in complete sentences, follow the standards of academic English, and must be at least 7 sentences long.
Act I
You thought you might be in trouble and you lied to avoid it.
Rumors were flying . . . did someone try to dispel them?
Your emotions prevented you from making a wise choice.
You found yourself "in over your head" because of a poor choice you made.
Act II
You or someone you know was judged unfairly.
You asked to be forgiven for a wrong you'd done but weren't.
Jealously (your own or someone else's) caused a problem for you.
Honesty (yours or someone else's) played a role in a conflict in your life.
Your emotions in a particular situation clouded your judgment.
Act III
You (or someone you observed) was on a "power trip."
You were frustrated by the blatant lies someone was telling and everyone was believing.
You sacrificed a principle that is important to you for a person that is important to you.
You (or someone you know) was asked to "name names" or implicate others in a problematic situation.
Act IV
You pretended to be something or someone you are not.
You became totally disillusioned with someone or something that you believed in..
You were afraid to admit you were wrong.
You gave up something or someone important to you for a principle.
Think of what you mean when you use the words “honor,” “truth,” “justice,” or “courage.” Choose one character that exemplifies your idea of one of these ideals and explain how he/she lives up to your standards (or do the reverse: fails to live up to your standards).
“Half-Hanged Mary”—Journal #1
What does the poet’s point of view have in common with The Crucible?
How does the perspective of the poem’s narrator inform your understanding of the events that led to the Salem Witch Trials?
“Half-Hanged Mary”—Journal #2
Pick other historical or contemporary women whose lives parallel the women of Salem. Write a monologue or poem that gives the women who suffer injustice a voice. (Note: this may require some research on your part—be prepared to share this in small groups in class).
Reading Comprehension Questions
Directions: Write out your answers to the following questions in complete sentences. You must use text evidence (an example that you explain or a direct quote from the play) in your response.
Act I
Why do you think Rev. Parris has so many enemies?
After Parris begins to believe his daughter to be afflicted by witchcraft, what is Thomas Putnam’s advice to him?
What truths come out when the adults leave the girls alone?
Who is the leader of the girls? How would you describe Mary Warren in relation to the other girls?
What’s going on between Abigail and John Proctor?
Why does Betty start screaming?
Why are some people, including John Proctor, inclined to stay away from Sabbath meeting?
Why does Hale believe the Devil would strike Rev. Parris’s house?
Though Rev. Hale is trying to get Tituba to name her accomplices, who is the first person to actually mention names?
Why isn’t it difficult for Ann Putnam to believe that Goody Osburn is a witch?
What are the “symptoms” of witchcraft that indicate the Devil is hard at work in Salem?
Why has Goody Proctor turned Abigail out of the Proctor household? How does this act backfire?
What is the effect of Tituba’s “confession” on Mrs. Putnam, Betty, and Abigail at the end of Act I?
Act II
What is the primary center of tension in the encounter between John Proctor and Mary Warren?
What “symptoms” can be added to the Act I list of “evidence” that the Devil has invaded Salem?
What do you know about the relationship between John and Elizabeth Proctor from the stage action and opening dialogue of Act II?
Describe the power Abigail has in the court room.
What’s going on between the Proctors on pages 52-53 (________)?
Though Mary Warren cannot say who accused Elizabeth Proctor, who do you believe accused her and why?
Ironically, which commandment can John not remember?
John Proctor seems to be the only voice of reason in the confusing end of Act II. What are some examples to support this idea?
Why is Mary Warren afraid of telling the truth about Abigail, for herself and for John?
At the end of Act II, what is your impression of Elizabeth Proctor? What is her relationship with her husband like?
Describe how Miller builds up tension in Act II? What are the series of events leading to the dramatic climax? How does he use figurative language to increase this tension?
Act III
What is Danforth’s role in the court proceedings?
Over and over, Danforth says that the good have nothing to fear. What evidence can you give to show that the opposite is true?
Danforth gives the premise for judging a witch. Summarize his guidelines.
How would you describe the encounter between Danforth and Abigail? Who “wins” this confrontation, and why?
Mary Warren's testimony is destroyed in the end because she cannot do something. What? How does she explain the problem?
Finally, Proctor admits that he and Abigail have been lovers. This truth could be the end of Abigail’s control. Why isn’t it?
What is the importance of John Proctor’s last speech (in Act III)?
What is Hale’s point of view on John Proctor at the end of Act III?
Explain why the end of Act III is the “turning point” in the play. What techniques does Miller use to achieve such heightened drama at the end of Act III?
Act IV
What has happened in Andover that has Parris so agitated? What has contributed to his softening attitude?
What is Hale’s mission in Act IV?
Parris tells Danforth, “You cannot hang this sort”. What does he mean?
Why won’t Danforth pardon the prisoners?
What does John Proctor refuse to do, because he wants his sons to “walk like men in the world”?
Do you think Elizabeth Proctor would confess if she were in her husband’s place? Explain.
In the end, what is it that is of utmost importance to John Proctor?
What does Elizabeth mean when she calls out, “He have his goodness now. God forbid I take it from him!”
Vocabulary Assignments
Directions: For all vocabulary assignments you must copy down the word, underline it, and write out the definition of the word. Vocabulary assignments may not be typed.
Vocab #1: savor, dogmatically, indigenous[ly], orthodox, heretic, inert, sect, innate, parochial, predeliction, ingratiating, junta, autocratic, paradox, dissembling, conjure, vindictive, propriety, diametrically.
Vocab #2: , defamation, malign, fiend, quaking, deference, vindictive, abyss, iniquity, malevolence, contempt, prosecutor, deposition, plaintiff, guile, reprieve, indictment, conspiracy, purged, penitence, corroborating.
Vocab #3: formidable, trepidation, hypocrisy, partisan, prodigious, defamation, bemused, malign, methodical, abrogation, resurgence, wily, malevolence, exaltation, prudent, licentious, ecstatic, pallor, ameliorate, indignant.
Vocab #4: begrudge, base, calamity, blasphemy, contentious, contempt, effrontery, reproach, confounded, placidly, sublime, augur, gaunt, adamant, beguile, conciliatory, incredulously, rescinded.
NOTE: All these vocabulary words consistently appear on the SAT!
Courage, Heroism and Goodness:
Interpreting The Crucible
and “Half-Hanged Mary”
Analytical Writing Assignment
Task:
Write a three to four page essay in which you discuss The Crucible, by Arthur Miller, and “Half-Hanged Mary” by Margaret Atwood, from the particular perspective of the statement that is provided for you in the quotation you choose.
In your essay, provide a valid interpretation of the quote, agree or disagree with the quote as you interpret it, and support your opinion using at least three specific references from each text.
Guidelines:
• Provide a valid interpretation of the quote that clearly establishes how you analyzed it.
• Indicate whether you agree or disagree with the quote as you interpret it.
• Use examples from the texts to support your opinion about the quote.
• Do not summarize the plot.
• Use specific references to appropriate literary elements (for example, theme, characterization, language, point of view) to analyze the quote and make your point.
•Follow the conventions of standard written English including spelling, capitalization, grammar, punctuation, and citation of quotes from the play and the poem.
How You Will Be Graded
You will be graded on your class work, and need to turn in the following documents to satisfy the requirements for this assignment:
Rough Draft (30 points)
Thesis paragraph draft (30 points)
Introduction draft & rewrite (30 points)
Conclusion draft and rewrite (30 points)
Peer Editing Checklist (30 points)
Final essay, typed and double-spaced using either 12 point Arial or 12 point Times New Roman, minimum of three entire pages. (100 points)
Your essay will be assessed based on the rubric used for the New York State Regents Examination (see following page).
